Warwick Initial Teacher Education Curriculum
Early Years
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Making the most of observations to inform your own practice and development.
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Exploring the Early Years Framework and Early Learning Goals
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Becoming familiar with and comparing the two non-mandatory documents which can guide the EY curriculum.
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An introduction to observation, planning and record keeping proforma to use during early years placements.
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Prior to this session trainees will engage with directed pre-task on EY philosophies.
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Trainees will engage with the EY Statutory Framework and ELGs, comparing documents and understanding the interconnectedness of the EY curriculum.
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Trainees will develop an understanding of the cycle of planning, observation and record keeping and make comparisons to this their KS1 placement experiences.
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Trainees consider how and why children are observed and assessment requirements are discussed. Subjective and objective observation is studies alongside video footage and Warwick proforma.
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Fundamentally trainees will understand the importance of relationships and knowing the children in order to act on day-to-day observations and shape a meaningful curriculum
Woods, A. (2014) The Characteristics ofEffective Learning. David Fulham
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Explore what is distinct about the EY curriculum and pedagogy.
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Engage critically with key research that informs EY assessment practice.
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Further develop understanding of EYFS and formative assessment
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Further develop understanding of EYFS and summative assessments - Gap and Strength Analysis (GSA)
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Understand the importance of partnership with parents/carers when recognising progress and addressing needs.
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Building on the planning session trainees will look more closely at the ‘observation’ component, considering key research that informs EY assessment practices.
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Trainees will build on formative (ongoing) assessment understanding in alignment with AfLPEn session (also week 1 Spring) to consider strategies for AfL within an EY setting.
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Trainees will deepen their understanding of summative assessments in EY (Progress check at Age 2. Reception Baseline and EYFSP) how to undertake GSA.
A conversation with Ofsted on the revised EYFS
Foundation Years vodcast: Ofsted inspections and the new EYFS
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Understanding the roles within an Early Years team
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Comparing the roles of leader and manager
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Development of leadership vision
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Developing awareness of own leadership style.
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Designing a meaningful curriculum
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Development of systems and routines
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Ensuring equality, diversity, inclusion and anti-racist discourses in early years
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The session will support trainees in developing their unique positionality as EY specialists.
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As they are on placement when this session is delivered, they will reflect on management and leadership structures within their settings and compare the difference in managerial and leadership roles.
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Trainees will develop a broad understanding of leadership responsibilities in an EY setting and begin to articulate what their vision of leadership might look like eg: ethos, values, curriculum.
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In line with our key lines of development trainees will engage with activities that support their understanding of equity, diversity, inclusion and ant
Ang.L. (2012). Leading and Managing in the Early Years: A Study of the Impact of a NCSL Programme on Children’s Centre Leaders’ Perceptions of Leadership and Practice. Educational Management Administration & Leadership, 40(3), 289-304. https://doi.org/10.1177/1741143212436960Link opens in a new window
Bush, T. (2012). Leadership in the Early Years: Making a Difference. Educational Management Administration & Leadership, 40(3), 287-288. https://doi.org/10.1177/1741143212438482Link opens in a new window
McDowell-Clark, R & Murray, J (2012) Reconceptualising Leadership in the Early Years. Berkshire; Open University Press.
Siraj-Blatchford, I & Hallot, E (2014) Effective and Caring Leadership in the Early Years
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Analysing the impact of the environment on engagement
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Considering effective environments to support creative and critical thinking.
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Exploring the benefits of active learning
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Understanding the research underpinning play-based exploration and discovery
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Analysing indoor and outdoor provision and the use of display
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Trainees will consider how positive enabling environments link to the five Every Child Matters outcomes.
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Trainees will understand the ways that a carefully designed environment can promote young children’s physical, mental and emotional health and wellbeing. Trainees will draw on their experiences on placement to analyse active learning opportunities and audit and analyse outdoor and indoor provision to support learning in all areas of the curriculum.
Bryce-Clegg. A (2015) Best Practice in the Early Years. Bloomsbury
Early Childhood Essentials series: Enabling Environments in the Early Years 742978190724118_00000000956.pdf (findlay.co.uk)
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Understanding attachment
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Exploring life before 2 and being 2
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Building schema
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Heuristic and block play
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Trainees will begin to understand how very young children develop personally, socially and emotionally, how this impactson learning and how trainees can support them in their learning.
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The session will pay particular attention to the development of 2-year-olds.
Early Childhood Educators’ Well-Being: An Updated Review of the LiteratureLink opens in a new window
The role of childcare professionals in supporting mental health and wellbeing in young people: a literature review
NHS baby reviews and the 2 year check.Link opens in a new window
People Under Three By Sonia Jackson & Ruth ForbesLink opens in a new window
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To discuss the concept of play and look at the balance of play and adult led activity.
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Be introduced to the Leuven scales as a measure for well-being and involvement.
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Make links between the Characteristics of Effective Learning, self-regulation, well-being and involvement.
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Trainees consider how play, child-initiatedactivities and adult initiated activities, combined with the teacher's knowledge of the areas of learning come together in good practice in the Early Years.
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Trainees explore the characteristics of effective learning and begin to use the Leuven scales to monitor a child’s well-being and involvement.
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Discussion focusses on the continuum of approaches from unstructured play to adult directed. Later trainees use video footage to make judgements around wellbeing and involvement.
Bryce-Clegg, A(2015) Best Practice in the Early Years . Bloomsbury
Crowley, K.( 2014) Child Development. Sage
Dowling, M. (2014), Young children’s Personal, Social and Emotional Development, 4th Ed. Sage.
Dowling, M (2013) Young Children’s Thinking. Sage
Fisher, J. (2016) Interacting or Interfering? Mc Graw Hill.
Woods, A. (2014) The Characteristics of Effective Learning. David Fulham
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Understanding the foundations of emotional and cognitive self-regulation
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Self-regulation and co-regulation
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Understanding ways to support children in developing self-regulation skills
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Considering ways to build positive relationships as a part of enabling environments - sharing good practice.
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Exploring how to promote the development of metacognition in the early years.
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Trainees build on learning from sessions on Behaviour to Learn and child development in the autumn term to further understand cognitive self-regulation.
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They explore and critique strategies for supporting children in developing self-reg strategies and make connections to their experience in schools.
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Trainees consider how to plan for the development of metacognition in EY settings and the implications of this.
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Understanding what the EYFS and ELGs state about physical development.
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Develop an understanding of physical literacy and how to promote this within EY settings.
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Understand the importance of fundamental movement skills and the impact of their development.
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Consider planning opportunities for the development of strength and coordination across the curriculum.
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Building on knowledge from Primary PE 1 and Child Development lecture in the Autumn, trainees will develop an understanding of early physical development with a focus on core strength and coordination. The session will analyse what the EYFS says and what this means in practice, we will consider meaningful connections to other areas of the curriculum and the importance of enabling environments.
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Understanding what the EYFS framework says about gross motor skills and what this means in practice.
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Considering practical learning opportunities and goal orientated play to support the development of gross motor skills.
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Developing continuous provision to support the development of gross motor skills.
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Examining key literature and research on gross motor skills.
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In this session trainees will explore the importance of the physical development of gross motor skills and the implications for this across the wider curriculum.
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They will engage practical activities that support their own understanding of gross motor skills and apply this learning to EY.
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Trainees will make connections between gross motor development, wellbeing, confidence and socialisation and the development of fine motor skills.
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Understanding what the EYFS framework says about fine motor skills and what this means in practice.
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Considering practical learning opportunities and goal orientated play to support the development of fine motor skills.
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Developing continuous provision to support the development of fine motor skills.
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Examining key literature and research on fine motor skills.
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In this session trainees will make connections between research outcomes and their own observations in EY settings.
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They will develop an understanding of the cruciality of fine motor development for everyday accessibility to the world.
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Trainees will collaboratively plan continuous provision learning for physical development based on a given theme,demonstrating their understanding of how physical development occurs incrementally over time to support proficiency, control and confidence.
Sutapa P, Pratama KW, Rosly MM, Ali SKS, Karakauki M. Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity. Children (Basel). 2021 Nov 2;8(11):994. doi: 10.3390/children8110994. PMID: 34828707; PMCID: PMC8625902.
Carol G. Brown (2010) Improving fine motor skills in young children: an intervention study, Educational Psychology in Practice, 26:3, 269-278, DOI: 10.1080/02667363.2010.495213Link opens in a new window
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Begin to understand where Language development problems might occur for some children.
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Develop an understanding of the key features of effective adult – child interactions.
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Reflect and plan how to improve the quality of adult – child interactions.
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Critically evaluate how the role of the adult supports communication and language development in the Early Years.
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This session looks how language for communication develops. This is a broad and important topic.
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The session explores reasons behind the statistics of children with a speech and language need along with materials and strategies which can support them.
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Trainees develop an understanding of the key features of effective adult-child interactions.
DfE, 2021, Statutory framework for the early years foundation stage [online] accessed: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf accessed August 2022
DfE, 2014, National Curriculum in England: English programmes of study; [on line]: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study accessed 2022
ICAN [online] https://ican.org.uk/ accessed August 2022
The Communication Trust and Consortium [online] https://ican.org.uk/i-cans-talking-point/professionals/tct-resources/ accessed August 2022
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Understanding the challenges of the English language
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Developing awareness of the educational context of phonics
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Understanding personal trainee progress around phonics – subject knowledge and placement
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Exploring activities for the development of phonological awareness
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The importance of phonics within a broad and rich language curriculum
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This session builds on the IPPU on phonics in the autumn term.
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It addresses the development of phonological awareness and the types of activities which help children prepare for reading.
The Rose Report-An Independent Review of Reading 2006
DfE (2021) The Reading Framework, Teaching the foundations of literacy.
Education Endowment Foundation (2018) Preparing for Literacy Guidance Report.
Glazzard and Stokoe (2017)Teaching Synthetic Phonics and early English
Waugh, Carter, Desmond (2015) Lessons in teaching phonics in primary schools
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Know the importance of storytelling.
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Explore a range of multimodal and multimedia storytelling approaches.
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Consider a range of approaches to support oral language and literacy development.
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Explore ‘story grammar’.
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Consider the place of storytelling across the EY/FS and KS1 curricular
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Understanding the importance and benefit of story in a world where children are bombarded with multi-media.
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Engaging critically with research on storytelling and writing.
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Developing understanding of approaches to support language development and oracy.
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Making connection for story telling across the curriculum.
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Understand the intensely oral nature of most poetry – made to perform.
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Become familiar with aspects of poetry that you will teach to children.
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Understand ‘progression’ in teaching poetry.
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Consider teaching strategies for developing children’s enjoyment of reading and responding to poetry.
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Consider approaches to composing poetry in different modes.
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To consider tacit learning which poetry offers
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Trainees will learn about creative pedagogies and how poetry fits withing the EYFS and NC.
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Engagement with forms of early oral poetry.
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Understanding what poetry can offer in terms of concentrated vocabulary,multi-layered meanings and multiple interpretations.
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Analysis of a range of poetic forms and engagement with high quality children’s literature.
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How language for communication develops.
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The importance of spoken language in Early Years for learning.
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How to support children’s spoken language development.
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Begin to understand where Language development problems might occur for some children.
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A prep session introduces trainees to the sensitive periods in early brain development and notes the key differences between speech, language and communication and the potential impacts of poor development in each of these. Trainees go onto learn the conditions of natural learning according to Cambourne.
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The main seminar covers key milestones, explores the question why aren’t our young children talking? And examines the differences between delay and disorder.
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The session goes onto looking at planning for talk, open and closed questions and phatics. Sustained shared thinking is unpicked and explored through transcripts and videos.
Brodie, K. (2014)
Sustained Shared Thinking in the Early Years
Burger, K. (2015)
Effective early childhood care and education: successful approaches and didactic strategies for fostering child development. European Early Childhood Education research journal 23:5 pp743-760 Routledge
TheCommunication trusthttps://www.thecommunicationtrust.org.uk/Link opens in a new window
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Understand some of the ways to enable children to engage with numbers and to see how to use them in their everyday lives.
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Promote a love of mathematical learning and children’s intellectual curiosity.
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Establish a stimulating environment.
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Looking for patterns and relationships – spotting connections
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Understanding the development of spatial reasoning
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Exploring why shape and space are important, how children learn about shape and space and what difficulties they encounter.
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Exploring length weight and capacity
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The importance of mathematical language in the EY.
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To know and understand:
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what a force is
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contexts for embodied experiential learning about forces in early years
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common misconceptions
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Trainees will engage with Development Matters and the NC to track the progress of knowledge and understanding on forces. They will also consider key messages from Ofsted’s science subject report 2023.
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Trainees will engage with planning materials to support their understanding of making connections between forces and the environment they are within, focusing on opportunities for experiential learning.
DfE (2021) Development Matters Non-statutory curriculum guidance for the early years foundation stage
DfE (2023) Early years foundation stage statutory framework
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289
Under Development
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Trainees will engage with Development Matters and the NC to track the progress of knowledge and understanding on forces. They will also consider key messages from Ofsted’s science subject report 2023.
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Trainees will engage with planning materials to support their understanding of making connections between forces and the environment they are within, focusing on opportunities for experiential learning.
DfE (2021) Development Matters Non-statutory curriculum guidance for the early years foundation stage
DfE (2023) Early years foundation stage statutory framework
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289
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Communication through the arts
Use of role play to enhance interest, skill and ability.
Imagination and creativity in learning
Spiritual development through awe, fascination, enjoyment and reflection.
Small world play
Under Development
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To understand the statutory requirements of the EYFS and National Curriculum for Art and Design
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To consider the definition of what art is and what it has the potential to be.
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To experience a range of teaching and learning activities to promote engagement with art from a range of different artists and media.
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To learn a range of strategies to teach art appreciation including expressing and justifying opinions and answering and generating questions.
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To consider how sketchbooks can be used to develop children’s artistic skills.
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To understand how resources can be used as a support for children and to ensure progression of skills.
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To learn about the work of a range of artists and produce artwork inspired by these artists using a range of different media.
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To consider how these artists and their work could be used as a stimulus in the primary classroom
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Explore the current expectations and context for art education.
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Trainees explore what art actually is, applying skills of questioning, reasoning and criticality.
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Engagement with teaching and learning activities, using the work of a range of diverse artists as a stimulus for practical skills development.
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Exploration of progression of skills though resources and sketch books.
Art Education journal
Barbe-Gill (2005) How to talk to children about art.
BERA – Arts Based Education Research
Bloom (1956)
Myhill (2006) Talk, talk, talk: Teaching and learning in whole class discourse.
NAEA (National Art Education Association)
NSEAD (National Society for Education in Art and Design)
Ofsted (2012) Art, Craft and Design Education: Making A Mark
Ofsted (2014) High expectations in art, craft and design as part of a whole-school approach
Ofsted (2014) Ofsted examples of good practice in art teaching
Ofsted (2023) Research and analysis
Research review series: art and design
Teachers sharing good practice: Primary Rocks Art @PR_Art1
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To develop understanding of music pedagogy, theory and subject knowledge
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To understand the statutory Early Years and National Curriculum expectations
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To understand the outcomes and intentions of the most recent Ofsted research and government plans
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To know the importance of experiencing a diverse range of musical genres, styles, composers, musicians and musical performers
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To consider how to develop subject specific vocabulary and use of appropriate musicalterms.
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To develop understanding of key musical elements
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To consider ways of exploring musical elements through learning activities and composition
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To introduce graphic notation and consider what this might look like in Early Years, KS1 and KS2
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To develop understanding of rhythmic notation
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To consider behaviour management, learning behaviours and routines in music
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Explore the current expectations and context for music education.
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Consider key musical theory and the impact that music has on us as individuals and society.
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Engage with pedagogic ideas and learning sequences for teaching and learning in music (E.g.: vocabulary for developing schemata).
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Compose and perform to a peer-group audience – focus on success criteria and feedback.
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Develop understanding around creativity and creative behaviours.
State of the Nation report (2019), All-Party Parliamentary Group for Music Education, the Incorporated Society of Musicians and the University of Sussex.
DfE (2011) The Importance of Music: A National Plan for Music Education
DfE (2022) The Power of Music to Change Lives: A National Plan for Music Education
DfE (2021) Music Education Report on the call for evidence conducted February – March 2020
Ofsted ( 2021) Research and analysis: Research Review Series: Music
Ofsted (2012) Music in schools: promoting good practice Music Teaching Professional Development Materials
Ofsted (2012) Music in schools: wider still, and wider: Quality and Inequality in Music Education 2008-2011
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To understand how to teach and assess Primary languages. (CCF4)
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To understand the requirements of the Primary Languages in the National Curriculum (CCF2)
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To develop your knowledge of one or more primary languages through practical activities (CCF3)
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To develop an understanding of the language learning cycle (CCF3)
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To learn how to use language games and more interactive forms of teaching to develop primary languages (CCF5)
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To understand the role of resources in the teaching of Primary Languages and beyond this session (CCF7)
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Self-awareness of trainees own language background
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Confidence in learning languages
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Learning through active learning and modelling
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Learning French through singing
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Basic principles of learning languages: listening – speaking – reading – writing
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Practice trough repetition
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Using games to learn (battleships)
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Putting actions into words – looking at different buildings and settlement types
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Research and theory in primary languages
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Languages in the National Curriculum
Myles, F., Tellier, A. and Holmes, B., 2019. Embedding languages policy in primary schools in England: summary of the RiPL White Paper proposing solutions.
Finch, K., Theakston, A., & Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: teachers’ experiences.
Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017). How do teacher factors and the way teachers teach impact on children’s FL knowledge?
Myles, F, & Mitchell, R (2012). Learning French from ages 5, 7 & 11.
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Understand the statutory requirements of the EYFS and the National Curriculum for History at Key Stage 1.
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Consider the importance of questioning in History teaching.
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Understand how to use sources to best effect to deepen understanding.
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Further develop historical subject knowledge.
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Understand the importance of storytelling to develop children’s historical understanding.
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Become aware of where children are coming from (the EYFS) and their introduction into KS1 history.
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Progression between the KS1 and KS2 curriculum.
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Introduction of substantive and disciplinary knowledge
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Exploring historical concepts through the modelling of a Frayer model
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Exploring the Great Fire of London
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Exploring significant individuals
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Diversifying history
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Exploring found poetry (the Blitz) and links to the English curriculum.
Ofsted. (2021) Research review series: history
Pickford et al. (2013) Primary Humanities – Learning through Enquiry
Howorth. M (2015) Teaching Primary History
Percival. J (2020) Understanding and Teaching Primary History
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Art Education journal
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Barbe-Gill (2005) How to talk to children about art
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BERA – Arts Based Education Research
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Bloom (1956)
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Myhill (2006) Talk, talk, talk: Teaching and learning in whole class discourse
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NAEA (National Art Education Association)
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NSEAD (National Society for Education in Art and Design)
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Ofsted (2012) Art, Craft and Design Education: Making A Mark
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Ofsted (2014) High expectations in art, craft and design as part of a whole-school approach
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Ofsted (2014) Ofsted examples of good practice in art teaching
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Teachers sharing good practice: Primary Rocks Art @PR_Art1
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Become aware of where children are coming from (the EYFS) and their introduction into KS1 geography.
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Progression between the KS1 and KS2 curriculum.
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Introduction of substantive and disciplinary knowledge
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Exploring geographical concepts
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Continents and oceans in KS1
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Countries and capitals of the UK
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Introducing positional language to KS1
Ofsted. (2021) Research review series: geography
Pickford et al. (2013) Primary Humanities – Learning through Enquiry
Scoffham. S (2016) Teaching Geography Creatively
Catling. S. J (2018) Understanding and Teaching Primary Geography
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To be aware of the key requirements of the EYFS and the 2014 National Curriculum for KS1 Computing.
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To explore what is meant by ‘computational thinking’.
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To look at ideas around informational technology.
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To introduce ideas around computer science.
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To explore how we can make computing more inclusive.
