itp glenn billingham

8/6/2019 ITP Glenn Billingham

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The East Northamptonshire Initial Teacher Training College: GraduateTeacher Training Programme Individual Training Plan

Individual Training Plan Glenn Billingham

This document should be completed by the Subject Mentor and trainee. The trainee willnot have the experience to complete it alone.

Using the Subject Audit and the Needs Analysis, complete the Individual Training Planindicating how the trainees needs will be fulfilled throughout the programme. The ITPshould be completed in detail.

The ITP is intended to be a working document, which is reviewed at least once a fortnightby the Subject Mentor and the trainee in a Subject Mentor meeting. Terms 1 and 2 shouldbe completed in detail. Terms 3, 4 and 5 will become more refined as the traineeprogresses through Term 2.

The ITP is the first document that an assessor will scrutinize to judge the effectiveness ofthe training the trainee has received. It indicates how progress towards meeting theStandards will be made. It is essential that the ITP is regularly reviewed and amended asthe trainees requirements become more apparent. (This may be indicated by retainingdrafts or colour coding.) Progress against the Standards, set out in the ITP, will be notedin more detail on the weekly mentor meeting records.

KEY:All text in RED = Additions to original schedule of training

All te t in BLUE Re sched led sessions/e ents


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All text in BLUE = Re scheduled sessions/events

The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

GLENN BILLINGHAM: INDIVIDUAL TRAINING PLAN 2010-2011

Date Training activities Standards

Weekbeginning:1st S

eptember2010

Core SKfTn/a no college training this week.

Subject specific SKfTPSHE:PSHE SK1.iv Developing good relationships and respectingthe differences between people.

Q14 & Q15

Core trainingn/a no college training this week. n/a

Academic reading and researchSummer reading for assignment oneFoundation stage tracking document Q14 & Q15

Wider school based trainingSchool PolicySchool Bullying PolicySchool Dress Code Policy

Q3(a)

School based subject specific trainingSchool training day - Marking and effective feedback Q3(a)

Pastoral activitiesStaff introductionsDiary datesBrief Foundation PPA

Observations by GTT (staff/focus)Y1 PSHE (settling in)Y1 LiteracyY2 PSHE (settling in)

Q14&Q15

Observations of GTT (staff/focus)n/a

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Weekbeginning:6thS

eptember2010 Core SKfT

SK1 Subject Specific Knowledge & Related Issues- SK1i Awareness of foundation stage curriculum

AT1 Professional Conduct & Reflective Practise

- AT1.i Roles and responsibilities- AT1.ii Role of the class teacher- AT1.iii Working with colleagues- AT1.iv Policies & practices- AT1.v Evaluative skills through journal entries

AT2 Guidance & Support for Pupils Gender, Race &Disability

- AT2.vii School nurse- AT2.viii School handbook

AT6 Collaborative Working- AT6.i Team skills- AT6.ix Peer support

SP4 Teaching & Learning Strategies- SP4.i Utilising a variety of teaching/learning styles in

the classroom- SP4.v Use of consistent routines and behaviour

management strategies to support and ensure aconsistent approach to learning

- SP4.viii Teacher modellingSP5 Classroom/Time Management

- SP5.xii Teacher-pupil relationships

Subject specific SKfTQ4, Q7, Q8,Q9, Q10, Q21,Q25, Q29, Q30,

Q31, Q32, Q33

Core trainingWelcome and introduction; ExpectationsIcebreakerGeneral administration including name badges, car parking passes, signing in, telephone tree; ExpectationsUsing your laptopUsing the Subject Audit and Needs Analysis to write the ITP; Incorporating the SKfT into the ITPSubject Mentor Meetings and Core Topics; The Academic Journal: reflective writing; Applying the Action Research Model

Q7a, Q7b, Q8Q4, Q6, Q32Q7a, Q7b, Q8Q17Q7a, Q7bQ7a, Q7b

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Working session: Setting up observations: establishing routines and relationships; Assignment 1 reading and research;Second placements; Skills TestsGTCE Code of Conduct and PracticeChild Protection: What we all need to knowPrimary introductory session, including the role of the class teacher and duty of care

