TOP TEACHING TIPS April 2015 Schools supporting schools CPD NEWSLETTER

The Federation of schools exists to

sustain and improve the quality, range and access to opportunities for all students within Wokingham secondary schools, academies and other settings, in support of improved student achievement

Contents Page Snapshot of the Common INSET Day 2015 2 Positive Behaviour Management 9 The Voice 12 Planning Challenge and Differentiation 15 Active Learning 19 Classroom Control 22 Developing Inclusive Practice (SEN) 25 School Direct Initial Teacher Training 27

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Common INSET Day 23rd February 2015: The Wokingham Secondary Federation Common INSET Day on 23rd February 2015 provided training for eight hundred staff from the Wokingham Federation and other local schools. This date was chosen because it coincided with the date selected by the Surrey Heath Schools for their Common INSET day and would allow delegates from the Wellington College Teaching School Partnership to attend without the need for cover. All the Federation’s main stream schools provided a venue for a least two subjects, as did Wellington College. We had over one hundred and twenty speakers which enabled staff to select from a range of different workshops to suit their needs. Curriculum Change: The main focus of the INSET day was subject specific workshops on curriculum change. Heads of Department met at the beginning of the Autumn term to decide on the specific focus for their particular subject. We were very grateful for the considerable support we received from the three main exam boards, (AQA, Edexcel and OCR), who came and supported for as long as the subject leaders required them. We received very positive feedback on their contribution to clarifying the requirements for fu- ture assessment. The English teachers were particularly grateful to AQA for provid- ing separate workshops for GCSE and A’ Level and Business and Economics teach- ers worked with subject specific examination representatives for the whole day. At Wellington College the Maths and Music teachers had the additional benefit of hearing from the CIE as well. Kate West, brilliantly put together an online workshop on curriculum change for the Drama teachers when the AQA subject specialist pulled out at the last minute, due to illness.

Where exam boards were not invited, delegates were provided with an overview of curriculum changes by subject experts. The SEN Conference had Anita Devi, Special Educational Needs Consultant, as a keynote speaker. She was able to provide an overview of current legislation while Nick Lait from the Joint Council for Anita Devi Qualifications , (JCQ), provided a guide to the latest Access Arrangements.

The Religious Education teachers had a Keynote from Alan Brine, Ofsted’s national advisor for Religious Education. Technology teachers had an overview from Heidi Ambrose-Brown from DATA (Design & Technology Association). Careers Leads had an overview of what ‘outstanding careers advice and guidance looks like’ from Olwen Parkinson, Careers & Employability Consultant, King's School, Winchester, while Network Managers were able to benefit from advice from RM and WBC on the latest Data Management systems.

Expert Speakers: Curriculum change was further explored in workshops delivered by people who are recognised experts in their field. Richard Lissaman from the Further Maths Support Programme provided an inspiring start to the Maths Conference, which was is developed in detail by his colleagues, Jeff Trim and Cath Moore who demonstrated the impact on A’ Level Mechanics and statistics. Lucy Sayce - Browne, (RBC Mathematics Adviser), provided Maths teachers with a very useful overview of what will students will know when they arrive at secondary school and how they will have been assessed.

‘Assessment without levels’ was also a theme of the keynote and workshop from Kevin Rogers, (Hampshire County Music Service) . Alan Parkinson was able to share his work on assessment with Geography teachers and Nick Lapthorn from Nick Lapthorn the Field Studies Council provided them with ideas for local field work projects. Local History was a theme discussed by the History teachers who were able to draw upon the expertise of a cura- tor from Reading Museum to help them appreciate the resources available to help them deliver local history.

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Serge Tasic from the National Numeracy organisation provided work- shops on how to support numeracy across the curriculum, while Graham Tyrer from the National Literacy Trust, provided his ‘Literacy Leader’s Toolkit’ to English teachers and Librarians.

Arran Reader, from the University of Reading, was able to share his research into biopsychology to help teachers prepare for the demands of teaching the new exam specification on Psychology. Serge Tasic Ruth Newman Drawing on research conducted in the Centre for Research in Writing at the University of Exeter, Dr Ruth Newman’s workshop explored the way talk can be used to open up students’ understanding of the writing process, and enable them to talk about their own writing and about published texts with confidence and insight. The English teachers also had direct input into the process of writing from authors Meg Rosoff, Sita Brahmachari and Julia Golding. Dr Jess Hamer was able to present findings from a project, funded by the Drayson Foundation which seeks to employ a variety of approaches to increasing the number of girls choosing to study physics at A-level.