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Perceptions and prior experiences with the computing curriculum
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The Ofsted Research Review findings and recommendations
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The change from ICT
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Computing in the EYFS
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The computing curriculum in KS1 and KS2 – computer science, information technology and digital literacy
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Declarative and procedural knowledge
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Computational thinking
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Terminology in the computing curriculum
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Unplugged programming
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Exploring Bee Bots
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Progression in information technology and links to maths and science
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E-safety
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Inclusion in computing – supporting all learners and girls
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. Boston, MA: Allyn and Bacon.
BCS: The Chartered Institute for IT. (2016) Digital literacy - What do primary aged children need to know? Available online at https://www.bcs.org/content-hub/digital-literacy-what-do-primary-aged-children-need-to-know/
Bird. J (2017) Lessons in Teaching Computing in Primary Schools
Burrett. M (2016) Teaching Primary Computing
Caldwell. H (2016) Teaching Computing Unplugged in Primary Schools: Exploring primary computing through practical activities away from the computer
Department for Education. (2014) Computing programmes of study: key stages 1 and 2 National curriculum in England
Ofsted. (2022) Research review series: computing
The Royal Society. (2012) Shut down or restart? The way forward for computing in UK schools. The Royal Society. Available at: https://royalsociety.org/~/media/education/computing-in-schools/2012-01-12-computing-in-schools.pdf
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Understand the statutory requirements for the teaching of RE in Early Years and Primary School Settings.
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Engage with pedagogical developments in Religious and Worldview Education.
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To begin to develop subject knowledge of a range of religions and worldviews.
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To experience a range of teaching and learning strategies to effectively teach RE, promoting discussion and reflection.
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To consider how first-hand learning and artefacts can enhance learning in RE.
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To explore potential barriers to learning in RE.
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Explore the national context for the teaching of Religious and Worldview Education – considering the current seismic shift- in curriculum and approach.
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Consider the impact of personal worldviews and the importance of personal understanding of these in preparedness to teach eg’; worldview shock.
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Consider the RE curriculum within the context of decolonisation.
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Explore and experience the use of high-quality texts and story to promote learning in RE.
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Consider barriers to learning and adaptative teaching strategies.
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Engage with resources to promote the use of artefacts in the classroom and other first-hand learning opportunities.
Big Ideas and the RE Council’s National Statement of Entitlement (bigideasforre.org)
Chater.M (2020) Reforming RE Power and Knowledge in a Worldviews Curriculum. John Catt Publication
Flanagan. F (2021) Teachers’ personal worldviews and RE in England: a way forward? British Journal of Religious Education Volume 43, Issue 3 (2021)
Lang, G. Are You Ready? Developing Quality Religious Education in Primary Schools (1997) Religious and Moral Education Press
Metacognition, Worldviews and Religious Education - A Practical Guide for Teachers ByShirley Larkin, Rob Freathy, Jonathan Doney, Giles Freathy 2019
Ofsted (2021) Research review series: Religious Education
Putting Big Ideas into Practice in Religious Education - RE:ONLINE (reonline.org.uk)
Pett.S (2022) Religion and Worldviews in the Classroom: developing a Worldviews Approach
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Understand the statutory requirements for the teaching of RE in Early Years and Primary School Settings.
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Engage with pedagogical developments in Religious and Worldview Education.
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To begin to develop subject knowledge of a range of religions and worldviews.
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To experience a range of teaching and learning strategies to effectively teach RE, promoting discussion and reflection.
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To consider how first-hand learning and artefacts can enhance learning in RE.
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To explore potential barriers to learning in RE.
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Explore the national context for the teaching of Religious and Worldview Education – considering the current seismic shift- in curriculum and approach.
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Consider the impact of personal worldviews and the importance of personal understanding of these in preparedness to teach eg’; worldview shock.
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Consider the RE curriculum within the context of decolonisation.
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Explore and experience the use of high-quality texts and story to promote learning in RE.
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Consider barriers to learning and adaptative teaching strategies.
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Engage with resources to promote the use of artefacts in the classroom and other first-hand learning opportunities.
Big Ideas and the RE Council’s National Statement of Entitlement (bigideasforre.org)
Chater.M (2020) Reforming RE Power and Knowledge in a Worldviews Curriculum. John Catt Publication
Flanagan. F (2021) Teachers’ personal worldviews and RE in England: a way forward? British Journal of Religious Education Volume 43, Issue 3 (2021)
Lang, G. Are You Ready? Developing Quality Religious Education in Primary Schools (1997) Religious and Moral Education Press
Metacognition, Worldviews and Religious Education - A Practical Guide for Teachers ByShirley Larkin, Rob Freathy, Jonathan Doney, Giles Freathy 2019
Ofsted (2021) Research review series: Religious Education
Putting Big Ideas into Practice in Religious Education - RE:ONLINE (reonline.org.uk)
Pett.S (2022) Religion and Worldviews in the Classroom: developing a Worldviews Approach
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Become familiar with NC expectations.
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Recognise the value of D&T within the curriculum and understand the historical, social and economic context of the subject.
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Understand what constitutes a genuine D&T activity.
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Develop personal subject knowledge.
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Developing design technology skills and practical application
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Understand the importance of Health and Safety in Design Technology
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Considering planning opportunities for D&T
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Reflect on personal experience and engagement with D&T in the context of learning around the current D&T context.
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Analyse a range of activities to determine if they are genuinely D&T learning focused.
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Engage extensively with practical activities to develop specific D &T skills in mechanisms. (Levers, sliders, chassis, axels – techniques for joining.)
-
Engage with and evaluate a sequence of D & T learning activities.
National Curriculum: Design and Technology
The Design and Technology Association: DATA
Ofsted Annual Report (2016) Annual Report 2015/16: Education and Skills Design and technology in primary schools: Summary
Ofsted Publication: Meeting Technological Challenges? Design and Technology in school: 2007-2010
TES article: Aiden Severs: 6 ways get D&T right at Primary.
Teaching Design and Technology Creatively: Learning to teach in the Primary School series (Benson, 2017)
Mastering Design and Technology: mastering Primary teaching (Hope, 2018)
-
To be familiar with the National Curriculum requirements for Physical Education in EY KS1
-
Develop awareness of seminal reading for PE and the outcomes of Ofsted Review
-
To understand the differences between physical education, physical activity, physical development, physical literacy and school sport.
-
To have an increased knowledge and understanding of teaching and learning within Physical Education at KS1 and KS2, with a particular focus on gymnastics.
-
-
Consider the national context for Physical Education – School Sports Funding; Obesity Report; Ofsted Research Review.
-
Consider key PE research and the impact that physical education might have on individuals and society.
-
Explore what high quality PE encompasses.
-
Engage with pedagogic ideas and learning sequences for teaching and learning in PE (E.g.: practical approaches to teaching fundamental skills and gymnastics skills; how to set high expectations for learning behaviours and performance.)
-
Consider strategies for adaptive teaching.
-
Health and Safety in PE
-
Ofsted 2022 Research Review Series: PE
Association for Physical Education website https://www.afpe.org.uk/physical-education/
Youth Sport Trust website https://www.youthsporttrust.org/
Margaret Whitehead (ed.)(2010)Physical literacy: throughout the life course. New York: Routledge
10 more reasons for quality physical education. Kretchmar, 2006.
English
-
To know and understand the aims, ambition and structure of the English Programme
-
Orientate to key Government Issued Documents linked to English
-
To know the programme overview and how to access Moodle online resources
-
To highlight key journals (English in Education) and (Children’s Literature in Education) and Subject-linked associations (UKLA, CPLE)
This asynchronous lecture orients trainees to the English programme and focuses on:
-
The intent of the programme in developing passionate, confident trainees with strong subject knowledge and effective subject-specific pedagogies
-
Awareness that they can expect every English taught session to include elements of SK, pedagogy, research, high quality children literature and how to apply approaches in school
-
Highlighting the current context and key messages around reading and English in Primary schools: Oracy, SSP and RfP
-
Aims of the National Curriculum and EYFS
-
Sharing the structure of the programme and the rationale for this
-
Access to resources and Professional Associations (UKLA, CLPE, NATE))
-
Expectation to complete SK audits and targets setting based on outcomes
-
Request to complete ‘Teachers’ Knowledge of Children’s Literature and Other Texts’ and Teachers’ Knowledge of Children’s Reading Practices’ surveys
-
English in Education Journal. Routledge
-
Children’s Literature in Education. Springer.
-
United Kingdom Literacy Association (UKLA)
-
Centre for Primary Literacy Education (CPLE)
-
Society for Storytelling (SFS)
-
National Literacy Trust (NLT)
-
Poetry by Heart
-
British Film Institute (BFI)
-
To understand the basics of semiotic resource, mode and affordance relating to the widest conception of multimodality.
-
To recognise that all texts are modes of communication are created by design – begin to think about the semiotics of design and the affordance of different modes
-
To understand that all modes have sign, grammar and affordance
-
To examine a variety of multimodal texts
-
To engage with simple strategies and activities which can be used to support comprehension at R, KS1 and KS2
-
To consider planning, scaffolds and structures when considering different modes
-
To become more familiar with the range of questions which can be used to prompt discussion and comprehension of different modes.
-
To recognise the value of structured, collaborative learning, dialogic talk approaches in supporting comprehension of different modes
·Introduces trainees the concept that English is more than reading a book and writing with a pen
·Supports trainees to recognise that texts are designed with purpose
·Lay the foundations for talk being at the centre of other forms of communication
-
Kress, G., Van Leuwen, T. (2006) The Grammar of Visual Design. Routledge.
-
Maine, F., Shields, R. (2015) Developing reading comprehension with moving image narratives, Cambridge Journal of Education, 45:4, 519-535. Routledge.
-
Serafini, F. (2012): Expanding the four resources model: reading visual and
multi-modal texts, Pedagogies: An International Journal, 7:2, 150-164. Routledge.
-
Maine, F. and Shields, R. (2015) Developing reading comprehension with moving image narratives. Cambridge Journal of Education, 45 (4). pp. 519-535.
-
David Parker (1999) You’ve Read the Book, Now Make the Film: Moving Image Media, Print Literacy and Narrative, English in Education, 33:1, 24-35. Routledge.
Children’s Literature used: Small in the City - Sydney Smith
Children’s Moving Image: After the Rain (Omeletto)
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To reinforce the value of deep subject knowledge and knowledge of texts
-
To appreciate the complexity of multimodal designing and understanding using the language of semiotics.
-
To develop confidence in exploring a text and in sharing personal response
-
To begin to understand the impact of high-quality teaching of reading on outcomes for pupils
-
To begin to create a toolkit for exploring texts (Linked to Power of Reading approaches)
-
To explore mapping the potential of a text in preparation for planning reading and writing and know that they must link.
-
Be Introduced to planning from a whole text (Linked to the Power of Reading CLPE)
-
The Reading Framework: Teaching the Foundations of Literacy (2021)
·Extending knowledge of high quality children’s literature
·Deepen understanding of key government documents and resources
·Begin to explore texts in terms of what they might offer children’s learning and teacher planning
-
Arizpe, E. (2013) Meaning making from wordless (or nearly wordless) picture books: what educational research expects and what readers have to say, Cambridge Journal
of Education, 43:2, 163-176. Routledge.
-
CLPE (2020) The Power of a Rich Reading Classroom. SAGE Publications Ltd
Children’s Literature used: The Watertower – Gary Crew and Steven Woolman, The House Cat – Helen Cooper, The Lion and the Mouse – Jerry Pinkney
Children’s Moving Image: A Slippery Tale - Susanne Seidel
-
To widen our understanding of what reading is – not just the written word.
-
To develop an understanding of key pedagogical strategies and approaches which scaffold and develop independence with reading
-
To recognise the role of the teacher as model, guide and ‘reader’
-
To consider progression from KS1 to KS2
-
To be aware of supportive resources and the need for personal actions related to subject knowledge development
-
Explore features of F, NF and Poetry
·Begin to explore a range of reading pedagogies linked to written, visual, audio and multimodal texts.
·Build understanding of text features
·Begin to understand different models of reading in schools and facilitation approaches associated with them.
-
Quigley, A. (2020) Closing the Reading Gap. Routledge.
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The Power of Pictures Summary of findings from the research on the CLPE Power of Pictures Project 2013-19
-
Kuzmičová, A., Cremin, T. (2022) Different fiction genres take children’s memories to different places, Cambridge Journal of Education, 52:1, 37-53. Routledge.
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Wilson, S. (2021) “Yeah, yeah, keep going!”: What is revealed about students’ reading competence, identity and agency when critical sociocultural analysis is used to understand classroom picture book conversations, English in Education, 55:1, 20-36. Routledge.
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Vidal-Hall, C. (2014) 'The reader, too, is creative': children's creativity in response to picture books interpreted through Vygotsky's writing on creativity. IoE.
-
Cassidy Schmitt, M., Sha, S. (2009) The developmental nature of meta-cognition and the relationship between knowledge and control over time. Journal of Research in Reading, Volume 32, Issue 2. Purdue University
-
Goswami, U. (2008) Reading, complexity and the brain. Literacy Volume 42 Number 2. Routledge.
-
Süleyman, A. (2011) Cognitive and Affective Contributions of the Literature Circles Method on the Acquisition of Reading Habits and Comprehension Skills in Primary Level Students. Educational Sciences, 11 (3).
Children’s Literature used: Fox – Margaret Wild, Du IZ Tak by Carlson Ellis
Children’s Moving Image: The Old Man and the Sea – Alexander Petrov (Based on Ernest Hemmingway’s novel.
-
To widen our understanding of what writing is – not just the written word.
-
To outline rationale for and pedagogies associated with Shared Writing practices
-
To understand rationale for and pedagogies associated with Guided Writing
-
To understand structures surrounding ‘paired writing’
-
To consider organisation and resources required
-
To explore Teaching Sequences for Writing
-
To consider best practice and key strategies for pupil progress
-
To critically reflect on recent research linked to the pedagogies of teaching writing
-
Create a culture of editing – Collaborative learning
·Support trainees to create an overview of where and how writing is refereed to in the English National Curriculum
·Introduce key terminology and approaches linked to the teaching of writing
·Consider writing in a wider sense than simply the written word – consider wider composition opportunities
-
Myhill, D., Cremin, T., and Oliver, L (2021): Writing as a craft: Re-considering teacher subject content knowledge for teaching writing, Research Papers in Education.
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Myhill, D. (Senior Lecturer in Education) (2001) Writing: Crafting and Creating, English in Education, 35:3. Routledge.
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Lambirth, A. (Professor of Education) (2016) Exploring children's discourses of writing, English in Education, 50:3, 215-232. Routledge.
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Barrs, M (2019) Teaching bad writing, English in Education, 53:1, 18-31. Routledge.
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Rooke, J. (2013). Transforming Writing. University of Winchester. National Literacy Trust.
Children’s Literature used: Snow White in New York – Fiona French, Rose Blanche - Book by Christophe Gallaz and Roberto Innocenti
Children’s Moving Image: The Piano – Aiden Gibbons
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Acknowledge what we already bring to our writing teaching
-
Become familiar with relevant research about writing
-
Writing is rooted in talking with others and/or talking with ourselves (linking to schema and knowledge)
-
Outline rationale for and pedagogies associated with Shared Writing practices
-
Understand rationale for and pedagogies associated with Guided Writing practices
-
Consider organisation and resources required
-
Explore Teaching Sequences for Writing
-
Critically reflect on recent research linked to the pedagogies of teaching writing
-
Create a culture of editing built into AfL practices (Peer2Peer)
·Explore key terminology and approaches linked to the teaching of writing
·Consider more deeply writing in a wider sense than simply the written word
·Develop ability to structure and scaffold the writing process effectively
Bearne and Reedy (2018) Teaching Primary English – subject knowledge and classroom practice. Routledge
Britton, J. (1970). Language and learning. Coral Gables, FL: University of Miami Press.
Chambers, A. (2011) Tell Me (Children, Reading and Talk) with the Reading Environment. Stroud: Thimble Press
Clark, C., and Douglas, J. (2011) Young People’s Reading and Writing An in depth study focusing on enjoyment, behaviour, attitudes and attainment National Literacy Trust
Clark, C., and Rumbold, K. (2006). Reading for Pleasure a research overview. The National Literacy Trust.
Cleverdon, C (2014) Read on Get on: http://cdn-literacytrust-production.s3.amazonaws.com/media/documents/Read_On_Get_On_launch_report_2014.pdfLink opens in a new window accessed August 2021
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. (2009). Teachers as Readers: Building Communities of Readers 2007-08 Executive Summary. The United Kingdom Literacy Association.
DfE (2012) Research Evidence on Reading for Pleasure, Crown copyright: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdfLink opens in a new window accessed August 2021
Medwell and Wray (2017) Primary English Knowledge and Understanding 8th ed. Learning Matters
OECD (2002) Reading For Change Performance And Engagement Across Countries - Results From PISA 2000.
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Recognise that definitions of ‘texts’ within different curricula are varied, as are their value within different educational ecosystems
-
Consider the terms ‘writing’ and ‘composing’ through examination of recent research
-
Know that multimodal texts can offer opportunities to explore complex issues
-
Writing is rooted in talking with others and/or talking with ourselves (linking to schema and knowledge)
-
Explore possible teaching sequences and supporting resources for multimodal composition
-
Consider the ‘tools’ for writing and what that might mean for adaptive teaching practices
-
Examine what opportunities multimodality might offer all learners, but EAL learners, in particular.
·Explore key terminology and approaches linked to the teaching of writing
·Consider more deeply writing in a wider sense than simply the written word
·Develop ability to structure and scaffold the writing process effectively
·Explore the metacognition associated with the writing process
Bearne and Reedy (2018) Teaching Primary English – subject knowledge and classroom practice. Routledge
Barnes, M. and Tour, E. (2023) Empowering English as an Additional Language students through digital multimodal composing. UKLA
Britton, J. (1970). Language and learning. Coral Gables, FL: University of Miami Press.
Chambers, A. (2011) Tell Me (Children, Reading and Talk) with the Reading Environment. Stroud: Thimble Press
Clark, C., and Douglas, J. (2011) Young People’s Reading and Writing An in depth study focusing on enjoyment, behaviour, attitudes and attainment National Literacy Trust
Clark, C., and Rumbold, K. (2006). Reading for Pleasure a research overview. The National Literacy Trust.
Cleverdon, C (2014) Read on Get on: http://cdn-literacytrust-production.s3.amazonaws.com/media/documents/Read_On_Get_On_launch_report_2014.pdfLink opens in a new window accessed August 2021
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. (2009). Teachers as Readers: Building Communities of Readers 2007-08 Executive Summary. The United Kingdom Literacy Association.
DfE (2012) Research Evidence on Reading for Pleasure, Crown copyright: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdfLink opens in a new window accessed August 2021
Medwell and Wray (2017) Primary English Knowledge and Understanding 8th ed. Learning Matters
OECD (2002) Reading For Change Performance And Engagement Across Countries - Results From PISA 2000.
Pantaleo, S. (2023) Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry. UKLA
Yap, J.R and Gurney, L. (2023) Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry. UKLA
-
To develop an understanding of the characteristics of spoken language
-
Explore vocabulary development and the teachers’ role in its development
-
Reflect on effective questioning as part of facilitating high quality talk
-
Consider the features and potential of dialogic talk
-
Consider talk accountability and the power of Collaborative Learning to support talk accountability and visible learning.
his lecture focuses on:
-
Understanding that language is a social construct
-
Recognising that language begins from birth with non-verbal and pre-language communication and are important developmental stages
-
Understanding the place of spoken language – referencing the NC and identifying the difference between spoken and written language
-
The body of evidence which recognises and advocates for the development of vocabulary development and the impact of poor vocabulary and language skills on learning across thew curriculum
-
Beck’s model of tiered vocabulary and the impact of focussing on tier 2 words
-
Which aspects of the English Curriculum require effective use of ‘talk’
-
Talk pedagogies to support effective pupil talk: IRF and dialogic talk (more fully) as well as exploratory talk highlighting that classrooms must offer authentic opportunities to talk and the role of a skilled practitioner in enabling that
-
Types of talk seen in classrooms and their role/impact: rote, recitation, instruction, exposition, discussion, scaffolded dialogue (Alexander)
-
Pedagogy of effective questioning including closed, open and person-centred questions along with research evidence of the imbalance of question types seen in classrooms: managerial/procedural; lower order and higher order (Wragg)
-
Skills and structures to support pupils to develop effective dialogue
-
Quigley, A. (2018) Closing the Vocabulary Gap. Routledge.
