Foundation Subjects Handbook 2015/16

Supporting Trainees Teaching The Foundation Subjects.

For use on Teacher Training courses at Liverpool Hope University

070715

Contents

Introduction to the booklet

4

Contact details for Hope Foundation subject tutors

5

The importance of assessment in promoting pupil progress

6

Teaching standards of particular relevance

7

Examples of targets for trainee teachers

8

Overview of the pathways of learning in the Foundation subjects

9

Music

10

Art

12

Geography

16

Religious Education

18

History

20

Modern Foreign Languages

22

Physical Education

24

Design Technology

26

Computing

28

3

Introduction

This handbook has been designed to assist trainee teachers and staff working with them in the teaching of the foundation subjects.

It’s focus is the effective teaching of Art, Music, PE, Geography, History, Design and Technology, Computing and MFL. At Liverpool Hope we also include RE in the foundation subject teaching programme and that subject is therefore included here.

As well as a section which refers to assessment you will also find a list of generic targets. These are included in order to inform and assist trainees with planning for teaching and for mentors when giving subject specific feedback and setting targets for trainees in foundation subject teaching.

We are aware that sometimes the foundation subjects are taught differently to the core subjects, for example, through extra- curricular clubs, special events, or by external teachers (most often in Music and PE). Trainees should be aware that these provide important opportunities to engage with a range of subjects and they are encouraged to observe and support teaching in these types of activities whenever possible.

The bulk of this handbook contains subject specific guidance in each of the foundation subjects . This outlines what we are looking for in an outstanding trainee teacher in each subject. We hope that this will be useful when planning, self-evaluating and target setting.

Contact details are provided for tutors in each subject area. Please do get in touch with any queries you may have. We are particularly keen to hear your views on this handbook and how it might be developed further.

We are very much looking forward to working with you all.

Best wishes, Anne James Coordinator of Foundation Subjects / Senior Professional Tutor.

4

Contact details for Hope Foundation Subject Tutors

Subject

Staff

Email

Telephone

Art

Alison Patterson

pattera@hope.ac.uk

0151 291 3993

Music

Mary Black

blackm@hope.ac.uk

0151 291 3621

Anne James

jamesa@hope.ac.uk

0151 291 3023

PE

Karen McNicholl Emma Liddy

mcnichk@hope.ac.uk liddye@hope.ac.uk

0151 291 3276 0151 291 3176

Geography

Helen Gadsby

gadsbyh@hope.ac.uk

0151 291 3595

MFL

Bernie Hughes

hughesb@hope.ac.uk

0151 291 2124

RE

Camilla Cole Nichola Preston

colec@hope.ac.uk preston@hope.ac.uk

0151 291 2057

History

Christine Smith

smithc@hope.ac.uk

0151 291 3714

Design Technology

Alison Patterson Tim Griffiths John Sharrock Lynne Berry

pattera@hope.ac.uk griffit@hope.ac.uk sharroj@hope.ac.uk berryl@hope.ac.uk

0151 291 3993 0151 291 3537 0151 291 3119 0151 291 3022

Computing

John Sharrock Lynne Berry

sharroj@hope.ac.uk berryl@hope.ac.uk

0151 291 3119 0151 291 3022

5

The importance of assessment in promoting pupil progress.

The LHU partnership recognises that assessment, particularly formative assessment, is important in securing progress for all pupils in all subjects and so it is of relevance in teaching the foundation subjects. Hope Trainees should be able to ‘Make accurate and productive use of assessment (T6 ) which will enable them to ‘Adapt teaching to respond to the strengths and needs of all pupils’ (T5) and ultimately ‘Promote good progress and outcomes’ (T2). Scrutiny of these particular standards will provided more detailed understanding of these expectations. Secure subject knowledge will be at the heart of these teaching practices.

We would expect to see aspects of good assessment for learning practices evident in trainees’ teaching. These would include: • Planned teaching and learning which is based on information relating to prior attainment and pupils’ prior knowledge.

