Planning English: Learning Objectives, lesson structure and planning for assessment opportunities. 12 Starter: PGCE SSP Subject Examine the following spelling websites: Identify how spelling is taught in KS 1 and LO 1-3 Writing Knowledge re-testing. KS 2 in your school? Identify opportunities to teach spelling in other areas of the TS 3a/b, 6a Spelling Part 1 New NC requirements curriculum. Save your notes as evidence. Test yourself at Spelling in SPaG tests Later task: teach an aspect of spelling either discretely or within the context of Approaches to teaching and learning Identify areas for development in your own another lesson. – e.g. phonics, analogy, mnemonics, subject knowledge re spelling. Take (TS 2) spelling rules etc. responsibility for independent study in this area. Seek tutorial support if necessary IPA (TS 3). 13 Writing Teaching morphology and etymology As above When planning in school, identify in other areas of the curriculum. opportunities for teaching morphology and Spelling Part 2 etymology in other primary subjects. 14 SK Starter: comma-splicing and Writing The use of Identify areas for development in your own Teach an aspect of punctuation to a group ‘however’ subject knowledge re punctuation. (TS 3) or class in an enjoyable way (TS 1 and 2). LO 1-3 Punctuation New EYFS and NC punctuation take responsibility for independent study in Use a lesson requirements this area, referring to the website below for plan/evaluation/observation feedback as TS 1a, 3a, 4b support: evidence. Punctuation in SPaG tests Seek additional tutorial support if necessary. Use of actions link to communal – story-telling SK Starter: word classes - nouns and Ensure that you model appropriate LO 1-3 15 verbs Browse the handwriting in line with school policy at all ‘Englicious’ website: Writing times. Photograph evidence. TS 1, 2, 3a, 5b Modelling appropriate handwriting
Planning English: Learning Objectives, lesson structure and planning for assessment opportunities. 12 Writing Spelling Part 1 Starter: PGCE SSP Subject Knowledge re-testing. New NC requirements Spelling in SPaG tests Approaches to teaching and learning – e.g. phonics, analogy, mnemonics, spelling rules etc. IPA Examine the following spelling websites: Test yourself at Identify areas for development in your own subject knowledge re spelling. Take responsibility for independent study in this area. Seek tutorial support if necessary (TS 3). Identify how spelling is taught in KS 1 and KS 2 in your school? Identify opportunities to teach spelling in other areas of the curriculum. Save your notes as evidence. Later task: teach an aspect of spelling either discretely or within the context of another lesson. (TS 2) LO 1-3 TS 3a/b, 6a 13 Writing Spelling Part 2 Teaching morphology and etymology in other areas of the curriculum. As above When planning in school, identify opportunities for teaching morphology and etymology in other primary subjects. 14 Writing Punctuation SK Starter: comma-splicing and The use of ‘however’ New EYFS and NC punctuation requirements Punctuation in SPaG tests Use of actions – link to communal story-telling Identify areas for development in your own subject knowledge re punctuation. (TS 3) take responsibility for independent study in this area, referring to the website below for support: Seek additional tutorial support if necessary. Teach an aspect of punctuation to a group or class in an enjoyable way (TS 1 and 2). Use a lesson plan/evaluation/observation feedback as evidence. LO 1-3 TS 1a, 3a, 4b 15 Writing SK Starter: word classes - nouns and verbs Modelling appropriate handwriting Browse the ‘Englicious’ website: Ensure that you model appropriate handwriting in line with school policy at all times. Photograph evidence. LO 1-3 TS 1, 2, 3a, 5b
PGCE_SBL_B_activities_curriculum_and_priority_areas_2016-17.docx