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Developing Outstanding Teachers in an Outstanding Partnership

All Saints, York

Initial Teacher EducationPGCE Secondary School Direct

PGCE Secondary Subject Handbook 2020-21Physical Education

In partnership with:

Welcome to your PGCE Secondary programme 20-21

Programme Design The programme is jointly designed by the partnership which is York St John University and the six alliances.The programme is reviewed and developed each year in response to feedback from a variety of groups. This includes student feedback and is in many forms: within sessions, informal and formal surveys and student rep meetings. Annually, external examiners critically engage with all aspects of the programme and suggest areas for improvement. As a partnership team we analyse outcomes and consider areas for developing linked to national priorities.The programme reflects the new ITT Core Content Framework (DfE:2020) and is designed to support you in five core areas: behaviour management, pedagogy, curriculum, assessment and professional behaviours. The sections entitled ‘Learn that…..’ and ‘Learn how to……’ draw on research -led evidence and statements from the framework. This mirrors what you will encounter in your first year as a teacher in the Early Career Framework and will support your transition.

ExpectationsThe PGCE Secondary is a professional programme and the expectation is that you will engage with all elements of the sessions, including the prior reading and preparation tasks. The ITT Core Content Framework makes it clear that the integration of analysis and critique of theory, research and

Diagram to illustrate how the five core areas link to the Teachers’ Standards

High-quality training and education

Behaviour Management

TS1 High expectations

TS7 Managing Behaviour Pedagogy

TS2 How pupils learn

TS4 Classroom practice

TS5 Adaptive teaching

CurriculumTS3 Subject

and curriculum

AssessmentTS6

Professional Behaviours

TS8

Useful informationPrimary school experience: This would usually take place before October half term but will now take place when possible due to safety measures for COVID-19. Alliances are responsible for making arrangements for this experience.

The purpose of a primary school experience is to:1. Critically analyse and synthesise theory and practice relating to transition 2. Demonstrate an understanding of the influences which may impact upon pupils in your subject as they transition from KS2 to KS33. Critically evaluate and reflect on the primary experience in order to understand the foundations for teaching and learning that is provided by KS2

It will also help you understand: Progression and transition within subject area Phonics and strategies for early reading/literacy

A reminder of key induction communication (sent pre programme) This communication and any tasks set will be built upon through the programme. You will need to make sure that all the tasks are completed as we will be referring to them in sessions.

- Introduction to KIT emails and calendars- Reading lists and staff introductions- Subject knowledge audits made available- Online introductory session- Critical reading

- Online research workshop- Critical writing workshop- Handbooks made available- Online training sent out- Live group session

Glossary of key terminology used throughout the programme:

This symbol indicates where we are asking for your

feedback

This symbol indicates it is an assignment session

Alliance Lead – Key contact for your alliance.Subject mentor – Expert colleague in school who will mentor you on your school placement.Link tutor – Expert staff in university who quality assures and liaises with the school mentor. Subject tutor – Expert staff in university who lead the subject knowledge days.SKA – Subject knowledge audit

PP – Pupil premiumMH – Mental healthSEND – Special educational needs and disability. Also referred to as additional needs.KS – Key stageTS – Teachers’ standards

Induction Week: Week commencing 7th September

Date Staff Learning objectivesWhat am I learning…..

and how does it link to the teacher’s standards?

Learn that….evidence underpins this

learning.Preparation before the session: Critically engaging with theory, reading and tasks to synthesise understanding

Learn how to….practice the key skills.

How you can learn from and work with expert colleagues to apply the evidence in the

classroom

How am I learning……

Monday 7 September10-12 noonModule: PGC7008

Emma Thraves-Ferguson (ETF)Keither Parker (KP) (10.30-11)Alliance leads and subject staff

Welcome and introductory session What the aims of the

programme are and the rationale behind the programme curriculum design (TS8)

To have an awareness of statutory requirements (Part 2)

To work with others in my subject area and the wider cohort (TS8)

Read through your subject handbook. Which curriculum design model/s do you think influenced it?https://tophat.com/blog/curriculum-development-models-design/

When you are reading the subject handbook, take time to identify links and reflect on both academic learning and school practice.

Live Teams session led by ETF.PGCE programme team and alliance leads to be available between 10.30-11 for group subject discussions.University support services introductions – via prepared videos

1-3Module: PGC7008

ETFKP

Introduction to the modules and assignments To understand the aims

and expectations of the programme (TS8)

To understand the principles of the modules in the programme and the assessments involved (TS8)

Relates to assignment

Feedback on day 1

Read through the programme handbooks:Subject handbookStudent teacher/mentor handbookAssessment Handbook

Read and make notes on the assignments. Develop your thinking as we progress through the programme. Consider having an assignment notebook where you can note down ideas from seminars. This will support you to plan your assignment and include key evidence.

Combination of live Teams session and flipped learning. Students to be available for the set times.

https://tophat.com/blog/curriculum-development-models-design/



Date Staff Learning objectivesWhat am I learning….. and how does it link to the teacher’s standards?


learning.Preparation before the session: Critically engaging with theory, reading and tasks to synthesise

understanding


How you can learn from and work with expert colleagues to

apply the evidence in the classroom


Tuesday 8 September9.30-10Module: PGC7008

Clare McCluskey-Dean

Professional BehavioursIntroduction to the library and subject resources (TS3 and TS8) How to conduct

searches for a range of resources

To begin using Moodle as a resource


https://www.yorksj.ac.uk/students/library/

Take a look at the library website and familiarise yourself with key areas.

Identify key resources that will support you.Access your subject reading lists:https://yorksj.rl.talis.com/index.html

Module code PGC7007

Live Teams session

1.00 – 4.00pmModule: PGC7008

Sue Shippen

Professional BehavioursUnderstanding the importance of safeguarding within schools (Part 2) To consider your roles

and responsibilities with regard to safeguarding and child protection.

To consider a range of scenarios related to child protection issues and responses to these

Read chapter 20 & 24:Brooks, V, Abbott, I, & Huddleston, P 2012, Preparing To Teach In Secondary Schools : A Student Teacher's Guide To Professional Issues In Secondary Education, McGraw-Hill Education, Maidenhead

Complete the introduction to basic awareness training on safeguarding (details on Moodle)You will also have safeguarding training in school. Both elements are mandatory. How do they link? What questions has it raised for you?


https://ebookcentral-proquest-com.yorksj.idm.oclc.org/lib/yorksj/reader.action?docID=990488&ppg=296



https://yorksj.rl.talis.com/index.html

https://yorksj.rl.talis.com/index.html



Date Staff

Learning objectivesWhat am I learning….. and how does it link to the teacher’s standards?