• Lessons which have clear subject specific learning objectives (sometimes known as WALT) which indicate how pupil knowledge, understanding or skill will progress in that lesson.

• Lessons which have clear subject specific learning outcomes or success criteria (sometimes known as WILF) which enable pupils and teachers to evaluate success • These learning outcomes should be used to support peer and self-assessment during plenaries at the end of the lesson or mini-plenaries during it. They will also support teacher assessment of progress and planning of future lessons, aiding differentiation and meeting individual/group needs.

• Providing oral and /or written feedback (as appropriate) to the class and individuals which evaluates progress towards shared objectives and encourages pupils to reflect on the progress they have made.

• Feedback should also include targets for future learning based upon understanding of progression.

These are general aspects of good pedagogical practice – it is key that these are made subject specific through the application of core knowledge relating to each curriculum area. Subsequent sections of this guide will outline what these look like for the different subjects.

6

Teaching standards of particular relevance

T2 Promote good progress and outcomes by pupils • 2.4 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching T3 Demonstrate good subject and curriculum knowledge • 3.1 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings • 3.2 demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship T4 Plan and teach well-structured lessons • 4.5 contribute to the design and provision of an engaging curriculum within the relevant subject area(s) T5 Adapt teaching to respond to the strengths and needs of all pupils • 5.1 know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively T6 Make accurate and productive use of assessment • 6.1 know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

7

Teaching and Learning in the Foundation Subjects Examples of targets which may be particularly appropriate for trainee teachers.

Plan for lots of pupil interactions throughout the lesson – Focus on active rather than passive learning to encourage autonomous learners

Research and keep up to date with your own skills and knowledge – Practice makes perfect

Consider how to introduce key vocabulary for a particular subject.

Consider the full range of media and resources available – not just the most obvious e.g. using media other than, paint in Art, popular genres in Music or maps in Geography

8

Use subject specific vocabulary at all times

Keep your introductions brief: show/model rather than telling.

Trainees should remember that the outcome is to ensure all pupils make progress in the Foundation subjects

Plan opportunities for creativity and selfexpression as well as skills building.

Encourage the children to be explorers as well as technicians

Plan for meaningful cross-curricular opportunities

Plan for the effective deployment and organisation of subject specific resources

Plan for creative teaching as well as for creative learning

Overview of PGCE Foundation Subject Learning in the Hope Partnership

University based learning

Professional placement learning expectations over the course

• Workshops in each Foundation subject

• Observe all Foundation subjects being taught

• Online learning

• Teach all Foundation subjects

• Lectures linked to Foundation workshops

Trainees are aware that extra-curricular activities are also valuable teaching and learning opportunities and can form important aspects of their training.

They are encouraged to engage with as many as possible whenever possible

Please note that this is an indicative timetable which could be subject to change at any time.

9

Overview of BAQTS Foundation Subject Learning in the Hope Partnership Stage

Course content

University learning

Professional Placement Learning

By the end of this stage you should:

Beginning Yr 1

Students will explore specific subject knowledge and key skills in each subject area. They will be introduced to the key concepts and principles for each subject and understand how these can be developed within the primary curriculum and specifically the National Curriculum. They will be encouraged to transfer subject and pedagogical skills between subjects, developing confidence through an integration of theory and practice.

3 x 2 hour workshops in each Foundation subject

Observe and/or teach Foundation subjects

•

Have observed and reflected on some Foundation subject teaching in school where possible

•

Have an understanding of the National curriculum for each Foundation subject

•

Have an understanding of the key areas of subject knowledge required for each Foundation subject

Students will develop their understanding of subject specific pedagogies and their practical application in the primary classroom.

They will plan individual lessons with a growing understanding of what makes a successful learning experience in each subject. They will begin to teach in some Foundation subjects, developing their understanding of assessment, pupil progress and classroom/behaviour management in specific areas.

2 x 2 hour workshops in each Foundation subject

·

Have an understanding of some of the key skills and pedagogical approaches required to teach each of the Foundation subjects

·

Be able to plan and teach an activity within a Foundation subject lesson

Emergent Yr 2

Begin to teach Foundation subjects during school placement

Plus 3 enhancement Workshops in a single Foundation subject

Please note that this is an indicative timetable which could be subject to change at any time.

