Warwick Initial Teacher Education Curriculum
- Early Years
- Making the most of observations to inform your own practice and development.
- ·Exploring the Early Years Framework and Early Learning Goals
- ·Becoming familiar with and comparing the two non-mandatory documents which can guide the EY curriculum.
- An introduction to observation, planning and record keeping proforma to use during early years placements.
Prior to this session trainees will engage with directed pre-task on EY philosophies.
- ·Trainees will engage with the EY Statutory Framework and ELGs, comparing documents and understanding the interconnectedness of the EY curriculum.
- ·Trainees will develop an understanding of the cycle of planning, observation and record keeping and make comparisons to this their KS1 placement experiences.
- ·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.
- 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
Learning, Playing and Interacting. (DCSF 2009)
Teaching and play in the early years-a balancing act? (Ofsted 2015)
Early years foundation Stage statutory Framework (2021)
Woods, A. (2014) The Characteristics of Effective 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.
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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
Understand the factors that contribute to an enabling environment
- Explore factors for an enabling environment and the ways that a carefully designed environment can promote young children’s physical, mental and emotional health and wellbeing.
- ·From a leadership perspective understand the role of learning walks and audits - applying critical thinking to a given environment.
- ·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.
- ·Design an enabling environment for a selected area of learning
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)
What is an enabling environment – and who is doing the enabling? | Nursery World
Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj, I., (2015) Effective pre-school, primary and secondary education project (EPPSE 3-16+)
Fisher. J (2016) Interacting or Interfering? Improving Interactions in the Early Years, McGraw-Hill Education
Thornton, L. and Brunton, P. (2005) Understanding the Reggio Approach : Reflections on the Early Childhood Experience of Reggio Emilia. London: Taylor & Francis [CAM]
·To develop an understanding of attachment
·To explore life before 2 and being 2
·To develop an understanding of building schema and what this means
·To learn about heuristic and block play and how to utilise this in the classroom.
·To understand the importance of time in 2 year old room
- ·Trainees will begin to understand how very young children develop personally, socially and emotionally, how this impacts on learning and how trainees can support them in their learning.
- ·The session will pay particular attention to the development of 2-year-olds.
- ·Discussion focuses on the language of schema, heuristic and block play and why play is necessary in supporting PSED.
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-initiated activities 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.
·Trainees build on learning from sessions on Behaviour to Learn and Child Development in the autumn term to further understand cognitive self-regulation.
·They explore and critique strategies for supporting children in developing self-regulation strategies and make connections to their experience in schools.
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 EYFS planning documentation and consider how this translates in practice. We 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.
To understand the context of spoken language within the curriculum
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•To consider the roles of speech, language and communication•To recognise the relevance and impact of spoken language on pupils’ learning, progress and attainment•To be aware of the expectations relating to ages and stages of development•To understand how to support pupils’ spoken language considering best practise approaches•To recognise SLCN, the impact and supportive measures
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.
- ·Explore symbiosis between designing poetry in different modes.
- ·Consider poetry in terms of social justice and equality.
- ·Understand the intensely oral nature of most poetry – made to perform.
- ·Become familiar with aspects of poetry that you will teach to children.
- ·Understand ‘progression’ in teaching poetry.
- ·Consider teaching strategies for developing children’s enjoyment of reading and responding to poetry.
- ·Consider approaches to composing poetry in different modes.
- To consider tacit learning which poetry offers
- ·Trainees will learn about creative pedagogies and how poetry fits withing the EYFS and NC.
- ·Engagement with forms of early oral poetry.
- ·Understanding what poetry can offer in terms of concentrated vocabulary, multi-layered meanings and multiple interpretations.
- ·Analysis of a range of poetic forms and engagement with high quality children’s literature.
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To reflect on and explore the value of talk
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To understand what sustained shared thinking (SST) is
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To understand how and why it is effective – and it’s benefits
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To critique an example of SST in action – identifying key points
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To plan next steps for individual practice
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Observation of adult and pupil talk in the classroom and discussion of practice through video examples
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Focus on questioning and different approaches
- Understanding stategies for developing practice in SST
- Close observation of SST and target setting for own practice
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
- ·Investigating numbers and numerical patterns, linking them to everyday life
- ·Understanding counting as a foundation for calculation
- ·Exploring ways to promote a love of mathematical learning and children’s intellectual curiosity.
- ·Consider ways to establish a mathematically enabling and stimulating environment.
- ·Develop confidence to plan a counting or pattern learning opportunity for Nursery placement.
- ·The session supports trainees understanding of foundational number and counting concepts and their importance.
- ·We explore the recent context of changes to the EYFS in maths and the rational for change before exploring ways to engage children in mathematical learning and promote curiosity within an enabling environment.
- Trainees have the opportunity to plan a number activity linked to a high-quality text or musical stimulus.
Robertson. J (2017) Messy Maths: A playful outdoor approach to Early Years
Haylock, D; Cockburn, A () Understanding Mathematics for Young Children
Carruthers’ E (2006) Children’s Mathematics: Making Marks and Making Meaning
Briggs, M (2016) Teaching and Learning Early Years Mathematics: Subject and Pedagogic Knowledge
Improving Mathematics in the Early Years and Key Stage 1 | EEF (educationendowmentfoundation.org.uk)
•Develop understand of the importance of pattern and spatial awareness in the EYFS and the theory underpinning it.
•Understand how children learn about pattern, develop spatial reasoning and consider the barriers they may encounter
•Understand progression and attainment expectations
•Consider the importance of mathematical vocabulary in the early years.
•Engage with a range of pedagogical approaches to support learning.
- ·Trainees are introduced to the early developmental of children’s pattern and spatial awareness from birth, considering what they notice about the way very young children engage with the world around them.
- ·Observations and understanding are underpinned and further developed by exploring the theoretical work on Piaget and Inhadler.
- ·Trainees have the opportunity to make connections between theory, curriculum and their observations/experiences in their nursery/reception classroom and critically evaluate these.
- ·The importance of modelling and reinforcing mathematical vocabulary is explored and trainees consider how the complexity of language can be a barrier.·
- Trainees explore ways that maths can be brought to life in the classroom by linking it to daily life, with a specific focus on measures, volume and capacity.
•McNally, D. (1975). Piaget, Education and Teaching. Sydney:Hodder & Stoughton.
•J.Way – (Published 2011 Revised 2012)The Development of Spatial and Geometric Thinking: 5 to 18.
•Early years foundation stage profile: 2024 handbook (publishing.service.gov.uk)
•Patterns and connections - Help for early years providers - GOV.UK (education.gov.uk)
•50 Messy Maths Things To Do (creativestarlearning.co.uk) – Juliet Robertson – How Big is a Hub?
- ·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
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 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
To know and understand:
·the big ideas of light and sound
·contexts for embodied experiential learning about light and sound in early years
·some common misconceptions and strategies to address them
Big ideas 1, 4
Spotting preconceptions and early misconceptions
Big ideas 1, 4
Spotting preconceptions and early 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.
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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
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
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 to identify 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.
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 to identify 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.
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 to identify 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.
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 to identify 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.
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 to identify 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.
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 to identify 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
Bianchi, L., Whittaker, C. and Poole, A. (2021) The 10 Key Issues with Children’s Learning in Primary Science in England
Primary Science Education Consultancy (2023) ‘Links and discrepancies between maths and science’ (Drawing tables / tally charts eg Y1p.2/3)
DfE (2023) Finding the optimum: the science subject report
Bianchi et al
Include JES 24 2023 Markwick A. Educating for sustainability as reference / research review
- the importance of the natural environment and embedding global issues in science
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
Bianchi, L., Whittaker, C. and Poole, A. (2021) The 10 Key Issues with Children’s Learning in Primary Science in England
Primary Science Education Consultancy (2023) ‘Links and discrepancies between maths and science’ (Drawing tables / tally charts eg Y1p.2/3)
DfE (2023) Finding the optimum: the science subject report
Bianchi et al
Include JES 24 2023 Markwick A. Educating for sustainability as reference / research review
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 to identify 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.
