Thames Primary SCITT
Training for School Staff 2015-16
This document details the content of the SCITT Centre-Based Training. Schools may
send any of their staff to the training sessions free of charge. If you wish to book
places on nay of the courses please allow at least 24 hrs notice and make you
bookings at [email protected]. Please note that places are subject to
availability.
1
2.1 THE CORE TRAINING PROGRAMME
For Guidance in ALL subjects visit www.expertsubjectgroups.co.uk
PROFESSIONAL STUDIES
Centre-based Training
Delivery method/
duration/ delivered by
School-based
Training
Student self-development
Assessment methods
Pre-session questions covering the topics of child development and emotional literacy will be posted on the session folder on Blackboard.
Trainees are encouraged to discuss these first with peers or mentors prior to group discussion in PS sessions 2-10. Trainees will also create
working walls during the PS sessions. Additional readings and resources will be posted in the session folder.
Delivered by: Wendy Cobb, Louise Venables & Sulan Goodwin
1. The Reflective
Teacher
 values, principles and
philosophies of
education
 context for teaching
today
 purpose and process
of reflective practice
 emotionally literate
teacher/class
 planning within the
reflective cycle
 introduction to child
development
6 hrs training (including
induction)
Delivered through
workshops, lectures,
seminars and action
learning sets


Discuss long,
medium and short
term planning,
show the trainee
examples from your
school.
Discuss the
National Curriculum
and the school’s
approach to it
Pre-course reading:
Educational philosophy and
questions.


Post session: post a reply to
the discussion board question
on Blackboard

Reflective journal;
School and class mentor
discussions and
observations;
Tutor assessments.
Alexander, R. J. (2010) Part 3
‘Aims, Values and Contexts for
Primary Education’ In The
Cambridge Primary Review
Research Surveys
e-library:
Ghaye, T (2011) Chapter 2 –
‘Being a Reflective Practitioner’
in Teaching and Learning
Through Reflective Practice
2
2. Pedagogies and
Principles
 Introduction to
behaviour
management
 learning theories
 learning styles
 Blooms Taxonomy
 questioning
 modelling
 objectives and child
friendly language
6 hrs training
3. Exploring criticality
 defining critical
thinking, critical
reading and critical
writing
 expectations of
Masters Level Study
 critical discussions
about key educational
theories
 conducting an
informed search for
readings on the
internet and through
the e-library
 teacher as Action
Researcher
 overview of level 6
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Delivered through
workshops, lectures,
seminars and action
learning sets


Discuss the
school’s behaviour
management
systems
Ensure the trainee
has the opportunity
to carry out
observation in
preparation for
lecture 3.
Ensure the trainee has
opportunity to carry out
observations.
Carry out an observation of a
child in a single lesson (bring
notes for discussion in lecture
3).



School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio evidence.
http://www.behaviour2learn.co.
uk/
e-library:
Pritchard, A. (2008) Ways of
Learning; Learning Theories
and Learning Styles in the
Classroom London: David
Fulton
Carry out EYFS observations
on school visits


POINTED Research Guide
available on Blackboard

e-library:
Bruce, C. (2010) Emotional
Literacy in the Early Years
London: Sage


Reflective Journal;
Level 6/7 and oral
assignment;
School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio evidence.
McNiff, J. (2013) Action
Research Principles and
Practice
Wragg, E.C. (2012) An
Introduction to Classroom
Observation London:
3
and 7 assignment
expectations
 Reflective Journal
 observation in
assessment and
planning
 teaching and learning
in EYFS
 observation strategies
4. Teacher as
Researcher
 features of critical
writing
 errors in critical writing
 ethical issues and
implications for the
teacher as Action
Researcher
 introduction to the
Enhanced Studies
Assignment
 bias and stereotyping
 reflexivity in academic
research
 learning environment
and classroom ethos
 Collecting Portfolio
evidence
5. Assessment, Planning
and Delivery 1
 Using long and
medium term plans to
Routledge
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Discuss with the trainee
initial ideas for a small
scale research linked to
the chosen enhanced
studies theme
Trainees to gather samples of
planning and children’s work in
preparation for sessions 5 and
6.
POINTED Research Guide
Available on Blackboard


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

Reflective Journal;
Level 6/7 and oral
assignments;
School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio evidence.
e-library:
Moon, J (2006) Learning
Journals a Handbook for
Reflective Practice and
Professional Development
6 hrs training
Delivered through
workshops, lectures,
Discuss the school’s
approach to
assessment and
tracking pupil progress,
Underdown, A. (2007) Chapter
3 ‘Foundations for Emotional
and Social Well-Being’ in
Young Children’s Health and
Well-Being Maidenhead: OpenUniversity Press
Guide
Bring examples of children’s
work to the session
e-library:



Level 7 child watching
assignment;
Pupil Profiles;
School and class mentor
4
inform short term
planning
 short term plans that
show progression and
assessment
opportunities
 Differentiation to meet
the needs of all
learners in the class.
 Using assessment
tools in relation to
pupil progress and to
identify next steps
6. Assessment, planning
and delivery 2
 next step targets
 effective marking
 links between
planning, assessment
and marking
 assessing impact on
pupil progress
 planning for TAs
seminars and action
learning sets
7. Enhanced Studies
 identifying an area for
investigation
 literature review
 techniques of analysis
and enquiry
 a timetable for action
 quantitative and
qualitative data
collection,
6 hrs training
look at whole school
data analysis
Clarke, S. (2005) Formative
assessment in action: weaving
the elements together, London:
Hodder Murray


discussions and
observations;
Tutor assessments;
Portfolio evidence.
Gardner, J. et al, (2010)
Developing Teacher
Assessment, Buckingham:
OUP
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Delivered through
workshops, lectures,
seminars and action
learning sets
Look at class-based
analysis and methods
for tracking pupil
progress
Discuss with trainee
opportunities for data
collection for enhanced
studies research
Discuss action
research that links with
school improvement
priorities
e-library:
Clarke, S. (2005) Formative
assessment in action: weaving
the elements together, London:
Hodder Murray

Gardner, J. et al, (2010)
Developing Teacher
Assessment, Buckingham:
OUP


POINTED Research Guide
available on Blackboard




e-library
Hopkins, D. (2008) A Teacher’s
Guide to Classroom Research
Maidenhead:
McGraw University Press
Level 7 child watching
assignment;
Pupil Profiles;
School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio evidence.
Enhanced Studies
Research Assignment;
Level 7 Child Watching
Assignment.
McNiff, J. (2013) Action
5

ethical issues,
consent,
confidentiality and the
no harm principle
 expectations for
research proposals
and ethics forms
 critical analysis for the
Level 7 child watching
assignment
8. Inclusion
 valuing all pupils and
staff equally.
 increasing inclusive
practice through the
cultures, curricula and
communities of local
schools.
 responding to the
diversity of pupils in
the locality.
 reducing barriers to
learning and
participation for all
pupils
 seeing similarities and
differences between
pupils as resources to
support learning
 the role of schools in
building community
developing values,
and increasing
achievement.
Research Principles and
Practice London: Routledge
McNiff, J. (2010) You and Your
Action Research Project
London: Routledge
Shafer-Landau, R. ed. (2013)
Ethical Theory an Anthology
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Look at the different
interventions used in
school to support
SEND and support the
trainee to evaluate the
effectiveness of two of
these
SEND code of practice: 0 to 25
https://www.gov.uk/government
/publications/send-code-ofpractice-0-to-25
Booth ,T. and Ainscow, M.
(Revised 2011) Index for
Inclusion: developing learning
and participation in schools.
CSIE
e-library:
Ekins, A. and Grimes, P.
(2009) Inclusion : Developing
an Effective Whole School
Approach
Knowles, G. (2011) Supporting
Inclusive Practice , 2nd Edition
Routledge
6


fostering relationships
between schools and
communities.
inclusion in education
as one aspect of
inclusion in society.
9. Professional
Dialogues
 developing positive
relationships with
children, professional
colleagues and
parents/carers
 managing productive
meetings with
colleagues, external
professionals and
parents/carers
 approaches to
managing TAs and
the impact on pupil
progress
 action planning and
change management
through collaborative
working with
colleagues,
parents/carers and the
wider community
 Enhanced Studies presenting findings
and relating to present
practice
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Discuss communicating
with parents trainee
task
Discuss progress with
enhanced studies
research and any links
with school
improvement priorities
Carry out communicating with
parents tasks


e-library:
Bruce, C. (2010) Emotional
Literacy in the Early Years
London: Sage
Enhanced Studies
assignment;
Trainees to complete
drafts of CEDP prior to
lecture 10.
Cameron, E. (2012) Making
Sense of Change
Management: A Complete
Guide to the Models, Tools and
Techniques of Organisational
Change London: Kogan Page
Roger, P. (2007) MentoringCoaching: A Guide for
Educational Professionals
Maidenhead: Open University
Press
Ward, U. (2009) Working with
Parents in Early Years Settings
Exeter: Learning Matters
7
 Editing the report
10. Leaders of Learning
 update on the
national and
international policy
context and
implications for the
NQT year
 reflection on changing
values and
philosophies through
the training year
 analysis of trainee’s
areas of specialism in
the School
Improvement Plan
 roles and
responsibilities of the
subject leader
 designing a curriculum
 continuing
professional
development and
collaborative learning
(CEDP)
 leadership in and
beyond the classroom
 key preparations for
trainees’ first classes
as newly qualified
teachers
 collaborative
discussions around
key issues impacting
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets
Complete the CEDP
with the trainees.
Access school improvement
plan prior to the session
Provide the trainee with
access to key priorities
in the school
improvement plan in
preparation for the
session
e-library:
Jones, C. (2008) Leadership
and Management in the Early
Years from Principles to
Practice Maidenhead:
McGraw-Hill Open University
Press



Level 7 oral assignment;
CEDP;
Portfolio evidence.
Roffey, S.(2011) The New
Teacher’s Guide to Behaviour
London: Sage
8
on pupil progress and
implications for
trainees’ classroom
practice
9
ENGLISH
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
 Discussion on the
school’s approach to
the National
Curriculum,
Programmes of Study,
progression in English
(statutory Sept 2014).
 Discuss how
phonological
awareness is taught
within the school and
how the trainee will be
able to teach this.
 Discussion on how
children’s progress is
recorded and the
expected levels.
Pre-Course Reading:
 Bearne, E. (1998)
Making Progress in
Writing London:
Routledge.
 Teaching Grammar
Effectively in Primary
Classrooms By David
Reedy & Eve Bearne.
 Bodman, S. and
Franklin, G (2014)
Which Book and
Why. London: IoE.
 Goodwin, P. (2011)
The Literate
Classroom (3rd
edition). Lonodn:
David Fulton.
 Alexander, R. (2008)
Towards Dialogic
Teaching: Rethinking
Classroom Talk. 4th
edn. Thirsk:
Dialogos.
Assessment methods
Delivered by Dr Pauline Drew and Louise Venables
Session 1
a) The National Curriculum:
English Requirements
 Familiarization with the new
National Curriculum (English),
Programmes of Study,
progression in English and
statutory requirements.
b) Phonics
 National Curriculum
requirements.
 Statutory requirements –
expected levels and ways of
tracking progression.
 Importance of phonological and
phonemic awareness.
 Securing subject knowledge and
skills.
 Understanding phonics and the
Alphabetic Code
 Teaching the 44 phonemes and
links with the International
Phonetic Alphabet.
6 hrs training.
Delivered through
workshops, lectures,
seminars, actionlearning sets and model
teaching and lessons.






Phonics task;
Phonics lesson
observations;
School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
10
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



Phonics role in the teaching of
early reading, writing and
spelling.
Links with developing a sight
vocabulary - understanding that
the letters on the page represent
the sounds in spoken words speedy working out of the
pronunciation of unfamiliar
printed words (decoding) and the
speedy recognition of familiar
printed words.
Taking account of regional
language variance in teaching
phonics
Tricky and common exception
words - read common exception
words, noting unusual
correspondences between
spelling and sound and where
these occur in the word
Applying phonics for decoding
and encoding, both in discrete
sessions and across the
curriculum.