Learn that….evidence underpins this learning.

Preparation before the session: Critically engaging with theory, reading and tasks

to synthesise understanding


How you can learn from and work with expert colleagues to apply the

evidence in the classroom


Wednesday 9 September(WRA students in alliance all day)Module: PGC7008

9.00-11.00

KPETF

Professional Behaviours Introduction to becoming a teaching professional and writing at M level To critically explore

professional expectations as part of the school community and how to meet these (Part 2)

To self-assess your critical writing against Masters level criteria


Read through the critical reading and critical writing workshops, making sure you have completed all the tasks.

Bring your piece of critical writing (from the PowerPoint workshop over summer) to this session. It will need to be uploaded to Moodle this week.

Read P62-65: Bryan, H, Carpenter, C, & Hoult, S 2010, Learning and Teaching at M-Level : A Guide for Student Teachers, SAGE Publications, London.

and YSJ study skills factsheet on critical thinking

- Ask your mentor what the professional expectations are of school staff

- Make notes on how you can meet these expectations. Will you have to develop any areas? E.g. Being on time, professional communication, organisation skills.


1.00– 2.30 Module: PGC7008

ETFKP

Professional Behaviours Values and teaching standards To explore the impact of

personal values on your educational rationale (Part 2)

To understand how the teaching standards are integral to your practice (All)

Classroom Practice To use your voice effectively

Values statement started at induction day is needed here – if you were unable to attend an induction afternoon due to the circumstances then please write 500 words about how your personal values link to the professional values of being a teacher. (links with later session on educational rationale 11/9)

The teaching standards are not only central to your award of QTS but your whole career. - Take opportunities to identify

how they are practiced in the classroom during observations.

- Some policies in school may not synthesise with your personal values, how do you address this in a professional manner?


https://www.yorksj.ac.uk/media/content-assets/student-services/documents/CriticalThinking.pdf

https://www.yorksj.ac.uk/media/content-assets/student-services/documents/CriticalThinking.pdf




in the classroom (TS4, TS7) Read through the teachers standards and prepare questions anything you are uncertain about.Read chapter 1.2Brooks, V, Abbott, I, & Huddleston, P 2012, Preparing To Teach In Secondary Schools : A Student Teacher's Guide To Professional Issues In Secondary Education, McGraw-Hill Education, Maidenhead.

Your voice is a key tool of communication, practice using it in different ways. What alternative ways are there to communicate effectively?

3.00 – 5.30Module: PGC7008

ETFKP

(+NQT guest)

Professional Behaviours Learning and teaching assignment How to approach the learning

and teaching assignmentExpectations of SE1 (TS8 and Part 2) What the expectations are of

SE1 How the school experience is

structured Key advice for your first few

weeks in schoolClassroom Practice (TS4) How reflection supports

metacognition (TS4)

Think about key questions for our guest speaker about SE1

Look at examples of reflective learning journals on Moodle for both teachers and pupils. Watch the video clip from a previous YSJ student about reflective journals.Read:Denton, D. and David Denton (2011) ‘Reflection and learning: characteristics, obstacles, and implications’, Educational Philosophy & Theory, 43(8), pp. 838–852

Discuss SE1 expectations with your mentor in school.Be pro-active and write down ideas about how you can engage with the teacher’s standards.Complete the Theory into Practice reflective on Abyasa at the end of this week.Consider creating a physical or online learning journal






How you can learn from and work with expert colleagues to apply the evidence in the classroom


http://yorksj.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.203976&site=eds-live&scope=site






https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf

Thursday 10 September

Day at base schoolIndividual schools will confirm details

Consider your values and personal rationale Reflect on the safeguarding session

How does the school ethos fit with your values and personal rationale?What safeguarding protocols can you see in action in school?

Face to face



Preparation before the session: Critically engaging with theory, reading and tasks to synthesise

understanding



classroom


Friday 11 September9-10Module: PGC7008

KPETF

Professional Behaviours The Education System (TS8, Part 2) To consider your own views and

experiences of the education system

To engage with a range of perspectives on the purpose of education and how it has evolved

Read chapter 7.1 and 7.2Capel, S. A., Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary School : A Companion to School Experience. London: Routledge

Consider how the education system has influenced why you want to teach and what kind of teacher you want to be. This will influence your own pedagogy in the classroom and how you engage with pupils.


10-11Module: PGC7008

KPETF

PedagogyEducational Rationale and Pedagogical Practice (TS1, TS4, Part 2) To explore how an educational

rationale affects the role of the teacher

To begin to explore your own educational rationale in regard to pedagogical practice

Reflect on the previous values session and your school experience day.


http://yorksj.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1202221&site=eds-live&scope=site



Relates to assignment11-12Module: PGC7008

KPETF

PedagogyNational Policy To consider the impact of

national initiatives on pedagogy and raising standards (All)

To understand how these initiatives interrelate and their impact on teaching, continuity and progression (TS4, TS2)

Check these websites to keep up to date with educational issues:

BBC - Education The Guardian - Education GOV.UK - Education, training

and skills TES The Independent The Glossary of Education

Reform UK Parliament

Research these initiatives further and explore how they are having an impact in your placement school. All initiatives change and shape your practice, so it is crucial that you are aware of these as a professional.


1-2Module: PGC7008

KPETF

Professional Behaviours Key issues, opportunities and challenges To consider the key issues,

opportunities and challenges for new teachers (All)

Read chapter 3:Brooks, Valerie, et al. Preparing To Teach In Secondary Schools : A Student Teacher's Guide To Professional Issues In Secondary Education, McGraw-Hill Education, 2012.

What opportunities are there in your placement school to learn more about current issues?How can you find support for those areas that you find challenging?


2-4Module: PGC7008

Matt MessiasETF

Professional Behaviours Mental health, well-being and self-efficacy

Explore Matt’s website https://www.mattmessias.co.uk/school-courses-booking.html

Live Teams session across PGCE ITE Primary and Secondary

Introduction Week: Week commencing 14th SeptemberDate Sta

ffLearning objectives

What am I learning….. and how does it link to the teacher’s standards?