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 to identify 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.
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 to identify 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.
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.
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.
Develop an understanding of the importance and scope of Understanding the World in the EYFS and theory underpinning it.
Develop an understanding of how children learn about the world around them and consider the barriers they may encounter
Understand progression and attainment expectations for Understanding the World
Focus on ‘Personal Experiences’ as a starting point for Understanding the World Development and Widening Vocabulary
Engage with a range of pedagogical approaches to support learning.
·In this session trainees explore Birth to 5, Development Matters and Help for EY Providers through a critical lens, sharing how effectively these have been used in practice to support planning for UW Personal Experience provision.
·We compare the theories of Vygotsky and Piaget and consider ways that theory impacts UW provision in EY settings. Trainees also consider barriers to ‘understanding the world.
·Trainees share the ways they have seen ‘Personal Experiences’ harnessed, promoted, enrichened in the nursery classroom through their spring placement and consider how the outdoor environment may support this learning.
Trainees analyse and distil the specific skills that young children need in order to be able to explore the world from their own personal experience and explore the importance of using experiences and the environment to develop vocabulary for expression and communication.
Gillian Forrester, Jim Pugh, Ruth Hudson & Jane Rowley (2022) Understanding the World in the Early Years Foundation Stage: practitioners’ perspectives of best practice and effective provision, Education 3-13, 50:8, 1072-1084, DOI: 10.1080/03004279.2021.1930095Link opens in a new window
Constable, K. (2014). Bringing the Forest School Approach to your Early Years Practice (1st ed.). Routledge. https://0-doi-org.pugwash.lib.warwick.ac.uk/10.4324/9781315766362Link opens in a new window
Simon Catling (2006) What do Five-Year-Olds Know of the World? — Geographical Understanding and Play in Young Children's Early Learning, Geography, 91:1, 55-74, DOI: 10.1080/00167487.2006.12094150Link opens in a new window
Rodgers. R (2012) Planning an Appropriate Curriculum in the Early Years. A guide for early years practitioners and leaders, students and parents (3rd edition). Routledge
- Develop an understanding of the importance and scope of Understanding the Diverse World in the EYFS and theory underpinning it.
- ·Develop an understanding of diversity and what it means for children and their families.
- ·Develop an understanding of how children learn about the world around them and consider the barriers they may encounter.
- ·Consider your own feelings towards diversity and how these might influence your teaching.
- ·Engage with a range of pedagogical approaches to support learning
To understand and analyse EYFS and Development Matters documentation on Expressive Arts and Design
To explore what is meant by creativity and imagination in EYFS
To consider the progression of development and assessment in EAD in the Early Years.
To explore ways to make EYFS planning meaningful for EAD development
To develop an understanding of the richness of role-play as a learning opportunity.
To plan meaningful role-play opportunities
- ·In this session trainees explore definitions for imagination and expression before analysing the progressive development of these through Development Matters.
- ·We examine the benefits of role play to support learning and the endless skills and abilities that can be developed through this.
- Trainees are introduced to the various ways that we can join in with and facilitate play without taking over and then plan their own meaningful role play learning opportunities using ‘Festivals’ as a stimulus. (links to Primary RE session Autumn)
Bryce-Clegg, Alistair. Best Practice in the Early Years, Bloomsbury Publishing Plc, 2015.
Changes to the early years foundation stage (EYFS) framework - GOV.UK (www.gov.uk)
Development Matters - GOV.UK (www.gov.uk)
- To understand and analyse EYFS and Development Matters documentation on Creating with Materials
- To explore what is meant by Creating with Materials in the EYFS
- To consider the progression of development and assessment in Creating with Materials in the Early Years.
- To explore ways to make EYFS planning meaningful for Creating with Materials development
- Recap on learning from session 1 – Expressive Arts and Design (Imaginative and Expressive)
- Discuss the progression in key publications such as Development Matters
- Where the learning goes in KS1 – an introduction to D&T and links to this discreet subject
- Continue with a focus on festivals – Easter. What do trainees know about this festival form a Christian's perspective
- Share key messages on this festival and how people might celebrate Easter
- Discuss Easter a Christian holiday and how we can see Easter celebrated outside of Christianity and the links here to religious traditions (Easter eggs and bonnets, imagery around baby animals for example)
- Explore how children in the EYFS may engage with and explore new materials considering how these may be attached and joined and how different materials can be used for different purpose.
- Exploring how children make choice when creating with materials and how teachers support this
Department for Education (2024) Early years foundation stage (EYFS) statutory framework
Department for Education (2023) Development Matters
Early Years Coalition (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage
Department for Education (2024) Early years foundation stage (EYFS) statutory framework
Department for Education (2023) Development Matters
Early Years Coalition (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage
Department for Education (2024) Early years foundation stage (EYFS) statutory framework
Department for Education (2023) Development Matters
Early Years Coalition (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage
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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
-
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.)
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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)
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To be familiar with the National Curriculum requirements for Physical Education in EY KS1
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Develop awareness of seminal reading for PE and the outcomes of Ofsted Review
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To understand the differences between physical education, physical activity, physical development, physical literacy and school sport.
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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
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To know and understand the aims, ambition and structure of the English Programme
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Orientate to key Government Issued Documents linked to English
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To know the programme overview and how to access Moodle online resources
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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:
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The intent of the programme in developing passionate, confident trainees with strong subject knowledge and effective subject-specific pedagogies
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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
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Highlighting the current context and key messages around reading and English in Primary schools: Oracy, SSP and RfP
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Aims of the National Curriculum and EYFS
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Sharing the structure of the programme and the rationale for this
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Access to resources and Professional Associations (UKLA, CLPE, NATE))
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Expectation to complete SK audits and targets setting based on outcomes
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Request to complete ‘Teachers’ Knowledge of Children’s Literature and Other Texts’ and Teachers’ Knowledge of Children’s Reading Practices’ surveys
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English in Education Journal. Routledge
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Children’s Literature in Education. Springer.
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United Kingdom Literacy Association (UKLA)
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Centre for Primary Literacy Education (CPLE)
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Society for Storytelling (SFS)
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National Literacy Trust (NLT)
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Poetry by Heart
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British Film Institute (BFI)
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To understand the basics of semiotic resource, mode and affordance relating to the widest conception of multimodality.
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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
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To understand that all modes have sign, grammar and affordance
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To examine a variety of multimodal texts
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To engage with simple strategies and activities which can be used to support comprehension at R, KS1 and KS2
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To consider planning, scaffolds and structures when considering different modes
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To become more familiar with the range of questions which can be used to prompt discussion and comprehension of different modes.
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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
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Kress, G., Van Leuwen, T. (2006) The Grammar of Visual Design. Routledge.
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Maine, F., Shields, R. (2015) Developing reading comprehension with moving image narratives, Cambridge Journal of Education, 45:4, 519-535. Routledge.
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Serafini, F. (2012): Expanding the four resources model: reading visual and
multi-modal texts, Pedagogies: An International Journal, 7:2, 150-164. Routledge.
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Maine, F. and Shields, R. (2015) Developing reading comprehension with moving image narratives. Cambridge Journal of Education, 45 (4). pp. 519-535.
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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
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To appreciate the complexity of multimodal designing and understanding using the language of semiotics.
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To develop confidence in exploring a text and in sharing personal response
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To begin to understand the impact of high-quality teaching of reading on outcomes for pupils
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To begin to create a toolkit for exploring texts (Linked to Power of Reading approaches)
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To explore mapping the potential of a text in preparation for planning reading and writing and know that they must link.
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Be Introduced to planning from a whole text (Linked to the Power of Reading CLPE)
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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
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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.
