Embed Size (px)
Citation preview
School Direct
(Primary and Early Years)
Pre Course
Handbook
2015/16
Welcome Welcome to Aspirer School Direct!
By the end of this year, you will have taken the first step towards becoming an outstanding
primary teacher.
You will do most of what a primary teacher does from day one as an “Associate Teacher”. You
will work hard and reflect on what you see, hear and do over the year in class and learn a great
deal from the “Learning Coach” (the class teacher). The academic and professional
development provided in partnership with Edge Hill University will equip you to understand the
“why” of what happens in class and will be led by expert practitioners.
We are here to help you to become the best teacher that you can be.
I will be available to help in whatever way that I can so please feel free to ask. No question is
too silly to ask and no problem is too small or large to sort out.
This booklet contains some tasks for you to carry out before we see you at the end of August
and some information about help which is available from Edge Hill University.
Good luck!
Mark Avis
Programme Leader
Aspirer School Direct
Course beginning – 9.00 a.m. Macclesfield Academy 27th / 28th August. This will be the first time that we will meet as a group. We will cover: Introduction and Ice breakers
Outline of the course including:
• Your role in class in the first two weeks
• Planning – especially your first lesson
• Observations to do in the first two weeks (behavior management, teaching styles and
children’s engagement in every year group)
• The Teachers’ Standards and how you will be assessed against them
• Academic work (Level 7)
The National Curriculum
Safeguarding
Behaviour management
Professionalism
Going through the professional practice Handbook
Needs analysis in subject areas as well as in the Teachers’ Standards
Unfortunately, the Academy will be unable to provide lunch so
please bring a packed lunch or make other arrangements
Contacts
Aspirer School Direct Programme Leader
Mark Avis
C/O Ash Grove Academy, Belgrave Rd, Macclesfield, Cheshire. SK11 7TF
01625 383075 / 07450 565648
Course Administrator
Alison Broadhurst
C/O Ash Grove Academy, Belgrave Rd, Macclesfield, Cheshire. SK11 7TF
01625 383075
Edge Hill University PGCE and School Direct Programme Leader
Susan Shaw
01695 650821
Edge Hill University Assistant Head of Primary Education
Eleanor Davidson
01695 584434
PGCE Year Leader
Claire Norcott
01695 584460
The course outline
You will spend the vast majority of your time in your “home” class the class in which you will
spend most of the time in the year. Your second class base must be in a different school and in
a different Key Stage.
The top grid is Aspirer’s simple overview of the year. The grid below shows the year in Edge
Hill University’s format
“Home” class
based
Academic
and Professional Development
sessions
“Second” class
based
Support for research / Subject workshops /
Bespoke enhancement sessions and visits ie to
SEND / Early Years
Mon Tues Weds Thurs Fri
Notes
First Half Term –
Autumn Term
Half Term
Second Half
Term – Autumn Term
Assessment due Critical reflection on an aspect / critical incident Subject knowledge file Coach assessment and Feedback
Christmas Break
First Half Term –
Spring Term
Half Term
Second Half
Term –Spring Term
Assessment due Subject knowledge file Coach assessment and Feedback
Spring Break
First Half Term – Summer Term
Assessment due Research report Subject knowledge file and Viva Coach assessment and Feedback
Half Term
Second Half
Term – Summer Term
Week beginning
Mon
Tue
Wed
Thurs
Fri
Notes
31 Aug 15 1 X X = Macclesfield Academy
PGP4100, PGP4101 and non modular activity
7 Sep 15 2
Professional Practice 1 (school 1) to include days in EY/SEN/Challenging schools
X VT to contact the school
14 Sep 15 3 X EHUPT observation 1
21 Sep 15 4 X EHUPT observation 2
28 Sep 15 5 X EHUPT observation 3
5 Oct 15 6 X
EHUPT observation 4
12 Oct 15 7 X EHUPT observation 5