Barrs, M. (2001)
Reader in the Writer.
London: CLPE.
Corbett, P. and
Strong, J. (2011) Talk
for Writing Across the
Curriculum: How to
Teach Non-fiction
Writing 5-12 Years.
London: David Fulton
Gough, P.B. &
Tunmer, W.E. (1986).
Decoding, reading,
and reading disability.
Remedial and Special
Education, 7, pp. 610.
Dombey, H. et al
(2010) Teaching
Reading: what the
Evidence Says.
UKLA: Leicester.
Ofsted (2012) Moving
English Forward:
Action to Raise
Standards in English.
Ofsted: London.
Ofsted (2010)
Reading by Six: How
the Best Schools Do
It. Ofsted: London.
Vygotsky, L. (1978)
Mind in Society:
Development of
11
Higher Psychological
Processes. (Trans. M.
Cole). Cambridge,
MA: Harvard
University Press.
(Particularly the
section on Interaction
between Learning
and Development
pp79-81)
English Task One Phonics
Plan and evaluate a 20
minute, four-part phonic
lesson. State the
objective(s), year group
and the pupils’ current
phonic level/phase. Use
your school’s phonic
planning document.
Explain your rationale for
the lesson, what you did,
the resources you used
and what you found out.
REFLECTION - List three
things that went well and
three things that didn’t go
so well. Note points for
your future development.
NB If your placement is in
KS2, either arrange to
work with a KS1
class/group or select a
small group of KS2 pupils
who would benefit from
12
some extra phonic tuition
Session 2
Development of Early Reading &
Guided Reading
 National Curriculum
requirements.
 The two dimensions of word
reading and comprehension –
Simple View of Reading.
 Developing a range of reading
strategies.
 Selection of appropriate books.
 Conceptual development and
the reading continuum – reading
for personal development, and to
support and acquire learning.
 Building fluency and confidence
in word reading.
 Use of book talk to support
reading development.
 Reading widely and frequently,
outside as well as in school, for
pleasure and information.
6 hrs training.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.






Uses and organization of shared
reading.
 Organizing and planning for
guided reading.
 Supporting the struggling reader.
 Record keeping.
3. Session 3
Development of Reading
Comprehension
 National Curriculum

6 hrs training.
Delivered through
workshops, lectures,
Discussion of how
book talk is used
within the school to
support reading
development and
the love of reading.
Ensure that the
trainee able to guide
a group reading
session.
Ensure that the
trainee is able to
plan and organize a
guided reading
session.
Discussion of the
use of poetry, to
develop
comprehension and
writing skills.
Discussion of how
the school records
progress for early
reading.
Discussion of how
the school supports
a struggling reader.
 Discussion of
schools strategies for
teaching and
developing
Complete recommended
reading (see full reading
list)





School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
School and class
mentor discussions
and observations;
13
requirements.
 Exploring the elements of
comprehension and strategies for
teaching and deepening
understanding.
 Reading for a range of purposes,
e.g. cross-curricular, information
retrieval in real life situations,
 Creating opportunities for
children to ask their own
questions about what they are
reading.
 Exploring the reciprocal reading
teaching model to develop
comprehension skills.
 Accurate reading of individual
words, which might be key to the
meaning of a sentence or
paragraph, improves
comprehension.
 Vocabulary development.
 Exploring multi-modal texts and
multi-layered books; book talk
and the use of quality texts to
promote reading for
understanding and pleasure.
 Assessment of reading.
Session 4
 National Curriculum
requirements - reflected and
contextualised within reading
and writing

Adapting language and style
seminars, action
learning sets and model
teaching and lessons.


comprehension.
 Discussion of how
vocabulary is
developed within
school
6 hrs training.

Delivered through
workshops, lectures,
seminars, action
learning sets and model

Discussion of how
spoken English is
taught and its
impact on reading
and writing.
Discussion of how

Complete recommended
reading (see full reading
list)
English Task Two -




Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
Task 2;
School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
14
in and for a range of
contexts, purposes and
audiences – cross curricular.





teaching and lessons.
Developing pupils’ oral
vocabulary and confidence
and competence in spoken
language and listening skills
– for a range of audiences
and purposes.
Using spoken language to
develop understanding
through speculating,
hypothesising, imagining and
exploring ideas.

pupils’ confidence
and competence in
spoken language
and oral vocabulary
is recorded.
Ensure that you are
able to plan a range
of activities and
conventions, to help
support reading and
writing development.
The importance and use of
storytelling.
Use of speaking frames and
talk for writing as a scaffold
for writing
Using a range of active
techniques and conventions
for use in the classroom,
including drama, group
discussion and debate, to
support reading and writing
development.
Session 5
Grammar
 National curriculum statutory
Storytelling
Choose a year group
(this can be different to
the one you are currently
placed in). Learn a short
story off by heart with
actions. Retell the story
to/with the children until
they learn it.

audits;
Portfolio of evidence.
Create a story map with
them (on flipchart). Ask
the children in 2s or 3s to
retell the story to each
other using the story map
prompts, with actions.
Evaluate how the children
developed their key skills
of listening, speaking,
interacting and
collaboration. Explain
what you did, the
resources you used and
what you found out.
REFLECTION - List three
things that went well and
three things that didn’t go
so well. Note points for
your future development.
6 hrs training.

Discussion of the
National curriculum
Complete recommended
reading (see full reading

School and class
mentor discussions
15

requirements.
Statutory appendices - the
specific features that should be
included in teaching the
programmes of study.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.


The use of Standard English.
Subject knowledge and
grammatical terminology.
 The use of grammar to support
writing development.
 How to teach grammar in
purposeful contexts - through
reading and writing.
 Selecting appropriate grammar
and vocabulary, understanding
how such choices can change
and enhance effects and clarify
meaning.
 Sentence structure - word
classes and sentence level work.
Session 6
Teaching Writing
 National Curriculum
requirements.
 Two dimensions of writing:
composition and transcriptional
skills.
 Understanding genre - text and
print conventions, fiction and
non-fiction.
 The role of literature in writing.
 Enabling pupils to write at
length.

6 hrs training.

Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.

statutory
requirements for
punctuation and
grammar and the
schools approach to
this.
Discussion about
ways to develop
accurate
punctuation.
Discussion of the
dimensions of
writing: composition
and transcriptional
skills. Writing
continuum and
development and
how this is taught
within.
Discussion about
how writing is
assessed within the
list)







and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
16

Uses and organization of
modelled, shared and guided
writing.
 The teaching sequence for
writing
 Applying writing skills in
purposeful contexts.
 Talk for Writing – talking the text.
 Pupil revision and evaluation of
their own writing.
Session 7
Planning a Unit of Work in
Literacy
 Long term, medium term and
short-term planning.
 The teaching sequence - phases
of planning.
 Using a text as the basis of a
unit of work.
 The importance of making crosscurricular links.
 Creating a unit plan/map
overview.
Session 8
Poetry
 National Curriculum
requirements and poetic
terminology.
 Developing patterns of
language.
 Approaches to teaching and
enjoying poetry.
 Different forms of poetry –
school.
6 hrs training.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.



6 hrs training.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.

Discussion of
Centre - based
training regarding
Medium and shortterm planning
Discussion of the
Phases of teaching
Ensure that you are
able to plan and
create a unit plan
map overview.

Discussion of how
poetry is used within
the school.







School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Portfolio of evidence.
17


discussing and expressing views
about a wide range of
contemporary and classic poetry
Using poetry to develop
comprehension skills and literary
language.
Writing, learning and performing
poetry by heart.
Session 9
Assessment of Pupils’ Progress
in English
 National requirements.
 Understanding assessment purpose, methods and uses.
 National and age-related
expectations.
 The Y1 Phonics Check.
 Assessing and levelling phonics,
reading and writing to inform
next steps in teaching.
 Using assessment to move
learning forward.
 Marking.
Session 10
Spelling, Punctuation and
Handwriting
 National Curriculum
requirements.
 National curriculum spelling
appendices – statutory
requirements.
 Spelling taught alongside
6 hrs training.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.

Discussion about
how pupils’ progress
in English is
measured within the
school.
Discussion of Agerelated expectations
and how this is
recorded.
Discussion about
the Purposes,
methods and uses
assessing and
leveling phonics,
reading and writing.

Discussion on the
National curriculum
spelling appendices –
statutory requirements
and how they are taught
within school.



6 hrs training.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.






School and class
mentor discussions
and observations;
Tutor assessments;
Subject knowledge
audits;
Peer-to-peer learning
task;
Portfolio of evidence.
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
18








reading, so that pupils
understand that they can read
back words they have spelt.
The role of morphology,
etymology, orthography in
spelling words and links to
grammar.
Explicit teaching of spelling
strategies – approaches and the
use of spelling journals and
investigations.
Teaching spelling in meaningful
contexts at relevant points
across the curriculum.
Spelling common words noting
unusual correspondences
between spelling and sound and
where these occur in the word.
Proof-read for spelling and
punctuation errors
The development of accurate
punctuation.
Essential knowledge for teaching
handwriting – key skills for
printing and joined writing.
Handwriting fluency to enable
automaticity in spelling.
19
MATHEMATICS
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student self-development
Assessment
methods
Delivered by Tim Cuerden, Dave Tullett and Louise Hoskyns-Staples.
Mathematics
The mathematics course will develop trainees subject knowledge, understanding, confidence and ability in mathematics, working with the
Curriculum Document for the Foundation Stage, the Primary Strategy, National Curriculum, the NNS “Framework for Teaching Mathematics” and
all the relevant QTS standards.
Session 1. Getting a feel
for Mathematics
Make notes about your
6 hrs training session
 Discussion of the
 School and class
subject knowledge at the end

You need to be
National Curriculum
mentor
Delivered through
of today’s session including
confident in all
and the National
discussions and
workshops, lectures,
the confidence discussion,
aspects of
Framework for
observations;
seminars, action
work with the new NC, NNS
mathematics for
Mathematics and how
 Tutor
learning
sets
and
and
Primary
framework
primary teaching and
this is taught within the
assessments;
multiple choice, and GCSE
associated ICT (QTS model teaching and
school.
 Portfolio of
lessons.
questions to begin your
Part 1: 3c)
 Discussion about how
evidence;
subject
audit.

You must be aware of
numeracy is organised
 Subject knowledge
statutory frameworks
within the school, for
audits.
Start to compile your own
(QTS Pt2: c)
feedback for the next
reading list using hand-outs,
centre-based training

You must be aware of
school provision, other
session.
National Framework
libraries and websites.
maths resources.


(QTS Pt 1 : 2c
You need a clear
understanding of the
precise language of
mathematics where
meanings may differ
from everyday use
Having a clear picture
Learn the Twenty three “P”
words for mathematics:
Parallel, partition, pattern,
pentagon, percentage,
perimeter, pi, pie-chart, pint,
place-value, plan, plot, point,
polygon, positive, power,
prime, prism, product,
20
of mathematical
progression is the key
to successful teaching
and learning (QTS Pt
1: 2a)
Session 2: Learning mental
and written strategies for
both addition and
subtraction.
 Explore the mathematical
strategies that children
need for competence in
addition and subtraction
(QTS Pt1: 2d)
 Start work on the
assignment, especially
planning and reading
 Discuss good mental/oral
starters that engage
children mathematically
 Continue work on
individual subject
knowledge for QTS (QTS
Pt1: 3a)
Session 3: Mental and
written strategies for
multiplication and division.
Look at times tables.
 Have a better
understanding of the
NC, Primary
proportion, protractor,
pyramid, Pythagoras
Recommended reading for
reflection: Williams and
Shuard, Primary
Mathematics Today.
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and




Discuss and observe how
mathematics is taught
within the school and how
children are engaged with
mathematical tasks.
Ask and discuss what and
how ICT is used within the
school for Mathematics.
Discussion on the schools
approach to multiplication
and division.
Discussion about crosscurricular mathematics and
how this can be planned
into a lesson.
Reading: “Issues in
teaching numeracy”, ed. Ian
Thompson, chapters 12
and 14 – examples of
valuable assignment
material. The QCA
booklets, “Teaching mental
calculation strategies” and
“Teaching written
calculations” provide a clear
structure for progression in
calculation.

