BA QTS PRIMARY 5-11
This is your Welcome Pack and provides you with an
indication of the content of the Programme and the
preparation that you can undertake before starting your BA
QTS Primary 5-11 Programme.
Welcome Pack
Programme Structure
The BA QTS Primary 5-11 Programme consists of 9 modules in year one. All of
them are compulsory with the specialism module having five choices. They are
all at level 4. There are assignments for all modules.
Module
ITT10XX
Module
ITT1001
Module
ITT1026P
Module
ITT1027P
Module
ITT1023
Module
ITT10121
Module
ITT1024
Module
ITT104
Module
ITT1025
Specialism
Professional
Studies
School
Experience
1a
Includes
phonics
School
Experience
1b
English
Mathematics
Science
and Design
and
Technology
Foundation
Subjects
RE/PSHE
and
Computing
Choose one
from
English,
Maths,
Science, PE
or History
The School Experience Modules (labelled P) count towards the 120 days which
you must spend in schools in Key Stage One and Key Stage Two throughout
your three years on the programme. The School Experience modules are
assessed against the Teachers‟ Standards and evidence is recorded on your
School Experience Assessment Tool (SEAT) and an app called My Progress.
Blended Learning
You will learn through a range of experiences, at University and in school, which
blend together to ensure you develop professional skills, values and attitudes
appropriate to secure high levels of children‟s attainment, progress and wellbeing as well as gaining a good degree.
Each module is made up of Learning Events and Online Learning Packages.
Learning Events have a pre-face to face activity and a post – face to face
activity. The face to face session will be timetabled and you will be given this
timetable in September. The Online Learning Packages can be completed on or
offsite, you will be given advice on when they are best to complete.
Each module has a Curriculum Leader and they meet on a regular basis with the
Programme Leader to ensure we are providing high quality teaching and learning
activities.
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You will be taught how to use a range of technological tools which you can use
to increase your own engagement with theories and practices. You will be able to
use these tools in your own teaching.
Support
You will all have a Personal Academic Tutor based at the University and a trained
mentor during each School Experience. The PAT is your first „go to person‟ if you
have any questions or need support. The PATs meet with the Year Leader on a
regular basis and you can contact the Year Leader or Programme Leader.
Each teaching group will have an elected representative who will regularly gather
and discuss the feedback from the „student voice‟.
Preparation for the Year
You will be given access to an online site (NILE) for all materials and your
timetable. You will need to check these regularly. You will work independently
and in groups. You will require general stationery. The University based day will
be 9-5pm and the school experience day from 8.20am -4.30pm although these
are changeable and determined by each school.
What to do before you start the Programme.
1. Initial Ideas about Learning
Use the link below to access a free online course from the Open University. It
could take approximately 8 hours to complete all of it, so scan it first and decide
on relevant sections to support your initial professional development.
http://www.open.edu/openlearn/education/learning-learn-you-and-yourlearning/content-section-0
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understand that valuable and important learning goes on all the time
appreciate that learning can involve thinking, doing and feeling
demonstrate a clearer idea of what has been learned and what qualities,
knowledge and skills are already there
understand better the importance of everyday skills of communication,
problem solving and organisation.
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2. Key Stage One and Two National Curriculum
You are going to learn to teach all aspects of the Primary National Curriculum for
Key Stage One and Key Stage Two.
List all the subjects.
Write down three things for each subject that you are looking forward to
teaching to children and why.
KS1 and KS2 curriculum can be found at
https://www.gov.uk/government/publications/national-curriculum-in-englandframework-for-key-stages-1-to-4
3. Developing Behaviour Management
Behaviour management is an enormously practical matter. Behaviour
management is an integral and substantive element of ITT, and it will be
delivered discretely, continuously and incrementally throughout the training
period. It will be explicitly signposted, given privileged time in the programme
and constructed so that it guarantees basic skills, knowledge and attitudes are
accrued before more advanced techniques are expected.
The 3Rs of the behaviour curriculum.
Behaviour training will focus on three areas that are essential for the design and
maintenance of ordered, safe and productive classrooms. These three areas are:
i. Routines: classroom routines as a fundamental source of high expectation, a
scaffold for conduct, and a community vision of optimal habits and behaviours.
ii. Responses: strategies and interventions for de-escalating confrontation,
resolving conflict, redirecting unproductive (or destructive) behaviours, and
reacting to antisocial behaviour in a just, productive and proportional way. These
include formal interventions (for example: consequences described by the school
behaviour policy) and informal ones (for example: verbal/ non-verbal cues, body
language).
iii. Relationships: regulating one‟s own emotional state; understanding personal
triggers in one‟s own behaviour, expectations or reactions; how special
educational needs and disability (SEND) affects behaviour. Understanding for
example: attention deficit hyperactivity disorder (ADHD), autism, dyslexia,
Asperger‟s; the basic psychology of: motivation; long and short term memory;
concentration; learning; cognitive load, spacing and interleaving; group
dynamics.