19 Oct 15 8 X
VT EHUPT (Joint) obs 6
26 Oct 15 9 Half term
2 Nov 15 10
Professional Practice 1 (school 1) to include days in EY/ SEN/Challenging schools
X Wed
EHUPT observation 7
9 Nov 15 11 X
Wed EHUPT observation 8
16 Nov 15 12 X
Wed EHUPT observation 9
23 Nov 15 13
X Wed
EHUPT observation 10
30 Nov 15 14 X
Wed EHUPT observation 11
Week beginning
Mon
Tue
Wed
Thurs
Fri
Notes
7 Dec 15 15 X
Wed EHUPT observation 12
14 Dec 15 16 X
Wed
EHUPT joint observation 13
Interim report
21 Dec 15 17
CHRISTMAS
28 Dec 15 18
4 Jan 16 19
Professional Practice 1 (school 2) to include days in EY/ SEN/Challenging schools
X EHUPT observation 14
11 Jan 16 20 X
EHUPT observation 15
18 Jan 16 21 X EHUPT observation 16
25 Jan 16 22 X
EHUPT observation 17
1 Feb 16 23 X Joint obs triangulation
meeting & end of PP form
8 Feb 16 24 X X X X
X
15 Feb 16 25 Half term XX = subject workshops,
support for research, bespoke sessions
22 Feb 16 26
Professional Practice 2 (school1)
XX
VT to contact the school
29 Feb16 27 XX EHUPT observation 1
7 Mar 16 28 XX
EHUPT observation 2
14 Mar 16 29 XX
EHUPT observation 3
21 Mar 16 30 Good Friday March 27th Easter Sunday
28 Mar 16 31
Easter Holiday
4 Apr 16 32
11 Apr 16 33
Professional Practice Phase 2 (school 1) XX sessions on required days and twilight
EHUPT observation 4
18 Apr 16 34 EHUPT observation 5
25 Apr 16 35 EHUPT observation 6
2 May 16 36 May Bank
Holiday
VT EHUPT (Joint) obs 7 Interim Report
Week beginning
Mon
Tue
Wed
Thurs
Fri
Notes
9 May 16 37
EHUPT observation 8
16 May 16 38 EHUPT observation 9
23 May 16 39 EHUPT observation 10
30 May 16 40 Bank Holiday
6 Jun 15 41
Professional Practice 2
EHUPT observation 11
13 Jun 15 42 EHUPT observation 12
20 Jun 15 43 EHUPT observation 13
27 Jun 15 44 Joint obs triangulation
meeting & end of PP form
4July 15 45
NQT Development, including CEDP
11 July 15 46
18 July 15 47
25 July 15 48
1 Aug 15 49
8 Aug 15 50
15 Aug 15 51
22 Aug 15 52
The Professional Development sessions will mostly be held at Macclesfield Academy. .
Short, practice based assignments will be set following some of the sessions.
Before you begin
In July, you should report to the school in which you will be initially teaching – your “home
school” for at least one day. In that time you should:
Introduce yourself to and spend some time with the Learning Coach (Class Teacher) and
the class that you will be teaching
Meet with a member of the school’s Senior Leadership and complete the Health and
Safety Checklist
Familiarise yourself with the school’s timetable and procedures (for example,
arrangements for Break Duties, Assemblies, Wet Play etc), and the class profile (for
example, special needs, additional languages, behaviour issues, pupil premium).
Obtain and read the school’s Policies on Safeguarding, Behaviour and Anti Bullying
Health and Safety, Accessibility, Equality and Diversity, Intimate Care, Race Equality,
Complaints and Attendance and Punctuality and the school’s approach to issues such as
First Aid, smoking and dress code.
Discuss their role with the Special Needs and Disability Coordinator (SENDCO)
Interview Targets You will have received targets as part of your feedback from your interview with Aspirer and Edge Hill University. Note each of these targets below, what you plan to do to meet each of these targets and complete the update column as you work on them. Be ready to discuss these targets with the Aspirer Tutor Your targets might include:- - subject knowledge targets - school experience targets - improving your grammar and punctuation in your writing - improving your spoken English
For example
Interview Target Actions Update To gain experience in a Key Stage 1 classroom
Contact my local Primary school to arrange some experience. Spend time observing the teacher leading the children in their learning
Experience arranged to start on 15th May 2015 I have observed in Year 1 and Year 2. I have watched how the teacher manages behaviour in each class.