Websites: two associations
that support mathematics
teaching and learning,
www.atm.org.uk and www.ma.org.uk with journals
available in the Consortium
library. Register with






School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
21
framework/NNS
approach to
multiplication and
division using mental
methods, number line,
jottings, written
methods and
calculators. (QTS Pt1:
3a)
 Consider crosscurricular opportunities
for mathematical
learning; (QTS Pt1:
4e)
 Understand the
purpose of the plenary
including opportunities
for informal
assessment. (QTS
Pt1: 4d)
Session 4: Fractions and
Decimals, Ratio and
Proportion and Percentages
 Look at progression within
the new National
Curriculum
 Have a better
understanding of the NC,
Primary framework/NNS
approach to multiplication
and division using mental
methods, number line,
jottings, written methods
and calculators. (QTS
lessons.
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.




Discussion about varying
lesson plans so that
learning outcomes can be
judged at the end of each
teaching session.
NCETM.
Discussion of the schools
approach to multiplication
and division.
Discussion about crosscurricular mathematics and
how this can be planned
into a lesson.
Discussion on varying
lesson plans so that
learning outcomes can be
judged at the end of each
teaching session.
Reading: Askew Transforming Primary Maths,
London Routledge

Task Two: Work with a
group of children on a mental
task and evaluate the
outcomes. You could start
with concrete apparatus for
counting, digit cards, number
fans etc, or get children to
work in their heads. Reflect
on children’s thinking about
mathematics they
encountered.




evidence;
Subject knowledge
audits.
School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
22
Pt1: 3a)
 Consider cross-curricular
opportunities for
mathematical learning;
(QTS Pt1: 4e)
 Develop logical
approaches and
systematic thinking for
yourself and your
teaching;
Marking grid for the
mathematics assignment
(hand-out)
Session 5: Geometry and
Measures – Properties of
Shape and Position,
direction and Motion.
 Use of appropriate
measuring instruments
 Understand parallel,
right angles, diagonal
lines and their
properties.
 Use of reflection and
translation
 Be able to teach further
aspects of 2D shape,
including
transformations,
tessellation and
packing;
 Plan for differentiated
tasks in mathematics
lessons. (QTS Pt1: 5a)
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.

Planning of some
practical tasks for the
classroom, using
angles, shape,
symmetry etc.
Planning practical tasks
for symmetry and
position/direction/angle
work using
objectives/examples
from NNS
Plan a practical task for
symmetry and
position/direction/angle work
using objectives/examples
from NNS





Maths Task;
School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
23

Measure of Area and
Perimeter – including
composite shapes
 Explore progression
through symmetry,
coordinate
representation and
use of angle and plan
some practical tasks
for the classroom;
(QTS Pt1: 3a)
 Look at nets of
common 3d shapes
 Look at four quadrants
(including negatives)
Session 6: Number
properties and
transformations of shape
 Review aspects of
measures with the
focus on practical
materials and
estimation (QTS Pt1:
4c)
 Examine use of
analogue and digital
clocks – fluency in
telling the time.
 Examine use of money
in the classroom –
value of coins
 Use of basic
equivalences – imperial
and metric
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
Plan, teach and assess
mathematics lessons under
the direction of the class
mentor.
Reading:
Mathematical Challenges for
more able pupils – a rich
source of problems for a
range of attainment in key
stage one and key stage two
(see also the Essex Problem
Solving Packs)
“Mathematical knowledge for
primary teachers”, Suggate,
Davis and Goulding – there
are several other “textbooks”
in the library
Continuing development of
own reading list particularly
for the mathematics
assignment.




School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
24



Recognise volume in
practical contexts.
Use of four rules in
applying to measure.
Examine different
measures using
decimal notation
Session 7: Data and
Probability
 Sorting and
classifying: Moving
from concrete
materials to
representing data.
 Venn, tree and
Carroll diagrams:
Methods of
representing data in
KS1 and beyond.
Sorting flags.
 Read and interpret
tables and graphs.
 Relate pie charts to
angles and %
 Be able to plan for
progressive activities
in data handling; (QTS
Pt1: 4a,b)
 Look at ways of
applying data skills to
other areas of the
curriculum.
 Understand and use
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
Plan, teach and assess
mathematics lessons
under the direction of the
class mentor.
Essential Reading:
Gates, Peter (ed.) (2003)
Issues in Teaching
Mathematics. Routledge
Falmer
Cooper and Dunne,
Assessing children’s
mathematical knowledge




School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
25
notation of probability
and fractions.
Session 8: Algebra
 Understand how pattern
provides the key to early
work with algebra and
generality;
 Consider methods of
whole class assessment
and record keeping; (QTS
Pt1: 6a,b,c,d)
 Understand how work with
pattern in key stage 1 and
lower key stage 2
provides the foundation
for algebraic thinking;
 Write known rules
algebraically.
 Interpret word problems
as statements about
number. Record them as
mathematical statements.
 Explore aspects of the
KS3 Framework for
Teaching Mathematics.
(QTS Pt1: 3a)
 Find ways of representing
pattern, the start of
graphical data handling;
 Use formulae on the Excel
spread-sheet to create
sequences of numbers
and represent them
graphically; (QTS Pt1: 3a)
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
Plan, teach and assess
mathematics lessons
under the direction of the
class mentor.
Essential Reading
Askew, M. (2011),
Transforming Primary
Mathematics, London:
Routledge
Educational Studies in
Mathematics
Dyslexia and Maths, Kay and
Yeo,




School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
Websites: These websites
are relevant for gifted and
talented
www.nrich.maths.org.uk
www.learningbeyond.net
www.londongt.org
For games and puzzles
www.mathsisfun.com is
brilliant.
26
Session 9: Solving
problems
 Have a grasp of
benefits of problem
solving to
mathematical
development; (QTS
Pt1: 3b)
 Carry out Toffee Tin
Problem: practical
problem solving with
reasoning and proof.
 Examine use of
Singapore Maths
 Carry out Maths
Challenges
 Look at Pitch and
Expectations
 Examine Nrich
resources
 Word Problems
Smartboards – take
Off Maths
 NCETM
Session 10: Prepare
practical resources
 Continue work on the
final stage of the
subject knowledge
audit; (QTS Pt1: 3a)
 Plan for September!
 Workshop Approach
 Reflect and revisit
areas covered during
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
6 hrs training session
Delivered through
workshops, lectures,
seminars, action
learning sets and
model teaching and
lessons.
Plan, teach and assess
mathematics lessons
under the direction of the
class mentor.
Plan, teach and assess
mathematics lessons
under the direction of the
class mentor.
Reading:
Articles from “Mathematics
Teaching” (Association of
Teachers of Mathematics)
and “Primary Mathematics”
(Mathematical Association)
journals – these are in the
classroom.
Thompson
Websites:
www.numeracysoftware.com
www.mathsisfun.com
www.nrich.com








School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Subject knowledge
audits.
27
the year
SCIENCE
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment methods
Delivered by Jeremy Crook & Danny Nicholson
Day 1: Developing an
understanding of what
primary science is …
 Develop a clear understanding of
what primary science is (and
what it is not)
 Know what the key elements of
primary science are
 To develop trainees’ knowledge
and understanding about
materials, including: solids,
liquids, gases; effect of heating
and cooling; change of state;
particle theory
 To explore the different ways we
can help primary age children
find out about the world and how
these can be used in school
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Understand why we
Essential Reading
do science in primary
schools and how this Harlen, Wynne , The
Teaching of Science in
is done in your
Primary Schools (3rd
school.
edn.), - Chapter 6 ‘A
 Discuss and
view of learning in
understand how the
Science’.
National Curriculum
for Science is
Devereux, Jane, Primary
structured within the
Science - Chapter 2
school.
‘Materials and their
 To develop trainees’ properties’.
knowledge and
Other Reading
understanding of the
Harlen, Wynne and
process skills of
Qualter, Anne, The
observing and
Teaching of Science in
questioning
Primary Schools (4th
 Ensure that the
trainee has a chance edn.), - Chapter 19 ‘The
role and organisation of
to carry out a
practical activities’ and
practical science
activity and is able to Chapter 23 ‘Planning at




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
28
organise the
classroom to this can
be done safely.
class level’.
Farrow, Steve, The
Really Useful Science
Book p89-115
Getting Practical :
Improving Practical Work
in Science
http://www.gettingpractic
al.org.uk/
ICT
Explore this website and
consider how it could be
used to enhance
children’s learning about
materials:
http://www.bbc.co.uk/sch
ools/ks2bitesize/science
Another useful resource
for helping children
understand scientific
concepts is Virtual
Experiments by Chris
Sunley and Jane
Bourne. This is
published by Harper
Collins Publishers and is
available through Collins
Education at the
following web address:
http://www.collinseducati
on.com/subject.aspx?gro
up=4&subjectid=33&seri
29
esid=151
Also worth reading –
Osborne and Freyberg,
Learning in Science Chapter 6 ‘Facing
mismatches in the
classroom’.
Harlen, Wynne :
Principles and Big Ideas
Of Science Education.
Downloadable resource.
http://dl.dropbox.com/u/9
01220/principles-andbig-ideas-of-scienceeducation.pdf
Day 2: Mixing and Separating
materials – Formative assessment
– Investigating
 To develop further trainees’
knowledge and understanding
about materials, including: mixing
and separating materials;
chemical changes
 To develop trainees
understanding of formative
assessment and how to use this
to assess children’s knowledge
and understanding prior to
starting a unit of work
 To learn how to plan and
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Discuss and assess
children’s knowledge
and understanding
prior to starting a unit
of work
 Ensure that the
trainee is able to plan
and organise an
investigation activity
 Discuss developing
knowledge and
understanding of the
processing skills of
questioning,
hypothesising and
Essential Reading
Johnsey, Rob, Peacock,
Graham, Sharp, John
and Wright, Debbie,
Primary Science –
Knowledge and
Understanding (2nd edn.)
- Chapter 6 ‘Particle
Theory and the
Conservation of Mass’.




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
Harlen, Wayne and
Qualter, Anne, The
Teaching of Science in
Primary Schools (4th
30
organise an investigation activity
(fair test), including developing
knowledge and understanding of
the process skills of questioning,
hypothesising and predicting, and
planning for fair testing
predicting.
 Discuss trainee’s
centre-based training
session for planning
for fair testing.
edn.) - Chapter 12
‘Assessment: what, how
and why’ and Chapter 13
‘Using assessment to
help learning in science’.
Goldsworthy, Anne,
Raising Attainment in
Primary Science Chapter 3 ‘Introduction
to the lesson’.
ICT
Further explanation
about materials and their
properties, including the
concept of reversible
and irreversible
changes:
http://www.bbc.co.uk/sch
ools/ks2bitesize/science/
materials.shtml
Anne Goldsworthy is a
very well respected
primary science
consultant who has
carried out a great deal
of research into primary
science. She has her
own website with a wide
range of useful
publications:
http://www.annegoldswo
rthy.co.uk/
31
Day 3: Forces – Learning
intentions/success criteria –
Testing and recording –
Electricity – questioning and
scaffolding – analysing and
interpreting – problem solving.
 To develop trainees knowledge
and understanding of the concept
of forces.
 To develop trainees knowledge
of how to use learning intentions
(objectives) and success criteria
in raising children’s attainment.
 To develop further trainees’
knowledge and understanding of
the process skills of recording,
including the use of tables and
graphs.
 To develop trainees’ knowledge
and understanding of the concept
of electricity.
 To develop trainees’ knowledge
of questioning techniques and
the use of scaffolding to develop
children’s understanding.
 To develop further trainees’
knowledge and understanding of
the process skills of analysing
and interpreting.
 To develop trainees’ ability to
plan and teach scientific
activities, including applying
scientific knowledge to solve a
problem.
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Discuss the use of
learning (intentions)
objectives and
success criteria in
raising children’s
attainment and how
this is measured in
school.
 Discuss the use of
tables and graphs as
a process of
recording data and
how this is done
within school.
 Develop trainees’
knowledge of
questioning
techniques and
techniques to
develop children’s
understanding.
 Ensure that the
trainee is able to plan
and teach a science
activity, including
applying scientific
knowledge to solve a
problem.
Essential Reading
Johnsey, R., Peacock,
G., Sharp, J. and Wright,
D. Primary Science –
Knowledge and
Understanding. 2nd edn.
Chapter 9 ‘Forces and
Motion’




