HCUK Straight to Teaching

Vol. 2 March 2014

Straight to Teaching Primary and Secondary On-demand and On-request Learning Materials

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

2

SECTION 1 - INTRODUCTION Online learning (or elearning) is the use of technology to enable people to learn anytime and anywhere. eLearning incorporates online training, the delivery of live information and lessons, and guidance from experts that is delivered by experts. Hibernia College UK (HCUK) was the winner of the eLearning Award for SKE in 2013. Our Straight to Teaching (S2T) programme enables all participants, whatever their phase, to access a full range of key online learning materials based on national priorities in teaching, professional studies. Our materials are based on the best principles of reflective practice where participants are encouraged to consider the impact of their own learning and practice on themselves and their students and to become life-long learners. Sessions typically last the equivalent of a day’s face-to-face training, i.e. 6-8 hours, and can be carried out in sections, at home or at school – in fact, anywhere a participant can use a computer. Podcasts and downloadable materials are also an integral part of sessions. For Primary participants, there is also a range of Subject Knowledge for Teaching sessions that can be accessed and studied. For secondary participants in Modern Languages, Maths, Science, Physics and Chemistry, there is also a full range of Subject Knowledge Enhancement learning On-request sessions that can be requested through the Pathway Tutor. These tend to be longer sessions – up to 18 hours, but again, these can be carried out in sections. It is not expected that participants will study any or all of the learning materials - they will be guided by their Pathway Tutor and school towards the sessions that will support their development in teaching to extend knowledge, skills and understanding and/or develop target areas. Mentors and departments can also use the learning materials to support whole-staff Continuing Professional Development. Please see the following pages which specify the Primary and Secondary on-demand sessions that are on the VLE, and also the on-request additional Subject Knowledge Enhancement sessions in Modern Languages, Science, Chemistry, Physics and Maths. Additional subject-specific learning materials in English, Geography, History, Drama and Computer Studies will be available during the forthcoming year.


3

TABLE OF CONTENTS

NATIONAL PRIORITIES FOR PRIMARY .......................................................................................................................................................................................... 4

PRIMARY SUBJECT KNOWLEDGE FOR TEACHERS ........................................................................................................................................................................ 5

PRIMARY PROFESSIONAL STUDIES............................................................................................................................................................................................. 11

NATIONAL PRIORITIES FOR SECONDARY ................................................................................................................................................................................... 13

PROFESSIONAL STUDIES ............................................................................................................................................................................................................ 14

CHEMISTRY SUBJECT PEDAGOGY CONTENT .............................................................................................................................................................................. 19

S2T CHEMISTRY SKE SESSIONS AVAILABLE ON REQUEST .......................................................................................................................................................... 25

PHYSICS SUBJECT PEDAGOGY CONTENT.................................................................................................................................................................................... 32

S2T PHYSICS SKE SESSIONS AVAILABLE ON REQUEST ................................................................................................................................................................ 38

BIOLOGY SUBJECT PEDAGOGY CONTENT .................................................................................................................................................................................. 44

S2T BIOLOGY SKE SESSIONS AVAILABLE ON REQUEST .............................................................................................................................................................. 44

MATHEMATICS SUBJECT PEDAGOGY CONTENT ........................................................................................................................................................................ 47

S2T MATHEMATICS SKE SESSIONS AVAILABLE ON REQUEST ................................................................................................................................................... 55

SUBJECT PEDAGOGY FOR ENGLISH ............................................................................................................................................................................................ 63

S2T HISTORY SKE SESSIONS AVAILABLE ON REQUEST .............................................................................................................................................................. 64

MODERN FOREIGN LANGUAGES (MFL) ..................................................................................................................................................................................... 65


4

NATIONAL PRIORITIES FOR PRIMARY

Session Title Sections/Presentations Content Overview English (1): Systematic Synthetic Phonics (SSP): The Reading Debate

1. The Reading Debate • Assess the importance of effective teaching of reading and writing for all pupils • Review the different perspectives on the approaches to teaching reading • Analyse the importance of phonics and particularly Systematic synthetic phonics to the

teaching of early reading and writing • Evaluate the links between reading and writing in the early stages of teaching reading • Review the importance of language comprehension and developing a rich vocabulary • Establish appropriate links between what you have learned to the teaching standards you

need to meet English (2): Systematic Synthetic Phonics: Phonics Subject Knowledge

1. Phonics Subject Knowledge • Analyse how to develop pupils who are able to listen to and learn phonics • Describe the simple view of reading • Assess your pupils’ phonic development • Summarise the meta language of phonics • Apply the structure of phonics teaching in the classroom

Behaviour for Learning 1 1. Promoting Learning and Managing Behaviour

2. What is Behaviour for Learning?

3. A Framework for Behaviour for Learning

• Describe how the promotion of learning and the management of behaviour are inextricably linked

• Discuss the Behaviour for Learning conceptual framework • Describe the three relationships underpinning the development of learning

behaviour • List a range of learning behaviours • Use the Behaviour for Learning conceptual framework proactively to plan for the

development of learning behaviour • Describe the 4Rs framework and relate it to the Behaviour for Learning framework

Special Educational Needs or Disabilities (SEND)

1. Special Educational Needs or Disabilities

• Examine what is meant by SEND • Describe the identification process of pupils with SEND • Determine the role of the special educational needs coordinator (SENCO) • Identify the key features of an inclusive learning environment • Explore effective strategies for teaching pupils with SEND • Determine how schools make reasonable adjustments for pupils with SEND

Behaviour for Learning 2 2. Positive Correction and Positive Reinforcement

• Describe some positive correction and positive reinforcement strategies.


5

PRIMARY SUBJECT KNOWLEDGE FOR TEACHERS

Session Title Sections/Presentations Content Overview Maths 1: Algebra and Number

1. Algebra and Number • Identify patterns in numerical sequences presented pictorially, derived from contexts, and as numbers

• Describe how a given pattern is generated, both in words and symbols as appropriate • Express patterns as generalisations • Identify a range of special numbers and their defining properties, such as square,

triangular, multiples, consecutives, and others • Identify the role of place value in a range of number systems • Explain the idea of progression in mathematics and its importance in planning teaching

and learning in mathematics • Consider the role of teaching and learning activities in different parts of the teaching cycle • Identify and use appropriate technical vocabulary • Articulate that mathematics can be taught in a variety of ways and that children can be

engaged to have a personal input to their learning Maths 2: Early Development of Number

1. Early Development of Number

• Appreciate stages of development leading to children’s understanding of number and counting

• Have insight into links between number systems • Identify children’s difficulties with using zero as a placeholder • Identify and use appropriate technical vocabulary in the context of early number and

counting • Make effective use of resources to support children’s conceptual learning • Appreciate the central importance models and images have in developing children’s

mathematical understanding • Identify good use of Assessment for Learning (AfL) to inform teaching

Maths 3: Measures and measurement

1. Measures and measurement

Mathematical themes:

• Appreciate the approximate nature of measurement • Identify discrete and continuous data • Select and use appropriate units of measure, appreciating the need to develop use of

non-standard units as a precursor to standard units • Explain the links between aspects of measures and be aware of the range of

measures that children meet as part of the primary mathematics curriculum • Appreciate the mathematical knowledge, skills and understanding needed to work


6

with measures • Incorporate and develop Using and Applying Mathematics skills in measure activities

Teaching and Learning themes:

• Identify progression through teaching and learning measure • Make use of ICT tools, as well as practical equipment, to support learning of measure • Know and use appropriate technical vocabulary across the range of measures • Make links from mathematics to other areas of the curriculum and the world beyond

school Maths 4: Statistics (Handling data) and probability

1. Statistics (Handling data) and probability

Mathematical themes:

• Use the language of doubt and certainty • Explore probability by analysing given situations • Apply the handling data cycle to a range of scenarios • Use the precise technical language for statistics/handling data • Make appropriate use of simple measures of central tendency and dispersion • Draw, use and interpret tables and graphs • Identify the most appropriate graphical representation for a situation • Incorporate and develop Using and Applying Mathematics skills

Teaching and Learning themes:

• Make use of ICT tools, as well as practical equipment, to support learning of statistics/data-handling

• Make links from mathematics to other areas of the curriculum and the world beyond school

• Plan a follow up lesson based on observation using assessment for learning strategies Maths 5: Calculation and fractions

1. Calculation and fractions Mathematical themes:

• Appreciate the central importance of mental strategies and processes in calculation • Call upon a range of informal and formal calculation methods, including use of an empty

number line • Understand the relationship between addition and subtraction and multiplication and

division • Make use of written methods of calculation with understanding of how and why they

work Explain the different roles that fractions play, understand the pedagogy of fractions and


7

begin to see links between fractions, decimals and percentages Teaching and Learning themes:

• Make use in your teaching of Skemp’s ideas about relational and instrumental understanding

• Recognise and plan to avoid children developing common misconceptions Maths 6 Simple ratio and proportion

and Geometry – Shape and space

Mathematical themes

• Understand and apply ratio and proportion in a range of everyday contexts • Make links between fractions, decimals, percentages and proportions • Use ratios to compare quantities • Link children’s developing awareness of shape naming to research on geometrical

thinking • Make use of appropriate technical shape vocabulary • Name and describe the properties of a range of 2D and 3D shapes

Teaching and learning themes

• Make links from mathematics to everyday contexts and other areas of the curriculum • Know and use appropriate technical vocabulary • Plan lessons that encourage mathematical thinking and communication • Recognise and plan to avoid children developing common misconceptions

English 3: Active Reading 1. Active Reading • Summarise reading’s role within the National Curriculum

• Recognise the underlying principles of active reading • Apply a range of practical approaches to teaching comprehension • Identify the needs of children with reading difficulties • Develop procedures for assessing reading • Assess the role of multimedia texts • Recognise that as a teacher you need knowledge of a range of texts to use with your

pupils, and build up this knowledge through your teaching career • Analyse how we engage children in the reading process so that they read for pleasure

English 4: Talk and Drama for Reading

1. Talk and Drama for Reading • Recognise why talk is important • Develop your own and your pupils’ questioning skills • Recognise how to assess talk • Explore and recognise the importance of using a range of drama techniques to explore

texts • Organise for a talk-rich classroom


8

• Assess the role of ICT in developing high quality talk • Analyse the role of talk in promoting pupil engagement • Recognise the challenge that you as a teacher will face to not dominate classroom talk

English 5: Analysing Texts in Preparation for Writing

1. Analysing Texts in Preparation for Writing

• Recognise the features of a range of genres • Learn about our language and its grammar • Explain why grammar has to be taught • Understand what grammar may look like in the classroom • Develop your own grammar subject knowledge • Know how writers create effects • Develop a meta-language to discuss writing • Look at language features and use them to develop success criteria

English 6: Planning and Writing

Teaching Writing –(Composition - the author’s voice)

• Recognise how early writing develops • Review the importance of phonics for the developmental writer • Develop a good understanding of the importance of purpose and audience to the writing

process • Develop ways of making writing purposeful • Ensure that the pupils we teach can make informed writing choices through use of talk

and drama to support their thinking • Develop an understanding of guided, modelled and shared writing • Evaluate how different genres are structured • Understand how to develop success criteria for writing linked to genre, vocabulary and

grammar and how to use said criteria to move writing o, differentiating your work with the class in line with the progression documents

• Develop a classroom where writing is valued • Develop your own skill as a writer

Science (1): Finding Things Out

1. Finding Things Out • Reflect on the nature of science • Examine approaches to science that reflect learning style preferences • Describe teaching styles that reflect scientific method • Identify and utilise appropriate theories of learning • Explore progression in one strand of the National Curriculum • Evaluate resources

Science (2): Organising How Children Learn

1. Organising How Children Learn

• Describe the importance of narrative in developing learning • Examine research evidence to support learning approaches • Discuss examples of storytelling related to the introduction of scientific concepts • Examine a three-stage framework for the development of mental models • Contrast the three-stage framework with a cyclic model of organising learning • Apply principles to planning a learning episode


9

Science (3): Scientific Understanding

1. Scientific Understanding • Recognise that children construct learning by making mental models • Assess interventions through dialogue and questioning, to improve the models and hence

learners’ understanding • Provide activities that scaffold children to make their mental models • Suggest analogies that can substitute for a mental model • Understand that drama and art can be vehicles for expressing mental models • Evaluate pathways to investigate and record that help express the scientific view in

current teaching practice Science (4): Dialogic Teaching 1. Dialogic Teaching • Evaluate the importance of dialogic teaching