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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
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To widen our understanding of what reading is – not just the written word.
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To develop an understanding of key pedagogical strategies and approaches which scaffold and develop independence with reading
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To recognise the role of the teacher as model, guide and ‘reader’
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To consider progression from KS1 to KS2
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To be aware of supportive resources and the need for personal actions related to subject knowledge development
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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.
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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
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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.
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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
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Goswami, U. (2008) Reading, complexity and the brain. Literacy Volume 42 Number 2. Routledge.
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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.
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To widen our understanding of what writing is – not just the written word.
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To outline rationale for and pedagogies associated with Shared Writing practices
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To understand rationale for and pedagogies associated with Guided Writing
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To understand structures surrounding ‘paired writing’
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To consider organisation and resources required
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To explore Teaching Sequences for Writing
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To consider best practice and key strategies for pupil progress
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To critically reflect on recent research linked to the pedagogies of teaching writing
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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
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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
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Become familiar with relevant research about writing
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Writing is rooted in talking with others and/or talking with ourselves (linking to schema and knowledge)
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Outline rationale for and pedagogies associated with shared and guided writing practices
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Explore possible teaching sequences for writing
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Critically reflect on recent research linked to the pedagogies of teaching writing
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Create a culture of editing built into AfL practices (Peer2Peer)
-
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Recognise that definitions of ‘texts’ within different curricula are varied, as are their value within different educationalecosystems
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Consider the terms ‘writing’ and ‘composing’ through examination of recent research
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Know that multimodal texts can offer opportunities to explore complex issues
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Writing is rooted in talking with others and/or talking with ourselves (linking to schema and knowledge)
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Explore possible teaching sequences and supporting resources for multimodal composition
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Consider the ‘tools’ for writing and what that might mean for adaptive teachingpractices
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Examine what opportunities multimodality might offer all learners, but EAL learners, in particular.
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·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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To develop an understanding of the characteristics of spoken language
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Explore vocabulary development and the teachers’ role in its development
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Reflect on effective questioning as part of facilitating high quality talk
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Consider the features and potential of dialogic talk
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Consider talk accountability and the power of Collaborative Learning to support talk accountability and visible learning.
his lecture focuses on:
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Understanding that language is a social construct
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Recognising that language begins from birth with non-verbal and pre-language communication and are important developmental stages
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Understanding the place of spoken language – referencing the NC and identifying the difference between spoken and written language
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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
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Beck’s model of tiered vocabulary and the impact of focussing on tier 2 words
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Which aspects of the English Curriculum require effective use of ‘talk’
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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
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Types of talk seen in classrooms and their role/impact: rote, recitation, instruction, exposition, discussion, scaffolded dialogue (Alexander)
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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)
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Skills and structures to support pupils to develop effective dialogue
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Quigley, A. (2018) Closing the Vocabulary Gap. Routledge.
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Beck et al., (2013) Bringing Words to Life. 2nd Ed. Guilford Press.
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Alexander, R (2018) Developing dialogic teaching: genesis, process, trial. RESEARCH PAPERS IN EDUCATION. Received 10 March 2018, Accepted 23 May 2018. Routledge.
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Wells, G (1999) Dialogic Inquiry Towards a Sociocultural Practice and Theory of Education. CUP.
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Recognise the value of rich, high-quality texts – including multimodal texts - in supporting effective planning
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Ensure that ‘English’ includes the widest possible definition of modes: (writing, reading, drama, moving image, performance - live and to camera, animation etc)
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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.
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Introduce principles of long, medium and short-term planning.
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Critiquing and reflecting on commercially available schemes of work
This two-hour seminar focuses on:
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The place of ‘high quality text’ in the Eng NC compared to other UK curricula
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The progression and link between long, medium and short term, planning with quality text at the heart of this
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Engaging with example long and medium term plans
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Returning to previously shared teaching sequence for English and considering different models
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Drawing on and developing SK around genre and text features in fiction and non-fiction – noting SK is key to effective planning
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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
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Looking at individual lesson plan and then…
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Building their own teaching sequence based on the animation ‘Alma’ – with prompts to work backwards from an agreed outcome.
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Considering scaffolds to support engagement and success
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Caulfield, E. (2016) Planning to Teach Writing: A practical guide for primary school teachers. Routledge.
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Bushnell, A et al. (2018). Modelling Exciting Writing: A guide for primary teaching. Learning Matters.
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Multimodality, literacy and texts: Developing a discourse EVE BEARNE. Journal of early childhood literacy 9(2)
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Children’s Literature used: Leon and the Place Between - Angela McAllister (PoR)
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Children’s Moving Image: Alma - Rodrigo Blaas
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Know and understand some technical vocabulary linked to SSP
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Be able to count phonemes in words
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Begin to recognise how progression is mapped and supported
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To be aware of nationally recognised and certified phonics delivery programmes
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To be aware of the Reading Framework:
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To critically reflect on government documents linked to reading in light of recent research
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Understand how progression in phonics is mapped by different SSP Programmes
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Explore how phonics can be taught well – focused observation of practice
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Make links between phonics and the reading and writing process.
This day on SSP focuses on:
Developing trainees subject knowledge in relation to:
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Recall of the Simple View of Reading
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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)
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technical language associated with SSP
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progression in SSP
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developing trainee confidence in skills of blending and segmenting and understanding the role of these skills in reading and writing
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expectations for keep-up rather than catch-up
Introducing trainees to:
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example programmes and their materials e.g. lesson plans and resources to support teaching (RWI and Little Wandle – both very light touch)
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the need to have fidelity to a programme
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SSP lesson observation and lesson structure
Reminding trainees:
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Of the place of SSP within a wider, rich, reading curriculum
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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
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Systematic Synthetic Phonics (SSP) Programmes approved by the government
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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.
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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.
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The Reading Framework: Teaching the Foundations of Literacy (2021)
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To know national expectations in Handwriting
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To know why the development of legible handwriting is important to thinking and composition and understand it’s progression
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To know ways in which children’s cognitive and motor skills in fine motor control and cognition can be developed.
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Make trainees aware of Primary Spelling expectations, specifically linked to the Appendix 1 of Primary NC.
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To recognise the development in spelling
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To understand how to recognise and remedy spelling errors
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To know strategies to help children to become competent spellers over time.
This 1 hour lecture focuses on:
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Awareness of the simple view of writing
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Understanding the cognitive load that writing demands
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Recognising that fluency and automaticity in handwriting and spelling can reduce cognitive load freeing pupils for compositional elements of writing
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Awareness that motivation to write can be challenging for some pupils and that enjoyment is linked to outcome
The Handwriting section focuses on:
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Gross to fine motor control and value of QFT in the EYFS
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Awareness of posture, effective grip and the right tools
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The need to model, verbalise and vary strategies for practising (particularly or younger pupils)
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the importance of correct letter formation/entry and exit points
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The need to teach little and often, to watch formation carefully
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That handwriting fluency has a direct impact on composition
The Spelling section focuses on:
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Why spelling is challenging
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NC expectations
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Early spelling strategies (based on SSP) and progression (Gentry’s stages)
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Diagnostic approaches (practical)
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Applying strategies after SSP
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Planning for spelling: whole group to adaptive approaches
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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
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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
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Source: Gentry, J.R. (1982) The Reading Teacher , Nov., 1982, Vol. 36, No. 2. pp. 192-200
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Waugh, D. Jolliffe, W. and Allott, K. (2014) Primary English for Trainee Teachers, Learning Matters (Sage)
-
Explore symbiosis between reading and writing Non-fiction
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Know the features of different NF text types
-
Know that many NF texts are ‘hybrid texts’
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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
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Understand scaffolds related to NF
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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.