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
Clarke, S. Formative
Assessment in Action:
weaving the elements
together. This is a very
good book for all aspects
of assessment, but focus
particularly on the
chapter about learning
intentions and success
criteria.
Devereux, J. Primary
Science. Chapter 8
‘Electricity and
Magnetism’.
Sharp, J., Peacock, G.,
Johnsey, R., Simon, S.
and Smith, R, Primary
Science – Teaching
Theory and Practice.
Chapter 3 ‘Processes
and methods of scientific
enquiry’.
Allen, Michael.
32
Misconceptions in
Primary Science.
Chapter 13, ‘Forces’. &
Chapter 15 ‘Electricity
and Magnetism’
ICT
The following sites have
science clips related to
forces, which can be
used to promote
discussion and develop
explanation of the
scientific concepts being
studied.


http://www.bbc.co
.uk/schools/scien
ceclips/ages/10_
11/science_10_1
1.shtml
http://wwwg.eng.cam.ac.uk/
mmg/teaching/pe
terstidwill/interact
/resources/parkw
orldplot/flash/con
cepts/allaboutforc
es.htm
This is a very good site
for learning about all
aspects of electricity and
33
it allows children to build
their own circuits:
http://www.learningcircuit
s.co.uk/
This is a good resource
to use on an interactive
whiteboard:
http://www.nwnet.org.uk/
pages/ict_curric/science/
downloads/science_unit
4f.ppt#256,1,Slide 1
Wider Reading
Clarke, S., McCallum, B.
and Lopez-Charles, G.
Gillingham Partnership,
Formative Assessment
Project 2000-2001,
Communicating learning
intentions, developing
success criteria and
pupil self-evaluation.
Available at
http://www.aaia.org.uk/p
df/Gillingham1.pdf
Day 4: Use of ICT – Light – Sound
– Earth and beyond
 To explore the use of ICT in
Science teaching and learning
 To develop trainees’ knowledge
and understanding of light
 To develop trainees’ knowledge
and understanding of sound
 To develop trainees’ knowledge
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Discuss the use of
ICT in Science
teaching and learning
within the school.
 Ensure that the
trainee is able to plan
and teach a science
activity, to include,
Essential Reading
Sharp, J., Peacock, G.,
Johnsey, R., Simon, S.
and Smith, R. Primary
Science – Teaching
Theory and Practice .
Chapter 9 ‘Using ICT in




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
34
and understanding of the Earth
and beyond
light and sound.
 Discuss the
resources available
within the school to
teach children about
light and sound.
 Ensure that the
trainee is able to plan
and teach a science
activity, to develop
understanding of the
Earth and beyond.
science’.
Devereuz, J. Primary
Science. Chapter 9
‘Waves and Light’,
Chapter 10 ‘Sound’ and
Chapter 11 ‘Earth and
Space’.
Allen, Michael.
Misconceptions in
Primary Science.
Chapter 16, 17, 18
ICT
This site gives ideas for
the use of ICT in
science:
http://www.kented.org.uk
/ngfl/subjects/science/dig
ital/index.htm
This site provides
interesting interactive
whiteboard resources for
teaching light and sound:
http://www.ngflcymru.org.uk/eng/sound
_-_loudness_and_pitch
The BBC site again has
some useful science
clips:
http://www.bbc.co.uk/sch
ools/ks2bitesize/science/
activities/see_things.sht
35
ml
The Children’s University
of Manchester has some
good interactive
resources on Space
http://www.childrensuniv
ersity.manchester.ac.uk/i
nteractives/science/earth
andbeyond/
Space resources for
your Interactive
Whiteboard – a list of
resources can be found
here:
http://www.whiteboard
blog.co.uk/2012/06/sp
ace-resources-foryour-interactivewhiteboard/
Day 5: Foundation Stage – Living
things
 To develop trainees’ knowledge
and understanding of the
Foundation Stage curriculum with
particular reference to
Knowledge and Understanding of
the World
 To develop trainees’
understanding of living things and
life processes, especially:
o Characteristics of living things
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Discuss the
Foundation Stage
curriculum with
reference to
Knowledge and
Understanding of the
World and how this is
taught in school.
 Discuss how
understanding of
living things and life
Essential Reading
DfES, Practice Guidance
for the Early Years
Foundation Stage particular focus on
pages 75-89 ‘Knowledge
and understanding of the
world’.




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
Devereux, J. Primary
Science. Chapter 5
36
o
o
o
o
Humans and other animals
Diversity of life
Variation and classification
Living things in their
environment
processes are taught ‘Living things and life
within school.
processes’.
Discuss centre-based
AstraZeneca Science
training and activities.
Teaching Trust :
Teaching Science in the
Foundation Stage CPD
resources :
http://www.azteachscien
ce.co.uk/resources/conti
nuing-professionaldevelopment/teachingscience-in-thefoundation-stage.aspx
ICT
These sites provide
interesting interactive
whiteboard resources for
teaching ‘Knowledge
and understanding of the
world’:
http://www.ngflcymru.org.uk/eng/vtchome/vtc-ey/vtc-eyhome.htm
http://www.kented.org.uk
/ngfl/ict/IWB/general_res
ources.htm#early
This site will give you an
interactive heart!
http://www.platolearning.
co.uk/demos/mss/demo_
37
mss.php
also :
http://library.med.utah.ed
u/kw/pharm/hyper_heart
1.html
“In The Zone” provides
resources to help teach
about the body and
fitness :
http://www.getinthezone.
org.uk/schools/ages-411/
The ‘Virtual experiments’
CDs also have a range
of useful animations that
can help children
develop their
understanding of living
things.
Day 6: Health and Safety,
including Educational Visits – It’s
all about plants
 To consider aspects of Health
and Safety in Science, both in
school and whilst on school
visits.
 To know how to plan a safe out
of school visit to develop an
aspect of the Science curriculum.
 To develop trainees’ knowledge
and understanding of living things
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
 Discuss all aspects of
Health and Safety in
Science, both in
school and whilst on
school visits.
 Discuss how the
school plans a safe
out of school visit to
develop an aspect of
the Science
curriculum.
Essential Reading
Johnsey, R., Peacock,
G., Sharp, J. and Wright,
D. Primary Science –
Knowledge and
Understanding. Chapter
2 ‘Functioning of
organisms: Green
plants’.




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Subject knowledge
audits.
Science and Plants for
38
and life processes, especially:
o Finding out about the
range of plant types;
o Investigating plant
characteristics and
structures;
o Exploring the life
cycle of a plant,
including growth,
nutrition and
reproduction;
o Surveying and
investigating habitats;
o Exploring ecosystems
and adaptation;
o Finding out about
micro-organisms and
how these can be
safely explored in
school
Schools has a wealth of
resources on the
teaching of Plants in
primary schools.:
http://www.saps.org.uk/p
rimary/teachingresources
Be Safe. 3rd edn. ASE.
For those teachers
staying in Essex –
‘Primary School Code of
Practice No. 25’ has all
the Health and Safety
guidance for teaching
science and any other
subject.
‘Health and safety of
pupils on educational
visits’, DfEE good
practice guide
‘Health and Safety on
educational visits’, Essex
County Council
An interesting game set
in a real life context. The
children are workers for a plant
development company and have to
try and find out the optimum
conditions for plant growth, so they
can work out which is the cheapest
option:
http://puzzling.caret.cam.
39
ac.uk/game.php?game=
plants
Also useful:
http://www.bbc.co.uk/sch
ools/ks2bitesize/science/
living_things.shtml
http://www.bbc.co.uk/sch
ools/scienceclips/index_f
lash.shtml
ICT
This site provides a wide
range of information for
planning safe visits:
https://educationalvisits.
essexcc.gov.uk/default.a
sp
40
Computing
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student self-development
Assessment methods
Delivered by Angie McGlashon
1. Introduction,
research and eawareness –
communicating using
ICT
Introduction to ICT in
primary schools
 Introduction to ICT
and the National
Curriculum
 Planning and
assessing ICT
(including
differentiation)
 Use of ICT across
the curriculum
 ICT and SEND
Research and eawareness
 Effective use of
internet including
evaluating digital
content
 Respectful, safe and
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.



Discuss the use of
ICT within the school
in relation to the
National Curriculum.
Discuss the use of
ICT and its uses for
SEND.
Discuss school’s
policies regarding
respectful, safe and
secure use of the
internet.
Complete
recommended
reading:
Elston, C. (2007) Using
ICT in the Primary
School. London: Sage.
Selwyn, N., Potter, J.
and Cranmer, S.
(2010) Primary
Schools and ICT:
Learning from Pupil
Perspectives. Network
Continuum Education.
Richardson, W (2010),
Blogs, Wikis, Podcasts
and other powerful
Web Tools for
Classrooms, London:
Corwin
British Journal of
Educational Technology
http://www.cimt.plymouth.a
c.uk/journal/



School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio of evidence;
41
secure use of the
internet
Communication
 How to use a variety
of software on a range
of digital devices to
present data and
information
 Develop and refine
ideas (showing
awareness of
audience and
evaluate its success)
2. Session 2 –
Algorithms, programming,
handling data
Programming
 Understand computer
networks and the
internet
 Introduction to
programming and
algorithms
 Design, write and test
programs
 Predicting behaviour
of programs including
outputs
 Explain how simple
algorithms work and
detect and correct
errors in algorithms
and programs
6 hrs training
Delivered by Angie
McGlashon
Websites
http://webarchive.nationalar
chives.gov.uk/2010110210
3713/http://schools.becta.o
rg.uk//
www.thinkuknow.co.uk/
www.childnet-int.org/kia/
www.kenttrustweb.org.uk/k
entict/kentict_home.cfm
www.e-pic.org.uk/
www.bbc.co.uk/schools/
www.topmarks.co.uk/
durham.schooljotter.com/c
oxhoe
www.woodlandsjunior.kent.sch.uk/



School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio of evidence;
Delivered through
workshops, lectures,
seminars and action
learning sets.
42
Data Handling
Investigate the collection,
organising, storing,
manipulation and retrieval
of data and identify
appropriate software
3. Session 3 - Interactive
whiteboards
 Introducing the
types of
interactive
whiteboards
available
 Using the
Interactive
whiteboard with
any other
programs
 Investigating the
use and
application of the
available tools
 Creating
interactive pages
to use with pupils
 Building, saving,
printing and
accessing a range
of interactive
resources
 Using advanced
skills IWB
6 hrs training

Delivered through
workshops, lectures,
seminars and action
learning sets.


School and class mentor
discussions and
observations;
Tutor assessments;
Portfolio of evidence;
43

Creating a
resource
containing
examples of each
of the above
LANGUAGES
Centre-based Training
Delivery method/
duration/ delivered by
School-based
Training
Student self-development
Assessment methods
Delivered by Wendy Cobb
Training will cover:
 National and
International context
for primary
languages;
 KS2 Languages
Framework and
National Curriculum
expectations;
 Theoretical
perspectives on
how children learn
second languages
 Games, strategies
and resources for
teaching languages
in the classroom;
 Planning and microteaching a language
activity
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.
Observe a languages
lesson being taught
and explain how the
lesson is
differentiated.
Identify key learning
in this lesson and in
particular analyse
whether the teaching
is skills or knowledge
based.
Discuss with your
School Mentor.
Own linguistic development in the
target language

Linguistic Up skilling Web Support:

http://www.bbc.co.uk/languages/frenc 
h/talk/
http://www.bbc.co.uk/languages/spani
sh/
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of
evidence.
Recommended Reading:
Board, K. and Tinsley, T.
(2014) Language Trends 2013/2014
CfBt
Cave, S. et al. (2006) 100+ Fun Ideas
for Practising Modern Foreign
Languages in the Primary Classroom.
Dorset: Brilliant Publications.
DfES (2005). Key Stage 2 Framework
for Languages. Nottingham: DfES
44





Progression in
language learning
Language
Awareness:
exploring strategies
for developing
phonological
awareness; spelling
and English
grammar through
the target language
Intercultural
Understanding and
Portfolio
assessment
Embedding
language learning,
cross-curricular and
CLIL approaches
Staffing models
including use of
foreign language
assistants and
community links
Publications
Tinsley, T. and T. Comfort (2012).
Lessons from abroad: International
review of
primary languages
http://www.primarylanguages.org.uk/h
ome.aspx
http://www.cilt.org.uk/home.aspx
http://www.alllanguages.org.uk/ Association for
Language Learning
45
EAL
Centre-based
Training
Delivery method/ duration/
delivered by
School-based Training
Student self-development
With your mentor, identify
EAL children in your own
or another class. Discuss
how their needs are met.
Ensure they are included
in you planning if
appropriate. Ensure you
complete the EAL section
in your pupil profiling task.
Reading List
Assessment methods
Delivered by Peta Ullman





1. EAL:
Providing a
welcoming
environment;
Obtaining
information
about new
arrivals;
Placing a new
arrival in an
appropriate
group;
Assessment of
pupils' English
language
competence;
Strategies for
meeting the
needs of
newly-arrived
learners of
EAL and
providing
continued
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.
At the end of term 2
discuss with your mentor
your confidence levels for
dealing with the needs of
children with EAL. If
necessary self-refer for
additional EAL experience.
Hall, D. (2001) Assessing
the Needs of Bilingual
Pupils: Living in two
languages. London: David
Fulton.
QCA (2000) A Language in
Common: Assessing
English as an additional
language. QCA.