• Analyse a model of dialogic teaching • Review the National Curriculum topic ‘Forces’ • Assess how to use concept cartoons • Reflect on how to lead learning in the classroom to create opportunities for dialogic

teaching Science (5): Available from 11 April 2014 TBC

Computing (1): Teaching Computing in KS1 and 2 – An Overview

Available from 7 March 2014 • Identify and explain key computing concepts and terminology identified within the 2014 computing curriculum

• Develop and deliver a scheme of work that will enable pupils to: • Identify and apply the fundamental principles and concepts of computer science,

including abstraction, logic, algorithms and data representation • Analyse problems in computational terms and have repeated practical experience of

writing computer programs to solve such problems • Evaluate and apply information technology, including new or unfamiliar

technologies, analytically to solve problems • Determine how to be responsible, competent, confident and creative users of

information and communications technology (ICT) Computing (2): Teaching Computing in KS1 and 2 - The Specifics

Available from May 2014 TBC

History Available from Feb 2014

• Apply the History National Curriculum (NC) competently • Summarise the detailed knowledge and understanding of the subject content and

progression in areas such as skills within the subject • Plan History lessons for Key Stage (KS) 1 and KS2 • Assess children’s work • Describe how History can support the development of core skills in Maths, English and ICT • Develop creative approaches to the teaching of History


10

Geography Available from Feb 2014

• Apply the Geography National Curriculum (NC) competently • Summarise the detailed knowledge and understanding of the subject content and

progression in areas such as skills within the subject • Plan Geography lessons for Key Stage (KS) 1 and 2 • Assess children’s work • Describe how Geography can support the development of core skills in Maths, English

and ICT • Develop creative approaches to the teaching of Geography

Art and Design Available from May 2014

Music Available from Sept 2014

Design and Technology Available from June 2014

Modern Languages Available from June 2014

Early Years (1 and 2) Available from June 2014

Religious education Available from Sept 2014

Personal, Social and Health Education (PSHE)

Available from Sept 2014


11

PRIMARY PROFESSIONAL STUDIES

Session Title Sections/Presentations Content Overview Reflective Practice 1. Developing Reflective

Practice • Determine the purpose of reflective practice • Recognise and critically evaluate key features of reflective models • Identify and use critical aspects of reflection on practice • Describe how reflective practice can support the evaluation of teaching and learning and

facilitate professional development Teaching and Learning 1: Learning Theorists

1. Learning Theorists • Reflect on and identify learning styles and teaching styles • Recognise and use appropriate theories of learning • Articulate the application of Bloom’s taxonomy of learning • Investigate Piaget’s stages of development • Apply learning theories to your own practice

Safeguarding and Child Protection

1. Safeguarding 2. Child Protection

• Recognise the importance of all adults in school undertaking safeguarding training and taking responsibility for ensuring safeguarding happens

• Define safeguarding and explain the difference between safeguarding and child protection

• Identify how schools safeguard pupils in their daily activities • Reflect on the case study of Lauren Wright and consider the implications for your own

practice • Recognise that you have an explicit duty to ensure safeguarding happens and that

safeguarding is everyone’s responsibility • Identify key pieces of legislation and guidance underpinning safeguarding children in

education • Identify possible signs and indicators of child abuse • Identify the potential barriers to communication and make suggestions to address

these issues in your own practice • Respond appropriately to children who may be in need of protection • Identify situations where child protection may be a concern • Practise decision-making and taking action where child abuse may be occurring

Teaching and Learning 2: Critical Incidents

1. Critical Incidents • Assess the importance of research at micro and macro levels in teacher professionalism • Define Critical Incidents (Cls) and their role in teacher development • Analyse critically an example argument using a checklist of parameters • Review the process of extending criticality to our own reflection using Tripp’s model • Plan for the assignment


12

eSafety 1. Child Exploitation and Online Protection (CEOP) Overview

2. Technologies and their Potential Risks (Part 1)


4. Tips and Key Messages for Young People

• Describe the role of the CEOP and the different areas in which the organisation works • Describe the Virtual Global Taskforce (VGT) and the ‘Report Abuse’ mechanism • Gain access to the resources for teachers and trainers on CEOP’s thinkuknow web site

and understand how to use these resources to your people where appropriate • Discuss the potential risks young people may face online • Describe the different technologies and their functions • Outline the specific risks associated with the different types of technologies • Give tips and key messages to young people to help them to protect themselves online

Inclusive Practice 1. Inclusive Practice • Assess the key aspects of an inclusive school and recognise the need for a whole-school approach to inclusion

• Review potential barriers to inclusion and be able to evaluate the effectiveness of a range of strategies to support inclusion

• Evaluate Maslow’s theory of a ‘hierarchy’ of needs and how this can be helpful to teachers in making sure that pupils are able to learn

• Identify the duties placed on schools by the Race Relations (Amendment) Act 2000, the Equality Act 2010 and the Ofsted framework

English as an additional language (EAL)

1. English as an additional language (EAL)

• Identify challenges facing children and young people learning EAL • Review needs of newly arrived pupils with EAL as well as needs of the more advanced

bilingual learners • Identify the stages of English language acquisition and plan for the use of a range of

strategies to support learning and teaching in the mainstream classroom • Differentiate between EAL and Special Education Needs (SEN)

Assessment for Learning 1 1. Assessment for Learning 1 • Define assessment for learning • Explain the different types of assessment (formative and summative) • Discuss how to plan for learning • Describe ways teachers can assess pupils' learning in the classroom • Show progress in your lesson planning and your lessons • Identify different types of pupil self-assessment

Assessment for Learning 2 Available from June 2014 Lesbian, Gay, Bisexual Transgender (LGBT) Training

LGBT Issues: Inspecting Provision and Outcomes for Learners in Schools'

• Identify interactions between Ofsted and schools in respect of learner LGBT issues • Explain the historical context of LGBT issues in the UK education system • Outline governmental research findings in relation to LGBT issues in education and

inspections


13

NATIONAL PRIORITIES FOR SECONDARY

Session Title Sections/Presentations Content Overview Behaviour for Learning (1) 1. Promoting Learning and

Managing Behaviour 2. What is Behaviour for

Learning? 3. Using a Behaviour for

Learning Model Proactively A Framework for Behaviour for Learning

• Describe how the promotion of learning and the management of behaviour are inextricably linked

• Discuss the Behaviour for Learning conceptual framework • Describe the three relationships underpinning the development of learning behaviour • List a range of learning behaviours • Use the Behaviour for Learning conceptual framework proactively to plan for the

development of learning behaviour • Describe the 4Rs framework and relate it to the Behaviour for Learning model

Behaviour for Learning (2) 1. Positive Correction and Positive Reinforcement

2. Downloadable versions of the presentation

• Describe some positive correction and positive reinforcement strategies

Systematic Synthetic Phonics for secondary teachers

1. Letters and Sounds: Phase 1 2. Letters and Sounds: Phase 2 3. Letters and Sounds: Phase 3 4. Letters and Sounds: Phase 4 5. Letters and Sounds: Phase 5 6. Letters and Sounds: Phase 6 7. Letters and Sounds:

Appendices

• Review approaches to the teaching of reading • List the key elements required to teach synthetic phonics • Recognise why these key elements are important • Link what you have learned to the teaching standards you need to meet • Recognise the links between reading and writing • Discuss language comprehension and the importance of developing a rich vocabulary for

all learners

Special Educational Needs and Disability (SEND)

1. SEND 2. Downloadable version of

the presentation

• Examine what is meant by SEND • Describe the identification process of students with SEND • Determine the role of the special educational needs coordinator (SENCO) • Identify the key features of an inclusive learning environment • Explore effective strategies for teaching students with SEND • Determine how schools make reasonable adjustments for students with SEND


14

PROFESSIONAL STUDIES

Session Title Sections/Presentations Content Overview Engaging with Learners in the Classroom

1. Personalised Learning 2. Meeting Pupils Where

They Are 3. Emotional Intelligence in

the Classroom

• Explore how to enable pupil learning • Begin to understand pupils as individuals • Explore emotional intelligence in action • Examine tools for working effectively with pupils

Inclusion

1. Defining Inclusion 2. Historical Basis of

Inclusion and Where We Are

3. School Level and Departmental Level Inclusion

4. Class-level Inclusion and What Can We Do?

• Explain where issues of inclusion have come from and link these to practice today • Use historical examples to inform current practice • Gain initial ideas on what an inclusive classroom might look like • Describe how a teacher can enable inclusion in class

Safeguarding and Child Protection

1. Safeguarding 2. Child Protection

• Recognise the importance of all adults in schools undertaking safeguarding training and taking responsibility for ensuring safeguarding happens

• Define safeguarding and be able to explain the difference between safeguarding and child protection

• Identify how schools safeguard pupils in their daily activities • Reflect on the case study of Lauren Wright and consider the implications for your own

practice • Recognise that you have an explicit duty to ensure safeguarding happens and that

safeguarding is everyone’s responsibility • Identify key pieces of legislation and guidance underpinning safeguarding children in

education • Identify possible signs and indicators of child abuse • Identify the potential barriers to communication and make suggestions to address

these issues in your own practice • Respond appropriately to children who may be in need of protection • Identify situations where child protection may be a concern

Practise decision making and taking action where child abuse may be occurring


15

Session Title Sections/Presentations Content Overview e-Safety 1. Child Exploitation and

Online Protection (CEOP) Overview


3. Technologies and their Potential Risks (Part 2) Tips and Key Messages for Young People

• Describe the role of CEOP and the different areas in which the organisation works • Describe the Virtual Global Taskforce and the ‘report abuse’ mechanism • Gain access to the resources for teachers and trainers on CEOP’s thinkuknow web site

and understand how to use these resources • Have the appropriate knowledge to deliver thinkuknow resources to young people

where appropriate • Discuss the potential risks young people may face online • Describe the different technologies and their functions • Outline the specific risks associated with the different types of technologies • Give tips and key messages to young people to help them to protect themselves online


16

Session Title Sections/Presentations Content Overview Assessment for Learning 1 1. Assessment for Learning • Define assessment for learning

• Explain the different types of assessment (formative and summative) • Discuss how to plan for learning • Describe ways teachers can assess pupils’ learning in the classroom • Show progress in your lesson planning and your lessons • Identify different types of pupil self-assessment

The Role of the Teacher 1. External Influences and Expectations

2. Pedagogy 3. Being a Great Teacher

• Describe the many influences that contribute to a teacher’s persona and identity • Explain that some influences are definitive while others are more varied and local • Begin to develop your persona as a teacher in order to become a positive role model

for your pupils • Gain an overview of the range of educational theories that underpin classroom

practice – your pedagogy • Describe how these theories might affect your role model • Describe some stereotypical teacher role models • Discuss the relationship between role models and effectiveness

Working as Part of a Professional Team

1. School Teams 2. Outreach and Support 3. Children’s Services 4. Team Dynamics

• Discuss the teams from outside the school who will probably be working with staff, students and parents

• Explain that multidisciplinary integrated teams are developing to support students and families

• Discuss the importance for schools and their staff of working as members of larger teams that are providing services to students and their families

• Describe the importance of working with fellow professionals in a proactive manner to seek solutions for students and their families

• Describe characteristics of personality types in relation to effective teams Gifted and Talented (G&T) 1. Identifying G&T Pupils

2. Supporting Learning for G&T Pupils

• Describe characteristics of G&T pupils • Describe the six types of G&T learners and how to recognise each type in the

classroom • Discuss some classroom strategies to support the six types of G&T learners • Discuss the link between identification and support for G&T pupils • Discuss the challenges with identification • Develop and evaluate strategies for supporting the learning of G&T pupils


17

Session Title Sections/Presentations Content Overview Disaffection 1. Definitions and

Implications 2. The Big Picture: Talking to

Pupils 3. Disaffection: School and

Classroom

• Have a clear understanding of how disaffection can be defined • Reflect on how the definition impacts upon our practice • Focus on how schools engage with the issues of disaffection • Understand our role as classroom teachers in combating disaffection • Describe how schools can combat disaffection

Assessment for Learning 2: Assessment of Students’ Work

1. Assessment of Students’ Work

• Discuss the purposes of marking • Describe your marking practice and how you will develop it • Explain the importance of marking and target setting in managing student progress • Explore different ways of involving students in the marking process

Personalised Learning 1. Introduction to Personalised Learning

2. Effective Learning and Teaching

3. Assessment for Learning

• To be confirmed

English as an additional language (EAL)