10

Stage

Course content

University learning

Professional Placement Learning

By the end of this stage you should:

Developing Yr 3

Students will further develop their understanding of subject specific pedagogies and their practical application in the primary classroom. They will plan individual lessons with a growing understanding of creativity and innovation in the classroom. They will teach in more Foundation subjects, developing their understanding of assessment, pupil progress and classroom/behaviour management in specific areas.

1x1 hour lecture on Creativity in each of the Foundation subjects plus

Teach a sequence of Foundation subject lessons

•

Have taught a sequence of lessons in a foundation subject

•

Have an understanding of assessment and progression in the foundation subjects

•

Be able to plan a lesson and sequence of lessons in each Foundation subject or in a cross curricular approach using the Foundation subjects

Students will engage in Foundation subject specialist knowledge learning, which aims to extend and enhance their specialist subject or other areas of expertise, in the context of the primary curriculum. They will consider the role of the subject leader in schools and develop an understanding of how this role can impact on the status and effectiveness of their subject within the classroom and whole school environment.

1x2 hr workshop in each Foundation subject plus 6x 2 hour specialist Subject Leader workshops in a single Foundation subject

•

Have taught at least 1 lesson in each of the Foundation subjects

•

Have developed a range of strategies to differentiate and assess in the Foundation subjects

•

Have an understanding of the role of subject leader in the Foundation subjects

Extending Yr4

2x2 hour workshops in each Foundation subject

incorporate cross curricular teaching within the school placement (to include Foundation subjects where appropriate)

Teach Foundation subjects within the ‘full range of subjects’.

Please note that this is an indicative timetable which could be subject to change at any time.

11

Music

Music Subject Knowledge and skills – what we are looking for in trainees In March 2012 Ofsted outlined in their publication ‘Music in schools; Wider still and Wider’ their recommendations for the teaching of music. Those which are most pertinent to trainee teachers and which will form the focus of the Hope Music Education programme include, to: • promote teachers’ use of musical sound as the dominant language of musical teaching and learning by: • ensuring that lesson planning includes a strong focus on the teacher’s musical preparation as well as defining lesson structures and procedures • establishing musical sound as the ‘target language’ of teaching and learning, with talking and writing about music supporting, rather than driving, the development of pupils’ musical understanding • developing and refining teachers’ listening and musical modelling skills, so that they can more accurately interpret and respond to pupils’ music-making and show more effectively how to improve the musical quality of their work.

• plan for pupils’ musical progression • improve pupils’ internalisation of music through high-quality singing and listening, making effective use of vocal work in all aspects of music education, including to help pupils better listen to and analyse music.

An outstanding lesson in Music – what to look for • Evidence of subject knowledge informing planning, including planning for musical progression • Evidence of confident modelling of musical outcomes (rather than lengthy verbal explanation) • Careful listening, and confident responding to pupils’ music making in order to explain to pupils’ how they can develop/improve their work.

• Confident delivery of singing and other music making • Attempts to integrate performing, composing and appraising The highest achieving trainees will also be able to: • Introduce their own and adapt existing units/schemes of work to fit the context/ prior experience of their own class.

• Develop a range of strategies for assessing musical progress • Develop creative approaches to integrating performing, appraising and composing activities • Make meaningful links between music and the wider curriculum

12

Examples of Music targets for trainee teachers Create opportunities for singing in the curriculum

Lead and model music activities with confidence

Plan for effective management of practical music activities – noise should not put you off if you have clear strategies to manage it.

Create meaningful opportunities to include music in cross curricular learning

Encourage children to sing well and correct errors when they occur

Create opportunities for the children to celebrate their music making and share it with others including peers, parents and a wider audience.

Make effective use of a range of music which broadens children’s experience and inspires them to create their own music

Demonstrate secure music subject knowledge when discussing children’s work.

