Practitioners 'group on School Behaviour and Multi agency working Discipline. London, HMSO. WEARE, Katherine (2004). Developing the emotionally literate school. London, Paul Chapman Also refer to subject specific reading Theme 4b (i): Meeting Individual needs Reading University/ Cluster- based School based training Trainee Tasks training Course outcomes and teaching standards P2.2.1 P2.2.5 TS5.2, TS5.3 TS5.1, TS5.2, TS5.3, TS5.1, TS5.2, TS5.3, Required Reading Lead lectures and seminars SMC/ITEC training sessions or Emerging knowledge, skills and understanding ( one to one sessions with mentor as model) DFE 2014 SEN Code of Practice chapters Introduction of the legal subject specific mentors relating to principles, school based provision obligations and theory of Read DFE 2014 Code of Practice and school support and transitions to (not yet inclusion and inclusive practice. Meetings should give trainees published) the opportunity to explore and Track a student with a specific SEND need critique the following areas: throughout their day (this should be done as if you Human Rights and Equality Commission 2012 Working in Partnership generally looking at Teaching and Learning Public sector equality duty guidance for schools School SEND, Inclusion, Gifted throughout the school) and observe strategies used in England Theory of working in partnership and Talented and Behaviour for that student and the learning with parents and young people policies experience/progress they make during the day. Individual Schools: and with other professionals Review their IEP as part of this process. Reflect on Discussion of how your experience and discuss observations with your SEND policy differentiation is used in Mentor. lesson planning and design Contribution to SEND Local Offer In your lesson plans, for one class, focus on Equality Policy Meet with the SENCO to differentiating your resources for a specific group Accessibility Plan
Practitioners 'group on School Behaviour and Discipline. London, HMSO. WEARE, Katherine (2004). Developing the emotionally literate school. London, Paul Chapman Also refer to subject specific reading Multi agency working Theme 4b (i): Meeting Individual needs Reading University/ Cluster- based training School based training Trainee Tasks Course outcomes and teaching standards P2.2.1 TS5.2, TS5.3 P2.2.5 TS5.1, TS5.2, TS5.3, TS5.1, TS5.2, TS5.3, Required Reading DFE 2014 SEN Code of Practice chapters relating to principles, school based provision and school support and transitions to (not yet published) Human Rights and Equality Commission 2012 Public sector equality duty guidance for schools in England Individual Schools: SEND policy Contribution to SEND Local Offer Equality Policy Accessibility Plan Lead lectures and seminars Introduction of the legal obligations and theory of inclusion and inclusive practice. Working in Partnership Theory of working in partnership with parents and young people and with other professionals SMC/ITEC training sessions or one to one sessions with subject specific mentors Meetings should give trainees the opportunity to explore and critique the following areas: School SEND, Inclusion, Gifted and Talented and Behaviour policies Discussion of how differentiation is used in lesson planning and design Meet with the SENCO to Emerging knowledge, skills and understanding ( mentor as model) Read DFE 2014 Code of Practice Track a student with a specific SEND need throughout their day (this should be done as if you generally looking at Teaching and Learning throughout the school) and observe strategies used for that student and the learning experience/progress they make during the day. Review their IEP as part of this process. Reflect on your experience and discuss observations with your Mentor. In your lesson plans, for one class, focus on differentiating your resources for a specific group
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