HCUK Straight to Teaching by Meadhbh Cooke

Straight to Teaching Primary and Secondary On-demand and On-request Learning Materials

Vol. 2 March 2014

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

SECTION 1 - INTRODUCTION Online learning (or elearning) is the use of technology to enable people to learn anytime and anywhere. eLearning incorporates online training, the delivery of live information and lessons, and guidance from experts that is delivered by experts. Hibernia College UK (HCUK) was the winner of the eLearning Award for SKE in 2013. Our Straight to Teaching (S2T) programme enables all participants, whatever their phase, to access a full range of key online learning materials based on national priorities in teaching, professional studies. Our materials are based on the best principles of reflective practice where participants are encouraged to consider the impact of their own learning and practice on themselves and their students and to become life-long learners. Sessions typically last the equivalent of a day’s face-to-face training, i.e. 6-8 hours, and can be carried out in sections, at home or at school – in fact, anywhere a participant can use a computer. Podcasts and downloadable materials are also an integral part of sessions. For Primary participants, there is also a range of Subject Knowledge for Teaching sessions that can be accessed and studied. For secondary participants in Modern Languages, Maths, Science, Physics and Chemistry, there is also a full range of Subject Knowledge Enhancement learning On-request sessions that can be requested through the Pathway Tutor. These tend to be longer sessions – up to 18 hours, but again, these can be carried out in sections. It is not expected that participants will study any or all of the learning materials - they will be guided by their Pathway Tutor and school towards the sessions that will support their development in teaching to extend knowledge, skills and understanding and/or develop target areas. Mentors and departments can also use the learning materials to support whole-staff Continuing Professional Development. Please see the following pages which specify the Primary and Secondary on-demand sessions that are on the VLE, and also the on-request additional Subject Knowledge Enhancement sessions in Modern Languages, Science, Chemistry, Physics and Maths. Additional subject-specific learning materials in English, Geography, History, Drama and Computer Studies will be available during the forthcoming year.

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

TABLE OF CONTENTS NATIONAL PRIORITIES FOR PRIMARY .......................................................................................................................................................................................... 4 PRIMARY SUBJECT KNOWLEDGE FOR TEACHERS ........................................................................................................................................................................ 5 PRIMARY PROFESSIONAL STUDIES............................................................................................................................................................................................. 11 NATIONAL PRIORITIES FOR SECONDARY ................................................................................................................................................................................... 13 PROFESSIONAL STUDIES ............................................................................................................................................................................................................ 14 CHEMISTRY SUBJECT PEDAGOGY CONTENT .............................................................................................................................................................................. 19 S2T CHEMISTRY SKE SESSIONS AVAILABLE ON REQUEST .......................................................................................................................................................... 25 PHYSICS SUBJECT PEDAGOGY CONTENT.................................................................................................................................................................................... 32 S2T PHYSICS SKE SESSIONS AVAILABLE ON REQUEST ................................................................................................................................................................ 38 BIOLOGY SUBJECT PEDAGOGY CONTENT .................................................................................................................................................................................. 44 S2T BIOLOGY SKE SESSIONS AVAILABLE ON REQUEST .............................................................................................................................................................. 44 MATHEMATICS SUBJECT PEDAGOGY CONTENT ........................................................................................................................................................................ 47 S2T MATHEMATICS SKE SESSIONS AVAILABLE ON REQUEST ................................................................................................................................................... 55 SUBJECT PEDAGOGY FOR ENGLISH ............................................................................................................................................................................................ 63 S2T HISTORY SKE SESSIONS AVAILABLE ON REQUEST .............................................................................................................................................................. 64 MODERN FOREIGN LANGUAGES (MFL) ..................................................................................................................................................................................... 65

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

NATIONAL PRIORITIES FOR PRIMARY Session Title English (1): Systematic Synthetic Phonics (SSP): The Reading Debate

Sections/Presentations 1. The Reading Debate

English (2): Systematic Synthetic Phonics: Phonics Subject Knowledge

Phonics Subject Knowledge

Behaviour for Learning 1

Promoting Learning and Managing Behaviour What is Behaviour for Learning? A Framework for Behaviour for Learning

2. 3.

Special Educational Needs or Disabilities (SEND)

Special Educational Needs or Disabilities

Behaviour for Learning 2

Positive Correction and Positive Reinforcement

Content Overview • Assess the importance of effective teaching of reading and writing for all pupils • Review the different perspectives on the approaches to teaching reading • Analyse the importance of phonics and particularly Systematic synthetic phonics to the teaching of early reading and writing • Evaluate the links between reading and writing in the early stages of teaching reading • Review the importance of language comprehension and developing a rich vocabulary • Establish appropriate links between what you have learned to the teaching standards you need to meet • Analyse how to develop pupils who are able to listen to and learn phonics • Describe the simple view of reading • Assess your pupils’ phonic development • Summarise the meta language of phonics • Apply the structure of phonics teaching in the classroom • Describe how the promotion of learning and the management of behaviour are inextricably linked • Discuss the Behaviour for Learning conceptual framework • Describe the three relationships underpinning the development of learning behaviour • List a range of learning behaviours • Use the Behaviour for Learning conceptual framework proactively to plan for the development of learning behaviour • Describe the 4Rs framework and relate it to the Behaviour for Learning framework • Examine what is meant by SEND • Describe the identification process of pupils with SEND • Determine the role of the special educational needs coordinator (SENCO) • Identify the key features of an inclusive learning environment • Explore effective strategies for teaching pupils with SEND • Determine how schools make reasonable adjustments for pupils with SEND • Describe some positive correction and positive reinforcement strategies.

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

PRIMARY SUBJECT KNOWLEDGE FOR TEACHERS Session Title Maths 1: Algebra and Number

Sections/Presentations 1. Algebra and Number

Maths 2: Early Development of Number

Early Development of Number

Maths 3: Measures and

Measures and measurement

measurement

Content Overview • Identify patterns in numerical sequences presented pictorially, derived from contexts, and as numbers • Describe how a given pattern is generated, both in words and symbols as appropriate • Express patterns as generalisations • Identify a range of special numbers and their defining properties, such as square, triangular, multiples, consecutives, and others • Identify the role of place value in a range of number systems • Explain the idea of progression in mathematics and its importance in planning teaching and learning in mathematics • Consider the role of teaching and learning activities in different parts of the teaching cycle • Identify and use appropriate technical vocabulary • Articulate that mathematics can be taught in a variety of ways and that children can be engaged to have a personal input to their learning • Appreciate stages of development leading to children’s understanding of number and counting • Have insight into links between number systems • Identify children’s difficulties with using zero as a placeholder • Identify and use appropriate technical vocabulary in the context of early number and counting • Make effective use of resources to support children’s conceptual learning • Appreciate the central importance models and images have in developing children’s mathematical understanding • Identify good use of Assessment for Learning (AfL) to inform teaching Mathematical themes: • • • • •

Appreciate the approximate nature of measurement Identify discrete and continuous data Select and use appropriate units of measure, appreciating the need to develop use of non-standard units as a precursor to standard units Explain the links between aspects of measures and be aware of the range of measures that children meet as part of the primary mathematics curriculum Appreciate the mathematical knowledge, skills and understanding needed to work 5

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

•

with measures Incorporate and develop Using and Applying Mathematics skills in measure activities Teaching and Learning themes:

Maths 4: Statistics

(Handling data) and probability

Statistics (Handling data) and probability

• • • •

Identify progression through teaching and learning measure Make use of ICT tools, as well as practical equipment, to support learning of measure Know and use appropriate technical vocabulary across the range of measures Make links from mathematics to other areas of the curriculum and the world beyond school Mathematical themes:

• • • • • • • •

Use the language of doubt and certainty Explore probability by analysing given situations Apply the handling data cycle to a range of scenarios Use the precise technical language for statistics/handling data Make appropriate use of simple measures of central tendency and dispersion Draw, use and interpret tables and graphs Identify the most appropriate graphical representation for a situation Incorporate and develop Using and Applying Mathematics skills Teaching and Learning themes:

• • • Maths 5: Calculation and fractions

Calculation and fractions • • • •

Make use of ICT tools, as well as practical equipment, to support learning of statistics/data-handling Make links from mathematics to other areas of the curriculum and the world beyond school Plan a follow up lesson based on observation using assessment for learning strategies Mathematical themes: Appreciate the central importance of mental strategies and processes in calculation Call upon a range of informal and formal calculation methods, including use of an empty number line Understand the relationship between addition and subtraction and multiplication and division Make use of written methods of calculation with understanding of how and why they work Explain the different roles that fractions play, understand the pedagogy of fractions and 6

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials begin to see links between fractions, decimals and percentages Teaching and Learning themes: •

Make use in your teaching of Skemp’s ideas about relational and instrumental understanding Recognise and plan to avoid children developing common misconceptions Mathematical themes

• Maths 6

Simple ratio and proportion and Geometry – Shape and space

• • • •

Understand and apply ratio and proportion in a range of everyday contexts Make links between fractions, decimals, percentages and proportions Use ratios to compare quantities Link children’s developing awareness of shape naming to research on geometrical thinking • Make use of appropriate technical shape vocabulary • Name and describe the properties of a range of 2D and 3D shapes Teaching and learning themes • • • •

English 3: Active Reading

Active Reading

English 4: Talk and Drama for Reading

Talk and Drama for Reading

• • • • • • • • • • • • •

Make links from mathematics to everyday contexts and other areas of the curriculum Know and use appropriate technical vocabulary Plan lessons that encourage mathematical thinking and communication Recognise and plan to avoid children developing common misconceptions Summarise reading’s role within the National Curriculum Recognise the underlying principles of active reading Apply a range of practical approaches to teaching comprehension Identify the needs of children with reading difficulties Develop procedures for assessing reading Assess the role of multimedia texts Recognise that as a teacher you need knowledge of a range of texts to use with your pupils, and build up this knowledge through your teaching career Analyse how we engage children in the reading process so that they read for pleasure Recognise why talk is important Develop your own and your pupils’ questioning skills Recognise how to assess talk Explore and recognise the importance of using a range of drama techniques to explore texts Organise for a talk-rich classroom 7

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

English 5: Analysing Texts in Preparation for Writing

English 6: Planning and Writing

Analysing Texts in Preparation for Writing

Teaching Writing –(Composition the author’s voice)

• • • • • • • • • • • • • • • • • • •

Science (1): Finding Things Out

Finding Things Out

Science (2): Organising How Children Learn

Organising How Children Learn

• • • • • • • • • • • • • •

Assess the role of ICT in developing high quality talk Analyse the role of talk in promoting pupil engagement Recognise the challenge that you as a teacher will face to not dominate classroom talk Recognise the features of a range of genres Learn about our language and its grammar Explain why grammar has to be taught Understand what grammar may look like in the classroom Develop your own grammar subject knowledge Know how writers create effects Develop a meta-language to discuss writing Look at language features and use them to develop success criteria Recognise how early writing develops Review the importance of phonics for the developmental writer Develop a good understanding of the importance of purpose and audience to the writing process Develop ways of making writing purposeful Ensure that the pupils we teach can make informed writing choices through use of talk and drama to support their thinking Develop an understanding of guided, modelled and shared writing Evaluate how different genres are structured Understand how to develop success criteria for writing linked to genre, vocabulary and grammar and how to use said criteria to move writing o, differentiating your work with the class in line with the progression documents Develop a classroom where writing is valued Develop your own skill as a writer Reflect on the nature of science Examine approaches to science that reflect learning style preferences Describe teaching styles that reflect scientific method Identify and utilise appropriate theories of learning Explore progression in one strand of the National Curriculum Evaluate resources Describe the importance of narrative in developing learning Examine research evidence to support learning approaches Discuss examples of storytelling related to the introduction of scientific concepts Examine a three-stage framework for the development of mental models Contrast the three-stage framework with a cyclic model of organising learning Apply principles to planning a learning episode

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials Science (3): Scientific Understanding

Scientific Understanding

• • • • • •

Science (4): Dialogic Teaching

Dialogic Teaching

Science (5):

Available from 11 April 2014

Computing (1): Teaching Computing in KS1 and 2 – An Overview

Available from 7 March 2014

Computing (2): Teaching Computing in KS1 and 2 - The Specifics

Available from May 2014

History

Available from Feb 2014

• • • • •

• •

Recognise that children construct learning by making mental models Assess interventions through dialogue and questioning, to improve the models and hence learners’ understanding Provide activities that scaffold children to make their mental models Suggest analogies that can substitute for a mental model Understand that drama and art can be vehicles for expressing mental models Evaluate pathways to investigate and record that help express the scientific view in current teaching practice Evaluate the importance of dialogic teaching Analyse a model of dialogic teaching Review the National Curriculum topic ‘Forces’ Assess how to use concept cartoons Reflect on how to lead learning in the classroom to create opportunities for dialogic teaching TBC Identify and explain key computing concepts and terminology identified within the 2014 computing curriculum Develop and deliver a scheme of work that will enable pupils to: • Identify and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation • Analyse problems in computational terms and have repeated practical experience of writing computer programs to solve such problems • Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems • Determine how to be responsible, competent, confident and creative users of information and communications technology (ICT) TBC

• Apply the History National Curriculum (NC) competently • Summarise the detailed knowledge and understanding of the subject content and progression in areas such as skills within the subject • Plan History lessons for Key Stage (KS) 1 and KS2 • Assess children’s work • Describe how History can support the development of core skills in Maths, English and ICT • Develop creative approaches to the teaching of History

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials Geography

Available from Feb 2014

• • • • • •

Art and Design

Available from May 2014

Music

Available from Sept 2014

Design and Technology

Available from June 2014

Modern Languages

Available from June 2014

Early Years (1 and 2)

Available from June 2014

Religious education

Available from Sept 2014

Personal, Social and Health Education (PSHE)

Available from Sept 2014

Apply the Geography National Curriculum (NC) competently Summarise the detailed knowledge and understanding of the subject content and progression in areas such as skills within the subject Plan Geography lessons for Key Stage (KS) 1 and 2 Assess children’s work Describe how Geography can support the development of core skills in Maths, English and ICT Develop creative approaches to the teaching of Geography

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials

PRIMARY PROFESSIONAL STUDIES Session Title Reflective Practice

Sections/Presentations 1. Developing Reflective Practice

Teaching and Learning 1: Learning Theorists

Learning Theorists

Safeguarding and Child Protection

1. 2.