-
Beck et al., (2013) Bringing Words to Life. 2nd Ed. Guilford Press.
-
Alexander, R (2018) Developing dialogic teaching: genesis, process, trial. RESEARCH PAPERS IN EDUCATION. Received 10 March 2018, Accepted 23 May 2018. Routledge.
-
Wells, G (1999) Dialogic Inquiry Towards a Sociocultural Practice and Theory of Education. CUP.
-
Recognise the value of rich, high-quality texts – including multimodal texts - in supporting effective planning
-
Ensure that ‘English’ includes the widest possible definition of modes: (writing, reading, drama, moving image, performance - live and to camera, animation etc)
-
Develop Subject Knowledge: Understand text features including the affordance of each mode, the signs within them that make meaning possible, and the grammar of design.
-
Introduce principles of long, medium and short-term planning.
-
Critiquing and reflecting on commercially available schemes of work
This two-hour seminar focuses on:
-
The place of ‘high quality text’ in the Eng NC compared to other UK curricula
-
The progression and link between long, medium and short term, planning with quality text at the heart of this
-
Engaging with example long and medium term plans
-
Returning to previously shared teaching sequence for English and considering different models
-
Drawing on and developing SK around genre and text features in fiction and non-fiction – noting SK is key to effective planning
-
Engaging with a commercially available plan – using the Power of Reading (CLPE) as an effective example – moving from engagement with the texts (Beegu and Leon and the Place Between) to critiquing the teaching sequence
-
Looking at individual lesson plan and then…
-
Building their own teaching sequence based on the animation ‘Alma’ – with prompts to work backwards from an agreed outcome.
-
Considering scaffolds to support engagement and success
-
Caulfield, E. (2016) Planning to Teach Writing: A practical guide for primary school teachers. Routledge.
-
Bushnell, A et al. (2018). Modelling Exciting Writing: A guide for primary teaching. Learning Matters.
-
Multimodality, literacy and texts: Developing a discourse EVE BEARNE. Journal of early childhood literacy 9(2)
-
Children’s Literature used: Leon and the Place Between - Angela McAllister (PoR)
-
Children’s Moving Image: Alma - Rodrigo Blaas
-
Know and understand some technical vocabulary linked to SSP
-
Be able to count phonemes in words
-
Begin to recognise how progression is mapped and supported
-
To be aware of nationally recognised and certified phonics delivery programmes
-
To be aware of the Reading Framework:
-
To critically reflect on government documents linked to reading in light of recent research
-
Understand how progression in phonics is mapped by different SSP Programmes
-
Explore how phonics can be taught well – focused observation of practice
-
Make links between phonics and the reading and writing process.
This day on SSP focuses on:
Developing trainees subject knowledge in relation to:
-
Recall of the Simple View of Reading
-
The role and relevance of SSP as the approach to early reading offering a historical context and awareness of key literature and research associated with it (Rose Review, EEF) as well as key documentation to support their teaching of reading (the Reading Framework)
-
technical language associated with SSP
-
progression in SSP
-
developing trainee confidence in skills of blending and segmenting and understanding the role of these skills in reading and writing
-
expectations for keep-up rather than catch-up
Introducing trainees to:
-
example programmes and their materials e.g. lesson plans and resources to support teaching (RWI and Little Wandle – both very light touch)
-
the need to have fidelity to a programme
-
SSP lesson observation and lesson structure
Reminding trainees:
-
Of the place of SSP within a wider, rich, reading curriculum
-
To carefully consider the environment for reading and language development including resources to support pupils to apply SSP independently across the curriculum and ways to support RfP
-
Systematic Synthetic Phonics (SSP) Programmes approved by the government
-
Bowers, J.S. (2021) Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction. Educational Psychology Review (2020) 32:681–705. Springer.
-
Wyse, D., Bradbury, A. (2021) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education. BERA.
-
The Reading Framework: Teaching the Foundations of Literacy (2021)
-
To know national expectations in Handwriting
-
To know why the development of legible handwriting is important to thinking and composition and understand it’s progression
-
To know ways in which children’s cognitive and motor skills in fine motor control and cognition can be developed.
-
Make trainees aware of Primary Spelling expectations, specifically linked to the Appendix 1 of Primary NC.
-
To recognise the development in spelling
-
To understand how to recognise and remedy spelling errors
-
To know strategies to help children to become competent spellers over time.
This 1 hour lecture focuses on:
-
Awareness of the simple view of writing
-
Understanding the cognitive load that writing demands
-
Recognising that fluency and automaticity in handwriting and spelling can reduce cognitive load freeing pupils for compositional elements of writing
-
Awareness that motivation to write can be challenging for some pupils and that enjoyment is linked to outcome
The Handwriting section focuses on:
-
Gross to fine motor control and value of QFT in the EYFS
-
Awareness of posture, effective grip and the right tools
-
The need to model, verbalise and vary strategies for practising (particularly or younger pupils)
-
the importance of correct letter formation/entry and exit points
-
The need to teach little and often, to watch formation carefully
-
That handwriting fluency has a direct impact on composition
The Spelling section focuses on:
-
Why spelling is challenging
-
NC expectations
-
Early spelling strategies (based on SSP) and progression (Gentry’s stages)
-
Diagnostic approaches (practical)
-
Applying strategies after SSP
-
Planning for spelling: whole group to adaptive approaches
-
EEF (undated) Improving Literacy in Key Stage 1: Guidance Report [online] accessed December 2023 https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1Link opens in a new window
-
EEF (undated) Improving Literacy in Key Stage 2: Guidance Report 2nd ed. [online] accessed December 2023 https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks2/EEF-Improving-literacy-in-key-stage-2-report-Second-edition.pdf?v=1703226181Link opens in a new window
-
Source: Gentry, J.R. (1982) The Reading Teacher , Nov., 1982, Vol. 36, No. 2. pp. 192-200
-
Waugh, D. Jolliffe, W. and Allott, K. (2014) Primary English for Trainee Teachers, Learning Matters (Sage)
-
Revisit the Simple View of Reading (SVR)
-
Consider the range of strategies used by developing readers as they acquire secure and automatic decoding skills
-
Examine Guided Reading and Shared Reading and Whole Class Reading as a teaching strategy for supporting ‘newly fluent’ children in their transition from an emphasis on Systematic Synthetic Phonics (SSP) to developing comprehension
-
Consider teaching strategies to develop comprehension in the fluent reader and challenge preconceptions about reading and comprehension being only about modes in a book.
-
Reflect upon vocabulary development
·Build on and make links to SSP understanding but emphasise that comprehension involves a very broad range of skills which interplay in a complex way for meaning to be made
·Consider how we can develop comprehension both with focussed skills teaching, but also with a wide lens of understanding of the complex interplay between comprehension skills
·Begin to build a toolkit of reading strategies and approaches
·Consider how reading and comprehension is manifest in schools and their structures, reading cultures and wider approaches to reading.
-
Maine, F and Shields, R. (2015) Developing reading comprehension with moving image narratives, Cambridge Journal of Education, 45:4, 519-535
-
Serafini, F. (2012): Expanding the four resources model: reading visual and multi-modal texts, Pedagogies: An International Journal, 7:2, 150-164
-
Wyse, D and Bradbury, A. (2022) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education. 10:e3314.
-
Young, R. and Ferguson, F. (2021) Writing for Pleasure Centre (Article).
-
'Book Talk' questions, inspired by Aiden Chambers' book called, "Tell Me."
-
Gough, PB and Tunmer, WE. (1986). ‘Decoding, reading and reading disability’ Remedial and Special Education: volume 7, issue 1, pages 6-10.
-
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online. Retrieved from http://www.readingonline.org/research/lukefreebody.htmlLink opens in a new window
Examining Agency in Children’s Nonfiction Picture Books Authors (first, second and last of 4) Margaret Vaughn, Vera Sotirovska, Mohamed Elhess. Published: 29 January 2021 Pages: 33 – 51.
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Reflective accounts of teaching literacy to pupils with English as an additional language (EAL) in primary education Louise Bailey & Hannah Sowden Pages: 286-300. Published online: 15 Mar 2021
-
Source: Marzano, R.J. (2010). The Art and Science of Teaching: Inference. Educational Leadership. April 2010.
Children’s Literature used: Click Clack Moo, Cows that Type – Doreen Cronin, The Day of Ahmed’s Secret – Ted Lewin
Children’s Moving Image: Mavis and the Mermaid - Juliet McKoen
-
Explore symbiosis between reading and writing Non-fiction
-
Know the features of different NF text types
-
Know that many NF texts are ‘hybrid texts’
-
Understand the ‘Exit’ model (Extending Interactions with Text and Other Media: EXIT-M
-
Explore the importance of writing from experience
-
Explore the importance of cross curricular NF
writing
-
Understand scaffolds related to NF
-
Consider creating your own NF multimodal texts using the moving and still image.
·Explore key reading linked to the reading, writing, listening and speaking associated with non-fiction texts
·Ensure that trainees understand that non-fiction texts are extremely varied in design and that this affects the models that we present children with and as such the way we teach and approach non-fiction.
-
Lewis, M and Wray, D. (1997) Extending Literacy: Children Reading and Writing Non-fiction, Routledge, London
-
Lewis, M and Wray, D. Writing Frames – scaffolding children’s non-fiction writing. EXEL, University of Exeter, UK.
Children’s Literature used: Swallow Journey – Vivienne French, The Baking Book – Jane Bull
Children’s Moving Image: ‘The Natural Water Cycle’
To consider:
-
aspects of grammar to be taught at KS2 (linked to appendix 2 of the NC)
-
the place of grammar within a teaching sequence for writing
-
teaching activities to use with KS2 pupils
-
to continue to develop own confidence and understanding of grammar for teaching
This seminar is focussed mostly on KS2 and KS2 expectations around Grammar although throughout, references to KS1 are made where applicable
Gives opportunity to support trainees SK and is adapted as necessary revising:
-
Hierarchy of a sentence
-
Phrases and clauses
-
Sentence types
-
Punctuation
-
The 8 word classes
-
Word modification
-
Word and sentence level activities
There is also a focus on grammar for writing and the session looks at:
-
Exploring the style of the writer and applying this to their own composition
-
Generating vocabulary ideas to support sentence development
-
Exploring best practice approaches to teaching grammar for writing e.g. grammar in context, grammar which is explorative , playful, purposeful and meaningful - avoiding teaching misconception though repetitive sheet-based activity
Activities are included to support SK while practising the types of activity that may be applied in the classroom.
-
Bearne and Reedy (2018) Teaching Primary English – subject knowledge and classroom practice. Routledge
-
Clark, U (2010) Grammar in the Curriculum for English: What Next?, Changing English, 17:2, 189-200. Routledge.
-
DfE (2014), National Curriculum Appendix 2
-
Myhill, D. (2021) Grammar re-imagined: foregrounding understanding of language choice in writing, English in Education, 55:3, 265-278. Routledge.
-
Myhill, D et al. (2013) Playful explicitness with grammar: a pedagogy for writing. v47, n2. Routledge.
-
Peat, A. (2008) Writing Exciting Sentences. Creative Educational Press Limited
-
to consider formative assessment of reading and writing at KS1&2
-
to consider summative assessment of reading and writing at KS1&2 and associated procedures
-
to examine procedures for confirming TA of performance in reading and writing
-
Make accurate and productive use of assessment
This one hour lecture focuses on:
-
The link between SK and accurate assessment
-
Looking for evidence of learning in English
-
The need to celebrate the strengths of pupils outcomes before the next steps (linked to cognitive load and emotional resilience)
The writing section focuses on:
-
Progression in writing and reference the CLPE writing scales
-
Summative Assessment and expectations re TA for writing including ‘working at the expected standard’ statement for KS1 and 2
-
What independence looks like according to DfE and how to encourage and nurture this
-
Overview of the GPS assessment process
The reading section focuses on:
-
Recall of the Simple View of Reading
-
Assessing decoding and fluency
-
Look, listen and note approach to developing readers with wider strategies and the role of shared and guided reading structures as key mechanisms for assessing reading
-
Question types for understanding comprehension: literal, inference and deduction and evaluative (including avoiding being misled by correct answers to literal retrieval questions)
-
Approaches to record keeping and tracking in relation to developing skills
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Progression and target setting – reference to CLPE reading scales
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Overview of summative assessment inc Phonics Screening Check, TA at KS1 and SATS at KS2 (including preparing pupils for these)
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CLPE Reading and Writing Scales https://clpe.org.uk/teaching-resources/reading-and-writing-scalesLink opens in a new window
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The Engagement Model https://assets.publishing.service.gov.uk/media/5f19be233a6f40727dc2e452/Engagement_Model_Guidance_2020.pdfLink opens in a new window
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Teacher Assessment Guidance: https://www.gov.uk/government/publications/key-stage-2-teacher-assessment-guidance/key-stage-2-teacher-assessment-guidanceLink opens in a new window
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Teacher Assessment Frameworks KS1: https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-1Link opens in a new window
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Teacher Assessment Frameworks KS2: https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-2Link opens in a new window
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Rose Review (2006) DfE, crown copyright.
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Explore symbiosis between designing poetry in different modes
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To consider poetry in terms of social justice and equality
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To understand the intensely oral nature of most poetry – made to perform
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To become familiar with aspects of poetry that you will teach to children
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To understand ‘progression’ in teaching poetry
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Consider teaching strategies for developing children’s enjoyment of reading and responding to poetry
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To consider approaches to writing poetry
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To consider tacit learning which poetry offers
·Explore key reading linked to the reading, writing, listening and speaking associated with poetry texts
·Ensure that trainees understand that poetry texts are extremely varied in design and that this affects the models that we present children with and as such the way we teach and approach poetry.
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Poetry in Primary Schools (2018) CLPE.
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Hughes, J. (2008) The ‘screen-size’ art: Using
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digital media to perform poetry. English in Education Vol.42 No.2. Blackwell Publishing.
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O’Halloran, K. (2021): Postdigital stylistics: creative
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multimodal interpretation of poetry and internet mashups, English in Education. Routledge.
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Pullinger, D. (2012). ‘In Living Memory: The Dying Art of
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Poetry Learning and a Case for Revival’, Changing English, 19:4
Children’s Literature used: A Poke in the Eye – Paul Janeczko, Lost Words – Jackie Morris, Water Sings Blue – Kate Coombs
Children’s Moving Image: Ozymandias – Stephen Hamacek, The Listeners – Edward Sargeant,
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Know that all narrative is designed, whatever the mode
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Explore symbiosis between reading and writing when designing fiction
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To consider a range of approaches to support oral language and literacy development
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Explore ‘story grammar’
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Examine how visualisation can support reading comprehension and writing.
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Deepening understanding - Drama and English working together
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Explore Oral Storytelling
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Examine the role of multimodal moving images in English and more widely
·Explore key reading linked to the reading, writing, listening and speaking associated with fiction texts
·Ensure that trainees understand that fiction texts are extremely varied in design and that this affects the models that we present children with and as such the way we teach and approach fiction.
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Gajdamaschko, N. (2006) Theoretical Concerns. Vygotsky on Imagination Development. Educational Perspectives. V39, N2.
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Parker, D.(1999) You’ve Read the Book, Now Make the Film: Moving Image Media, Print Literacy and Narrative, English in Education, 33:1, 24-35
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Vidal-Hall, C. (2014) 'The reader, too, is creative': children's creativity in response to picturebooks interpreted through Vygotsky's writing on creativity. Institute of Education. IoE Conference.
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Wilson, S. (2021) “Yeah, yeah, keep going!”: What is revealed about students’ reading competence, identity and agency when critical sociocultural analysis is used to understand classroom picturebook conversations, English in Education, 55:1, 20-36.
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Gamble, N. (2019) Exploring Children's Literature: Reading for Knowledge, Understanding and Pleasure. Sage.
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Meek, M (1988) How Texts Teach What Readers’ Learn. Thimble Press.
Children’s Literature used: The Mousehole Cat – Antonia Barber
Children’s Moving Image: Between Us – Charlotte Bruus Christensen, How the Ocean Got Its Colour – Vincent Peone
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to understand that grammar applies to all modes of communication
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To unpick Subject Knowledge misconceptions
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To consider aspects of grammar, punctuation and spelling to be taught at and within KS 1 and 2 as well as spiral curriculum
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To consider the place of grammar within a teaching sequence for writing – linking explicitly to ‘reading as a writer’
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To critically reflect on recent research linked to the pedagogies of teaching grammar
Tackling grammar misconceptions and building subject knowledge.
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Rosenshine, B (2012) Principles of Instruction. Educational Practices: Series 21. International Bureau of Education.
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Myhill, D. (2021) Grammar re-imagined: foregrounding understanding of language choice in writing, English in Education, 55:3, 265-278. Routledge.
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Cushing, I., Helks, M. (2021) Exploring primary and secondary students’
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experiences of grammar teaching and testing in England, English in Education, 55:3, 239-250. Routledge.
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Hodgson, J., Harris, A. (2021) Make grammar great again?, English in Education, 55:3, 208-221. Routledge.
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Fontich, X., Camps, A. (2014) Towards a rationale for research into grammar teaching in schools, Research Papers in Education, 29:5, 598-625. Routledge.
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Myhill, D et al. (2013) Playful explicitness with grammar:
a pedagogy for writing. v47, n2. Routledge.
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Jones, S, et al. (2013) Grammar for writing? An investigation of the effects of contextualised grammar teaching
-
on students’ writing. Read Writ (2013) 26:1241–1263. Springer.
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Clark, U (2010) Grammar in the Curriculum for English: What Next?, Changing English, 17:2, 189-200. Routledge.
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Peat, A. (2008) Writing Exciting Sentences. Creative Educational Press Limited
Children’s Literature used: Eats, Shoots and Leaves – Lynne Truss and Bonnie Simmonds, The Mysteries of Harris Burdick – Chris Van Ahllsburg
USE STOP MOTION STUDIO TO EXPLORE THE GRAMMAR OF MOVING VISUAL DESIGN and associated modalities linked to animation
Maths
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To understand the structure of the maths programme.
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To raise awareness of key Government issued documents relating to maths.
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To orientate you to the maths online Moodle resources.
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To alert you to key maths associations and literature
This asynchronous lecture recording introduces trainees to the Primary Maths component of the PGCE course.It briefly explores:
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The aims of the National Curriculum for mathematics
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The topics covered in the primary mathematics and EYFS curricula
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Recommended reading and websites
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Mathematics subject associations
TEDx Talks (2016) Five Principles of Extraordinary Math Teaching. 17 February 2016, Available at:https://www.youtube.com/watch?v=ytVneQUA5-c
Department for Education (2013) Mathematics programmes of study: key stages 1 and 2 National Curriculum in England. Available at: https://assets.publishing.service.gov.uk/media/5a7da548ed915d2ac884cb07/PRIMARY_national_curriculum_-_Mathematics_220714.pdf
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To understand the importance of a mathematical mindset.
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To reflect on maths anxiety.
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To identify strategies to develop a mathematical mindset.
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To begin to reflect on the kind of teacher of maths that you want to be.
This lecture explores how exciting, creative and challenging maths teaching can be. Trainees are encouraged to reflect on their own thoughts and feelings about mathematics, especially mathematical anxiety, and how these have been influenced by their own experiences. Theyare introduced to Boaler’s concept of “mathematical mindsets” and begin to consider how these can be promoted in their own classroom. The notion of setting and streaming in mathematics is challenged with regards to the impact this may have on learner’s attitudes to the subject. Trainees also discuss Dan Finkel’s (2016) 5 Principles of Extraordinary Math Teaching:
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Start with a question
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Students need time to struggle
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Teacher is not the answer key
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Say ‘yes’ to your students’ ideas
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Play!