Q7a, Q14, Q15,Q16Q2, Q3, Q21aQ21a, Q21bQ7a, Q7b, Q8

Academic reading and researchArthur: section 1, unit 1.2, section 4, units 4.1, 4.2 & 4.4, and section 9, unit 9.2,

Hayes: part 1, chapter 2, part 2, chapter 6 p.256-262Jacques: section 1, chapter 2, section 4, chapters 14 & 15

Wider school based trainingStaff Meeting - School display policy Q3a

School based subject specific trainingPPA Meeting introduction to long term planning

Pastoral activities

Home visits for Foundation childrenMeeting parentsTENITTC 1st week of term checklist completionHow to deal with an OFSTED call and how to prepare for an OFSTED visit

Observations by GTT (staff/focus)n/a

Observations of GTT (staff/focus)

n/a

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W

eekbeginning:13thS

eptember2010 Core SKfT

SK1 Specific Subject Knowledge & Related Issues- SK1.v The Rose Review (literacy)

SK6 Encouraging Reflective Practise

- SK6.ii How to target set- SK6.iii Effective reflection on teachers own practice- SK6.v Evaluation of individual lessons

SK7 The National Curriculum & National Strategies- SK7.iii Speaking partners- SK7.iv Aware of national initiatives; the Rose Review

and the Primary CurriculumSP1 Lesson Planning

- SP1.ii Lesson starter- SP1.v Incorporating a variety of learning activities

and teaching and leaning styles into a lesson- SP1.ix Incorporating assessment methods

SP2 Differentiation- SP2.i By task, outcome or teacher intervention- SP2.ii Differentiation of activities for more/less able

students- SP2.iv Identifying student targets- SP2.v Personalised learning

SP4 Teaching & Learning Strategies- SP4.i Utilising a variety of teaching and learning

styles

- SP4.ii Multiple intelligences in the classroom- SP4.iii Effective use of the three part lesson- SP4.iv Chunking lessons- SP4.vi Questioning techniques- SP4.viii Teacher modelling

SP7 Preparation & Use of Resources Including ICT- SP7.ii Matching resources to student ability- SP7.v Resources for diversity

Subject specific SKfTSP1 Lesson PlanningSP2 DifferentiationSP4 Teaching & Learning Strategies

SP7 Preparation & Use of Resources Including ICTSK1 Specific Subject Knowledge & Related IssuesSK7 The National Curriculum & National Strategies

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AT1 Professional Conduct & Reflective Practise- AT1.i Roles and responsibilities- AT1.ii Role of the class teacher- AT1.iii Working with colleagues- AT1.iv Policies and practices- AT1.viii Effective reflection on teachers own practice- AT1.x Statutory requirements

- AT1.xi Student welfare and managing professionalrelationships with students

- AT1.xii Understanding roles of outside agencies- AT1.xiii Developing confidence and self belief

AT2 Guidance & Support For Pupils Gender, Race &Disability

- AT2.i Being aware of outside agencies for pupilreferral

- AT2.ii Educational welfare officer- AT2.iii School nurse- AT2.iv Inclusion and pupil support

- AT2.vii School handbook- AT2.viii Every child matters

PD1 How Pupils Learning is Affected by Socio/CulturalFactors

- PD1.i Being aware of outside agencies for pupilreferral

- PD1.iiPD2 Supporting Pupils With Special Education Needs

- PD2.i The role of the SENCO and the special needscoordinator

- PD2.ii Knowledge of school action- PD2.iii How to make effective use of the TA

PD4 Supporting EAL Students- PD4.iii Differentiation of activities within a lesson

PD6 Inclusion & Diversity- PD6.i Differentiation of materials to suit students

needs- PD6.ix Awareness of child protection issues- PD6.xii Creating a safe and positive learning

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environment- PD6.xiii Supporting students whole development-

PD7.- PD7 Pupils Behaviour

Core trainingManaging Children and Young Peoples Allergies in School, including annual EpiPen trainingThe Rose Review and literacy

Starters

SafeguardingEqual Opportunities and Human RightsPrimary statutory regulations and guidance

Q21a, Q21bQ14, Q15, Q17,Q23, Q25a-dQ10, Q25a,Q25cQ21a, Q21bQ3bQ10, Q15, Q17,Q23

Academic reading and research

Hayes: part 1, chapter 2, p.66-71,Jacques: section 3, chapter 11,Arthur: section 3, unit 3.2 & section 8, unit 8.4

Wider school based trainingTo be part of an OFSTED inspection!