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Lewis, M and Wray, D. (1997) Extending Literacy: Children Reading and Writing Non-fiction, Routledge, London
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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:
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aspects of grammar to be taught at KS2 (linked to appendix 2 of the NC)
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the place of grammar within a teaching sequence for writing
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teaching activities to use with KS2 pupils
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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:
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Hierarchy of a sentence
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Phrases and clauses
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Sentence types
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Punctuation
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The 8 word classes
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Word modification
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Word and sentence level activities
There is also a focus on grammar for writing and the session looks at:
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Exploring the style of the writer and applying this to their own composition
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Generating vocabulary ideas to support sentence development
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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.
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Bearne and Reedy (2018) Teaching Primary English – subject knowledge and classroom practice. Routledge
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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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DfE (2014), National Curriculum Appendix 2
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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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Myhill, D et al. (2013) Playful explicitness with grammar: a pedagogy for writing. v47, n2. Routledge.
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Peat, A. (2008) Writing Exciting Sentences. Creative Educational Press Limited
-
to consider formative assessment of reading and writing at KS1&2
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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:
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The link between SK and accurate assessment
-
Looking for evidence of learning in English
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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:
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Recall of the Simple View of Reading
-
Assessing decoding and fluency
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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)
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Approaches to record keeping and tracking in relation to developing skills
-
Progression and target setting – reference to CLPE reading scales
-
Overview of summative assessment inc Phonics Screening Check, TA at KS1 and SATS at KS2 (including preparing pupils for these)
-
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.
-
Explore symbiosis between designing poetry in different modes
-
To consider poetry in terms of social justice and equality
-
To understand the intensely oral nature of most poetry – made to perform
-
To become familiar with aspects of poetry that you will teach to children
-
To understand ‘progression’ in teaching poetry
-
Consider teaching strategies for developing children’s enjoyment of reading and responding to poetry
-
To consider approaches to writing poetry
-
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.
-
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.
-
O’Halloran, K. (2021): Postdigital stylistics: creative
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multimodal interpretation of poetry and internet mashups, English in Education. Routledge.
-
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
-
Explore symbiosis between reading and writing when designing fiction
-
To consider a range of approaches to support oral language and literacy development
-
Explore ‘story grammar’
-
Examine how visualisation can support reading comprehension and writing.
-
Deepening understanding - Drama and English working together
-
Explore Oral Storytelling
-
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.
-
Gajdamaschko, N. (2006) Theoretical Concerns. Vygotsky on Imagination Development. Educational Perspectives. V39, N2.
-
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
-
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.
-
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.
-
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
-
To unpick Subject Knowledge misconceptions
-
To consider aspects of grammar, punctuation and spelling to be taught at and within KS 1 and 2 as well as spiral curriculum
-
To consider the place of grammar within a teaching sequence for writing – linking explicitly to ‘reading as a writer’
-
To critically reflect on recent research linked to the pedagogies of teaching grammar
Tackling grammar misconceptions and building subject knowledge.
-
Rosenshine, B (2012) Principles of Instruction. Educational Practices: Series 21. International Bureau of Education.
-
Myhill, D. (2021) Grammar re-imagined: foregrounding understanding of language choice in writing, English in Education, 55:3, 265-278. Routledge.
-
Cushing, I., Helks, M. (2021) Exploring primary and secondary students’
-
experiences of grammar teaching and testing in England, English in Education, 55:3, 239-250. Routledge.
-
Hodgson, J., Harris, A. (2021) Make grammar great again?, English in Education, 55:3, 208-221. Routledge.
-
Fontich, X., Camps, A. (2014) Towards a rationale for research into grammar teaching in schools, Research Papers in Education, 29:5, 598-625. Routledge.
-
Myhill, D et al. (2013) Playful explicitness with grammar:
a pedagogy for writing. v47, n2. Routledge.
-
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.
-
Clark, U (2010) Grammar in the Curriculum for English: What Next?, Changing English, 17:2, 189-200. Routledge.
-
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
-
To understand the structure of the maths programme.
-
To raise awareness of key Government issued documents relating to maths.
-
To orientate you to the maths online Moodle resources.
-
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:
-
The aims of the National Curriculum for mathematics
-
The topics covered in the primary mathematics and EYFS curricula
-
Recommended reading and websites
-
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.
-
To reflect on maths anxiety.
-
To identify strategies to develop a mathematical mindset.
-
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:
-
Start with a question
-
Students need time to struggle
-
Teacher is not the answer key
-
Say ‘yes’ to your students’ ideas
-
Play!
The lecture concludes by considering Boaler’s (2015) suggestions for a Mathematical Classroom
-
Boaler, J (2015) Elephant in the Classroom London: Souvenir Press
-
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?
-
TEDx Talks (2016) Five Principles of Extraordinary Math Teaching. 17 February 2016, Available at: https://www.youtube.com/watch?v=ytVneQUA5-c
-
To explore recent changes to the teaching of mathematics.
-
To develop a greater understanding of “Mathematics Mastery”.
-
To begin to consider strategies to promote children’s depth of knowledge in mathematics.
-
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:
-
A mastery approach (beliefs and mindsets)
-
A mastery curriculum
-
Teaching for mastery (pedagogic principles)
-
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:
-
Bruner – Concrete, Pictorial, Abstract approach
-
Dienes – Variation theory
-
Vygotsky – Social Constructivism
-
Piaget – Assimilation and Accommodation
-
Skemp – Relational Understanding
-
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
-
To identify the key steps in progression for the teaching of counting and place value in EY, KS1 and KS2;
-
To explore how representation and manipulatives can support children’s knowledge of counting and place value.
-
To explore the notion of subitising.
-
To be aware of factors that can inhibit learning.
-
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:
-
One to one principle
-
Stable order principle
-
Cardinal principle
-
Abstraction principle
-
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)
-
Gelman, R. & Gallistel, C. (1978) The Child's Understanding of Number
-
Hansen A (2017) Children's Errors in Mathematics (Fourth Edition) London: Sage
-
Killen, P & Hindhaugh, S (2018) How Big is a BIG Number? London: Sage
-
Munn, P (1997) Childrens beliefs about counting. In Thompson I. (ed) Teaching and learning earlynumber. Pgs 9-19 .Buckingham , Philadelphia. Open University Press.
-
Thompson. I. (2003) 1-100 Rules Ok? ATM
-
Thompson, I (2003) Putting Place Value in its Place
-
To explore interpretations of ‘fluency’.
-
To understand why developing fluency in maths is important.
-
To consider how to help children develop fluency of known facts
-
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
-
To explore the representation of written methods using models and images and concrete resources
-
To identify why representations and structures are important aspects of mathematical pedagogy.
-
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
-
Baroody, A.J (2006); Phases of basic number fact mastery
-
Bruner, J. S. (1966) Toward a theory of instruction. Cambridge Massachusetts: Belknap Press of Harvard University Press.
-
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.
-
Skemp, 1978; Richard R Skemp; Relational understanding and instrumentalunderstanding. Arithmetic Teacher, 26 (1978), pp. 9–15.
-
Thompson I (1997) ‘Mental and written algorithms: can the gap be bridged?’ in Thompson I (ed) (1997) Teaching and Learning Early Number Buckingham: OUP
-
Willingham, D. T. (2017) 'Do manipulatives help students learn?' American Educator, Fall 2017 pp. 25-30, 40.
-
To understand the importance of talk in developing mathematical understanding.
-
To consider different approaches to engage learners in talk in the classroom.
-
To understand the challenges of mathematical vocabulary.
-
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.
-
Alexander (2020) A Dialogic Teaching Companion Education Endowment Foundation (2019) research into Dialogic Teaching
-
Askew, M (2016) A Practical Guide to Transforming Primary Mathematics. Routeledge
-
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
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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:
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Preparation for adaptive teaching – before, during and after the lesson
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questioning which goes beyond IRF and promotes mastery
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how to plan for identifying and addressing misconceptions
.