Please reflect upon these three areas in relation to your own experience as a
pupil and from your observations whilst gaining experience in a primary school.
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You can use the following questions to guide your reflections:
1. What routines have you experienced/observed to support behaviour
managements? Were they successful (why/why not?)
2. What strategies/interventions have you seen to de-escalate confrontation?
Were they successful (why/why not?)
3. How do you react in challenging situations? Consider how you can begin to
manage these reactions and your own emotional state.
4. The use of data in schools
The collection and use of data within primary schools is something with which
you will become increasingly accustomed with throughout your training.
To initially reflect on this area, consider these questions;
a)
b)
c)
d)
What data is collected by schools?
Why is it collected?
How is it used?
As a trainee teacher how will you be involved in this process?
The government has published a report on data management. You may find it
useful to develop your understanding of this area by reading the summary on
page 5.
Report: Eliminating unnecessary workload associated with data management
5. Phonics
As with all areas of the Curriculum effective phonics teaching is built upon good
subject knowledge. The more you can build this up before you start your
training, the better your confidence will be for teaching this in the classroom.
This first link explores and explains some really important phonics knowledge
and terminology for teachers.
http://www.literacytrust.org.uk/resources/practical_resources_info/1032_phonic
s_glossary
This second link: http://www.mrthorne.com/ is an interesting site that explores
many of the different elements of phonics, and some child friendly ways to teach
them (applying subject knowledge to the classroom). The featured video,
'introduction to synthetic phonics', provides a concise description of what
synthetic phonics is.
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6. Resources
Over the year, you will need to use, develop and evaluate a range of resources
to enhance your teaching and the children‟s learning.
List five resources which you believe will be essential for teaching.
There is a wide range of books, journals and websites which you can access. The
website below focuses on tools which are supported by educational research.
https://educationendowmentfoundation.org.uk/resources/teachinglearning-toolkit
7. Reading Lists
The core text that will be most useful to you and which you are advised to
purchase is:
Cremin, T, and Arthur, J. (2014) 3rd Ed. Learning to Teach in the
Primary School. Routledge: Abingdon
Each module will have its own reading list that you can access once you arrive at
University. In particular we recommend these books for English, mathematics
and science.
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Steve Farrow (2006) The really useful science book 3rd edition London:
Falmer Press.
Peter Loxley, Lyn Dawes, Linda Nicholls and Babs Dore (2013) Teaching
Primary Science 2nd edition Abingdon: Routledge
Wynne Harlen and Anne Qualter (2009) The teaching of science in Primary
Schools 5th edition Abingdon: Routledge.
Jolliffe, W. and Waugh, D. with Carrs. A (2015) Teaching Systematic
Synthetic Phonics in Primary Schools. 2nd Edition. London: Learning
Matters
Medwell, J. Wray, D. Minns, H. et al (2014) Achieving QTS Primary
English. Teaching Theory and Practice. 7th Edition. London: Learning
Matters
Medwell, J. Moore, G. Wray, D. et al (2014) Achieving QTS Primary
English. Knowledge and Understanding. 7th Edition. London: Learning
Matters
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8. Subject Specific Preparation
All applicants are asked to complete the activities below for English, Mathematics
and Science and the Foundation Subjects.
English 5-11
Curriculum Leader: Gill Chambers
[email protected]
Welcome to Core English Module. We would like you to begin immersing
yourselves in children‟s literature. We encourage you to build up your own
collections and a log of reading over the three years but there is not an
expectation to purchase. To help you to get started there are some suggestions
below.
These books are just some of the books used in schools and they are available in
the University library.
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A novel of your choice by Michael Morpurgo
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Any other novel of your choice suitable for KS2 children
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Any picture book by Anthony Browne
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Any picture book by Julia Donaldson
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Children‟s poems from a number of different poets. Some good examples
come from: The Works Poetry Anthology chosen by Paul Cookson (10th
Anniversary Collection); A Laureate‟s Choice: 101 poems for Children
Chosen by Carol Ann Duffy; If: a treasury of Poems for Almost Every
Possibility by A. Esiri and R. Kelly.
As you read each book or poem, make notes on the themes and any ideas you
have for how it might engage, inspire or interest children.
Please bring your notes to the first Learning Event.
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Mathematics 5-11
Curriculum Leader Claire Shelley
[email protected]
We look forward to seeing you in September. Our Learning Events are designed
to give you an insight into the curiosity that mathematics can inspire, as well as
hands-on experience with the activities you may be teaching to children in the
future.
1. Register online with the National Centre for Excellence in Teaching
Mathematics (NCETM).
Navigate, via the self-evaluation tab, to the sections on self-auditing of
mathematics content knowledge.
Complete these for Keystage One and Keystage Two. Bring these to your first
mathematics Learning Event.
2. Read Cotton, T, (2010) Understanding and Teaching Primary Mathematics (2nd
Edition). Harlow: Pearson.
This book is available from a number of suppliers. Make sure you get the Second
Edition.
