| Teachers’ Standard | Pre-course tasks |
| 1
Set high expectations which inspire, motivate and challenge pupils. |
Language and communication underpin learning, while understanding and being understood are fundamental to safe and stimulating classrooms. These present particular challenges for some young people.
Read: MONAGHAN, Frank (2005). Developing Language in the Mainstream Classroom – available here and The Communication Trust’s booklet, ‘Let’s talk about it; what new teachers need to know about children’s communication skills” – available here |
| 2
Promote good progress and outcomes by pupils |
In any pre-course observation or experience try to note down examples of different teaching strategies used in the classroom and how pupils respond.
Reflect on your own educational experiences. Identify the factors that supported you in making progress. What helped you to progress? How did you know when you made progress? Did you experience any barriers? How did they hinder you? How did you overcome them? |
| 3
Demonstrate good subject and curriculum knowledge |
Complete any subject knowledge related conditions included in your offer (e.g. completion of a subject knowledge enhancement course or revision of a particular topic area).
Complete the subject specific pre- course tasks available on the WordPress Site: Pre-Arrival Information SHU Secondary PGCE
Visit the National Numeracy website – https://www.nationalnumeracy.org.uk/ Visit the National Literacy Trust website – http://www.literacytrust.org.uk/
On school experience visits take opportunities to discuss literacy and numeracy in your subject. In what ways is the teaching of literacy and numeracy embedded in teaching strategies and curriculum? |
| 4
Plan and teach well structured lessons |
If you have the opportunity to do any observation in schools (either before the start of the course or in your induction week in school) make notes about how teachers make use of the lesson time. Consider how many activities are included in the lesson, how much time is spent on each and how they link each activity to the next. |
| 5(SEND)
Adapt teaching to respond to the strengths and needs of all pupils |
Read chapter 6 of SEND Code of Practice 2015 (which can be found here)
Look at the professional guidance and resources sections of the following websites for an overview of the impact of different SEN and disabilities in schools and guidance on professional practice.
National Deaf Children’s Society
Talk to a student, friend or relative who has a special educational need or disability about his/her experience of school. |
| 5
(EAL)
Adapt teaching to respond to the strengths and needs of all pupils |
Download a copy of Access and Engagement for the subject that you’re going to teach the NALDIC website, available here.
Please note that there is no subject specific publication in this series for those teaching Drama, Social Sciences, Business Education or Citizenship. Bus Ed may review the ICT publication, Citizenship may review the RE publication. Trainees of all subjects may also review Supporting Pupils with English as an additional language from Milton Keynes EMASS, available here.
Annotate and highlight in the document ideas and strategies to support the teaching of pupils with English as an additional language.
Explore the resources available on the updated NALDIC website. In order to do this, you will need to activate an individual membership. Click on ‘Sign up now’ on the NALDIC website and use the ‘coupon’ sheffieldhallam5903 in order to do this free of charge. |
| 6
Make accurate and productive use of assessment |
Watch John Hattie’s video on Learning Intentions and Success Criteria – available here.
Reflect on what you heard in the video and note down any reflections or questions that you have about the issues raised. Particularly consider how this fits in with your own experiences of being assessed as a learner. Also, if you have recently observed any lessons, reflect on whether or not you saw these principles in action in the teaching you observed. |
| 7
Manage behaviour effectively to ensure a good and safe learning environment |
Where possible, on pre-course visits,
· take note of how different teachers use a variety of classroom layouts and seating plans and consider how this might impact on pupil behaviour. · observe how an experienced member of staff maintains a positive working relationship with their students and how it impacts on pupil behaviour and engagement.
Watch the following videos (found on the TES website) to help you think about strategies to support behaviour management: · Webinar
Take part in pre-course session on behaviour at Sheffield Hallam University
Read Managing Pupil Behaviour which can be found here. Extracts from this were given out at the pre-course session to those of you who were able to attend. |
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| 8
Fulfil wider professional responsibilities |
Read the following:
http://www.innovatemyschool.com/ideas/why-is-pastoral-care-so-important-for-schools
What are the relative strengths and weaknesses of vertical and horizontal pastoral systems? (Vertical – pupils of different ages in the same form group. Horizontal – pupils of the same age in a form group).
What are the relative advantages and disadvantages of having pastoral assistants who are not teachers?
What is the Principal’s rationale for developing the role of ‘Progress Manager’ within this school? Identify any synergies and conflicts within that role. |
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| Part 2
Personal and Professional Conduct |
Read the Department for Education (2015) The Prevent duty: Departmental advice for schools and childcare providers (available here) and HM Government (2015) Revised Prevent Duty Guidance for England and Wales (available here) (particularly sections 57-69 referring to ‘Schools’)
Develop your understanding of safeguarding issues by exploring the English context on the NSPCC website.
Read Department for Education (2014) Promoting fundamental British values as part of SMSC in schools: Departmental advice for maintained schools – available here |