Monday 14 September9-12Module: PGC7008

KPETF

PedagogyHow children learn/learning and teaching pedagogy (TS2, TS4, TS5, TS7) To know key ideas about how

children learn from major theorists in this field

To begin to develop an understanding of how cognitive

Brooks et al chapter 2.4

Capel et al chapter 5.1

Ellis chapter 4

Hoult chapter 2

To be completed Combination of live Teams session and flipped learning. Students to be available for the set times.

https://www.mattmessias.co.uk/school-courses-booking.html

https://www.mattmessias.co.uk/school-courses-booking.html




https://www.parliament.uk/

https://www.edglossary.org/

https://www.edglossary.org/

https://www.independent.co.uk/

https://www.tes.com/news

https://www.gov.uk/education

https://www.gov.uk/education

https://www.theguardian.com/education

https://www.bbc.co.uk/news/education

development relates to learning To consider what is effective

learning and teaching


Pollard chapter 7

1-3Module: PGC7008

KPETF

PedagogyPlanning session 1 – practicalities and progress (TS4, TS2) To understand the key aspects of

short, medium and long term planning and the progression between these levels of planning

To consider key aspects of effective planning, including assessment, evaluation and critical reflection


Read ch 10Pollard, A, Black-Hawkins, K, Cliff, HG, Dudley, P, James, M, Linklater, H, Swaffield, S, Swann, M, Turner, F, & Warwick, P 2014, Reflective Teaching in Schools, Bloomsbury Publishing, New York.

Ask to see long and medium term plans in your department to further your understanding. Discuss these with your mentor

During observations, write a retrospective lesson plan to support your understanding of the planning cycle. You will need this on 7th October. Take opportunities to practice the planning cycle as soon as you can.


3.30-5.30 Module: PGC7008

ETF & Dr Brian Rock (BR)KP

Professional Behaviours To understand how and why we use

Abyasa to support professional development (TS8)

To develop an understanding of the role of the mentee (TS8 and Part 2)

Reading relating to:Being a menteeThe mentors roleDeveloping your professionalism

You will use Abyasa to engage with the teaching standards when your placement begins.Your weekly mentor meetings will give you opportunities to develop your skills as a mentee. Developing professional relationships with colleagues in school is a key aspect of the teaching standards

Live Teams sessions This is a split session.3.30 -4.15 Group 1 – ETF and AbyasaGroup 2 – BR and the role of the mentee4.30 -5.15 Group 1 – BR and the role of the menteeGroup 2 - ETF and Abyasa

Date Staff



Preparation before the session: Critically engaging with theory, reading and tasks to synthesise understanding




Tuesday 15 September

RMSubject Knowledge Day 1Curriculum To understand the

curriculum aims of the

National Curriculum KS1 and KS2National Curriculum KS 3 and 4https://www.gov.uk/government/publications/national-curriculum-in-england-

Identify areas of subject knowledge that need to be developed with reference to your SKA. Share these with your

Combination of live Teams session and flipped learning. Students to be

https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study





9-10Module: PGC7007

subject in relation to subject knowledge development (TS3)

How the subject has changed and developed over time and the implications of current developments and initiatives (TS3)

physical-education-programmes-of-study mentor in school and discuss actions to move forward.

available for the set times.


Curriculum To critically explore subject

specific pedagogy and its relationship to learning (TS3)

How enquiry-based learning in your subject can offer opportunities for pupils to deepen their knowledge (TS3, TS1)

How to engage with the teaching standards in your subject on SE1 (TS3)

Capel, S. and Whitehead, M. (2014) Learning to teach Physical Education in Secondary School. A campion to school experience 4th Edition. London: Routledge. (Chapter 1 and 2)

Stidder, G. and Hayes, S. (2016) The Really Useful Physical Education Book (2nd Edition). Routledge: London.

Begin to look through the early chapters of these books.

Identify pedagogies when observing. Research subject specific pedagogies and include these approaches in your planning. How do these pedagogies change or adapt depending on the activity area you are teaching? The year group you are teaching? Compare the teaching of theory lessons to practical sessions? How do core PE lessons differ to examination practical lessons?Start to identify the teaching standards during your observations in school. How do they link together?

Combination of live Teams session and flipped learning. Students to be available for the set times.1-2

Module: PGC7007

3-4Module: PGC7007

Behaviour management What the significance of

transition is for secondary school settings (TS6, TS1)

To access and join relevant subject associations (TS8)

https://www.afpe.org.uk/https://www.youthsporttrust.org/

Become familiar with the websites above as well as National Governing Body websites for individual sports.

Speak to the transition co-ordinator or head of year 7 in school – how do they plan for transition usually. How does this impact on PE lessons? Become a member of relevant subject associations. Access resources to support your teaching and learning.


Date Sta Learning objectives Learn that…. Learn how to…. How am I

https://www.youthsporttrust.org/

https://www.afpe.org.uk/




ff What am I learning….. and how does it link to the teacher’s standards?

evidence underpins this learning.

Preparation before the session: Critically engaging with theory, reading and tasks to synthesise

understanding

practice the key skills.How you can learn from and work with expert colleagues to apply the evidence in the classroom

learning……

Wednesday 16 September9-11Module: PGC7007

Kate Allott

CurriculumTo extend and develop your understanding of phonics (TS3)


11-12 Module: PGC7008

KPETF

PedagogyPlanning practice (TS4, TS2, TS5) To practice using the lesson plan

framework and to consider how resources can be used to support progress for all ranges of attainment

Watch the video on Moodle from a previous student about how to approach lesson planning as a student teacher.Read through the lesson plans on Moodle.Make notes on a blank plan, identifying what you understand by each heading.

Access the example lesson plans on Moodle to support your understanding.YSJ lesson plans have to be used in school so you get grounded in the different aspects that need to be included.


1-3Module: PGC7008

KPorETF

Adaptive teachingIntroduction to differentiation (TS5) To consider different strategies

that can be used to support pupils in a variety of attainment groups

Read Taylor,S. (2017) ‘Contested Knowledge: A critical review of the concept of differentiation in teaching and learning’, Warwick Journal of Education – Transforming Teaching, 1, pp. 55-68

Read ch 1:Cowley, S (2018) The Ultimate Guide to Differentiation : Achieving Excellence for All, Bloomsbury Publishing Plc, London

Discuss with your mentor and host teachers about what differentiation/adaptive looks like for the classes you will be teaching. How do they cater for differing needs?