School and class mentor
discussions and
observations;
Tutor assessments;
Toolkit of EAL;
Portfolio of evidence.
Web based resources
http://www.naldic.org.uk
http://www.education.gov.uk
/schools/pupilsupport/inclusi
onandlearnersupport/eal/a0
076755/english-additionallanguage
http://www.ofsted.gov.uk/res
ources/goodpractice?search
Terms=English+as+and+Ad
ditional+Language&show=al
46

support for
children
learning EAL;
Planning for
inclusion.
l&sort=dateZ&search=Searc
h
During their training session
trainees will collate an EAL
foundation toolkit for use in
schools. All materials will
be provided during the
session.
PE
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
 Discuss the schools
approach to PE in
the National
Curriculum.
 Ensure that the
trainee is able to
plan and teach a PE
session and discuss
the resources
available.
Complete recommended
reading:
Allen, W (2009)
Classroom Gems:
Games, Ideas and
Activities for Primary PE
Essex: Pearson
Bailey, R (2001)
Teaching Physical
Education: A Handbook
for Primary and
Secondary School
Teachers London: Kogan
Bailey, R & Kirk, D (2009)
The Routledge Physical
Assessment methods
Delivered by Tim Barrett and Ilse Fullerton
1. Overview of the PE statutory
requirements and a focus on
programmes of study for teaching
Gymnastics.
Overview of NC for PE –
programmes of study,
inclusion, health and
safety;

Observation of
gymnastics activities –
considering progression
and development of core
skills from floor to low
apparatus;

Further observation and
participation to illustrate
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
Task One, to be
completed by the end
of TP3
With your class teacher




PE Task 1
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
47

the organisation and
management of
apparatus work – safe
practice in PE;
Materials, organisation
and resources to support
further development.
carry out a risk
assessment for a PE
lesson that uses
apparatus. Review this
once you have taught
the lesson.
2.



PE schemes of work and
their use in planning and
delivery of programmes of
study;
Participation in dance
activities based on early
movement skills and patterns
with the aim of developing an
understanding of the main
dynamics of
dance/movement skills –
more dance participation to
see how dance themes and
ideas can be developed;
Materials, organisation and
resources to support further
development.
3. Focus on differentiation,
new initiatives and a focus on
programmes of study for
teaching Games
 Develop the good practice
of differentiation by
6 hrs training
Delivered by an
experienced PE advisor
who is currently a
headteacher.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
6 hrs training
Delivered by an
experienced PE advisor
who is currently a
Task One, to be
completed by the end
of TP3
With your class teacher
carry out a risk
assessment for a PE
lesson that uses
apparatus. Review this
once you have taught
the lesson.
Task One, to be
completed by the end
of TP3
With your class teacher
carry out a risk
Education Reader
London: Routledge
Cooper, L. & Doherty, J.
(2010) Physical
Development: Supporting
Development in the Early
Years Foundation Stage,
London: Continuum
Doherty, J & Brennan, P
(2014) Physical
Education 5 – 11: A
Guide for Teachers
London: Routledge
Gallahue, D. L., &
Ozmun, J. C (2011)
Understanding Motor
Development: Infants,
Children. Adolescents,
Adults (7thedn) London:
McGraw-Hill
Griggs, G. (2012) An
Introduction to Primary
Physical Education
London: Routledge
Pickard, A., & Maude, P
(2014) Teaching Physical
Education Creatively
London: Routledge
Severs, J.(2012) Safety
and Risk in Primary
School Physical
Education London:
Routledge
Stidder, G., & Hayes, S







PE task 1;
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
PE task 1;
School and class
mentor discussions
and observations;
Tutor assessments;
48



matching needs to practical
tasks in the range of PE
activities;
Discuss and be aware of the
current initiatives to support
the teaching of PE in
Primary schools;
Participate in a number of
activities and small-sided
games to meet the
curriculum requirements at
KS1-KS2;
Materials, organisation and
resources to support further
development.
4. Teaching PE in EYFS and
differentiation in PE for G and
T and children with SEND.
 Develop the good practice
of differentiation by
matching needs to practical
tasks in the range of PE
activities with an emphasis
on SEND and EYFS;
 Discuss and be aware of the
current initiatives to support
the teaching of PE in
Primary schools;
 Observe specialist PE
teaching with EYFS or
SEND;
 Materials, organisation and
resources to support further
headteacher.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
assessment for a PE
lesson that uses
apparatus. Review this
once you have taught
the lesson.
(2012) The Really Useful
PE Book: Learning and
Teaching 7 – 14 age
range London: Routledge

Portfolio of evidence.


PE task 1;
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
Website Resource
Signposting
The Association for
Physical Education
National Curriculum for
Physical Education
(2014)
6 hrs training
Delivered by an
experienced PE advisor
who is currently a
headteacher.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
teaching and lessons.
Task One, to be
completed by the end
of TP3
With your class teacher
carry out a risk
assessment for a PE
lesson that uses
apparatus. Review this
once you have taught
the lesson.


49
development.
ART
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment methods
Delivered by Amanda Blackburn
1,

Explore why we teach Art in
primary schools
 The curriculum - EYFS /
KS1/ KS2 - QTS 3ab 4e 6a
 Child development in art QTS 2ab 2d 3a 5c
 Teaching basic skills in
painting, drawing and clay
work and how these develop
throughout EYFS, KS1 and
2. This includes practical
experience in using each
media and how to include
this skills work in medium
term and lesson planning
QTS 1b 3a 5ac
2. Practical experience with a
range of different media that can
be used when teaching art QTS
2a 3a
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.
6 hrs training
Delivered by an Art
consultant and AST
Task One: to be
Complete recommended
completed after
reading:
Art Day 1
Select one child and
Cox, S. and Watts, R.
ask him/her to
(eds.) (2007), Teaching
complete a drawing
Art and Design 3 – 11.
of his/her family and
London: Continuum
an observational
International Publishing
drawing of a bowl of
Group.
fruit. Produce a short DFEE (1995) A Guide to
statement that places Safe Practice in Art and
the pictures on the
Design. Stationery Office
developmental
Books.
continuum and
Key, P (2009) Teaching
describe what skills
Primary Art and Design
work the child could
(Achieving QTS) Exeter,
benefit from and why. Learning Matters
Matthews, J. (2003)
Drawing & Painting
Children & Visual
Representation. London:
Sage
Meager, N. (2011)






School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
Art task 1.
School and class
mentor discussions
and observations;
Tutor assessments;
50
Differentiation when planning and
teaching art QTS 1b 5abcd
Medium term and lesson planning
QTS 2ab 4ad
Organisational approaches when
teaching art, including health and
safety issues QTS 1a 2a 4ad 7c
Display - the theory followed by a
practical workshop QTS 1a 2bce 3b
3. Cross curricular approaches to
art QTS 2bd 3a 4abde
Art history - links with the statutory
curriculum, how to use a questioning
technique to support children in
understanding works of art and
using them as a starting point for
their own work. This includes a
practical session QTS 2ab 3a 4abe
 How to support children in
evaluating their own work QTS 2cde
 Art assessment QTS 6abcd
 Writing reports QTS 6ab 8e
who is currently a
classroom teacher.
Delivered through
workshops, lectures,
seminars and action
learning sets.
6 hrs training
Delivered by an Art
consultant and AST
who is currently a
classroom teacher.
Delivered through
workshops, lectures,
seminars and action
learning sets.
NSEAD - Creativity and
 Portfolio of evidence.
Culture: Art Projects for
Primary Schools. Collins
Educational.
Raywen, F., Stephanie, P., Lawry,
P. and Young, S. (2002) Teaching
Arts in Primary Schools. Exeter:
Learning Matters.
Robinson, G. (2011)
Collins Art Design and
Technology - Think Inside
the Sketchbook. Folens.
Task Two: to be
 School and class
Watts,
R.
(2007)
completed after Art
mentor discussions
Teaching Art and Design
Day 3
and observations;
3-11 (Reaching the
Use the simple
 Tutor assessments;
Standard). Continuum
questioning technique
 Portfolio of evidence;
International Publishing
covered in Centre Art task 2.
based training session 3 Group.
Wenham, M. (2003).
with a group or class of
Understanding Art. A
children to help them
guide for Teachers.
approach a work of art
London: Sage.
you have chosen. Ask
the children to produce
their own work in
response to this work of
art and create a display
from it. Describe the
sessions and comment
briefly on any
successes or failures,
providing annotated
photos of the final
display.
51
EYFS
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
6 hrs training

Student selfdevelopment
Assessment methods
Delivered by Heidi Danniells
1.
 Introduction to the Early Years
Foundation Stage
 The EYFS Curriculum –
areas of learning and key
principles (QTS 3a)
 Planning for learning (QTS
4e)
 Enabling Environments (QTS
1a)
 How to assess children in
the EYFS (QTS 6a, 6b)
Delivered through
workshops, lectures,
seminars and action
learning sets.
2.




Recap of EYFS
Planning for Progression
(task) (1b, 2b, 2c)
Outdoor Learning (QTS 1a,
2d)
Creating a smooth transition
into Year 1 (QTS 8a)
6 hrs training
Delivered by an EYFS
SLE who is currently a
classroom teacher.
Delivered through
workshops, lectures,
seminars and action
learning sets.
Complete recommended
reading:
Bowlby, J. (1988) A
Secure Base. London:
Routledge.

Bruner, J.S and Haste,
H.E. (eds.) (2010) Making
Sense, the child’s
construction of the world.
London: Routledge.
Moyles, J. (ed.) (2007)
Early Years Foundations:
Meeting the Challenge.
Maidenhead: Open
University Press.
Task 1
Piaget, J. and Inhelder,
(to be completed on
B. (2000) The
EYFS Visit to school
Psychology of the Child.
day 1)
London: Basic Books.
Choose three children
(varied groups e.g. EAL, Pugh, G. and Duffy, B.
Girls/Boys) and observe (eds.) (2006)
Contemporary Issues in
these children with
th
regard to the 7 areas of the Early Years. 4 edn.
London: Sage.
learning, taking into
Whitebread, D. (ed.)
account current ability
(2003) Teaching and
Discuss the EYFS
Curriculum, and how
this is taught within
the school.
Discuss centrebased training, and
how the school
assesses children in
the EYFS.






School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
52
and next steps.
Discuss this with your
School Mentor.
Learning in the Early
Years. 2nd edn. London
and New York: Routledge
Falmer.
53
MUSIC
Centre-based Training
Delivery method/
duration/ delivered by
School-based
Training
Student self-development
Assessment methods
Delivered by Jill Colton





1. Exploring the trainees’ own
experiences of music education
(QTS 1ac)
Curriculum overview(QTS 3a,
3b,4e,6a)
Understanding the inter-related
dimensions of music (musical
elements). (This is a practical
session, covering examples of
activities and teaching strategies at
EYFS, KS1 and KS2) (QTS 2d, 2e,
3a, 4a, 4e, 5a, 5b, 5c, 5d, 7c
Planning and assessing music –
stage 1(QTS 6ab)
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and
model lesson
observations.
Discuss the music
teaching strategies
used within the school.
Discuss the links
between music and
other areas of the
curriculum.
Discuss centre-based
training for planning
and assessing music –
stage 1.
Task One: to be
completed after Music
Day 1
Teach a short (10 – 15
minutes) session to a
group of children
based on ONE of the
musical elements.
Talk to the class
teacher before the
session to establish the
children’s previous
musical experience
and particular learning
Complete recommended
reading:

A & L Pugh, Music in the
Early Years, Routledge
Agogo Bells to Xylophone –
A & C Black
Ben Tovim and Boyd,
Children and Music, A&C
Black
Buchanan and Chadwick,
Music Connections, Cramer
Music
Glover and Ward, Teaching
Music in the Primary School,
Cassell
Glover J, (2000), Children
composing 4 -14, London:
Cassell
Gray-Fow B, Discovering
and Developing Talent in
Schools – An Inclusive
Approach NACE
Hallam,S and Creech, A (Ed)
Music Education in the 21st



School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Music task 1.
54
needs. Write a brief
evaluation of the
session, including how
you would continue if
you taught a further
session to the same
group.




