Generic Training Plan School Direct Trainees in Secondary Schools: 2013-14 (to be individualised)

Period Trainee Focus – Learning Planned Inputs on training School Focus - Programme of University Focus opportunities. (Amount of teaching, topics in mentor session Studies (select from PGCE/NQT (Lectures, Seminars, Tutorials and Directed tasks, other training (to include monitoring progress programme and enter training Assignments) activities, focused observations of using the ITP and RoE) Inputs in staff good practice, visits, skills tests, paperwork to be completed, events to attend e.g. parents eves) 1st Trainee observes across the school to How to get the most out of School Induction to include: Curriculum Studies with subject Half gain an overview following a focussed observing other teachers teaching Focussed observation of good specialists term programme set up by the Professional Starting a class off at the practice in own and other departments (programmes available in September) Tutor/MENTOR beginning of the year and creating School policies, procedures and Professional studies programme is Track a pupil/group of pupils through a positive relationships with pupils systems published in Sept. It is likely to include school day Programmes of study and units of Adapting to the role of teacher and Basic classroom management and an Directed Task A: Finding out about your work being a professional introduction to behaviour management department Structure of lessons and how to Behaviour Management and rewards Lesson Planning Set up school/teaching file and standards plan lessons effectively and sanctions Introduction to special needs file How to evaluate your own teaching IWB training The National Curriculum Joint planning and team teaching parts of effectively Voice and self-presentation lessons with MENTOR and class Team teaching with the trainee Teachers and the Law and teachers leading to the teaching of whole Professional Responsibilities After University session on planning lessons by half term – unpicking SEN & Code of Practice lessons plan all lessons or parts of practice Introduction to Every Child Matters lessons taught on proforma Discuss department and school (ECM) Evaluate all lessons or parts of lessons procedures for behaviour Child Psychology taught management including rewards & Developing pupils’ social and Subject Knowledge research using Sanctions emotional well- subject action plan as a Special needs with reference to Teach some whole class lessons before pupils in classes to be taught half-term Constructing an ITP Directed Task B: Behaviour Interactive Whiteboard Training Spend some time in learning support Review subject knowledge action department plan, ITP, check RoE Directed Task C; inclusion; Special Needs Consider progress – complete first progress update report Regular Activity Once constructed update ITP including subject knowledge development and review with MENTOR regularly Keep standards files and teaching file up to date)

1/4 Period Trainee Focus – Learning Planned Inputs on training School Focus - Programme of University Focus opportunities. topics in MENTOR session Studies (select from PGCE/NQT (Lectures, Seminars, Tutorials and programme and enter training Assignments) Inputs in staff 2nd If not included in attendance at university Lesson Planning for whole class Organise Key Stage 2 Visit and 6th Curriculum Studies course with Half taught course a one day visit to KS 2 (or 3 teaching form progression visit if not included in subject specialists term for those training for key stages 4/5) to The use of ICT in teaching 2nd school experience and attendance Subject Knowledge look at progression in your subject and The Key Stage 3 Strategy at university taught course Assignment Sign up primary-secondary transition (lesson How to differentiate effectively School Policies (Bullying etc.) Every Assessment for Learning observations, collection of documents, Support with subject knowledge for Child Matters and how this is being Working with Data talk to appropriate staff and write report teaching addressed within the school Managing Behaviour - 2 One day visit to KS 5 (for those training MENTOR check on how lessons SEN and the role of the SENCO Working with Teaching Assistants for KS3/4) to look at progression in your are being evaluated and what is Behaviour Management Child Protection subject and primary-secondary transition being learned from reflection Diversity, Equal opportunities and An introduction to (lesson observations, collection of Working with parents and carers Inclusion Diversity, Equal opportunities Inclusion documents, talk to appropriate staff and Working with and planning for Coaching from NQTs on passing TA Child protection write report Teaching Assistants in your skills tests Learning theories Visit to KS 1 to observe phonics teaching subject Pupils development in subject and discuss early reading Effective marking and oral specialism Directed Task E: Key Stage 3 Strategy for feedback to pupils Literacy and Numeracy Read Every Child Planning curriculum assignment 1 Matters and interview appropriate staff (developing subject knowledge) about its implications and impact in An introduction to assessment school and the department. Make notes arrangements in the specialist about how the outcomes are being subject addressed. Common pupils misconceptions in Interview designated child protection your subject officer in school about practice and policy Attend parent consultations Regular Activity Complete first reflective journal Check planning, review and set Directed Task F; Working with parents targets, check lesson evaluations and Carers being done and trainee learning Interview a TA about their role and dos from them and don’ts for co-operative TA/teacher Check and discuss RoE and working update ITP including subject Directed task D; The Wider School knowledge development workforce Become involved in the wider life of the school through extracurricular activity Directed task H; Marking and Monitoring students work