3-4Module: PGC7008

KPETF

Professional BehavioursLearning & teaching and links to pedagogy (TS3/4)

Read 5.4Capel, S. A., Leask, M. and Younie, S. (2016) Learning to Teach in the

Ask your professional mentor in school which staff are involved in practitioner research and how

Combination of live Teams session and

http://yorksj.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1202221&site=eds-live&scope=site&ebv=EB&ppid=pp_385





https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiNwcuT-ffqAhVxTRUIHYLkCiAQFjAHegQIChAB&url=https%3A%2F%2Fjournals.warwick.ac.uk%2Findex.php%2Fwjett%2Farticle%2Fview%2F44%2F238&usg=AOvVaw2bclPEUBxphgDlqd-APWCp



To understand the interaction between research about learning and classroom practice

To begin to consider your own pedagogy and values in relation to how children learn

Secondary School : A Companion to School Experience. London: Routledge

research influences their practice. Arrange to have a brief conversation with them to find out more.Find out if your alliance is involved in any research.

flipped learning. Students to be available for the set times.




understanding



classroom


Thursday 17 September

Day at base schoolIndividual schools will confirm

Ensure you have read relevant school policies such as:Marking and assessmentBehaviour

Face to face



learning.Preparation before the session: Critically engaging with theory,

reading and tasks to synthesise understanding



classroom


Friday 18 September9-12Module: PGC7007

School based staff in subject groupsETF 9-9.30 then available

Pedagogy and assessmentPlanning Session 2 To explore models of

assessment (TS6) To analyse the process of

planning, structuring and delivering engaging lessons (TS4)

To further develop understanding about how objectives and outcomes frame a lesson (TS4)

Links to Planning session 1 Find out about as many different approaches to assessment as possible. How does your placement school measure progress? Speak with others in your subject group to compare practice.




To understand how to adapt lessons to recognise the needs and strengths of all pupils (TS5)

1-4Module: PGC7008

KP/ETF and alliance leads

Professional BehavioursResilience and self-efficacy To develop strategies to support

resilience and self-efficacy (TS8 and Part 2)

Watch this Ted Talk on self-efficacy.

Three areas are being covered: Resilience models, Workload and well-being.Plan how your learning can support your practice and be part of your approach to your PGCE journey.

Combination of live Teams session and flipped learning. Students to be available for the set times

Feedback on induction/introduction Individual academic tutor meetings will take place during weeks commencing 21st and 28th September. Your AT will contact you about this

Relates to assignment Feedback




understanding



classroom


Wednesday 23 September1.15 – 3Module: PGC7007

School based staff in subject groups

BR?

Curriculum and pedagogyEffective learning and teaching To identify potential

misconceptions in your subject and how to address these (TS3)

How to model new abstract ideas to make them concrete for pupils. (TS4)

Via email During observations: write a retrospective lesson plan to support your understanding of the planning cycle. You will need this on 7th October.


3-5Module: PGC7007

Behaviour managementResources for teaching and learning To consider the technologies

available to support teaching and how these can be used to enhance pupils’ learning (TS1, TS4)

Via email Speak with staff at school to find out what technology they used during the March lockdown. Familiarise yourself with this.


https://youtu.be/agwsjYg9hJ8




understanding

Learn how to….practice the key skills.How you can learn from

and work with expert colleagues to apply the



Wednesday 30 September

1.15-3Module: PGC7008ADDKP on TT for full time but only teaching 3-

BR Behaviour ManagementBehaviour management and the learning environment To understand a range of strategies

for effective classroom management (TS1, TS7)

To consider the importance and impact of positive classroom interaction and effective communication (TS1)

To understand the link between motivation, effective teaching and learning and classroom

Read Ch 1Porter, L. (2014) Behaviour in Schools: Theory and Practice for Teachers. McGraw-Hill Education, Maidenhead.

Knowing the theory behind the strategy will help you to understand why and when it might be used. It will also feed into the development of your educational pedagogy.- Speak with relevant

staff in school to learn more about how the behaviour policy is


Individual academic tutor meetings will take place during weeks commencing 21st and 28th September. Your AT will contact you about this





5 management (TS1, TS4, TS7) To critically analyse examples of

behaviour/classroom management plans (TS7)

implemented- Carry out specific

behaviour observations and focus on how expert staff motivate pupils.

3-5

Module: PGC7008ADD(Pathfinder students to join at 4)

KPETF

Behaviour ManagementBehaviour management and the learning environment To compare different research

models relating to behaviour management (TS1, TS7)

To begin to explore your own philosophy of managing behaviour and consider how this will impact on teaching and learning (TS7)

Professional BehavioursIntroduction to research project and how to write the proposal To consider a focus for the research

project and preliminary reading needed (TS8)


Read 3.1, 3.2 and 3.3:Capel, S. A., Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary School : A Companion to School Experience. London: Routledge

Return to the padlet that was created during the summer induction session with ETF. What were your initial thoughts on your research then?

NFER research toolkit

Have you seen any of these theories in practice at school?Take note of how experienced teachers implement and adapt these models.Take time to collect a bank of strategies from different experienced teachers during your observations and try different approaches once you are teaching.


Date Staff



Preparation before the session: Critically engaging with theory, reading and tasks

to synthesise understanding


How you can learn from and work with expert colleagues to apply the



Wednesday 7 October 9-10.30Module: PGC7007

RM Subject Knowledge Day 2Behaviour management and curriculum focusThe learning environment To consider how you set

high expectations which inspire, motivate and challenge pupils (TS1)

Be prepared to discuss and reflect upon the session on 30th September.

Links to Planning session 1 and 2.Have a retrospective lesson plan that you will be able to share via Teams in your subject group.

From your observations in school what best practice have you seen regarding creating the learning environment?

Reflect upon your own communication skills and identify any development areas.

Combination of live Teams session and flipped learning. Students to be available

https://moodle.yorksj.ac.uk/pluginfile.php/1233553/mod_folder/content/0/NFER%20Toolkit.pdf?forcedownload=1




Subject specific planning and pedagogy To further understand

and engage with the assessment & planning cycle (TS6, TS4, TS3, TS2)

Capel, S. and Whitehead, M. (2014) Learning to teach Physical Education in Secondary School. A campion to school experience 4th Edition. London: Routledge. (Chapter 3,4,5)

Frapwell, A. (2015) A Practical Guide to assessing without levels. Association for Physical Education

What does delivery of a lesson look like in PE? How is different for year groups? Examination PE? Core PE?

Look through schemes of work at school, identify progression and assessment.

How do you know the children are making progress? What does this look like? Consider your thoughts and discuss as a group.

for the set times.

