PGCE Primary Education 2015 Entry

PGCE Primary Education 2015 Entry Choosing your Curriculum Enhancement You will have an opportunity to personalise your training by choosing to focus on a particular aspect of the curriculum. Choosing your Curriculum Enhancement will mean that you spend a little extra time working with this as a focus during sessions related to the module: TE0731 (Critical Curriculum Studies 2). We begin this process during Induction Week and in preparation for this you need to consider which subject area particularly interests you. The curriculum areas offered are: Mathematics English Science Humanities Arts These are additional opportunities to look at a particular curriculum area in more depth. You will gain experience of all aspects of the curriculum as part of your timetabled sessions and school based training. You may wish to make your choice because: you have a strong interest in that area, because it is an area you would like to coordinate in the future you consider it will enhance your employability or any other reason. Take some time to consider your choice, complete the form below and bring this with you on Monday 7 th Sept. Name: Block Capitals First Choice:.. Second Choice:... Third Choice:.. PGCE Primary 2015 Intake

PGCE Primary Education Pre Programme Information & Tasks 2015 Entry Programme Leader: Deputy Programme Leader: Kevin Ardron Sue Knight PGCE Primary Education 2015 Induction

PGCE Primary Education: Cohort 2015 Pre Course Learning Pre Course Preparation Online Visit: www.precourseprep.wordpress.com before you engage with the learning outlined in this pack. You will find it easier to access the resources identified via the online version of these documents. Induction Week Timetable Initial Audit of Needs in relation to Standards This will be available to download from the Dropbox on the link above. It is vital that you familiarise yourself with the standards that govern teaching in the UK. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/teachers Standards_2013.pdf Towards the end of your programme you will have collected a portfolio of evidence to show how you have had experience and understanding of all the standards. This file must be of a high enough standard for you to be recommended for QTS. Use the enclosed document to help you audit your current level of knowledge, skills and understanding. This personal audit should be based on the experience you have to date and will form a baseline for your professional development when you begin in September. You should bring a hardcopy of your completed Initial Needs Analysis to your first Professional Tutorial but you will also need to have an electronic version of this to add to your development portfolio. Current Issues in Education Use the following links and spend some time before September familiarising yourself with current issues that will impact on your training and future professional development. Department for Education You need to become familiar with this, be aware of the documentation published here and be confident in navigating the site. This is where you will find details of the latest National Curriculum guidelines. e-safeguarding Summary of Byron Review Safeguarding is of utmost importance this review is central to current guidelines when children are using technology. Read the https://www.gov.uk/government/organisations/d epartment-for-education http://media.education.gov.uk/assets/files/pdf/s/ summary%20of%20the%202008%20byron%20 review%20for%20children%20and%20young% PGCE Primary 2015 Intake

summary and identify issues that may be pertinent to you as a student teacher. This will be a focus of an early RPS Lecture/Seminar Behaviour Management Start by focusing on the commentary by John Bayley and follow any threads that interest you. Note any issues that you would like to discuss during the behaviour focused lectures and tutorials in September / October. 20people.pdf http://www.youtube.com/user/behaviour4learni ng Pen Portrait Your pen portrait should be around 400 words in length and should be a personal statement based on your teaching experience to date, your reasons for wanting to train to teach, strengths and areas for developments currently and other interests relevant to your role as a teacher. You ll share this with your tutor during Induction Week. Primary Professional Studies Core Texts Primary Professional Studies (the latest edition you can get) Published by Sage as part of the Learning Matters series ISBN: 978 0 85725 959 2 Edited by Alice Hansen This textbook will form the core of the Reflective Professional Studies Module and students are advised to purchase it. Wyse Dominic The Good Writing Guide for Education Students 3 rd Edition (2012) Sage Publications Ltd. Writing for assignments in education studies can be complex this Study Skills Guide attempts to explain key terms, skills and requirements for this area of your personal and professional development. ISBN 978 1 4462 0710 9 PGCE Primary 2015 Intake

Professional standards for qualified teacher status This is an audit of your experience to date and will help you to identify areas for development as you begin your training. You will find that for some aspects you will be able to record more than others. Complete this electronically. Name of Trainee: Date of Entry : September 2015 PART ONE: TEACHING Relationships with children and young people, setting high expectations and motivating learners A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Pupil progress 2 Promote good progress and outcomes by pupils be accountable for pupils attainment, progress and outcomes plan teaching to build on pupils capabilities and prior knowledge guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. Initial Standards Audit Document 2015 Entry

Subject and curriculum knowledge and pedagogy 3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Effective classroom practice 4 Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Initial Standards Audit Document 2015 Entry

Diversity and Special Needs: meeting the needs of all pupils 5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Assessment for learning 6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Initial Standards Audit Document 2015 Entry