Plan lessons which focus on ‘making music’

Give children time and opportunities to rehearse and improve their music.

Create musical learning objectives rather than generic ones

13

Art

Art Subject Knowledge and Skills – what we are looking for in trainees The OFSTED Report Making a Mark: Art craft and design education (2012) makes recommendations about teaching and learning in Art and Design lessons. The following elements of good practice will be a focus in the Art and Design programme of study at LHU and should be evident in the lessons of Hope trainees.

• Build on pupils’ experiences and creative development.

• Exploring ideas and recording experiences • Sharpen the focus on developing the skills, knowledge and understanding specific to the subject.

• This may include drawing, painting, sculpture or other creative expressions • Exploring different media and materials • Using the work of artists • Increase pupils’ confidence and creativity in drawing by widening the repertoire of teaching approaches, including teaching adventurous drawing for all An outstanding lesson in Art – what to look for • Confident modelling of techniques • A wide range of visual and tactile support material, for instance primary and secondary sources and the work of related artists to stimulate children’s curiosity and interest and to exemplify the concepts that pupils should understand.

• Opportunities for experimentation and creative decision making.

• Specific skills and knowledge related learning objectives rather than descriptions of the task.

• Opportunities for pupils to discuss their work and to modify it.

• Good organisation in terms of materials and timing.

The highest achieving trainees will also be able to: • Demonstrate their own artistic skills to inspire and motivate the pupils.

• Be able to use their knowledge of artists, movements or collections effectively in order to support the aims of a particular topic • Offer exciting reasons to draw and ensure that pupils are exposed to a range of approaches to drawing and supported progression in mark-making.

• Plan for progression and provide opportunities to personalise the curriculum to match the pupils’ interests

14

Examples of Art targets for trainee teachers

Use ICT (for instance, digital cameras, computer programmes) to support the development of the children’s artwork.

Create opportunities for drawing across the curriculum.

Use a range of materials and allow pupils the opportunity for creative decision making.

Think through the organisation of your lessons carefully. This should include timing, materials and your expectations of pupil behaviour.

Make your learning objectives more specific to the knowledge, skills and understanding targeted in the lesson and less to a description of the task.

Plan for an interesting starting point and develop through a sequence of lessons.

Create opportunities for the children to celebrate their art work and share it with others including peers, parents and a wider audience.

Allow opportunities for recording observations and collecting ideas (in sketch books if possible) to help children develop their ideas.

Use a wide range of good quality visual support material including the work of artists.

Give children time and opportunities modify their work.

Encourage selfassessment through effective and supportive use of the learning objective.

Model artistic techniques with confidence.

15

Geography

Geography Subject Knowledge and skills – what we are looking for in trainees In February 2011 OFSTED published Geography: Learning to make a world of difference which outlines the value of learning geography at the primary phase and provides examples of good practice. Aspects of good provision that were recognised and are relevant to Hope Teachers’ include: • The importance of Core knowledge in geography comprises basic factual knowledge, vocabulary and the ability to locate, with a degree of accuracy, important places and human and physical features. This knowledge is only a small part of the geography curriculum, but it is essential in order for trainees to place what they are learning in a spatial context and to use appropriate geographical language.

• Good and regular fieldwork motivated pupils and enhanced their learning in geography • Developing a deeper understanding of people and places, and of the need to live in balance with an increasingly fragile environment.

• Making the best use of new technology in geography to enthuse pupils and provide immediacy and relevance An outstanding lesson in Geography – what to look for Pupils who have; • a very good knowledge of where places are and what they are like.

• a very good understanding of the ways in which places are interdependent • an extensive base of core geographical knowledge and vocabulary.

• a sense of passion and commitment to the subject and exhibit a real sense of curiosity in finding out about the world around them and the people who live there.

• are able to express well balanced opinions, rooted in very good geographical knowledge and understanding about current and contemporary issues in society and the environment.

The highest achieving trainees will also be able to: • Utilise a range of highly developed Fieldwork and other geographical skills • Challenge misconceptions and stereotypes • Demonstrate high expectations and a high levels of confidence and expertise both in terms of their specialist and up-to-date knowledge and their understanding of effective learning in the subject.

