PROFESSIONAL PRACTICE 1Introduction and Preparation for SE

Module Leader: Karen Phethean

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WELCOME KP N

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LEARNING OUTCOMES:

This module will enable you to: Gain experience in one of the following,

Foundation Stage, Key Stage 1 or KS2. Consider the teacher’s role in planning for

teaching and learning; Understand the rationale behind the

organisation of learning environments. Develop observation skills and begin to

evaluate the teaching of others; Begin to reflect on your own practice as a

teacher, setting targets and action planning for your professional development.

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  Jacques and Hyland- Professional Studies - is

a key text for this module (Exeter: Learning Matters)

  -as is Medwell – Successful Teaching

Placement (Exeter: Learning Matters)

If purchased please ensure you buy the 2007 editions as they contain the new QTS Standards.

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WHAT IT IS ALL ABOUT

http://www.tda.gov.uk/get-into-teaching/Teacher_advertising_campaign/TV_ads.aspx

Enabling you to develop your practice – to become a competent and professional classroom practitioner who nurtures and develops children’s love of learning.

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CONTEXT OF THE MODULE TIMES OF CHANGE

Michael Gove – TES 11/6/10 – primary curriculum could be revisited with “some of the best work from Robin Alexander, some of the best practice in primary schools, and some of the best practice internationally.”

Government focus – TES 11/6/10 - “to ensure a relentless focus on the basics and to give teachers more flexibility than the proposed primary curriculum offered.”

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REVIEW OF THE NATIONAL CURRICULUM

http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum

On 20 January 2011 the Secretary of State for Education announced a review of the National Curriculum in England. This section contains information about the review. The review will look at the National Curriculum for both primary and secondary schools.

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TIMESCALEK

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CURRENT STATUS National Curriculum update – recent review

activity http://www.education.gov.uk/schools/teachingandlearning/

curriculum/nationalcurriculum/b0075667/national-curriculum-update-recent-review-activity

Expert panel  Since our last update the review Expert Panel has continued its work reviewing and refining the evidence base for the review, including responses to the Call for Evidence.

Advisory committee  discussions on implementation issues and the matter of the overall shape and design of the National Curriculum and the implications for the wider school curriculum.

 

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Phase 1 subjects initial drafts of the Programmes of Study for English, mathematics, science and physical education.  Draft Programmes of Study reflecting those discussions are currently being prepared, and it is our intention to share this work more widely as it develops (see below).

Consultation Events Upcoming activity  Following a number of recent

consultation events with stakeholders, there will now be a break in engagement activity during the school holidays. We will be running further events in September and October.

In the meantime work will continue on the drafts of Programmes of Study for English, mathematics, science and physical education… It remains our intention to carry out a full public consultation on the final drafts of the Programmes of Study early in 2012.

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Work with the person next to you to a make a mind map of what you understand makes up a “curriculum”.

The Subjects comprising a course of study in a school or college [Oxford English Dictionary]

The reality is much broader than this simple definition

WHAT IS A CURRICULUM? KP N

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openscotland.gov.uk

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The National Curriculum is merely one particular construct of a curriculum – includes EYFS.

http://curriculum.qcda.gov.uk/key-stages-1-and-2/

It is determined by central government Schools had a curriculum before the

national curriculum It only applies to state schools in England

and Wales Supported by published Schemes of Work

(QCA) and National Literacy and Numeracy strategies.

THE OFFICIAL (FORMAL) CURRICULUM : THE NATIONAL CURRICULUM

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CURRICULUM TYPES Observed Curriculum: What actually takes place in the classroom –

the lessons and activities you see. May be different to the intended official

curriculum as teachers respond to children’s learning needs

Needs careful and developed skills of observation.

Experienced Curriculum: That which is directly experienced by the

children. What the children “take away” from the lesson. Not easy to monitor.

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All the learning which a child does in any aspect of his or her school life

Dean J [2001] 3 Central Aspects1. The Taught curriculum – intentional or

deliberate in classroom or elsewhere, traditional view

2. The Institutional curriculum – the culture, values, codes and behaviour. The ethos.

3. The Hidden curriculum – that which the school cannot see or control e.g. children’s perceptions of what they do may not be what is intended. Do they have strategies [such as working slowly to avoid answering] or do girls feel inferior to boys. If discussed these things may no longer remain hidden but become part of the institutional curriculum

THE WIDER CURRICULUMK

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THE HIDDEN CURRICULUM K

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WHAT IS THE POINT OF A CURRICULUM?

What is your view? Discuss with the person / people next to you.

What do you consider are the needs of a curriculum for the 21st century?

Consider the issues raised in The Big Debate http://teachfind.com/teachers-tv/curriculum-

fit-21st-century

You may want to reflect on your views as you progress through the course.

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1. The School Curriculum should aim to provide opportunities for all pupils to learn and achieve.