To develop my subject knowledge in relation to fractions, decimals and percentages.
Re-visit notes/work from GCSE Mathematics. Source some subject knowledge books from the library. Access on-line subject knowledge revision sites e.g. BBC Bitesize
I have completed the on-line subject knowledge test on BBC Bitesize and got 18/20.
Subject Activities and Reading
General reading
You will find “Readings for reflective teaching in schools” (Andrew Pollard (ed)) useful in all areas throughout the year.
You will find “Child Psychology: A Very Short Introduction” (Usha Goswami) a useful start
to thinking about children’s development.
English Activities
These activities will support you in preparing for the English element of the course. At your interview we gave you a test – sorry about that! What this means is that you have probably picked up on some of the key aspects that will be covered in your English journey and you will have been given some targets within your congratulations letter. Please make sure you work on these as personal targets. We also suggest that you do some further thinking before you start; below are some prompts to get you underway. The National Curriculum for English We recommend that you become familiar with the National Curriculum for English (KS1/2) which can be found here: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study Phonics Phonics has lots of subject knowledge to go with it and the more you can build this up before you start your training, the better your confidence will be for teaching this in the classroom. This first link explores and explains some really important phonics knowledge and terminology for teachers. http://www.teachfind.com/national-strategies/letters-and-sounds-notes-guidance-practitioners-and-teachers This second link http://www.mrthorne.com/ is an interesting site that explores many of the different elements of phonics, and some child friendly ways to teach them (applying subject knowledge to the classroom). Children’s Literature We would like you to become familiar with some award winning children’s authors. We hope that once you start reading you will find it difficult to stop! Keep a record of all the texts you have read and think how you would/could share these with children. We suggest that you use the following table a useful way to record what you read for future reference. You could also buy a notebook and start a reading journal and record your reactions to what you are reading. How do you feel about the main characters? What would you like to ask the author?
Title Author Key
Stage/
Age
Phase
Themes Main
Characters
How I could use this book in
the classroom
e.g.
Tadpole’s
Promise
Jeanne
Willis &
Tony
Ross
KS1 Growth,
Changes,
Keeping
promises
Tadpole,
Caterpillar
Exploring the connection
between text and illustration.
Using drama to explore further
dialogue between the two
characters in the story.
Here are two handy websites to get you started with your book bank: http://www.ukla.org/awards/ukla_book_award_2013_sponsored_by_mls/ - 2015 UKLA Shortlist http://www.carnegiegreenaway.org.uk/2015awards/greenaway_shortlist.php - 2015 Kate Greenaway Shortlist What will I need to purchase in September? When you begin the course, you will be advised to make some purchases. The two books will be really useful all through your degree course, and on into your teaching career, so well worth the investment.
1. Mallett, M. (2012) The Primary English Encyclopaedia: the Heart of the Curriculum. 4th edition. London: David Fulton Publishers.
2. Waugh, D., Joliffe, W., Allott, K. (2014) Primary English for Trainee Teachers SAGE: Learning Matter.
3. A lever arch file with extra wide subject dividers to store your English notes.
Mathematics Activities Readings will be given to you or suggested to you throughout the course once you start. Pre-course reading that we recommend however is our key text Haylock (2014) as listed below and some key documentations from Ofsted subject specific reports for mathematics (also listed below and available online). The Haylock (2014) text will help with your subject knowledge per se and the other documents will aid you in the understanding of what is expected and observed to be outstanding mathematical practice. Haylock, D. (2014) Mathematics Explained for Primary Teachers. 5th ed. London: Sage Publications. Thompson, I (2010) Issues in teaching numeracy in primary schools. London : OUP. Thompson, I (2008) Teaching and Learning Early Number. London: OUP. Ofsted (2012) Mathematics: Made to Measure. London : Ofsted Ofsted (2011) Good Practice in Primary Mathematics: Evidence from 20 successful schools. London : Ofsted Ofsted (2008) Understanding the Score. London : Ofsted All of the above Ofsted documents can be found on and within the hyperlinks on the website below http://www.nationalnumeracy.org.uk/resources/43/index.html What do I need to do before I start the course? In your first session we will be discussing our own experiences of mathematics so far. We are very aware of the different experiences and perhaps anxieties that you may all have and we always find it useful to address these as a group at the beginning (and throughout) your course. In preparation for your first session (pre course task 3), we would like you to write a very short overview of your own mathematical experiences from primary school up to the current day. This can be in note form and does not need to be typed up. Try and think of both positive and negative mathematical experiences and draw upon why you think they were so. Addressing your own mathematical experiences and attitudes is very important as there is evidence that, if this is not addressed, teachers’ anxieties can influence pupil’s attitudes to the subject. There are some interesting articles discussing this below Jackson E. (2008): Mathematics anxiety in student teachers, Practitioner research in higher education 2(1), 36-42. http://insight.cumbria.ac.uk/91/1/Mathematical_anxiety_in_student_teachers.pdf Boaler J (2014) Fluency without fear.