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Haylock (2019) Mathematics explained for primary teachers
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Mccrea P. (2015) Lean Lesson Planning teacherly.co
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Newell, R (2019) Mastery mathematics for primary teachers
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Boaler, J (2015) Elephant in the Classroom London: Souvenir Press
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Boaler, J (2016) Mathematical Mindsets San Francisco: Jossey-Bass
• To consider what reasoning is and how it translates into classroom practice
• To develop an understanding of how to use thinking skills activities to develop children’s reasoning
This sessions focuses on the teaching of reasoning skills - one of the three aims of the primary mathematics curriculum. It explores the language associated with mathematical reasoning and the opportunities in a lesson when reasoning can be developed.
- Boaler (2019) Prove it to me!
- Nrich (2014) Reasoning: the Journey from Novice to Expert (Article)
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To identify the key steps in progression for the teaching of FDPRP 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 FDPRP.
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To share problems, contexts and rich tasks to support creativity in the teaching of FDPRP.
This Workshop will focus on the teaching of fractions from early recognition of fraction notation to carrying out calculations involving fractions . As this is an area where children (and teachers) often struggle, an emphasis will be placed on models and images to aid understanding, progression and the connections we can make with other areas of number. The workshop then builds links between fractions, decimals, percentages, ration and proportion. You will develop an understanding of the progression in FDPRP from year 1 to year 6. This session has a focus on how to use manipulatives to teach new concepts to children.
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Cotton, T (2010) Understand and Teaching Primary Mathematics. Pearson
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Hansen A (2014) Children's Errors in Mathematics (Third Edition) London: Sage
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Gould, Rycroft-Smith and Watson (2021) What does research suggest about the teaching and learning of percentage?
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Haylock, D. (2019) Mathematics explained for primary teachers
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NCETM Primary magazines issues 17 and 40
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NRich (2011) Ratio or proportion?
- Nrich ‘Understanding Fractions’ (2013) http://nrich.maths.org/10496
- Rycroft-Smith and Gould (2021) What does research suggest about developing concepts of ratio?
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To explore what variation means in the context of planning for the learning of mathematics
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To support you in thinking about how you can use this in the lessons you design.
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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:
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Conceptual variation
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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:
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Varying the problem through varying the conditions of the original problem
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Varying the method used to solve the problem
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Applying the same method to a group of similar problems
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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
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Huang, R & Li, Y Teaching and Learning Mathematics through Variation
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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
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Fan Lianghuo, Wong Ngai-Ying, Cai Jinfa, and Li Shiqi, (2004) How Chinese Learn Mathematics: Perspectives from Insiders
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To understand the importance of problem solving in the Primary Curriculum;
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To develop an understanding of how to use thinking skills activities to develop children’s problem-solving;
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To consider approaches which put problem-solving at the heart of the teaching and learning in maths;
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To explore the use of representations to access mathematical structure;
This Workshop develops trainees’ understanding of teaching problem-solving skills to children – one of the aims of the mathematics curriculum.
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.
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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.
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Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”
- 2019 TIMSS International Results in Mathematics and Science
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To be aware of assessment techniques used in day-to-day teaching of mathematics.
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To improve questioning techniques in mathematics.
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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:
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Assessment for learning (day-to-day)
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assessment of learning (summative)
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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.
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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
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Boaler, J. (2009) The Elephant in the Classroom London: Souvenir Press
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Haylock, D. (2019) Mathematics explained for primary teachers
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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
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Kime, S (2017) What Makes Great Assessment?
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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
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To share problems, contexts and rich tasks to support creativity
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To identify requirements in the national curriculum
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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
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Indirect comparison using informal units
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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).
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Askew, M. (2016) A Practical Guide to Transforming Primary Mathematics Oxon: Routledge
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Back and Pumfrey (2010) History of money
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D’Amore and Pinilla (2006) Relationships between areas and perimeter
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Haylock, D. (2019) Mathematics explained for primary teachers
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Machaba (2016) The concepts of area and perimeterNRich (2011) A history of measurement
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Rogers (2010) A brief history of time measurementRycroft-Smith, et. al (2018) How might research help in the early teaching of measurement?
Know and understand: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, as teachers of science we do not 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.
Bianchi, L.., Whittaker C. andPoole, A. (2021) ‘The 10 key issues with children’s learning in primary science in England’, The University of Manchester and The Ogden Trust
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
EEF (2023) Improving Primary Science Guidance Report
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
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 scientific questions
Progression from a guess to prediction to hypothesis
Fair testing - variable, planning pedagogy, formulating questions
Pedagogy for inclusive practice
NC context and expectations.
Enquiry skills, conceptual knowledge, social skills and positive attitude development.
Types of scientific enquiry and 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 /knowledge organisers to support pupils including those with SEND.
Making scientific predictions - where signposted in the EYFS, Development matters and national curriculum.
Concept cartoon, Snowman's coat, voting technology to assess trainees' SK and understanding of thermal insulation and demonstrate the value of group discussion for developing ideas through shared articulation. Snowman's coat investigation / demo.
Learning activities - making predictions and explaining observations.
Using planning boards for fair testing.
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
Earle, S. (2022) Early science research summary: Use of play and role of the adult JES: 22; 5-12
Naylor, S. and Keogh, B. (2013) Concept Cartoons: What Have We Learnt? Journal of Turkish Science Education: 10 (1); 3-11
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 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
Consider:
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.
Trainee knowledge and understanding -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 the importance of children’s talk in science, strategies and pedagogy to encourage effective 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 exemplified in science substantive context.
Questions supporting exploratory talk in science – thinking and discussion – examples and resources eg. Explorify, concept cartoons.
Science questions for EY / young children.
The use of puppets to promote science talk.
Issues with teacher questions and talk in science.
Relevant learning theories and theorists (constructivism, social constructivism, social cognitive theory)
Science enquiry pedagogy – talk at every stage.
Talk to facilitate thinking.
Common types of talk: Initiation response feedback (IRF) – probing, 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; 29-31
EEF (2023) Improving Primary Science Guidance Report
Dawes, L. (2004) Talk and learning in classroom science; Int J. Sci. Educ. 26 (6) 677-695
McGuigan, L. and Russell T. (2015) Using multimodal strategies to challenge early years children’s essentialist beliefs; Journal of Emergent Science 9: 34-41
Penny J. and Forster C. (2018) What’s in a question? Good question! Primary Science 154: 22-25
Simon, 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) 1229-1248
Wilson H., Holligan B. and Hanley P. (2018) Thinking, Doing, Talking Science; Primary Science: 154; 15-17
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 fully 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 -55
Deris, 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
EEF (2023) Improving Primary Science Guidance Report
Ofsted (2021) Research review series: science
Understand the importance of building on children’s prior knowledge and learning
Develop knowledge of the science national curriculum
Know strategies to effectively plan a sequence of structured science lessons
Context of long term, medium and individual lesson planning.
How pupils learn and how effective sequencing across the science 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
Be able to identify common materials according to their properties, including rock types
Understand the concept of physical changes, including mixtures and separation (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, EYFS and NC context.
Progression in subject specific vocabulary and development of skills for scientific enquiry.
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 …
Reversible (physical) and irreversible (chemical) reactions.
Types of rock; properties, uses and investigation of water permeablilty.
Observation and comparison of different soils.
Trainee subject knowledge :Periodic table, structure of atoms, simple chemical reactions.
Royal Society of Chemistry Steps into Science website and video clips.
British Geological Survey; NERC (Natural Environment Research Council) ongoing research: http://www.bgs.ac.uk/research/minerals/home.html
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
Russell, T., McGuigan, L. (2014) How long is a piece of string? Primary Science 135; 22-25
Skamp K. (2009) atoms and molecules in primary science: What are teachers to do? Australian Journal of Education in Chemistry, 69: 5-10 (cited in Roden and Archer, 2014)
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 subject knowledge – 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 common misconceptions of 'light coming out of the 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:
- what a force is - different types
- balanced / unbalanced forces
- common 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:
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 subject knowledge 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:
Fair testing:
-variables
-pedagogy for planning
- formulating questions
- focused assessment
Be able to:
- plan and carry out a full investigation / fair test and communicate results, using a graph
Use planning boards and TAPS focussed assessment to carry out a fair test (paper spinners, linked to forces substantive knowledge)
Trainees own planning and decision making as to variable explored.