School based subject specific trainingPPA Meeting -Understanding EYFS Profile

Pastoral activitiesImplementing self-registrationMeet & greet parentsStory time

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School OFSTED visit (Mon 13th & Tues 14th)

Observations by GTT (staff/focus)Observations in class 3 with Karen emotional needs, behavioural expectations and rules & routines


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W

eekbeginning:20thS

epte

mber2010 Core SKfT

SK1 Specific Subject Knowledge & Related Issues- SK1.v The Rose Review (literacy)

SK6 Encouraging Reflective Practise

- SK6.ii How to target set- SK6.iii Effective reflection on teachers own practice- SK6.v Evaluation of individual lessons

SK7 The National Curriculum & National Strategies- SK7.iii Speaking partners- SK7.iv Aware of national initiatives; the Rose Review

and the Primary CurriculumSP1 Lesson Planning

- SP1.ii Lesson starter- SP1.v Incorporating a variety of learning activities

and teaching and leaning styles into a lesson

- SP1.ix Incorporating assessment methodsSP2 Differentiation

- SP2.i By task, outcome or teacher intervention- SP2.ii Differentiation of activities for more/less able

students- SP2.iv Identifying student targets- SP2.v Personalised learning

SP4 Teaching & Learning Strategies- SP4.i Utilising a variety of teaching and learning

styles

- SP4.ii Multiple intelligences in the classroom- SP4.iii Effective use of the three part lesson- SP4.iv Chunking lessons- SP4.vi Questioning techniques- SP4.viii Teacher modelling

SP7 Preparation & Use of Resources Including ICT- SP7.ii Matching resources to student ability- SP7.v Resources for diversity


SP7 Preparation & Use of Resources Including ICTSK1 Specific Subject Knowledge & Related IssuesSK7 The National Curriculum & National Strategies

Q3a, Q10, Q14,Q15, Q17,Q21a, Q23,Q25a, Q25c

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AT1 Professional Conduct & Reflective Practise- AT1.i Roles and responsibilities- AT1.ii Role of the class teacher- AT1.iii Working with colleagues- AT1.iv Policies and practices- AT1.viii Effective reflection on teachers own practice- AT1.x Statutory requirements

- AT1.xi Student welfare and managing professionalrelationships with students- AT1.xii Understanding roles of outside agencies- AT1.xiii Developing confidence and self belief

AT2 Guidance & Support For Pupils Gender, Race &Disability

- AT2.i Being aware of outside agencies for pupilreferral

- AT2.ii Educational welfare officer- AT2.iii School nurse- AT2.iv Inclusion and pupil support

- AT2.vii School handbook- AT2.viii Every child matters

PD1 How Pupils Learning is Affected by Socio/CulturalFactors

- PD1.i Being aware of outside agencies for pupilreferral

- PD1.iiPD2 Supporting Pupils With Special Education Needs

- PD2.i The role of the SENCO and the special needscoordinator

- PD2.ii Knowledge of school action

- PD2.iii How to make effective use of the TAPD4 Supporting EAL Students

- PD4.iii Differentiation of activities within a lessonPD6 Inclusion & Diversity

- PD6.i Differentiation of materials to suit studentsneeds

- PD6.ix Awareness of child protection issues- PD6.xii Creating a safe and positive learning

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environment- PD6.xiii Supporting students whole development-

PD7.- PD7 Pupils Behaviour

Core trainingPhonics and the teaching of reading

Talk for Writing

PlenariesTeachers and the LawEvery Child Matters

Core Topic discussions

Q14, Q15, Q17,

Q23, Q25a-dQ3a, Q14, Q15,Q25a, Q25bQ10, Q25cQ3a, Q21aQ3a, Q3b,Q21aQ10, Q14, Q15,Q29

Academic reading and researchArthur: section 3, unit 3.2, section 4, units 4.1, 4.2 & 4.3, section 8, unit 8.3 & section 9, unit 9.2,