1. Identifying and Supporting EAL Pupils at School

2. Supporting EAL Pupils in the Classroom

• Analyse the link between gifted and talented (G&T) and EAL pupils • Reflect on how to work with an EAL teacher • Reflect on how strategies work and their underpinning principles for supporting the

learning of EAL pupils • Discuss ideas on how to support pupils with EAL effectively • Reflect on the principles underlying the ideas

The Outstanding Lesson 1. The Outstanding Lesson • Describe the elements of an outstanding lesson • Discuss successful teaching models that include the elements of an outstanding lesson • Explain the importance of metacognition (thinking about thinking) and practical ways

of including metacognition in your lessons • Recognise the importance of assessment for learning (AFL) in an outstanding lesson

and the most effective AFL strategies • Recognise the importance of differentiation in an outstanding lesson • Recognise the importance of emotional intelligence to develop positive relationships

with students for an outstanding climate for learning


18

Session Title Sections/Presentations Content Overview Legal Responsibilities and Being an NQT

1. Legal Responsibilities and Being an Newly Qualified Teacher (NQT)

• Explain the statutory requirements for induction • Discuss the need for an Newly Qualified Teacher (NQT) to be proactive during their

induction period • Describe the statutory frameworks that relate to teachers and how they impact on

daily practice Assessment for Learning 3: Data and Assessment

1. Data and Assessment • Describe how data is used in schools • Explain how data can be used to evaluate the effectiveness of teaching, monitor pupils’

progress and set targets for pupils • Discuss how data can be used to raise pupil attainment

Lesbian, Gay, Bi-sexual, Transgender (LGBT) Issues: Inspecting Provision and Outcomes for Learners in Schools

1. LGBT Issues: Inspecting Provision and Outcomes for Learners in Schools

• Identify interactions between Ofsted and schools in respect of learner LGBT issues • Explain the historical context of LGBT issues in the UK education system • Outline governmental research findings in relation to LGBT issues in education and

inspections

Using Data to Raise Pupil Achievement

1. Using Data to Raise Pupil Achievement

• Explain the use of data in schools from the perspective of your use of data • Discuss marking for achievement • Analyse the data you hold for your own classes • Use the data for your own classes to monitor pupil progress and drive pupil

achievement • Set up data files and analyse the data for the classes you are teaching • Update your class data

Reflective Practice 1. Teacher Development 2. Reflective Practice 3. Reflective Processes

• Understand the nature of teacher education and development • Develop an awareness of the stages of student-teacher development • Consider the key features of reflective practice • Develop an understanding of the processes of reflection • Develop an understanding of the practices of reflection


19

CHEMISTRY SUBJECT PEDAGOGY CONTENT

Session Title Sections/Presentations Content Overview Philosophy of Chemistry and Key Thinkers

1. What is Chemistry? 2. Early History 3. Middle History 4. Modern History

• Gain an understanding of the underlying principles that distinguish the subject • Understand how the prevailing level of technology at any time dictates the development

of scientific understanding • Understand how other beliefs can help or hinder the development of a subject • Learn about the key thinkers in chemistry and how the fundamental principles developed

over time Science in the National Curriculum KS3

1. Science in the National Curriculum

2. Primary Science and the KS2 Curriculum

3. Curriculum Continuity and Progression

4. Teaching Science at KS3

• Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum

• Become familiar with the structure and terminology of the NC for Science • Consider the role of Science in learning across the curriculum • Become familiar with the five key ideas in Key Stage 3 (KS3) Science • Consider the concepts of progression and continuity from KS2 to KS3 within NC Science • Become familiar with KS3 Science

Science in the National Curriculum KS4

1. Pathways through Key Stage 4

2. GCSE Specifications 3. Curriculum Content at Key

Stage 4 (Chemistry) 4. How Science Works

• Consider the rationale behind the programme of study for Key Stage 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science

How We Learn

1. How Do People Learn? 2. Constructivism and

Designing Lessons 3. Metacognition and Thinking

Skills 4. Independent Learning Skills

• Review the latest research evidence about how people learn • Revisit constructivism and how to design effective lessons • Consider how to develop metacognition and thinking skills • Explore how to develop independent learning skills


20

Session Title Sections/Presentations Content Overview Lesson Planning for Science

1. Planning Overview 2. Objectives and Outcomes 3. Planning a Science Lesson 4. Beginnings and Endings

• Discuss the need to plan in the short, medium and long term • Explain the importance of defining learning objectives and outcomes before planning a

lesson • Describe the key elements involved in designing a lesson • Explain how to select activities to achieve the overall learning outcomes • Use the elearnITT lesson planning form to plan a lesson

Evaluating Learning

1. Evaluating Learning Episodes

2. Self-evaluation 3. Target Setting 4. Evaluating Pupil Behaviour

• Understand why evaluating learning episodes is important • Understand the impact on learning of self-evaluation by both teacher and pupils • Familiarise yourself with the concept of target setting • Appreciate the methods for evaluating pupil behaviour

Misconceptions in Science

1. Learners as Individuals 2. Common Misconceptions 3. The Use of Models in

Science 4. Identifying Misconceptions 5. Challenging Misconceptions

• Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions

Scientific Investigations

1. Planning for Investigations 2. Preparing for Investigations 3. Practical Investigations 4. How Science Works

• Consider how enquiry is planned for • Consider the practicalities of scientific investigation in the classroom • Ensure Scientific Enquiry and How Science Works are translated into practice • Review and apply your understanding of health and safety

Differentiation 1. Introduction to Differentiation

2. Differentiation in the Classroom

3. Inclusion 4. Gifted and Talented (G&T)

and Special Educational Needs (SEN)

• Recognise the range of individual differences and the effects of learning styles on teaching and learning

• Raise awareness of your responsibilities to cater for students with statements and Individual Education Plans (IEPs)

• Consider the variety of ways that differentiation can occur • Further develop the ability to plan for differentiation • Begin to consider the needs of Black and Minority Ethnic groups (BME), SEN,

English as an Additional Language (EAL) and G&T students


21

Session Title Sections/Presentations Content Overview Classroom Management

1. Engagement and Challenge 2. Grouping Pupils 3. Managing an Inclusive

Classroom 4. Behaviour Management

• Describe how to promote engagement in science lessons using challenging activities • Explain different strategies for grouping pupils to facilitate personalisation of learning • Describe how to use classroom management strategies to create an inclusive classroom • Explain how classroom routines can help maintain engagement and avoid poor behaviour

Health and Safety

1. Hazards and Risks 2. Managing Risks 3. Risk Assessment in Lesson

Plans 4. Understanding Your Own

Skills

• Define what is meant by a hazard and a risk • State the Science teacher’s legal responsibilities • Describe a range of strategies for planning for safe laboratory work • Describe important safety procedures in the laboratory • Be familiar with the (Consortium of Local Education Authorities for the Provision of

Science Services) CLEAPSS system and materials • Describe how to write an effective risk assessment • Describe appropriate first aid procedures • Audit your own level of competence and awareness of health and safety

Planning for Practical Work

1. The Development of Practical Work in Schools

2. Concepts Behind Practical Procedures

3. Why Do We Do Practical Work?

4. Types of Practical Activity 5. Considerations When

Organising Activities 6. Reflections and Evaluations

• Discuss the importance of matching practical activities to learning outcomes • Discuss the skills that practical work develops • Discuss the arguments for doing practical work • List the possible aims of practical work • Describe different types of practical activity in the classroom • Describe some general considerations when organising practical work

Social and Ethical Issues

1. Using a Tool to Teach About Ethical Issues

2. Linking Strategies To Reports In The Media

3. Evaluating a Teaching Resource and Suggesting Adaptations For a Particular Class

4. Planning A Lesson Based On Pupil Discussion

• Describe the place of ethical and social issues in the Science curriculum • Describe how science can contribute to the teaching of citizenship • Discuss approaches to ethical decision-making • Describe teaching strategies that make use of reports of contemporary issues in the

media • Evaluate a teaching resource aimed at promoting a discussion of a controversial issue

• Plan a lesson involving the discussion of a controversial issue


22

Session Title Sections/Presentations Content Overview ICT in Science

1. ICT In Science 2. ICT and Data Logging 3. Water Weed Photosynthesis

Simulation 4. Simulation or Traditional

Experiments

• Explain the importance of ICT in science education • Plan how to integrate the use of ICT in science lessons

Teaching Key Chemistry Concepts

1. Looking at Learning Demands

2. Rates Of Reaction: KS3 3. Rates Of Reaction: KS4 4. Rates Of Reaction: KS5

• Become familiar with the learning demands expected. The micro, macro and symbolic representations involved from KS3 through to KS5

• Devise a teaching sequence of lessons starting from KS3 through to KS5, emphasising understanding and group work

Assessment for Learning 1. What Is Assessment For Learning?

2. How Does Assessment For Learning Work?

3. Assessment For Learning In The Classroom (1)


• Review the principles of Assessment for Learning (AfL) in the context of the science classroom

• Understand how to use formative assessment techniques to adapt your lessons to the needs of individuals or groups of learners

• Understand how to apply the principles of AfL using practical classroom strategies

Assessment of Learning

1. Types Of Formal Assessment

2. Assessment at KS4 3. Assessment at KS3 4. Use Of Assessments

• Provide an overview of formal assessment at KS3 and KS4 • Consider how this can better inform a department or student about progress • Reflect on how your teaching has to incorporate opportunities and rehearsals for formal

assessment


23

Session Title Sections/Presentations Content Overview Numeracy and Literacy

1. Numeracy And The National Curriculum

2. Activities To Promote Numeracy

3. Promoting Literacy In Science

4. Activities To Promote Literacy

• Provide an overview of Mathematics in the National Curriculum (NC) • Explore science activities that promote numeracy skills • Examine how to develop literacy skills in science • Review some techniques for promoting literacy skills

Teaching KS4 topics

1. Planning For A Topic 2. A Biology Example 3. A Chemistry Example 4. A Physics Example

• Describe planning strategies when teaching KS4 topics • Conduct a knowledge audit to identify their weaknesses in a subject • Develop teaching and learning strategies that promote student progress and

understanding • Reinforce the core principles of how science works

Teaching Physics as a Chemist

1. Teaching Physics as a Chemist 1



• Consider and evaluate the development of subject knowledge needed to teach physics as a non-specialist

• Review the content of the National Curriculum for Physics at KS3 and KS4 • Explore teaching strategies for delivering effective physics lessons • Consider creativity in physics lessons

AS/A2 Chemistry

1. Growing Up 2. What Is The Difference

Between KS4 And KS5? 3. AS/A2 Chemistry Content 4. Teaching Techniques and

Exam Preparation

• Describe the needs of young people as they move from KS4 to KS5 • Describe the increasing conceptual demands in A Level Chemistry from KS4 to KS5 • Describe a range of teaching strategies that can be useful at Advanced Level


24

Session Title Sections/Presentations Content Overview Science Outside the Classroom

1. Why Outside The Classroom?

2. Homework 3. The Local Environment 4. Out-Of-School Activities

• Consider why learning must take place beyond the classroom • Consider the use of homework as a stimulus for learning • Understand how the local environment can be used to consider science • Be aware of what must be considered in planning an out-of-school activity

Lesson Planning for Science (2)

1. Evaluating Lesson Planning 2. Designing Successful

Lessons 3. Planning A Sequence Of

Lessons 4. Working With Others

• Evaluate your lesson planning skills and develop an action plan for improving your lesson planning

• Design effective lessons by selecting activities and pedagogic approaches that are appropriate to the knowledge and skills to be introduced

• Explain medium-term planning and how to design a sequence of lessons


25

S2T CHEMISTRY SKE SESSIONS AVAILABLE ON REQUEST

Session Title Sections/Presentations Content Overview

1. Maths for Scientists • Investigate methods for teaching students how to present data graphically

• Investigate methods for teaching students how to handle formulae • and equations • Investigate other mathematical methods used

2. Chemistry Session: Materials • Understand the types and properties of the various materials • Categorise the materials based on certain properties • Understand the concept of nanotechnology • Understand what crystal structures can tell us about the properties of materials • Understand the importance of polymorphism • Understand polymers and their classifications

3. Chemistry Session: Forensics • Examine the structure and properties of materials and how we study them • Explore how studying the chemical and physical properties of materials can provide

evidence for criminal prosecutions • Examine the limitation of crime scene evidence

4. Chemistry Session: Patterns of Atomic Structure

• The historical development of models of the atom and ideas about atomic structure as patterns