Safeguarding Child Protection

Teaching and Learning 2: Critical Incidents

Critical Incidents

Content Overview • Determine the purpose of reflective practice • Recognise and critically evaluate key features of reflective models • Identify and use critical aspects of reflection on practice • Describe how reflective practice can support the evaluation of teaching and learning and facilitate professional development • Reflect on and identify learning styles and teaching styles • Recognise and use appropriate theories of learning • Articulate the application of Bloom’s taxonomy of learning • Investigate Piaget’s stages of development • Apply learning theories to your own practice • Recognise the importance of all adults in school undertaking safeguarding training and taking responsibility for ensuring safeguarding happens • Define safeguarding and explain the difference between safeguarding and child protection • Identify how schools safeguard pupils in their daily activities • Reflect on the case study of Lauren Wright and consider the implications for your own practice • Recognise that you have an explicit duty to ensure safeguarding happens and that safeguarding is everyone’s responsibility • Identify key pieces of legislation and guidance underpinning safeguarding children in education • Identify possible signs and indicators of child abuse • Identify the potential barriers to communication and make suggestions to address these issues in your own practice • Respond appropriately to children who may be in need of protection • Identify situations where child protection may be a concern • Practise decision-making and taking action where child abuse may be occurring • Assess the importance of research at micro and macro levels in teacher professionalism • Define Critical Incidents (Cls) and their role in teacher development • Analyse critically an example argument using a checklist of parameters • Review the process of extending criticality to our own reflection using Tripp’s model • Plan for the assignment

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials eSafety

1. 2. 3. 4.

Inclusive Practice

Child Exploitation and Online Protection (CEOP) Overview Technologies and their Potential Risks (Part 1) Technologies and their Potential Risks (Part 2) Tips and Key Messages for Young People Inclusive Practice

• • • • • • • • • • •

English as an additional language (EAL)

• • •

Assessment for Learning 1

Assessment for Learning 2 Lesbian, Gay, Bisexual Transgender (LGBT) Training

Assessment for Learning 1

Available from June 2014 LGBT Issues: Inspecting Provision and Outcomes for Learners in Schools'

• • • • • • • • • •

Describe the role of the CEOP and the different areas in which the organisation works Describe the Virtual Global Taskforce (VGT) and the ‘Report Abuse’ mechanism Gain access to the resources for teachers and trainers on CEOP’s thinkuknow web site and understand how to use these resources to your people where appropriate Discuss the potential risks young people may face online Describe the different technologies and their functions Outline the specific risks associated with the different types of technologies Give tips and key messages to young people to help them to protect themselves online Assess the key aspects of an inclusive school and recognise the need for a whole-school approach to inclusion Review potential barriers to inclusion and be able to evaluate the effectiveness of a range of strategies to support inclusion Evaluate Maslow’s theory of a ‘hierarchy’ of needs and how this can be helpful to teachers in making sure that pupils are able to learn Identify the duties placed on schools by the Race Relations (Amendment) Act 2000, the Equality Act 2010 and the Ofsted framework Identify challenges facing children and young people learning EAL Review needs of newly arrived pupils with EAL as well as needs of the more advanced bilingual learners Identify the stages of English language acquisition and plan for the use of a range of strategies to support learning and teaching in the mainstream classroom Differentiate between EAL and Special Education Needs (SEN) Define assessment for learning Explain the different types of assessment (formative and summative) Discuss how to plan for learning Describe ways teachers can assess pupils' learning in the classroom Show progress in your lesson planning and your lessons Identify different types of pupil self-assessment Identify interactions between Ofsted and schools in respect of learner LGBT issues Explain the historical context of LGBT issues in the UK education system Outline governmental research findings in relation to LGBT issues in education and inspections

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NATIONAL PRIORITIES FOR SECONDARY Session Title Behaviour for Learning (1)

Behaviour for Learning (2)

Sections/Presentations 1. Promoting Learning and Managing Behaviour 2. What is Behaviour for Learning? 3. Using a Behaviour for Learning Model Proactively A Framework for Behaviour for Learning 1. 2.

Systematic Synthetic Phonics for secondary teachers

1. 2. 3. 4. 5. 6. 7.

Special Educational Needs and Disability (SEND)

1. 2.

Positive Correction and Positive Reinforcement Downloadable versions of the presentation Letters and Sounds: Phase 1 Letters and Sounds: Phase 2 Letters and Sounds: Phase 3 Letters and Sounds: Phase 4 Letters and Sounds: Phase 5 Letters and Sounds: Phase 6 Letters and Sounds: Appendices SEND Downloadable version of the presentation

Content Overview • Describe how the promotion of learning and the management of behaviour are inextricably linked • Discuss the Behaviour for Learning conceptual framework • Describe the three relationships underpinning the development of learning behaviour • List a range of learning behaviours • Use the Behaviour for Learning conceptual framework proactively to plan for the development of learning behaviour • Describe the 4Rs framework and relate it to the Behaviour for Learning model • Describe some positive correction and positive reinforcement strategies

• • • • • •

Review approaches to the teaching of reading List the key elements required to teach synthetic phonics Recognise why these key elements are important Link what you have learned to the teaching standards you need to meet Recognise the links between reading and writing Discuss language comprehension and the importance of developing a rich vocabulary for all learners

• • • • • •

Examine what is meant by SEND Describe the identification process of students with SEND Determine the role of the special educational needs coordinator (SENCO) Identify the key features of an inclusive learning environment Explore effective strategies for teaching students with SEND Determine how schools make reasonable adjustments for students with SEND

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PROFESSIONAL STUDIES Session Title Engaging with Learners in the Classroom

Inclusion

Safeguarding and Child Protection

Sections/Presentations 1. Personalised Learning 2. Meeting Pupils Where They Are 3. Emotional Intelligence in the Classroom 1. Defining Inclusion 2. Historical Basis of Inclusion and Where We Are 3. School Level and Departmental Level Inclusion 4. Class-level Inclusion and What Can We Do? 1. 2.

Safeguarding Child Protection

Content Overview • Explore how to enable pupil learning • Begin to understand pupils as individuals • Explore emotional intelligence in action • Examine tools for working effectively with pupils • • • •

Explain where issues of inclusion have come from and link these to practice today Use historical examples to inform current practice Gain initial ideas on what an inclusive classroom might look like Describe how a teacher can enable inclusion in class

•

Recognise the importance of all adults in schools undertaking safeguarding training and taking responsibility for ensuring safeguarding happens Define safeguarding and be able to explain the difference between safeguarding and child protection Identify how schools safeguard pupils in their daily activities Reflect on the case study of Lauren Wright and consider the implications for your own practice Recognise that you have an explicit duty to ensure safeguarding happens and that safeguarding is everyone’s responsibility Identify key pieces of legislation and guidance underpinning safeguarding children in education Identify possible signs and indicators of child abuse Identify the potential barriers to communication and make suggestions to address these issues in your own practice Respond appropriately to children who may be in need of protection Identify situations where child protection may be a concern Practise decision making and taking action where child abuse may be occurring

• • • • • • • • •

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials Session Title e-Safety

Sections/Presentations 1. Child Exploitation and Online Protection (CEOP) Overview 2. Technologies and their Potential Risks (Part 1) 3. Technologies and their Potential Risks (Part 2) Tips and Key Messages for Young People

Content Overview • Describe the role of CEOP and the different areas in which the organisation works • Describe the Virtual Global Taskforce and the ‘report abuse’ mechanism • Gain access to the resources for teachers and trainers on CEOP’s thinkuknow web site and understand how to use these resources • Have the appropriate knowledge to deliver thinkuknow resources to young people where appropriate • Discuss the potential risks young people may face online • Describe the different technologies and their functions • Outline the specific risks associated with the different types of technologies • Give tips and key messages to young people to help them to protect themselves online

Straight to Teaching | Primary and Secondary: On-demand and On-request learning materials Session Title Assessment for Learning 1

The Role of the Teacher

Sections/Presentations 1. Assessment for Learning

1. 2. 3.

External Influences and Expectations Pedagogy Being a Great Teacher

Working as Part of a Professional Team

1. 2. 3. 4.

School Teams Outreach and Support Children’s Services Team Dynamics

Gifted and Talented (G&T)

1. 2.

Identifying G&T Pupils Supporting Learning for G&T Pupils

Content Overview • Define assessment for learning • Explain the different types of assessment (formative and summative) • Discuss how to plan for learning • Describe ways teachers can assess pupils’ learning in the classroom • Show progress in your lesson planning and your lessons • Identify different types of pupil self-assessment • Describe the many influences that contribute to a teacher’s persona and identity • Explain that some influences are definitive while others are more varied and local • Begin to develop your persona as a teacher in order to become a positive role model for your pupils • Gain an overview of the range of educational theories that underpin classroom practice – your pedagogy • Describe how these theories might affect your role model • Describe some stereotypical teacher role models • Discuss the relationship between role models and effectiveness • Discuss the teams from outside the school who will probably be working with staff, students and parents • Explain that multidisciplinary integrated teams are developing to support students and families • Discuss the importance for schools and their staff of working as members of larger teams that are providing services to students and their families • Describe the importance of working with fellow professionals in a proactive manner to seek solutions for students and their families • Describe characteristics of personality types in relation to effective teams • Describe characteristics of G&T pupils • Describe the six types of G&T learners and how to recognise each type in the classroom • Discuss some classroom strategies to support the six types of G&T learners • Discuss the link between identification and support for G&T pupils • Discuss the challenges with identification • Develop and evaluate strategies for supporting the learning of G&T pupils

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Session Title Disaffection

Assessment for Learning 2: Assessment of Students’ Work

Sections/Presentations 1. Definitions and Implications 2. The Big Picture: Talking to Pupils 3. Disaffection: School and Classroom 1. Assessment of Students’ Work

Content Overview • Have a clear understanding of how disaffection can be defined • Reflect on how the definition impacts upon our practice • Focus on how schools engage with the issues of disaffection • Understand our role as classroom teachers in combating disaffection • Describe how schools can combat disaffection • • • •

Personalised Learning

1. 2.

English as an additional language (EAL)

3. 1. 2.