Jacques, section 4, chapter 14,Hayes: section 1, chapter 1 p.24-29 & section 2, chapter 6 p.256-262

Wider school based trainingStaff meeting CQS (Classroom Quality Standards) modules 2, 5 and 6Understanding of Letters & Sounds document

School based subject specific trainingPPA Meeting - long-term, medium and short term planningBaseline assessments (3 tracked children)

Pastoral activitiesRegistrationStory time

Observations by GTT (staff/focus)

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Y1 LiteracyY1 NumeracyY2 Science


Informal observations of Book of Destiny carpet session and story reading by K.D

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W

eekbeginning:27thS

epte

mber2010 Core SKfT

SK1 Specific Subject Knowledge & Related Issues- SK1.ii Curriculum links with Foundation and KS3- SK1.iii Primary national curriculum

- SK1.xi Functional skillsSK6 Encouraging Reflective Practise

- SK6.i How to reflect and comment on students workeffectively; scaffolding comments

- SK6.ii How to target set- SK6.iii Effective reflection on teachers own practise- SK6.v Evaluation of individual lessons- SK6.vi Use of observation to inform practise

SK7 The National Curriculum & National Strategies- SK7.i every child matters agenda

SP4 Teaching & Learning Strategies

- SP4.i Utilising a variety of learning & teaching styles- SP4.ii Multiple intelligences in the classroom- SP4.vii Exemplar material- SP4.viii Teacher modelling

AT1 Professional Conduct & Reflective Practise- AT1.i Roles & responsibilities- AT1.ii Role of the class teacher- AT1.iii Working with colleagues- AT1.iv Policies & practises- AT1.viii Effective reflection on teachers own practise- AT1.x Statutory requirements- AT1.xi Student welfare and managing professional

relationships with students- AT1.xii Understanding roles of outside agencies

AT7 Risk Assessments- AT7.i See member of staff responsible for training

session on co-ordinating a school trip


SP5 Classroom/Time ManagementSP7 Preparation & Use of Resources Including ICTSCIENCE:S SK1.i Scientific enquiry

Q14, Q15, Q22,Q10, Q23,Q25d, Q29,

Q30, Q32, Q7a,Q7b, Q3a,Q21a, Q24,Q17

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Observations of GTT (staff/focus)Whole class phonics lesson (with informal feedback from KD)

Q9 each week

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Weekbeginning:4thOc

tober2010 Core SKfT

AT1 Professional Conduct & Reflective Practice- AT1.i Roles & responsibilities- AT1.ii Role of the class teacher

- AT1.iv Policies & practices- AT1.xi Student welfare and managing professional

relationships with studentsSP4 Teaching & Learning Strategies

- SP4.i Utilising a variety of teaching & learning styles- SP4.v Use of consistent routines and behaviour

management strategies to support and ensure aconsistent approach to learning

SP5 Classroom/Time Management- SP5.i Effective use of lesson planning- SP5.v Timing activities to inject pace

- SP5.vi Use of seating plans to promote a positiveclimate for learning

- SP5.vii Positive behaviour management strategies- SP5.ix Low key discipline- SP5.x Use of teacher voice- SP5.xi Consistency of classroom routines- SP5.xii Teacher pupil relationships

SP7 Preparation & Use of Resources Including ICT- SP7.i How to use ICT effectively to create

appropriate resources and motivate and engagestudents

- SP7.iii How to integrate resources into schemes ofwork

- SP7.v Resources for diversity (SEN, EAL, Gifted &Talented etc.)

Subject specific SKfTSP5 Classroom/Time ManagementPD1 How Pupils learning is Affected By Socio/CulturalFactors

PD2 Supporting Pupils With Special Educational NeedsPD3 Supporting Gifted & Talented PupilsPD4 Supporting EAL StudentsPD7 Pupils Behaviour

Q2, Q3a, Q3b,Q22a, Q1, Q10,Q30, Q31

Core trainingE-Safety Q2, Q3a, Q3b,

Q21a

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Behaviour management

Classroom resources; Creating a positive learning environment

Q1, Q10, Q30,Q31Q1, Q10, Q30,Q31

Academic reading and researchHates: section 2, chapter 8 p.328-329Hayes: part 2, chapter 6 & 8

Jacques: section 2, chapters 6,7, 8 & 9Arthur: section 3, unit 3.3

Wider school based trainingStaff meeting - effective feedback (follow up and feedback session from 1st training day)Safeguarding training?