The lecture concludes by considering Boaler’s (2015) suggestions for a Mathematical Classroom
-
Boaler, J (2015) Elephant in the Classroom London: Souvenir Press
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Boaler, J (2016) Mathematical Mindsets San Francisco: Jossey-Bass
-
Dweck, H (2012) Mindset London: Robinson
-
Education Endowment Foundation (2018) Setting and Streaming
-
Rycroft-Smith (2017) How does maths anxiety affect mathematics learning?
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TEDx Talks (2016) Five Principles of Extraordinary Math Teaching. 17 February 2016, Available at: https://www.youtube.com/watch?v=ytVneQUA5-c
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To explore recent changes to the teaching of mathematics.
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To develop a greater understanding of “Mathematics Mastery”.
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To begin to consider strategies to promote children’s depth of knowledge in mathematics.
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To explore theory that underpins teaching mathematics.
In this workshop, trainees develop an understanding of the changes that have taken place in the teaching of mathematics and the principles and theory that underpin these changes. The workshop reinforces the three aims of the mathematics curriculum and the rich connections within the curriculum. The trainees are introduced to the NCETM’s (2015) definition of mastery, which recognises four aspects of mastery:
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A mastery approach (beliefs and mindsets)
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A mastery curriculum
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Teaching for mastery (pedagogic principles)
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Achieving mastery (Knowing why)
They explore the structure of a “mastery” lesson and begin to consider strategies that can be used to adapt teaching to meet the needs of all pupils.Links are made throughout the session to key theorists including:
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Bruner – Concrete, Pictorial, Abstract approach
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Dienes – Variation theory
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Vygotsky – Social Constructivism
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Piaget – Assimilation and Accommodation
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Skemp – Relational Understanding
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runer, J.S. (1966) Toward a Theory of Instruction
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Drury, H (2014) Mastering Mathematics
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NAMA (2015) Five Myths of Mastery in Mathematics https://matrixmathshub.co.uk/wp-content/uploads/2022/12/NAMA-Five-Myths-of-Mastery-in-Mathematics.pdf
-
NCETM (2014) Teaching for Mastery
-
NCETM (2022) Mastery Materials
-
Skemp, R. (1976) Relational Understanding and Instrumental Understanding http://www.davidtall.com/skemp/pdfs/instrumental-relational.pdf
-
TIMSS (2019) International Results in Mathematics and Science
-
Bruner, J.S. (1966) Toward a Theory of Instruction
-
Drury, H (2014) Mastering Mathematics
-
NAMA (2015) Five Myths of Mastery in Mathematics https://matrixmathshub.co.uk/wp-content/uploads/2022/12/NAMA-Five-Myths-of-Mastery-in-Mathematics.pdf
-
NCETM (2014) Teaching for Mastery
-
NCETM (2022) Mastery Materials
-
Skemp, R. (1976) Relational Understanding and Instrumental Understanding http://www.davidtall.com/skemp/pdfs/instrumental-relational.pdf
-
TIMSS (2019) International Results in Mathematics and Science
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To identify the key steps in progression for the teaching of counting and place value in EY, KS1 and KS2;
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To explore how representation and manipulatives can support children’s knowledge of counting and place value.
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To explore the notion of subitising.
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To be aware of factors that can inhibit learning.
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To identify areas in which you need to develop your knowledge and understanding of mathematics as a learner yourself and as a teacher.
This session focuses on the teaching of counting and place value. Trainees develop an understanding of the progression in counting with the application of Gelman and Gallister’s (1978) principles of counting:
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One to one principle
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Stable order principle
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Cardinal principle
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Abstraction principle
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Order irrelevance principle
Trainees are also introduced the term ‘subitising’ and establish an understanding of both perceptual subitising and conceptual subitising.
They develop an understanding of the partitioning strategy and explore resources that can be used to develop children’s understanding of place value. They also explore how place value links to other concepts in mathematics and common errors and misconceptions that can occur. The session concludes with a discussion regarding dyscalculia – the signs, its challenges and strategies to support individuals
-
DCSF Numbers and Patterns: Laying foundations in Mathematics: DCSF (2009)
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Gelman, R. & Gallistel, C. (1978) The Child's Understanding of Number
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Hansen A (2017) Children's Errors in Mathematics (Fourth Edition) London: Sage
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Killen, P & Hindhaugh, S (2018) How Big is a BIG Number? London: Sage
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Munn, P (1997) Childrens beliefs about counting. In Thompson I. (ed) Teaching and learning earlynumber. Pgs 9-19 .Buckingham , Philadelphia. Open University Press.
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Thompson. I. (2003) 1-100 Rules Ok? ATM
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Thompson, I (2003) Putting Place Value in its Place
-
To explore interpretations of ‘fluency’.
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To understand why developing fluency in maths is important.
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To consider how to help children develop fluency of known facts
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To share transferable strategies for developing children’s mathematical fluency.
This lecture has a focus on developing children's fluency - one of the aims of the Maths curriculum. It explores definitions of fluency and aspects of mathematics that children are expected to be fluent in. It challenges different myths regarding fluency and makes links between mindful learning and working memory. The lecture introduces the trainees to the year 4 multiplication check and explores the pros and cons of timed tests
-
Boaler (2015) Fluency without fear: research evidence on the best ways to learn math facts
-
Nrich (2014) Developing Number Fluency - What, Why and How
-
Skemp, (1978); Relational understanding and instrumental
understanding -
Thompson I (1997) ‘Mental and written algorithms: can the gap be bridged?’ in Thompson I (ed) (1997) Teaching and Learning Early Number Buckingham: OUP
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To explore the representation of written methods using models and images and concrete resources
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To identify why representations and structures are important aspects of mathematical pedagogy.
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To identify the key steps in progression for the teaching of the four operations in KS1 and KS2
This workshop reinforces the importance of encouraging learners to engage with manipulatives and representations to develop their understanding of the mathematical structure of a concept being taught. It explores how the CPA approach (adopted from Bruner’s (1966) three modes of representation)structures the learning of mental and written mathematics for all four operations.
Baroody’s (2006) three phases of learning number facts is discussed and applied to the teaching of times tables and grouping and sharing methods are explored when discussing approaches for division.
This workshop is slightly modified for trainees on the EY/KS1 programme with an emphasis on the teaching of addition and subtraction facts involving 1-digit numbers
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Baroody, A.J (2006); Phases of basic number fact mastery
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Bruner, J. S. (1966) Toward a theory of instruction. Cambridge Massachusetts: Belknap Press of Harvard University Press.
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EEF. (2022) Improving Mathematics in Key Stages 2 and 3 - guidance report. Online: Education Endowment Foundation.
-
EEF. (2021) Improving Mathematics in the Early Years and Key Stage 1 - guidance report. Online: Education Endowment Foundation.
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Skemp, 1978; Richard R Skemp; Relational understanding and instrumentalunderstanding. Arithmetic Teacher, 26 (1978), pp. 9–15.
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Thompson I (1997) ‘Mental and written algorithms: can the gap be bridged?’ in Thompson I (ed) (1997) Teaching and Learning Early Number Buckingham: OUP
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Willingham, D. T. (2017) 'Do manipulatives help students learn?' American Educator, Fall 2017 pp. 25-30, 40.
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To understand the importance of talk in developing mathematical understanding.
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To consider different approaches to engage learners in talk in the classroom.
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To understand the challenges of mathematical vocabulary.
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To develop questioning skills and strategies.
This lecture establishes the importance of embedding talk into mathematics teaching and how this can impact on the outcomes of pupils, developing their subject knowledge, reasoning skills and mathematical vocabulary.
The Initiation, Response, Feedback (IRF) sequence for talk is explored as well as Askew’s private and public talk. The trainees are introduced to the six principles of dialogic talk, which is then covered further in an English lecture.
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Alexander (2020) A Dialogic Teaching Companion Education Endowment Foundation (2019) research into Dialogic Teaching
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Askew, M (2016) A Practical Guide to Transforming Primary Mathematics. Routeledge
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EEF (2019) Dialogic Teaching
-
Howe, C. and Abedin, M. (2015) Classroom Dialogue: A Systematic Review Across Four Decades of Research Cambridge Journal of Education, 43(3): 325-56
-
Knight, R. (2020) Classroom Talk: Evidence-based Teaching for Enquiring Teachers St Albans: Critical Publishing
-
Mehan, H. and Cazden, C. (2015) The Study of Classroom Discourse: Early History and Current Developments In Resnick, L., Asterhan, C. and Clarke, S. (eds) Socialising Intelligence Through Academic Talk and Dialogue (pp13-14), Washington, DC. AERA
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Mercer, N. and Littleton, K. (2007) Dialogue and the Development of Children’s Thinking: A sociocultural Approach. Abingdon: Routledge
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Moffett, P. and Eaton, P. (2019) The impact of promoting early number talk project on classroom mathematics talk Early Child Development and Care 189 (11): 1763-1775
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Nrich (2011) Using Questions to Stimulate Mathematical Thinking
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Develop a greater understanding of planning in mathematics;
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To identify resources available to support planning;
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To become familiar with the learning plan documentation and prompts
This session is part of a carousel of workshops focussing on the planning of English, maths and science. It compares long term, medium term and short-term planning before discussing the Warwick Learning Plan in more detail and the basic structure of a maths lesson. The trainees develop their understanding of generating learning objectives and success criteria for a given topic in maths. The workshop reinforces the mastery lesson structure, introduced earlier in the programme, and maps the content against the Warwick planning proforma. There are opportunities to discuss strategies to promote:
-
Preparation for adaptive teaching – before, during and after the lesson
-
questioning which goes beyond IRF and promotes mastery
-
how to plan for
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Haylock (2019) Mathematics explained for primary teachers
-
Mccrea P. (2015) Lean Lesson Planning teacherly.co
-
Newell, R (2019) Mastery mathematics for primary teachers
-
Boaler, J (2015) Elephant in the Classroom London: Souvenir Press
-
Boaler, J (2016) Mathematical Mindsets San Francisco: Jossey-Bass
-
To identify the key steps in progression for the teaching of fractions in KS1 and KS2.
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To explore the representation of fractions and amounts using models and images.
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To develop trainees ability to apply their subject knowledge to the teaching of fractions.
-
To share problems, contexts and rich tasks to support creativity in the teaching of fractions
This Workshop focuses on the teaching, including:
-
Written notation of fractions and equal parts
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Fractions of a quantity
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Equivalent fractions
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Adding and subtracting fractions – same denominator and different denominator
-
Mixed numbers and improper fractions
-
Multiplying and dividing fractions
Trainees discuss the challenges and anxieties that children have when learning fractions. A strong emphasis is placed on the use of manipulatives and representations throughout the session to aid understanding to overcome these challenges.
This session also reinforces Skemp’s (1978) notion of relational understanding as trainees are reminded to facilitate the learners’ acquisition of knowledge of calculating fractions rather than teaching rules
-
Nrich ‘Understanding Fractions’ (2013) http://nrich.maths.org/10496
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Haylock, D (2014) Mathematics Explained for Primary Teachers
-
McLeod, R and Newmarch, B (2006) Maths4Life: Fractions
-
To identify the key steps in progression for the teaching of FDPRP in KS1 and KS2.
-
To explore the representation of fractions and amounts using models and images.
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To develop trainees ability to apply their subject knowledge to the teaching of FDPRP.
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To share problems, contexts and rich tasks to support creativity in the teaching of FDPRP.
This session builds on the previous session establishing the links between fractions, decimals, percentages, ratio and proportion.
The workshop uses manipulatives and representations to establish how decimal numbers can be created using base-10 apparatus to support learners’ understanding of ordering decimals.
Trainees discuss strategies for calculating percentages of numbers and apply the use of the Singapore Bar Model to explore how this strategy can support learners in solving more complex word problem.
Whilst exploring ratio and proportion, trainees explore how counters (manipulatives) or the bar model (representation) can deepen learners’ understanding of solving problems involving ratio and proportio.
-
Cotton, T (2010) Understand and Teaching Primary Mathematics. Pearson
-
Hansen A (2014) Children's Errors in Mathematics (Third Edition) London: Sage
-
Gould, Rycroft-Smith and Watson (2021) What does research suggest about the teaching and learning of percentage?
-
Haylock, D. (2019) Mathematics explained for primary teachers
-
NCETM Primary magazines issues 17 and 40
-
NRich (2011) Ratio or proportion?
Rycroft-Smith and Gould (2021) What does research suggest about developing concepts of ratio?
-
To explore what variation means in the context of planning for the learning of mathematics
-
To support you in thinking about how you can use this in the lessons you design.
-
To exemplify how variation is used and planned for in-lesson design
This lecture introduces trainees to the notion of variation - an important pedagogy in the teaching of mathematics. The lecture focuses on two types of variation:
-
Conceptual variation
-
Procedural variation
When exploring conceptual variation, trainees develop an understanding of the importance of exploring essential and non-essential features using a non-maths example before focussing on mathematical examples and discussing why they have been used.
When exploring procedural variation, trainees are introduced to three strategies:
-
Varying the problem through varying the conditions of the original problem
-
Varying the method used to solve the problem
-
Applying the same method to a group of similar problems
-
ATM: Variation on mathematics teaching and learning. A collection of writing from ATM: Mathematics Teaching www.atm.org.uk
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ATM (2016) Variation: analysing and designing tasks www.atm.org.uk
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EEF. (2017) Improving Mathematics in Key Stages 2 and 3 - guidance report. Online: Education Endowment Foundation.
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Gu, F., Huang, R., & Gu, L. (2017). Theory and development of teaching through variation in mathematics in China. In Huang, R., & Li, Y. (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets Western theories (pp. 13-41), Rotterdam, The Netherlands: Sense Publishers.
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Haylock, D. (2019) Mathematics explained for primary teachers
-
Huang, R & Li, Y Teaching and Learning Mathematics through Variation
-
NCETM (2017) Five big ideas in mastery teaching https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/
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Mun Yee Lai Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics, http://www.cimt.org.uk/journal/lai.pdf
-
Fan Lianghuo, Wong Ngai-Ying, Cai Jinfa, and Li Shiqi, (2004) How Chinese Learn Mathematics: Perspectives from Insiders
-
To understand the importance of problem solving in the Primary Curriculum;
-
To develop an understanding of how to use thinking skills activities to develop children’s reasoning and problem-solving;
-
To consider approaches which put problem-solving at the heart of the teaching and learning in maths;
-
To explore the use of representations to access mathematical structure;
This Workshop develops trainees’ understanding of teaching reasoning and problem-solving skills to children – two aims of the mathematics curriculum.
Trainees explore the importance of promoting reasoning in their teaching and how this can be achieved through carefully selected questions.
When exploring problem solving, trainees discuss why problem solving can be demotivating for learners and critique the RUCSAC strategy. The workshop then focuses on the use of the Singapore Bar Model as a more effective way to visualise and solve word problems.
-
Barmby, P., Bolden, D. and Thompson, L. (2014) Understanding and Enriching Problem Solving in Primary Mathematics. Critical Publishing
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Beckman, Sybilla. (2004). Solving algebra and other story problems with simple diagrams: A method demonstrated in grade 4–6 texts used in Singapore. The Mathematics Educator, 14(1), 42–46.
-
Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”
-
NRICH Reasoning: the Journey from Novice to Expert (Article), 2014
-
2019 TIMSS International Results in Mathematics and Science
-
To be aware of assessment techniques used in day-to-day teaching of mathematics.
-
To improve questioning techniques in mathematics.
-
To develop an understanding of the requirements for statutory assessments in primary schools for mathematics.
This lecture develops trainees’ knowledge of assessment in mathematics in three stages:
-
Assessment for learning (day-to-day)
-
assessment of learning (summative)
-
transitional assessment.
Trainees explore the different AfL strategies that they have used and seen being used. The trainees are introduced to Barton’s (2018) diagnostic questions as a questioning strategy to engage all learners and quickly assess for potential misconceptions.
Trainees are also asked to think about how closed questions can be adapted to open questions to further challenge learners.
Trainees are introduced to statutory and transitional assessments that take place at the end of each key stage (including foundation stage) as well as in year four.
-
Barton, C. (2018) How I Wish I’d Taught Maths: lessons learned from research, conversations with experts, and 12 years of mistakes. Woodbridge: John Catt Education Ltd
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Black, P. and Wiliam, D. (1998) Inside the black box. London: Kings College
-
Boaler, J. (2009) The Elephant in the Classroom London: Souvenir Press
-
Haylock, D. (2019) Mathematics explained for primary teachers
-
Hodgen, J. and Wiliam, D (2006) Mathematics inside the black box. London: nfer Nelson
Jeffcoat, M., Jones, M., Mansergh, J., Mason, J., Sewell, H. and Watson, A. (2004) Primary Questions and Prompts Derby: ATM -
Keogh, B., Dabell, J. and Naylor, S. (2010) Active Assessment: thinking, learning and assessment in Maths. Sandbach: Millgate House
-
Kime, S (2017) What Makes Great Assessment?
-
Wickham, L. (2009) Generating mathematical talk in KS2 in Primary Mathematics (Autumn 2009, Vol. 13, Issue 9)
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To identify key steps in progression for measures
-
To share problems, contexts and rich tasks to support creativity
-
To identify requirements in the national curriculum
-
To explore some of the challenges around teaching children to work with time and money
This Workshop focuses on the teaching of measures with an emphasis on length, weight and capacity. Trainees explore progression in skills associated with teaching measures and discuss the ‘fundamental principles’ of the process of measuring (Haylock, 2019).
Practical activities focussing on the teaching of length and weight explore the following stages in teaching practical measures:
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Direct comparison
-
Indirect comparison using informal units
-
Using formal units
The workshop also explores practical ways to teach perimeter and area, including calculating the area of parallelograms and various types of triangles.
This workshop explores the vast amount of vocabulary associated with measures and reinforces the importance of engaging pupils in high-quality talk opportunities.
Trainees are introduced to the concept of ‘Rich Task’ before working in study groups to create a Rich Task linked to a range of aspects of measure (e.g. travel, cinema visit, cooking).
-
Askew, M. (2016) A Practical Guide to Transforming Primary Mathematics Oxon: Routledge
-
Back and Pumfrey (2010) History of money
-
D’Amore and Pinilla (2006) Relationships between areas and perimeter
-
Haylock, D. (2019) Mathematics explained for primary teachers
-
Machaba (2016) The concepts of area and perimeterNRich (2011) A history of measurement
-
Rogers (2010) A brief history of time measurementRycroft-Smith, et. al (2018) How might research help in the early teaching of measurement?
Science
Know the importance of early science and positive role models
Understand the term ‘science capital’ and the primary science capital teaching approach
Be aware of the ‘big ideas’ of science and links to the NC
Know challenges to effective primary science
NC and ELG context for science.
Introduce science capital – animation and research summary and establish the important role of the teacher.
Introduce the 10 big ideas and matched to the POS from the NC.
Establish that science is for everyone, don’t have to have all the answers, but attitude to the subject is key.
Signpost diverse scientist role models.
Archer Ker, L., DeWitt, J., Osborne, J. F., Dillon, J. S., Wong, B., & Willis, B. (2013). ASPIRES Report: Young people’s science and career aspirations, age 10 –14. King's College London.