2. All aspects of singing in
primary school including;
repertoire, part-singing,
changing voices in boys,
children with pitching
difficulties, planning, teaching
and assessing.
(This is a practical session –
trainees will need to wear
clothing that they can move
easily in, and remember to bring
some water)(QTS 3a, 3b, 4a, 4b,
4d, 4e, 5a, 5b, 5c, 5d, 6d, 7c, 7d)
Improvisation and notations – an
introduction to improvisation in
music at all KS’s and a look at how
music can be notated in various
ways. (Practical session)(QTS 1a,
1b, 2c, 3a, 3b, 5a, 5b, 5, 5c, 5d,6a,
6d,7a, 7b)
Pause for thought - action learning
sets activity based on an aspect of
music education.
3. Instrumental work in school.
6 hrs training
Delivered by a music
specialist working as a
consultant across a
group of schools in the
locality.
Delivered through
workshops, lectures,
seminars, action
learning sets and
model lesson
observations.
Task Two: to be
completed after Music
Day 2
Teach a new song to a
group of children at
one of your schools.
The group could be a
small group of children,
your class or even the
school choir if you
wish. You may prefer
to spend a few short
sessions on this task
rather than one long
one. When the
children have learned
the song, try to give
them an opportunity to
perform it. This could
be for their class
teacher, for some other
children or perhaps
during an assembly.
Century in the UK London
IOE
Harris D, Music Education
and Muslims ISBN
9781858563565
Plummeridge, Music
Education in Theory and
Practice, Falmer Press
Pratt and Stephens,
Teaching Music in the
National Curriculum,
HeinemannB
Swannick, A basis for Music
Education, Routledge
Swannick, Music Education
and the National Curriculum,
Tufnell Press
York, M, Gently into Music,
CUP




School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Music task 2.
Websites
National Association for
Music Education
(www.menc.org ) for general
information on music
education
Sing-Up (www.singup.org.uk
) for all sorts of singing
resources including words,
backing tracks and teaching
suggestions and support.
Music theory
55


A chance to learn to play the
descant recorder from scratch,
using a tried and tested scheme.
(Practical session)(QTS 1a, 2a.
2b, 2c, 2d, 2e, 5a, 5b, 5c, 5d, 6d,
7a, 7b, 7c, 7d, 8a)
Composition. Starting with a
simple idea and finding out how
to encourage the children to
progress and develop their
ideas. (Practical session) (1a,
1b, 1c,2a, 2b, 2c, 2d, 2e,3a, 3b,4a,
4b, 4d, 4e,5a, 5b, 5c, 5d,7d)
Planning and assessment –
stage 2 (6a, 6b, 6c, 6d) (Action
Learning Sets activity)
6 hrs training
(www.musictheoryhelp.co.uk
) will supply free online help
for children (or trainees!)
wanting to extend their
knowledge of music theory
About.com Music Education
- worth a look for free
resources
Delivered by a music
specialist working as a
consultant across a
group of schools in the
locality.



School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
Delivered through
workshops, lectures,
seminars, action
learning sets and
model lesson
observations.
GEOGRAPHY
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment
methods
Delivered by Helen Grimmett
1. Geographical Skills:
 Field sketching;
 Observing and recording;
 Extraction of information
from a range of secondary
sources:o Television
o Newspapers
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.


Trainee to have
opportunities to carry
out observations of
Geography teaching
during TP1and 2;
Trainee to discuss
Long, Medium and
Complete recommended
reading:
Catling, S. (2009)
Teaching Primary
Geography (Achieving
QTS). Learning Matters.



School and
class mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
56
o
Meteorological office
reports
o Satellite photographs
o Charts, tables and graphs
e.g. bar graphs, divided
bar graphs, scatter
graphs, pie graphs, line
graphs, climate graphs
that contain two forms of
statistical representation;
Rose diagram showing
wind speed and direction;
 Extracting information from
maps;
 Extracting and recording
statistical data on maps;
 Devising, using and
applying questionnaires and
surveys;
 Interviewing individuals and
groups regarding an area of
study.
Geographical Knowledge.
 Physical geography e.g.
plate tectonics including
earthquakes and volcanos,
rivers, glaciation, coastal
scenery;
 Weather types, processes
and maps;
 Climatic regions;
 How the environment
impacts on human activity-



Short term plans
during both school
placements;
Trainee to have
opportunities to teach
Geography during
TP2 and TP3, using
and adapting school
planning
Trainee to be
observed teaching
Geography during
TP2 or TP3. This may
be an informal
observation
Trainee to develop a
range of teaching
resources for
Geography during the
training year
Cooper, H., Asquith, S.
and Rowley, C. Geography
3-11, A Guide for teachers.
London: David Fulton.
Martin, F. (2006) Teaching
Geography in primary
schools, learning to live in
the world. Chris Kingston.
Martin, F. (1995) Teaching
Early Years Geography.
Chris Kingston.
Scoffham, S. (2010)
Primary Geography
Handbook. The
Geographical Association.
Scoffham S, (2012)
Teaching Geography
Creatively (Learning to
Teach in the Primary
School), Routledge
evidence.
Useful websites
Geographical Association
www.geography.org.uk
http://www.geography.org.
uk/eyprimary
http://www.geography.org.
uk/news/2014nationalcurric
ulum/
57
o

Population
distribution,
characteristics and
where people settle
o Towns and cities
o Raw materials
o Farming
o Industry
o Trade;
Human impact on the
environment of global
warming, deforestation, etc.
History
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment methods
6 hrs training
Find out how History is
organised and taught
within their home school
or placement school.
Complete
recommended reading:

Rosie Turner-Bisset,
History in the Primary
Classroom (Creative
Teaching)
Harris, R., Luff, I. (2004),
Meeting SEN in the
Curriculum History
Hoodless P (2008),
Teaching History in the


Delivered by Helen Grimmett
Day 1:
Morning sessions
What is History?
Why teach History? / Aims of History
teaching.
Teaching History in the context of
both the National Curriculum 2000
and the revised curriculum 2013.
Inspiring curiosity through the
teaching of History: including
differentiation for those who are
SEND/G&T (Q18/Q19)
Delivered through
workshops, lectures,
seminars, action
learning sets and model
lesson observations.
Work with a small group
of children to explore
their knowledge of
chronology in relation to
age appropriate
language and
expectations.
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
58
Afternoon sessions
Curriculum Progression: exploring
different aspects of History using the
guidance in the National Curriculum.
(Q15)
Briefly exploring the curriculum aims
for History (Five key elements of
History teaching). (Q14/Q15).
Looking at the importance of
timelines and chronological
understanding in primary History
(Key element one of History
teaching); in reference to
professional knowledge essential for
the new curriculum and in terms of
teaching strategies.(Q28/Q31).
Achievement and attainment in
History. (Q12).
Day 2:
Morning sessions
Using mental/oral starters in History
Detailed explorations of the final four
curriculum aims for History
(Q14/Q15).
Looking at Historical evidence and
source materials.
Using drama in History teaching.
Afternoon sessions
Monitoring progression and giving
effective feedback (Q26 /Q27/Q29).
Using the National Curriculum (and
being mindful of the chronological
nature of the new curriculum) to plan
Find out how their
current school assesses
History.
6 hrs training
Delivered by a music
specialist working as a
consultant across a
group of schools in the
locality.
Plan and teach a
History lesson involving
elements of chronology,
investigative work and
group discussions.
Primary School, Exeter
Learning
Hilary Cooper, Teaching
History Creatively
(Learning to teach in the
Primary School)
Tony Pickford, Wendy
Garner, Elaine Jackson,
Primary Humanities
(Learning through
enquiry)
Murphy J, (2007) 100+
Ideas for Teaching
History, Continuum
international publishing
group
Cooper H, (2012)
Teaching History
Creatively (Learning to
Teach in the Primary
School), Routledge



School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
Delivered through
workshops, lectures,
seminars, action
learning sets and model
lesson observations.
59
learning outcomes when creating
medium/short term planning
(Q10/Q22/Q25)
Group studies – a chance to plan a
6 week unit of work. (Q10/Q22/Q25)
Thinking skills
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment methods
Delivered by Helen Grimmett
Thinking skills and Philosophy in
the classroom
Morning sessions
An introduction to Thinking skills and
how they can be utilised in the
primary curriculum.
An exploration of multiple
intelligences, Bloom’s Taxonomy
and De Bono’s Thinking hats.
Encouraging children to undertake
investigations and enquiries by
approaching foundation subjects
through thinking skills, open ended
tasks and Philosophical thinking.
(Q28/Q31).
Afternoon sessions
Modelling of how to teach Thinking
skills/ Philosophy techniques to
6 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and model
lesson observations.
Explore thinking
skills techniques
with a group of
children or the
whole class.
Discuss Thinking
skills techniques
with school mentor
to discover which
are used in school.
Add thinking skills
techniques and
questions onto a
lesson you plan.
Complete

recommended reading:
Forsyth A, (2011)
Thinking Hats: Year 5-6

Book 3: Teach Thinking

Skills Through Cross
Curricula Activities Using
De Bono's Thinking Hats,
Imaginative Minds
Forsyth A, (2011)
Thinking Hats Book 1,
Imaginative Minds
Forsyth
A,
(2011)
Thinking Hats Book 2,
Imaginative Minds
Mike Fleetham, How to
Create & Develop a
Thinking Classroom
Mike Fleetham, Thinking
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
60
small groups and to whole class
groups. (Q18/19)
Evaluating different styles of
learning and how these can be used
in teaching all subjects across the
wider curriculum(Q8/Q25/Q2).
Planning a series of lessons
involving Thinking Skills and
Philosophy techniques.
Stories to Wake Up Your
Mind
Sara Stanley, But Why?,
Developing a
Philosophical Thinking in
the Classroom
61
RE
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment methods
Delivered by Katie Gowland
Day 1
 Explore why we teach RE
in primary schools (T3b);
 The curriculum - EYFS /
KS1/ KS2 - QTS (T3a);
 The dual learning
Objective (T1a);
 SMSC- What it is and the
role of RE in supporting it.
(T1a, 9a,d);
 The six main World
Religions (9a,d);
 Teaching RE through
storytelling (4a);
 Teaching RE through
Artefacts (4b).
Day 2
 Medium term Planning For
RE – Including learning
styles and differentiation
(T2a, T2b, T5a,b,c,d) ;
 Assessing RE (T6a,b,c,d);
 Collective worshiprequirements and
expectations;
 Dealing with Questions;
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.
Observe different
teachers teaching RE
and reflect on the
practice seen.