Introduction to Personalised Learning Effective Learning and Teaching Assessment for Learning Identifying and Supporting EAL Pupils at School Supporting EAL Pupils in the Classroom

•

• • • • •

The Outstanding Lesson

• • • • • •

Discuss the purposes of marking Describe your marking practice and how you will develop it Explain the importance of marking and target setting in managing student progress Explore different ways of involving students in the marking process To be confirmed

Analyse the link between gifted and talented (G&T) and EAL pupils Reflect on how to work with an EAL teacher Reflect on how strategies work and their underpinning principles for supporting the learning of EAL pupils Discuss ideas on how to support pupils with EAL effectively Reflect on the principles underlying the ideas Describe the elements of an outstanding lesson Discuss successful teaching models that include the elements of an outstanding lesson Explain the importance of metacognition (thinking about thinking) and practical ways of including metacognition in your lessons Recognise the importance of assessment for learning (AFL) in an outstanding lesson and the most effective AFL strategies Recognise the importance of differentiation in an outstanding lesson Recognise the importance of emotional intelligence to develop positive relationships with students for an outstanding climate for learning

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Session Title Legal Responsibilities and Being an NQT

Sections/Presentations 1. Legal Responsibilities and Being an Newly Qualified Teacher (NQT)

Assessment for Learning 3: Data and Assessment

Data and Assessment

Lesbian, Gay, Bi-sexual, Transgender (LGBT) Issues: Inspecting Provision and Outcomes for Learners in Schools Using Data to Raise Pupil Achievement

LGBT Issues: Inspecting Provision and Outcomes for Learners in Schools

Using Data to Raise Pupil Achievement

Content Overview • Explain the statutory requirements for induction • Discuss the need for an Newly Qualified Teacher (NQT) to be proactive during their induction period • Describe the statutory frameworks that relate to teachers and how they impact on daily practice • Describe how data is used in schools • Explain how data can be used to evaluate the effectiveness of teaching, monitor pupils’ progress and set targets for pupils • Discuss how data can be used to raise pupil attainment • Identify interactions between Ofsted and schools in respect of learner LGBT issues • Explain the historical context of LGBT issues in the UK education system • Outline governmental research findings in relation to LGBT issues in education and inspections • • • • • •

Reflective Practice

1. 2. 3.

Teacher Development Reflective Practice Reflective Processes

• • • • •

Explain the use of data in schools from the perspective of your use of data Discuss marking for achievement Analyse the data you hold for your own classes Use the data for your own classes to monitor pupil progress and drive pupil achievement Set up data files and analyse the data for the classes you are teaching Update your class data Understand the nature of teacher education and development Develop an awareness of the stages of student-teacher development Consider the key features of reflective practice Develop an understanding of the processes of reflection Develop an understanding of the practices of reflection

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CHEMISTRY SUBJECT PEDAGOGY CONTENT Session Title Philosophy of Chemistry and Key Thinkers

Science in the National Curriculum KS3

Sections/Presentations 1. What is Chemistry? 2. Early History 3. Middle History 4. Modern History

1. 2. 3. 4.

Science in the National Curriculum KS4

1. 2. 3. 4.

How We Learn

1. 2. 3. 4.

Science in the National Curriculum Primary Science and the KS2 Curriculum Curriculum Continuity and Progression Teaching Science at KS3 Pathways through Key Stage 4 GCSE Specifications Curriculum Content at Key Stage 4 (Chemistry) How Science Works How Do People Learn? Constructivism and Designing Lessons Metacognition and Thinking Skills Independent Learning Skills

Content Overview • Gain an understanding of the underlying principles that distinguish the subject • Understand how the prevailing level of technology at any time dictates the development of scientific understanding • Understand how other beliefs can help or hinder the development of a subject • Learn about the key thinkers in chemistry and how the fundamental principles developed over time • Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum • Become familiar with the structure and terminology of the NC for Science • Consider the role of Science in learning across the curriculum • Become familiar with the five key ideas in Key Stage 3 (KS3) Science • Consider the concepts of progression and continuity from KS2 to KS3 within NC Science • Become familiar with KS3 Science • Consider the rationale behind the programme of study for Key Stage 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science • Review the latest research evidence about how people learn • Revisit constructivism and how to design effective lessons • Consider how to develop metacognition and thinking skills • Explore how to develop independent learning skills

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Session Title Lesson Planning for Science

Evaluating Learning

Misconceptions in Science

Scientific Investigations

Differentiation

Sections/Presentations 1. Planning Overview 2. Objectives and Outcomes 3. Planning a Science Lesson 4. Beginnings and Endings

1. 2. 3. 4. 1. 2. 3. 4. 5. 1. 2. 3. 4. 1. 2. 3. 4.

Evaluating Learning Episodes Self-evaluation Target Setting Evaluating Pupil Behaviour Learners as Individuals Common Misconceptions The Use of Models in Science Identifying Misconceptions Challenging Misconceptions Planning for Investigations Preparing for Investigations Practical Investigations How Science Works Introduction to Differentiation Differentiation in the Classroom Inclusion Gifted and Talented (G&T) and Special Educational Needs (SEN)

Content Overview • Discuss the need to plan in the short, medium and long term • Explain the importance of defining learning objectives and outcomes before planning a lesson • Describe the key elements involved in designing a lesson • Explain how to select activities to achieve the overall learning outcomes • Use the elearnITT lesson planning form to plan a lesson • • • •

Understand why evaluating learning episodes is important Understand the impact on learning of self-evaluation by both teacher and pupils Familiarise yourself with the concept of target setting Appreciate the methods for evaluating pupil behaviour

• • • • •

Consider the constructivist approach to individual learning Consider common misconceptions in science Understand the use of models in the science classroom Develop strategies for identifying scientific misconceptions Develop strategies for challenging misconceptions

• • • •

Consider how enquiry is planned for Consider the practicalities of scientific investigation in the classroom Ensure Scientific Enquiry and How Science Works are translated into practice Review and apply your understanding of health and safety

•

Recognise the range of individual differences and the effects of learning styles on teaching and learning Raise awareness of your responsibilities to cater for students with statements and Individual Education Plans (IEPs) Consider the variety of ways that differentiation can occur Further develop the ability to plan for differentiation Begin to consider the needs of Black and Minority Ethnic groups (BME), SEN, English as an Additional Language (EAL) and G&T students

• • • •

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Session Title Classroom Management

Health and Safety

Sections/Presentations 1. Engagement and Challenge 2. Grouping Pupils 3. Managing an Inclusive Classroom 4. Behaviour Management 1. 2. 3. 4.

Planning for Practical Work

1. 2. 3. 4. 5.

Social and Ethical Issues

6. 1. 2. 3.

Content Overview • Describe how to promote engagement in science lessons using challenging activities • Explain different strategies for grouping pupils to facilitate personalisation of learning • Describe how to use classroom management strategies to create an inclusive classroom • Explain how classroom routines can help maintain engagement and avoid poor behaviour

Hazards and Risks Managing Risks Risk Assessment in Lesson Plans Understanding Your Own Skills

The Development of Practical Work in Schools Concepts Behind Practical Procedures Why Do We Do Practical Work? Types of Practical Activity Considerations When Organising Activities Reflections and Evaluations Using a Tool to Teach About Ethical Issues Linking Strategies To Reports In The Media Evaluating a Teaching Resource and Suggesting Adaptations For a Particular Class Planning A Lesson Based On Pupil Discussion

• • • • • • • • • • • • • •

Define what is meant by a hazard and a risk State the Science teacher’s legal responsibilities Describe a range of strategies for planning for safe laboratory work Describe important safety procedures in the laboratory Be familiar with the (Consortium of Local Education Authorities for the Provision of Science Services) CLEAPSS system and materials Describe how to write an effective risk assessment Describe appropriate first aid procedures Audit your own level of competence and awareness of health and safety Discuss the importance of matching practical activities to learning outcomes Discuss the skills that practical work develops Discuss the arguments for doing practical work List the possible aims of practical work Describe different types of practical activity in the classroom Describe some general considerations when organising practical work

• • • •

•

Describe the place of ethical and social issues in the Science curriculum Describe how science can contribute to the teaching of citizenship Discuss approaches to ethical decision-making Describe teaching strategies that make use of reports of contemporary issues in the media • Evaluate a teaching resource aimed at promoting a discussion of a controversial issue Plan a lesson involving the discussion of a controversial issue

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Teaching Key Chemistry Concepts

Assessment for Learning

Assessment of Learning

Sections/Presentations 1. ICT In Science 2. ICT and Data Logging 3. Water Weed Photosynthesis Simulation 4. Simulation or Traditional Experiments 1. Looking at Learning Demands 2. Rates Of Reaction: KS3 3. Rates Of Reaction: KS4 4. Rates Of Reaction: KS5 1. What Is Assessment For Learning? 2. How Does Assessment For Learning Work? 3. Assessment For Learning In The Classroom (1) 4. Assessment For Learning In The Classroom (2) 1. Types Of Formal Assessment 2. Assessment at KS4 3. Assessment at KS3 4. Use Of Assessments

Content Overview • Explain the importance of ICT in science education • Plan how to integrate the use of ICT in science lessons

• • • • •

• • •

Become familiar with the learning demands expected. The micro, macro and symbolic representations involved from KS3 through to KS5 Devise a teaching sequence of lessons starting from KS3 through to KS5, emphasising understanding and group work Review the principles of Assessment for Learning (AfL) in the context of the science classroom Understand how to use formative assessment techniques to adapt your lessons to the needs of individuals or groups of learners Understand how to apply the principles of AfL using practical classroom strategies

Provide an overview of formal assessment at KS3 and KS4 Consider how this can better inform a department or student about progress Reflect on how your teaching has to incorporate opportunities and rehearsals for formal assessment

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Session Title Numeracy and Literacy

Teaching KS4 topics

Sections/Presentations 1. Numeracy And The National Curriculum 2. Activities To Promote Numeracy 3. Promoting Literacy In Science 4. Activities To Promote Literacy 1. Planning For A Topic 2. A Biology Example 3. A Chemistry Example 4. A Physics Example

Content Overview • Provide an overview of Mathematics in the National Curriculum (NC) • Explore science activities that promote numeracy skills • Examine how to develop literacy skills in science • Review some techniques for promoting literacy skills

• • • •

Teaching Physics as a Chemist

1. 2. 3.

AS/A2 Chemistry

1. 2. 3. 4.

Teaching Physics as a Chemist 1 Teaching Physics as a Chemist 2 Teaching Physics as a Chemist 3 Growing Up What Is The Difference Between KS4 And KS5? AS/A2 Chemistry Content Teaching Techniques and Exam Preparation

•

Describe planning strategies when teaching KS4 topics Conduct a knowledge audit to identify their weaknesses in a subject Develop teaching and learning strategies that promote student progress and understanding Reinforce the core principles of how science works

• • •

Consider and evaluate the development of subject knowledge needed to teach physics as a non-specialist Review the content of the National Curriculum for Physics at KS3 and KS4 Explore teaching strategies for delivering effective physics lessons Consider creativity in physics lessons

• • •

Describe the needs of young people as they move from KS4 to KS5 Describe the increasing conceptual demands in A Level Chemistry from KS4 to KS5 Describe a range of teaching strategies that can be useful at Advanced Level

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Session Title Science Outside the Classroom

Lesson Planning for Science (2)

Sections/Presentations 1. Why Outside The Classroom? 2. Homework 3. The Local Environment 4. Out-Of-School Activities 1. Evaluating Lesson Planning 2. Designing Successful Lessons 3. Planning A Sequence Of Lessons 4. Working With Others

Content Overview • Consider why learning must take place beyond the classroom • Consider the use of homework as a stimulus for learning • Understand how the local environment can be used to consider science • Be aware of what must be considered in planning an out-of-school activity • • •

Evaluate your lesson planning skills and develop an action plan for improving your lesson planning Design effective lessons by selecting activities and pedagogic approaches that are appropriate to the knowledge and skills to be introduced Explain medium-term planning and how to design a sequence of lessons

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S2T CHEMISTRY SKE SESSIONS AVAILABLE ON REQUEST Session Title 1.

Sections/Presentations Maths for Scientists

Chemistry Session: Materials

Chemistry Session: Forensics

Chemistry Session: Patterns of Atomic Structure

Chemistry Session: Balancing Equations

Content Overview • Investigate methods for teaching students how to present data graphically • Investigate methods for teaching students how to handle formulae • and equations • Investigate other mathematical methods used • Understand the types and properties of the various materials • Categorise the materials based on certain properties • Understand the concept of nanotechnology • Understand what crystal structures can tell us about the properties of materials • Understand the importance of polymorphism • Understand polymers and their classifications • Examine the structure and properties of materials and how we study them • Explore how studying the chemical and physical properties of materials can provide evidence for criminal prosecutions • Examine the limitation of crime scene evidence • The historical development of models of the atom and ideas about atomic structure as patterns • Deal quantitatively with protons, electrons and neutrons • The historical development of the periodic table • Explain how and why the pattern of the periodic table is such a useful tool for chemists today • Relate the properties of the elements in the periodic table to their electronic configurations and the concepts of valence electrons, atomic radii, ionisation energies and electron affinities • Construct balanced chemical equations • Use a balanced chemical equation to construct a mass equation • Use a mass equation to make predictions about reacting masses and masses of products formed • Use the mole concept to make predictions about reacting masses and masses of products formed

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Teaching & Learning Historical Approaches to Teaching

Teaching & Learning Constructivism

• • • • • • • • • •

Describe what pedagogy is Outline the varying historical approaches to pedagogy Describe what happens when pupils are put at the centre of the learning experience Explore the current fascination with Multiple Intelligence Theory Know that there are a variety of learning theories Gain an overview of these learning theories with a focus on a constructivist perspective Understand that these theories inform pedagogy and current practice Reflect on the constructivist perspective and the impact on the role of a teacher Know that research continues to inform classroom practice Be able to source further research-based information

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Session Title 8.