• Deal quantitatively with protons, electrons and neutrons • The historical development of the periodic table • Explain how and why the pattern of the periodic table is such a useful tool for chemists

today • Relate the properties of the elements in the periodic table to their electronic

configurations and the concepts of valence electrons, atomic radii, ionisation energies and electron affinities

5. Chemistry Session: Balancing Equations

• Construct balanced chemical equations • Use a balanced chemical equation to construct a mass equation • Use a mass equation to make predictions about reacting masses and masses of products

formed • Use the mole concept to make predictions about reacting masses and masses of products

formed


26

6. Teaching & Learning Historical Approaches to Teaching

• Describe what pedagogy is • Outline the varying historical approaches to pedagogy • Describe what happens when pupils are put at the centre of the learning experience • Explore the current fascination with Multiple Intelligence Theory

7. Teaching & Learning Constructivism • Know that there are a variety of learning theories • Gain an overview of these learning theories with a focus on a constructivist perspective • Understand that these theories inform pedagogy and current practice • Reflect on the constructivist perspective and the impact on the role of a teacher • Know that research continues to inform classroom practice • Be able to source further research-based information


27

Session Title Sections/Presentations Content Overview 8. Teaching & Learning: Scientific

Worldview • Gain an appreciation of how the scientific worldview has changed over time • Begin to understand the causes of these changes • Begin to understand how this relates to the ‘How Science Works’ aspect of the National

Curriculum • Consider the role of science education in contemporary society

9. Teaching & Learning: Philosophy of Chemistry Education

• Gain an understanding of the underlying principles that distinguish the subject • Understand how the prevailing level of technology at any time dictates the development

of scientific understanding • Understand how other beliefs can help or hinder the development of a subject • Learn about the key thinkers in chemistry and how the fundamental principles developed

over time 10. National Curriculum • Appreciate how curriculum content has evolved

• Understand the need for a broad and balanced curriculum • Understand the rationale for having knowledge of the national curriculum and consider

priorities for a national curriculum • Describe the qualifications framework • Understand the role of the National Strategies • Be aware that both teacher and external assessments lead towards nationally recognised

examinations • Recognise that qualifications of differing types may be placed in a hierarchical framework • Appreciate that pupil point scores are used as individual pupil and school achievement

measures • Recognise that qualifications set within a hierarchical framework may be broadly

categorised as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined

11. KS3 National Curriculum • Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum



28

Session Title Sections/Presentations Content Overview 12. KS4 National Curriculum • Consider the rationale behind the programme of study for KS 4

• Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science

13. Chemistry Session: Air and Water Pollution

• Define the composition of air and air pollution • Recognise the impact of certain air pollutants on the environment and on health • Evaluate the options for improving air quality in the future • Distinguish between point and non-point sources of pollution • Understand the consequences of water pollution • Identify the principles of green chemistry

14. Chemistry Session: Global Warming • Explain how the Earth has evolved and how various elements impact on its atmosphere • Differentiate between the types of ozone • Understand how ozone pollution happens • Understand how global warming is occurring

15. Chemistry Session: Kinetics • Appreciate that chemical reactions happen at different speeds • Understand the term activation energy • Describe the four main factors affecting rates of reaction • Apply these four factors to the ammonia synthesis • Explain why concentration and pressure affect rates • Explain why temperature and catalysts affect rates • Explain why the size of solid pieces affect rates

16. Chemistry Session: Bonding and Structure

• Understand the way in which atoms interact together • Predict physical and chemical properties of molecules • Explain the structure of water • Understand the properties of chemicals such as petroleum or drugs


29

Session Title Sections/Presentations Content Overview 17. Teaching & Learning: Planning

Lessons • Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil

activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher

Status (QTS) 18. Teaching & Learning: Questioning

Skills • Understand the purpose of questioning • Appreciate how questions can promote higher-order thinking • Plan for effective questioning in the classroom • Appreciate that clear sequences of questions can be used to structure pupils’ learning • Understand that questioning is integral to the process of scientific enquiry • Recognise the relationship between empirical questions, evidence and explanations

19. Chemistry Session: Equilibria (Chemistry)

• Describe a chemical equilibrium • Understand and apply Le Chatelier’s principle to chemical equilibria • Interpret the behaviour of weak acids as equilibrium processes • Calculate the pH of weak acids and buffers • Describe the effect on water pH of storing CO2 in deep oceans

20. Chemistry Session: Bonding In Molecular Structures

• Apply knowledge of valency of elements • Understand how to apply the octet rule • Understand how to explain bonding in molecules through hybridisation • Understand chirality and be able to explain the three dimensional structure of a complex

organic molecule 21. Chemistry Session: Organic

Chemistry • Investigate some of the basic principles of organic chemistry • Discuss the characteristics and properties of various hydrocarbons • Use the IUPAC rules for naming simple alkanes, alkenes and alkynes • Examine how bonding affects the properties of molecules


30

Session Title Sections/Presentations Content Overview 22. Chemistry Session: Functional

Groups • Identify the general structure for an alcohol, aldehyde, ketone, carboxylic acid, ester,

amine and amide • Identify what the functional group is for each of these classes of organic molecules • Name the compounds using IUPAC nomenclature • Name common names • Understand the physical properties • Show how each molecule is formed • Explain some reactions of the functional groups

23. Chemistry Session: Inorganic Chemistry (1)

• Identify the main groups of elements within the periodic table • Define first ionisation energy, electron affinity, atomic radius and ionic radius • Explain the trends in these properties for elements of the periodic table • Understand the physical and chemical properties of the s-block elements • Understand the reactivity of s-block elements • Understand the characteristic properties of the s-block compounds • Understand trends in the periodic table such as electronegativity and ionisation potential

and how these determine the bonding characteristics of s-block compounds • Define the terms oxidation, reduction, redox reactions • Explain how s-block elements behave as reducing agents

24. Chemistry Session: Inorganic Chemistry (2)

• Identify characteristic properties of the p- and d-block elements • Understand the variation in properties of the p- and d-block elements • Investigate the reactivity of p- and d-block elements

25. Teaching & Learning: Teaching KS4 Topics

• Relate planning to the National Curriculum (NC) for KS4 • Enhance medium-term planning skills • Become more familiar with the NC

26. Teaching & Learning: Planning Effective Lessons

• Review the need to plan in the short, medium and long terms • Discuss the importance of defining learning objectives and outcomes before planning a

lesson • Understand the key elements involved in designing a lesson • Discuss how to select activities to achieve the overall learning outcomes


31

Session Title Sections/Presentations Content Overview 27. Teaching & Learning: Teaching

Physics as a Chemist • Consider the development of subject knowledge for areas of science in which you are not a

specialist • Become more familiar with the content and skills associated with the National Curriculum

for Science • View examples of ways in which topics may be taught • Evaluate the areas in which your subject knowledge needs developing and provide a

foundation for doing so 28. Teaching & Learning: Misconceptions

In Science • Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions


32

PHYSICS SUBJECT PEDAGOGY CONTENT

Session Title Sections/Presentations Content Overview Philosophy of Physics and Key Thinkers

1. Introduction And Chronology Of Physics

2. The Atom 3. Light 4. Motion, Miscellaneous,

Modern And Classroom Strategies

• Give an overview of the sequence of events in the history of physics • Place the major events in context • Use this knowledge to motivate and engage the interest of students • Bring the subject to life • Most of all, be seen by your students to enjoy teaching physics


1. Science in the National Curriculum

2. Primary Science and the KS2 Curriculum

3. Curriculum Continuity and Progression

4. Teaching Science at KS3

• Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum



1. Pathways through Key Stage 4

2. GCSE Specifications 3. Curriculum Content at Key

Stage 4 (Physics) 4. How Science Works

• Consider the rationale behind the programme of study for Key Stage 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science

How we Learn

1. How Do People Learn? 2. Constructivism and

Designing Lessons 3. Metacognition and Thinking

Skills 4. Independent Learning Skills

• Review the latest research evidence about how people learn • Revisit constructivism and how to design effective lessons • Consider how to develop metacognition and thinking skills • Explore how to develop independent learning skills

Lesson Planning for Science

1. Planning Overview 2. Objectives and Outcomes 3. Planning a Science Lesson 4. Beginnings and Endings

• Discuss the need to plan in the short, medium and long term • Explain the importance of defining learning objectives and outcomes before planning a

lesson • Describe the key elements involved in designing a lesson • Explain how to select activities to achieve the overall learning outcomes • Use the elearnITT lesson planning form to plan a lesson


33

Session Title Sections/Presentations Content Overview Evaluating Learning

1. Evaluating Learning Episodes

2. Self-Evaluation 3. Target Setting 4. Evaluating Pupil Behaviour

• Understand why evaluating learning episodes is important • Understand the impact on learning of self-evaluation by both teacher and pupils • Familiarise yourself with the concept of target setting • Appreciate the methods for evaluating pupil behaviour

Misconceptions in Science

1. Learners As Individuals 2. Common Misconceptions 3. The Use Of Models In

Science 4. Identifying Misconceptions 5. Challenging Misconceptions

• Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions

Scientific Investigations 1. Planning For Investigations 2. Preparing For Investigations 3. Practical Investigations 4. How Science Works

• Consider how enquiry is planned for • Consider the practicalities of scientific investigation in the classroom • Ensure Scientific Enquiry and How Science Works are translated into practice • Review and apply your understanding of health and safety


34

Session Title Sections/Presentations Content Overview Differentiation 1. Introduction To

Differentiation 2. Differentiation In The

Classroom 3. Inclusion 4. Gifted and Talented (G&T)

and Special Educational Needs (SEN)

• Recognise the range of individual differences and the effects of learning styles on teaching and learning

• Raise awareness of your responsibilities to cater for students with statements and Individual Education Plans (IEPs)

• Consider the variety of ways that differentiation can occur • Further develop the ability to plan for differentiation • Begin to consider the needs of Black and Minority Ethnic groups (BME), SEN, English as an

Additional Language (EAL) and G&T students Classroom Management

1. Engagement and Challenge 2. Grouping Pupils 3. Managing an Inclusive

Classroom 4. Behaviour Management

• Describe how to promote engagement in science lessons using challenging activities • Explain different strategies for grouping pupils to facilitate personalisation of learning • Describe how to use classroom management strategies to create an inclusive classroom • Explain how classroom routines can help maintain engagement and avoid poor behaviour

Health and Safety

1. Hazards and Risks 2. Managing Risks 3. Risk Assessment in Lesson

Plans 4. Understanding Your Own

Skills

• Define what is meant by a hazard and a risk • State the science teacher’s legal responsibilities • Describe a range of strategies for planning for safe laboratory work • Describe important safety procedures in the laboratory • Be familiar with the CLEAPSS system and materials • Describe how to write an effective risk assessment • Describe appropriate first aid procedures • Audit your own level of competence and awareness of health and safety

Planning for Practical Work

1. The Development Of Practical Work In Schools

2. Concepts Behind Practical Procedures

3. Why Do We Do Practical Work?

4. Types Of Practical Activity 5. Considerations When

Organising Activities 6. Reflections And Evaluations

• Discuss the importance of matching practical activities to learning outcomes • Discuss the skills that practical work develops • Discuss the arguments for doing practical work • List the possible aims of practical work • Describe different types of practical activity in the classroom • Describe some general considerations when organising practical work


35

Session Title Sections/Presentations Content Overview Social and Ethical Issues

1. Using a Tool To Teach About Ethical Issues

2. Linking Strategies To Reports In The Media

3. Evaluating a Teaching Resource and Suggesting Adaptations for a Particular Class

4. Planning a Lesson Based On Pupil Discussion

• Describe the place of ethical and social issues in the Science curriculum • Describe how science can contribute to the teaching of citizenship • Discuss approaches to ethical decision-making • Describe teaching strategies that make use of reports of contemporary issues in the

media • Evaluate a teaching resource aimed at promoting a discussion of a controversial issue • Plan a lesson involving the discussion of a controversial issue

ICT in Science

1. ICT In Science 2. ICT and Data Logging 3. Water Weed Photosynthesis

Simulation 4. Simulation Or Traditional

Experiments

• Explain the importance of ICT in science education • Plan how to integrate the use of ICT in science lessons

Teaching Key Physics Concepts

1. Teaching Key Physics Concepts

2. Teaching Specific Concepts of Physics at KS3, 4 and 5

• Identify the previous knowledge pupils have of these concepts and models at KS2 • Identify the limitations of a scheme of work at KS3 and research alternatives to overcome

the limitations you have identified • Describe how key terms, models, class experiments, software simulations and

demonstrations related to waves and refraction can be used to plan a KS4 lesson • Develop a concept map for an introductory lesson on the particulate nature of light to AS-

level physics students

Assessment for Learning 1. What is Assessment for Learning?