Teach at least
one RE lesson
using either a
storytelling
technique or
religious
artefacts. Reflect
on the challenge
present in the
Complete
recommended reading:

Ashton, E. 2000.
Religious Education in
the Early Years.
Routledge.
Erricker, C, Lowndes, J.
and Bellchamber, E.
2010. Primary Religious
Education - a new
approach
Getting old but still v imp:
Grimmitt, Grove, Hull and
Spencer. 1991. A Gift to
the Child - RE in the
Primary School Teachers’ Source Book.
Teece, G. 2012. The
Primary Teacher’s Guide
to religious education
Vaisey, G. Series of Early
Years RE books
Internet Sites
http://www.retoday.org.uk
/publications





School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
62



Resources for RE
including Visits and
Visitors – How to use
people effectively;
Planning a visit to a place
of worship;
Creative methods to
promote spiritual thinking Godly Play Practical.
learning for all
pupils.
and the RE:ONLINE
website section on
Leadership: http://www.re
online.org.uk/leading/
http://www.bbc.co.uk/relig
ion/
http://www.thegrid.org.uk/
learning/re/
http://www.Jewish.co.uk
http://www.soJewish.com
http://www.standards.dfe
e.gov.uk/schemes/religio
n/
http://www.cleo.ucsm.ac.
uk/content/religiouseduc/r
edirectory.organisations.
html
63
SEND
Centre-based Training
Delivery
method/
duration/
delivered by
School-based
Training
Student self-development
Assessment
methods
Delivered by Rebecca Loza
1.
 An introduction to the key
features of the SEND
Code of Practice.
 Definitions of SEN
relating to the Code of
Practice.
 A whole school approach
towards inclusive
education for SEND
pupils.
 Behaviour management
strategies for SEND.
 Communicating with
parents of SEND pupils.
6 hrs training




Have a good
understanding
of SEND and
Inclusion
Policies and
their
implications for
mainstream
practice;
Identify SEND
and carry out a
range of
assessments;
Plan for
children with
SEND across a
range of
subjects;
With the class
teacher or
SENCO write
Complete pre-course reading:

SEND code of practice: 0 to 25
https://www.gov.uk/government/publication
s/send-code-of-practice-0-to-25


Peer L and Reed G, Special Educational Needs
a Guide for Inclusive Practice, SAGE
Publications Ltd, 2011

School and class
mentor
discussions and
observations;
Tutor
assessments;
Pupil profiling
task;
Portfolio of
evidence.
Kutscher M L, Kids in the Syndrome Mix of
ADHD, LD, Asperger's and More! Jessica
Kingsley Publishers Ltd, 2007.
64


2.
 ASD, Dyslexia,
dyscalculia and
dyspraxia;
 Inclusion and the
implications for planning
 Working with learning
support assistants. To
have a greater insight into
the vital role of the TA,
yet their need for you to
be the expert
 Tracking progress for
SEN pupils
 Classroom management.
6 hrs training


specific targets
for pupils
Practise the
necessary skills
to
communicate
with parents
regarding
SEND and
carry out
reviews;
Discuss the
complex
relationships
between SEND
and behaviour;
Have a
reasonable
working
knowledge of
Autistic
Spectrum
Disorder,
Speech and
language
difficulties,
Developmental
delays and a
range of
Physical
disabilities;
Identify
Complete recommended reading

Addy, L. (2003) How to understand and
support children with DYSPRAXIA LDA

Dr Green, C. and Dr Chee, K. (1995)
Understanding ADHD. Vermilion.
Hartshorne, M. (2011) Misunderstood Hello. 
The Communication Trust.
Hulme, C. and Snowling, M (2009)
Developmental Disorders of Language
Learning and Cognition. Chichester: WileyBlackwell.

School and class
mentor
discussions and
observations;
Tutor
assessments;
Pupil profiling
task;
Portfolio of
evidence.
Lee, W. (2011) Small Talk How Children
Learn To Talk, from birth to age 5. The
Communication Trust.
MacConville, R. (2010) Special Needs: What to
65


classroom
management
skills and
develop these
to create a fully
inclusive
classroom;
Observe and
discuss a range
of specific
additional
needs and
early classroom
interventions;
Develop an
understanding
of how to work
successfully
with other
professionals.
know and what to do. Optimus Publishing.
Mitchell D, Yoshida K (2013) The reason I
jump: One Boy's Voice from the Silence of
Autism, Sceptre Publishing
Neanon, C. (2002) How to identify and
support children with DYSLEXIA. LDA.
Reid, G., Knight, D., Elbeheri, G. and
Wearmouth, J (eds.) (2009) Routledge Dyslexia
Handbook. London: Routledge Falmer.
Speake, J. (2003) How to identify and
support children with Speech and
Language Difficulties. LDA.
The Communication Trust (2011) Other
ways of speaking. The Communication
Trust. Wearmouth, J. (2009) A Beginning
Teacher’s Guide to Special Educational Needs,
Buckingham: Open University Press.
FOREST SCHOOLS, BEACH SCHOOLS & OUTDOOR LEARNING
Centre-based Training
Delivery method/
duration/ delivered
by
School-based
Training
Student self-development
Assessment methods
Delivered by Essex Wildlife Trust
66











How Forest Schools
began;
The impact on children’s
learning – exploring the
evidence;
What is Forest School?
How activities are
planned;
How to carry out risk
assessments;
What is child-led learning
and the Forest School
ethos?
Developing long- term
connections to the
natural world;
Using adult support;
Using positive discipline;
How to plan for Forest
Schools so that the
practical activities help to
enhance learning within
all areas of the
curriculum;
Finding a suitable site.
6 hrs training
Delivered by
Education Officers at
Essex Wildlife Trust.
Discuss with
your school or
class mentors
how forest
schools is used
or could be used
by your pupils.
Complete recommended reading:
Knight S, Forest Schools for All,
Schofield J, Nature’s Playground
Schofield J and Danks F, Going
Wild,



School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
Useful websites
www.forestschools.com
www.foresteducation.org
www.foresthistory.org
www.lotc.org.uk
www.muddyfaces.co.uk
www.woodlandtrust.org.uk
Nature Detectives,
www.naturedetectives.co.uk
Bishops’ Wood Centre, Stour-uponSeven, Worcs.
www.Worcestershire.gov.uk
Hill End, Farmoor, Oxfordshire,
www. Oxfordshire.gov.uk
Perthshire, Scotland,
www.foresteducation.org/woodland
67
CREATIVITY AND DRAMA
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Discuss the centrebased training session
and how Drama is
used as a learning tool
within the school with
your mentor.
Complete
recommended reading:
Assessment methods
Delivered by Sally Player & Jo Palmer-Tweed
1.









The importance of play and
its relationship to learning
Effective use of role-play
areas
Drama as a tool for learning
Practical exploration of a
range of drama techniques,
strategies and conventions
Using Drama to facilitate
writing
What is creativity?
The importance of creativity
in education and its place in
education today
Teaching through creativity
Teaching for creativity
7 hrs training
Delivered through
workshops, lectures,
seminars, action
learning sets and
observed model
lessons.
Look at and discuss
the importance of
creativity in education
and its place within the
curriculum.

Ackroyd J and Barter
Boulton J (2012) Drama

Lessons: Ages 4-7,
Routledge
Best B, Thomas W
(2007), Creative
Teaching and Learning
Toolkit, Continuum
International Publishing
Group Ltd
Bowell P and Heap B,
(2012), Planning Process
Drama, Enriching
Teaching and Learning,
Routledge
Cowley S (2013), The
Creative Classroom: 50
Key Techniques for
Imaginative Teaching and
Learning, Sue Cowley
Books Ltd
Craft A (2010), Creativity
and Education Futures:
School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence.
68
Learning in a Digital Age,
Trentham Books Ltd
Craft A, Cremin T,
Burnard P (2008),
Creative Learning 3-11
and How We Document
it, Trentham Books Ltd
Craft A, Gardner H,
Claxton G (2008),
Creativity, Wisdom, and
Trusteeship: Exploring
the Role of Education,
Corwin Books
Hendy L and Hughes C,
(2008), Planning for
Learning Through Fairy
Stories, Step Forward
Publishing Ltd
Hendy L, (2001),
Supporting Drama and
Imaginative Play in The
Early Years, Open
University Press
Neelands J and Goode T
(2000), Structuring
Drama Work, Cambridge
University Press
Robinson K (2011) Out of
our minds: Learning to be
creative, Capstone
Winston J and Tandy M
(2012), Beginning
Shakespeare, Routledge
69
D&T
Centre-based Training
Delivery method/
duration/ delivered
by
School-based
Training
Student self-development
Discuss teaching D
and T within the
school in relation to
the National
Curriculum.
 Ensure that you
are able to plan and
teach a D and T
activity, including
applying practical
application of each
aspect of the design
process.
 Discuss health and
safety issues
surrounding D and T
and policies within the
school.
Complete recommended
reading:
Complete recommended
reading:
Hope, G. (2006) Teaching
Design and Technology at Key
Stages 1 and 2 (Achieving
QTS). London: Learning
Matters.
Hope, G. (2006) Teaching D&T
in Key Stage 1 and 2. Exeter:
Assessment methods
Delivered by Amanda Blackburn

An introduction to the subject
of Design and Technology
and why it is taught as part of
the primary curriculum.
(1a,b&c, 3a&b, 4a&b)
 An explanation of the design
process, including the design
brief, research, initial and
final ideas, the production
process and final evaluation.
(3a&b, 4a&b)
 A practical activity designed
so that students can
experience each aspect of
the design process. (Practical
application of 3a&b)
 A study of the National
Curriculum; Scientific and
Technological
Understanding, focusing on
the progression of skills
children are required to
learn and how they can be
assessed. (2a,b,c,d &e,
6a,b,c&d)
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.



School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of
evidence.
Websites
www.data.org.uk
70

A study of the materials
and techniques that
children are expected to
learn about, including
health and safety issues.
(1a, 2a,b,c,d &e, 7a)

A study of Design and
Technology links with other
National Curriculum areas
of learning and how it can
be planned to be crosscurricular. (4d&e, 5a,)
A practical activity
designed so that the
students can become
familiar a project based
approach to the National
Curriculum. (Practical
application of 3a&b)

71
PSHE
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student self-development
Assessment methods
Delivered by Stephanie Redgate
1,
The role of PSHE and
citizenship in the new
National Curriculum
 The relationship
between PSHE,
citizenship, the new
National Curriculum
and health and
wellbeing;
 Statutory and nonstatutory elements of
the PSHE Curriculum;
 The cross-curricular
nature of PSHE;
 Continuity of
curriculum provision;
 Certificate of
Confidence – Evidence
gathering.
2.
The importance of PSHE
6 hrs training
Delivered through
workshops, lectures,
seminars and action
learning sets.
6 hrs training
 Discuss the relationship
between PSHE,
citizenship, the new
National Curriculum and
health and wellbeing
within the school;
 Gather evidence for
Chartered PSHE teacher
status.
Gather evidence for
Complete recommended
reading
Gather evidence for
Chartered PSHE teacher
status.




Complete recommended
reading:
Hill, Judith PSHE and
Citizenship for ages 5- 7
Pfister, Marcus The
Rainbow Fish, North South
Books - ISBN 0-73581232-2
Cave, Kathryn and Riddell,
Chris Something Else,
Puffin - ISBN 0-14054907-8
Mosley, Jenny Quality
Circle Time in The primary
classroom, LDA - ISBN 185503-229-5
Ironside, Virginia – The

School and class
mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Chartered PSHE
teacher evidence.
School and class
72
in the Foundation Stage
and planning for PSHE
and citizenship in all
stages of the Primary
phase
 Emphasis on social
skills more than on
Literacy and
Numeracy;
 The need to build on
this throughout the
Primary school phase
and beyond;
 Implicit and explicit
elements;
 Making PSHE
connections across
the curriculum;
 Social and
emotional aspects
of learning (SEAL);
 Relationships;
 Becoming
responsible citizens
who make a
positive
contribution to
society;
 Tried and tested
ideas that work at
all key stages;
 Certificate of
Confidence –
Evidence
Delivered by a PSHE
AST now a headteacher
in a partner school.
Delivered through
workshops, lectures,
seminars and action
learning sets.
Chartered PSHE teacher
status.
Huge Bag of Worries, 9781-4449-0272-3
McCormick, Julie - Games,
Ideas and Activities for
Primary PSHE – ISBN
978-1408267745
Plumber, Deborah –
Helping Children to Build
Self Esteem – ISBN
1843104881
Jennifer M. Fox Eades
Classroom Tales: Using
Storytelling to Build
Emotional, Social and
Academic Skills Across the
Primary Curriculum, ISBN10: 1843103044
SEAL documents can be
accessed at
http://webarchive.nationa
larchives.gov.uk/201108
09101133/nsonline.org.u
k/node/87009
www.psheassociation.org.uk/
www.bbc.co.uk/schools/
websites/4_11/site/pshe.
shtml
www.antibullyingalliance.org.uk/
www.childline.org.uk/Pag
es/Home.aspx



mentor discussions
and observations;
Tutor assessments;
Portfolio of evidence;
Chartered PSHE
teacher evidence.
73
gathering.
BEHAVIOUR
In addition to the centre-based training in this strand you will explore how your own mood, body language, voice, behaviour and choice of
language impact on behaviour. This will be explored through regular dialogues with your School and Class mentors
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment
methods
Delivered by Stephanie Redgate
Understanding and managing
behaviour
Content:
The training will explore a range of
influences that impact on teacher and pupil
behaviour and learning. The session will
also investigate ideologies underpinning
learning environments, including
incremental and entity intelligence
theories, and consider approaches to
creating a positive learning focused
classroom ethos:


Understanding the psychology of
behaviour and identifying misdirected
goals of behaviour in the classroom;
Strategies for whole class positive
behaviour management;
6 hrs training

Delivered through
workshops, lectures,
seminars and action
learning sets.