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
Bianchi, L.., Whittaker C. andPoole, A. (2021) ‘The 10 key issues with children’s learning in primary science in England’ The University of Manchester and The Ogden Trust
Ofsted (2021) Research Review Series: Science
Smithsonian Science Education Research Centre (2015) LASET i3 Research Study
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.
Use polling / concept cartoon to assess PK.
Recent fossil finds and A fossil hunter’s story resource.
Exemplars of pupil’s work
Children's common misconceptions.
Teacher subject knowledge (eg mutations, basic models of DNA)
Billingsley B. (2014) What is the ‘one thing’ you should know before teaching about evolution? Primary Science 135; 32-33
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
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
Big ideas 7 and 8
Signpost National Education Nature Park and other resources, plus CPD available on biodiversity and climate change.
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
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.
Science
Professional Practice
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to begin to get to know one another and build supportive relationships
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to understand the role of the Personal Tutor
- receive a refresher on course information
-Trainees undertake ‘getting to know you activities’ with their personal tutor group and study group to begin to establish positive and supportive relationships (student-student and student-personal tutor)
Key course information is shared including course structure, assessments, calendars and timetables, how to access information etc.
- 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 is meant by professional behaviours and ethical practice and why these are significant for teachers
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Become aware of the Teachers’ Standards: Preamble and Part 2 and CCF 8 Professional Behaviours
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To further deveop understanding of phronesis (practical wisdom) and why this is an important virtue for teachers to develop
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Begin to develop phronesis 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-standardsLink opens in a new window
The Jubilee Centre Framework for Character Education in Schools
accessed 18.9.24
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To recognise and promote trainee wellbeing during the PGCE year
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Understanding that emotional, physical, financial, relational, spiritual and vocational factors affect our wellbeing
- The importance of connecting with our purpose, the people around us, organisations and digital platforms
- CTE commitment to managing workload demands, keeping them under review
- Introduction to an international wellbeing toolkit: self-care, professional relationships, time management, workload, reflection and critical thinking, using critical incidents
NHS 5 steps to mental wellbeing https://www.nhs.uk/mental-health/self-help/guides-tools-and-activities/five-steps-to-mental-wellbeing/Link opens in a new window
Mindfulness exercises: https://www.freemindfulness.org/downloadLink opens in a new window
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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 Axia and academic assessment.
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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=QoI67VeE3dsLink opens in a new window
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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 and Values
DfE (2019) Character EducationFramework Guidance https://www.gov.uk/government/publications/character-education-frameworkLink opens in a new window
Trainees have opportunities to find out about professional associations and organisations such as teaching unions and the Chartered College of Teachers.
The NASUWT presents a lecture in Teaching and the Law
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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
- To understand the value of profesional organisations
The Chartered College lecture outlines the benefits of membership, including professional representation of teachers to Government and access to resources and research for professional development.
The NASUWT lecture outlines trainees’ rights and responsibilities in relation to legal frameworks within which they work, including:
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School Policies and having a clear understanding of school expectations
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Health and Safety at Work Act (1974) and 'duty of care' by employers and employees
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Safeguarding and Keeping Children Safe
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Children Act (1989) and physical contact with pupils
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Education Act (1997)
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Sexual Offences Amendment (2000) Act and relationships with pupils
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The role of teaching unions and benefits of membership
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To develop awareness and understanding of the Warwick Teacher Values and the Warwick Educational Philosophy Framework
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Develop understanding of the concept of teacher identity
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Support youi n beginning to develop a professional identity to help establish you as a confident and professional teacher
- 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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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
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The concept of idenity is introduce, includung personal and professional (teacher identity); trainees reflect on factors which might nflunece thier identity and record this as a reflective and reflexive 'body map'/diagram.
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The Warwick Educational Philosophy Framework encourages trainees to further consider positionality, WTV and the broader context of character values (intellectual, moral, civic, and performance).
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
- 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-ilibrary.org/the-nature-of-learning_5kmh42zltxlv.pdf?itemId=%2Fcontent%2Fpublication%2F9789264086487-en&mimeType=pdf Link opens in a new windowaccessed 17.9.24
• 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 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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Attachment Theory
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Aspects of development (physical, cognitve, emotional and social)
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‘Nature and Nurture’ theories
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Bioecological Model (Bronfenbrenner)
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Attachment theory (Bowlby)
- The impact of socio-economic background
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Levels of suport for wellebing in school (whole school, targeted provision (e.g. nurture provision or specialist support e.g. educational psychologist)
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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)
Develop knowledge and understanding of:
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The term 'inclusion' in education
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Approaches to quality first inclusive pedagogy
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Inclusion for pupils with Special education needs and disability (SEND)
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Models of inclusion
Develop positive attitudes towards inlcusive teaching
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Definitions and models of inclusion (medical, social, psycho-bio-social, affirmative).
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Introduction to SEND Code of Practice,
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Broad areas of SENDneed e.g. communication and interaction, cognition and learning, SEMH, sensory and/or physical needs.
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Quality-first teaching approaches e.g. multisensory, language use, resources including visuals, pre-teaching,over-teaching and grouping.
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National policy developments
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Signposting to sources, networks and training materials.
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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 https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf Link opens in a new window
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Gray, P., Norwich, B. and Webster, R. (2021) Review of Research about the Effects of Inclusive Education: A Summary; SEN Policy Research Forum https://senpolicyresearchforum.co.uk/wp-content/uploads/Review-of-inclusion-effects-research-final-Feb-21-.pdfLink opens in a new window
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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 inclusion for 7 common areas of need: SLCN, Autism, Moderate learning difficulties (MLD), Dyslexia, Dyscalculia, Developmental co-ordination disorder (DCD), Social, Emotional and Mental Health (SEMH).
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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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Gray, P., Norwich, B. and Webster, R. (2021) Review of Research about the Effects of Inclusive Education: A Summary; SEN Policy Research Forum https://senpolicyresearchforum.co.uk/wp-content/uploads/Review-of-inclusion-effects-research-final-Feb-21-.pdfLink opens in a new window
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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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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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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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'Intentional alignment' (Hattie) between lesson complonenets (learning intentions - success criteria - learning strategies - assessment strateies - feedback)
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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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Hattie, J (2023) Visible Learning: The Sequel A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement London: Routledge
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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-enLink opens in a new window accessed 8.10.13
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Wiliam, D. (2018) Embedded formative assessment (2nd edition) Bloomington: Solution Tree Press
- Deepen understanding of some of Wiliam’s ‘5 key strategies’ of assessment
- Understand the value of success criteria in supporting children’s learning and in supporting teachers AND children to assess learning.
- Critically evaluate assessment strategies with a focus on questioning
- Deepen a critical understanding of and evaluate what constitutes ‘effective’ feedback
- Begin to understand how AfL supports pupil progress
- The importance of success criteria to ‘share a pathway to learning’ for pupils
- Process and checklist success criteria
- a range of assessment strategies with a focus on questioning techniques and considerations
- Criteria for effective feedback (EEF/Wiliam)
- 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.pdfLink opens in a new window accessed
17.9.24
- 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 online at https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/EEF_Marking_Review_April_2016.pdf?v=1726503449Link opens in a new window
This lecture was the lead lecture in the Behaviour to Learn ITaP (Intensive Training and Practice) week.