Sections/Presentations Teaching & Learning: Scientific Worldview

Teaching & Learning: Philosophy of Chemistry Education

10.

National Curriculum

11.

KS3 National Curriculum

Content Overview • Gain an appreciation of how the scientific worldview has changed over time • Begin to understand the causes of these changes • Begin to understand how this relates to the ‘How Science Works’ aspect of the National Curriculum • Consider the role of science education in contemporary society • Gain an understanding of the underlying principles that distinguish the subject • Understand how the prevailing level of technology at any time dictates the development of scientific understanding • Understand how other beliefs can help or hinder the development of a subject • Learn about the key thinkers in chemistry and how the fundamental principles developed over time • Appreciate how curriculum content has evolved • Understand the need for a broad and balanced curriculum • Understand the rationale for having knowledge of the national curriculum and consider priorities for a national curriculum • Describe the qualifications framework • Understand the role of the National Strategies • Be aware that both teacher and external assessments lead towards nationally recognised examinations • Recognise that qualifications of differing types may be placed in a hierarchical framework • Appreciate that pupil point scores are used as individual pupil and school achievement measures • Recognise that qualifications set within a hierarchical framework may be broadly categorised as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined • Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum • Become familiar with the structure and terminology of the NC for Science • Consider the role of Science in learning across the curriculum • Become familiar with the five key ideas in Key Stage 3 (KS3) Science • Consider the concepts of progression and continuity from KS2 to KS3 within NC Science • Become familiar with KS3 Science

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Session Title 12.

Sections/Presentations KS4 National Curriculum

13.

Chemistry Session: Air and Water Pollution

14.

Chemistry Session: Global Warming

15.

Chemistry Session: Kinetics

16.

Chemistry Session: Bonding and Structure

Content Overview • Consider the rationale behind the programme of study for KS 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science • Define the composition of air and air pollution • Recognise the impact of certain air pollutants on the environment and on health • Evaluate the options for improving air quality in the future • Distinguish between point and non-point sources of pollution • Understand the consequences of water pollution • Identify the principles of green chemistry • Explain how the Earth has evolved and how various elements impact on its atmosphere • Differentiate between the types of ozone • Understand how ozone pollution happens • Understand how global warming is occurring • Appreciate that chemical reactions happen at different speeds • Understand the term activation energy • Describe the four main factors affecting rates of reaction • Apply these four factors to the ammonia synthesis • Explain why concentration and pressure affect rates • Explain why temperature and catalysts affect rates • Explain why the size of solid pieces affect rates • Understand the way in which atoms interact together • Predict physical and chemical properties of molecules • Explain the structure of water • Understand the properties of chemicals such as petroleum or drugs

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Session Title 17.

Sections/Presentations Teaching & Learning: Planning Lessons

18.

Teaching & Learning: Questioning Skills

19.

Chemistry Session: Equilibria (Chemistry)

20.

Chemistry Session: Bonding In Molecular Structures

21.

Chemistry Session: Organic Chemistry

Content Overview • Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher Status (QTS) • Understand the purpose of questioning • Appreciate how questions can promote higher-order thinking • Plan for effective questioning in the classroom • Appreciate that clear sequences of questions can be used to structure pupils’ learning • Understand that questioning is integral to the process of scientific enquiry • Recognise the relationship between empirical questions, evidence and explanations • Describe a chemical equilibrium • Understand and apply Le Chatelier’s principle to chemical equilibria • Interpret the behaviour of weak acids as equilibrium processes • Calculate the pH of weak acids and buffers • Describe the effect on water pH of storing CO2 in deep oceans • Apply knowledge of valency of elements • Understand how to apply the octet rule • Understand how to explain bonding in molecules through hybridisation • Understand chirality and be able to explain the three dimensional structure of a complex organic molecule • Investigate some of the basic principles of organic chemistry • Discuss the characteristics and properties of various hydrocarbons • Use the IUPAC rules for naming simple alkanes, alkenes and alkynes • Examine how bonding affects the properties of molecules

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Session Title 22.

Sections/Presentations Chemistry Session: Functional Groups

23.

Chemistry Session: Inorganic Chemistry (1)

24.

Chemistry Session: Inorganic Chemistry (2)

25.

Teaching & Learning: Teaching KS4 Topics

26.

Teaching & Learning: Planning Effective Lessons

Content Overview • Identify the general structure for an alcohol, aldehyde, ketone, carboxylic acid, ester, amine and amide • Identify what the functional group is for each of these classes of organic molecules • Name the compounds using IUPAC nomenclature • Name common names • Understand the physical properties • Show how each molecule is formed • Explain some reactions of the functional groups • Identify the main groups of elements within the periodic table • Define first ionisation energy, electron affinity, atomic radius and ionic radius • Explain the trends in these properties for elements of the periodic table • Understand the physical and chemical properties of the s-block elements • Understand the reactivity of s-block elements • Understand the characteristic properties of the s-block compounds • Understand trends in the periodic table such as electronegativity and ionisation potential and how these determine the bonding characteristics of s-block compounds • Define the terms oxidation, reduction, redox reactions • Explain how s-block elements behave as reducing agents • Identify characteristic properties of the p- and d-block elements • Understand the variation in properties of the p- and d-block elements • Investigate the reactivity of p- and d-block elements • Relate planning to the National Curriculum (NC) for KS4 • Enhance medium-term planning skills • Become more familiar with the NC • Review the need to plan in the short, medium and long terms • Discuss the importance of defining learning objectives and outcomes before planning a lesson • Understand the key elements involved in designing a lesson • Discuss how to select activities to achieve the overall learning outcomes

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Session Title 27.

28.

Sections/Presentations Teaching & Learning: Teaching Physics as a Chemist

Teaching & Learning: Misconceptions In Science

Content Overview • Consider the development of subject knowledge for areas of science in which you are not a specialist • Become more familiar with the content and skills associated with the National Curriculum for Science • View examples of ways in which topics may be taught • Evaluate the areas in which your subject knowledge needs developing and provide a foundation for doing so • Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions

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PHYSICS SUBJECT PEDAGOGY CONTENT Session Title Philosophy of Physics and Key Thinkers

Science in the National Curriculum KS3

Science in the National Curriculum KS4

Sections/Presentations 1. Introduction And Chronology Of Physics 2. The Atom 3. Light 4. Motion, Miscellaneous, Modern And Classroom Strategies 1. Science in the National Curriculum 2. Primary Science and the KS2 Curriculum 3. Curriculum Continuity and Progression 4. Teaching Science at KS3 1. 2. 3. 4.

How we Learn

1. 2. 3.

Lesson Planning for Science

4. 1. 2. 3. 4.

Pathways through Key Stage 4 GCSE Specifications Curriculum Content at Key Stage 4 (Physics) How Science Works How Do People Learn? Constructivism and Designing Lessons Metacognition and Thinking Skills Independent Learning Skills Planning Overview Objectives and Outcomes Planning a Science Lesson Beginnings and Endings

Content Overview • Give an overview of the sequence of events in the history of physics • Place the major events in context • Use this knowledge to motivate and engage the interest of students • Bring the subject to life • Most of all, be seen by your students to enjoy teaching physics • • • • • • • • • • • • •

Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum Become familiar with the structure and terminology of the NC for Science Consider the role of Science in learning across the curriculum Become familiar with the five key ideas in Key Stage 3 (KS3) Science Consider the concepts of progression and continuity from KS2 to KS3 within NC Science Become familiar with KS3 Science Consider the rationale behind the programme of study for Key Stage 4 Consider the progression from KS3 to KS4 Consider the range of science pathways available at KS4 Be aware of the varied content of the GCSE specifications Be aware of the assessment requirements of GCSE specifications Be aware of the requirements of the ‘How science works’ aspect of GCSEs Explore your own understanding of how science works and the nature of science

• • • •

Review the latest research evidence about how people learn Revisit constructivism and how to design effective lessons Consider how to develop metacognition and thinking skills Explore how to develop independent learning skills

• •

Discuss the need to plan in the short, medium and long term Explain the importance of defining learning objectives and outcomes before planning a lesson Describe the key elements involved in designing a lesson Explain how to select activities to achieve the overall learning outcomes Use the elearnITT lesson planning form to plan a lesson

• • •

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Session Title Evaluating Learning

Misconceptions in Science

Scientific Investigations

Sections/Presentations 1. Evaluating Learning Episodes 2. Self-Evaluation 3. Target Setting 4. Evaluating Pupil Behaviour 1. Learners As Individuals 2. Common Misconceptions 3. The Use Of Models In Science 4. Identifying Misconceptions 5. Challenging Misconceptions 1. Planning For Investigations 2. Preparing For Investigations 3. Practical Investigations 4. How Science Works

Content Overview • Understand why evaluating learning episodes is important • Understand the impact on learning of self-evaluation by both teacher and pupils • Familiarise yourself with the concept of target setting • Appreciate the methods for evaluating pupil behaviour • • • • •

• • • •

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Session Title Differentiation

Classroom Management

Health and Safety

Sections/Presentations 1. Introduction To Differentiation 2. Differentiation In The Classroom 3. Inclusion 4. Gifted and Talented (G&T) and Special Educational Needs (SEN) 1. 2. 3. 4. 1. 2. 3. 4.

Planning for Practical Work

1. 2. 3. 4. 5. 6.

Engagement and Challenge Grouping Pupils Managing an Inclusive Classroom Behaviour Management Hazards and Risks Managing Risks Risk Assessment in Lesson Plans Understanding Your Own Skills

The Development Of Practical Work In Schools Concepts Behind Practical Procedures Why Do We Do Practical Work? Types Of Practical Activity Considerations When Organising Activities Reflections And Evaluations

Content Overview • Recognise the range of individual differences and the effects of learning styles on teaching and learning • Raise awareness of your responsibilities to cater for students with statements and Individual Education Plans (IEPs) • Consider the variety of ways that differentiation can occur • Further develop the ability to plan for differentiation • Begin to consider the needs of Black and Minority Ethnic groups (BME), SEN, English as an Additional Language (EAL) and G&T students • Describe how to promote engagement in science lessons using challenging activities • Explain different strategies for grouping pupils to facilitate personalisation of learning • Describe how to use classroom management strategies to create an inclusive classroom • Explain how classroom routines can help maintain engagement and avoid poor behaviour • • • • • • • • • • • • • •

Define what is meant by a hazard and a risk State the science teacher’s legal responsibilities Describe a range of strategies for planning for safe laboratory work Describe important safety procedures in the laboratory Be familiar with the CLEAPSS system and materials Describe how to write an effective risk assessment Describe appropriate first aid procedures Audit your own level of competence and awareness of health and safety Discuss the importance of matching practical activities to learning outcomes Discuss the skills that practical work develops Discuss the arguments for doing practical work List the possible aims of practical work Describe different types of practical activity in the classroom Describe some general considerations when organising practical work

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Session Title Social and Ethical Issues

ICT in Science

Teaching Key Physics Concepts

Sections/Presentations 1. Using a Tool To Teach About Ethical Issues 2. Linking Strategies To Reports In The Media 3. Evaluating a Teaching Resource and Suggesting Adaptations for a Particular Class 4. Planning a Lesson Based On Pupil Discussion 1. ICT In Science 2. ICT and Data Logging 3. Water Weed Photosynthesis Simulation 4. Simulation Or Traditional Experiments 1. Teaching Key Physics Concepts 2. Teaching Specific Concepts of Physics at KS3, 4 and 5

Content Overview • Describe the place of ethical and social issues in the Science curriculum • Describe how science can contribute to the teaching of citizenship • Discuss approaches to ethical decision-making • Describe teaching strategies that make use of reports of contemporary issues in the media • Evaluate a teaching resource aimed at promoting a discussion of a controversial issue • Plan a lesson involving the discussion of a controversial issue

• •

Explain the importance of ICT in science education Plan how to integrate the use of ICT in science lessons

• •

Identify the previous knowledge pupils have of these concepts and models at KS2 Identify the limitations of a scheme of work at KS3 and research alternatives to overcome the limitations you have identified Describe how key terms, models, class experiments, software simulations and demonstrations related to waves and refraction can be used to plan a KS4 lesson Develop a concept map for an introductory lesson on the particulate nature of light to ASlevel physics students

• •

Assessment for Learning

1. 2. 3. 4.