In Chapter 1 you need to make sure that:
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you understand and can use the technical vocabulary that relates to
the teaching and learning of mathematics;
you understand the foundations for learning mathematics.
In Chapter 2 you will find audits covering:
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your previous experience;
your beliefs about teaching and learning mathematics;
the level of your subject knowledge.
Make notes about your own strengths and areas for development. Bring these
notes to your first mathematics Learning Event.
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Science 5-11
Curriculum Leader – Andy Atkins
[email protected]
We look forward to seeing you in Primary Science Learning Events in September.
We will be giving you an insight into the curiosity that Primary Science is
expected to inspire, as well as hands-on experience of the activities you may be
teaching to children in the future. To start you off, we ask you to undertake the
following preparation work:
1. Complete the science audit on the Learning Matters website
(http://sagepub.net/LM/audit/audsci.asp ), which will help you to identify
areas of strength and areas that need further development in your
knowledge and understanding of science. Please do not panic - you are
not required to „know‟ all the science included in the audit at this point.
The intention is that you begin to identify for yourself whether you have
sufficient knowledge of different areas of science, in order to teach with
confidence across the different ages in the Primary. We will help you „fill
the gaps‟ in your knowledge, and perhaps more importantly, show you
how to teach science in an enjoyable, practical and appropriate way. Do
get the feedback which is available and relates directly to further science
resources; this printout will be the baseline for your science knowledge
development.
2. If you have not studied science for a while or are not confident about
your science subject knowledge, you might like to buy “The really useful
science book” by Farrow or “Teaching Primary Science” by Loxley et al
(see below). These will be useful for the directed tasks you will be doing
for your subject knowledge development. If you are more confident about
your science knowledge, then the book by Harlen covers more
pedagogical aspects. However all these will be available from the
University library as eBooks when you register.
3. Identify a current news story which has a science dimension and
consider the following questions;
- What is the science behind the news story?
- How is this news story relevant to the general public?
- How might you engage children of a primary school age with the
news story and with the science in this news story?
You should put together an online teaching resource, which will be viewed
by your fellow students (5 minutes), about this news story, and the
science behind it. The resource should be something that you have made,
and could be a video, powerpoint or activity etc. which engages and
interacts with the participants. The teaching is at your level, but should
be applicable to primary science. These will be loaded onto the learning
website (NILE) at the start of your course.
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Curriculum map for Science
The top two rows are a summary of content in the Science Primary National
Curriculum KS1 2014.
Can you think of some aspects of learning which would be the next steps in
learning in KS2 Science? Please add your notes in the boxes below and bring to
the first science session
Y1
Y2
Living things and
their habitats
Compare dead,
living and never
been alive
Different habitats
and the animals &
plants that live
there and how
they interdepend
Name plants and
animals in their
habitats
Food chains
Plants
Name
common
plants
Basic
structure of
flowering
plants
Animals including
humans
Name common
animals
(vertebrates)
Carnivores &
herbivores
Body parts of
animals
Basic human body
Everyday
materials
Distinguish
between object
and material
Name everyday
materials
Simple physical
properties
Classify everyday
materials
Plants
Seeds and
bulbs growing
What plants
need to grow
and stay
healthy
Animals including
humans
Offspring
Basic needs of
animals
Exercise, different
foods, hygiene
Use of everyday
materials
Compare uses of
everyday
materials
Changing shapes
of materials
Key
Stage
2
Next
steps
from
Year 1
and 2
9
Seasonal
changes
Changes
through
seasons
Weather and
day length
variation
The Foundation Subjects
[email protected]
The Foundation Subjects offer variety and depth to the Primary National
Curriculum and enhance children‟s understanding of the world around them
allowing them to make connections between subjects. In addition, you will also
learn to teach Religious Education, a statutory subject.
During the programme you will study art, physical education, geography,
history, music and modern foreign languages as part of your Foundation
Modules. The valuable real world learning that takes place in these subjects can
be enhanced with exploring the real world and visiting venues where you can
take learning outside the classroom. You will also visit the onsite Forest School.
Before you join us the following tasks will enhance your understanding of the
value of these enriching subjects in the Primary National Curriculum.
1. Learning outside the classroom
a) Reflect on your memories of visits when you were a child.
where did you go? what did you learn?
We use technological tools to share ideas collaboratively. One of these tools is
called a padlet. A padlet has been created for you to record your memories.
Use this link to access the padlet – it is like a working wall. Click on the large +
on the wall and then type up your memories. There are already many memories
on the wall – add yours!
http://padlet.com/emma_whewell/nkevg9f7a15b
2. Learning about the different subjects
List the Foundation Subjects.
Choose one that you feel most comfortable about teaching and one which you
feel you will need to develop confidence and competence in teaching. Use the
National Curriculum link on page 3 above to identify key aspects of these
subjects and make notes on your present experiences which will support your
teaching of the chosen subjects.
2. Forest schools
Forest Schools are considered a very positive experience for children. Find out
about websites which provide resources for using Forest Schools.
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