DeWitt, J., Archer, L. & Mau, A. (2016) Dimensions of science capital: exploring its potential for understanding students’ science participation, International Journal of Science Education, 38:16, 2431-2449
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
Jones, D. & Spicer, S. (2019) Science capital in primary PGCE students: Factors influencing its development and its impact on science teaching; Science Teacher Education; 85: 9-15
Jones, D. & Spicer, S. (2020) One year on- Science capital in primary PGCE students: Factors influencing its development and its impact on science teaching; Science Teacher Education; 88:17-24 (& ASE International;11:20-26)
Hansson, L. and Leden, L. (2019) Challenging stereotypical images of science: Suggestions for the reading of science trade books* in the early years JES 17: 32-38
Long, F. (2019/20) Raising STEM career aspirations through the primary years JES; 18: 62- 70
Noble, M-A. & Tippett, C.D. (2015) Dr. Blasto: Five to six year-old students’ portrayal of a fictional science villain JES; 9: 10-22
less student motivation in their classes’, Science Advances 5(2) https://advances.sciencemag.org/content/5/2
Ofsted (2015) Improving science with the Lab 13 project: Irchester Community Primary
Ofsted (2021) Research review series: science
To know and understand:
Importance of practical scientific enquiry
Working scientifically: types of enquiry
Observations and asking questions
Pedagogy for inclusive practice
NC context and expectations.
Enquiry skills, conceptual knowledge, social skills and positive attitude development.
Models of enquiry.
Flipped learning – what skills being developed as investigate Skittles in water…
Address common misconceptions and inclusion for pupils with SEND – colour vision impairment.
Importance of linking enquiry, disciplinary knowledge to substantive context.
Multi-sensory observation circuit.
Using simple graphic organisers and supporting pupils with SEND using Frames for focus.
Consideration of outdoor learning opportunities.
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289
To know and understand:
Progression from a guess to prediction to hypothesis
Different types of scientific enquiry including fair testing and the concepts of
– variables
– pedagogy for planning
– formulating questions
Focus on making scientific predictions – where signposted in EYSF, Development Matters and NC.
Concept cartoon, voting technology to assess trainees’ SK and understanding of thermal insulation and demonstrate the value of group discussion.
Snowman’s coat demonstration.
Circuit of learning activities involving making predictions, explaining observations.
Identifying types of enquiry – address misconceptions.
TAPS WS cycle.
Comparative and fair testing – using planning boards.
Abrahams, I. and Reiss, M.J. (2012) Practical work: its effectiveness in primary and secondary schools in England, Journal of Research in Science Teaching; 49 (8) 1035-55
CFE Research (2023) Evaluation of Explorify: Interim report for STEM Learning and the Primary Science Teaching Trust
CFE Research (2020) Evaluation of the Primary Science Campaign: a report for the Wellcome Trust
Naylor, S. and Keogh, B. (2013) Concept Cartoons: What Have We Learnt? Journal of Turkish Science Education: 10 (1); 3-11
Understand how organisation and behaviour management relates to subject specific pedagogy
Know organisational strategies to support pedagogy, including working scientifically
Understand safety considerations for investigations
Consider the specific pedagogy of science enquiry -working scientifically / disciplinary knowledge.
Planning involved, testing equipment, investigations.
The need for engaged learning, with responsibility given to learners, not all teacher directed, rather facilitated.
Discussion of logistical set up to enhance, including groups. Establishing respect and mutual trust with learners – positive behaviours.
Consider roles of all – pupils and adults to facilitate authentic enquiry skill development in an inclusive environment.
Abrahams, I. and Reiss, M.J. (2012) Practical work: its effectiveness in primary and secondary schools in England, Journal of Research in Science Teaching, 49 (8): 1035 -55Deris, A. and Di Carlo, C. (2013) Back to basics: working with young childrenwith autism in inclusive classrooms; Support for Learning, Vol. 28 Issue 2, p52-56
Earle, S. (2022) Early science research summary: Use of play and role of the adult; JES January; 5-12
Ofsted (2021) Research review series: science
Be able to identify common materials according to their properties
Understand the concept of physical changes, including the states of matter (in relation to the particle theory of matter)
Understand some every day chemical changes
Know age appropriate pedagogical strategies
Big idea 1, EYSF and NC context.
Sorting objects by property – careful choosing of objects can support specific learning.
Exploratory play to support embodied learning.
Hooks for engagement and learning eg story sacks, drama
Particle theory of matter – models to aid conceptual understanding and address common misconceptions re particles of a substance in different states.
Sequencing learning to reduce misconceptions.
Liquid density demonstration.
Alien soup separation challenge – filtering, sieving, magnetism …
Periodic table, structure of atoms, simple chemical reactions.
RSC Steps into Science site and clips.
Coppard E. (2017) What does a review of the literature suggest about the teaching of the nature and behaviour of matter during the transition years from primary to secondary? JES 12; 109-113
Ofsted (2021) Research review series: science
Skamp K. (2009) atoms and molecules in primary science: What are teachers to do? Australian Journal of Education in Chemistry, 69: 5-10
To be familiar with NC requirements of human life processes
To know the characteristics of living things
To know and understand some human life processes and consider pedagogy and teaching strategies:
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Movement
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Digestion (nutrition and health)
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Circulation
Relevant big ideas 1, 7, 8. ELG and NC context.
Sensitivity needed regarding any teaching / learning about the human body.
How do you know if something is alive?
Challenges for children identifying living things – Piaget.
Identifying potential misconceptions in useful media clips.
Why use real animal bones for observation?
Learning activity build / label a skeleton. Discuss functions.
Appropriate role models eg Paralympians.
Cross curricular learning opportunities.
Models for circulation and digestion.
Addressing common misconceptions.
How atoms are the building blocks of organisms to ecosystems.
Cakici, Y. (2005) Exploring Turkish upper primary level pupils‘understanding of digestion, International Journal of Science Education, 27:1, 79-100
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science. Wellcome
Pettersson, A.J., Danielsson, K. and Rundgren, C-J (2020) ‘Traveling nutrients’: how students use metaphorical language to describe digestion and nutritional uptake; International Journal of Science Education, 42:8, 1281-1301
Reiss, M.J. and Tunnicliffe, S.D. (2002) An international study of young people’s drawings of what is inside themselves; Journal of Biological Education, 36 (2) 58-64
Tunnicliffe, S.D.(2004) Where does the drink go? Primary Science Review, 85, 8-10
To:
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identify the purposes, types and importance of teachers’ questioning in science
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know strategies and pedagogy to encourage effective children’s science talk
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know types of classroom talk
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consider non-verbal communication, talk and questions beyond the classroom
Why teachers ask questions.
Link to Bloom’s Taxonomy and level of cognitive demand.
Types of questions.
Questions supporting exploratory talk in science – thinking and discussion – Explorifyegs.
Science questions for EY / young children.
The use of puppets to promote science talk.
Relevant learning theories.
Science enquiry pedagogy – talk at every stage.
Talk to facilitate thinking.
‘Wait time.’
IRF – probe, dialogic, exploratory, disputational, cumulative.
Non-verbal communication.
Talk for supporting family science capital.
Bianchi, L., Whittaker, C. and Poole, A. (2021) The 10 Key Issues with Children’s Learning in Primary Science in England
Callinan C. and Sharp J. (2011) Stuck for Words: Primary Science 120; 29-31Dawes, L. (2004) Talk and learning in classroom science; Int J. Sci. Educ. 26 (6) 677-695McGuigan, L. and Russell T. (2015) Using multimodal strategies to challenge early years children’s essentialist beliefs; Journal of Emergent Science 9: 34-41Naylor, S. and Keogh, B. (2013) Concept Cartoons: What Have We Learnt? Journal of Turkish Science Education: 10 (1); 3-11Penny J. and Forster C. (2018) What’s in a question? Good question! Primary Science 154: 22-25Simon, S., Naylor, S., Keogh, B., Maloney, J. and Downing, B. (2008) Puppets Promoting Engagement and Talk in Science; International Journal of Science Education:30 (9) 1229-1248Wilson H., Holligan B. and Hanley P. (2018) Thinking, Doing, Talking Science; Primary Science: 154; 15-17
Develop knowledge of the science national curriculum
Understand the importance of building on children’s prior knowledge and learning
Know strategies to plan a se
Context of long term, medium and individual lesson planning.
How pupils learn and how effective sequencing across the curriculum and within a topic draw on pupils’ prior knowledge and can reduce the risk of introducing misconceptions.
Directed opportunities to engage with the EYSF and NC for collaborative planning and developing awareness of scientific concepts being built on.
Safety information.
High quality resources to support effective planning.
Bianchi, L.., Whittaker C. and Poole, A. (2021) ‘The 10 key issues with children’s learning in primary science in England’, The University of Manchester and The Ogden Trust
CFE Research (2023) Evaluation of Explorify
CFE Research (2020) Evaluation of the Primary Science Campaign. A report for the Wellcome Trust
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science; Wellcome /Bath Spa University
Ofsted (2021) Research review series: science
To know and understand:
Concepts about our solar system (Sun, Earth, moon, planets…)
Relevant Big Ideas of Science
Appropriate pedagogical approaches
Big ideas 1, 2, 5, 6
Address revisiting knowledge/ learning – recall for embedding and progression in SK from EYSF / NC.
Use Explorify discussion task /resource to explore PK and supporting thinking /talking for learning.
Revise SK and introduce pedagogy with resources to support. Address common misconceptions.
Possible cross curricular links.
Signpost optional self study tasks, including where to access free, high quality CPD.
Bryce, T.G.K and Blown, E.J. (2012) Children’s Concepts of the Shape and Size of the Earth, Sun and Moon; International Journal of Science Education: 35 (3); 388-446
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
NASA https://www.nasa.gov/
Sharp, J.G. and Kuerbis, P. (2005) Children’s ideas about the Solar System and the chaos in learning science, Science Education, 90(1) 124-47
To know and understand:
what a force is - different types
balanced / unbalanced forces
common misconceptions
Working scientifically:
use enquiry skills; plan a simple investigation; address misconceptions
Big ideas 2, 3
Common usage of words – tier 2 and 3.
Providing first hand experience of forces – progression of knowledge in context of EY Development Matters and NC.
Investigating magnets as comparative, quantitative test – non-contact force.
Exploring floating and sinking – address common misconception ‘heavy things sink, light ones float.’
Real life context for friction and propulsion.
Mass, weight and gravity – demonstration of air resistance causing difference in falling – plus feather, bowling ball in vacuum film to address common misconception of ‘heavy things fall quicker
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
To know and understand:
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what a force is
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contexts for embodied experiential learning about forces in early years
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common misconceptions
Big ideas 2, 3
Subject knowledge and pedagogy on forces age appropriate for ET.
Embodied learning, exploring push / pull toys and resources – linked to developing subject specific and general vocabulary.
Practical exploration of floating and sinking and magnets alongside quality resources to support learning and teaching, including assessing learning and understanding. Misconceptions addressed eg heavy will sink, light float; bigger the magnet the stronger.
Addressing teacher subject knowledge and own potential misconceptions – ‘heavy things fall quicker’, gravity, mass, weight with practical and video demonstrations
DfE (2021) Development Matters Non-statutory curriculum guidance for the early years foundation stage
DfE (2023) Early years foundation stage statutory framework
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289.
To know and understand:
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What electricity is; theory and models
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Static and current electricity
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Electrical conductors and insulators
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Curriculum requirements and effective pedagogy
Be able to:
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Construct simple circuits with different components
Big ideas 1, 4. ELG and NC
Identifying everyday uses of electricity – include video clips.
Safety considerations for teaching.
Activity to capture trainees’ ideas of what electricity is – then compare with research on children and trainees.
Models of atoms, ions, charged particles and free electrons.
Real life egs demos -comb bending water, balloons repelling, balloon picking up pepper.
Using and sorting toys / appliances for energy electricity transformed into.
Simplest circuit challenge.
Key ideas – complete circuit, power input, load and resistance, circuit diagrams / symbols.
Models – rope with knots, passing sweets or balls …
Spotting misconceptions – the importance of talk not just pupils’ diagrams.
Kibble. B., (2002) How you picture electricity. Primary Science Review 74 (28-30)
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2023) Finding the optimum: the science subject report
To know the national context for assessing pupils’ learning and monitoring science progress
To consider different assessment strategies for tracking pupil learning and progress in science
To know class teacher responsibilities to assess science progress and subject security
To know the big ideas of light and sound, understand potential misconceptions and strategies to address them practically
Big ideas 1, 4.
NC -assessment requirements, statutory LOs.
Previous assessment strategies egScience sampling tests and STA frameworks for teacher assessment.
Capturing trainees’ prior SK – padlets / mindmaps, T/F/ Unsure sorting statements, evaluating models.
Evidencing progress and subject security.
Comparing TAPS focused assessments: conclusions.
Using assessment circuits.
TAPS and PLAN resources / exemplification.
Planning for AfL..
Key SK light and sound; sensitivities re sensory disabilities.
Address misconceptions of light coming out of eyes and sound travelling best in air
Earle S. and McMahon K. (2022) Cognitive Science and TAPS; PSTT
Earle S. and McMahon K. (2017) Moderation for Professional Learning; Primary Science, 149 p. 28-30, ASE
The Teacher Assessment in Primary Science (TAPS) Project:
Earle S., Davies D., Collier C., Howe A.and McMahon K. (2015) Approaches to Science Assessment in English
Earle S. (2015) Introducing the TAPS Pyramid Model; Primary Science, 140, p. 24-25, ASE
Earle S. (2015) An Exploration of Whole-School Assessment Systems; Primary Science, 136, p. 20-22, ASE
Grant J (2017) The Sound of Science; Primary Science: 146: 9-11
Harlen W (2007) The SPACE Legacy, Primary Science Review 97; 13-16
Spicer S. (2012) Get Up and Move! report on the impact of using an activity circus for assessment in science, Primary Science 125, p 5-7, ASE
Wellcome (2021) Primary science education beyond 2021 – what next?
To know and understand:
Fair testing:
-variables
-pedagogy for planning
- formulating questions
- focused assessment
Be able to:
- plan and carry out a full investigation / fairtest and
communicate results, using a graph
Use planning boards and TAPS focussed assessments to carry out a fair test.
Trainees own planning and decision making as to variable explored.
Primary – paper spinners.
EY – Teddy zipline
Feedback to group – modelling WS NC expectations of communication.
Check for correct graphical representation.
Discussion of recording – eg floor books, displays, focused recording in children’s books.
Evaluation of teaching / learning efficacy of a video recording – balloon rockets
Abrahams, I. and Reiss, M.J. (2012) Practical work: its effectiveness in primary and secondary schools in England, Journal of Research in Science Teaching; 49 (8) 1035-55
Ofsted (2021) Research Review Series: Science
Smithsonian Science Education Research Centre (2015) LASET i3 Research Study
Ofsted (2023) Finding the optimum: the science subject report
To know and understand subject knowledge and age-appropriate pedagogy for:
flowering plants -structure and function of the parts
how plants are adapted to their habitat
food chains and webs
the importance of the natural environment and embedding global issues in science
Big ideas 7 and 8
Introduction to relevant accessible cutting edge research ‘I bet you didn’t know’ from PSTT.
EYSF and NC context – curriculum sequence and progression.
Safety considerations – plants and pupils.
Engage with the outside natural environment – visit the giant redwood; encourage multisensory observations, potential for using natural materials for model making, simple maths … Discuss the importance of engaging with nature for mental health / wellbeing – fractals, forest bathing …
The importance of trees …
Dissect daffodil or similar toidentify parts. Use of additional languages in displays.
SK re plant structure / function.
Voting technology to address potential misconception in processes.
Discuss environmental aspects – SDGs, DfE sustainability strategy, linked to habitats, food chains.
British Nutrition Foundation (2013) National Pupil Survey; UK Survey Results
Cross A. and Board J. (2015) Playground Science; Primary Science 136; 26-28
DfE Sustainability and climate change: a strategy for the education and children’s services systems
Published 21 April 2022
Klofutar, S., Jerman, J. & Torkar, G. (2020) ‘Direct versus vicarious experiences for developing children’s skills of observation in early science education’, International Journal of Early Years Education. DOI: 10.1080/09669760.2020.1814214 in Earle, S. (2022) Early science research summary: Use of play and role of the adult; JES 22; 5-12
Primary Science Teaching Trust (PSTT) various research articles adapted for primary science
Wohlleben P. (2017) The Hidden Life of Trees; William Collins
Signpost National Education Nature Park
To know and understand the concepts of:
Adaptation - living things better suited to survive in an environment;
Evolution -the best fit theory for changes in species over time;
Inheritance of characteristics through the transfer of genetic information;
Strategies to engage children and develop pedagogy in teaching these concepts
Context of relevant big ideas of science 9, 10 and NC – progression in SK built on prior learning (earlier year groups).
Address common concerns re teaching the topic.
Consider common examples of variation in pets due to selective breeding.
Link to scientific enquiry skills.
Models of DNA.
Use polling / concept cartoon to assess PK.
Recent fossil finds and A fossil hunter’s story resource.
Common misconceptions.
Exemplars of pupil’s work
Harlen W. (2010) Big Ideas of Science
McGuigan, L. and Russell T. (2015) Using multimodal strategies to challenge early years children’s essentialist beliefs; Journal of Emergent Science 9; 34-41 http://www.ase.org.uk/journals/
Russell T. and McGuigan L. (2015) Why clone a sheep when they all look the same anyway? Primary Science 137; 18- 21
Russell T. and McGuigan L. (2014) How long is a piece of string? Primary Science 135; 22 - 25
Russell T. and McGuigan L. (2014) Research into inheritance and evolution (with Dr Who’s help!) Primary Science 134; 19-20
Billingsley B. (2014) What is the ‘one thing’ you should know before teaching about evolution? Primary Science 135; 32-33
Tab content
Big ideas 1, 4
Spotting preconceptions and early misconceptions
DfE (2021) Development Matters Non-statutory curriculum guidance for the early years foundation stage
DfE (2023) Early years foundation stage statutory framework
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289.
Tab content
Big ideas 7 and 8
Signpost National Education Nature Park
DfE (2021) Development Matters Non-statutory curriculum guidance for the early years foundation stage
DfE (2023) Early years foundation stage statutory framework
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
EEF (2023) Improving primary science; guidance report
McMahon, K., McKay, D. and Lee, A. (2021) The Learning Sciences and Primary School Science
Ofsted (2021) Research review series: science
Ofsted (2023) Finding the optimum: the science subject report
Pyle, A. & Danniels, E. (2017) ‘A Continuum of Play‐ Based Learning: The Role of the Teacher in Play‐Based Pedagogy and the Fear of Hijacking Play’, Early Education and Development, 28, (3), 274–289.
Professional Practice
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to begin to get to know one another and build supportive relationships
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to know how to access Blackboard Collaborate online teaching rooms
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to understand the role of the Personal Tutor
-Trainees undertake ‘getting to know you activities’ with their personal tutor group and study group to begin toestablish positive and supportive relationships (student-student and student-personal tutor)
- key expectations are established, including:
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role of the personal tutor
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role of study groups
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workshop expectations
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communication expectations
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participation agreement (to facilitate working together effectively and safely)
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Understand the prevalence of safeguarding issues and its relevance to you as a teacher
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Be aware of statutory guidance
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Be aware of signs of potential abuse or mistreatment
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Be absolutely clear about what steps you must take if a child makes a disclosure to you or you spot possible signs of abuse or mistreatment.
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Definitions of safeguarding and child protection
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Understanding that safeguarding is the responsibility of all
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Categories of child abuse: definitions and possible indicators
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Impact of child abuse (immediate and longer term)
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How to start a conversation and how to respond to a disclosure:take them seriously; don't judge; Do not promise to keep it confidential
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TED questions: Tell me; Explain; Describe.