What is Assessment for Learning? How does Assessment for Learning work? Assessment For Learning In The Classroom (1) Assessment For Learning In The Classroom (2)

• • •

Review the principles of Assessment for Learning (AfL) in the context of the science classroom Understand how to use formative assessment techniques to adapt your lessons to the needs of individuals or groups of learners Understand how to apply the principles of AfL using practical classroom strategies

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Session Title Assessment of Learning

Numeracy and Literacy

Teaching KS4 topics

Sections/Presentations 1. Types Of Formal Assessment 2. Assessment At KS4 3. Assessment At KS3 4. Use Of Assessments 1. Numeracy And The National Curriculum 2. Activities To Promote Numeracy 3. Promoting Literacy In Science 4. Activities To Promote Literacy 1. Planning For A Topic 2. A Biology Example 3. A Chemistry Example 4. A Physics Example

Content Overview • Provide an overview of formal assessment at KS3 and KS4 • Consider how this can better inform a department or student about progress • Reflect on how your teaching has to incorporate opportunities and rehearsals for formal assessment • • • •

Provide an overview of Mathematics in the National Curriculum (NC) Explore science activities that promote numeracy skills Examine how to develop literacy skills in science Review some techniques for promoting literacy skills

• • •

• Teaching Chemistry as a Physicist

1. 2. 3. 4.

Developing Subject Knowledge Chemistry At KS3 Chemistry At KS4 Examples Of Teaching Chemistry

• • • •

Consider the development of subject knowledge for areas of science in which you are not a specialist Become more familiar with the content and skills associated with the National Curriculum for Science View examples of ways in which topics may be taught Evaluate the areas in which your subject knowledge needs developing and provide a foundation for doing so

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Session Title AS/A2 Physics

Science Outside the Classroom

Lesson Planning for Science (2)

Sections/Presentations 1. AS/A2 Physics 2. Tasks Aiming To Introduce You To Analysing AS And A2 Specification Demands On Your Teaching Skills And Subject Knowledge

1. 2. 3. 4. 1. 2. 3. 4.

Why Outside The Classroom? Homework The Local Environment Out-Of-School Activities Evaluating Lesson Planning Designing Successful Lessons Planning A Sequence Of Lessons Working With Others

Content Overview • Understand the main structure and components of AS and A2 specifications • Reflect upon the changes made to the style and structure of AS and A2 specifications since your own exams were taken • Investigate the entry requirements for AS and A level courses • Investigate how schools bridge the gap between GCSE and AS Physics • Analyse the key terms that appear within the A level specification • Review practical skills required at A level • Review the methods used for summative assessment at A level and how predicted grades are generated • • • •

Consider why learning must take place beyond the classroom Consider the use of homework as a stimulus for learning Understand how the local environment can be used to consider science Be aware of what must be considered in planning an out-of-school activity

•

• •

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S2T PHYSICS SKE SESSIONS AVAILABLE ON REQUEST Session

Sections/Presentations

Teaching &Learning: Reflective Practice

Maths for Scientists

Physics Session: What is Physics?

Physics Session: Let's Experiment

Physics Session: Who Needs Equations?

Learning Objectives • • • • • • • • • • • • • • • • • • • • • • • • • • •

Understand the nature of teacher education and development Develop an awareness of the stages of student-teacher development Consider the key features of reflective practice Develop an understanding of the processes of reflection Develop an understanding of the practices of reflection Investigate methods for teaching students how to present data graphically Investigate methods for teaching students how to handle formulae and equations Investigate other mathematical methods used Understand the role of hypotheses in physics Understand the need for what we call models of the world Understand what we mean by a model Understand how models are adapted to specific purposes, such as testing a particular hypothesis, and refined in the light of experiments Recognise how we use models to test our hypotheses against observation Evaluate experiment designs Distinguish measurement and random errors Recognise different methods of presenting and reporting results Understand the importance of using symbols for physical quantities Appreciate the order of magnitude estimates Understand how equations can provide insight, including the use of proportionality Recognise various uses of standard equations in physics Understand rate of change Distinguish intensive and extensive variables Describe steady flow situations Notice analogies Recognise the importance of describing a physical situation from multiple points of view

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Session Title 6.

Sections/Presentations Physics Session: Common Misconceptions

Teaching &Learning: Historical Approaches to Teaching

Teaching &Learning: Constructivism

Teaching &Learning: Scientific Worldview

10.

Teaching &Learning: Philosophy of Physics Education

11.

Critical Writing

Content Overview • Identify misconceptions according to type and using this to help you resolve them • Recognise where problems can arise from, including jumping to incorrect conclusions, believing what you read, the incorrect use of models, the incorrect identifying of agents, the incorrect use of formulae • Describe what pedagogy is • Outline the varying historical approaches to pedagogy • Describe what happens when pupils are put at the centre of the learning experience • Explore the current fascination with Multiple Intelligence Theory • Know that there are a variety of learning theories • Gain an overview of these learning theories with a focus on a constructivist perspective • Understand that these theories inform pedagogy and current practice • Reflect on the constructivist perspective and the impact on the role of a teacher • Know that research continues to inform classroom practice • Be able to source further research-based information • Gain an appreciation of how the scientific worldview has changed over time • Begin to understand the causes of these changes • Begin to understand how this relates to the ‘How Science Works' aspect of the National Curriculum • Consider the role of science education in contemporary society • Give an overview of the sequence of events in the history of physics • Place the major events in context • Use this knowledge to motivate and engage the interest of students • Bring the subject to life • Most of all, be seen by your students to enjoy teaching physics • Reflect on the advantages of academic enquiry in developing professional practice • Identify and utilise appropriate critical arguments • Recognise and utilise appropriate methodology • Understand Harvard referencing • Be familiar with style conventions and use of data

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Session Title 12.

Sections/Presentations National Curriculum

13.

KS3 National Curriculum

14.

KS4 National Curriculum

Content Overview • Appreciate how curriculum content has evolved • Understand the need for a broad and balanced curriculum • Understand the rationale for having knowledge of the national curriculum and consider priorities for a national curriculum • Describe the qualifications framework • Understand the role of the National Strategies • Be aware that both teacher and external assessments lead towards nationally recognised examinations • Recognise that qualifications of differing types may be placed in a hierarchical framework • Appreciate that pupil point scores are used as individual pupil and school achievement measures • Recognise that qualifications set within a hierarchical framework may be broadly categorised as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined • Become familiar with the National Curriculum (NC) and examine the place of Science in the school curriculum • Become familiar with the structure and terminology of the NC for Science • Consider the role of Science in learning across the curriculum • Become familiar with the five key ideas in Key Stage 3 (KS3) Science • Consider the concepts of progression and continuity from KS2 to KS3 within NC Science • Become familiar with KS3 Science • Consider the rationale behind the programme of study for Key Stage 4 • Consider the progression from KS3 to KS4 • Consider the range of science pathways available at KS4 • Be aware of the varied content of the GCSE specifications • Be aware of the assessment requirements of GCSE specifications • Be aware of the requirements of the ‘How science works’ aspect of GCSEs • Explore your own understanding of how science works and the nature of science

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Session Title 15.

Sections/Presentations Physics Session: Earth and Space

16.

Physics session: Space

17.

Teaching &Learning: Planning Lessons

18.

Teaching &Learning: Questioning Skills

19.

Physics session: Fields

20.

Physics session: Waves in Media

Content Overview • Discuss how science is not just a collection of provisional theories but presents us with indisputable facts • Study hidden structures and discover facts about the Earth’s core • Check theories and predictions in an attempt to resolve a puzzle regarding the Earth’s crust • Appreciate the limits to predictability in science • Describe the motion of the planets around the sun in the context of Newtonian gravity • Explain how the composition of the sun was obtained from atomic spectra • Explain why only nuclear fusion is an adequate energy source for the stars • Describe the large-scale structure of the universe • Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher Status (QTS) • Understand the purpose of questioning • Appreciate how questions can promote higher-order thinking • Plan for effective questioning in the classroom • Appreciate that clear sequences of questions can be used to structure pupils’ learning • Understand that questioning is integral to the process of scientific enquiry • Recognise the relationship between empirical questions, evidence and explanations • Describe action at a distance in terms of fields • Discuss the universality of free fall • Discuss the distance dependence of various fields including electrostatic, magnetic and gravitational fields • State Faraday’s law of induction • Describe the action of electric motors, dynamos and transformers • Discuss the basic features of waves • Discuss the potential energy (PE) and kinetic energy (KE) of a wave • Give an account of what is meant by dispersion • Describe many instances of wave motion

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Session Title 21.

Sections/Presentations Physics session: Waves in Fields

22.

Physics session: Wholes and Parts

23.

Physics session: Solid Liquids and Gases

24.

Physics session: Stocks and Flows; Decay

25.

Physics Session: Growth

Content Overview • Describe a light wave in terms of electromagnetic fields • Describe a light wave in quantum terms (photon beam) • Give the relationship between photon and wave descriptions • Explain what is meant by coherence • Describe the interference of coherent sources of waves • Explain what is meant by an emergent property • Describe the structure of atoms and how this forms the basis for their chemical properties • Discuss the structure of the atomic nucleus • Relate the temperature of a gas to the energies of its constituent molecules • Examine the atomic structure of solids, liquids and gases • Distinguish between different types of solids • Identify the emergent properties of materials • Discuss other phases of matter and relate these states to the degree of order at the microscopic level • Estimate the timescale for a stock to be exhausted from its rate of decay, even when the rate of decay is not constant • Apply this principle to particular examples including radioactivity, cooling, friction and the discharging of capacitors where the rate of decay is proportional to the remaining stock • Describe exponential decay, mean lifetime and half-life • Calculate the decay rate for multiple pathways in series and in parallel • Explore concepts of stability • Study exponential and algebraic growth, with examples of chain reactions and feedback • Understand basic ideas of dielectric, magnetic materials and lasers • Understand the growth of energy in resonance • Consider some properties of fluids, including Archimedes’ principle and notions of surface tension and capillarity

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Session Title 26.

Sections/Presentations Teaching &Learning: Teaching KS4 Topics

27.

Teaching &Learning Planning Effective Lessons

28.

Teaching &Learning: Teaching Chemistry as a Physicist

29.

Teaching &Learning: Misconceptions in Science

Content Overview • Relate planning to the National Curriculum (NC) for KS4 • Enhance medium-term planning skills • Become more familiar with the NC • Review the need to plan in the short, medium and long terms • Discuss the importance of defining learning objectives and outcomes before planning a lesson • Understand the key elements involved in designing a lesson • Discuss how to select activities to achieve the overall learning outcomes • Consider the development of subject knowledge for areas of science in which you are not a specialist • Become more familiar with the content and skills associated with the National Curriculum for Science • View examples of ways in which topics may be taught • Evaluate the areas in which your subject knowledge needs developing and provide a foundation for doing so • Consider the constructivist approach to individual learning • Consider common misconceptions in science • Understand the use of models in the science classroom • Develop strategies for identifying scientific misconceptions • Develop strategies for challenging misconceptions

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BIOLOGY SUBJECT PEDAGOGY CONTENT Session Title 1.

Sections/Presentations Teaching &Learning: Teaching Biology Topics

Content Overview • Become familiar with the biology aspects of the National Curriculum (NC) • Review the key ideas behind the biology aspects of the NC • Recognise some common misconceptions that occur with scientific ideas in biology • Consider teaching ideas for biology within the NC

S2T BIOLOGY SKE SESSIONS AVAILABLE ON REQUEST Session Title 1.

Sections/Presentations Biology Session: You and Your Genes

Biology Session: Reproduction and Growth

Content Overview • Compare and contrast animal and plant cells • Distinguish between different types of animal and plant cells • Understand how the structure of a cell relates to its function • Understand that different microscopy techniques are used for different purposes • Recognise the comparative sizes of cells • Identify where DNA is found and the importance of DNA at the cellular and organism level • Understand what information DNA can provide about an individual • Understand how DNA fingerprinting works • Recognise how DNA is used in blood typing • Identify the parts of the male and female reproductive systems in animals and describe their functions • Compare the advantages and disadvantages of sexual and asexual reproduction • Distinguish between genes and alleles, genotype and phenotype, homozygous and heterozygous, dominant and recessive genes • Predict outcomes of monohybrid crosses • Apply knowledge of genetic inheritance to solve genetic counselling cases • Compare selective breeding, cloning and genetic modification

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Session Title 3.