2. How does Assessment for Learning work?



• Review the principles of Assessment for Learning (AfL) in the context of the science classroom

• Understand how to use formative assessment techniques to adapt your lessons to the needs of individuals or groups of learners

• Understand how to apply the principles of AfL using practical classroom strategies


36

Session Title Sections/Presentations Content Overview Assessment of Learning

1. Types Of Formal Assessment

2. Assessment At KS4 3. Assessment At KS3 4. Use Of Assessments

• Provide an overview of formal assessment at KS3 and KS4 • Consider how this can better inform a department or student about progress • Reflect on how your teaching has to incorporate opportunities and rehearsals for formal

assessment

Numeracy and Literacy

1. Numeracy And The National Curriculum

2. Activities To Promote Numeracy

3. Promoting Literacy In Science

4. Activities To Promote Literacy

• Provide an overview of Mathematics in the National Curriculum (NC) • Explore science activities that promote numeracy skills • Examine how to develop literacy skills in science • Review some techniques for promoting literacy skills

Teaching KS4 topics

1. Planning For A Topic 2. A Biology Example 3. A Chemistry Example 4. A Physics Example

• Describe planning strategies when teaching KS4 topics • Conduct a knowledge audit to identify their weaknesses in a subject • Develop teaching and learning strategies that promote student progress and

understanding • Reinforce the core principles of how science works

Teaching Chemistry as a Physicist

1. Developing Subject Knowledge

2. Chemistry At KS3 3. Chemistry At KS4 4. Examples Of Teaching

Chemistry

• Consider the development of subject knowledge for areas of science in which you are not a specialist

• Become more familiar with the content and skills associated with the National Curriculum for Science

• View examples of ways in which topics may be taught • Evaluate the areas in which your subject knowledge needs developing and provide a

foundation for doing so


37

Session Title Sections/Presentations Content Overview AS/A2 Physics

1. AS/A2 Physics 2. Tasks Aiming To Introduce

You To Analysing AS And A2 Specification Demands On Your Teaching Skills And Subject Knowledge

• Understand the main structure and components of AS and A2 specifications • Reflect upon the changes made to the style and structure of AS and A2 specifications

since your own exams were taken • Investigate the entry requirements for AS and A level courses • Investigate how schools bridge the gap between GCSE and AS Physics • Analyse the key terms that appear within the A level specification • Review practical skills required at A level • Review the methods used for summative assessment at A level and how predicted grades

are generated

Science Outside the Classroom

1. Why Outside The Classroom?

2. Homework 3. The Local Environment 4. Out-Of-School Activities

• Consider why learning must take place beyond the classroom • Consider the use of homework as a stimulus for learning • Understand how the local environment can be used to consider science • Be aware of what must be considered in planning an out-of-school activity

Lesson Planning for Science (2)

1. Evaluating Lesson Planning 2. Designing Successful

Lessons 3. Planning A Sequence Of

Lessons 4. Working With Others

• Evaluate your lesson planning skills and develop an action plan for improving your lesson planning

• Design effective lessons by selecting activities and pedagogic approaches that are appropriate to the knowledge and skills to be introduced

• Explain medium-term planning and how to design a sequence of lessons


38

S2T PHYSICS SKE SESSIONS AVAILABLE ON REQUEST

Session Sections/Presentations Learning Objectives

1. Teaching &Learning: Reflective Practice

• Understand the nature of teacher education and development • Develop an awareness of the stages of student-teacher development • Consider the key features of reflective practice • Develop an understanding of the processes of reflection • Develop an understanding of the practices of reflection

2. Maths for Scientists • Investigate methods for teaching students how to present data • graphically • Investigate methods for teaching students how to handle formulae • and equations • Investigate other mathematical methods used

3. Physics Session: What is Physics? • Understand the role of hypotheses in physics • Understand the need for what we call models of the world • Understand what we mean by a model • Understand how models are adapted to specific purposes, such as testing a particular

hypothesis, and refined in the light of experiments • Recognise how we use models to test our hypotheses against observation

4. Physics Session: Let's Experiment • Evaluate experiment designs • Distinguish measurement and random errors • Recognise different methods of presenting and reporting results

5. Physics Session: Who Needs Equations?

• Understand the importance of using symbols for physical quantities • Appreciate the order of magnitude estimates • Understand how equations can provide insight, including the use of proportionality • Recognise various uses of standard equations in physics • Understand rate of change • Distinguish intensive and extensive variables • Describe steady flow situations • Notice analogies • Recognise the importance of describing a physical situation from multiple points of view


39

Session Title Sections/Presentations Content Overview 6. Physics Session: Common

Misconceptions • Identify misconceptions according to type and using this to help you resolve them • Recognise where problems can arise from, including jumping to incorrect conclusions,

believing what you read, the incorrect use of models, the incorrect identifying of agents, the incorrect use of formulae

7. Teaching &Learning: Historical Approaches to Teaching

• Describe what pedagogy is • Outline the varying historical approaches to pedagogy • Describe what happens when pupils are put at the centre of the learning experience • Explore the current fascination with Multiple Intelligence Theory

8. Teaching &Learning: Constructivism

• Know that there are a variety of learning theories • Gain an overview of these learning theories with a focus on a constructivist perspective • Understand that these theories inform pedagogy and current practice • Reflect on the constructivist perspective and the impact on the role of a teacher • Know that research continues to inform classroom practice • Be able to source further research-based information

9. Teaching &Learning: Scientific Worldview

• Gain an appreciation of how the scientific worldview has changed over time • Begin to understand the causes of these changes • Begin to understand how this relates to the ‘How Science Works' aspect of the National

Curriculum • Consider the role of science education in contemporary society

10. Teaching &Learning: Philosophy of Physics Education

• Give an overview of the sequence of events in the history of physics • Place the major events in context • Use this knowledge to motivate and engage the interest of students • Bring the subject to life • Most of all, be seen by your students to enjoy teaching physics

11. Critical Writing • Reflect on the advantages of academic enquiry in developing professional practice • Identify and utilise appropriate critical arguments • Recognise and utilise appropriate methodology • Understand Harvard referencing • Be familiar with style conventions and use of data


40

Session Title Sections/Presentations Content Overview 12. National Curriculum • Appreciate how curriculum content has evolved




measures • Recognise that qualifications set within a hierarchical framework may be broadly categorised

as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined 13. KS3 National Curriculum • Become familiar with the National Curriculum (NC) and examine the place of Science in the

school curriculum • Become familiar with the structure and terminology of the NC for Science • Consider the role of Science in learning across the curriculum • Become familiar with the five key ideas in Key Stage 3 (KS3) Science • Consider the concepts of progression and continuity from KS2 to KS3 within NC Science • Become familiar with KS3 Science

14. KS4 National Curriculum • Consider the rationale behind the programme of study for Key Stage 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science


41

Session Title Sections/Presentations Content Overview 15. Physics Session: Earth and Space • Discuss how science is not just a collection of provisional theories but presents us with

indisputable facts • Study hidden structures and discover facts about the Earth’s core • Check theories and predictions in an attempt to resolve a puzzle regarding the Earth’s crust • Appreciate the limits to predictability in science

16. Physics session: Space • Describe the motion of the planets around the sun in the context of Newtonian gravity • Explain how the composition of the sun was obtained from atomic spectra • Explain why only nuclear fusion is an adequate energy source for the stars • Describe the large-scale structure of the universe

17. Teaching &Learning: Planning Lessons

• Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil

activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher Status

(QTS) 18. Teaching &Learning: Questioning

Skills • Understand the purpose of questioning • Appreciate how questions can promote higher-order thinking • Plan for effective questioning in the classroom • Appreciate that clear sequences of questions can be used to structure pupils’ learning • Understand that questioning is integral to the process of scientific enquiry • Recognise the relationship between empirical questions, evidence and explanations

19. Physics session: Fields • Describe action at a distance in terms of fields • Discuss the universality of free fall • Discuss the distance dependence of various fields including electrostatic, magnetic and

gravitational fields • State Faraday’s law of induction • Describe the action of electric motors, dynamos and transformers

20. Physics session: Waves in Media • Discuss the basic features of waves • Discuss the potential energy (PE) and kinetic energy (KE) of a wave • Give an account of what is meant by dispersion • Describe many instances of wave motion


42

Session Title Sections/Presentations Content Overview 21. Physics session: Waves in Fields • Describe a light wave in terms of electromagnetic fields

• Describe a light wave in quantum terms (photon beam) • Give the relationship between photon and wave descriptions • Explain what is meant by coherence • Describe the interference of coherent sources of waves

22. Physics session: Wholes and Parts • Explain what is meant by an emergent property • Describe the structure of atoms and how this forms the basis for their chemical properties • Discuss the structure of the atomic nucleus • Relate the temperature of a gas to the energies of its constituent molecules

23. Physics session: Solid Liquids and Gases

• Examine the atomic structure of solids, liquids and gases • Distinguish between different types of solids • Identify the emergent properties of materials • Discuss other phases of matter and relate these states to the degree of order at the

microscopic level 24. Physics session: Stocks and Flows;

Decay • Estimate the timescale for a stock to be exhausted from its rate of decay, even when the rate

of decay is not constant • Apply this principle to particular examples including radioactivity, cooling, friction and the

discharging of capacitors where the rate of decay is proportional to the remaining stock • Describe exponential decay, mean lifetime and half-life • Calculate the decay rate for multiple pathways in series and in parallel

25. Physics Session: Growth • Explore concepts of stability • Study exponential and algebraic growth, with examples of chain reactions and feedback • Understand basic ideas of dielectric, magnetic materials and lasers • Understand the growth of energy in resonance • Consider some properties of fluids, including Archimedes’ principle and notions of surface

tension and capillarity


43

Session Title Sections/Presentations Content Overview 26. Teaching &Learning: Teaching KS4

Topics • Relate planning to the National Curriculum (NC) for KS4 • Enhance medium-term planning skills • Become more familiar with the NC

27. Teaching &Learning Planning Effective Lessons

• Review the need to plan in the short, medium and long terms • Discuss the importance of defining learning objectives and outcomes before planning a

lesson • Understand the key elements involved in designing a lesson • Discuss how to select activities to achieve the overall learning outcomes

28. Teaching &Learning: Teaching Chemistry as a Physicist

• Consider the development of subject knowledge for areas of science in which you are not a specialist

• Become more familiar with the content and skills associated with the National Curriculum for Science

• View examples of ways in which topics may be taught • Evaluate the areas in which your subject knowledge needs developing and provide a

foundation for doing so 29. Teaching &Learning:

Misconceptions in Science • Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions


44

BIOLOGY SUBJECT PEDAGOGY CONTENT

Session Title Sections/Presentations Content Overview 1. Teaching &Learning: Teaching

Biology Topics • Become familiar with the biology aspects of the National Curriculum (NC) • Review the key ideas behind the biology aspects of the NC • Recognise some common misconceptions that occur with scientific ideas in biology • Consider teaching ideas for biology within the NC

S2T BIOLOGY SKE SESSIONS AVAILABLE ON REQUEST

Session Title Sections/Presentations Content Overview 1. Biology Session: You and Your

Genes • Compare and contrast animal and plant cells • Distinguish between different types of animal and plant cells • Understand how the structure of a cell relates to its function • Understand that different microscopy techniques are used for different purposes • Recognise the comparative sizes of cells • Identify where DNA is found and the importance of DNA at the cellular and organism level • Understand what information DNA can provide about an individual • Understand how DNA fingerprinting works • Recognise how DNA is used in blood typing

2. Biology Session: Reproduction and Growth

• Identify the parts of the male and female reproductive systems in animals and describe their functions

• Compare the advantages and disadvantages of sexual and asexual reproduction • Distinguish between genes and alleles, genotype and phenotype, homozygous and

heterozygous, dominant and recessive genes • Predict outcomes of monohybrid crosses • Apply knowledge of genetic inheritance to solve genetic counselling cases • Compare selective breeding, cloning and genetic modification


45

Session Title Sections/Presentations Content Overview 3. Biology Session: Ecology • Explain how energy transfer in food chains and webs relates to the abundance of organisms