DfE (2022) Keeping Children Safe in EducationKeeping children safe in education - GOV.UK (www.gov.uk)
Working together to safeguard children (2023)https://www.gov.uk/government/consultations/working-together-to-safeguard-children-changes-to-statutory-guidance
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Understand what it means to be a ‘professional’
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To understand the importance of professionalism to the teacher/trainee teacher role
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Develop an understanding of what is meant by professional behaviours and ethical practice and why these are of significance for teachers Become aware of the Teachers’ Standards: Preamble and Part 2
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Become aware of the Teachers’ Standards: Preamble and Part 2 and CCF 8 Professional Behaviours
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To begin to develop professional wisdom and an understanding of the moral role of the teacher through the critical reflection on ethical dilemmas in practice
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The concept of professionalism in relation to the Preamble and Part Two of the Teachers’ Standards
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There is a particular focus on expectation in relation to:
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Relationships and boundaries – building relationships in school and university, professional appearance
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Engagement and wholeheartedness – taking opportunities to engage and being proactive
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Being accountable, up-to-date and self-critical – leading own professional development (with support)
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Integrity and Ethics – importance of values-based decisions and integrity as a professional
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Tolerance, respect and professional regard – being open-minded
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Introduction to the concept of professional wisdom (Phronesis); trainees work through a set of ethical dilemmas about professional behaviour
DfE (2012) Teachers’ Standards https://www.gov.uk/government/publications/teachers-standards
The Jubilee Centre Framework for Character Education in Schoolshttps://www.jubileecentre.ac.uk/2938/projects/virtues-in-the-professions/integrating-practical-wisdom
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To understand ‘Happiness’ and ‘Unhappiness’
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An Introduction to calming the mind
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Awareness of Protective factors in mental health
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Awareness of support strategies for mental health and wellbeing
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Understanding how to control unhappiness and happiness in relation to emotions and as a reaction to the world
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Protective factors: being connected socially, feeling in control and developing/growing
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Strategies to calm the mind e.g. mindfulness and breathing exercise the NHS ‘five a day’ for mental health, Blue sky mind visualisation
Deci, E. L. and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press NHS5 steps to mental wellbeinghttps://www.nhs.uk/mental-health/self-help/guides-tools-and-activities/five-steps-to-mental-wellbeing/
Mindfulness exercises: https://www.freemindfulness.org/download
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deepen understanding of reflective practice through examining models of reflection
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Learn when and where you will reflect in the PGCE
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Apply models to deepen understanding of reflective writing in the PGCE
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Understanding of different models of reflections including Kolb’s experiential learning cycle, Brookfield's 4 lenses and Schon’s reflection ‘in’ and ‘on’ action.
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Understanding reflexivity as tool to unlock our own (perhaps taken for granted) attitudes, assumptions and positionality and consider the impact these have on a situation
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Introduces when and where trainees will reflect e.g. on lessons taught in coaching conversation with mentors, in the Training plan and via PPUs.
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Defines expectations for reflective writing
Brookfield, S. (2017) Becoming a Critically Reflective Teacher Second Edition San Francisco: John Wiley & Sons Inc.
Kolb, D. (2015) Experiential Learning: Experience as the Source of Learning and Development Second Edition New Jersey: Pearson Education
Schön, D (1987) Educating the reflective practitioner: towards the new design for teaching in the professions San Francisco: Jossey-Bass
Reflective Writing video: https://www.youtube.com/watch?v=QoI67VeE3ds
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Introduction to moral, character and values education
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Explore key themes from the Framework for Character Education in Schools and the four philosophical virtue/value categories
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Develop virtue knowledge and understanding and reflect on own ethical values, virtue strengths and areas for development
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Begin to understand the importance of phronesis and Aristotle’s golden mean
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Begin to understand a Neo-Aristotelian model of moral development
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Understand how character can be caught, taught and sought in a school context
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The concept of character as a set of personal traits or dispositions that evoke specific emotions, inform motivation and guide conduct.
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The concept of character education as all explicit and implicit educational activities that help young people develop positive personal traits called virtues.
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Building blocks of character:intellectual, moral, civic and performance virtues to promote practical wisdom and flourishing individuals and Society.
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Self-reflection on own character and virtues
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Aristotle’s ‘Golden Mean’
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Developing character virtues: can be ‘caught’ (absolute from the school ethos) ‘taught’ (through explicit planned experiences) and ‘sought’ (where students, over time seek to freely pursue their own character development).
The Jubilee Centre Framework for Character Education in Schoolshttps://www.jubileecentre.ac.uk/2938/projects/virtues-in-the-professions/integrating-practical-wisdom
DfE (2019) Character Education
Framework Guidancehttps://www.gov.uk/government/publications/character-education-framework
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to consider rights and responsibilities in relation to legal frameworks
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to consider contractual obligations including a ‘duty of care’ to pupils
This lecture outlines trainees’ rights and responsibilities in relation to legal frameworks within which they work, including:
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Health and Safety at Work Act (1974)
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Children Act (1989)
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Education Act (1997)
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Sexual Offences Amendment (2000) Act
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The role of teaching unions in
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To begin to articulate your educational philosophy
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To begin to understand this as an evolving concept of teacher identity (and how this is influenced by your positionality: experiences, values, beliefs and external values, beliefs, accepted standards etc…)
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To develop awareness and understanding of the Warwick Teacher values and the Warwick Educational Philosophy framework and how these will inform your personal and professional development and promote flourishing
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Trainees begin to articulate the sort of teacher they want to be and consider how their identity or ‘positionality’ influences this e.g. their education, experiences, culture, upbringing etc.
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The Warwick Teacher Values (intellectual curiosity, social justice and creativity) are introduced as a way of introducing the idea of what it means to be a Warwick teacher.
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The Warwick Educational Philosophy Framework encourages trainees to consider positionality, WTV and the broader context of character values (intellectual, moral, civic, and performance).
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Trainees also consider virtues: Resume Virtues (those listed on your CV) and Eulogy Virtues, those that get talked about at your funeral e.g. being brave, funny, kind etc. and their importance to us as teachers.
Jubilee Centre for Character and Virtues (2017) A Framework for Character Education in Schools. Birmingham: University of Birmingham. Online at: http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/Framework%20for%20Character%20Education.pdf
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To know what Fundamental British Values are.
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To explore the Prevent Duty within education.
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To understand the factors that may make children more susceptible to radicalisation.
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To review the opposition to the Prevent Duty.
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‘Fundamental British Values, as in the Teachers’ Standards; critiqued, suggesting they might be better seen as key values expressed in international human rights legislation; critiqued for what is left out e.g. freedom of speech.
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Statutory responsibility to safeguard pupils from radicalisation and extremism – The Prevent Duty
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Factors that make a pupil more vulnerable to radicalisation e.g. isolation, low self-esteem, family issues, trauma.
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Possible indicators that a child or young person is being radicalised e.g. distancing from friends, no longer doing things they used to enjoy, converting to a new religion, being secretive and reluctant to discuss their whereabout.
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Critique of prevent e.g. a threat to freedom of speech or an extension of safeguarding duties?
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Trainees also undertake online prevent training(gov.uk) for which they receive a certificate.
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HM Government (2019), The Prevent Duty.
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Wolton, S. (2014), The contradiction in the Prevent Duty
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http://www.wewillinspire.com/
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http://counterextremism.lgfl.org.uk/
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To consider what mental health is.
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To review the factors that positively and negatively affect our mental health.
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To signpost support services across the university and more widely
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Mental health as something that naturally fluctuates over time; 4 quadrants of mental illness/wellbeing e.g. a person can experience a high level of wellbeing despite being diagnosed with a mental illness.
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4 types of stress (Time, Anticipatory, Situational and Encounter stress)
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Coping strategies for each type of stress e.g. for ‘time’ stress: prioritising, ‘to do’ lists, Eisenhower Matrix, setting boundaries
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Protective factors and 5 steps to wellbeing
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sources of support are signposted (University, NHS and educational charities)
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University guidance and policy around inclusion and sexual misconduct
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Albrecht, K. (2008) Stress and the Manager: Making it work for you Touchstone Books
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Warwick University Wellbeing support serviceshttps://warwick.ac.uk/services/supportservices/
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Coventry NHS Supporthttps://www.coventry.gov.uk/info/151/mental_health/826/adult_mental_health_services
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NHS Talking Therapies
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https://www.covwarkpt.nhs.uk/service-detail/health-service/improving-access-to-psychological-therapy-iapt-93/
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Education Support https:/
www.educationsupport.org.uk/
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To know the prevalence of children with a parent in prison.
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To understand the range of issues that children and young people may face.
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To explore best practice guidance for supporting children and young people.
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310,000 children every year have a parent in prison in England and Wales
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Children’s rights to maintain contact with parents
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Impact on wellbeing and academic outcomes
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Potential school action, including awareness-raising. School policy, designated lead, individual care plans. Support for families, reports to parent in prison.
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Potential support from class teachers, including, being non-judgemental, not broaching the topic with the child, not positioning the child as a victim, recognising relationships, awareness of behavioural changes.
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Morgan, J., Leeson, C., Dillon, R.,Wirgman, A. and Needham, M. (2014) 'A hidden group of children': Support in schools for children who experience parental imprisonment. Children and Society, 28 (4). pp. 269-279.
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Roberts, R (2012) The role of schools in supporting families affected by imprisonment. Families Outside, Edinburgh
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United Nations (1989) Convention on the Rights of the Child
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To understand the Warwick instructional coaching model and how this will support your progress during your PGCE year
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To use instructional coaching approaches to reflect on the successes and challenges of your PGCE experience so far
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The instructional coaching cycle of: analyse reality – set targets – agree actions – personalised support and its links with the Warwick Teacher Values
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The continuum from feedback to coaching (where feedback is more directive – telling/advising and coaching is more facilitative – asking/listening/clarifying)
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Principles of coaching: equality, choice, voice, dialogue, reflection, praxis, reciprocity.
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peer coaching to (a) reflect on successes and challenges in the PGCE to-date, and (b) to experience what if feels like to be both coach and coachee and (c) understand some of the challenges of coaching.
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Trainees receive guidance on PPUs, and their 1st reflective writing submission.
Knight, J. The Definitive Guide to Instructional Coaching: Seven Factors for Success
https://youtu.be/6vXqqz2sqXE
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Identify potential signs and symptoms of abuse
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Know what action to take if there are any concerns about safeguarding, including to whom concerns should be reported and from whom to seek advice
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Identify the key carers and professionals involved in safeguarding children
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Describe the relationship between professionals involved with safeguarding children and how they interact
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Be able to identify the appropriate and relevant information and how to share it with other teams
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Be able to identify one’s own professional role, responsibilities, and professional boundaries, and understand those of colleagues in a multidisciplinary team and in multi-agency setting
LECTURE:
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the possible agencies that could be involved in safeguarding children(with input from education, medical, social work, police, charities) and the referral process to the Coventry MASH (Multi-Agency Safeguarding Hub) with stages and timescales
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simulation of a case conference with input from each agency
WORKSHOP
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The afternoon session focusses on case studies from each profession, education, health and social work. The cases are discussed in interprofessional groups of trainees (primary and secondary PGCE trainees and medical students)and decisions made about how each case should be managed.
Coventry Safeguarding Children Partnership(undated) Right help, right timehttps://www.coventry.gov.uk/downloads/file/27130/right_help_right_time_guidance
LECTURE
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To identify what bullying is
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To understand the impact of bullying for individuals and schools
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To review potential strategies for use within the classroom
GROUP STUDY TASK
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Raise awareness of evidence-based approaches to address bullying
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Develop an overview of proactive and reactive approaches to address bullying
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Develop a deeper understand of specific approaches/issues including restorative justice
LECTURE:
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Types of bullying including prejudice-based bullying.
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Potential signs of bullying
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Preventative factors including emotional resilience
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How to teach and build resilience.
GROUP STUDY TASK
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Evidence-based approaches which create empathy and understanding of harm caused, appear to be more effective than punitive action.
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Effectiveness of preventative approaches
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Review of proactive approaches e.g. Adult modelling of positive relationships/communication, developing a restorative ethos and culture, Circle Time, Playground Policy, Bystander intervention training
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Review of reactive approaches e.g.Peer Programmes, Zero Tolerance/Direct Sanctions, Restorative Justice.
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Explicit focus on restorative justice approaches including a case study video.
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Engagement with ‘Anti-Bullying Alliance’ CPD training units
AnitBrown, K, (2018) Bullying: A review of the evidence Education Policy Institute available online at: https://epi.org.uk/publications-and-research/bullying-a-review-of-the-evidence/ accessed 2.2.20
Chatzitheochari, S., Parsons, S., & Platt, L. (2016). Doubly disadvantaged? Bullying experiences among disabled children and young people in England. Sociology, 50(4), 695-713
DfE (2017) Preventing and tackling bullying
Anti-Bullying Alliance: https://anti-bullyingalliance.org.uk/tools-information/free-cpd-online-training
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To help understand how to write a successful application for a teaching post
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To understand the etiquette of job offers in teaching
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To understand support available
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Lecture 1: A Partnership headteacher and Warwick ECT give their perspectives on applying for jobs. Advice includes:
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reading the job specification carefully,
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visiting the school,
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where to seek additional help,
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writing a personal statement (and making this personal to you),
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managing the PGCE alongside applying for the jobs,
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preparing for an interview,
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preparing for a potential lesson observation,
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what schools will be looking for
Lecture 2: The university careers consultant for the Centre for Teacher Education outlines the recruitment timeline, where to find teaching posts advertised, and offers advice on and support available including CVs/personal statements and mock interviews.
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develop understanding of what online child sexual abuse is
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identify strategies and resources to help protect children and young people online
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understand how to report and respond to disclosures and discoveries
This session uses resources from CEOP which defines and exemplifies online child sexual abuse. The ways in which children access the online environment and the use they make of it is explored and alongside this. the potential harms for each type of use.
Steps we can take to protect children online are shared, including increasing children’s resilience. Finally, trainees are taught how to respond to disclosures, including barriers children face when disclosing and how to address these.
CEOP Education. All of CEOP’s resources are free and available to download via the website: www.thinkuknow.co.uk/professionals/resources.
CEOP Education Parent’s website.Contains a wealth of advice and guidance for parent and carers to help keep their children safer online at www.thinkuknow.co.uk/parents.
CEOP Safety Centre: Children and young people can report concerns about online sexual abuse to CEOP at www.ceop.police.co.uk/Safety-Centre/Link opens in a new window
To ensure trainees understand the process and practices which aim to maximise their progress on placements
Lectures are spaced at appropriate intervals, at point of need, throughout the year, as follows:
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Induction Week: LECTURE: An Introduction to the Training Plan & SharePoint
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September: LECTURE: Autumn Placement Briefing
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October: WORKSHOP: Reflection Processes & Opportunities on Placement (Record- Keeping, Evaluations and the Collaborative Review Document)
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October: WORKSHOP: Target-setting in the Training Plan and Expectations for Block Placement
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January: WORKSHOP: Reflection on Autumn Placement & Updating the Training Plan
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January: LECTURE: Spring Placement Briefing
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January WORKSHOP: Introduction to Spring Professional Practice Units
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January WORKSHOPS: Personalised Provision (small group additional training for any trainees identified as needing additional support before the next placement)
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March WORKSHOP: Reflection on Spring Placement
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April LECTURE: Summer Placement Briefing
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April WORKSHOP: Introduction to Summer Professional Practice Units
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April WORKSHOPS: Personalised Provision (small group additional training for any trainees identified as needing additional support before the next placement)
Twiselton, S. (2004) The role of teacher identities in learning to teach primary literacyEducational Review Volume 56, 2004 - Issue 2 pp157-164
Shulman, L. (1986) Those Who Understand: Knowledge Growth in Teaching Educational Researcher, Vol. 15, No. 2 pp. 4-14 American Educational Research Association
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To ensure regular 1:1 contact with trainees to promote wellbeing and professional and academic progress on the PGCE
Personal tutors are a first point of contact for trainees and oversee their wellbeing and professional and academic progress on the programme.
Scheduled tutorials take place at regular intervals. They may be face-to-face or online. There is an agenda and focus for each meeting as follows, though trainees can request additional individual meetings as necessary:
Mid-September Tutorial #1: ‘Settling In’: Settling in check University/School; trainee questions; discussion of prior experiences; responses to interview targets (including fundamental skills, if relevant); review of initial TSSES score.
November Tutorial #2: ‘Academic Writing’:Discuss progress-to date-with first assignment, ask questions and receive formative feedback.
January Tutorial #3: ‘Spring Placement’: Well-being check; trainee questions; Spring Placement Targets; Training Plan & SharePoint check; for trainees with declared disabilities, check ISP still meets needs.
April Tutorial #4: ‘Summer Placement’: Well-being check; trainee questions; Summer Placement Targets; Training Plan & SharePoint check; for trainees with declared disabilities, check ISP still meets needs.
July Tutorial #5: ‘ECT Transition: well-being check; trainee questions; review of professional and academic progress and employment status; preparation for Induction and ECT years: CEDP; explore MA Interest.
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Professional Enquiry
• Explore some influential theories of learning;
• To critique learning theories;
• To apply learning theories to education
• To signpost aspects for further investigation
• Introduce a group study task to further develop understanding of learning theories in practice
- A definition of learning (retention in the longer term for application and transfer to new context) and why ‘learning’ as a topic is particularly important to trainee teachers.
- Principles of learning (OECD, 2021).
- Principles, classroom application and critique of:
Behaviourism (1940s Skinner)
Constructivism (1960s Piaget)
Social Constructivism (1970s Vygotsky/Bruner)
Social Cognitive Theory (1970s Bandura)
Self Determination Theory (1980s Ryan and Deci)
• Aubrey, K. and Riley, A (2022) Understanding and Using Educational Theories (3rd edition) London: Sage
• Organisation for Economic and Co-operative Development (OECD) (2012) The Nature of Learning – Using research to inspire Practice online at: https://www.oecd.org/education/ceri/50300814.pdf accessed 21.8.23
• Ryan, R. and Deci, J. (2017) self determination theory: basic psychological needs in motivation, development, and wellness London: The Guilford Press
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Understand the content of the English National Curriculum.
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Understand that all curricula are the result of decisions by those in power. They are by design, not by accident.
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Develop awareness of a range of curricula.
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A definition of ‘curriculum’
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The content of the national curriculum and Early Years Framework.
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Alternative models of curriculum design (Product (Y=Tyler 1940) and Stenhouse (1970) and the concept of ideologies.
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Awareness of different curricula including England, Scotland, Northern Ireland and the PYP International Curriculum.
- Link opens in a new windowhttps://education.gov.scot/documents/All-experiencesoutcomes18.pdf
- PYP International Curriculum: https://www.ibo.org/programmes/primary-years-programme/curriculum/
- Northern Ireland Primary Curriculum:
https://ccea.org.uk/downloads/docs/ccea-asset/Curriculum/The%20Northern%20Ireland%20Curriculum%20-%20Primary.pdf
Know and understand some key aspects of Child Development, including:
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Biological and cultural theories
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The importance of early social behaviour and interactions and the development of attachment relationships
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Domains of development
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The child and their context
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‘Nature and Nurture’ theories
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Early development (reflexes, emotion, attachment)
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Attachment theory (Bowlby) and classroom implications
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Neuroscience and brain development
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Domains of development: physical, communication and language, personal, social and emotional – linked to EYFS
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The impact of socio-economic background and implications for education.
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The Bioecological Model (Bronfenbrenner)
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Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj. I. (2015) The Effective Pre-school, Primary and Secondary Education (EPPSE) research https://www.ucl.ac.uk/ioe/research/featured-research/eppse-publicationsLink opens in a new window
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Understanding Children’s Development by Smith, P., Cowie, H. and Blades, M. (2015)
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Develop knowledge and understanding of:- The term 'inclusion' in education- Approaches to quality first inclusive pedagogy- Inclusion for pupils with Special education needs and disability (SEND)- Models of inclusion
- Develop positive attitudes towards inlcusive teaching
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Crossley, N and Hewitt D. (2021): Inclusion: a principled guide for school leaders. London: Routledge. Ch 7
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Deris, A. and Di Carlo, C. (2013) Back to basics: working with young children with autism in inclusive classrooms; Support for Learning, Vol. 28 Issue 2, p52-56
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DfE (2015) Special educational needs and disability code of practice: 0 to 25 years
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Rix, J., Hall, K., Nind, M., Sheehy, K. and Wearmouth, J. (2009) What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review; Support for Learning: 24 (2); 86-94
- Develop knowledge and understanding of:
- specific areas of SEND and strategies for overcoming barriers to learning
- Approaches to inclusive teaching including resources to develop communication and vocabulary
- Develop positive attitudes towards inclusive teaching and learning strategies
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A case-based approach to consider attitudes and feelings towards inclusion and SEND.