https://www.youcubed.org/fluency-without-fear/ Task 1 Register with the NCETM. This is a free website resource with excellent support materials to support both your subject knowledge per se and your subject knowledge pedagogy. Start to go through their self - assessment tool. It will highlight area of maths in which you need to develop your subject knowledge. https://www.ncetm.org.uk/ https://www.ncetm.org.uk/Default.aspx?page=40&module=sa&saareaId=1 Click on the individual areas and the examples tabs to see what is meant by these statements and click on your confidence level. This tool is just for you to use and you will not be asked to share this with others in your group. Highlight 3 target areas for yourself to work on and bring evidence of working on these along to your first session. Task 2 As mentioned above, write a very short overview of your own mathematical experiences from primary school up to the current day. This can be in note form and does not need to be typed up. Try and think of both positive and negative mathematical experiences and draw upon why you think they were so.
Science Activities 1. We recommend that you become familiar with the National Curriculum for Science (KS1/2) which can be found here: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239132/PRIMARY_national_curriculum_-_Science.pdf You should print your own copy and bring it with you to each science session. 2. Begin to consider the importance of primary science education by reading: http://www.theguardian.com/science/2015/mar/10/how-science-can-be-a-childrens-playground-for-serious-lessons 3. Begin to appreciate that engaging children in science education can be done with things you may find in your kitchen cupboards! http://www.sciencemuseum.org.uk/educators/teaching_resources/activities/kitchen_science.aspx You may like to try one of these out-following the safety guidance given. What do I need to do before I start the course? The science qualifications that you have achieved in order to be accepted on the course will include aspects of biology, physics and chemistry. It would be helpful if you could review your understanding in these areas, paying particular attention to the targets you have been set from your interview with us.
If you have no experience of observing a primary science lesson then you may find it useful to contact a local school and ask if it would be possible to observe one or more science lessons before the end of term. If you do this then keep a record of your notes and observations-they will be a useful starting point to your science file. What will I need to purchase in September? When you begin the course you will be asked to purchase the following items: 1. Two books, which are the main texts used in Y1: Achieving QTS Primary Science Knowledge and Understanding by Peacock and Sharp (2014) 7th Edition, published by Learning Matters. Primary Science: Teaching Theory and Practice by Sharp and Peacock (2014), 7th Edition, published by Learning Matters 2. A lever arch file with extra wide subject dividers. Task 1 Note down your expectations of the science course. You will keep this list in your science file and use it periodically to compare with the course itself. Task 2 Consider your own experience of science when you were a pupil in primary school. Note down some of the areas that you studied and how the teaching and learning was carried out within your own classroom Task 3 Consider these questions and make a note of your thoughts:
a) What excites you about teaching primary science? b) What worries you?
Computing Activities Curriculum update There has recently been a review of the Primary National Curriculum. The ICT curriculum was replaced with a new Programme of Study known as ‘Computing’, rather than ICT. It would be useful for you to find out about the rationale for these changes. The discussions and counter arguments are well documented, and you can read them online. The following would be a good place to start. https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-education-technology https://www.gov.uk/government/speeches/michael-gove-speech-at-the-bett-show-2012 Pen Portrait In school you will encounter a range of attitudes and abilities in relation to technology. This includes staff and pupils. Think about your own profile as a technology user by completing the pen portrait. We will be reflecting on the potential impact that your experiences and attitudes towards technology can have on your teaching of the subject. Pen Portrait Name:
Please list any formal ICT/Computing qualifications that you hold.