• Explain how internal and external factors can affect energy transfer in food chains and webs • Relate adaptations of organisms to their habitat • Explain the fluctuations in distribution and population size • Describe how to measure plant and animal populations • Discuss simple classification of animals and plants

4. Biology Session: Health and the Body

• Describe the role and functions of the organ systems of the body and how they contribute to the seven life processes

• Explain how chemical, physical and biological factors can disrupt the seven life processes • Evaluate the impact of chemical, physical and biological factors and explain their effects on

the life processes • Explore how doctors use knowledge of the role and functions of organ systems

5. Biology Session: Communication and Co-ordination

• Explain how the body is able to keep a constant internal environment • Describe the parts and functions of the nervous system • Describe the parts and functions of the hormonal system • Compare nervous and hormonal control • Explain how the body gets rid of waste material • Explain the effects of natural and artificial substances on chemical and electrical signals

within the body 6. Biology Session: Disease and Health • Learn how our bodies resist infection

• Identify and classify examples of non-infectious diseases • Describe the meaning of degenerative diseases and explain their effects in ageing • Describe the different pathogens and explain how they spread disease • Appreciate the importance of disease prevention to public health • Describe how a drug is tested and trialled

7. Biology Session: Plant Biotechnology

• Understand the life cycle of flowering plants • Explain what plant tissue culture is and understand the hormones that control the

development of different plant structures • Understand how plant DNA is manipulated to produce Genetically Modified Organisms

(GMOs)


46

Session Title Sections/Presentations Content Overview 8. Biology Session: Plant Nutrition • Understand the process of photosynthesis

• Become familiar with the factors that affect plant growth • Explain some of the causes and consequences of climate change, and what might help to

alleviate it 9. Biology Session: Respiration and

Exercise • Review the process of respiration and the role of Adenosine triphosphate ATP in energy

transfer in the body • Design an investigation to explore how different organ systems respond to exercise • Investigate the nutritional needs of an athlete • Evaluate the merits of boosting performance by training at altitude or using the performance

enhancing drug Erythropoietin EPO 10. Biology Session: Reproduction and

Growth • Identify the parts of the male and female reproductive systems in animals and describe their

functions • Compare the advantages and disadvantages of sexual and asexual reproduction • Distinguish between genes and alleles, genotype and phenotype, homozygous and

heterozygous, dominant and recessive genes • Predict outcomes of monohybrid crosses • Apply knowledge of genetic inheritance to solve genetic counselling cases • Compare selective breeding, cloning and genetic modification

11. Biology Session: Movement In and Out of Cells

• Explain diffusion and osmosis in terms of movement of particles • Explain how water is transported through a plant • Understand the role of turgor pressure in plant support • Explain the main methods for transporting substances in and out of the cells of the digestive

system • Look at the role of the cell membrane in facilitated diffusion, active transport, endocytosis

and exocytosis


47

MATHEMATICS SUBJECT PEDAGOGY CONTENT

Session Title Sections/Presentations Content Overview What Has Maths Ever Done For Us? (aka Why Learn Maths?)

1. Counting 2. Earth Measures 3. Measurement In

Astronomy, Navigation and Geometry

4. Generalised Solutions: Invention Of Algebra

5. The Unreasonable Effectiveness Of Mathematics

• Demonstrate the relevance – practical, social or artistic – of the following using their historical development: o Numbers, numbers in base 10, and arithmetic o Plane geometry o Trigonometry o Algebra

National Curriculum: Key Stage 3

1. Background 2. Structure And Content

• Consider the rationale behind a common curriculum for maths • Understand the background and development of the National Curriculum in maths • Explore the structure of the National Curriculum for maths • Consider other developments affecting the National Curriculum • Begin to develop a working knowledge of the contents of the Maths Programme of Study at

Key Stage 3 (KS3) • Know how pupil progress and achievement is assessed against the National Curriculum at

KS3 • Begin to work with the attainment targets (level descriptions) for maths at KS3 • Explore the structure of the NC

National Curriculum: Key Stage 4

1. Structure And Content

• Describe the key processes and concepts in the curriculum and detail the different assessments available for KS4 Mathematics

• Evaluate the teaching resources available to support KS4 teaching


48

Session Title Sections/Presentations Content Overview Learning to Learn

1. Constructivism And Planning 2. Thinking Skills And

Independent Learners 3. Metacognition

• Link constructivism with classroom practice • Discuss how teaching can foster the development of thinking skills • Describe strategies for encouraging pupils to become independent learners • Explore the place of metacognition in learning • Develop plans that include thinking skills, independent learning and metacognition

Misconceptions in Mathematics

1. The Difference Between Mistakes And Misconceptions

2. Frequent Misconceptions In Numbers And Arithmetic

3. Common Misconceptions In Algebra

4. Some Misconceptions In Geometry

5. Constructivism and Strategies To Counter Misconceptions

• Explain the difference between mistakes and misconceptions • Give reasons why misconceptions ought to be analysed • Have an understanding and awareness of typical misconceptions in numbers and arithmetic • Have an understanding and awareness of typical misconceptions in algebra • Have an understanding and awareness of typical misconceptions in geometry • Discuss the theory about misconceptions and the ways to overcome them

Lesson Planning for Maths

1. How To Plan Collaboratively 2. 'Planning Lessons' 3. Peer Review Task

• Describe how schemes of work translate the National Curriculum and exam specifications into teaching and learning

• Make good use of your department’s scheme of work • Understand how to approach the teaching of a sequence of lessons based on the same

topic • Describe how to plan collaboratively • Begin to appreciate the skills necessary for effective planning • Use the elearnITT lesson planning form to plan a lesson • Discuss the importance of lesson planning for all teachers


49

Session Title Sections/Presentations Content Overview Evaluating Lessons

1. Evaluation and Reflection in the Learning Process

2. Observing and Evaluating a Lesson

• State the importance of evaluation and reflection in the learning process • Explain that evaluation can take the form of self-evaluation, peer evaluation and expert

evaluation and be aware of the associated benefits of each of them • Complete the elearnITT lesson evaluation form • Describe how Assessment for Learning (AfL) should be an integral part of any lesson and

appreciate how this informs the evaluation process • Observe a lesson and compare your completed evaluation form with those of a tutor • Complete a lesson evaluation form for another pre-recorded lesson

Rich Mathematics Lessons: Using a Variety of Strategies

1. Different Teaching Strategies 2. Rich Tasks 3. Examples Of Investigations

• Explore a rich variety of teaching strategies • Consider the relative merits of different teaching strategies, including consideration of the

context and pupils’ learning needs • Explore what makes a task ‘rich’ • Begin to develop the skills to design rich tasks and investigations • Analyse some examples of rich tasks and investigations • Gain an insight into the pupil learning experience of rich tasks and investigations

Differentiation in the Maths Classroom

1. Inclusion And Differentiation 2. Specific Learning Difficulties

(SpLD) 3. Behavioural, Emotional And

Social Difficulties 4. Autistic Spectrum Disorder

(ASD) 5. Gifted And Talented (G&T) 6. Ethnic Minority Group (EMG) 7. Other Learning Difficulties

• Explore the variety of special educational needs you are likely to encounter in your classroom

• Understand the systems and structures in schools and education for meeting different needs of learners

• Understand the importance of establishing an inclusive learning environment in your classroom

• Consider a variety of approaches to differentiation • Begin to think about how you will establish an inclusive learning environment in your

classroom • Begin to learn how to recognise a variety of special needs • Begin to consider how to help pupils with special needs to learn mathematics


50

Session Title Sections/Presentations Content Overview Classroom Management in Mathematics

1. Maths Is Boring! 2. I'm Rubbish At Maths! 3. Maths Is For Others, Not Me!

• Explore perceptions of pupils, teachers, parents and society towards Mathematics • Evaluate different ways of overcoming negative and unhelpful perceptions, especially

through engagement and creativity • Develop a sense of expectation – how to set expectations at an appropriate level of

challenge • Analyse the relative merits of different groupings (mixed ability, setting, banding) • Consider how to ensure equality of opportunity in the Mathematics classroom, including

gender, special needs and diverse ethnic origins • Begin to develop approaches that use the cultural backgrounds of pupils and the history of

Mathematics to aid learning Teaching Mathematics at Key Stage 3

1. Numbers And The Number System In KS3

2. Calculations In KS3 3. Data Handling In KS3 4. Probability In KS3

• Discuss the teaching of mathematics in KS3 – specifically number, number system, calculation, data handling and probability

• Describe the progression from KS2 to KS3 in these aspects of mathematics • Describe a range of activities for teaching mathematics in KS3 that encourages the

development of understanding and the opportunity for pupils to use and apply their mathematics

The Three-Part Lesson

1. The Starter 2. The Main Part 3. The Plenary 4. Mental Methods

• Build a bank of ideas, resources and strategies for lesson starters, the main part of the lesson and plenaries

• Explain the importance of the plenary, especially in relation to Assessment for Learning (AfL)

• Describe how to plan a good plenary • Discuss how to avoid common problems in plenaries • Describe some different ideas and strategies for the setting of homework

Guidance on Teaching and Learning Mathematics

1. Other Mathematics Materials 2. Other Useful Resources

• Recognise and evaluate teaching strategies that promote students’ engagement and learning

• Access teaching resources that can be tailored for use in your classroom to promote mathematics learning amongst pupils of varying ability

• Recognise how whole-school initiatives impact on mathematics teaching and how these could be incorporated to improve the learning experiences of your students


51

Session Title Sections/Presentations Content Overview Teaching and Learning Mathematics at Key Stage 4

1. Progression From KS3 To KS4 2. Progression Within A

Sequence Of Lessons 3. Progression Within A

Sequence Of Data-Handling 4. Group And Class Discussion

• Determine the progression from KS3 to KS4 for each mathematical learning strand • Recognise and consider the influencing factors during the planning stage that impact

planning a sequence of lessons • Explain that varied teaching strategies, structured within a sequence of lessons, can

promote high levels of learning • Describe the strategies that promote group work and discussion

ICT in Mathematics (1)

1. ICT In Mathematics (1) • Explain the reasoning behind, and importance of, using ICT effectively in mathematics education

• Identify a range of ICT opportunities in mathematics education • Describe how software packages can be used to support teaching and learning in

mathematics education • Discuss the possibilities of the Internet as a resource in mathematics education

Assessment for Learning

1. What Is Assessment For Learning?

2. Learning Objectives 3. Questioning 4. Formative Use Of Summative

Assessment 5. Peer And Self Assessment 6. Oral And Written Feedback

• Define the concept and underlying principles of AfL • Determine the significance of learning objectives and how they could be shared with

learners • Use Bloom’s Taxonomy to support the development of questioning strategies that optimise

situated learning experiences • Use information from summative assessments as a grounding to design formative

assessment approaches • Implement strategies that promote the use of peer- and self-assessments • Determine the significance of formative feedback, analyse approaches and strategies for

formative feedback, and appreciate how these strategies can be implemented to develop optimal learning experiences for pupils

Assessment of Learning

1. What To Assess And When 2. Setting And Marking Exams 3. Dealing With Data

• Map the statutory requirements for assessment between ages 11-19 • Develop and administer structured summative assessments to your classes • Appreciate the significance of data and how it should be appropriately used within the

context of your professional duties


52

Session Title Sections/Presentations Content Overview Questioning

1. Open And Closed Questions 2. Bloom Et Al 3. Thinking 4. Questions And Prompts

• Consider various questioning strategies • Explain how questioning can be analysed at various levels • Discuss the importance of questioning within the teaching of mathematics • Explore the multiple roles that questioning has within the mathematics curriculum • Develop questioning skills

ICT (2)

1. ICT In Mathematics (2) • Discuss why using ICT effectively in mathematics education is important • Explain how the various types of interactive whiteboard software packages can be used to

support teaching and learning in mathematics • Identify how using the interactive whiteboard can impact on progress • Examine the possibilities of using subject-specific software as a resource in mathematics

education

Language in the Maths Classroom

1. Words, Words, Words 2. Symbols 3. In The Classroom 4. Geometry

• Consider why language is an important factor in mathematics education • Explore different vocabulary used in the mathematics classroom and how to make it

accessible to pupils • Analyse what the mathematics register is • Explore the meanings of symbols and letters used in mathematics • Gain an insight into pupils' own understanding of symbols and letters used in mathematics,

and how these impact on their learning • Consider the implications of the variety of vocabulary and symbols as well as the

mathematical register in the classroom • Explore how to use language to help children make progress with their mathematics • Consider the impact of language on the learning of geometry