• use a wide range of innovative and imaginative teaching strategies very effectively to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject

16

Examples of Geography targets for trainee teachers Provide opportunities for pupils to use, make and interpret maps to develop their core geographical knowledge

Ensure your subject knowledge is clear on the distinction between human and physical features

Use the interactive whiteboard to model using images to make observations about, describe and compare places

Plan a lesson investigating services in the local community following the school Risk Assessment procedures

Ensure your lesson objectives link to specific geographical learning objectives – investigating place should be a key feature

Create opportunities for pupils to develop their geographical understanding about the world they live in and share this with others

Move more able pupils on by teaching them about the processes underpinning climate patterns they observed

Use the interactive whiteboard in modelling the interpretation of maps to support pupil progress

Include pupil use of digital mapping in your lessons as well as your demonstration of it

Plan to build on geographical vocabulary to enable pupils’ descriptions to become more accurate

Challenge pupil stereotypes about distant places by providing different images and views

17

Religious Education

Religious Education Knowledge and skills – what we are looking for in trainees As a locally determined subject the content of Religious Education will depend upon the requirements of the Diocesan or Locally Agreed syllabi although there are many similarities regarding what is considered to be effective learning and teaching. Those which are most pertinent to trainee teachers and which will form the focus of the Hope Religious Education programme include, to: • promote an imaginative and stimulating RE curriculum through • developing pupils skills of enquiry into the world of religion and belief • effectively use a wide range of resources to suit pupils previous knowledge and experiences • opportunities to plan for SMSC development with consideration of the local faith communities.

• plan for pupils’ progression in both ‘learning about’ and ‘learning from’ their study in Religious Education • recognise the diversity of different religious traditions and their impact on beliefs, values and identity.

An outstanding lesson in Religious Education – what to look for • Teaching has a clear grasp of purpose and direction and is building upon pupil’s prior learning and experiences • Questioning and activities challenge pupils to explore beyond the surface and engage with deeper meaning and significance into the world of religion and belief.

• Wide range of engaging and imaginative resources are used to stimulate active participation • Teaching communicates high expectations, enthusiasm and inclusion to pupils.

• Pupils are given opportunities to reflect upon ‘ learning about ‘ and ‘learning from’ their studies.

• Relevant opportunities are given for the development of SMSC. • Confident modelling of specific religious language The highest achieving trainees will also be able to: • Introduce their own and adapt existing units/schemes of work to fit the context/ prior experience of their own class.

• Develop a range of strategies for assessing progress • Make meaningful links between religious education and the wider curriculum

18

Examples of Religious Education targets for trainee teachers

Plan in opportunities for pupils to raise questions

Plan lessons which build upon pupils previous learning and own experiences

Build in opportunities for social, moral spiritual and cultural, development

Select and use a range of appropriate religious literacy terms

Select appropriate pupil activities to reflect subject content

Select resources to engage pupils and challenge misunderstandings

Develop pupils understanding of religion and encourage reflection on challenging questions

Confidently demonstrate subject knowledge when discussing children’s work.

Create lessons giving opportunities to ‘learn from’ and ‘learn about’

19

History

History Subject Knowledge and skills – what we are looking for in trainees In 2011 the OFSTED Report ‘History for All’ noted significant advances in History teaching, and pointed to the following positive features of primary History teaching, where the teacher: • Planned lessons which encouraged pupils to ask questions as well as answer them.

• Had an enquiry based approach to the learning of History • Developed thinking skills of pupils • Used a variety of different sources of information with pupils including artefacts, story, written and visual sources • Had strong subject knowledge including an awareness of the concepts and skills which underpin the study of the subject.

An Outstanding lesson in History - What to look for: • Teacher shows very good subject knowledge and is able to use this in answering pupil questions and asking questions which prompt pupils to think more deeply about a topic.

• Teacher uses this subject knowledge to choose topics which will engage and challenge pupils.