Kim Wells (Head of Teaching and Learning at Caterham School) provided Meg Rosoff Jess Harmer inspiring workshops with ideas on how to engage MFL learners.

Emotional Literacy Emotional literacy and mental health were major themes of the day for a number of conferences. Joe Wells, a young comedian, provided Senior Leaders with an insight into being a teenager suffering with OCD. His presentation was followed by Dr Cornelius Ani who was able to explain the extent and causes of the mental health issues that are Joe Wells experienced by an increasing number of teenagers, and how to provide effective support systems to promote good mental health in schools. Wokingham Educational Psychology Service providing three excellent workshops for SENCOs and Teaching Assistants:  Attachment, Trauma and Loss  How to support anxious children and young people in school  How LSAs can promote independence in the classroom Both the Maths and Science Conferences had workshops on positive behavioural management, provided by Dominic Geraghty. Science teachers also had, much acclaimed sessions, on how to support their own wellbeing by creating a work-life balance and staying healthy. This was provided by Susie Ferguson, (HoD Drama from The Holt School).

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Practical Workshops: Many subjects had a number of practical workshops. The art teachers took part in a lino printmaking workshop led by local artist, Mark Andrew Webber. Lino is ideal for engaging boys and raising their achievement because they love the physical aspect of cutting, the layering design process and the fact that there is lots of room for experimenting with colour. Some girls really like the medium because of the attention to detail that can be achieved. The Careers Leads worked together on writing their Annual Careers Plan using the Cegnet template. Lynda Parker put together a comprehensively wide range of practical workshops for Design Technology teachers that catered for all the different disciplines. These included workshops in chocolate and bread making, creating jewellery with precious metal, creating lampshades using e-textiles, 3D CAD/CAM and 2D Masterclasses. We are particularly grateful to Techsoft or their support. One teacher emailed to say that this was the best CPD she had received in sixteen years of teaching!

The Drama teachers had a very productive practical day, working with Tara Ellie on Creative adaptation for exams and production. Tara provided new approaches to devising work with KS 4 & KS5.

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The English teachers had another opportunity for ‘writing together’ with Simon Wrigley. Simon gave teachers the chance to write, and to reflect on the writing process, considering how to motivate their students by working alongside them.

The History and Religious Studies teachers had an interactive workshop on Philosophy for Children, (P4C), with Sapere. This encouraged teachers to take on the role of a facilitator to support children in their thinking, reasoning and questioning. There were many opportunities for practical work for ICT teachers because they were able to experiment with new resources for teaching programming and computer science with Professor Peter Millican from University of Oxford, work with UoR students on how to use Lego NXT and discover how introduce Linux and raspberry pi with Adam Hamflett.

The Maths teachers were pleased to have an opportunity to do maths. They played maths games with Netty Glatter, (maths AST from the Forest School), and Sian Felton, (HoD maths from Southfield School), plus they worked on Statistics with Cath Moore and Mechanics with Jeff Trim, (both from the Further Maths Support Team).

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Dr Rebecca Berkley, (Secondary Music PGCE Subject leader at the University of Reading), provided two practical work- shops on singing and rhythm for the music teachers, which were described as inspirational by those who participated.

Physical Education teachers greatly appreciated the opportunity to participate in two practical workshops, Volley- ball provided by Spikeopaths and Lacrosse by English Lacrosse. Religious Education teachers had another practical workshop from Soulscape, who aim to give pupils the opportunity to explore issues and ask questions on areas such as divorce, suffering, faith encounters, euthanasia, abortion and homosexuality, by using drama, media and personal testimony.

The scientists had a number of practical workshops, including a demonstration of Southampton University’s inflatable Astrodome with an interactive guided tour of the night sky. They were able to participate in the popular workshops on maths for scientists provided by Judith Weaver. Judith is a science teacher at the Holt school and she has provided these workshops on every single INSET day and they are always very highly rated. The Scientists also had an opportunity to develop relaxation techniques with a yoga teacher and many commented on how much they enjoyed this session.

Judith Weaver

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Networking and Sharing Best Practice: One of the most useful outcomes of the day was the opportunity to network and share best practice. This takes place at an almost unconscious level simply by visiting another school and having a quick conversation in the lunch queue. I was particularly struck by the number of Art teachers who wrote on their feedback forms how inspiring they found it to see the Art displays at the Piggott School. Just being there gave them ideas to take back into their classrooms.

