Assessment to TS6 Make use of formative assessment to Gordon Cameron ensure/track pupil secure progress CVPA progress Give pupils regular feedback, both SCITT orally and through accurate marking Marking and feedback. and encourage pupils to respond to the 9-12 am feedback Using formative assessment to ensure pupil progress. TS2 Guide pupils to reflect on the progress Self and peer assessment. they have made and their emerging Use of targets in books. needs Work scrutiny Understand how daily Encourage pupils to take a responsible assessment can be used in and conscientious attitude to their own teaching practice work and study. Understand marking and feedback policies and practice in primary schools Understand difference between summative and formative assessment Jon Principal of TS7 Have clear rules and routines for Behaviour Management CVPA behaviour in classrooms, a responsibility for promoting good and 1 4 pm – courteous behaviour in classrooms and - formal and informal around the school, in accordance with behaviour management the school behaviour policy. strategies Have high expectations of behaviour and establish a framework of discipline (Refer to Recommendations with a range of strategies, using praise, from behaviour Thursday ‘Developing 22/9/16 sanctions and rewards consistently and management content for ITT fairly. by Tom Bennett) T5 Manage classes effectively, using approaches which are appropriate to Routines, responses, pupils’ needs in order to involve and relationships motivate them Maintain good relationships with pupils, Observation, practice and exercise appropriate authority and act reflection decisively when necessary Demonstrate consistently the positive Importance of body TS1 attitudes, values and behaviour which language, clear are expected of pupils. communication, voice tone and vocabulary. The physical practice or running a classroom Observation of best practice is important.
T5 Thursday 22/9/16 Assessment to ensure/track pupil progress Marking and feedback. 9-12 am Using formative assessment to ensure pupil progress. Self and peer assessment. Use of targets in books. Work scrutiny Understand how daily assessment can be used in teaching practice Understand marking and feedback policies and practice in primary schools Understand difference between summative and formative assessment Behaviour Management 1 – 4 pm - formal and informal behaviour management strategies (Refer to Recommendations from ‘Developing behaviour management content for ITT by Tom Bennett) Routines, responses, relationships Observation, practice and reflection Importance of body language, clear communication, voice tone and vocabulary. The physical practice or running a classroom Observation of best practice is important. TS6 TS2 TS7 TS1 Make use of formative assessment to secure progress Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback Guide pupils to reflect on the progress they have made and their emerging needs Encourage pupils to take a responsible and conscientious attitude to their own work and study. Have clear rules and routines for behaviour in classrooms, a responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school behaviour policy. Have high expectations of behaviour and establish a framework of discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Gordon Cameron CVPA SCITT Jon Principal of CVPA
Detailed-Training-Programme-2016-2017.docx