53

Session Title Sections/Presentations Content Overview Promoting Fun Maths

1. Fun With The Curriculum 2. Extra-Curricular Fun 3. Fun Displays

• Build up a bank of resources and games to make the mathematics curriculum fun • Differentiate fun resources for pupils of different abilities • Explore fun resources that go beyond the mathematics curriculum • Develop ideas for a fun and motivating maths club • Consider how to use fun displays to make your classroom a stimulating learning

environment

Mathematics at 16+

1. Mathematics At 16+: The Current Situation

• Discuss the current situation and proposed changes regarding provision for 16+ students in mathematics

• Describe and investigate the current syllabus structure at A level • Illustrate the assessment objectives at A level Mathematics • Describe the rationale and content of the IB in Mathematics • Compare the IB with GCSE and GCE Mathematics • Explain return-to-learning and access courses in mathematics • Discuss the range of careers available to those who are qualified in mathematics

Differentiating the Maths Curriculum

1. Differentiation Revisited: What And Why?

2. Differentiation In Practice

• Identify when to differentiate and what approach to take in mathematics teaching • Develop the skills to devise your own differentiated learning resources and activities • Evaluate some approaches to differentiation • Explore advice about meeting the needs of individual learners and select and adapt

materials relevant to your practice • Interpret schemes of work to meet the needs of all learners • Develop strategies to establish an inclusive learning environment in your classroom • Be able to use objectives to meet the needs of all learners


54

Session Title Sections/Presentations Content Overview Mathematics Outside the Classroom

1. Mathematics In The School And Its Grounds

2. Maths Outside The Classroom: School Visits

• Consider the link between mathematics and the wider school environment • Examine ways in which cross-curricular themes can be supported within the school and its

grounds • Identify other possible activities that place mathematics within a context • Describe the mechanics of organising mathematical school visits and possible venues • Explore the factors involved in writing a mathematics trail • Consider possibilities for speakers, master classes, workshops and so on that can be

organised for the school

Lesson Planning for Maths (2)

1. Planning A Quality Lesson 2. Support

• Revisit lesson planning prior to the second school placement • Reiterate the importance of planning for teaching and learning • Prioritise quality standards in lesson planning • Consider the importance of smooth transition points and episodes in a lesson • Re-focus on the importance of evaluation • Plan for a range of support in lessons • Consider the role of teaching assistants and other adults in lessons • Explore how to approach the planning of a sequence of lessons

What Kind of Mathematics Teacher am I?

1. Course Review 2. The Standards 3. Focus On You

• Reflect on what we have covered and what you have learned during the maths subject pedagogy course

• Summarise the main learning points of the course • Reflect on the ‘official version’ of what makes a good teacher • Explore the professional support available from the National Centre for Excellence in the

Teaching of Mathematics (NCETM) and subject associations • Consider mathematics pedagogy research into what maths we teach, how and why • Find your own personal answer to the question ‘What kind of maths teacher am I?’


55

S2T MATHEMATICS SKE SESSIONS AVAILABLE ON REQUEST

Session Title Sections/Presentations Content Overview 1. From Numbers to Algebra • Solve a ‘relatively’ open problem

• Recognise the value of working systematically and keeping a record of the work we do • Identify how we can use algebra to prove why certain structures arise within a problem • Consider how a problem can be developed • Use algebra to prove why structures arise in other problems

2. From Counting to Computers • Appreciate the value of zero, understand the place-value system and calculate with negative numbers

• Compute with fractions and make connections between fractions, decimal fractions and percentages

• Understand the difference between terminating and recurring decimal fractions • Understand and compute with powers • Work with the binary system and see why our technological age is dependent upon this

system 3. Massive and Miniscule Numbers • Work with and make sense of numbers too big to count up to and too small to represent

diagrammatically • Write amounts in terms of significant figures • Understand and compute large and small numbers with standard form • Make sense of infinity and consider associated problems • Understand logarithms by constructing a logarithmic table • Solve problems based upon infinite processes

4. Square Numbers and Circular Measures

• Work comfortably with square numbers • Draw squares based upon vectors and calculate areas • Construct Pythagoras’ formula from first principles • Understand surds • Explore Pythagorean triples • Construct an understanding of trigonometry from first principles • Use trigonometry as a measuring device • Explore deeper levels of trigonometry


56

Session Title Sections/Presentations Content Overview 5. T&L: Historical Approaches to

Learning • Describe what pedagogy is • Outline the varying historical approaches to pedagogy • Describe what happens when pupils are put at the centre of the learning experience • Explore the current fascination with Multiple Intelligence Theory

6. Mental Mathematical Machinations

• Recognise the importance of mental arithmetic • Use and apply the four operations mentally • Explore properties of numbers • Explore sequences of numbers • Engage in geometric visualisation techniques

7. From Paper Folding to Angle • Gain confidence with vocabulary associated with angle • Learn how to carry out basic constructions using paper folding, scissors, pencils, straight

edge and compass • Create angles and calculate their sizes numerically and symbolically • Derive a formula for the internal angle sum of an n-sided polygon • Understand specific angle properties regarding shapes drawn in circles and prove them

8. From Dotty Grids to Polygons • Identify properties and names of triangles and quadrilaterals • Work systematically to prove completeness and extend the task • Use algebra to calculate perimeters and areas • Understand terminology • Extending an understanding of similarity

9. T&L: Constructivism • Know that there are a variety of learning theories • Gain an overview of these learning theories with a focus on a constructivist perspective • Understand that these theories inform pedagogy and current practice • Reflect on the constructivist perspective and the impact on the role of a teacher • Know that research continues to inform classroom practice • Be able to source further research-based information

10. Circles • Engage with the concept of pi and consider terminology associated with the circle • Construct and rearrange formulae concerned with the radius, diameter and circumference

of a circle • Understand why pi is an irrational number • Calculate the area of a circle, explore proof and rearrange more complex formulae • Understand and calculate with arcs, sectors, chords and segments


57

Session Title Sections/Presentations Content Overview 11. Solid Air • Engage in a three-dimensional (3-D) geometric proof using two-dimensional (2-D)

knowledge • Understand what Platonic solids are and make them • Explore planes of symmetry, Euler and the concepts of duality and truncation • Understand what an Archimedean solid is and how some of them can be derived from the

Platonic solids • Consider two specific dissections of the cube and enter further into the fascination of 3-D

geometry 12. Probability • Understand and engage with the language of probability

• Understand how to calculate the expected probability of an event occurring and how to compare this with experimental data

• Understand how to create probability space and draw tree diagrams • Collect experimental information to see how this compares with expected outcomes • Understand the language of sets and apply this to situations involving probability • Observe how Pascal’s array of numbers connects with probability and explore this array of

numbers further 13. Statistics • Understand what statistics are and what they are used for

• Understand the difference between continuous and discrete data, and gather data for use in the final section

• Understand different types of averages and the terminology of the range • Examine different ways of representing data, considering the relative merits of

representing data in the form of a graph or chart • Explore interquartile range, standard deviation and interpret data • Apply the skills of collecting, analysing, representing and interpreting data by using the data

collected in Section 2 14. What Has Maths Ever Done For Us? • Demonstrate the relevance – practical, social or artistic – of the following using their

historical development: o Numbers, numbers in base 10, and arithmetic o Plane geometry o Trigonometry o Algebra


58

Session Title Sections/Presentations Content Overview 15. National Curriculum • Appreciate how curriculum content has evolved




measures • Recognise that qualifications set within a hierarchical framework may be broadly

categorised as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined

16. KS3 National Curriculum • Consider the rationale behind a common curriculum for Maths • Understand the background and development of the National Curriculum in Maths • Explore the structure of the new National Curriculum for Maths • Consider other developments affecting the National Curriculum, such as the condensed

curriculum, Every Child Matters and personalisation 17. KS4 National Curriculum • Become familiar with the Key Stage 4 (KS4) programme of study for Mathematics

• Compare the 2008 KS4 curriculum with the 2000 curriculum • Become familiar with the different assessments available for KS4 Mathematics • Evaluate various teaching resources available to support KS4 teaching

18. Teaching &Learning: How we Learn Maths

• Place theories of how pupils learn within the context of Maths • Describe how we can use theories of how children learn Mathematics to inform and

improve our teaching • Develop practical strategies for a social-constructivist approach to teaching and learning • Consider what it means to be able to do Maths from the teacher’s and children’s

perspective • Explain how children learn Maths at Key Stage 2 (KS2)


59

Session Title Sections/Presentations Content Overview 19. Algebraic Manipulation • Revisit working with a variety of numbers and operators

• Revisit problem-solving skills • Revisit mathematical proof • Gain a deeper insight into the processes of expanding and factorising • Generate and manipulate formulae through word problems and abstract patterns

20. Teaching &Learning Planning • Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil

activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher Status

(QTS) 21. Solving Equations (1) • Explore expressions, equations and identities

• Reflect on different approaches to solving linear and quadratic equations • Build a framework for identifying the most appropriate approach • Explore and appreciate the different applications for quadratic equations

22. Solving Equations (2) • Recognise the standard numerical comparison symbols <, >, =, = and understand their meaning

• Find solution sets for inequalities • Solve linear and quadratic simultaneous equations • Use different approaches to solving simultaneous equations (substitution, elimination, trial

and improvement, and graphical) • Identify the most appropriate approach to solving simultaneous equations • Solve and develop word problems that give rise to simultaneous equations

23. Teaching & Learning Structuring Learning

• Consider how to structure learning using episodes and phases • Investigate a variety of strategies for teaching mathematics • Investigate statistical theory in mathematics lessons

24. Trigonometry (1) • Revise trigonometric ratios sine, cosine and tangent when applied to right-angled triangles • Draw graphs of sine, cosine and tangent trigonometric functions • Consider transformations of the sine function • Explore reciprocal trigonometric functions and graph them • Explore inverse trigonometric functions


60

Session Title Sections/Presentations Content Overview 25. Trigonometry (2) • Construct sine and cosine rules for use with non-right-angled triangles

• Develop an understanding of trigonometric identities • Understand radians and be able to work with them

26. Sequences and Series (1) • Consider arithmetic progressions (APs) and geometric progressions (GPs) • Generate a range of sequences • Find the nth term contextually and algebraically • Consider the long-term behaviour of sequences • Analyse the rows and diagonals of Pascal’s Triangle and explore these as sequences • Explore a wider range of sequences • Adapt Pascal’s Triangle to generate new and unfamiliar sequences • Analyse sequences to generate formulae for the nth term

27. Sequences and Series (2) • Examine arithmetic progressions (APs) and geometric progressions (GPs) • Develop the concept of summation of series • Make sense of notation used to sum series • Explore binomial expansions

28. Transformations • Discuss symmetry and tessellations • Work with and understand vectors • Explore transformations as applied to geometric shapes • Explore transformations as applied to functions (non-circular)

29. Differentiation (1) • Consider gradients in real-life contexts • Determine the gradients of tangents • Explore families of curves • Consider the gradients of chords • Determine a formula for gradients of quadratic functions • Consider tangents and normals

30. Differentiation (2) • Explore problems where differentiation can be applied • Apply the process of differentiation to solving problems • Explore the basic ideas behind curve sketching • Apply curve sketching techniques to quadratic functions • Apply the same techniques to sketch graphs of cubic functions


61

Session Title Sections/Presentations Content Overview 31. Graph Sketching • Revise and consolidate knowledge about graphs of functions

• Develop a strategy for sketching graphs • Be able to sketch given graphs • Use knowledge about graphs of functions to combine functions and form new hybrid

graphs 32. Integration • Explore the concept of integration

• Deduce functions starting from derivatives • Consider the relationship between differentiation and integration • Construct a method for calculating the constant of integration • Construct a formula for the area of a trapezium • Prove the formula for the area of a trapezium • Explore the connection between calculating an area under a curve and a numerical

calculation 33. Vectors and Matrices • Engage with terminology and explore properties of matrices

• Explore the process of matrix multiplication • Identify how to use matrices as a tool for transforming shapes • Examine transformation of functions using matrices • Solve linear equations simultaneously using matrices

34. Mechanics (1) • Identify the relevance of mechanics in the real world • Recall and revise existing knowledge and understanding of mechanics • Find out about and make sense of Newton’s laws • Research the historical context of Newton’s laws • Make sense of and represent Newton’s laws in real-world situations • Examine mathematical models used in everyday life • Critically analyse factors that influence mathematical modelling