• Teachers plan lessons which will develop pupils in terms of Historical concepts and skills as well as knowledge.

• Teacher uses a question as a focus for the lesson as a starting point for an enquiry based approach to pupil learning • Teacher uses a range of different Historical sources • Pupils are encouraged to ask questions • Teacher demonstrates a clear passion for the subject The highest achieving trainees will also be able to: • Plan for clear progression in a particular Historical concept or skill by pupils • Accurately challenge pupil misconceptions • Use a range of teaching and learning approaches including the use of ICT and external visits, in the teaching and learning of History • Make links between History and other subjects/the wider curriculum, making pupils aware of these links.

• Employ clear Historical learning objectives in lessons and communicate these to pupils.

Further examples of good and outstanding primary History practice, as identified

by OFSTED, can be found at http://www.ofsted.gov.uk/resources/good-practiceresource-developing-outstanding-historical-thinking-primary-schools-fox-primaryschool

20

Examples of History targets for trainee teachers

Use a question as a title for a History lesson

Plan enquiry based lessons which encourage pupils to use a variety of evidence to reach a conclusion.

Use at least three different types of sources with pupils

Develop your own subject knowledge on appropriate topics

Encourage pupil use of electronic sources of information

Model pupil questioning of sources

Develop the pupils’ love for History and curiosity about the past

Plan a scheme of work which allows for pupil progression in a particular Historical skill or concept – eg: chronology, cause and consequence, presentation of material

Plan a scheme of work on a particular Historical topic which includes clear learning objectives and a visit to an Historical venue

Make clear links with other subjects in your planning and to the pupils

Set clear historical learning objectives

Use story to introduce a specific History skill/ concept

21

Modern Foreign Languages

MFL Subject Knowledge and skills – what we are looking for in trainees • Trainee teachers use an effective model of delivery of languages in Key Stage 2 and a clear rationale for it.

• Lesson content is well designed and may include some explicit teaching of reading and writing in the target language.

• Trainees encourage children to have positive attitudes towards languages, and boys and girls are equally well motivated.

• Effective use is made of knowledge of pupils’ linguistic background to promote languages learning.

• effective use of authentic sources (including books and other written materials), a range of media (such as audio and video recorders, information technology (IT) and language laboratory facilities) and any native speakers present, to enhance reading, listening and speaking skills.

An outstanding lesson in MFL – what to look for • Children acquire new vocabulary and use it in a meaningful context rather than just know a longer list of words; • The trainee models accurate presentation of new language and skilful use of the target language, showing awareness of the limited competence of the learners but also the need to challenge them with increasingly demanding language • children achieve well in at least listening and speaking • well-paced, productive practice and consolidation of skills in the target language through work in pairs, small groups or individually; • children’s progress in languages is assessed and recorded in at least listening and speaking, and children are aware of their progress • the teacher provides opportunities to gain insights into the way of life, cultural traditions and moral and spiritual values in other countries; • There is good provision for gifted and talented and pupils in the language and for pupils with learning difficulties and/or disabilities (LDD).

• Children improve their pronunciation and intonation and speak more fluently; • Children improve their listening and reading comprehension skills.

The highest achieving trainees will also be able to: • allow children to improve their literacy skills through, for instance, better understanding of grammatical terminology and the conventions of language; • includes some explicit teaching of reading and writing • develop children’s ICT capability by, for instance, use of word processing in drafting, email for contact with other countries, and the Internet for access to cultural information • Encourage children to react more confidently to unfamiliar or unpredictable language;

22

Examples of MFL targets for trainee teachers

Plan lessons which build upon pupils previous learning and own experiences and language background.

Select and use a range instructions and target language in your lesson

Plan opportunities for children to speak in the target language

Teach new vocabulary and use it in a meaningful context rather than just teaching a long list of words

Practice modelling accurate presentation of new language.

Refer to http://www. primarylanguages.org. uk/training_zone.aspx

Foster pupils’ curiosity and deepen their understanding of the world.

Build in opportunities gain insights into the way of life, cultural traditions in the target language country.

