Understand the importance of extra-curricular arrangements to school life. Background information for trainees During the first weeks of the course, the trainees are briefed on the importance of professional behaviour. Discussion area for the Head/Senior Mentor/Mentor It would be advantageous to distribute photocopies of the relevant documents to the trainees prior to discussion of the following matters: Any relevant policies; to understand the of teaching and learning; school’s philosophy priorities of the Development Plan; school’s The expectations of the staff, such as: head’s professionalism punctuality dress daily duties confidentiality data protection; – The nature and organisation of meetings, HMS and extra-curricular activities; teachers’ school-wide duties and responsibilities; teachers’ Health and Safety and Child Protection responsibilities; the importance of the pastoral role and contact with parents/guardians; teacher’s the contact with the community; school’s whole vision. school’s Background reading for trainees Jacques, K, Hyland, R (3rd ed. 2007) Professional Studies: Primary and Early Years. Learning Matters t. 185-198 Cooper, H. (2nd ed. 2014) Professional Studies in Primary Education. Sage Education Workforce Council(EWC) - available at: Professional Learning Passportl (PLP) available at: PGCE School Meeting 2 ‘A’ – 2. ‘Behaviour’ Promoting good behaviour across the school S2.7 They begin to acquire knowledge of strategies to promote good behaviour and establish a purposeful learning environment. S3.1.2 They match stated learning objective(s) to planned teaching. They include planning for assessment for learning. They give appropriate consideration to planning for all learners’ varying needs. S3.3.1 They begin to build successful relationships based on high expectations. They seek to establish a purposeful learning environment where learners feel secure and confident. S3.3.9 They set high expectations for behaviour and begin to establish an appropriate learners’ framework for classroom discipline to anticipate and manage behaviour learners’ constructively. Objectives To assist trainees to: Understand the influences on standards of behaviour; Understand that learners learn best in a safe environment; Understand the importance of determining expectations with regard to behaviour and promoting self-discipline; Understand the importance of establishing frameworks to maintain discipline and control behaviour constructively. learners’ Background information for trainees
Understand the importance of extra-curricular arrangements to school life. Background information for trainees During the first weeks of the course, the trainees are briefed on the importance of professional behaviour. Discussion area for the Head/Senior Mentor/Mentor It would be advantageous to distribute photocopies of the relevant documents to the trainees prior to discussion of the following matters: Any relevant policies; to understand the school’s philosophy of teaching and learning; priorities of the school’s Development Plan; The head’s expectations of the staff, such as: professionalism punctuality dress daily duties confidentiality – data protection; The nature and organisation of teachers’ meetings, HMS and extra-curricular activities; teachers’ school-wide duties and responsibilities; Health and Safety and Child Protection responsibilities; the importance of the teacher’s pastoral role and contact with parents/guardians; the school’s contact with the community; whole school’s vision. Background reading for trainees Jacques, K, Hyland, R (3rd ed. 2007) Professional Studies: Primary and Early Years. Learning Matters t. 185-198 Cooper, H. (2nd ed. 2014) Professional Studies in Primary Education. Sage Education Workforce Council(EWC) - available at: Professional Learning Passportl (PLP) available at: PGCE School ‘A’ – Meeting 2 2. ‘Behaviour’ Promoting good behaviour across the school S2.7 They begin to acquire knowledge of strategies to promote good behaviour and establish a purposeful learning environment. S3.1.2 They match stated learning objective(s) to planned teaching. They include planning for assessment for learning. They give appropriate consideration to planning for all learners’ varying needs. S3.3.1 They begin to build successful relationships based on high expectations. They seek to establish a purposeful learning environment where learners feel secure and confident. S3.3.9 They set high expectations for learners’ behaviour and begin to establish an appropriate framework for classroom discipline to anticipate and manage learners’ behaviour constructively. Objectives To assist trainees to: Understand the influences on standards of behaviour; Understand that learners learn best in a safe environment; Understand the importance of determining expectations with regard to behaviour and promoting self-discipline; Understand the importance of establishing frameworks to maintain discipline and control learners’ behaviour constructively. Background information for trainees
PRM-PGCE17-18.docx