- Be aware of the current national policy context regarding behaviour
- Exercise intellectual curiosity in exploring theories of discipline
- Consider (social justice) how we can empower learners to begin to manage their own behaviour through self-regulation
- Understand that the key purpose of ‘behaviour management’ is the promotion of effective learning behaviours and learning and to understand some influences on learning behaviours including self efficacy
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Be aware of research-based recommendations for ‘managing’ behaviour.
- The national context for behaviour to learn (Dfe guidance)
- Theoretical model of discipline, contrasting ‘control’ versus ‘guidance’ style of discipline (Porter, 2014).
- The difference between ‘behaviour management’ and ‘behaviour to learn’
- Self-regulation.
- Application of social cognitive theory (Bandura, 1997) to explain the link between behaviour and self-efficacy and the importance of pupils experiencing meaningful success.
-
6 Evidence-based recommendations for improving behaviour (EEF, 2019)
-
Bandura, A. (1997) Self-efficacy: the exercise of control New York : Freeman
-
Dix, P. (2017) When the Adults Change Everything Changes: Seismic Shifts in School Behaviour Carmarthen: Independent Thinking Press
- 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/
- Identification of ‘low level behaviours as an expectation for what trainees should aim to manage at this stage of the course
- The importance of the ‘establishment’ phase of behaviour management
- ‘Routines, Relationships and Responses’ as a framework for behaviour management (Bennet, 2016).
- Practical strategies to develop routines, develop positive relationships/classroom climate, and responses/strategies to manage behaviour.
The importance of positive approaches and the use of a hierarchy of sanctions to maintain a focus on learning on the classroom.
-
Bennett, T./DfE (2016) Developing behaviour management content for initial teacher training (ITT) https://assets.publishing.service.gov.uk/media/5a80485e40f0b6230269297b/Behaviour_Management_report_final__11_July_2016.pdfLink opens in a new window accessed 17.9.24
-
Dix, P. (2017) When the Adults Change Everything Changes: Seismic Shifts in School Behaviour Carmarthen: Independent Thinking Press
- Coe, R. Rauch, C.J. Kime, S. Singleton, D. (2020) Great Teaching Toolkit Evidence Review https://www.cambridgeinternational.org/Images/584543-great-teaching-toolkit-evidence-review.pdfLink opens in a new window accessed 17.9.24
- Ellis, S. and Tod, J. (2018) Behaviour for learning: promoting positive relationships in the classroom
- Rogers, B. (2012) You Know the Fair Rule: Effective Behaviour Management in Schools (3rd ed.) Harlow: Pearson Education Limited
- Understand the term ‘adaptive teaching’ and how it is different to differentiation
- Understand the relevance of high expectations and challenge within adaptive teaching
- Be aware of a toolkit of strategies to support and challenge learners
- Demonstrate commitment to social justice through implementing adaptive teaching which embodies high expectations of all pupils
- Explanation of why differentiation is no longer endorsed (self-fulfilling prophecy for pupils identified as lower attainers; reduced access to curriculum via less access to challenging work; pupils can get used to ‘not thinking hard’.
- The adaptive teaching cycle: know your pupils but avoid making assumptions; plan low-threshold-high ceiling tasks, rather than differentiated activities; monitor during learning and adapt support as needed.
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A toolkit of strategies to support adaptive teaching: support, resources, pedagogy, feedback.
- 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%2FLink opens in a new window
- Strip. C (2015) How can we meet the needs of all pupils without differentiation of lessons content? How can we record progress without levels? NCETM 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/Link opens in a new window accessed 17.9.24
- 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 (environment of trust/importance of effort; teaching strategies, and ealuaitng levels of success - where needed adding depth/more challenging problems/requirinf deeper explanation/removing scaffolding; developing awareness of how we convey expectations to pupils - both higher and lower (intentionally and unimtentionally) e.g.
not waiting as long for the answers of 'low-expectancy' pupils.
- 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 NCETM 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/Link opens in a new window
- 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-groupingLink opens in a new window accessed 17.9.24
- 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-wellbeingLink opens in a new window accessed 17.9.24
- DfE. 2018. Mental health and behaviour in schools online at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2Link opens in a new window accessed 17.9.24
- DfE. (2023) State of the nation 2022: Children and young people’s wellbeing online at: https://assets.publishing.service.gov.uk/media/63e11487d3bf7f172b673731/State_of_the_nation_2022_-_children_and_young_people_s_wellbeing.pdfLink opens in a new window accessed 17.9.24
- Understand the importance of emotional literacy;
- Develop strategies for talking to children about mental health;
- Develop proactive approaches within the classroom;
- Understand reactive approaches.
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/Link opens in a new window
- Rae, T. (2014) Building Resilience Every Child Journal. 4(6) 31-39
Develop Knowledge and Understanding of:
-
The Equality Act, 2010
-
Public Sector Equality Duty
-
Guidance and legal requirements for schools
-
Social justice as a context and value
- Approaches and pedagogies which promote socially just and equitable approaches through different lenses e,g, race, class, gender, sexuality
PRE-SESSION ACTIVITY
-
Understand the importance of high expectations in inclusive education
-
Understand the importance of looking past disability in a child’s identity.
LECTURE 1 (Sarah Nelmes)
-
To explore and understand the behaviour we observe in young people with Autism.
-
To explore some of strategies to support the pupils needs
LECTURE 2 (Lizeth Gomez, BSc - Occupational Therapy (Colombia) UK Registered with the HCPC and RCOT PgCert in Sensory Integration)
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Identify the sensory integration and sensory processing theory.
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Consider the diverse strategies that can be used in a mainstream school to support children with sensory processing difficulties.
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Understand the difference between sensory preferences/differences and sensory processing difficultie
PRE-SESSION ACTIVITY
-
A video recorded by pupils of Sherbourne Fields Special School visibly demonstrates, in the children’s own words, their achievements and identities and how they are all individuals and more than their disability.
LECTURE 1
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The importance of understanding behaviour from the perspective of a child with autism e.g. who may not understand how to interactor lacks awareness of how others think/feel.
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The double empathy problem: when people with very different experiences of the world interact with one another, they will struggle to empathise with each other. This is not due to autistic cognition alone, but a breakdown in reciprocity and mutual understanding that can happen between people with such differing ways of experiencing the world.
-
Approaches: STAR incident analysis to establish what happened: Setting; Triggers – Action – Result.
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Quality-first strategies (good for autistic pupils/suitable for all): Comic-strip conversations/Social Stories; inclusion contract; Worry box/book; Blame blocks; Problem form; Emotional thermometer.
-
LECTURE 2:
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Range of senses: visual, olfactory. Tactile. Proprioceptive, vestibular, auditory, gustatory, interroceptin
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Sensory thresholds - the point at which a person detects and recognises the sensory input – and sensory overload (overstimulation leading to self-regulation/visible behaviours)
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Sensory differences as a potential barrier to participating in life and learning.
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Common sensory difficulties in school and a case study
-
Strategies to support pupils with sensory difficulties e.g. adapting routines (leaving class early to avoid crowded corridors), ear defenders calming space for self-regulation, manging visuals in the classroom.
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Awareness that some behaviours may be caused by other issues e.g. task difficulty, other needs.
-
Sensory differences may appear/disappear/change due to the brain’s plasticity, adapting and coping mechanisms
-Range of senses: visual, olfactory. Tactile. Proprioceptive, vestibular, auditory, gustatory, interroception
-Sensory thresholds - the point at which a person detects and recognises the sensory input – and sensory overload (overstimulation leading to self-regulation/visible behaviours)
-Sensory differences as a potential barrier to participating in life and learning.
-Common sensory difficulties in school and a case study
-Strategies to support pupils with sensory difficulties e.g. adapting routines (leaving class early to avoid crowded corridors), ear defenders calming space for self-regulation, managing visuals in the classroom.
-Awareness that some behaviours may be caused by other issues e.g. task difficulty, other needs.