Many conferences built networking opportunities into their programme for the day. Business and Economics teachers were asked to bring resources to share and this was rated as a highlight of the day by many of them. Barbara Band led the Librarians in sharing their approaches to developing a whole school reading ethos and developing reading for pleasure programmes.

Drama and Geography teachers were each asked to bring a resource to share during coffee time. History teachers were provided with an opportunity to discuss exam changes and the new emphasis on local history and plan together. The Science teachers met in subject groups for an hour, during coffee time, to discuss the new curriculum and share ideas. Many delegates commented their feedback forms that they would like to continue to meet as network support groups. It would be good if this can be followed up next term.

Teachers networking and sharing best practice, was the central platform of the Modern Foreign Language Conference. Natalie Stoker, Andrea Davis, Charlotte Wood from the Holt School and Matt Connor from the Piggott School were joined by teachers from Wellington College, Wellington Academy and the Willink School in providing ‘Teach Meet’ Sessions on a wide range of topics.

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Heroes of the day There were a number of people who went beyond the call of duty to make the day a success. I have already mentioned Kate West stepping in at the last minute to provide a session for Drama teachers. I would also like to mention Yvonne Smith, Assistant headteacher from the Holt School, who managed to provide two very good sessions on coaching for the SEN conference, with only thirty minutes to prepare, after a presenter called in at the last minute to say he was ill. I would also like to mention Lindsey Thompson, Head of Science at Bulmershe School, who realised that it was impossible to timetable all the people to have a session on behaviour management with Dominic Geraghty and so decided to provide additional sessions herself. They represent the sort of professionalism that we can really be proud to acknowledge.

Finally, we need to say a big ‘thank you’ to all the administrators who put in the time and effort behind the scenes to make the day such a success. How successful the day really is, however, will depend on whether or not it has an impact on classroom practice. Will there be English teachers working alongside their students, will Turtle be introduced into the classroom or will the Science teachers achieve work life balance?

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Well-planned, interesting and successful lessons are the key to an improvement in pupil behaviour

Positive Behaviour Management ‘Behaviour for Learning’ Students like happy teachers - Tips from the Piggott School don't be grumpy!

SMILE!

Brian Murphy

Don’t be predictable—surprise and delight Welcome your students

Don’t

I think I will try to say hello talk for to all my pupils, because this more will not only welcome them, than ten but it will help me to learn their names. minutes.

Use a timer

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Behaviour Management

Use a strong is all about your Plan an interesting  Find out about starter and relationships with lesson. the children. plenary. children’.  Have a seating plan.

 Decide who should sit where .

Know the systems in your school and use

Praise and reward! them consistently

‘I like the idea of 'the dark rain cloud' over the head of people who aren't behaving positively which then gets passed around the room, and the last person with it, has to answer three questions at the end of the lesson, with the Use the cards to encourage students to work with aim of pupils attempting to get rid of cloud over their different people heads. Fellow trainees have recommended this and said it has been successful for them, so I look forward to trying it.’

 Build relationships  Make a difficult student your teacher assistant.  Say something nice to the students when they come in to your room.  Pay attention to them  Show you understand them  Avoid telling off- talk and explain

I can make a seating plan based on their CAT scores.

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Top Tips Quiet praise to individuals so that they realise you have noticed Make each the effort but you’re not making a big Say hello production number out of it in front of the rest of the class! lesson a fresh be visible, start so that students not just on duty Say thank you can feel like they have a new but between acknowledging every child on a chance to succeed each time personal level. Make sure that classes. rather than feeling that there even the quietest children are is no point in behaving acknowledged for their efforts. positively because they Share your passion and annoyed you last time. enthusiasm. For your Try to avoid ‘compare and despair’ (!) subject, for learning, for Other NQTs may look like they are Do NOT get drawn into finding out about people. confident and assured but they are any discussion as to almost certainly worried about the why you have asked same things as you. Talk to them - to move, turn Phone a colleagues. around, work outside etc. Friend Apply sanctions with care - Whatever it is. If a child does not know show empathy, patience, an answer use “Phone a care, concern. Slow the process of friend”. Have lots of activities where applying sanctions Give Low level students get up and move as the student time to make the right part of the learning. This is choices, find opportunities to disruption particularly effective with reinforce positive choices, catch Talk to the student about lower groups. them doing the right things. the work rather than the behaviour. Private verbal warning -

PHD eye contact, teacher should be lower When you have a bad day than eye level where possible, use a Phone Home Day. or a bad lesson drop, at positive model of the child’s previous Have Fridays as phone lunch or break go and talk good behaviour to encourage them to home day to praise to some of your students, make better choices, making sure that students directly to they will almost certainly they understand that they have been parents. It works cheer you up and re-focus given a warning and what will happen wonders! you. if they ignore it - marking the moment.