Managing behaviour 7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. The wider professional role of the teacher 8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils achievements and well-being. Initial Standards Audit Document 2015 Entry

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT Professional attributes and suitability to teach A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: -treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position Supporting Evidence / Commentary Guidance to support your understanding of Personal and Professional Conduct will be given during your Induction period -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs -ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. Initial Standards Audit Document 2015 Entry

English Education PGCE pre - course tasks All students are asked to buy the following books for the English Module: Waugh, David & Jollife Wendy (2013) English 5-11 David Fulton Publishers 2 nd edition Medwell, J and Wray, D with Moore, G and Griffiths, V (2014) Primary English: Knowledge and Understanding Learning Matters 6 th edition Johnston R & Watson J (2014) Teaching Synthetic Phonics Learning Matters TASK 1 Before you begin the Programme you need to start reading these books (details below). While reading, please highlight or annotate anything you re not sure about or would like to ask further questions. During the year, we will be covering everything you need to know but this reading is a good starting point. We will address any immediate issues arising during the first English taught session. MEDWELL ET AL: Read the Introduction and Chapter 2 (Spoken English and Standard English). Complete all reflective and practical tasks noting any problems or areas you feel you would benefit from further input. WAUGH & JOLLIFFE: Read the Introduction and Chapter 1 (The pedagogy of teaching English in the primary school). Again ensure you complete the Activities noting any problems or areas you feel you would benefit from further input. TASK 2 It is important that you become familiar with a wide range of children s fiction, poetry and non-fiction. Find time to browse through some children s books in your local library or large book stores. It will be useful if you begin to make a database of those you like. You need to bring 3 children s books that you would recommend for use with for children to the first English session to share with other students. This will help us all to build up a useful database. One book could be one you liked as a child, the second should be one you know to be a quality book which is popular with children today and one must be a new book you don t already know but you really like and feel would be good to use to encourage children in their reading. For each book you need to have considered: why you have chosen it the particular age phase you feel would like it any particular strengths or things of interest about the book Good luck with these tasks and we look forward to meeting you in September. Beth Ashforth and the English team PGCE pre-course tasks English 2015 16

PGCE Primary Education: Cohort 2015 Mathematics Pre Course Learning NCETM Follow this link Register & familiarise yourself with the Self Evaluation Tool https://www.ncetm.org.uk/self-evaluation/ This will support your subject and pedagogical knowledge development in maths. We will refer to this throughout your PGCE programme. The History of Mathematics http://www.youtube.com/watch?v=cy- 8lPVKLIo&feature=fvwrel Watch this video. This will support your development and understanding of why mathematics is a core subject in the Primary Curriculum. National Curriculum for Mathematics Before you join us in September, spend some time familiarising yourself with the revised National Curriculum requirements for maths. What are its key aims? Think about any areas of study that you may need support in. (Link to the first task, above) Think about the importance of Problem Solving in Mathematics and how the curriculum can support this area of experience. Core Texts for this Subject You may wish to purchase your own copies of these: Mooney, C, Hansen, A, Ferrie, L and Fox, S (2014), Primary Mathematics: Knowledge and Understanding 7 th Edition Sage / Learning Matters Mooney, C, Briggs, M, Gomm, R and Hansen, A, (2014) Primary Mathematics: Teaching Theory and Practice 7 th Edition Sage / Learning Matters Haylock,D (2014) Mathematics Explained for Primary Teachers. 5th Edition Sage Mathematics Education Team PGCE Primary 2015 Intake

PGCE science pre-course tasks The core text for science, to which we will be referring throughout the course is: Cross, Alan & Bowden, Adrian, Essential Primary Science, (2014), McGraw-Hill In addition you may wish to look at : Ed. Mick Dunne and Alan Peacock, Primary Science: A Guide to Teaching Practice, Sage, London 2012 Peter Loxley, Lyn Dawes, Linda Nicholls and Babs Dore Teaching Primary Science: Promoting Enjoyment and Developing Understanding 2 nd Edition Pearson 2013 TASK 1 Before you begin the programme you need to familiarise yourself with the National Curriculum requirements for science at KS1 and KS2. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/prim ARY_national_curriculum_-_Science.pdf TASK 2 It is important that you have some understanding of your own subject knowledge in science. Take the online science audit that you will find here http://sagepub.net/lm/audit/audsci.asp (if the link does not work, Google Learning Matters science audit and follow the first link). The audit should take about 30 minutes. On pressing submit you will receive immediate feedback. Please save this feedback as we will be looking at it in the first weeks of the course. Make a note of your areas of weakness in science and note too areas where you feel more confident. We are not particularly interested in knowing your percentage score, rather we need to know which areas you find most challenging. Good luck with these tasks and we look forward to meeting you in September. Science team PGCE Primary 2015 Intake