Sections/Presentations Biology Session: Ecology

Biology Session: Health and the Body

Biology Session: Communication and Co-ordination

Biology Session: Disease and Health

Biology Session: Plant Biotechnology

Content Overview • Explain how energy transfer in food chains and webs relates to the abundance of organisms • Explain how internal and external factors can affect energy transfer in food chains and webs • Relate adaptations of organisms to their habitat • Explain the fluctuations in distribution and population size • Describe how to measure plant and animal populations • Discuss simple classification of animals and plants • Describe the role and functions of the organ systems of the body and how they contribute to the seven life processes • Explain how chemical, physical and biological factors can disrupt the seven life processes • Evaluate the impact of chemical, physical and biological factors and explain their effects on the life processes • Explore how doctors use knowledge of the role and functions of organ systems • Explain how the body is able to keep a constant internal environment • Describe the parts and functions of the nervous system • Describe the parts and functions of the hormonal system • Compare nervous and hormonal control • Explain how the body gets rid of waste material • Explain the effects of natural and artificial substances on chemical and electrical signals within the body • Learn how our bodies resist infection • Identify and classify examples of non-infectious diseases • Describe the meaning of degenerative diseases and explain their effects in ageing • Describe the different pathogens and explain how they spread disease • Appreciate the importance of disease prevention to public health • Describe how a drug is tested and trialled • Understand the life cycle of flowering plants • Explain what plant tissue culture is and understand the hormones that control the development of different plant structures • Understand how plant DNA is manipulated to produce Genetically Modified Organisms (GMOs)

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Session Title 8.

Sections/Presentations Biology Session: Plant Nutrition

Biology Session: Respiration and Exercise

10.

Biology Session: Reproduction and Growth

11.

Biology Session: Movement In and Out of Cells

Content Overview • Understand the process of photosynthesis • Become familiar with the factors that affect plant growth • Explain some of the causes and consequences of climate change, and what might help to alleviate it • Review the process of respiration and the role of Adenosine triphosphate ATP in energy transfer in the body • Design an investigation to explore how different organ systems respond to exercise • Investigate the nutritional needs of an athlete • Evaluate the merits of boosting performance by training at altitude or using the performance enhancing drug Erythropoietin EPO • Identify the parts of the male and female reproductive systems in animals and describe their functions • Compare the advantages and disadvantages of sexual and asexual reproduction • Distinguish between genes and alleles, genotype and phenotype, homozygous and heterozygous, dominant and recessive genes • Predict outcomes of monohybrid crosses • Apply knowledge of genetic inheritance to solve genetic counselling cases • Compare selective breeding, cloning and genetic modification • Explain diffusion and osmosis in terms of movement of particles • Explain how water is transported through a plant • Understand the role of turgor pressure in plant support • Explain the main methods for transporting substances in and out of the cells of the digestive system • Look at the role of the cell membrane in facilitated diffusion, active transport, endocytosis and exocytosis

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MATHEMATICS SUBJECT PEDAGOGY CONTENT Session Title What Has Maths Ever Done For Us? (aka Why Learn Maths?)

National Curriculum: Key Stage 3

Sections/Presentations 1. Counting 2. Earth Measures 3. Measurement In Astronomy, Navigation and Geometry 4. Generalised Solutions: Invention Of Algebra 5. The Unreasonable Effectiveness Of Mathematics 1. Background 2. Structure And Content

Content Overview • Demonstrate the relevance – practical, social or artistic – of the following using their historical development: o Numbers, numbers in base 10, and arithmetic o Plane geometry o Trigonometry o Algebra

• • • • • •

National Curriculum: Key Stage 4

Structure And Content

• • • •

Consider the rationale behind a common curriculum for maths Understand the background and development of the National Curriculum in maths Explore the structure of the National Curriculum for maths Consider other developments affecting the National Curriculum Begin to develop a working knowledge of the contents of the Maths Programme of Study at Key Stage 3 (KS3) Know how pupil progress and achievement is assessed against the National Curriculum at KS3 Begin to work with the attainment targets (level descriptions) for maths at KS3 Explore the structure of the NC Describe the key processes and concepts in the curriculum and detail the different assessments available for KS4 Mathematics Evaluate the teaching resources available to support KS4 teaching

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Session Title Learning to Learn

Sections/Presentations 1. Constructivism And Planning 2. Thinking Skills And Independent Learners 3. Metacognition

Misconceptions in Mathematics

1. 2. 3. 4. 5.

Lesson Planning for Maths

1. 2. 3.

The Difference Between Mistakes And Misconceptions Frequent Misconceptions In Numbers And Arithmetic Common Misconceptions In Algebra Some Misconceptions In Geometry Constructivism and Strategies To Counter Misconceptions How To Plan Collaboratively 'Planning Lessons' Peer Review Task

Content Overview • Link constructivism with classroom practice • Discuss how teaching can foster the development of thinking skills • Describe strategies for encouraging pupils to become independent learners • Explore the place of metacognition in learning • Develop plans that include thinking skills, independent learning and metacognition • Explain the difference between mistakes and misconceptions • Give reasons why misconceptions ought to be analysed • Have an understanding and awareness of typical misconceptions in numbers and arithmetic • Have an understanding and awareness of typical misconceptions in algebra • Have an understanding and awareness of typical misconceptions in geometry • Discuss the theory about misconceptions and the ways to overcome them

• • • • • • •

Describe how schemes of work translate the National Curriculum and exam specifications into teaching and learning Make good use of your department’s scheme of work Understand how to approach the teaching of a sequence of lessons based on the same topic Describe how to plan collaboratively Begin to appreciate the skills necessary for effective planning Use the elearnITT lesson planning form to plan a lesson Discuss the importance of lesson planning for all teachers

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Session Title Evaluating Lessons

Sections/Presentations 1. Evaluation and Reflection in the Learning Process 2. Observing and Evaluating a Lesson

Rich Mathematics Lessons: Using a Variety of Strategies

1. 2. 3.

Different Teaching Strategies Rich Tasks Examples Of Investigations

Differentiation in the Maths Classroom

1. 2.

Inclusion And Differentiation Specific Learning Difficulties (SpLD) Behavioural, Emotional And Social Difficulties Autistic Spectrum Disorder (ASD) Gifted And Talented (G&T) Ethnic Minority Group (EMG) Other Learning Difficulties

3. 4. 5. 6. 7.

Content Overview • State the importance of evaluation and reflection in the learning process • Explain that evaluation can take the form of self-evaluation, peer evaluation and expert evaluation and be aware of the associated benefits of each of them • Complete the elearnITT lesson evaluation form • Describe how Assessment for Learning (AfL) should be an integral part of any lesson and appreciate how this informs the evaluation process • Observe a lesson and compare your completed evaluation form with those of a tutor • Complete a lesson evaluation form for another pre-recorded lesson • Explore a rich variety of teaching strategies • Consider the relative merits of different teaching strategies, including consideration of the context and pupils’ learning needs • Explore what makes a task ‘rich’ • Begin to develop the skills to design rich tasks and investigations • Analyse some examples of rich tasks and investigations • Gain an insight into the pupil learning experience of rich tasks and investigations • Explore the variety of special educational needs you are likely to encounter in your classroom • Understand the systems and structures in schools and education for meeting different needs of learners • Understand the importance of establishing an inclusive learning environment in your classroom • Consider a variety of approaches to differentiation • Begin to think about how you will establish an inclusive learning environment in your classroom • Begin to learn how to recognise a variety of special needs • Begin to consider how to help pupils with special needs to learn mathematics

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Session Title Classroom Management in Mathematics

Sections/Presentations 1. Maths Is Boring! 2. I'm Rubbish At Maths! 3. Maths Is For Others, Not Me!

Teaching Mathematics at Key Stage 3

1. 2. 3. 4.

Numbers And The Number System In KS3 Calculations In KS3 Data Handling In KS3 Probability In KS3

The Three-Part Lesson

1. 2. 3. 4.

The Starter The Main Part The Plenary Mental Methods

Guidance on Teaching and Learning Mathematics

1. 2.

Other Mathematics Materials Other Useful Resources

Content Overview • Explore perceptions of pupils, teachers, parents and society towards Mathematics • Evaluate different ways of overcoming negative and unhelpful perceptions, especially through engagement and creativity • Develop a sense of expectation – how to set expectations at an appropriate level of challenge • Analyse the relative merits of different groupings (mixed ability, setting, banding) • Consider how to ensure equality of opportunity in the Mathematics classroom, including gender, special needs and diverse ethnic origins • Begin to develop approaches that use the cultural backgrounds of pupils and the history of Mathematics to aid learning • Discuss the teaching of mathematics in KS3 – specifically number, number system, calculation, data handling and probability • Describe the progression from KS2 to KS3 in these aspects of mathematics • Describe a range of activities for teaching mathematics in KS3 that encourages the development of understanding and the opportunity for pupils to use and apply their mathematics • Build a bank of ideas, resources and strategies for lesson starters, the main part of the lesson and plenaries • Explain the importance of the plenary, especially in relation to Assessment for Learning (AfL) • Describe how to plan a good plenary • Discuss how to avoid common problems in plenaries • Describe some different ideas and strategies for the setting of homework • Recognise and evaluate teaching strategies that promote students’ engagement and learning • Access teaching resources that can be tailored for use in your classroom to promote mathematics learning amongst pupils of varying ability • Recognise how whole-school initiatives impact on mathematics teaching and how these could be incorporated to improve the learning experiences of your students

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Session Title Teaching and Learning Mathematics at Key Stage 4

Sections/Presentations 1. Progression From KS3 To KS4 2. Progression Within A Sequence Of Lessons 3. Progression Within A Sequence Of Data-Handling 4. Group And Class Discussion

ICT in Mathematics (1)

ICT In Mathematics (1)

• Explain the reasoning behind, and importance of, using ICT effectively in mathematics education • Identify a range of ICT opportunities in mathematics education • Describe how software packages can be used to support teaching and learning in mathematics education • Discuss the possibilities of the Internet as a resource in mathematics education

Assessment for Learning

5. 6.

What Is Assessment For Learning? Learning Objectives Questioning Formative Use Of Summative Assessment Peer And Self Assessment Oral And Written Feedback

• Define the concept and underlying principles of AfL • Determine the significance of learning objectives and how they could be shared with learners • Use Bloom’s Taxonomy to support the development of questioning strategies that optimise situated learning experiences • Use information from summative assessments as a grounding to design formative assessment approaches • Implement strategies that promote the use of peer- and self-assessments • Determine the significance of formative feedback, analyse approaches and strategies for formative feedback, and appreciate how these strategies can be implemented to develop optimal learning experiences for pupils

1. 2. 3.

What To Assess And When Setting And Marking Exams Dealing With Data

• Map the statutory requirements for assessment between ages 11-19 • Develop and administer structured summative assessments to your classes • Appreciate the significance of data and how it should be appropriately used within the context of your professional duties

2. 3. 4.

Assessment of Learning

Content Overview • Determine the progression from KS3 to KS4 for each mathematical learning strand • Recognise and consider the influencing factors during the planning stage that impact planning a sequence of lessons • Explain that varied teaching strategies, structured within a sequence of lessons, can promote high levels of learning • Describe the strategies that promote group work and discussion

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Session Title Questioning

Sections/Presentations 1. Open And Closed Questions 2. Bloom Et Al 3. Thinking 4. Questions And Prompts

Content Overview • Consider various questioning strategies • Explain how questioning can be analysed at various levels • Discuss the importance of questioning within the teaching of mathematics • Explore the multiple roles that questioning has within the mathematics curriculum • Develop questioning skills

ICT (2)

ICT In Mathematics (2)

• Discuss why using ICT effectively in mathematics education is important • Explain how the various types of interactive whiteboard software packages can be used to support teaching and learning in mathematics • Identify how using the interactive whiteboard can impact on progress • Examine the possibilities of using subject-specific software as a resource in mathematics education

Language in the Maths Classroom

1. 2. 3. 4.

