SEN TS5 Have a secure understanding of how a Tom 9-12 am range of factors can inhibit pupils’ ability Smith to learn, and how best to overcome SENDCo SEND Code of Practice 4 these – CVPA broad areas identified Demonstrate an awareness of the – Assessing pupil need, physical, social and intellectual planning, reviewing and development of children, and know how implementing change to to adapt teaching to support pupils’ support pupil progress. education at different stages of development Teaching strategies to Have a understanding of the needs ensure that pupils with SEND of all pupils including those with special can access and progress educational needs within the curriculum. Recognising signs that may Set goals that stretch and challenge indicate SEND TS1 pupils of all back grounds, abilities and dispositions Cognitive load Motivation TS8 Develop effective professional Understanding relationships with colleagues, Knowing Focus how and when to draw on advice and Pupil memory feedback from colleagues Repeated practice over a period of time Questioning Modelling Scaffolding The importance of emotional development such as attachment issues and mental health on pupils’ performance. Paperwork What is the role of the SENDco how can they help – you? Gordon Teaching Games 1-4 pm Demonstrate good subject and Cameron Planning a sequence of TS3 curriculum knowledge CVPA lessons Set high expectations which inspire, SCITT Differentiation motivate and challenge pupils Safety TS1 Promote good progress and outcomes 25/11/16 National Curriculum by pupils requirements TS2 Plan and teach well-structured lessons TS4 teaching to respond to the TS5 strengths and needs of all pupils Friday Manage behaviour effectively to ensure a good and safe learning environment TS7 T11
T11 Friday 25/11/16 SEN 9-12 am SEND Code of Practice – 4 broad areas identified – Assessing pupil need, planning, reviewing and implementing change to support pupil progress. Teaching strategies to ensure that pupils with SEND can access and progress within the curriculum. Recognising signs that may indicate SEND Cognitive load Motivation Understanding Focus Pupil memory Repeated practice over a period of time Questioning Modelling Scaffolding The importance of emotional development such as attachment issues and mental health on pupils’ performance. Paperwork What is the role of the SENDco – how can they help you? Teaching Games 1-4 pm Planning a sequence of lessons Differentiation Safety National Curriculum requirements TS5 TS1 TS8 TS3 TS1 TS2 TS4 TS5 TS7 Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Have a understanding of the needs of all pupils including those with special educational needs Set goals that stretch and challenge pupils of all back grounds, abilities and dispositions Develop effective professional relationships with colleagues, Knowing how and when to draw on advice and feedback from colleagues Demonstrate good subject and curriculum knowledge Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Plan and teach well-structured lessons teaching to respond to the strengths and needs of all pupils Manage behaviour effectively to ensure a good and safe learning environment Tom Smith SENDCo CVPA Gordon Cameron CVPA SCITT
Detailed-Training-Programme-2016-2017.docx