School based subject specific trainingPPA Meeting

Pastoral activities

RegistrationStory timeHarvest assembly singing practice

Observations by GTT (staff/focus)Foundation numeracy session w/KDY2 ICT skills session


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Weekbeginning:11thOc

tober2010 Core SKfT

SK1 Specific Subject Knowledge & Related Issues- SK1.ii Curriculum links with Foundation & KS3- SK1.iii Primary national curriculum

- SK1.iv National strategiesSK6 Encouraging Reflective Practise

- SK6.i how to reflect and comment on students work- SK6.ii How to target set- SK6.iii Effective reflection on teachers own practice

SK7 The National Curriculum & National Strategies- SK7.ii Link with National Literacy Strategy &

Numeracy Strategy- SK7.iv Aware of national initiative (National

Strategies, APP, Rose Review & PrimaryCurriculum)

Subject specific SKfTSP1 Lesson planningSP4 Teaching & Learning StrategiesSP6 The Use of Data Monitoring & Assessment

ProceduresSP7 Preparation & Use of Resources Including ICTPD2 Supporting Pupils With Special Educational NeedsPD3 Supporting Gifted & Talented PupilsPHYSICAL EDUCATION:P SK1.i Applying & developing skillsP SK1.ii Selecting and applying skills, tactics &compositional ideasP SK1.iii Evaluating and improving performanceP SK1.iv Knowledge and understanding of fitness and healthPSHE:

PSHE SK1.i Developing confidence and responsibility andmaking the most of their abilityPSHE SK1.ii Preparing to play an active role as citizensPSHE SK1.iii Developing a healthy and safe lifestylePSHE SK1.iv Developing good relationships and respectingthe differences between people

Q14, Q15, Q22,Q18, Q17, Q23,Q3a, Q25a

Core trainingTeaching Gymnastics, Dance and Games as an NQT in Key Stage 2PSHCE and Citizenship, To include EAL, Circle Time and bullying

Key Stage 3 to include progression from Key Stage 2Literacy skills across the curriculum

An introduction to Big Writing

Q14, Q15, Q22Q14, Q15, Q18,Q22Q15, Q17Q14, Q15, Q17,Q23, Q25a-dQ3, Q14, Q15,Q25a, Q25b

Academic reading and researchHayes: section 1, chapter 1 p.18-24 & p32, chapter 2 p.43-45 & section 2, chapter 6 p.256-262

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Arthur: section 6, unit 6.2

Wider school based trainingStaff meeting - Team & Collaborative Planning

School based subject specific training

Pastoral activitiesTDA Numeracy Skills TestTDA ICT Skills TestRegistration.Story time (whole class)Outside area duty small group work.

Q16

Observations by GTT (staff/focus)Outside area


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Weekbeginning:18thOc

tober2010 Core SKfT

SK1 Specific Subject Knowledge & Related Issues- SK1.i Awareness of Foundation stage curriculum- SK1.ii Curriculum links with Foundation & KS3

- Sk1.iii Primary National Curriculum- SK1.iv National Strategies- SK1.viii Assessing pupil progress (APP)

SK6 Encouraging Reflective Practise- SK6.i How to reflect and comment on the students

work effectively- SK6.ii How to target set- SK6.iii Effective reflection on teachers own practise- SK6.vii Use of the observation to inform practise- SK6.ix Reflective practise of lesson delivery against

pupil achievements and outcomes

SK7 The National Curriculum & The National Strategies- SK7.ii Link with national literacy and numeracy

strategies- SK7.iii speaking partners

SP4 Teaching & Learning Strategies- SP4.i Using a variety of teaching & learning styles- SP4.iii Effective use of a 3 part lesson- SP4.iv Chunking lessons- SP4.vi Questioning & answering techniques

SP7 Preparation & Use of Resources Including ICT- SP7.i How to use ICT effectively to create

appropriate resources and motivate and engagestudents

AT6 Collaborative Working- AT6.i Team skills- AT6.ii Sharing responsibilities within pastoral areas- AT6.ix Peer support