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Top Tips Special Merits to encourage participation. I use my Shared groups non-participators, and the class, to Sell your subject nominate someone who has worked Working with other teachers with well and they have to say why. and enthuse them – if shared teaching groups, even with they buy in you are the sixth form, can be difficult for half way there. Marks out of ten NQTs. Have departments where the two adults speak with one voice. for my teaching Establish verbal routines and rituals Look after yourself. Encourage students to assess written on clear signs (language and DO exercise. Eat well. you. How well is the lesson images) posted in two or three areas Make plans for your work/life balance. going – give me a mark out of ten for my teaching? Smile and greet each student. Don’t spend more If you are worried, try it in a Especially the group that you dread. class with whom you get on time planning Encourage peer lessons than the Evaluation lesson will take. assessment. How am I doing?- Peer nomination of merits encourages Are you learning? full participation, and builds confidence. Students like standing up Remember why you wanted to teach. in front of everyone to articulate the reasons why their peers are doing Wokingham well. Be organised Schools Positive reinforcement and Your classroom Federation encouragement Catch students doing management is key in Use Twitter and other the right thing, build a positive atmosphere running practical social media to discuss where children feel emotionally safe. lessons. lesson plans with teachers in other schools. Be Human It will save you time with ideas and planning and Get to know your students almost certainly inspire Let them know something about you. you. Be aware however, Chat when ever you can. Students do appreciate it when you show an that whatever you say interest in them and activities they enjoy and/or participate in. will be seen by others.

Collaborate. Agree with other adults procedures for the classroom. Have an agreement about how certain children are managed, who applies sanctions/rewards, what happens if an incident occurs.

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The Voice

Your voice is an essential tool. used effectively it can engage and motivate your Teachers, like actors, are students. Used incorrectly, it professional voice users. can be damaged. Warm and expressive voices, used in an imaginative way, Ron Price draw pupils in and make AST for Drama and Training them want to pay attention Contact Ron if you require additional and listen. If such a voice has support quality and liveliness, they will be motivated to listen, Deep breath in, feel participate and learn. the cold air on the back of your throat and project a long Kaaaaaaaaaa open sound .....Kaaa

DO NOT SHOUT!

Breath technique is essential for voice projection. Whereas in normal talking, you use air from the top of the lungs, a properly projected voice uses air from the expansion of the diaphragm.

 Put your hands on your hips

 Breathe in slowly, and feel the gap between your hands get wider

 breathe out making a good strong sound, ‘Kaaaaaaaaaaaa’.

 Practise this technique to develop voice projection.

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Your voice may create 'good' or 'bad' behaviour! Just as teachers have to use their voices over long periods of time, so pupils (the consumers) are required to listen to, or at least hear, teachers' voices during the long school week.

Exaggerate your enthusiasm for your subject. Students are very sensitive to voice tone . Take care HOW you say things Speak with passion

Be aware of voice tone, especially when giving praise.

Say ‘Say it as though he is the last person on earth you could like!’

It’s not what you say, it’s the way that you say it!

‘I like Bill.’

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Challenge and Differentiation

Angela Kemp Nici Hunt Judith Weaver

We need to encourage students to be less passive and MORE ACTIVE IN THEIR THINKING

Core Values for Stretch & Challenge

 Integral with good teaching

 Part of the remit for all teachers

 No special ‘extra’ resource required, just good pedagogy

 Strategies for increasing challenge are generic

 Learning is personalised and dynamic What happens if we are not challenging our students?

 Coast

 Don’t take risks- Passive thinker Pass the buck  Don’t push themselves-Passive learner

 Quiet = Underachievement 1. In pairs, think of an exam question or a question  Bored and act up =Underachievement about a topic your classes are studying at the moment. 2. Write it at the top of a piece of paper. 3. Pass the piece of paper onto the next pair. 4. You now have 1 minute to write an answer. 5. Pass the piece of paper onto the next pair. 6. You now have 1 minute to develop the answer. 7. Pass the piece of paper onto the next pair. 8. You now have 1 minute to challenge the answer.

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Patchwork Thinking - requires students to be creative, logical and make decisions.