10.30 -12 Curriculum To teach critical thinking

skills in your subject (TS3)

The following content will be delivered through gymnastics and dance. Please be ready to participate practically where possible via remote teaching

1-2.30 Pedagogy and assessment focus How to connect new

content with existing knowledge and understanding (TS3, TS5)

Capel, S. and Whitehead, M. (2014) Learning to teach Physical Education in Secondary School. A campion to school experience 4th Edition. London: Routledge. (Chapter 3)

If possible have available the scheme of work for gymnastics and dance for KS3 from your placement school. Become familiar with this document.

2.30-4 Assessment To give feedback which

will lead to change (TS3, TS6)

Have examples to share of a variety of feedback that you have observed (verbal, whole class, written etc)

Look through example of assessment from your placement school. Compare KS3,4 and 5, compare core PE and examination PE. Look at whole school policy too. Be ready to discuss these as a group.

This week: You should have a meeting arranged with your research supervisor week commencing 12 or 19 October to support the writing of your proposal and to consider data collection.




learning.Preparation before the session: Critically engaging with theory,




reading and tasks to synthesise understanding

classroom

Wednesday 14 October

1.15 – 5

Module: PGC7008

ETFKP

Adaptive teaching(TS5 focus) To engage with the Code of

Practice) for SEND and understand your role as a teacher (including multi-agency) (TS5, part 2)

To explore how a variety of different needs might present in the classroom. (TS5)

To develop a wider understanding of the different types of support you can plan for learners with different needs (TS1, TS5)

To consider how to create a classroom in which diversity is valued and where learners feel secure and confident (TS1, TS5)

Arrange to speak with your school SENCo before this session

Read 4.6Capel, S. A., Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary School : A Companion to School Experience. London: Routledge

Take a look at the resources available here.https://www.sendgateway.org.uk/whole-school-send/what-works/

Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Hick, P., Rouse, M. (2004) Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study.

- Speak with your mentor and host teachers about any additional needs within the classes you are going to teach.

- Observe strategies that expert staff use to motivate and engage pupils with additional needs

- Meet with teaching assistants/support staff to discuss how to make effective use of other adults in the classroom

- Discuss with expert colleagues about how they group pupils and if these groupings change.


This week: You should have a meeting arranged with your research supervisor week commencing 12 or19 October to support the writing of your proposal and to consider data collection. Research proposal submission via Moodle on Module PGC7008: 26th October 12 noon


Date Staff Learning objectives Learn that…. Learn how to…. How am I

http://dera.ioe.ac.uk/6059/1/RR516.pdf.



https://www.sendgateway.org.uk/whole-school-send/what-works/






What am I learning….. and how does it link to the teacher’s standards?

evidence underpins this learning.

Preparation before the session: Critically engaging

with theory, reading and tasks to synthesise

understanding

practice the key skills.How you can learn from and work with expert colleagues to apply the evidence in the classroom

learning……

Wednesday 21 October1.15-3

Module: PGC7008

RMKB

Assessment focus (TS6) To understand that Assessment

for Learning is a characteristic of effective teaching

To become familiar with a range of assessment, monitoring and recording strategies

To develop an understanding of learner self-assessment strategies

To look at local and national data that is available to support the monitoring of learner progress and consider its impact on teaching

To consider the role of effective target setting for pupils

Read through:https://www.shirleyclarke-education.org/what-is-formative-assessment/

Critically read through this blog on metacognition and formative assessment. What are your thoughts? Have you seen this in the classroom?

Read chapter 2 from page 39Wiliam, D (2017). Embedded Formative Assessment : (Strategies for Classroom Assessment That Drives Student Engagement and Learning). Solution Tree, Bloomington, Indiana

- Discuss and analyse with expert colleagues how to plan formative assessment tasks linked to learning objectives.

- With support from expert colleagues think about what would indicate understanding

- Read and discuss the feedback policy with your mentor. What does high quality feedback look like?

- Analyse strategies for effective, high quality feedback. How and why can pupil response to feedback vary?


3-4

Module: PGC7008

KPETF

Professional behavioursResearch Project – critical reading To understand what a literature

review is and how critical reading will support your project (TS8)


Read ch 2Denby, Neil. (2008)Masters level study in education. Open University Press

Researching an area that you are passionate about will influence your practice. It enables you to deepen your knowledge and understanding.- Get in touch with others on

the research forum on Moodle, you can discuss and share ideas.


4-5Module: PGC7008

ETFKP

Research Project – methodology and data collection To critically evaluate

methodologies and data collection methods to support research choices (TS8)

Read ch 4Denby, N, Butroyd, R, Swift, H, Price, J, & Glazzard, J (2008) Master's Level Study in Education: a Guide to Success for PGCE Students,

Knowing how and why you are collecting data is important to your understanding and critical approach to the research project. Data collection is done in the Autumn term and if you don’t

Combination of live Teams session and flipped learning. Students to be available for the



https://www.vlereader.com/Reader?ean=9780335236398







https://www.nwea.org/blog/2020/how-formative-assessment-boosts-metacognition-and-learning/

https://www.shirleyclarke-education.org/what-is-formative-assessment/



Relates to assignmentMcGraw-Hill Education, Berkshire.

Read ch 7Bryan, H, Carpenter, C, & Hoult, S 2010, Learning and Teaching at M-Level : A Guide for Student Teachers, SAGE Publications, London.

collect this in the right way it will impact on your ability to critically analyse and present your findings for your presentation. - Speak to your mentor about

how and when you can collect your data. Put it in your teachers planner.

set times.

Half term – To do: Planning and resourcesSubject knowledge developmentCritical reading for assignment 1

Subject group academic tutor meetings will take place during weeks commencing 2 or 9 November. Your AT will contact you about this










understanding



classroom


Wednesday 4 NovemberModule: PGC7008

1.30-2.30Whole cohort lecture

2.30-3.303.30-4.30

The cohort will be split into two groups and you will attend one session as directed.

ETFKP

Professional behavioursResearch project - Ethical clearance completion To understand and complete the

ethical clearance document and submit to Moodle


Read through the ethical clearance document available here

Read through the British Educational Research Association guidelines

Ethics in research is not something to worry about but it is something to think about, to plan to get right and to keep monitoring throughout the project.Ethical considerations also links into part two of the teaching standards.


https://www.bera.ac.uk/wp-content/uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research_4thEdn_2018.pdf



https://www.yorksj.ac.uk/policies-and-documents/research/ethics-and-integrity/

https://www.yorksj.ac.uk/policies-and-documents/research/ethics-and-integrity/

Subject group academic tutor meetings will take place during weeks commencing 2 or 9 November. Your AT will contact you about this


Date Staff



Preparation before the session: Critically engaging with theory, reading and tasks to synthesise understanding

Learn how to….practice the key

skills.How you can learn from

and work with expert colleagues to apply the



Wednesday 11 NovemberModule: PGC7008

All day

ETF KPand guests

PedagogyTS5 and TS2 focus day – Details to confirm BAME EAL Working with

disadvantaged groups

Attachment and LAC Pillars of progression Intro – model-

practice-review-embed

Metacognition/reflection – from theory to practice

Great teaching toolkit

Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 1522, 1–20. https://doi.org/10.1080/02671522.2018.1452962.