Give your pupils opportunities to take the initiative in realistic situations and to develop more extended responses

23

Physical Education

P.E Subject Knowledge and skills – what we are looking for in trainees In February 2013 Ofsted outlined their recommendations for the teaching of PE in their publication; ‘Beyond 2012 – outstanding physical education for all’. Key planning, teaching and assessment outcomes from this document that initial teacher trainees will learn and practise during their PE provision at Liverpool Hope are; • to improve pupils’ fitness by keeping them physically active throughout all lessons and engaging them in regular, high-intensity vigorous activity for sustained periods of time • raise their expectations of what more able pupils are capable of achieving and provide them with challenging, competitive activities that lead to high standards of performance • plan and apply agreed schemes of work and assessment procedures consistently so that all teaching is at least good.

An outstanding lesson in PE – what to look for: • Planning and teaching to ensure the lower order core movement skills and basic physical development needs of their pupils are met prior to extending these skills into higher order movement, technique and games related practice.

• Ensuring all pupils are able to acquire and develop key skills, have the opportunity to select and apply these skills in cohesive and competitive situations.

• Confidence in the use of visual, auditory and kinaesthetic modelling of key skills by effective teacher or pupil led physical demonstrations with broken down stages.

• The use of appropriate assessment for learning practices, including the use of effective feedback and giving pupils the skills to evaluate their own and others performance in the practical environment.

• Maintaining the ‘physical in physical education’ through health and fitness activities and sustained periods of activity.

• A controlled, structured and safe environment, correctly utilising a range of equipment and resources which support learning.

The highest achieving trainees will also be able to: • Develop a range of strategies to evaluate and assess pupils’ attainment in skill development and peer cohesion/team play.

• Use their knowledge of rules and competencies in sports and activities to plan adapted games, performances and competition which consolidate and extend skills specific to ability.

• Create opportunities for cross curricular learning, including the use of ICT as a learning and assessment tool.

• Proactively develop links with a range of clubs and organisations and extend out of school hours provision to encourage pupils’ responsibility and opportunity to lead healthy, active lives.

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Examples of PE targets for trainee teachers

Ensure the ‘physical in physical education’ by planning and engaging pupils in regular active, sustained and vigorous activity during their lessons.

Model key skills; using effective physical demonstrations with broken down stages.

Have a clear understanding of health and safety implications for pupils engaged in various sports and activities.

Implement risk assessments and recognise and act on risk during lessons.

Create meaningful opportunities to include physical education in cross curricular learning.

Develop aesthetic appreciation of performance in dance and gymnastics.

Learn key actions, motifs and movements from different genres and give pupils choreographic skills to create performances.

Provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Make effective use of ICT, to visually display learning outcomes, demonstrate good practice and formatively assess performance and skill.

Underpin structured physical education lessons with opportunities to develop pupils understanding of being healthy and keeping fit. Plan activities which help pupils improve their fitness and health.

Give pupils the opportunity to practise and refine key skills working with their peers in a structured way; have an understanding of the rules of a broad range of sports and support skill application in competitive situations.

Planning and teaching to ensure the lower order core movement skills and basic physical development needs of their pupils are met prior to extending these skills into higher order movement, technique and games related practice.

Assess pupils’ individual gross and fine motor skills across the range of sports and their application in competitive matches and performances. Support pupils in self and peer assessment.

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Design Technology

DT Subject Knowledge and skills – what we are looking for in trainees In 2011 Ofsted published its report ‘Meeting Technological Challenges’ which evaluated the provision of DT in schools between 2007 and 2010.

Of particular relevance to us are the following points, which should be reflected upon by trainees when considering their own subject knowledge and skills for DT: • Good and outstanding teaching encouraged pupils to be innovative and creative, and enabled them to draw effectively upon their technological understanding and skills to produce ideas and manufacture prototypes • Good or outstanding curriculum provision across the age range was enhanced by the use of visits and visitors to support teaching and learning.