Generate sixteen words from the class on their current topic:

 write words on Post -It Notes or cards

 arrange in a 4X4 pattern on desk Challenge 1: Arrange the cards so that each one is similar in some way to the card next to it on the left & right. Challenge 2: Arrange so that each is now linked also to the one above and below Challenge 3: (for most able) Arrange the cards so that they are all logically linked with the cards that touch their corners as well.

Extend your Post It Activities  Sorting & classifying- using Odd one Out OR Ranking  Produce a concept map of the topic - A visual way of showing links between key concepts from a topic. Why:  Gets learners to examine relationships between different concepts  To develop better synthesis  Explore cause/effect relationships  Encourage peers to talk to their peers or teacher about the reasons to their choices.

It’s good to give students a question with no right answer! 16

Deepen learning and uncover underlying principles by making links to other topics.

6 x 6 grid with key words from a topic and 2 dice.  Roll the dice twice to decide which 2 words you need to try to link

 If the student can link the 2 words then they colour them in.

 If they cannot link the words then they cannot colour them in

 The winner is the student who colours in the most words in their colour

You can vary the task by creating the grid yourself or by asking the students to put their own key words on the grid.

Students write 3 statements, (2 true and 1 fiction), and read them to team- mates. Teammates try to “find” which of the 3 statements is the “fiction”. The challenge comes in the justification...

Active Participating Thinking

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Quiz - Quiz Trade - This is a good way to help students formulate useful questions

 The teacher prepares a set of question cards for the class, or each student creates a question card

 Students look at their card, but do not show it to anyone else.

 They ask each other questions to try to discover the information on each other’s card, but they are only allowed to answer ‘yes’, ‘No’ or Don’t Know’

 Once a pair has discovered their partner’s card, they repeat the process with a new partner TIP Always have spare cards for people who finish before others

Good question! Back to back

One student is facing the screen while another cannot see it. The one who can see must describe what is on the screen so the other student can draw it. This games help students learn how to give clear instructions and descriptions, listen well and ask good questions for clarification.

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Active Learning

Active learning depends on two factors:

1. real interaction with students

2. interesting and demanding tasks

Dr Andy Love - Highdown School The silent demonstration

 This engages students and develops their observational skills to follow a task.

 Students gather around the teacher and follow his demonstration, step by step.

 No one is allowed to talk!

Students need to concentrate to keep up !

Here the students created a leaflet which contained ‘Magic Secret Doors’!

The magic secret doors are used for key words around a topic and higher order thinking skills.

Activities like this captures students’ imaginations.

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The Fortune Teller

This is a fun way to engage students!

Revision Fortune Teller - A Cross-Curricular Literacy Aid

 A tool to engage students with twenty questions

 Identify twelve key words/topics/dates/concepts and write them in the twelve spaces on the Origami Fortune Teller (boxes will be on the outside of the Fortune Teller)

 Create eight questions and write them in the space provided

 Fold the paper to make the Fortune Teller, making sure to retain the paper with the eight questions

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Make Scratch Cards Create an environment for learning. Classroom displays present a fantastic opportunity for consolidation.

Find ways to make learning memorable!

A fun way to challenge students is to create a scratch card!

 Prepare some laminated cards.

 Paint over some crucial information and let it dry

 students need to guess what it might be

 Scratch off the paint to see if they are correct!

Promote Student Numeracy Reflection Rewards

Promote Promote Summative Literacy

Literacy Assessment

Alan Parks - Concept Cards

Give out sets of six cards with key concepts on them. Students take it in turns to describe the concepts and if they are correct, they can keep the card.

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Classroom Control

Well planned lessons are the best tools to manage student behaviour.

How do you get the

Netty Glatter students’ attention? AST for Maths, WBC The Forest School

You can use a bell.

 One ring to start getting the students quiet.

 Second ring - pre-nominated students “Sshhhh!” the class.

 Third ring - Silence.

Ask the students to, ‘clap once, if you can hear me, clap twice if you count down session on can hear me, clap 4 times if you the smart board can hear me....’ until they are all quiet...

QUIET SIGNAL

1. Raise Hands (No shy hands) Thank those who do it first! 2. Focus fully on teacher (No talking or working) Praise 3. Signal to others ‘Thank you’ for doing (Teacher congratulates those who the right thing put hands up and who are quiet)

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You find you are losing a lot of learning time dealing with behaviour. What can you do to stop this?