Words, Words, Words Symbols In The Classroom Geometry

• Consider why language is an important factor in mathematics education • Explore different vocabulary used in the mathematics classroom and how to make it accessible to pupils • Analyse what the mathematics register is • Explore the meanings of symbols and letters used in mathematics • Gain an insight into pupils' own understanding of symbols and letters used in mathematics, and how these impact on their learning • Consider the implications of the variety of vocabulary and symbols as well as the mathematical register in the classroom • Explore how to use language to help children make progress with their mathematics • Consider the impact of language on the learning of geometry

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Session Title Promoting Fun Maths

Sections/Presentations 1. Fun With The Curriculum 2. Extra-Curricular Fun 3. Fun Displays

Mathematics at 16+

Mathematics At 16+: The Current Situation

• Discuss the current situation and proposed changes regarding provision for 16+ students in mathematics • Describe and investigate the current syllabus structure at A level • Illustrate the assessment objectives at A level Mathematics • Describe the rationale and content of the IB in Mathematics • Compare the IB with GCSE and GCE Mathematics • Explain return-to-learning and access courses in mathematics • Discuss the range of careers available to those who are qualified in mathematics

Differentiating the Maths Curriculum

Differentiation Revisited: What And Why? Differentiation In Practice

• • • •

Content Overview • Build up a bank of resources and games to make the mathematics curriculum fun • Differentiate fun resources for pupils of different abilities • Explore fun resources that go beyond the mathematics curriculum • Develop ideas for a fun and motivating maths club • Consider how to use fun displays to make your classroom a stimulating learning environment

Identify when to differentiate and what approach to take in mathematics teaching Develop the skills to devise your own differentiated learning resources and activities Evaluate some approaches to differentiation Explore advice about meeting the needs of individual learners and select and adapt materials relevant to your practice • Interpret schemes of work to meet the needs of all learners • Develop strategies to establish an inclusive learning environment in your classroom • Be able to use objectives to meet the needs of all learners

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Session Title Mathematics Outside the Classroom

Sections/Presentations 1. Mathematics In The School And Its Grounds 2. Maths Outside The Classroom: School Visits

Content Overview • Consider the link between mathematics and the wider school environment • Examine ways in which cross-curricular themes can be supported within the school and its grounds • Identify other possible activities that place mathematics within a context • Describe the mechanics of organising mathematical school visits and possible venues • Explore the factors involved in writing a mathematics trail • Consider possibilities for speakers, master classes, workshops and so on that can be organised for the school

Lesson Planning for Maths (2)

1. 2.

Planning A Quality Lesson Support

• • • • • • • •

What Kind of Mathematics Teacher am I?

1. 2. 3.

Course Review The Standards Focus On You

• Reflect on what we have covered and what you have learned during the maths subject pedagogy course • Summarise the main learning points of the course • Reflect on the ‘official version’ of what makes a good teacher • Explore the professional support available from the National Centre for Excellence in the Teaching of Mathematics (NCETM) and subject associations • Consider mathematics pedagogy research into what maths we teach, how and why • Find your own personal answer to the question ‘What kind of maths teacher am I?’

Revisit lesson planning prior to the second school placement Reiterate the importance of planning for teaching and learning Prioritise quality standards in lesson planning Consider the importance of smooth transition points and episodes in a lesson Re-focus on the importance of evaluation Plan for a range of support in lessons Consider the role of teaching assistants and other adults in lessons Explore how to approach the planning of a sequence of lessons

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S2T MATHEMATICS SKE SESSIONS AVAILABLE ON REQUEST Session Title 1.

Sections/Presentations From Numbers to Algebra

From Counting to Computers

Massive and Miniscule Numbers

Square Numbers and Circular Measures

Content Overview • Solve a ‘relatively’ open problem • Recognise the value of working systematically and keeping a record of the work we do • Identify how we can use algebra to prove why certain structures arise within a problem • Consider how a problem can be developed • Use algebra to prove why structures arise in other problems • Appreciate the value of zero, understand the place-value system and calculate with negative numbers • Compute with fractions and make connections between fractions, decimal fractions and percentages • Understand the difference between terminating and recurring decimal fractions • Understand and compute with powers • Work with the binary system and see why our technological age is dependent upon this system • Work with and make sense of numbers too big to count up to and too small to represent diagrammatically • Write amounts in terms of significant figures • Understand and compute large and small numbers with standard form • Make sense of infinity and consider associated problems • Understand logarithms by constructing a logarithmic table • Solve problems based upon infinite processes • Work comfortably with square numbers • Draw squares based upon vectors and calculate areas • Construct Pythagoras’ formula from first principles • Understand surds • Explore Pythagorean triples • Construct an understanding of trigonometry from first principles • Use trigonometry as a measuring device • Explore deeper levels of trigonometry

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Session Title 5.

Sections/Presentations T&L: Historical Approaches to Learning

Mental Mathematical Machinations

From Paper Folding to Angle

From Dotty Grids to Polygons

T&L: Constructivism

10.

Circles

Content Overview • Describe what pedagogy is • Outline the varying historical approaches to pedagogy • Describe what happens when pupils are put at the centre of the learning experience • Explore the current fascination with Multiple Intelligence Theory • Recognise the importance of mental arithmetic • Use and apply the four operations mentally • Explore properties of numbers • Explore sequences of numbers • Engage in geometric visualisation techniques • Gain confidence with vocabulary associated with angle • Learn how to carry out basic constructions using paper folding, scissors, pencils, straight edge and compass • Create angles and calculate their sizes numerically and symbolically • Derive a formula for the internal angle sum of an n-sided polygon • Understand specific angle properties regarding shapes drawn in circles and prove them • Identify properties and names of triangles and quadrilaterals • Work systematically to prove completeness and extend the task • Use algebra to calculate perimeters and areas • Understand terminology • Extending an understanding of similarity • Know that there are a variety of learning theories • Gain an overview of these learning theories with a focus on a constructivist perspective • Understand that these theories inform pedagogy and current practice • Reflect on the constructivist perspective and the impact on the role of a teacher • Know that research continues to inform classroom practice • Be able to source further research-based information • Engage with the concept of pi and consider terminology associated with the circle • Construct and rearrange formulae concerned with the radius, diameter and circumference of a circle • Understand why pi is an irrational number • Calculate the area of a circle, explore proof and rearrange more complex formulae • Understand and calculate with arcs, sectors, chords and segments

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Session Title 11.

Sections/Presentations Solid Air

12.

Probability

13.

Statistics

14.

What Has Maths Ever Done For Us?

Content Overview • Engage in a three-dimensional (3-D) geometric proof using two-dimensional (2-D) knowledge • Understand what Platonic solids are and make them • Explore planes of symmetry, Euler and the concepts of duality and truncation • Understand what an Archimedean solid is and how some of them can be derived from the Platonic solids • Consider two specific dissections of the cube and enter further into the fascination of 3-D geometry • Understand and engage with the language of probability • Understand how to calculate the expected probability of an event occurring and how to compare this with experimental data • Understand how to create probability space and draw tree diagrams • Collect experimental information to see how this compares with expected outcomes • Understand the language of sets and apply this to situations involving probability • Observe how Pascal’s array of numbers connects with probability and explore this array of numbers further • Understand what statistics are and what they are used for • Understand the difference between continuous and discrete data, and gather data for use in the final section • Understand different types of averages and the terminology of the range • Examine different ways of representing data, considering the relative merits of representing data in the form of a graph or chart • Explore interquartile range, standard deviation and interpret data • Apply the skills of collecting, analysing, representing and interpreting data by using the data collected in Section 2 • Demonstrate the relevance – practical, social or artistic – of the following using their historical development: o Numbers, numbers in base 10, and arithmetic o Plane geometry o Trigonometry o Algebra

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Session Title 15.

Sections/Presentations National Curriculum

16.

KS3 National Curriculum

17.

KS4 National Curriculum

18.

Teaching &Learning: How we Learn Maths

Content Overview • Appreciate how curriculum content has evolved • Understand the need for a broad and balanced curriculum • Understand the rationale for having knowledge of the national curriculum and consider priorities for a national curriculum • Describe the qualifications framework • Understand the role of the National Strategies • Be aware that both teacher and external assessments lead towards nationally recognised examinations • Recognise that qualifications of differing types may be placed in a hierarchical framework • Appreciate that pupil point scores are used as individual pupil and school achievement measures • Recognise that qualifications set within a hierarchical framework may be broadly categorised as ‘academic’ or ‘vocational’ and that a wide range of subjects may be examined • Consider the rationale behind a common curriculum for Maths • Understand the background and development of the National Curriculum in Maths • Explore the structure of the new National Curriculum for Maths • Consider other developments affecting the National Curriculum, such as the condensed curriculum, Every Child Matters and personalisation • Become familiar with the Key Stage 4 (KS4) programme of study for Mathematics • Compare the 2008 KS4 curriculum with the 2000 curriculum • Become familiar with the different assessments available for KS4 Mathematics • Evaluate various teaching resources available to support KS4 teaching • Place theories of how pupils learn within the context of Maths • Describe how we can use theories of how children learn Mathematics to inform and improve our teaching • Develop practical strategies for a social-constructivist approach to teaching and learning • Consider what it means to be able to do Maths from the teacher’s and children’s perspective • Explain how children learn Maths at Key Stage 2 (KS2)

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Session Title 19.

Sections/Presentations Algebraic Manipulation

20.

Teaching &Learning Planning

21.

Solving Equations (1)

22.

Solving Equations (2)

23.

Teaching & Learning Structuring Learning

24.

Trigonometry (1)

Content Overview • Revisit working with a variety of numbers and operators • Revisit problem-solving skills • Revisit mathematical proof • Gain a deeper insight into the processes of expanding and factorising • Generate and manipulate formulae through word problems and abstract patterns • Consider how children learn • Become aware of differing learning styles • Examine the relationship between teaching objectives, learning outcomes and pupil activities • Become aware of the key issues involved in planning a lesson • Broaden awareness of the range of pupil activities that can be used • Understand the requirements of planning records for the award of Qualified Teacher Status (QTS) • Explore expressions, equations and identities • Reflect on different approaches to solving linear and quadratic equations • Build a framework for identifying the most appropriate approach • Explore and appreciate the different applications for quadratic equations • Recognise the standard numerical comparison symbols <, >, =, = and understand their meaning • Find solution sets for inequalities • Solve linear and quadratic simultaneous equations • Use different approaches to solving simultaneous equations (substitution, elimination, trial and improvement, and graphical) • Identify the most appropriate approach to solving simultaneous equations • Solve and develop word problems that give rise to simultaneous equations • Consider how to structure learning using episodes and phases • Investigate a variety of strategies for teaching mathematics • Investigate statistical theory in mathematics lessons • Revise trigonometric ratios sine, cosine and tangent when applied to right-angled triangles • Draw graphs of sine, cosine and tangent trigonometric functions • Consider transformations of the sine function • Explore reciprocal trigonometric functions and graph them • Explore inverse trigonometric functions

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Session Title 25.

Sections/Presentations Trigonometry (2)

26.

Sequences and Series (1)

27.

Sequences and Series (2)

28.

Transformations

29.

Differentiation (1)

30.

Differentiation (2)

Content Overview • Construct sine and cosine rules for use with non-right-angled triangles • Develop an understanding of trigonometric identities • Understand radians and be able to work with them • Consider arithmetic progressions (APs) and geometric progressions (GPs) • Generate a range of sequences • Find the nth term contextually and algebraically • Consider the long-term behaviour of sequences • Analyse the rows and diagonals of Pascal’s Triangle and explore these as sequences • Explore a wider range of sequences • Adapt Pascal’s Triangle to generate new and unfamiliar sequences • Analyse sequences to generate formulae for the nth term • Examine arithmetic progressions (APs) and geometric progressions (GPs) • Develop the concept of summation of series • Make sense of notation used to sum series • Explore binomial expansions • Discuss symmetry and tessellations • Work with and understand vectors • Explore transformations as applied to geometric shapes • Explore transformations as applied to functions (non-circular) • Consider gradients in real-life contexts • Determine the gradients of tangents • Explore families of curves • Consider the gradients of chords • Determine a formula for gradients of quadratic functions • Consider tangents and normals • Explore problems where differentiation can be applied • Apply the process of differentiation to solving problems • Explore the basic ideas behind curve sketching • Apply curve sketching techniques to quadratic functions • Apply the same techniques to sketch graphs of cubic functions

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Session Title 31.

Sections/Presentations Graph Sketching

32.

Integration

33.

Vectors and Matrices

34.

Mechanics (1)

35.

Mechanics (2)

36.