Tsiplakides, I. & Keramida, A. (2010) The relationship between teacher expectations and student achievement in the teaching of English as a foreign language. English Language Teaching, 3(2), P22. Retrieved from http://files.eric.ed.gov/fulltext/EJ1081569.pdf.

Education Endowment Foundation (2017) Metacognition and Self-regulated learning Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/

Zimmerman, B. J. (2002) Becoming a Self-Regulated Learner: An Overview, Theory Into Practice. Theory Into Practice, 41(2), 64–70. https://www.jstor.org/stable/1477457?seq=1#page_scan_tab_contents.

https://wsh.wokingham.gov.uk/learning-and-teaching/mea/

- Seek opportunities to work with pupils for whom English is an additional language

- Explore attainment data nationally for minority and disadvantaged groups.

- Critically analyse adaptive teaching strategies so pupils master important concepts

- Identify pupils who need new content broken down further – how can this be done?

- How do expert colleagues adapt lessons whilst maintaining high expectations for all?




https://www.jstor.org/stable/1477457?seq=1#page_scan_tab_contents

https://www.jstor.org/stable/1477457?seq=1#page_scan_tab_contents

https://educationendowmentfoundation.org.uk/tools/guidance-reports/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/

http://files.eric.ed.gov/fulltext/EJ1081569.pdf

https://doi.org/10.1080/02671522.2018.1452962




understanding



classroom


Wednesday 18 November1.15 – 5 Module: PGC7008

Ebor Hope staffBR

How children learn (TS2)Memory and cognitive load To be able to implement

effective strategies for strengthening pupil memory. (TS2)

To understand how factors such as cognitive load and motivation can affect pupil understanding and focus (TS2)

Kirschner, P., Sweller, J., Kirschner, F. & Zambrano, J. (2018) From cognitive load theory to collaborative cognitive load theory. In International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.

- Observe how expert colleagues plan regular review and practice of key ideas and concepts over time (e.g. through carefully planned use of structured talk activities) and deconstruct this approach.

- Discuss and analyse with expert colleagues how to design practice, generation and retrieval tasks that provide just enough support so that pupils experience a high success rate when attempting challenging work.


https://www.researchgate.net/publication/324757820_From_Cognitive_Load_Theory_to_Collaborative_Cognitive_Load_Theory






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classroom


Wednesday 25 November1.15 – 4 Module: PGC7008 (WRA students at a training day. Behaviour and EEF covered in another session)

BR Behaviour management (TS1, TS7)To critically discuss, analyse and evaluate the EEF toolkit for developing behaviour management.

Become familiar with the toolkit so you are able to critically evaluate itEEF report

- Discuss and analyse with expert colleagues effective strategies for liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.

- Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points).


https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/

- Reinforcing established school and classroom routines




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classroom


Wednesday 2 December

1-5Module: PGC7007/8

N/A Professional BehavioursAssignment focus To continue to research and

write assignments.

Independent learning

Subject group academic tutor meetings will take place during weeks commencing 7 or 14 December. Your AT will contact you about this





understanding



classroom


Wednesday 9 December1.15-5 Module: PGC7008(WRA covering target setting and review and will signpost to the Abyasa document to complete)

KP/ETF

Professional BehavioursProfessional target setting for continued CPD To further develop an

understanding of what is professional practice and appropriate professional conduct

To reflect on your own values, attitudes, beliefs and ethics in relation to this

To reflect on your recent school experience and review your progress engaging with the standards

To set individual SMART targets for further development

To consider how to improve professional practice as part of reflective practice and critical voice

Feedback on Autumn Term

Read ch 8.3Capel, S. A., Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary School : A Companion to School Experience. London: Routledge

Access the Autumn review on Abyasa before the session



Learn that….Evidence underpins this


understanding

Learn how to….Practice the key skills.


classroom





Wednesday 16 December1-5Module: PGC7007/8

N/A Professional BehavioursAssignment focusTo continue to read, research and write assignments.

Independent learning

4- 6 January 2021 – Study days7– 8 January 2021 – in second school placement for preparation

Task: Have a discussion with the Head of Department about the rationale for curriculum choices. Please bring an overview of the SoW and notes from the discussion to this week’s subject knowledge day.

Development and Enrichment – Adaptive Teaching Week: 11 – 15 January 2021




understanding



classroom


Monday 11 January

All day

Module: PGC7008

Alliance leads

Curriculum and AssessmentTo develop an understanding of the post-16 curriculum and the current assessment objectives (TS3, TS6)

Become familiar with the relevant A level exam board specifications for your subject.

The programme is 11-16 with 16-18 enhancement. If you would like further experience teaching at A level this term then please discuss with your mentor/alliance lead as appropriate.Teaching post 16 requires an adjustment in your learning and teaching

School based - Both face to face and remote options are being planned for.Macmillan and Campus Stockton will jointly co-ordinate the day for their student cohort.White Rose alliance will co-ordinate the

approach – speak to expert colleagues who teach A level and arrange to observe some lessons

day for WRA, EborHope, All Saints and Pathfinder students

Date Staff



Preparation before the session: Critically engaging with theory, reading and tasks to

synthesise understanding





Tuesday 12 January9-10.30Module: PGC7007

RM Subject Knowledge Day 3Curriculum focus To analyse curriculum choices

to ensure a carefully sequenced and coherent curriculum (TS3)

How to draw explicit links between new content and core concepts /principles in the subject (TS3)

A discussion should have been had with the Head of Department about the rationale for curriculum choices. Please bring an overview of the SoW and notes from the discussion to this session.

Take opportunities to practice drawing explicit links between new content and core content in your teaching.- What are the core principles

of your subject?