• Most pupils in the primary and secondary schools visited enjoyed designing and making products and gained much satisfaction in acquiring technical skills and in seeing their ideas take shape. They were well motivated by the active learning strategies and practical problem-solving aspects of the subject.

• Health and safety were taught well……. Staff were vigilant and pupils demonstrated good attitudes in following health, safety and hygiene rules.

An outstanding lesson in DT – what to look for: • Trainees plan challenging tasks which are interesting and relevant and make use of up-to-date ICT and other technology when appropriate.

• Opportunities are provided for pupils to be creative and active learners • Lessons build on prior learning rather than duplication and ‘more of..’

• Pupils are given opportunities to present and share their ideas and evaluate others ideas The highest achieving trainees will also be able to: • Develop their own subject knowledge to include the latest developments (e.g.

CAD/CAM) and how to apply these in the classroom.

• Make confident assessment of pupils’ progress in D&T, ensuring that pupils know how well they are doing and what they should do to move on to the next level.

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Examples of Design Technology targets for trainee teachers

Be clear about what you want pupils to know, understand and be able to do by the end of lesson

Challenge pupils to be critical about their design And that of others

model the safe and accurate use of a range of tools

Ensure practical skills such as cutting and joining are practised

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

Ensure Food Technology is included in Planning for DT

Research latest DT resources and how to use them effectively

Make confident use of technology to support teaching

Tackle issues of gender stereotyping in DT lessons

Computing

Computing knowledge and skills - what we are looking for in trainees “A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (Department for Education, 2013, p.

188) Computing is a new subject in the curriculum and so Ofsted have not yet built a database of good practice. However, based on a presentation by David Brown, National Lead, Computing, the following has been suggested as encapsulating good practice and will form the basis on which the Hope Computing Education programme has been developed: • Pupils demonstrate excellent understanding of important concepts in all three strands of the computing curriculum and are able to make connections within the subject because they have highly developed transferable knowledge, skills and understanding • Pupils consistently use their subject knowledge and understanding very effectively in written and verbal explanations and can solve challenging problems • Pupils make highly effective use of a wide range of hardware and software appropriate to their age and ability • Pupils show independence in their use of computing across all three strands of the curriculum and exhibit positive attitudes towards the subject and working constructively with others • Pupils show high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing An outstanding lesson in Computing - what to look for: • it is informed by excellent subject knowledge and understanding of continuing developments in teaching and learning in computing • it is rooted in the development of pupils’ understanding of important concepts and progression within the lesson and over time; it enables pupils to make connections between individual topics and to see the ‘big picture’ • lessons address pupils’ misconceptions very effectively; teachers’ responses to pupils’ questions are accurate and highly effective in stimulating further thought • teachers use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure good or better progress across all aspects of the subject.

The highest achieving trainees will also be able to: • Look for ways in which pupils can take their learning further. Here are just a few examples.

• Code Club is a voluntary initiative in the United Kingdom aimed at teaching children how to code • utilise pupil ‘digital leaders’, who can help teachers and other pupils with some limited tech support, as well as being the first to try out new software and hardware and even advising on the school’s technology policies.

• Introduce their own and adapt existing units.schemes of work for the context/prior experience of their class.

• Develop a range of innovative assessment strategies • Explore cross-curricular uses of computing and access a wider range of opportunities for pupils.

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Examples of Computing targets for trainee teachers Embed digital literacy and e-safety in the learning activities as much as possible

Develop ways of capturing work done for assessment

Plan for debugging of programs so that this becomes common practice

Use real world settings to promote problem-solving skills

Lead and model how to support children with special educational needs and EAL when delivering the computing curriculum

Pupils learn how to create opportunities for the children to develop their computational thinking skills.

Allow pupils to be autonomous in choosing software for the task

Relate work on data to a hypothesis

Use unplugged activities as starters when teaching programming

Promote links to other subjects, especially Science, Design Technology and Mathematics

Create approaches to teaching and learning which enable children to explore their own methods of manipulating digital content.

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T: 0151 291 3023 E: jamesa@hope.ac.uk Liverpool Hope University Hope Park Liverpool L16 9JD