2/4 Regular Activity and Teaching Load – individual details to be specified in this School Focus - Programme of column on Training Plan Planned Inputs on training topics University Focus Trainee Focus – Learning Studies (select from PGCE/NQT Period Planning and carrying out teaching with in MENTOR session (Lectures, Seminars, Tutorials and opportunities. programme and enter training support Assignments) Trainee responsibility for whole class Inputs in staff teaching building to 9 hours a week by endRegular of term activity one and teaching load – Formative Assessment Assessment Curriculum Studies course Maintainindividual files details including to be standards specified files in Setting homework Communication and Liaison with Individual Presentations (School or andthis teaching column fileon ITP Target Setting parents/carers University) UpdateWhole classTraining teaching Plan and gradually RoE on a Moderation and levelling Performance Management Attachment Theory regularincreasing basis over this half term to as near Use of data to raise achievement Personalising Learning Updateas possible Subject to 12 Knowledge hours by halfDevelopment term Pupil Self-Assessment and Peer EAL AuditContinue with toMENTOR observe experienced Assessment ( PHSE teachers teaching at least 1-2 times a In depth input focus on Student voice week during this term following a differentiation in lessons taught Citizenship structured programme relating to their Personalising Learning Working with parents targets and training focuses. Ongoing support with planning Diversity - equal opportunites, Maintain files Assessment arrangements for KS3 inclusion Update RoE and ITP regularly Working with TAs Review subject knowledge action plan Regular Activity with MENTOR Check planning, review and set 3rd targets, check lesson evaluations half- Other activities being done and trainee learning term Beyond partnership – visit an alternative from them. centre for education or a special school, Check and discuss RoE and or a school offering diplomas or an offsite update ITP and Subject educational centre as arranged via the Knowledge Action Plan university. Activities set by MENTOR according to individual need Directed Task G: Working with Data Preliminary visit to second school Directed Task F: Working with parents Suggested activity Locate and visit an extended school Directed Task G: Working with Data and plan Preliminary visit to second school

3/4 School Focus - Programme of Planned Inputs on training University Focus Trainee Focus – Learning Studies (select from PGCE/NQT Period topics in MENTOR session (Lectures, Seminars, Tutorials and opportunities. programme and enter training Assignments) Inputs in staff

Regular activity and teaching load – Long Term planning E Trainee attends any professional Planning a Unit of work (Assignment) individual details to be specified in Learning and ICT studies sessions taking place in the Every Child Matters part 2 this column on ITP 14-19 courses second school Maintain files Diversity, Equal Opportunities Working with other professionals in And update RoE and ITP regularly and Meeting Individual Needs the school Review subject knowledge action plan Form tutoring PSHE and citizenship in lead and with MENTOR Support for Curriculum main school Familiarisation with second school Assignment 2 Planning and teaching up to 22 hours Sessions with second school over 19 days in second school MENTOR targeted to need Other activity targeted to individual How to move from need ‘satisfactory’ to ‘good’ or ‘good’ to ‘very good/outstanding’ Other activities Second School Placement (3 weeks, Regular Activity Mon 20th Feb to Thurs 15th March) Check planning, review and 4th In second school 22 hours of whole set targets, check lesson half- class teaching across whole evaluations being done and term placement trainee learning from them. Observe experienced teachers in 2nd Check and discuss RoE and school according to targets, focus and update ITP and Subject interest Knowledge Action Plan Observe other GTP trainees twice this term (or PGCE if no other GTPs in the school) Beyond partnership – visit an alternative centre for education or a special school, or a school offering diplomas or an offsite educational centre as arranged via the university. Add to earlier Directed Tasks as necessary in second school Directed Task I: Personalising Learning and EAL

4/4 School Focus - Programme of Planned Inputs on training topics University Focus Trainee Focus – Learning Studies (select from PGCE/NQT Period in Mentor session (Lectures, Seminars, Tutorials and opportunities. programme and enter training Assignments) Inputs in staff

Teaching Load increases to 16 hours a Coursework Moderation Managing Challenging behaviour Preparation for Final assessment week Support with portfolio for final Working with outside agencies within Tutorial surgeries to look at portfolios Regular activities as above assessment school context Diversity part 2 Add to training plan areas not yet covered Support with Curriculum Planning school Trips Exchange of good practice from or which need further development as a Assignment 2 Work of the Governors beyond partnership visits 5th result of reviewing RoE Working with Gifted and Talented Career entry profiles and the NQT year Half Directed task J Reporting on pupil Pupils in the specialist subject term progress Add to training plan things not Directed task K School visits already covered or areas which need further development

Final Assessment interviews Focus on teaching and learning in Induction as an NQT, what to expect End of course lecture Completion of University course preparation for the final assessment End of course evaluation Teach 5 days per week after Final Identifying targets for Induction Assessment

6th Half term

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