Combination of live Teams session and flipped learning. Students to be available for the set times.10.30-12 Assessment and pedagogy

focus To develop skills in

interpreting data to inform planning and promote good progress (TS6, TS4, TS2)

What good formative assessment might look like in the classroom (TS5, TS6)

Speckesser, S., Runge, J., Foliano, F., Bursnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018) Embedding Formative Assessment: Evaluation Report. [Online] Accessible here

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8–21.

Bring some of your lesson planning to the session for a discussion about how you used data to inform your choices.

Drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments with support and scaffolding from expert colleagues (e.g. appreciating that assessments draw inferences about learning from performance).

Consider both examination PE and practical PE lessons.

1-3 Assessment and curriculum Feedback must lead to change and Discussing and analysing with

https://eric.ed.gov/?id=EJ705962



https://educationendowmentfoundation.org.uk/public/files/EFA_evaluation_report.pdf

focus To develop knowledge and

understanding of different forms of feedback including verbal, whole class, well supported self/peer and written. (Linking these to specific concepts for SK development) (TS6, TS3)

To understand the assessment requirements of KS 4 and 5 external examinations (TS6)

opportunities to act on feedback.Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81–112.

Wiliam, D (2017). Embedded Formative Assessment : (Strategies for Classroom Assessment That Drives Student Engagement and Learning). Solution Tree, Bloomington, Indiana

expert colleagues: How to ensure feedback is specific and helpful when using peer- or self- assessment.How to identify efficient approaches to marking and alternative approaches to providing feedback especially within the practical environment.

3-4 Pedagogy To critically analyse the

relationship between TS2, 4 and 6 in your subject.

This will be delivered through invasions games. Please have available copies of schemes of work for KS3 for invasion games.

The teachers standards should be viewed holistically and the relationships between them analysed. When you reflect on your teaching, make notes about how each standard impacts on others




understanding



classroom


Wednesday 13 January

Module: PGC7008All day

Alliance leads

Adaptive teachingDiversity Enrichment Day – refer to the Diversity Handbook for full details(Alliances will organise for their cohorts)

Plan effectively for inclusion, with appropriate provision for all pupils and those at risk of underachievement.

Be aware of effective behaviour/classroom

https://naldic.org.uk/the-eal-learner/eal-learners-uk/

https://ealresources.bell-foundation.org.uk/teachers

Take a look at some of the resources from a local authority

- If you do not have any further opportunities to work with pupils for whom English is an additional language then use the resource links to further your understanding.

- Attend any CPD sessions that are available to you

- Begin making resources that would support attainment

Plans for school visit or virtual session in place

https://wsh.wokingham.gov.uk/learning-and-teaching/mea/eal/eal-guidance/

https://wsh.wokingham.gov.uk/learning-and-teaching/mea/eal/eal-guidance/








https://doi.org/10.3102/003465430298487

https://doi.org/10.3102/003465430298487

https://doi.org/10.3102/003465430298487

management strategies being employed to support learning and progress

Understand how EAL pupils’ language needs are addressed and assessed and how teachers can support language development within mainstream/subject classes

- If your placement school is able to provide opportunities to work with pupils then take time to discuss approaches with key qualified staff.




understanding



classroom


Thursday 14 January

Module: PGC7008

EborHope staff

BR

Pedagogy – Adaptive Teaching and High Expectations

High achievers focus To understand how to adapt

lessons to meet the needs and strengths of all pupils (TS1, TS4)

To understand different approaches to adaptive teaching (TS5)

To consider strategies for

Read ch 3Cowley, S (2018) The Ultimate Guide to Differentiation : Achieving Excellence for All, Bloomsbury Publishing Plc, London.

Discuss with expert colleagues how they:Make use of well-designed resources (e.g. textbooks).• Plan to connect new content with pupils' existing knowledge orprovide additional pre-teaching if pupils lack critical knowledge• Build in additional practice or remove unnecessary





deploying support staff (TS5) expositions.• Reframe questions to provide greater scaffolding or greater stretch.




understanding



classroom


Friday 15 January9-10Module: PGC7008

KPETF

Professional behavioursResearch Project – critical writing To understand how to write a

literature review at Masters level TS8)


Refresh your understanding and read notes from your previous research session in Autumn.

Read relevant chapters to support your critical writing:Cohen, L, Manion, L, & Morrison, K 2017, Research

Discuss your research with the mentor and other expert staff in your school.- Do they have any

suggestions for further reading around your focus area?

- Is there any CPD planned that relates to your focus



Methods in Education, Taylor & Francis Group, London.

area?


KPETF

Professional behavioursResearch Project – critical analysis of methodology and data collection methods To evaluate and critically

analyse methodology and data collection methods used in the Autumn term (TS8)


- Discuss with expert colleagues how they collaborate to move forward new approaches in their departments and on a wider scale as a school

11-12 ETF Professional behavioursOnline Q&A for the research assignment

Feedback

Module: PGC70081-4

KP and BR and guestsStaff TBC

Adaptve Teaching Seminar (TS5)

To identify and discuss key issues from your placementsTo share and discuss outcomes on data collectedTo reflect on best practice observed and consider how to apply this knowledge.

Feedback on adaptive teaching week

Please ensure you bring your diversity handbook and resources/notes from the week to this session.

Be prepared to share what you have learnt during the week in relation to the areas covered in the TS2/5 focus day on Wednesday 11 th November

- Put your learning into practice.

- Create an action plan to address any gaps in your knowledge relating to EAL, BAME, SEND and disadvantaged groups.

- Are there opportunities to strengthen your knowledge in these areas in school?


Subject group academic tutor meetings will take place during weeks commencing 8 or 15 February. Your AT will contact you about this

Individual academic tutor meetings will take place during weeks commencing 1st and 8th March. Your AT will contact you about this







understanding





Wednesday 10 March9-4

Module: PGC7007

RM Subject Knowledge Day 4Curriculum focus TS3 To explore how to promote

active teaching of key topics in your subject area

To develop an understanding of subject specific concepts

This session will hopefully be delivered practically. We will focus upon summer term activities such as athletics, HRF and striking and fielding.

TBC

Familiarise yourself with summer term schemes of work for your placement school.

Discuss with member of the department how the summer term activities are taught. Team teaching if often a key feature of athletics teaching – discuss this with your department.


4-5Module: PGC7008

ETFKP

Professional behavioursSE3 briefing – online Q&A forumPreparation for the presentation

Subject group academic tutor meetings will take place during weeks commencing 15 or 22 March. Your AT will contact you about this

18 January to 5 March – Second School Placement 6 weeks (half term week beginning 15 February)**Return to base schools 8 March**

Please note there are different arrangements across alliances(WRA – The second placement is from 18th January until 11th June 2021)

(Pathfinder continues with SE1 until 12th February. SE2 begins on 22nd February until 11th June)





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classroom


Wednesday 17 March

1-3.30Module: PGC7008

KPETF

Pedagogy and behaviour management To critically examine how pupils

are motivated by intrinsic factors (related to their identity and values) and extrinsic factors (related to reward).