Sensory differences may appear/disappear/change due to the brain’s plasticity, adapting and coping mechanisms.
- To develop and deepen understanding of how children learn
- To begin to develop understanding of some aspects of cognitive science e.g. memory, to inform our understanding of how children learn
- To begin to develop understanding of classroom applications of cognitive science in promoting children’s learning
- 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.pdfLink opens in a new window 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
- Key research on findings on TA deployment: e.g. DISS project (2102) ‘the more support pupils received the less progress they made’ routine deployment of TAs with lower attaining or SEND pupils and ‘TAs therefore providing alternative rather than additional support’
- 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 Link opens in a new window
- Sharples J., Webster R., Blatchford P. (2021) Making Best Use of Teaching Assistants; Guidance Report’; EEF https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/teaching-assistants/TA_Guidance_Report_MakingBestUseOfTeachingAssistants-Printable_2021-11-02-162019_wsqd.pdf?v=1726500915Link opens in a new window accessed 17.9.24
-
Skipp, A. and Hopwood, V. (2019) Deployment of teaching assistants in school: Research Report DfE https://assets.publishing.service.gov.uk/media/5d1397fc40f0b6350e1ab56b/Deployment_of_teaching_assistants_report.pdfLink opens in a new window accessed 17.9.24
Develop knowledge and understanding of:
- The national context for 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/Link opens in a new window accessed 17.9.24
- Naldic: The National Subject Association for EAL: https://naldic.org.uk/Link opens in a new window
accessed 17.9.24
- 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.pdfLink opens in a new window
accessed 17.9.24
- 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 reconsider the WTVs
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To promote critical thinking to improve…
-
To develop awareness of key ‘thinkers’
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To support the application of theory to practice to stimulate critical thinking and pedagogy.
-
To revisit/reflect on your Warwick Educational Philosophy
-
Considering critical theory
-
Key ideas of educational critical thinkers including Foucault and Maxine Green
-
Revisiting the trainees’ personal educational philosophies, considering influences on their philosophies
-
Aubrey, K. and Riley, A. (2020) understanding and using challenging educational theories London: Sage
-
UCL (2023) Bringing women curriculum theorists into the light | UCL IOE Blog
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.
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
| •Anti-Bullying Alliance website:https://anti-bullyingalliance.org.uk/tools-information/free-cpd-online-training •Brown, 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 •Gaffney, H., Ttofi, M. and Farrington, D. (2021) What works in anti-bullying programs? Analysis of effective intervention components Journal of School Psychology (85: 37-56) |
- 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 what SRL, metacognition and executive functioning are
2. Understand the relevance of self regulated learning, metacognition and executive functioning to trainee teachers, teachers and children
3. Develop understanding of approaches to support pupils in developing SRL and metacognition and executive functioning
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| •Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., & Youdell, D. (2021a) Cognitive Science in the Classroom: Evidence and Practice ReviewLondon: Education Endowment Foundation (EEF) available from: https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Cognitive_science_approaches_in_the_classroom_-_A_review_of_the_evidence.pdfaccessed 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 |
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?- Andrews (2024) Measuring the outcomes of disadvantaged pupils
- The Fair Education Alliance (2024) Fair Education Manifesto 2023
- NFER (November 2015) Supporting the attainment of disadvantaged pupils: articulating success and good practice;
- Education Policy Institute (2024) Annual Report 2023
- To know the definition of a parent
- To know effective strategies for communicating with parents
-
To understand different theories of families and community and how they apply to professional practice
- definitions of the term 'parent' and parental responsibility
- the importance of parental engagement and engagement versus involvement
- strategies for working with parents and potential barriers to engagement
- DfE (2023) Understanding and dealing with issues relating to parental responsibility available online at: Understanding and dealing with issues relating to parental responsibility - GOV.UK (www.gov.uk)
- Education Endowment Foundation Working with Parents to Support Children’s Learning: Guidance Report available online at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/working-with-parents-to-support-childrens-learning/
- Epstein, J.L., 2018. School, family, and community partnerships: Preparing educators and improving schools. Routledge
Wider Curriculum Studies - Foundation Subjects
Session 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
-
Copy of Reimagining D&T Final Report (data.org.uk)Link opens in a new window
-
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
-
Counties of England in KS2
-
Latitude and longitude, time zones, weather and climate, climate zones, biomes, volcanoes and earthquakes,
-
Reading and using an atlas and a globe
-
Introducing KS1 children to positional language
-
Grid references and map keys
-
GIS systems – Google Earth and Digimaps 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 geograph
-
Sharing quality texts that explore history for KS1 and KS2 with children
-
-
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
-
Introducing historical enquiry and interpretation of sources through exploring the Great Fire of London (KS1 focus)
-
Exploring significant individuals and discussing whose stories we share with pupils
-
The different perspectives and stories of those throughout history
-
Exploring found poetry through the topic of the Blitz and links to the English curriculum
-
Taking part in an Ancient Egypt carousel activity
-
The importance of chronology and how to develop chronological understanding
-
Exploring historical enquiry through the Victorians and the Vikings (KS2 focus)
-
An opportunity to practice some planning, discuss thinking and get feedback from peers
-
Sharing quality texts that explore history for KS1 and KS2 with children
-
Ofsted. (2021) Research review series: history
-
Ofsted. (2023) Subject report series: history
-
Pickford et al. (2018) Primary Humanities – Learning through Enquiry
-
Howorth. M (2015) Teaching Primary History
-
Myatt. M and Tomsett. K (2022) Primary Huh: Curriculum conversations with subject leaders in primary schools
-
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.
Tab content
-
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 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
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Session 1:
To become familiar with the NationalCurriculum requirements for Physical Education at KS1 and KS2.
Develop awareness of the national context for PE.
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 in Eary Years, KS1 and KS2,
Session 2:
To further develop subject and curriculum knowledge
To develop knowledge and understanding of fundamental movement skills.
To have an increased knowledge and understanding of teaching and learning in KS1/2 with a particular focus on gym, dance and games skills.
To understand how effective planning can pave the way for high quality learning in lessons
To develop knowledge about the assessment requirements for PE at KS1 and KS2.
To understand how effective planning can pave the way for high quality learning in lessons, with a particular focus on games.
To consider the possible barriers to engagement with PE.
To develop understanding of inclusive and adaptive practice in PE.
To consider health and safety and behaviour requirements for teaching PE safety.
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
Session 2
-
Engage with pedagogic ideas and learning sequences for teaching and learning in gymnastics, dance and games. Eg, practical approaches to teaching fundamental skills.
- Explore what high quality PE encompasses
- Setting high expectations for learning behaviours and performance.
-
Explore expectations for PE assessment and strategies for assessment for learning within PE.
-
Further develop Health and Safety awareness and risk assessment.
-
Consider outcomes of key research and its implications on engagement of all – focus on boys and dance.
-
Analysis of 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.
-
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 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
-
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.
-
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,
-
Youth Sport Trust website https://www.youthsporttrust.org/Link opens in a new window
-
Association for Physical Education website https://www.afpe.org.uk/physical-education/Link opens in a new window
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.
Workshop:
To develop your knowledge of the three main PSHE themes.
To consider how to plan in PSHE – long term, medium term and short term.
To explore strategies for 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 and drama 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 active learning and engagement in the classroom to make ‘challenging’ 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):
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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 and learning 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 in RE.
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 Values, school values, 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 first-hand learning opportunities.
Lecture:
-
•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 ByShirleyLink opens in a new window LarkinLink opens in a new window, Rob Link opens in a new windowFreathyLink opens in a new window, Jonathan Link opens in a new windowDoneyLink opens in a new window, Giles Link opens in a new windowFreathyLink opens in a new window2019
-
Ofsted (2021) Research review series: Religious Education
-
Pett.S (2022) Religion and Worldviews in the Classroom: developing a Worldviews Approach
-
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
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
-
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
-
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