8 Coaching SK Starter: revision of SSP Incorporate the use of drama conventions LO 1-3 Drama terminology Read the drama conventions provided in in English lessons. Your lesson plans / the Session 8 resources folder on Moodle: evaluations / feedback could be used as TS 1a, 3a, 4b (TS 3) evidence for TS 1 Drama Conventions (motivating/engaging/inspiring pupils) Freeze frame, conscience alley, and/or 2 (promoting progress). etc. 9 Coaching SK Starter: revision of SSP Incorporate TfW techniques into your LO 1-3 Talk for Writing terminology Watch TfW clips on you tube. planning to enhance learning and challenge and learners (TS 1) and to promote pupil TS 1a, 3a, 4b Talk 4 Writing: progress (TS 2). Use a lesson Pie Corbett’s Book Talk, (TS 3). plan/evaluation observation Writer talk and feedback/reflection as evidence. Communal story-telling 10 Starter: PGCE SSP Subject Identify cross-curricular writing LO 1-3 Reading and Knowledge test. opportunities in school. writing: Read the text-type and progression TS 2b, 3a Fiction and Features of different text-types documentation in the Session 10 resource Plan and deliver a writing lesson within the genres folder on Moodle. context of another subject such as history Progression or science. Cross- approaches (TS 2 and 3) Plan and deliver a writing lesson based on (Teaching and applying English in a class text. (TS 1, 2, 3) other subjects and text-based approaches) Use a lesson plan/evaluation observation feedback as evidence. Planning: learning objectives 11 Coaching SK Starter: areas for Collate evidence of planning for self, peer LO 1-3 Writing development from the SSP test Read p8 of the Assessment Commission and teacher assessment opportunities report (NAHT, Feb 2014) in the Session 11 within lessons. TS 2b/c/e, 6b/d Overview New EYFS and NC writing resources folder on Moodle. (TS 6) requirements. Collate evidence of your ability to provide The writing process: planning, drafting, pupils with appropriate verbal and/or written editing and final copies feedback/ feed-forward information (TS 2 and 6). Self and peer assessment Feedback and feed-forward including marking
8 Drama Coaching SK Starter: revision of SSP terminology Drama Conventions Freeze frame, conscience alley, etc. Read the drama conventions provided in the Session 8 resources folder on Moodle: (TS 3) Incorporate the use of drama conventions in English lessons. Your lesson plans / evaluations / feedback could be used as evidence for TS 1 (motivating/engaging/inspiring pupils) and/or 2 (promoting progress). LO 1-3 TS 1a, 3a, 4b 9 Talk for Writing Coaching SK Starter: revision of SSP terminology Pie Corbett’s Talk 4 Writing: Book Talk, Writer talk and Communal story-telling Watch TfW clips on you tube. and (TS 3). Incorporate TfW techniques into your planning to enhance learning and challenge learners (TS 1) and to promote pupil progress (TS 2). Use a lesson plan/evaluation observation feedback/reflection as evidence. LO 1-3 TS 1a, 3a, 4b 10 Reading and writing: Fiction and genres Starter: PGCE SSP Subject Knowledge test. Features of different text-types Progression Cross- approaches (Teaching and applying English in other subjects and text-based approaches) Planning: learning objectives Read the text-type and progression documentation in the Session 10 resource folder on Moodle. (TS 2 and 3) Identify cross-curricular writing opportunities in school. Plan and deliver a writing lesson within the context of another subject such as history or science. Plan and deliver a writing lesson based on a class text. (TS 1, 2, 3) Use a lesson plan/evaluation observation feedback as evidence. LO 1-3 TS 2b, 3a 11 Writing Coaching SK Starter: areas for development from the SSP test Overview New EYFS and NC writing requirements. The writing process: planning, drafting, editing and final copies Self and peer assessment Feedback and feed-forward including marking Read p8 of the Assessment Commission report (NAHT, Feb 2014) in the Session 11 resources folder on Moodle. (TS 6) Collate evidence of planning for self, peer and teacher assessment opportunities within lessons. Collate evidence of your ability to provide pupils with appropriate verbal and/or written feedback/ feed-forward information (TS 2 and 6). LO 1-3 TS 2b/c/e, 6b/d
PGCE_SBL_B_activities_curriculum_and_priority_areas_2016-17.docx