To examine strategies to support self-regulation for pupils and how this can affect pupils’ ability to learn, success in school and future lives.

To explore effective strategies for liaising with parents, carers and colleagues concerning managing behaviour.

Kern, L., & Clemens, N. H. (2007) Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75

Ursache, A., Blair, C., & Raver, C. C. (2012) The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2), 122-128.

- How do expert teachers support pupils to master challenging content?

- Discussing and analysing with expert colleagues effective strategies for liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.


3.30-5Module: PGC7008

KPETF

Professional Behaviours TS8 To develop an understanding of

the pastoral system and the importance of this in today’s schools

To consider the roles and responsibilities of form tutors/pastoral leaders

To critically discuss issues around e-safety and mental health

Teaching online safety in schools

NSPCC resources on e-safety

Take a look at the introductionHolt, Melissa K; Grills, Amie E (2016) Critical issues in school-based mental health: evidence-based research, practice, and interventions. Routledge:New

- Discuss with expert colleagues how you can contribute positively to the wider school culture and develop a feeling of shared responsibility for improving the lives of all pupils within the school (e.g. by supporting expert colleagues with their pastoral

https://capitadiscovery.co.uk/yorksj/items/475156


https://learning.nspcc.org.uk/research-resources/schools/e-safety-for-schools

https://www.gov.uk/government/publications/teaching-online-safety-in-schools

https://www.gov.uk/government/publications/teaching-online-safety-in-schools

http://yorksj.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-13095-003&site=eds-live&scope=site



https://doi.org/10.1002/pits.20206.



York responsibilities)Subject group academic tutor meetings will take place during weeks commencing 15 or 22 March. Your AT will contact you about this


Date Staff




understanding




Wednesday 24 March

1.30–2.30pmModule: PGC7008

WRA school staffETF

Curriculum focus To look at

opportunities and strategies to support pupil progress in literacy, through your own planning/ teaching (TS3)

Education Endowment Foundation (2019) Improving Literacy in Secondary Schools: Guidance report

- Discussing and analysing with expert colleagues how to teach different forms of writing by modelling planning, drafting and editing.

- Teaching unfamiliar vocabulary explicitly and planning for pupils to be repeatedly exposed to high-utility and high-frequency vocabulary in what is taught.

- Modelling and requiring high-quality oral language, recognising that spoken language underpins the development of reading and writing (e.g. requiring pupils to respond to questions in full sentences, making use of relevant technical vocabulary).


2.30-3.30 Ebor Hope school staffBR

Professional behaviours To understand how

a range of values can be upheld in school contexts. (TS8)

https://www.gov.uk/government/news/guidance-on-promoting-british-values-in-schools-published

http://www.doingsmsc.org.uk

- How can you integrate SMSC into your curriculum?

- What is the school policy on SMSC?


3.30-4.30 Ebor Hope school

To understand the importance of PSHE and global citizenship in today’s society,

Familiarise yourself with:New RSHE framework

Read the introduction:Glazzard, Jonathan. Stones,

- Discuss with expert colleagues how the new framework is being taught in school

- How does the school address global citizenship?

Combination of live Teams session and flipped learning. Students to be

https://www.vlebooks.com/Vleweb/Product/Index/1966969?page=0

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

http://www.doingsmsc.org.uk/




https://educationendowmentfoundation.org.uk/public/files/Publications/Literacy/EEF_KS3_KS4_LITERACY_GUIDANCE.pdf




staffBR

from a local, national, international perspective

Samuel. (2020) Relationships and Sex Education for Secondary Schools (2020): A Practical Toolkit for Teachers. Critical Publishing

available for the set times.



Wednesday 14 AprilAll dayModule: PGC7008

KP, KB, RM, AO, ETF

Research presentationsProgramme Learning outcomes: Evaluate and select appropriate research processes

and methodologies of educational enquiry to investigate an issue drawn from professional practice

Design a piece of independent research that explores an educational issue, generating and critically analysing data to create new understanding that informs professional learning and future practice

This will be a live conference experience on Teams.




understanding



classroom


Wednesday 21 April

1.30–4.30Module: PGC7008

Online task

Professional Behaviours To assess current progress and

evaluate current strengths and areas to develop against the grading guidance produced by NASBTT

To set targets for remaining consolidation’ stage of training (that will be discussed with

Online task



mentor)

Subject group academic tutor meetings will take place during weeks commencing 26 April or 3 May. Your AT will contact you about this





understanding



classroom


Wednesday 28 April

1.30–4.30Module: PGC7008

Katy Bloom

Good to outstanding support sessions 1 and 2

TBC Combination of live Teams session and flipped learning. Students to be available for the set times.




understanding



classroom


Wednesday 5 May

1.30–4.30Module: PGC7008

Katy Bloom

Good to outstanding support

sessions 3 and 4





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classroom


Wednesday 12 May

1.30–4.30Module: PGC7008

Katy Bloom

Good to outstanding support

sessions 5 and 6





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classroom


Wednesday 19 May

1.30–4.30Module: PGC7008

Katy Bloom

Good to outstanding support sessions 7 and 8


15 - 19 June 2020 Enrichment Week – School Based

22 -26 June 2020 Enrichment Week – University Based




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classroom


Monday 21 June9.00-12noon

ETFKP

Professional Behaviours To evaluate progress made in

SE3; To evaluate the PGCE

programme by completing the NQT survey;

The CEDP to be finalised to support transition to NQT and induction.


Feedback 1.00-4.00 ETF

KPProfessional Behaviours To demonstrate commitment to

collaboration and co-operative working;

To share effective practice; To showcase achievements of

the PGCE training programme.




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classroom


Tuesday 22, Wednesday 23 & Thursday 24 June

N/A Curriculum and pedagogy Independent study to prepare

showcase presentation and develop resources for first teaching post, as part of transition process


Date Staff Learning objectivesWhat am I learning….. and how




does it link to the teacher’s standards?


understanding


classroom

Friday 25 June9.00-12 noon1.00-4.00pm

KPETFall staffKB, RM, AO

Transition and celebration event Combination of live Teams session and flipped learning. Students to be available for the set times.

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