35. Mechanics (2) • Revise, understand and use vector notation • Use vectors to construct force diagrams • Identify information required to draw force diagrams • Consider how forces act on various types of motion • Explore what it means to resolve a set of forces acting on a body

36. Mechanics (3) • Derive the equations of motion • Apply the equations of motion in given contexts • Understand how particles move in the vertical plane and be able to solve problems


62

Session Title Sections/Presentations Content Overview 37. Mechanics (4) • Solve a variety of problems involving the motion of particles on a plane

• Solve problems involving connected and colliding particles • Carry out an investigation using all the mechanics studied in this course

38. Complex Numbers - 1 • Explore the reasons why we need complex numbers • Derive the rules of arithmetic for complex numbers • Explore what a complex solution is and what it means • Find complex solutions to equations • Find complex solutions where there are also real solutions • Plot complex numbers on an Argand diagram

39. Complex Numbers - 2 • Understand, calculate and apply the modulus, argument and conjugate of complex numbers

• Learn how to write complex numbers in polar form • Recognise patterns in groups of complex numbers • Learn how to find the perpendicular bisector

40. Complex Numbers - 3 • Search for connections between the modulus and argument of complex numbers and their products and quotients

• Prove the connections between the modulus and argument of complex numbers and their products and quotients

• Explore the effect on complex numbers of squaring and cubing • Establish De Moivre’s theorem • Find the root of complex numbers and understand their symmetry on an Argand diagram

41. How Do I Explain This?

• Discuss the importance of explanation in helping pupils to understand and learn • Analyse what makes a good explanation and how it differs from simply telling or instructing • Develop the skills to plan an effective explanation • Explore the language of effective explanations of mathematical concepts • Develop techniques for effective explanation without the use of words (including diagrams

and visual aids) • Use the whiteboard effectively to lay out working out and diagrams • Explain the importance of questioning in mathematical explanations • Develop questions that support explanations and help pupils to understand • Explain the importance of identifying misconceptions • Use misconceptions to support effective explanations • Begin to develop effective ways of explaining key aspects of algebra to pupils


63

SUBJECT PEDAGOGY FOR ENGLISH

Session Title Sections/Presentations Content Overview 1. The New English Curriculum • Describe the changes to the English Curriculum

• Discuss how the changes to the English Curriculum affect reading • Discuss how the changes to the English Curriculum affect writing • Discuss how the changes to the English Curriculum affect speaking and listening • Discuss how the changes to the English Curriculum will affect students of different abilities

2. Non-Fiction and Fiction Writing TBC 3. Pre and post-1914 Poetry TBC 4. Pre and post-1914 drama including

Shakespeare • List the prescribed pre- and post-1914 dramatists at Key Stages (KS) 3-5 • Use techniques to make drama accessible and engaging to students of all abilities • Explain to students how to analyse drama for implied meanings • Explain to students dramatic techniques, including monologue, stichomythia, aside, stage

directions and so on • Discuss a number of methods of assessing analysis and creation of dramatic works

5. Speaking & Listening

TBC

6. Lesson Planning and Schemes of Work

TBC

7. Literacy TBC 8. Teaching and Learning in English TBC 9. Classroom Management in English TBC 10. AFL – Assessment for Learning in

English TBC

11. Differentiation n English TBC 12. Inclusive practice in English: SEND TBC 13. Inclusive practice in English: SEND

– G&T TBC


64

S2T HISTORY SKE SESSIONS AVAILABLE ON REQUEST

Session Title Sections/Presentations Content Overview 1. What is History, and how should it

be taught? TBC

2. Evaluating pupils’ learning in history: Causation

TBC

3. Understanding the past: Pupils’ critical evaluation of evidence

TBC

4. Engaging with the past: Starters and plenaries

TBC

5. TBC TBC 6. TBC TBC 7. TBC TBC 8. TBC TBC 9. TBC TBC 10. TBC TBC 11. TBC TBC 12. TBC TBC


65

MODERN FOREIGN LANGUAGES (MFL)

Session Title Sections/Presentations Content Overview How We Learn Languages In this session, we will explore

some of the priorities for effective language teaching and learning. We will look at the implications of the linguistic learning environment and how the enriched environment aids learning. Opportunities to gather evidence of teacher and pupil interpretations with regards to 'What makes effective learning?' will be examined in the context of how best practice can be brought into the classroom.

• Examine research that identifies current practice in language learning • Create a set of values that will guide your practice as a teacher • Tackle the subject-specific aspects of the course from an informed starting point • Explain why pupils of similar ability achieve widely different learning outcomes

Authenticity and Interest in ML This session focuses on successful exploitation of authentic resources in the modern foreign languages (ML) classroom, with particular emphasis on developing listening and reading skills. On completion of this session, you will have a toolkit of strategies to share with your students in order to enhance their ability to deal confidently with authentic materials. This session will also develop your own skills with regard to creating, teaching and evaluating activities that are based on authentic materials.

• Evaluate what authentic resources, through ICT, bring to ML • Select, adapt and integrate a range of authentic resources in the classroom • Develop a toolkit of generic tasks for reading skills using authentic resources • Develop strategies on how to improve listening skills using authentic resources • Create, teach and evaluate a range of activities using authentic resources through ICT • Use an online tool for developing your own reading skills in the target language (TL)


66

Session Title Sections/Presentations Content Overview Developing Speaking Skills In this session, we examine why

speaking a language is important and how best to promote spontaneous and consistent use of the target language in the classroom. We assess the crucial role of phonics and cognates in developing confident, independent language users and we outline the benefits of a multi-sensory approach for all students, not just those with a special educational need. We critically evaluate the role of ‘set pieces’ in promoting speaking skills. We question why some pupils may be genuinely reluctant to speak in the target language and we suggest ideas to help reassure those students. In this session, we also acknowledge the value of mistakes and offer strategies for optimal use of the target language for routine communication in the classroom.

• Explain the importance of phonics for language learners • Utilise a toolkit of strategies to promote spontaneous and consistent use of the target

language in the classroom • Appreciate the advantages for all students of a multi-sensory approach • Understand the difficulties faced by reluctant speakers and have a range of practical ideas

to support and encourage them


67

Session Title Sections/Presentations Content Overview Developing Your Own Speaking Skills

In this session, we focus on building confidence in your language skills by broadening your vocabulary, using more complex sentences and by keeping linguistically and culturally up-to-date. We would like to thank Rachel Hawkes for her guidance whilst developing these materials and for her kind permission to use her resources. More useful resources from Rachel can be found on her web site.

• Evaluate your own speaking skills, including areas of weakness and opportunities for upskilling

• Identify of a number of strategies to develop the student’s own speaking skills • Recognise the impact of good listening skills on good speaking skills • Extend students’ vocabulary with idioms, colloquialisms or through the use of language

ladders

Teaching Grammar in French / Spanish /German

This session offers different approaches to the teaching of grammar and shares some ideas for resources. It is intended to make the teacher aware of difficulties that an English-speaking learner is likely to have with grammar.

• Explain what is meant by grammar • Identify and describe what grammar teaching constitutes • Outline why students find grammar so difficult • Describe strategies to help students to spot patterns in language • Outline best-practice ways to learn grammar • Source and create learning resources for learning grammar and outline how to use them

effectively • Describe how to provide a learning environment that supports students’ recall of language

and structures in a modern foreign languages (ML) classroom


68

Session Title Sections/Presentations Content Overview Generic Teaching of Grammar in ML

This session introduces the concept of grammar and chronicles how teaching methods have changed over the years. During the course of this session, we reflect on the importance of pupils’ knowledge and understanding of both grammar points and terminology in English, before progressing to the grammar of the target language. We examine a number of practical teaching strategies, in addition to the benefits of dictionary skills for teaching and learning.

• Outline the concept of grammar • Critically evaluate a number of teaching approaches • Discuss the importance of students’ knowledge of grammatical terminology and their

ability to successfully use a bilingual dictionary • Describe a variety of strategies for teaching grammar and supporting language recall

Developing Writing Skills This session is designed to enable reflection about the relationship between letters and sounds, which may not have been encountered before and is part of a concerted drive to improve standards of literacy. It also enables the conceptualisation of writing as a fusion of topic, grammar and skill development. The construction of word frames will be considered as a means of planning out this combination of elements, using practical stimuli and linking this to other activities in the module. Finally, the principles of assessment for learning (AfL) will be applied to writing.

• Identify the role of phonics in learning to read and write • Explain the complex interrelationships in the four language skills needed to be able to

produce accurate written work • Utilise the principles of good practice in AfL when intervening to ensure accuracy in writing • Structure a lesson by developing a word frame that develops grammar, topic, and key

concepts during a lesson


69

Session Title Sections/Presentations Content Overview Patterns and Creativity in Languages

In this session, we will explore how to use creativity to help teach modern foreign languages (ML) and to embed intercultural understanding. We examine what is meant by creativity and why it is important. We look at the pitfalls of using creativity in lessons and how to plan to avoid them. We will also look at ways of creating interesting lessons using historical themes, music or cartoons.

• Explain what is meant by creativity in the context of the ML classroom • Explain why creativity is important in teaching and how to plan creative lessons • Develop activities using creative approaches • Identify what is meant by the term ‘intercultural understanding’ and how we bring this into

the classroom

Using ICT in ML This session examines improving classroom practice in modern foreign languages (ML) using information communications technology (ICT) to enhance teaching and learning.

• Identify the benefits of using ICT in ML and understand the pitfalls • Demonstrate high level skills to present ML effectively • Adapt model resources to raise achievement and introduce challenge into a lesson • Develop, teach and evaluate a lesson or series of lessons using (at least one) newly

acquired skill(s)

Assessment in ML This session examines the differences between formative and summative assessment. We will examine how assessment for learning (AFL) is a key tool to measure student progress and explore its impact on teaching and learning. Opportunities for ML teachers to try out different strategies and evaluate their effectiveness are presented. We will examine opportunities to reflect on what effective marking and target-setting looks like, and how this helps students to move forward in their learning.

• Identify the differences between formative and summative assessment in ML • Explore different AFL strategies and develop a subject-specific awareness of what works

best in the ML classroom context • Research and examine what effective marking and target setting looks like


70

Session Title Sections/Presentations Content Overview Personalised Learning in ML In this session, we explore the

personalised learning agenda and reflect upon the implications for us as ML teachers. We examine why there is a need to personalise learning for ML learners in the classroom and explore how to achieve this effectively. During this session, we also examine indicators for gifted and talented (G&T) learners and English as another language (EAL) learners and how teaching strategies can best cater for them via differentiation.

• Explain what is meant by personalised learning • Identify categories of learners and inclusion issues • Outline strategies for effective differentiation in ML • Demonstrate practical ideas for personalising learning in the ML classroom, incorporating

aspects of enterprise, literacy and numeracy

ML Curriculum This session builds on the basic outline of a modern foreign languages (ML) curriculum, based on a shared understanding of the basic skills, knowledge and understanding expected of language learners. During this session, we will explore a more thorough insight into the current ML curriculum, and develop your working knowledge of how the full school curriculum is derived and implemented.

• Outline how the full school curriculum is derived • Contextualise the place of modern languages in the whole school curriculum • Explain what statutory guidance shape the modern languages curriculum • Elaborate on how the various elements of the statutory guidance work to produce high

quality learning • Demonstrate how to check that learners are receiving their entitlement to the full breadth

and depth of learning opportunities


71

Session Title Sections/Presentations Content Overview Planning and Preparing ML Lessons

This session explores the planning process for ML lessons, focusing on how to structure a lesson, selecting activities and scripting a lesson in the target language. You will have opportunities to explore different learning styles and pupils’ perceptions of their language learning. You will learn how to plan successful ML activities and lessons and be ready to build on these to develop an individual approach.

• Plan the structure for an ML lesson • Select and sequence key activities in your target language • Prepare a range of learning styles and learning preferences for learners • Plan scripting of activities in your target language • Prepare a scheme of work (or another longer-term planning tool) to inform planning of

individual lessons

Please note that we have endeavoured to ensure the accuracy of the information provided in this document at the time of publication. However, this information is issued as a guideline to interested parties. While we aim to implement what is outlined in the document, we cannot undertake any obligation to provide the content as outline and we reserve the right to amend course information, cancel, suspend or modify the course or change the entry requirements at any time. Correct at time of publication: March 2014


72

For full details, please call us on freefone 0800 088 6126, e-mail [email protected] or go to: www.HCUKonline.com

Documents

HCUK Straight to Teaching