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Principles for reasonable adjustments/support
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Key indicators and strategies to support 7 common areas of need: SLCN,, Autism, Moderate learning difficulties (MLD), Dyslexia, Dyscalculia, Developmental co-ordination disorder (DCD), Social, Emotional and Mental Health (SEMH).strategies for inclusion associated with each area of need
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Deris, A. and Di Carlo, C. (2013) Back to basics: working with young children with autism in inclusive classrooms; Support for Learning, Vol. 28 Issue 2, p52-56
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Rix, J., Hall, K., Nind, M., Sheehy, K. and Wearmouth, J. (2009) What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review; Support for Learning: 24 (2); 86-94
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Webster, R. and Blatchford, P. (2013) The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study; European Journal of Special Needs Education: 28 (4); 463-479
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Develop an understanding of ‘assessment for learning’ (AfL)
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Be aware how AfL fits into the wider context of assessment in classrooms
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Develop an understanding of the practical implications of AfL (theory into practice)
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Be aware of the importance of AfL
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Definitions of ‘assessment for/as learning’ and formative assessment
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The context of different levels of assessment in classrooms
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Wiliam’s model of ‘5 key strategies’ (learning objectives and success criteria, assessment strategies, feedback, self-assessment, and collaborative approaches including peer assessment) and ‘1 big idea’ (assessment as the ’bridge between teaching and learning’) as a key framework for AfL.
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Theory into practice: Wiliam’s 5 key strategies and how they are applied in the classroom.
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Education Endowment Foundation Toolkit (2023) available online at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
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Wiliam, D. (2010) The role of formative assessment in effective learning environments in Dumont, H., Istance, D. and Benavides, F. (Eds) The Nature of Learning: Using research to inspire practice OECD available online at: http://www.oecd-ilibrary.org/education/the-nature-of-learning/the-role-of-formative-assessment-in-effective-learning-environments_9789264086487-8-en accessed 8.10.13
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Wiliam, D. (2018) Embedded formative assessment (2nd edition) Bloomington: Solution Tree Press
Begin to understand how AfL supports pupil progress
Identification of implications for developing their practice in school, in conjunction with their mentors (reflection against CCF assessment Learn That statements).
- Colin, J. And Quigley, A. (2021) Teacher Feedback to Improve Pupil Learning Guidance Report London: Education Endowment Foundation available online at: https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/feedback/Teacher_Feedback_to_Improve_Pupil_Learning.pdf accessed 10.1.22
- Report of the Independent Teacher Workload Review Group Eliminating unnecessary workload around marking (2016)
- Elliot, V., Baird, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J. And Coleman, R. (2106) A Marked Improvement? Education Endowment Foundation and University of Oxford.
Be aware of research-based recommendations for ‘managing’ behaviour.
6 Evidence-based recommendations for improving behaviour (EEF, 2019)
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Bandura, A. (1997) Self-efficacy: the exercise of control New York : Freeman • Porter, L. (2014) Behaviour in Schools: Theory and Practice for Teachers Maidenhead: McGraw-Hill Education • Powell, S. and Todd, J. (2004) A systematic review of how theories explain learning behaviour in school contexts. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education available online at http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=xjNFKFrgrG8%3D Education Endowment Foundation (EEF) (2019) Improving Behaviour in Schools Guidance Report available at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/
The importance of positive approaches and the use of a hierarchy of sanctions to maintain a focus on learning on the classroom.
A toolkit of strategies to support adaptive teaching: support, resources, pedagogy, feedback.
- Deunk, M., Smale-Jacobse, A., de Boer, H., Doolaard, S. and Bosker, R. (2018) Effective differentiation Practices:A systematic review and metaanalysis of studies on the cognitive effects of differentiation practices in primary education Educational Research Review (24) pp31-54
- Eaton (2022) EEF blog: Moving from ‘differentiation’ to ‘adaptive teaching online at: https://educationendowmentfoundation.org.uk/news/moving-from-differentiation-to-adaptive-teaching
- Coe, Coe, R., Rauch, C., Kime, S. and Singleton, D. (2020) Great Teaching Toolkit Evidence Review online at: https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf?utm_referrer=https%3A%2F%2Fwww.greatteaching.com%2F
• Critically evaluate the similarities and differences between ‘adaptive teaching’ and outdated concept of differentiation.
• Critically evaluate adaptive teaching strategies
• Develop understanding of how the theory of high expectations and challenge can be implemented in practice
Understand the role of classroom management for adaptive teaching and flexible grouping- Developing understanding of the differences between differentiation and adaptive teaching.
- Critical evaluation of adaptive teaching strategies in the classroom and the impact of these strategies on pupils’ learning, engagement and autonomy in the classroom.
- How to promote high expectations in their own classroom practice.
Understand why classroom groupings should be flexible rather than fixed, and potential risks of attainment grouping e.g. disadvantaged pupils can suffer from lower teacher expectations- Strip, C. (2015) How can we meet the needs of all pupils without differentiation of lesson content? How come we record progress without levels available online at https://www.ncetm.org.uk/features/how-can-we-meet-the-needs-of-all-pupils-without-differentiation-of-lesson-content-how-can-we-record-progress-without-levels/
- Education Endowment Foundation (2021) Teaching and Learning Toolkit: Within-class attainment grouping online at https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/within-class-attainment-grouping
• Understand the context of mental health in schools
• Understand that there is a spectrum of mental health
• Understand the risk factors involved
Explore proactive and reactive support.- The concept of ‘good mental health’ as a state of wellbeing, coping, working productively and contributing to society.
- Indicators of common mental health conditions, including depression, eating disorders, anxiety, self harm, psychosis, suicidal ideation.
- Responsibilities and limits of teachers roles including the knowing systems for identification and routes for referral
- Risk factors for mental health issues e.g. ACEs, low self esteem, family conflict, neglect.
- Public Health England & Department for Education (2021) Promoting children and young people’s mental health and wellbeing online at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing
- DfE. 2018. Mental health and behaviour in schools online at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
- DfE. (2022) State of the nation 2021: Children and young people’s wellbeing online at: https://www.gov.uk/government/publications/state-of-the-nation-2021-children-and-young-peoples-wellbeing
• Understand the importance of emotional literacy;
• Develop strategies for talking to children about mental health;
• Develop proactive approaches within the classroom;
Understand reactive approaches.- Exploration of practical strategies to develop emotional literacy e.g. using texts, discussing emotions linked to colours
- Awareness of links between promoting well-being and PSHE/RSHE curricula
Building awareness of proactive and reactive approaches to support children's well-being e.g. videos about feelings, guidance/questions for 1:1 discussions with pupils, developing learning behaviours, including resilience, apps such as /Breathe Bubble’, physical activities, mindfulness.
- Mentally Healthy Schools/Anna Freud National Centre for Children and Families Website (2023) https://www.mentallyhealthyschools.org.uk/
- Rae, T. (2014) Building Resilience Every Child Journal. 4(6) 31-39
- Approaches and pedagogies which promote socially just and equitable approaches through different lenses e,g, race, class, gender, sexuality
Spectrum
· To consider how this impacts on pupils in schoolTo identify strategies that can be implemented with pupils
This session introduces trainees to current thinking around autism based on brain imaging and brain pathways. The triad of impairments and theory of mind are used to help develop understanding differences in thinking styles for pupils with Autism and how this may affect children in school. Strategies to support learning for pupils with autism are considered.
• DiCicco-Bloom, E. et al. (2006) The Developmental Neurobiology of Autism Spectrum Disorder June 28, 2006 26(26):6897– 6906Simpson. J. Teachers TV Understanding Autism https://vimeo.com/240992168
- DiCicco-Bloom, E. et al. (2006) The Developmental Neurobiology of Autism Spectrum Disorder June 28, 2006 26(26):6897– 6906
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Simpson. J. Teachers TV Understanding Autism https://vimeo.com/240992168
To develop understanding if critiques and caveats in the application of cognitive science
Encoding information into long term memory:
Ø managing cognitive load, Ø working with schemas, Ø multimedia learning including dual coding, Ø embodied learning.retrieving information from long term memory and forgetting:
Ø spaced learning, Ø interleaving, Ø retrieval practice.Critiquing the classroom Implementation of cognitive science with implications for practice.
- Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., & Youdell, D. (2021a) Cognitive Science in the Classroom: Evidence and Practice Review London: Education Endowment Foundation (EEF) available from: https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Cognitive_science_approaches_in_the_classroom_-_A_review_of_the_evidence.pdf accessed 1.12.2
- Didau, D. and Rose, N. (2016) What every teacher needs to know about psychology Woodbridge: John Catt Educational Ltd.
- Mccrea, P. (2017) Memorable Teaching Leveraging memory to build deep and durable learning in the classroom High Impact Teaching
- To critically evaluate school-based experiences of the deployment of teaching assistant
- To understand the research base regarding the effective deployment of teaching assistants
- To understand how to deploy teaching assistants in the classroom to promote pupil progress
Based on the research, trainees, identify implications for their own practice.
- Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. and Webster , R. (2009) DEPLOYMENT AND IMPACT OF SUPPORT STAFF PROJECT (DISS) available online at: http://www.ioe.ac.uk/DISS_Strand_1_Waves_1-3_Report.pdf • Sharples J., Webster R., Blatchford P. (2018) Making Best Use of Teaching Assistants; Guidance Report’; EEF https://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf
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Skipp et al. (2019) Deployment of teaching assistants in school: research report DfE Deployment of teaching assistants in schools (publishing.service.gov.uk) accessed 1.12.2020
Develop knowledge and understanding of:
• The national context for EAL • Barriers and challenges for Learners of EALStages in language learningInclusive approaches for all children with a focus on EAL
- Cummins, J., 2008. BICS and CALP: Empirical and theoretical status of the distinction. Encyclopedia of language and education, 2(2), pp.71-83
- The Bell Foundation https://www.bell-foundation.org.uk/
- Naldic: The National Subject Association for EAL: https://naldic.org.uk/
- Strand, S. and Hessel, A (2018) English as an additional language, proficiency in English and pupils educational achievement: an analysis of local authority data https://www.bell-foundation.org.uk/app/uploads/2018/10/EAL-PIE-and-Educational-Achievement-Report-2018-FV.pdf
Ø Defining learning
Ø Building a sound understanding of their learning theory
Ø Identifying the relevance of this theory to teachers/classrooms
Ø Analysing examples of the theory in practice (e.g. as observed on placement days)
Ø Critiquing theory (from the literature)
Ø Recognising links to CCF
Considering implications for own professional practice- Aubrey, K. and Riley, A (2022) Understanding and Using Educational Theories (3rd edition) London: Sage
- Didau, D. and Rose, N. (2016) What Every Teacher Needs to Know about Psychology Woodbridge: John Catt Educational, Limited
- Gray, C. (2015) Learning Theories in Childhood 2nd Edition London: SAGE Ryan, R. and Deci, J. (2017) self determination theory: basic psychological needs in motivation, development, and wellness London: The Guilford Press
To be aware of the AfL context inc. ‘workload reform’ agenda in relation to ‘marking’ and assessment
• To develop criteria against which to evaluate the effectiveness of AfL strategies
• To further develop the ability to use a range of AfL strategies to promote progress through
• Self and peer assessment
• Within-lesson AfL and Effective Feedback
…promotes trainees’ with the evidence-based recommendations in the EEF report ‘Teacher feedback to improve pupil learning’.
trainees evaluate the effectiveness are specific AFL strategies identifying those which gives the strongest evidence of learning.
Trainees share evidence of good practice on placement in the areas of self and peer assessment and within-lesson assessment strategies.
They conclude by self-assessing their current skills in AfL to identify implications for their own practise.
• Report of the Independent Teacher Workload Review Group Eliminating unnecessary workload around marking (2016)
Elliot, V., Baird, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J. And Coleman, R. (2106) A Marked Improvement? Education Endowment Foundation and University of Oxford.
• To understand and apply guidance on managing the behaviour of more challenging pupils to promote learning;
• Be able to use and evaluate a range of strategies to support the consistent management of a pupil with more challenging behaviour
Reflect upon the impact of your own emotional state/behaviour on pupils’ behaviour.
This lecture consists of 4 mini-lectures around the topic of challenging behaviour. The first considers key principles; the second addresses the prepare and pre-empt phase; the third introduces appropriate strategies; and the 4th considers the reflect and resolve phase.
- DfE (2019) The trainee teacher behavioural toolkit: a summary 20.10.21
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EEF (2019) Improving Behaviour in Schools: six recommendations for improving behaviour in schools
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Ellis, S. and Tod, J. (2018) Behaviour for Learning: Promoting Positive Relationships in the Classroom London: Routledge [in particular, Chapter 11: Dealing with More Challenging Behaviour]
To understand and apply guidance on managing more challenging behaviour to promote learning.
The workshop revises prior learning on behaviour to learn as a basis upon which to build.
It reviews the 3-phase approach to managing more challenging behaviour and then presents trainees with a case study of challenging behaviour. In groups, trainees discuss the behaviour and possible reasons for it, before considering potential strategies which could be implements at different stages of the scenario.
Trainees also review Individual behaviour plans and reflect upon their usefulness.- Be aware of evidence-based approaches to address bullyi
- develop an overview of proactive and reactive approaches to address bullying
- Develop a deeper understanding of specific approaches/issues including restorative justice
- Learning to teach in the primary school edited by Teresa Cremin; Cathy Burnett (2018) Unit 5.1: Assessment for Learning Formative Approache
- The Geographical Association: Adaptive Teachin
- https://www.geography.org.uk/Adaptive-teaching#1
- Behaviour for Learning: Promoting Positive Relationships in the Classroom
- Simon Ellis, Janet Tod (2018) Chapter 2: The behaviour for learning approac
1. Understand the relevance of self regulated learning and metacognition to trainee teachers, teachers and children
2. Understand what SRL and metacognition are
3. Develop understanding of approaches to support pupils in developing SRL and metacognition
4. Be aware of limitations and critique in relation to SRL and metacognition- To revisit, refine and further deepen understanding of ‘learning
- To deepen understanding of specific aspects of applied cognitive scienc
- To begin to identify and critique classroom applications of cognitive science in promoting children’s learning
- To identify quality-first strategies for future teaching
Following the earlier lecture on the same topic, trainees were allocated one specified aspect of cognitive science and in the study groups were required to:
- carry out further research - Observe in schools to identify implications for theory into practice Share knowledge gained with peers in student-led presentations.As above
Lecture objectives:
1. Understand the term ‘Assessment of Learning’
Be aware of:
2. the National Context
3. Statutory Assessment Requirements
4. Accountability Measures
5. International context
Seminar Objectives:
• To consolidate understanding about the use of assessment of learning and progress • To reflect on personal development priorities in TS2 and TS6.... is comprised of an introductory lecture, input from two head teachers and a plenary seminar.
The lecture introduces the terms ‘assessment of learning’ and summative assessment. It considers the national context for assessment of learning in relation to school accountability. It outlines statutory assessment requirements in England and the ways in which schools are held to account. Brief international comparisons are made with countries adopting different approaches e.g. Scotland and Finland.
Headteachers outline the approaches to assessment taken in their school, including assessment for and of learning, tracking progress and interventions to promote progress.
The plenary seminar encourages trainees to compare and contrast what they have learned in the carousel and to draw conclusions about common practises in assessment of learning and the ways in which this might be adapted from school to school.- Roberts, N. House of Commons Library (2022) Assessment and testing in primary education (England) available online at https://researchbriefings.files.parliament.uk/documents/CBP-7980/CBP-7980.pdf accessed April 202
- Independent Teacher Workload Review Group (2016) Eliminating unnecessary workload associated with data management available online: https://www.gov.uk/government/publications/reducing-teacher-workload-data-management-review-group-report accessed 9.2.23
- Standards and Testing Agency website
1. Understand definitions of ‘disadvantaged’ and ‘underperforming’ and develop understanding of attainment ‘gaps’
Begin to develop awareness of
2. the current political context regarding disadvantaged and underperforming pupils;
3. strategies and responses to address attainment gaps
4. Why work in a school with above average no. of disadvantaged pupils?- GOV.UK (2022) Key stage 2 attainment 21-22
- The Fair Education Alliance (2022) Report Card 2022 Achieving a fair education in England
- NFER (November 2015) Supporting the attainment of disadvantaged pupils: articulating success and good practice;
- Tuckett et. al (2022) COVID-19 and Disadvantage Gaps in England 2021 Education Policy Institute
- To understand different theories of families and community and how they apply to professional practic
- Social justice: Parents want the best for their children. How do we work with families to achieve that?
- Intellectual curiosity : What does the research tell us about the difference that engaged and involved parents make?
- Creativity: We need to think creatively around the potential barriers so that we can engage effectively with all parents and carers.
This session considers why we should engage parents and families
And reviews the research on parental involvement and engagement. Potential barriers to engagement are reviewed and the react framework for working with parents is introduced:
Relationships
Engagement
Accessible and approachable
Communication
Tricky situations
Trainees are introduced to a school based task which requires them to plan how they will develop their skills in communicating with parents.- GOV.UK (2022) Key stage 2 attainment 21-22
- The Fair Education Alliance (2022) Report Card 2022 Achieving a fair education in England
- NFER (November 2015) Supporting the attainment of disadvantaged pupils: articulating success and good practice;
- Tuckett et. al (2022) COVID-19 and Disadvantage Gaps in England 2021 Education Policy Institute
Wider Curriculum Studies - Foundation Subjects
Part 1:
-
To understand the statutory requirements of the EYFS and National Curriculum for Art and Design
-
To experience a range of teaching and learning activities to promote engagement with art from a range of different artists and media
-
To understand how to support inclusion for all through art lessons and how to ensure progression of skills
-
To learn about the work of a range of artists and produce artwork inspired by these artists using a range of different media
Part 2:
To develop understanding and confidence in planning a sequence of learning in art
To consider what assessment might look like for creative subjects including the use of questioning to explore children’s understanding and confidence, success criteria and peer and self-assessment strategies
Part 1
-
Exploration and challenge of what trainees perceive art to be based on their own interpretations/their art background and what it has potential to be – particularly challenging what is meant by ‘drawing’ and why so much emphasis is placed on realism in art education in schools.
-
The importance of real art as a stimulus, how to select artwork appropriate for the primary/EY classroom taking EDI into consideration e.g. promoting a range of diverse artists through the curriculum.
-
Engagement with art appreciation activities – to develop trainee confidence with responding to andidentifying their own higher order questions to provoke high quality dialogue in the classroom in response to a range of real art stimuli
-
Reflection on the importance of sketchbooks and engagement with sketchbook activity as part of the art teaching sequence as a means of exploring and responding to artistic techniques
-
Creating a creative piece in response to the work of a chosen artist.Trainees to reflect on the skills/techniques used, what children would need to learn about the artist, the skills requiredto develop and practise in sketchbooks, any behaviour considerations and whether any barriers to learning to overcome and how inclusion could be ensured for all learners e.g. through adaptation of resources, media etc.
Part 2
-
Stages of children’s artistic development – link to pitch and expectations(Lowenfield/Malchiodi)
-
Introduction of art sequence to inform planningfor learning – linked to key findings from Ofsted art and design reviews
-
Exploration and critique of assessment strategies in art
-
Exploration and critique of art ‘schemes’ and progression maps
-
Opportunity to use learning from sessions to plan ahigh-qualitysequence of learning linked to a particular theme/artist including identifying appropriate assessment opportunities
Barbe-Gill (2005) How to talk to children about art
BERA – Arts Based Education Research
Goodman, M.J.S. (2018) Children Draw: A Guide to Why, When and How Children Make Art. Reaktion Books
Lowenfield, V. (1954) Your Child and his Art: A Guide for Parents
Malchodi, C. (1998) Understanding Children’s Drawings
Myhill (2006) Talk, talk, talk: Teaching and learning in whole class discourse
NAEA (National Art Education Association)
NSEAD (National Society for Education in Art and Design)
Ofsted (2012) Art, Craft and DesignEducation: Making A Mark
Ofsted (2014) High expectations in art, craft and design as part of a whole-school approach
Ofsted (2014) Ofsted examples of good practice in art teaching
Ofsted (2023) Research Review Series: Art and Design
Session 1:
To be aware of the key requirements of the EYFS and the 2014 National Curriculum for KS1 Computing
To explore what is meant by ‘computational thinking’
To introduce ideas around computing in KS1
To explore how we can make computing more inclusive.