Praise good/ correct behavior Have ready tasks on Have a seating plan desk

Good sharp Establish clear starter expectations

Meet and greet

 Have a class contract  Check lesson plans are engaging  Follow the school behaviour policy  Be consistent with sanctions  Pace and challenge  Observe class with another teacher  Know the class  Give responsibility  Differentiation Go back to the lesson planning to  Avoid teacher talk see if it was due the content of the  Give praise lesson.  Commendations  Short two minute time targets  Reward those who are working well  Divide class into teams to create competition  Names on the board  Remember that it is not the whole class - use the names of the individuals  Be positive in 'earshot' of the off-task student  Reinforce expectations with all students- ‘they need to aim for the stars but need to reach the minimum of the moon!’

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A student says that your lesson is boring and can’t be bothered.

 Explain relevance of task. Talk one-to-one  Set expectations  Plan engaging activities  Give them ownership of their learning  Have pace in the lesson  “Chunk” up the lesson  Make a competition of it  Make it real to life Check their understanding.  Observe other lessons to see what the student is like Is the work too hard/easy? elsewhere  Discuss and open ideas up  Use students ideas on what they would like Make up lesson time at  Ask children to choose the activity they can do lunchtime and spend that time with the student to help them Develop your engage. relationship with them Give students responsibility

Ask what they find boring, and get them to come up with an idea for the lesson.

Display a sense of humour

Students say it’s boring when they Discuss and find it open ideas Plan for differentiation difficult up

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Developing Inclusive Practice

‘If you can crack the teaching of children with SEN, you will be flying!

Nothing is more rewarding than when you make a breakthrough with a child.’

The SEN Alphabet

A- ACTION

ADD- ATTENTION DEFICIT DISORDER

ADHD- ATTENTION DEFICIT HYPERACTIVE DISORDER

ASD- AUTISTIC SPECTRUM DISORDER

BESD- BEHAVIOURAL EMOTIONAL SOCIAL DISORDER

DCD- DEVELOPMENTAL COORDINATION DISORDER

HI- HEARING IMPAIRMENT

MLD- MODERATE LEARNING DIFFICULTY

ODD- OPPOSITIONAL DEFIANCE DISORDER

P- PLUS

PMLD- PROFOUND OR MULTIPLE LEARNING DIFFICULTIES

S- STATEMENTED

SLD- SEVERE LEARNING DIFFICULITIES

SpLD- SPECIFIC LEARNING DIFFICULTIES

VI- VISUAL IMPAIRMENT Jill Maher SENCO Bulmershe School

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Top Six Tips for Helping Students with SEN. Make the following your normal practice and you will become a fantastic teacher for students with SEN:

 ‘Show and tell’ rather than just telling.

 Keep listening short

 Start with where the students are at.

 Break large tasks down into a series of short steps with a visual

checklist which can be ticked off.

 Support reading and writing. (NEVER pick on students with liter- acy difficulties to read aloud in class unless they volunteer.)

 Over-learning is a must.

“Yes, and keep “Show and tell’ rather the listening “Break large tasks down into than just telling.” short” a series of short steps with a visual checklist which can be ticked off.”

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Become a Teacher with Wokingham Federation School

in partnership with

The Wokingham Secondary Federation has outstanding expertise in training teachers and they are offering two School Direct programmes, a salaried route and a training route. The training route offers the opportunity to take a PGCE with the Universities of Reading or Oxford If you are changing career and are a graduate with three or more years’ experience of working life, then you may consider applying for the School Direct Training Programme (salaried). We are offering salaried places in 2015 with a salary up to £21,000 , in certain subjects and your school will pay your university fees. If you believe you would make a good Science or Maths teacher but you have a degree in another subject, you can enhance your subject knowledge by attending an enhancement course before starting your initial teacher training this year. http://www.reading.ac.uk/education/pg-taught/ioe SKEprogramme.aspx Other graduates can apply to the School Direct Training Programme PGCE, and could be eligible for a tax-free bursary of up to £25,000. Bursaries are dependent on your class of degree . See http://www.education.gov.uk/get-into-teaching/funding for more information and the full ` bursary table. Visit the Federation Website

http://wsh.wokingham.gov.uk/secondary-federation/school-direct/ Dates for your Diary

NQT Induction Programme 4/06/2015 4.00 – 5.30 Waingels College Literacy Across the Curriculum Alex Wainhouse

25/06/2015 4.00 – 5.30 St Crispin’s School Technology in teaching Mike Elward

rd Literacy Network meeting Weds 3 June Good (4 – 5.30) Emily Waddilove (Shute End) Bye

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