The ITT Core Content Framework is a three year entitlement for all new teachers.
Each element mirrors the teaching standards.
Exposure to it enables new teachers to 'learn that...' and then to 'learn how to...'
Teachers are currently working at teacher standard level, even if they have been working for a long time before these standards were set
Mentoring and support from expert colleagues are key elements. learn to work with professionals with specialist knowledge.
'Great teachers continuously improve over time, benefitting from the mentoring of expert colleagues and a structured introduction to the core body of knowledge, skills and behaviours that define great teaching.' Department for Education.
Think about and focus on your core task as a teacher.
Revisiting student shadowing:
What is it like to be a student at secondary school?
What does consistency look like across subject lessons/ different subject areas from teacher to teacher?
Identify and describe effective methods of assessment for learning (AFL observed.
What does positive BfL (Behaviour for Learning) look like? Did you see it?
How did subjects/teachers observed implement behaviour management techniques?
Headings for the Core Content Framework:
Set High Expectations
Promote Good Progress
Demonstrate Good Subject Knowledge and Curriculum Knowledge
Plan & Teach Well structured Lessons
Adaptive teaching
Make Accurate and Productive use of Assessment
Manage Behaviour Successfully
Fulfil Wider Professional Resonsibilities
What have you seen and what have you learnt from expert colleagues? High expectations:
Enforce expectations and phrase behavioural standards as hopeful expectations
How pupils learn (Standard 2, Promote good progress)
Learning involves a lasting change in pupil's capabilities or understanding
Prior knowledge plays an important role in how pupils learn
Memory is an important factor in learning (Working memory and long term memory)
Working memory is where information that is being actively processed is held, but its capacity is limted and can be overloaded
Long term memory can be considered as a store of knowledge that changes as pupils learn.
Where prior knowledge is weak, pupils are more likely to develop misconceptions, especially if new ideas are introduced too quickly.
Regular purposeful practice of what has previously been taught can help consolidate material
Requiring pupils to retrieve information from memory, and spacing practice so that pupils revisit ideas after a gap are also likely to strengthen recall.
Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
How have we learned to enable students to enact progress:
Consider prior knowledge (Bingo?)
Avoid overload - plan new material carefully (no more than 2 variables, introduced)
Reduce distractions
Prevent and dispel misconceptions. (If something is taught badly, it can reinforce and fuel misconceptions.)
Sequencing of tasks - balance exposition, practice and retrieval
Sometimes think about how much explaining you're doing and take a step back
Review in both the long term and the short term - Question effectively
Provide opportunities for students to share emerging knowledge and skills
Subject and Curriculum (Standard 3, Demonstrate Good Subject Knowledge and Curriculum Knowledge)
A school's curriculum enables it to set out its vision for the knowledge skills and values that its pupils will learn.
Secure subject knowledge helps teachers to motivate pupils and teach effectvely
Ensureing pupils master foundational concepts and knowledge bfore moving on is likely to build pupils' confidence and help them succeed.
Anticipating common misconceptions.
Explicitly teaching knowldege
Critical thinking
In all subject areas, pupils leran by linking ideas to existing knowledge
To access the curriculum, early literacy provides fundamental knwoldege to explore unfamiliar contexts.
Pupils are likely to struggle to transfer ideas between disciplines and subject areas.
Every teacher can improve pupils' literacy by explicitly teaching reading,writing and oral language skills specific to individual disciplines.
How have we learned to develop subject knowledge to teach the unfamiliar?
Making use of free periods to familiarise with unfamiliar materials and processes. With the support of other teachers and technicians.
Especially in regards to the fantastic resources the school has for clay and printing, which I am less aquainted with.
Reading into subjects like photography, using the books available within the department.
Observing other teachers deliver lessons with unfamiliar processes.
Deconstruct the curriculum to explore its intent, implementation and impact (Ofsted terms).
Provide opportunities for student Mastery of knowleedge, concepts and skills.
Use and adapt shared resources that underpin the agreed curriculum
Prevent and dispel misconceptions
Revisit themes and concepts within th broader curriculum
Make connections between the prior learning and the wider curriculum
Look for ways in which the curriculum supports other learning (numeracy and literacy)
Adaptive teaching (Standard 5)
Understanding that children learn at different rates
Seeking to understand pupils' differences, including their different levels of prior knowledge and potential barriers to learning
Adapting teaching in a responsive way.
Adaaptive teaching is less likle to be valuable if it causes the teacher to artificially create different tasks for different groups of pupils.
Flexibly grouping students wihtin a class to provide more tailored support can be effective.
There is a common misconception that pupils have a distinct and identifiable learning styles
Pupils with SEND are likely to require additional support.
How have we learned to develop adaptive teaching practice?
Develop an awareness of SEND code of practice and work with SEND specialists
Use formative assessment and break down content
Hold high expectations yet adapt material appropriately.
Adapt shared resources appropriately
Actively direct TAs
Balance input of new contentw ith mastery of old;l isolate core concepts and build in additional practice
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