Session 2:
To understand the ‘PRIMM’ model for programming
Design, write and debug a simple program
To critically analyse the use of a pre-made lesson plan/scheme.
To understand how to assess progression in computin
Session 1:
-
Perceptions and prior experiences with the computing curriculum
-
The Ofsted Research Review findings and recommendations
-
The change from ICT
-
Computing in the EYFS
-
The computing curriculum in KS1 and KS2 – computer science, information technology and digital literacy
-
Declarative and procedural knowledge
-
Computational thinking
-
Terminology in the computing curriculum
-
Unplugged programming
-
Exploring Bee Bots
-
Progression in information technology and links to maths and science
-
E-safety
-
Inclusion in computing – supporting all learners and girls
-
Links back to significant individuals in history
Session 2:
-
Exploring different programming software with a focus on Scratch
-
Introducing the PRIMM model (predict – run – investigate – modify – make)
-
Putting PRIMM into practice using Scratch
-
Exploring the BBC micro:bit
-
Planning and progression in computing – exploring different approaches
-
Analysing and critiquing a plan from a scheme - Scratch Educator Guides
-
Formative assessment in computing
Session 1:
-
Perceptions and prior experiences with the computing curriculum
-
The Ofsted Research Review findings and recommendations
-
The change from ICT
-
Computing in the EYFS
-
The computing curriculum in KS1 and KS2 – computer science, information technology and digital literacy
-
Declarative and procedural knowledge
-
Computational thinking
-
Terminology in the computing curriculum
-
Unplugged programming
-
Exploring Bee Bots
-
Progression in information technology and links to maths and science
-
E-safety
-
Inclusion in computing – supporting all learners and girls
-
Links back to significant individuals in history
Session 2:
-
Exploring different programming software with a focus on Scratch
-
Introducing the PRIMM model (predict – run – investigate – modify – make)
-
Putting PRIMM into practice using Scratch
-
Exploring the BBC micro:bit
-
Planning and progression in computing – exploring different approaches
-
Analysing and critiquing a plan from a scheme - Scratch Educator Guides
-
Formative assessment in computing
-
Ofsted. (2022) Research review series: computing
-
Burrett. M (2016) Teaching Primary Computing
-
Caldwell. H (2016) Teaching Computing Unplugged in Primary Schools: Exploring primary computing through practical activities away from the computer
-
Bird. J (2017) Lessons in Teaching Computing in Primary Schools
Develop understanding of NC expectations
Recognise the value of D&T within the curriculum and understand the historical, social and economic context of the subject
Understand what constitutes a genuine D&T activity
Develop personal subject knowledge
Develop design technology skills and practical application
Understand the importance of Health and Safety in Design Technology
Develop understanding of planning and assessment requirements within D&T.
Plan a DT sequences of learning,considering Learning Behaviours and adaptation.
-
Reflect on personal experience and engagement with D&T in the context of learning around the current D&T context.
-
Analyse a range of activities to determine if they are genuinely D&T learning focused.
-
Engage extensively with practical activities to develop specific D &T skills in mechanisms. (Levers, sliders, chassis, axels – techniques for joining.)
-
Engage with and evaluate a sequence of D & T learning activities.
-
Collaboratively plan and evaluate a D&T sequence of learning, considering Learning Behaviours and opportunities for adaptive learning
-
Teaching Design and Technology Creatively: Learning to teaching in the Primary School series (Benson, 2017)
-
Mastering Design and Technology: mastering Primary teaching (Hope, 2018)
-
STEM teaching support for primary teachersLink opens in a new window
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Copy of Reimagining D&T Final Report (data.org.uk)Link opens in a new window
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Ofsted Annual Report (2016) Annual Report 2015/16: Education and Skills Design and technology in primary schools: SummaryLink opens in a new window
To understand the statutory requirements for Geography in the EYFS and the National Curriculum
To develop your own geographical subject knowledge
To address any misconceptions
To explore the 4 areas of geography
-
Locational knowledge
-
Place knowledge
-
Human and physical geography
-
Geographical skills and fieldwork
-
Become aware of where children are coming from (the EYFS) and their introduction into KS1 geography.
-
Progression between the KS1 and KS2 curriculum.
-
Introduction of substantive and disciplinary knowledge
-
Exploring geographical concepts
-
Continents and oceans in KS1
-
Countries and capitals of the UK
-
Latitude and longitude
-
Time zones
-
Counties of England in KS2
-
Weather and climate
-
Climate zones
-
Biomes
-
Volcanoes and earthquakes
-
Using an atlas and a globe
-
Introducing KS1 children to positional language
-
Grid references
-
GIS systems – Google Earth andDigimaps for Schools
-
Observing measuring and recording data
-
Analysing, presenting and evaluating data
-
Exploring a local settlement (Canley) and comparing this with a non-European country (St Lucia)
-
A chance to explore how to assess progression in geography
-
Ofsted. (2021) Research review series: geography
-
Pickford et al. (2013) Primary Humanities – Learning through Enquiry
-
Scoffham. S (2016) Teaching Geography Creatively
-
Catling. S. J (2018) Understanding and Teaching Primary Geography
-
Barlow and Whitehouse (2019) Mastering Primary Geography
Understand the statutory requirements of the EYFS and the National Curriculum for History at KS1 and KS2
Consider the importance of questioning in History teaching;
Understand how to use sources to best effect to deepen understanding;
Further develop historical subject knowledge
Understand the importance of poetry to develop children’s historical understanding.
-
Become aware of where children are coming from (the EYFS) and their introduction into KS1 history.
-
Progression between the KS1 and KS2 curriculum.
-
Introduction of substantive and disciplinary knowledge
-
Exploring historical concepts through the modelling of a Frayer model
-
Exploring the Great Fire of London
-
Exploring significant individuals
-
Diversifying history
-
Exploring found poetry (the Blitz) and links to the English curriculum
-
Ancient Egypt carousel activity
-
The importance of chronology
-
Historically worthwhile questions
-
Introducing historical enquiry
-
Exploring historical enquiry through the Victorians and the Vikings
-
An opportunity to practice some planning
-
Ofsted. (2021) Research review series: history
-
Pickford et al. (2013) Primary Humanities – Learning through Enquiry
-
Howorth. M (2015) Teaching Primary History
-
Percival. J (2020) Understanding and Teaching Primary History
-
Doull, Russell and Hales (2019) Mastering Primary History
To develop understanding of music pedagogy, theory and subject knowledge
To understand the statutory Early Years and National Curriculum expectation
To understand the outcomes and intentions of the most recent Ofsted research and government plans
To know the importance of experiencing a diverse range of musical genres, styles, composers, musicians and musical performers
To consider how to develop subject specific vocabulary and use of appropriate musicalterms
To develop understanding of key musical elements
To consider ways of exploring musical elements through learning activities and composition
To introduce graphic notation and consider what this might look like in Early Years, KS1 and KS2
To develop understanding of rhythmic notation
To consider behaviour management, learning behaviours and routines in music
To develop understanding and confidence in planning individual lessons and sequenced lessons for a specific year group
To consider what assessment might look like for creative subjects, including the use of questioning, success criteria and peer and self-assessment strategies
-
Explore the current expectations and context for music education
-
Consider key musical theory and the impact that music has on us as individuals and society.
-
Engage with pedagogic ideas and learning sequences for teaching and learning in music (E.g.: vocabulary for developing schemata).
-
Develop subject knowledge on melody and scales to Year 6.
-
Compose and perform to a peer-group audience.
-
Explore the connection between success criteria, teacher feedback and peer/self-assessment.
-
Develop understanding around creativity and creative behaviours.
-
Create a sequence of learning for music.
-
State of the Nation report (2019), All-Party Parliamentary Group for Music Education, the Incorporated Society of Musicians and the University of Sussex.
-
DfE (2022) The Power of Music to Change Lives: A National Plan for Music Education
-
DfE (2021) Music Education Report on the call for evidence conducted February – March 2020
-
Ofsted (2021) Research and analysis: Research Review Series: Music
-
DfE (2021) Model Music Curriculum
Session 1:
To become familiar with the NationalCurriculum requirements for Physical Education at KS1 and KS2.
Develop awareness of seminal reading for PE and the outcomes of Ofsted Research Review
To understand the differences between physical education, physical activity, physical development, physical literacy and school sport.
To develop an increased knowledge and understanding of teaching and learning within Physical Education at KS1 and KS2, with a particular focus on gymnastics.
Session 2:
To have an increased knowledge and understanding of teaching and learning in KS1/2 with a particular focus on dance activities.
To develop knowledge about the assessment requirements for PE at KS1 and KS2.
Further develop subject and curriculum knowledge
To understand how effective planning can pave the way for high quality learning in lessons.
Plan a sequence of PE lessons(with a focus on dance).
Session 3:
To have an increased knowledge and understanding of the fundamental movement skills.
To understand how effective planning can pave the way for high quality learning in lessons, with a particular focus on games.
Further develop subject and curriculumknowledge in games.
Develop understanding of how to plan and teach well-structured lessons
Session 1:
-
Consider the national context for Physical Education – School Sports Funding; Obesity Report; Ofsted Research Review.
-
Consider key PE research and the impact that physical education might have on individuals and society.
-
Explore what high quality PE encompasses.
-
Engage with pedagogic ideas and learning sequences for teaching and learning in PE (E.g.: practical approaches to teaching fundamental skills and gymnastics skills; how to set high expectations for learning behaviours and performance.)
-
Consider strategies for adaptive teaching.
-
Health and Safety in PE
Session 2:
-
Develop dance curriculum knowledge.
-
Explore expectations for PE assessment and strategies for assessment for learning within PE.
-
Further develop Health and Safety awareness and risk assessing
-
Consider outcomes of key dance research and its implications on engagement of all – focus on boys and dance.
-
Engage with pedagogic ideas for teaching dance.
-
Plan a sequence of learning for dance around a chosen theme.
Session 3:
Explore fundamentals skills and their impact on movement and performance.
-
Analyse a chosen sport’s required progression of skills.
-
Consider the impact of the application of adaptive teaching strategies in PE and explore the Inclusion Spectrum.
-
Analyse an observed lesson with a focus on key elements of learning.
Session 1:
-
Ofsted 2022 Research Review Series: PELink opens in a new window
-
Association for Physical Education website https://www.afpe.org.uk/physical-education/Link opens in a new window
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Youth Sport Trust https://www.youthsporttrust.org/Link opens in a new window
-
Physical literacy: throughout the Link opens in a new windowlifecourseLink opens in a new window
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Margaret WhiteheadLink opens in a new window (ed.) New York: Routledge (2010)
-
10 more reasons for quality physical education.Link opens in a new window Kretchmar, 2006.
Session 2:
-
Nadine Holdsworth N.Holdsworth@warwick.ac.uk (2013) ‘Boys don't do dance, do they?’, Research in Drama Education: The Journal of Applied Theatre and Performance, 18:2, 168-178,
-
Ofsted 2022 Research Review Series: PELink opens in a new window
-
Association for Physical Education website
-
https://www.afpe.org.uk/physical-education/Link opens in a new window
-
Youth Sport Trust website https://www.youthsporttrust.org/Link opens in a new window
Session 3:
-
Ofsted 2022 Research Review Series: PELink opens in a new window
-
Association for Physical Education website https://www.afpe.org.uk/physical-education/Link opens in a new window
-
Youth Sport Trust website https://www.youthsporttrust.org/Link opens in a new window
Session 1:
To understand how to teach and assess Primary languages.
To understand the requirements of the Primary Languages in the National Curriculum
To develop your knowledge of one or more primary languages through practical activities
To develop an understanding of the language learning cycle
To learn how to use language games and more interactive forms of teaching to develop primary languages
To understand the role of resources in the teaching of Primary Languages and beyond this session
Session 2:
To develop understanding and confidence in planning language lessons for a specific year group
To consider what assessment might look like for languages including the use of oracy through role play, questioning to promote communication and explore children’s understanding and confidence
Session 1:
-
Self-awareness of trainees own language background
-
Confidence in learning languages
-
Learning through active learning and modelling
-
Learning French through singing
-
Basic principles of learning languages: listening – speaking – reading – writing
-
Practice trough repetition
-
Using games to learn (battleships)
-
Putting actions into words – looking at different buildings and settlement types
-
Research and theory in primary languages
-
Languages in the National Curriculum
Session 2:
-
Recapping on languages in the National Curriculum
-
Exploring French through ‘We’re Going on a Bear Hunt’
-
Why use songs, rhymes and actions?
-
How to plan for languages
-
Using the ‘Languages for All, Languages for Life’ resources to support planning
-
Assessment in languages – why and how
-
Finding and using evidence for assessment
Session 1:
-
Criado, R., 2013. A critical review of the presentation-practice-production model (PPP) in foreign language teaching. Homenaje a franciscogutiérrezdíez, pp.97-115.
-
Hymes, D., 1972. On communicative competence. sociolinguistics, 269293, pp.269-293
-
Hood, P. ed., 2018. Teaching Languages Creatively. Routledge.
-
Myles, F., Tellier, A. and Holmes, B., 2019. Embedding languages policy in primary schools in England: summary of the RiPL White Paper proposing solutions.
Session 2:
-
Schmidt. M et al (2019) Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning
Lecture:
To begin to understand good practice in PSHE through a growing awareness of current research.
To explore the pedagogic developments in PSHE in England and the UK.
To explore relevant policy and aspects of practice that influence PSHE pedagogy.
To begin to explore teaching and learning approaches used in schools and analyse the potential impact on social and emotional development.
To begin to understand the resources available to support aspects of PSHE.
To develop your knowledge of the three main PSHE themes.
Seminar:
To continue to understand good practice in PSHE through a growing awareness of current research.
To explore a range of teaching and learning approaches used in schools and analyse the potential impact on social and emotional development.
To consider how storytelling can be an effective stimulus to support the development of virtues and emotional literacy.
To have a growing understanding of the range of resources available to support aspects of PSHE
To continue to develop your knowledge of the three main PSHE themes.
To develop your knowledge of health and wellbeing and economic education.
To consider how to plan in PSHE – long term, medium term and short term.
To explore assessment in PSHE.
-
Explore the national context for the teaching of PSHE Education – recognise the lack of statutory PSHE in many areas of the PSHE Curriculum. Recognise the statutory requirement to teaching relationships and sec education and health education.
-
Consider the impact of multiple aspects of PSHE, how trainees consider these issues from a personal and professional viewpoint and how they might respond to specific aspects in school.
-
Understand the complexities of teaching PSHE without a statutory curriculum and how school ethos and identity can affect these complexities further.
-
Considering the role of teacher as a facilitator of learning and the skills required to foster respectful, relationships and discussions.
Seminar:
-
Consider the PSHE curriculum within the context of storytelling so that trainee teachers recognise concrete ways that they can apply PSHE issues within the classroom.
-
Explore and experience the use of high-quality texts and story to promote learning in PSHE.
-
Explore new planning and resources published in preparedness for 2024/5 and consider barriers to learning and adaptive teaching strategies.
-
Engage with resources to promote the use of puppets and other practical objects in the classroom to make ‘difficult’ topics accessible to EY and Primary children.
-
Explore the national context for the teaching of PSHE Education – recognise the lack of statutory PSHE in many areas of the PSHE Curriculum. Recognise the statutory requirement to teaching relationships and sec education and health education.
-
Consider the impact of multiple aspects of PSHE, how trainees consider these issues from a personal and professional viewpoint and how they might respond to specific aspects in school.
-
Understand the complexities of teaching PSHE without a statutory curriculum and how school ethos and identity can affect these complexities further.
-
Considering the role of teacher as a facilitator of learning and the skills required to foster respectful, relationships and discussions.
Seminar:
-
Consider the PSHE curriculum within the context of storytelling so that trainee teachers recognise concrete ways that they can apply PSHE issues within the classroom.
-
Explore and experience the use of high-quality texts and story to promote learning in PSHE.
-
Explore new planning and resources published in preparedness for 2024/5 and consider barriers to learning and adaptive teaching strategies.
-
Engage with resources to promote the use of puppets and other practical objects in the classroom to make ‘difficult’ topics accessible to EY and Primary children.
Lecture:
DfE (2019) Relationships Education and Sex Education (RSE) and Health Education
PSHE Association: RSE support guide (2019): https://pshe-association.org.uk/news/new-relationships-education-and-rse-guides
Personal, social, health and economic (PSHE) education (2021)
https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education
Seminar:
DfE (2019) Relationships Education and Sex Education (RSE) and Health Education
Maslow (1943) A theory of human motivation Psychological Review, Vol 50(4) (p.370-396)
Stonewall, inclusive books for Primary ages: https://www.stonewall.org.uk/lgbtq-inclusive-books-children-and-young-people
Character Education Framework (2019): https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/904333/Character_Education_Framework_Guidance.pdf
PSHE Association: RSE support guide (2019): https://pshe-association.org.uk/news/new-relationships-education-and-rse-guides
PHSE Association: PSHE for Pupils with SEND (2023): https://pshe-association.org.uk/guidance/ks1-4/send
Lecture:
Understand the statutory requirements for the teaching of RE in Primary Schools
Explore the pedagogical developments in Religious and Worldview Education
Consider personal subject knowledge, development of ‘religious literacy’ religions, worldviews and disciplinary lenses.
Social, Emotional, Spiritual and Cultural (SMSC) development and the promotion of British Values within RE
Begin to consider teaching and learning strategies and expectations for RE - fostering respectful discussion and reflection
Seminar:
Engage with pedagogical developments in Religious and Worldview Education;
Develop subject knowledge of a range of religions and worldviews;
Experience a range of teaching andlearning strategies to effectively teach RE, promoting discussion and reflection;
Consider how first-hand learning and artefacts can enhance learning in RE;
Explore potential barriers to learning inRE.
Lecture:
-
Explore the national context for the teaching of Religious and Worldview Education – considering the current seismic shift- in curriculum and approach.
-
Consider the impact of personal worldviews and the importance of personal understanding of these in preparedness to teach eg’; worldview shock
-
Understanding RE with in a values-based curriculum: British, school, church school, SMSC.
-
Considering the role of teacher as a facilitator of learning and the skills required to foster respectful, relationships and discussions.
Seminar:
-
Consider the RE curriculum within the context of decolonisation.
-
Explore and experience the use of high-quality texts and story to promote learning in RE.
-
Explore new planning and resources published in preparedness for the 2024/5 SIAMS changes and consider barriers to learning and adaptative teaching strategies.
-
Engage with resources to promote the use of artefacts in the classroom and other first-hand learning opportunities.
Lecture:
Big Ideas and the RE Council’s National Statement of Entitlement (bigideasforre.org)
•British Journal of Religious Education Volume 44, Issue 4 (2022)
•Chater. M (2020) Reforming RE Power and Knowledge in a Worldviews Curriculum. John Catt Publication
•Flanagan. F (2021) Teachers’ personal worldviews and RE in England: a way forward? British Journal of Religious Education Volume 43, Issue 3 (2021)
Seminar:
Metacognition, Worldviews and Religious Education - A Practical Guide for Teachers ByShirley Larkin, Rob Freathy, Jonathan Doney, Giles Freathy 2019
Natre: https://www.natre.org.uk
Ofsted (2021) Research review series: Religious Education
Putting Big Ideas into Practice in Religious Education - RE:ONLINE (reonline.org.uk)
Pett.S (2022) Religion and Worldviews in the Classroom: developing a Worldviews Approach