Please detail any knowledge and skills (relating to technology) that are self-taught.
Please outline any experience with technology gained through previous or current employment.
I consider myself to be a high / medium / low user.
Please select one that best reflects
you and explain why.
Please list your typical uses of technology.
What is your favourite gadget and why?
Any other comments/summary:
Foundation Subjects Activities What do I need to do to be prepared for the start of the course? 1. For each subject we would like you to engage in the suggested activity.
2. Please access the National Curriculum in order to become familiar with the expectations for
Primary children in the Foundation Subjects (links provided). Music Decide on a piece of music that would be your ‘heritage track’; something you would like to hand down to the next generation. Think what it is about this track that you want to share: words and music! Perhaps identify some key moments from the song that you like especially - chord changes, changes to the tone or colour, changes to volume (dynamics), the instruments, particular vocal techniques, lyrics etc. Have something definite to say about it. Try to move way beyond - ‘I just like it!’ www.gov.uk/government/publications/national-curriculum-in-england-music-programmes-of-study Religious Education List 3 different artefacts/resources for each of the six major faith traditions (Christianity, Islam, Judaism, Sikhism, Hinduism, Buddhism) and think of one lesson idea or activity that you could do with one of them. www.gov.uk/government/publications/religious-education-guidance-in-english-schools-non-statutory-guidance-2010
History
Consider an object that is precious to you. Be prepared to talk to the group about the object and explain why it is special to you.
www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study
Design & Technology Create a small mood board/collage that reflects a designer/inventor that has inspired you in some way. www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study
Physical Education Consider how important Physical Education is to the development of children and reflect on your own experiences at school. N.B. Please ensure that you have a suitable kit for Physical Education sessions. www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study Geography In the geography session we will be exploring how young children develop geographical skills such as map reading. To prepare for this session please can you draw a sketch map of a route you know well? This could be:
From your house to a friend’s house /school/college/ relatives / bus stop/ church/local shop/café.
From a bus top to your favourite shop/café/take away/ library/ sports ground leisure centre.
These are just ideas! Please include names of roads, buildings bus routes stations etc. Please include woods/ rivers/ grassed areas/farms etc.
Bring your sketch map to the first session where we will share them with your group. www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study Languages Look at the National Curriculum for Languages (link below) and examine the subject content. Choose a learner outcome (pupils should be taught to) and design an activity that you think would help the pupils to achieve that outcome. www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study Art Reflect on your experiences of Art during your primary education. List the activities that you enjoyed most and make another list of the activities that you liked least – give a reason why for each response. www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study Recommended Text: Webster, M. & Misra, S. (2015) Teaching the Foundation Subjects in the Primary Classroom OUPress
Academic and Professional Development Activities To prepare you for this part of your course please carry out the following:
Task 1
Reflect on your experiences in the Primary classroom to date and identify areas that you wish to develop.
Task 2 Consider why you have chosen teaching as a profession and be prepared to share this during your first week.
Task 3 Think of a Primary Teacher who inspired you and make a note of why. E.g. What qualities did they have? What did they do that had an impact on you?
Task 4 Look at the Teacher Standards and become familiar with them as they will be an integral part of your training. www.gov.uk/government/collections/teachers-standards
Recommended texts MacBlain, S. 2014 How children learn London:Sage Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. Harlow: Longman Sellars, M. (2014) Reflective practice for teachers London:Sage
Professional Skills Tests You will know that one of the entry criteria for your programme is the successful completion of the Professional Skills Tests in Mathematics and English. If you have already passed them – congratulations! If you have yet to start to work on them, we would really encourage you to begin now. Don’t leave them until the last minute! We offer all sorts of support to help you prepare including:-
- a website with full details of how to take them - free support sessions for anyone holding an offer with us - a test centre on campus
Full information can be found at www.edgehill.ac.uk/study/professionalSkillsTests