2. The School Curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

http://curriculum.qcda.gov.uk/key-stages-1-and-2/aims-values-and-purposes/index.aspx

http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/a0068102/early-years-foundation-stage-eyfs

THE NATIONAL CURRICULUM & EYFS: AIMS AND VALUES [P10-12]

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THE NATIONAL CURRICULUM SUBJECTS – CAN YOU NAME THEM?

3 core English Mathematics Science 7 Foundation Design and Technology Information and

Communication Technology History Geography Art and Design Music Physical Education And …? Another?

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STRUCTURE OF THE NATIONAL CURRICULUM K

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Religious EducationEducation Act 1996 – Schools must provide religious education

for all pupils, although parents can withdraw their children. The school must take account of the locally agreed syllabus. It is therefore a Christian expectation.

Sex Education- (SRE- Sex & Relationships Education)

Primary Schools must make their policy on Sex Education available to parents. Parents have the right of withdrawal.

OTHER REQUIREMENTS [P 19 – 20] KP N

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Citizenship? Personal, Social and Health Education? Modern Foreign Language ?

NON-STATUTORY GUIDELINES [P136-149] K

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SMSC – spiritual, moral, social, cultural Financial capability Enterprise Education Sustainable Development

LEARNING ACROSS THE NATIONAL CURRICULUM (P 19 – 23) K

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Communication Application of Number Information Technology Working with Others Improving Own Learning and Performance Problem Solving

Thinking Skills [5] Information processing Reasoning Enquiry Creative thinking Evaluation

KEY SKILLS [P20-22]EMBEDDED IN THE NATIONAL CURRICULUM K

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SCHOOL EXPERIENCE LETTER OF INTRODUCTION

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LETTER OF INTRODUCTION TO SE1 SCHOOL Your letter should not exceed two sides of A4

– one is preferable. Keep a copy – place in your PDP file.

Do Ensure that the grammar, punctuation and

spelling are correct (proof-read!) Ensure you include the correct features of

letter writing (layout etc) Be polite Be enthusiastic

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WHAT TO INCLUDE IN YOUR LETTER Your name, contact address, telephone

number and university e-mail address. Degree subject and specialism Educational achievements Previous experience with children, including

pre University placements; Work experience and skills gained from it; Anything that you think you could contribute

to the school; What you particularly would like to achieve

from this placement.

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LAYOUT FORMAT FOR YOUR LETTER:K

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Flat 6,27 Sparkford Road,

Winchester.SO22 6NR

Telephone: 00000000000E-mail: A.B.Nightingale@winchester.ac.uk

XX November 2010

Mrs. J. Turner.Head teacher,St. Marks C of E (A) Primary School,Church Lane,Wisham,Basingstoke.RG99 9NN

Dear Mrs. Turner,

I…………………..xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Yours sincerely,

Aurora Nightingale (Miss)

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LETTER CONTENT

Introduction: Thank HT for offering you a place in their school and introduce yourself.

Be deferential – refer to them as Mr or Mrs [not Pete or Joan!]

Use a formal tone.

Introduce yourself (name, year, course, subject specialism)

Outline previous CHILD-RELATED experience you may have

Concluding paragraph (including how much you are looking forward to meeting and working with the staff and children!)

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TIPSAvoid Being too wordy and using words of which you are unsure Sentences that are too long Being too colloquial, familiar or chatty Giving irrelevant information Value laden, judgemental statements

A good letter Is addressed personally to the Head teacher – find out his/her name Is concise and to the point Is formal and polite but enthusiastic and supportive Gives enough relevant information specific to the needs of the letter – you

are writing a letter to introduce yourself and provide some general background relevant to being in school.

Is well presented, thoroughly proof-read, no spelling mistakes. Has an introductory paragraph, one or two paragraphs about yourself –

relevant experience, interests, course details; a concluding paragraph. Shows commitment and support Shows that you have found out something about the school you are going

to – i.e. looked at their website.

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HELPFUL PHRASES (NO PARTICULAR ORDER!)

I have been advised / provided / given I am taking this opportunity to introduce I am very grateful I am looking forward to…. In order to develop…. I have undertaken / taken part / been involved in My personal interests …. I note from…… I would like to inform you / advise you / let you

know that

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HELPFUL BOOK!

Medwell, Jane (2007) Successful Teaching Placement – Primary and Early Years. Second Edition. Exeter:Learning Matters.

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NEXT STEPS Your letter should be brought to your first

seminar session next week – Friday 11th Nov

Your final draft letter should also be checked by someone – e.g. your teaching tutor or PDT BEFORE it is sent.

Allow plenty of time for your letter to arrive – it must arrive at the school by Monday 28th November.

It is your responsibility to write your letter of introduction. It is important as it gives the school a first impression!

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FINALLY

Do access and READ the PP1 handbook on the Learning Network.

There is NO seminar session after this LL. There is NO LL next week BUT there is a

seminar session. Remember to write your draft SE letter of

introduction and BRING to the seminar session next week – week 7, 11th November.

This PowerPoint is available on the LN.

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