Mechanics (3)

Content Overview • Revise and consolidate knowledge about graphs of functions • Develop a strategy for sketching graphs • Be able to sketch given graphs • Use knowledge about graphs of functions to combine functions and form new hybrid graphs • Explore the concept of integration • Deduce functions starting from derivatives • Consider the relationship between differentiation and integration • Construct a method for calculating the constant of integration • Construct a formula for the area of a trapezium • Prove the formula for the area of a trapezium • Explore the connection between calculating an area under a curve and a numerical calculation • Engage with terminology and explore properties of matrices • Explore the process of matrix multiplication • Identify how to use matrices as a tool for transforming shapes • Examine transformation of functions using matrices • Solve linear equations simultaneously using matrices • Identify the relevance of mechanics in the real world • Recall and revise existing knowledge and understanding of mechanics • Find out about and make sense of Newton’s laws • Research the historical context of Newton’s laws • Make sense of and represent Newton’s laws in real-world situations • Examine mathematical models used in everyday life • Critically analyse factors that influence mathematical modelling • Revise, understand and use vector notation • Use vectors to construct force diagrams • Identify information required to draw force diagrams • Consider how forces act on various types of motion • Explore what it means to resolve a set of forces acting on a body • Derive the equations of motion • Apply the equations of motion in given contexts • Understand how particles move in the vertical plane and be able to solve problems

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Session Title 37.

Sections/Presentations Mechanics (4)

38.

Complex Numbers - 1

39.

Complex Numbers - 2

40.

Complex Numbers - 3

41.

How Do I Explain This?

Content Overview • Solve a variety of problems involving the motion of particles on a plane • Solve problems involving connected and colliding particles • Carry out an investigation using all the mechanics studied in this course • Explore the reasons why we need complex numbers • Derive the rules of arithmetic for complex numbers • Explore what a complex solution is and what it means • Find complex solutions to equations • Find complex solutions where there are also real solutions • Plot complex numbers on an Argand diagram • Understand, calculate and apply the modulus, argument and conjugate of complex numbers • Learn how to write complex numbers in polar form • Recognise patterns in groups of complex numbers • Learn how to find the perpendicular bisector • Search for connections between the modulus and argument of complex numbers and their products and quotients • Prove the connections between the modulus and argument of complex numbers and their products and quotients • Explore the effect on complex numbers of squaring and cubing • Establish De Moivre’s theorem • Find the root of complex numbers and understand their symmetry on an Argand diagram • Discuss the importance of explanation in helping pupils to understand and learn • Analyse what makes a good explanation and how it differs from simply telling or instructing • Develop the skills to plan an effective explanation • Explore the language of effective explanations of mathematical concepts • Develop techniques for effective explanation without the use of words (including diagrams and visual aids) • Use the whiteboard effectively to lay out working out and diagrams • Explain the importance of questioning in mathematical explanations • Develop questions that support explanations and help pupils to understand • Explain the importance of identifying misconceptions • Use misconceptions to support effective explanations • Begin to develop effective ways of explaining key aspects of algebra to pupils

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SUBJECT PEDAGOGY FOR ENGLISH Session Title 1.

Sections/Presentations The New English Curriculum

2. 3. 4.

Non-Fiction and Fiction Writing Pre and post-1914 Poetry Pre and post-1914 drama including Shakespeare

Speaking & Listening

Lesson Planning and Schemes of Work Literacy Teaching and Learning in English Classroom Management in English AFL – Assessment for Learning in English Differentiation n English Inclusive practice in English: SEND Inclusive practice in English: SEND – G&T

7. 8. 9. 10. 11. 12. 13.

Content Overview • Describe the changes to the English Curriculum • Discuss how the changes to the English Curriculum affect reading • Discuss how the changes to the English Curriculum affect writing • Discuss how the changes to the English Curriculum affect speaking and listening • Discuss how the changes to the English Curriculum will affect students of different abilities TBC TBC • List the prescribed pre- and post-1914 dramatists at Key Stages (KS) 3-5 • Use techniques to make drama accessible and engaging to students of all abilities • Explain to students how to analyse drama for implied meanings • Explain to students dramatic techniques, including monologue, stichomythia, aside, stage directions and so on • Discuss a number of methods of assessing analysis and creation of dramatic works TBC TBC TBC TBC TBC TBC TBC TBC TBC

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S2T HISTORY SKE SESSIONS AVAILABLE ON REQUEST Session Title 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Sections/Presentations What is History, and how should it be taught? Evaluating pupils’ learning in history: Causation Understanding the past: Pupils’ critical evaluation of evidence Engaging with the past: Starters and plenaries TBC TBC TBC TBC TBC TBC TBC TBC

Content Overview TBC TBC TBC TBC TBC TBC TBC TBC TBC TBC TBC TBC

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MODERN FOREIGN LANGUAGES (MFL) Session Title How We Learn Languages

Authenticity and Interest in ML

Sections/Presentations In this session, we will explore some of the priorities for effective language teaching and learning. We will look at the implications of the linguistic learning environment and how the enriched environment aids learning. Opportunities to gather evidence of teacher and pupil interpretations with regards to 'What makes effective learning?' will be examined in the context of how best practice can be brought into the classroom. This session focuses on successful exploitation of authentic resources in the modern foreign languages (ML) classroom, with particular emphasis on developing listening and reading skills. On completion of this session, you will have a toolkit of strategies to share with your students in order to enhance their ability to deal confidently with authentic materials. This session will also develop your own skills with regard to creating, teaching and evaluating activities that are based on authentic materials.

Content Overview • Examine research that identifies current practice in language learning • Create a set of values that will guide your practice as a teacher • Tackle the subject-specific aspects of the course from an informed starting point • Explain why pupils of similar ability achieve widely different learning outcomes

• • • • • •

Evaluate what authentic resources, through ICT, bring to ML Select, adapt and integrate a range of authentic resources in the classroom Develop a toolkit of generic tasks for reading skills using authentic resources Develop strategies on how to improve listening skills using authentic resources Create, teach and evaluate a range of activities using authentic resources through ICT Use an online tool for developing your own reading skills in the target language (TL)

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Session Title Developing Speaking Skills

Sections/Presentations In this session, we examine why speaking a language is important and how best to promote spontaneous and consistent use of the target language in the classroom. We assess the crucial role of phonics and cognates in developing confident, independent language users and we outline the benefits of a multi-sensory approach for all students, not just those with a special educational need. We critically evaluate the role of ‘set pieces’ in promoting speaking skills. We question why some pupils may be genuinely reluctant to speak in the target language and we suggest ideas to help reassure those students. In this session, we also acknowledge the value of mistakes and offer strategies for optimal use of the target language for routine communication in the classroom.

Content Overview • Explain the importance of phonics for language learners • Utilise a toolkit of strategies to promote spontaneous and consistent use of the target language in the classroom • Appreciate the advantages for all students of a multi-sensory approach • Understand the difficulties faced by reluctant speakers and have a range of practical ideas to support and encourage them

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Session Title Developing Your Own Speaking Skills

Teaching Grammar in French / Spanish /German

Sections/Presentations In this session, we focus on building confidence in your language skills by broadening your vocabulary, using more complex sentences and by keeping linguistically and culturally up-todate. We would like to thank Rachel Hawkes for her guidance whilst developing these materials and for her kind permission to use her resources. More useful resources from Rachel can be found on her web site. This session offers different approaches to the teaching of grammar and shares some ideas for resources. It is intended to make the teacher aware of difficulties that an English-speaking learner is likely to have with grammar.

Content Overview • Evaluate your own speaking skills, including areas of weakness and opportunities for upskilling • Identify of a number of strategies to develop the student’s own speaking skills • Recognise the impact of good listening skills on good speaking skills • Extend students’ vocabulary with idioms, colloquialisms or through the use of language ladders

• • • • • •

Explain what is meant by grammar Identify and describe what grammar teaching constitutes Outline why students find grammar so difficult Describe strategies to help students to spot patterns in language Outline best-practice ways to learn grammar Source and create learning resources for learning grammar and outline how to use them effectively • Describe how to provide a learning environment that supports students’ recall of language and structures in a modern foreign languages (ML) classroom

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Session Title Generic Teaching of Grammar in ML

Developing Writing Skills

Sections/Presentations This session introduces the concept of grammar and chronicles how teaching methods have changed over the years. During the course of this session, we reflect on the importance of pupils’ knowledge and understanding of both grammar points and terminology in English, before progressing to the grammar of the target language. We examine a number of practical teaching strategies, in addition to the benefits of dictionary skills for teaching and learning. This session is designed to enable reflection about the relationship between letters and sounds, which may not have been encountered before and is part of a concerted drive to improve standards of literacy. It also enables the conceptualisation of writing as a fusion of topic, grammar and skill development. The construction of word frames will be considered as a means of planning out this combination of elements, using practical stimuli and linking this to other activities in the module. Finally, the principles of assessment for learning (AfL) will be applied to writing.

Content Overview • Outline the concept of grammar • Critically evaluate a number of teaching approaches • Discuss the importance of students’ knowledge of grammatical terminology and their ability to successfully use a bilingual dictionary • Describe a variety of strategies for teaching grammar and supporting language recall

• Identify the role of phonics in learning to read and write • Explain the complex interrelationships in the four language skills needed to be able to produce accurate written work • Utilise the principles of good practice in AfL when intervening to ensure accuracy in writing • Structure a lesson by developing a word frame that develops grammar, topic, and key concepts during a lesson

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Session Title Patterns and Creativity in Languages

Using ICT in ML

Assessment in ML

Sections/Presentations In this session, we will explore how to use creativity to help teach modern foreign languages (ML) and to embed intercultural understanding. We examine what is meant by creativity and why it is important. We look at the pitfalls of using creativity in lessons and how to plan to avoid them. We will also look at ways of creating interesting lessons using historical themes, music or cartoons. This session examines improving classroom practice in modern foreign languages (ML) using information communications technology (ICT) to enhance teaching and learning. This session examines the differences between formative and summative assessment. We will examine how assessment for learning (AFL) is a key tool to measure student progress and explore its impact on teaching and learning. Opportunities for ML teachers to try out different strategies and evaluate their effectiveness are presented. We will examine opportunities to reflect on what effective marking and target-setting looks like, and how this helps students to move forward in their learning.

Content Overview • Explain what is meant by creativity in the context of the ML classroom • Explain why creativity is important in teaching and how to plan creative lessons • Develop activities using creative approaches • Identify what is meant by the term ‘intercultural understanding’ and how we bring this into the classroom

• • • •

Identify the benefits of using ICT in ML and understand the pitfalls Demonstrate high level skills to present ML effectively Adapt model resources to raise achievement and introduce challenge into a lesson Develop, teach and evaluate a lesson or series of lessons using (at least one) newly acquired skill(s)

• •

Identify the differences between formative and summative assessment in ML Explore different AFL strategies and develop a subject-specific awareness of what works best in the ML classroom context Research and examine what effective marking and target setting looks like

•

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Session Title Personalised Learning in ML

ML Curriculum

Sections/Presentations In this session, we explore the personalised learning agenda and reflect upon the implications for us as ML teachers. We examine why there is a need to personalise learning for ML learners in the classroom and explore how to achieve this effectively. During this session, we also examine indicators for gifted and talented (G&T) learners and English as another language (EAL) learners and how teaching strategies can best cater for them via differentiation. This session builds on the basic outline of a modern foreign languages (ML) curriculum, based on a shared understanding of the basic skills, knowledge and understanding expected of language learners. During this session, we will explore a more thorough insight into the current ML curriculum, and develop your working knowledge of how the full school curriculum is derived and implemented.

Content Overview • Explain what is meant by personalised learning • Identify categories of learners and inclusion issues • Outline strategies for effective differentiation in ML • Demonstrate practical ideas for personalising learning in the ML classroom, incorporating aspects of enterprise, literacy and numeracy

• • • • •

Outline how the full school curriculum is derived Contextualise the place of modern languages in the whole school curriculum Explain what statutory guidance shape the modern languages curriculum Elaborate on how the various elements of the statutory guidance work to produce high quality learning Demonstrate how to check that learners are receiving their entitlement to the full breadth and depth of learning opportunities

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Session Title Planning and Preparing ML Lessons

Sections/Presentations This session explores the planning process for ML lessons, focusing on how to structure a lesson, selecting activities and scripting a lesson in the target language. You will have opportunities to explore different learning styles and pupils’ perceptions of their language learning. You will learn how to plan successful ML activities and lessons and be ready to build on these to develop an individual approach.

Content Overview • Plan the structure for an ML lesson • Select and sequence key activities in your target language • Prepare a range of learning styles and learning preferences for learners • Plan scripting of activities in your target language • Prepare a scheme of work (or another longer-term planning tool) to inform planning of individual lessons

Please note that we have endeavoured to ensure the accuracy of the information provided in this document at the time of publication. However, this information is issued as a guideline to interested parties. While we aim to implement what is outlined in the document, we cannot undertake any obligation to provide the content as outline and we reserve the right to amend course information, cancel, suspend or modify the course or change the entry requirements at any time. Correct at time of publication: March 2014 71

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For full details, please call us on freefone 0800 088 6126, e-mail info@HCUKonline.com or go to: www.HCUKonline.com