Scrutinise the school
policy and practices
and discuss the
school’s behaviour
management
systems with the
class teacher and
school mentor.
Observe a lesson,
focussing on the
language used to
manage the
behaviour in the
classroom.
Complete reading:
 Ellis, S. and Tod,
J. (2009)
Behaviour for
Learning:
Proactive
Approaches to
Behaviour
Management
 Powell, S. and
Tod, J. (2004) A
systematic review
of how theories
explain learning
 Behaviour in
school contexts




School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Reflective journal.
74

Effective use of language in managing
behaviour;
 Planning responses to behaviour
through observations;
 Theory and application of a range of
positive approaches to classroom
behaviour management;
 Promoting a positive environment for
behaviour;
 Adults as positive role models;
 Steps to success and levels of
interventions;
 Identification and techniques for
dealing with bullying;
 Current legal requirements, national
and local policies and guidance on
safeguarding and the promotion of
well-being of children;
 Consider the impact of body language
and use of voice in managing
behaviour (link to 5voices training);
 Dealing with bullying in schools*
 Restorative justice in schools.
De-escalation and managing
challenging behaviour




Understanding the psychology of
behaviour and the psychological issues
some children bring to school;
Exploration of strategies for managing
more challenging behaviour;
Effective use of language in managing
challenging behaviour;
De-escalation strategies;


Visit an SEND setting or
a PRU and carry out
detailed observations of
how behaviour is
managed. Discuss your
observations and their
application in your
current context with your
school/class mentor.
Available at
http://eppi.ioe.ac.
uk/cms/LinkClick.
aspx?fileticket=xj
NFKFrgrG8%3D
Rogers, B. (2004)
Classroom
Behaviour.
London: Paul
Chapman.
Rogers, B. (ed.)
(2009) How to
Manage
Children’s
Challenging
Behaviour.
London: Sage.
1. Write a reflective
journal with a
focus on
behaviour, the
teacher’s impact
on behaviour and
the relationship to
learning and
emotional
wellbeing.
2. Observe
behaviour
management in a
specialist setting.
Observe the
strategies




School and class
mentor
discussions and
observations;
Tutor
assessments;
Portfolio of
evidence;
Reflective journal.
75

employed,
language used,
use of additional
adults, teacher
presence and use
of voice.
Reporting and recording significant
incidents.
SAFEGUARDING
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment
methods
Delivered by Jeremy Crook & Stonewall
1. Develop understanding of the
legislation and guidance under-
SCITT Executive
Director

familiar with the
pinning ‘safeguarding children’;
Safeguarding policy
2. Understand the implications of
in each of your
guidance and legislation on practice;
3. Establish a basic understanding of
Ensure you are
schools;

Discuss the policy
the types of abuse which can be
and its’ application
experienced by children and young
wit your School
people;
Mentor;
4. Increase awareness of the indicators
of abuse;
5. Increase awareness of ‘peer abuse’,

Reference
Complete reading:
School Mentor & HT
assessment
1. The Prevent
Agenda;
2. Best Primary
Practice –
Stonewall
All safeguarding
documents are
available on
Blackboard and in
Dropbox.
Safeguarding
(particularly the
including links with Child Sexual
Prevent Agenda) in
Exploitation;
your planning
6. Understand responsibilities to record,
76
report, and share information;
where relevant.
7. Explore lessons learned with Serious
Case Reviews;
8. Understand the implications of the
Prevent Agenda including how to
identify children at risk of exploitation.
½ Day
Stonewall's 'Train the Trainer' course will
Stonewall
give participants the tools, techniques and
confidence they will need to train other
staff in school on how to tackle
homophobic bullying. You will:

Learn practical techniques to train
other staff in your schools on how
to tackle homophobic bullying and
celebrate difference.

Gain an overview of the current
state of homophobic bullying and
its impact on pupil achievement
and school performance.

Find out how to meet your Ofsted
and legal requirements under the
2012 inspection framework and the
Equality Act 2010.

Be inspired by best practice from
other schools.
77
VOICE
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment
methods
Trainees will work with
their mentors to apply
set targets and apply
their vocal training to
create an effective
learning environment
through the use of the 5
voices
Trainees will be in
conversation with
mentors who will
talk about voice
use in an
objective manner.
Trainees will be
set vocal targets
in feedback
sessions.
Trainees will be
asked to assess their
own use of voice
through use of Voice
Journals and
reflection on specific
voice targets set by
mentors.
Seek further vocal
help if needed by
self-referral or in
conjunction with
mentor feedback.
Mentors will use vocal
training as a way of
assessing trainees
ability to create an
effective learning
environment through the
use of the 5 voices.
Trainees will be in
conversation with
mentors who will
talk about voice
use in an
objective manner.
Trainees will be
set vocal targets
in feedback
sessions.
Trainees will be
asked to assess their
own use of voice
through use of Voice
Journals and
reflection on specific
voice targets set by
mentors.
Seek further vocal
help if needed by
self-referral or in
conjunction with
Delivered by Suzanne Parke & Lesley Hendy
Trainee Training
One Whole day training:
Practical study of Vocal
production, training in
the 5voices model for
effective voice use in the
classroom and Voice
care.
A half-day training in the
skills of Vocal Delivery.
Mentor training
One to one tutorial
offered to trainees
needing extra voice
support
One half-day workshop
(3hrs)
Practical study of vocal
production, skills of
vocal delivery and voice
care.
The development of a
voice language for
communication with
trainee.
How to give oral and
written feedback, target
Mentors will evaluate
how use of 5voices
helps with behaviour
management.
78
setting and assessment
tools within the GROW
model.
mentor feedback.
79
ENRICHMENT COURSES
SEND
Centre-based Training
Delivery method/
duration/ delivered by
School-based Training
Student selfdevelopment
Assessment
methods
Discuss SEN provision
within the school in
relation to the National
Curriculum.
Complete the
recommended
reading in the centrebased training
programme.
Tutor observation,
portfolios of evidence,
reflective journals,
professional
dialogues with
mentors, Portfolio of
evidence and tasks.
Delivered by Will & Rebecca Loza
Differentiation and approaches to
teaching and learning
The course aims to enable trainees:
 To gain further clarity on the
paperwork involved with pupils with
SEN
 To understand how to change
statement objectives into
appropriate targets and activities in
the classroom
 To have a greater insight into the
vital role of the TA, yet their need
for you to be the expert
 To look at what is required of you in
terms of differentiation
 To think about behaviour
management techniques to ensure
engagement in learning as well as
social development takes place in
your classroom
 To practise planning that includes
pupils working at p level
6 hrs training
Delivered through
workshops, lectures and
seminars.
Discuss the school
approach to SEND with
the SENCO.
Read the new SEND
Code of Practice
Ensure you are
familiar with p-scales.
80
Managing behaviour of children with
additional needs including autistic
spectrum disorder
The course aims to give trainees:
 An introduction to types of
behaviour and learning difficulties
 Opportunities to discuss in groups
children with behaviours that
challenge
 A basic understanding of the
particular challenges relating to
children with autistic spectrum
disorder.
Speech and language
The taught course aims to promote an
understanding of key issues surrounding
successful speech and language
development; it will explore the potential
impact speech and language difficulties
could have on primary children’s learning,
general development and wellbeing. It will
also include opportunities to explore and
develop effective classroom practice that
enables inclusion whilst narrowing the gap.
6 hrs training
Delivered through
workshops, lectures and
seminars.
Discuss SEN provision
within the school in
relation to the National
Curriculum.
Discuss the school
approach to SEND with
the SENCO.
Tutor observation,
portfolios of evidence,
reflective journals,
professional
dialogues with
mentors, Portfolio of
evidence and tasks.
During the course participants will:

Consider the potential problems
caused by receptive and
expressive language difficulties and
how these may manifest in a school
environment.

Explore how language difficulties
can impact upon social skills and
81
consider strategies and
interventions which can help with
this.

Have the opportunity to develop a
range of strategies for effective
practice in enabling children with
language difficulties to access
learning alongside their peer group.

Explore and create resources that
may aid pupils with vocabulary
difficulties (including EAL pupils)

Gain an understanding of how a
Speech and Language Therapist
may work with the school.

Have the opportunity to look at
some diagnostic tests that relate
directly to speech and language
development.
The role of the SENCO and planning
your career in SEND
Using diagnostic tests
Understanding the code of practice
The taught course will explore Inclusion
and the role of the SENDCo within a
school and the Inclusion Team, examine
the latest changes in legislation regarding
special educational needs and the impact
this will have on schools and children and
explore the role of diagnostic testing in
identifying the specific needs of individual
learners.
Delivered through
workshops, lectures and
seminars.
Discuss SEN provision
within the school in
relation to the National
Curriculum.
Discuss the school
approach to SEND with
the SENCO.
Tutor observation,
portfolios of evidence,
reflective journals,
professional
dialogues with
mentors, Portfolio of
evidence and tasks.
82
Participants will:
 Explore the new Code of Practice;
 Gain an understanding of the
different responsibilities a SENCo
may have in a mainstream school.
(including statutory roles);
 Consider how a SENCo may
support class teachers and
teaching assistants with individuals
or groups of children with
additional needs;
 Consider the types of interventions
that will help narrow the gap in
attainment and weigh up the pros
and cons of different types of
interventions. (including morals
and ethics);
 Develop an in depth
understanding of the
importance of tracking progress
using diagnostic testing and
how this data is important
evidence for Ofsted.
83
LEADERSHIP
Centre-based Training
Delivery method/ duration/ delivered
by
Student self-development
Assessment methods
Delivered by Jeremy Crook
The underlying premise of this short programme is that teachers are lead professionals and thus have authority over a relatively large constituency
of children, their families as well as those adult workers or volunteers who require deployment in the classroom. Further, that the theory and
practice of leadership has aspects that are generic and are as useful to the classroom practitioner as to middle and senior leaders of the future.
The course will introduce participants to a range of well-established ideas pertaining to organizational dynamics these include critical management
theory, psychoanalysis, systems and solution focused thinking, and transactional analysis - no previous knowledge understanding of these
ideas is required. All that is required is a sincere interest and enthusiasm for the subject matter.
On completion participants should have a
useful understanding of:
 Why all human behaviour has
meaning.
The course will consist of a mixture of
short lectures, learning related
activities and case study workshops.
2 x 1 day training sessions.

Why all human behaviour is a solution
Led by experienced Headteachers
to a dilemma – even if it seems, to
others, to make matters worse.

Why intuition is so important and how
it can be harnessed in a logical way.

Introducing some systematic tools
that make complex behaviour
comprehensible.

How to use these ideas to make
effective teaching and leadership
Participants will be expected
to keep a personally
confidential professional log to
provide anonymised real life
case studies for the
workshops and discussions.
Tutor observation and
peer review
Written applications
Headteacher interviews
Any key readings will be
provided during sessions.
84
interventions.

Some practical, well founded
leadership and management
strategies that enhance direct working
with adults and children.

How to create, and work in, mutually
supportive professional working
groups.
PE
This three day programme will be delivered by expert coaches from a number of National Governing Bodies of sport and will result in an NGB
qualification at activator Level or above
24th Aug
9.30 – 12.30
FOOTBALL
CRICKET
25th Aug
HANDBALL
VOLLEYBALL
FOOTBALL
26th Aug
HOCKEY
HANDBALL
ATHLETICS
TENNIS
HOCKEY
ATHLETICS
TENNIS
HANDBALL
Lunch 12.30 – 1.15
1.15 – 4.15
CRICKET
HANDBALL
FOOTBALL
FOOTBALL
VOLLEYBALL
85
86