Exeter: Learning Settings Matters. Session 10 Complete the CEDP Access school improvement Leaders of Learning with the trainees. plan prior to the session. CEDP. Update on the national Portfolio evidence. and international policy Provide the trainee with See also reading links on context and implications for access to key priorities the VLE. the NQT year. in the school Planning your own CPD. improvement plan in C. (2008) Leadership Reflection on changing preparation for the and Management in the values and philosophies session. Early Years from Principles through the training year. to Practice Maidenhead: Roles and McGraw-Hill Open responsibilities of the subject University Press. leader. Designing a curriculum. Roffey, S.(2011) The New Continuing professional Teacher’s Guide to development and Behaviour London: Sage. collaborative learning (CEDP). Leadership in and beyond the classroom. Key preparations for trainees’ classes as newly qualified teachers. Collaborative discussions around key issues impacting on pupil progress and implications for trainees’ classroom practice. ENGLISH Pre and post-session materials will be posted on the English course web pages. These are designed to support and extend students’ knowledge. Trainees are required to undertake a grammar audit after sessions 3 and 4. Delivered by Charlotte Raby Centre-based Training School-based Student Assessment methods Training Session 1 Early Years: Language Acquisition, Ensure all trainees All students to bring a Phonics lesson Reading and Phonics observe a whole writing journal to observations. Years Foundation Stage class and small each English lecture. School and class mentor Profile Early Learning Goals group phonics discussions and (ELGs) Communication and lesson. observations. Pre-course reading Language Development ELGs 1-3. assessments. list: ELGs Literacy 9 and 10. Subject knowledge audits. Observation in Early Simple View of Reading: Rose Evidence bundle. Years of how Web based: Review 2008. language is Hattie Part 1 and 2. The impact of the home developed through environment poverty’ and ‘word talk and play. TED Ed: How barriers to literacy: The Early miscommunication Catastrophe: Hart, B. and Risley, happens. T. (2003) and The Everyday Experience of American Babies: Discoveries and Implications. Risley, T. ( 2006). Cunningham, A. Grammar required to Stanovich, K. (1998) communicate at school and
Settings Exeter: Learning Matters. Session 10 Leaders of Learning Update on the national and international policy context and implications for the NQT year. Planning your own CPD. Reflection on changing values and philosophies through the training year. Roles and responsibilities of the subject leader. Designing a curriculum. Continuing professional development and collaborative learning (CEDP). Leadership in and beyond the classroom. Key preparations for trainees’ classes as newly qualified teachers. Collaborative discussions around key issues impacting on pupil progress and implications for trainees’ classroom practice. Complete the CEDP with the trainees. Provide the trainee with access to key priorities in the school improvement plan in preparation for the session. Access school improvement plan prior to the session. See also reading links on the VLE. C. (2008) Leadership and Management in the Early Years from Principles to Practice Maidenhead: McGraw-Hill Open University Press. Roffey, S.(2011) The New Teacher’s Guide to Behaviour London: Sage. CEDP. Portfolio evidence. ENGLISH Pre and post-session materials will be posted on the English course web pages. These are designed to support and extend students’ knowledge. Trainees are required to undertake a grammar audit after sessions 3 and 4. Delivered by Charlotte Raby Centre-based Training School-based Training Student Assessment methods Session 1 Early Years: Language Acquisition, Reading and Phonics Years Foundation Stage Profile Early Learning Goals (ELGs) Communication and Language Development ELGs 1-3. ELGs Literacy 9 and 10. Simple View of Reading: Rose Review 2008. The impact of the home environment ‘word poverty’ and barriers to literacy: The Early Catastrophe: Hart, B. and Risley, T. (2003) and The Everyday Experience of American Babies: Discoveries and Implications. Risley, T. ( 2006). Grammar required to communicate at school and Ensure all trainees observe a whole class and small group phonics lesson. Observation in Early Years of how language is developed through talk and play. All students to bring a writing journal to each English lecture. Pre-course reading list: Web based: Hattie Part 1 and 2. TED Ed: How miscommunication happens. Cunningham, A. Stanovich, K. (1998) Phonics lesson observations. School and class mentor discussions and observations. assessments. Subject knowledge audits. Evidence bundle.
SCITT-Taught-Course.docx