Subject specific SKfTSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICTPD2 Supporting Pupils With Special Education Needs

PD3 Supporting Gifted & Talented PupilsAT4 Involvement in Parents Evenings

- AT4.i Assessment & record keeping- AT4.ii Progress and attainment- AT4.v Language and communication skills- AT4.vi Presentation of self and organisation- AT4.vii Time management- AT4.viii Preparation for parents evenings- AT4.ix Utilising parental support

Q3, Q4, Q5,Q7a-b, Q10,Q14, Q15, Q17,

Q23, Q26, Q27,Q29, Q25c

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Core trainingThe Williams Report and Numeracy (rescheduled for December)


Building trainee files

Numeracy skills across the curriculum


Q14, Q15, Q17,Q23, Q25a-dQ10, Q14, Q15,Q29Q7a, Q7b

Q14, Q15, Q17,Q23, Q25a-dQ10, Q14, Q15,Q29

Academic reading and researchHayes: section 2, chapter 6, p.256-262

Wider school based trainingn/a


Pastoral activitiesRegistrationStory time (whole class)Reception Parents Evenings (Tues 19th & Weds 20th)Hot-seating as Guy Fawkes for Y2 class

Observations by GTT (staff/focus)Whole class introductions circle timeOutside area observations

Observations of GTT (staff/focus)Reading time with 3 tracked students

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Weekbeginning:1st Nove

mber2010 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK4 Monitoring & AssessmentSK5 Recording & Reporting

SK6 Encouraging Reflective PracticeSK7 The National Curriculum & National StrategiesSP3 Making StrategiesSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICTPD5 Every Child MattersPD6 Inclusion & Diversity

Subject specific SKfTSP2 DifferentiationSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT

PD4 Supporting EAL Students- PD4.ii Differentiation of resources & materials- PD4.iii Differentiation of activities within a lesson- PD4.V Giving clear & precise instructions to facilitate

understanding- PD4.vi Key word bank of words/phrases to follow in a

lesson- PD4.vii Key word bank of words related to taught

topic- PD4.viii Setting appropriate homework- PD4.ix Changing the use of language to

communicate clearly and support students- PD4.x Peer mentoring- PD4.xi Working with TAs to develop understanding

and vocabulary of key topicsPD6 Inclusion & DiversityHISTORY:H SK1.i Chronological understandingH SK1.ii Knowledge and understanding of events, peopleand changes in the pastH SK1.iii Historical enquiryH SK1.iv Organisation and communicationGEOGRAPHY:G SK1.i Geography enquiry skillsG SK1.ii Knowledge and understanding of placesG SK1.iii Knowledge and understanding of patterns andprocessesG SK1.iv Knowledge and understanding of environmentalchange and sustainable development

Q11, Q12, Q13,Q22, Q26a,Q10, Q25a-d,

Q26b, Q28, Q5,Q18

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Weekbeginning:8thN

ove

mber2010 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK6 Encouraging Reflective PracticeSK7 The National Curriculum & National Strategies

SP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICTAT6 Collaborative Working


SP5 Classroom/Time ManagementSP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD5 Every Child MattersPD6 Inclusion & DiversityPD7 Pupils Behaviour

Q3, Q10, Q18,Q32, Q33, Q5,Q20, Q21b,

Q25a-d, Q26b,Q29, Q11, Q15,Q14

Core training

Special Educational Needs; To include SEN Code of Practice, Inclusion and IEPS

Working with Teaching Assistants and HLTAsLiaison with external agencies

Teaching and Learning Styles

The primary curriculum; To include cross curricular planning: subjects and assessmentCore Topic discussions

Q3, Q10, Q18,Q32Q32, Q33Q5, Q20, Q21b,Q32, Q33Q10, Q25a-d,Q26b, Q29Q11, Q15Q10, Q14, Q15,Q29

Academic reading and researchArthur: section 4, unit 4.4, section 5, unit 5.1, section 6, units 6.1 & 6.2, section 8, units 8.1 & 8.3Jacques: section 2, chapter 5 & section 3, chapter 12Hayes: part 1, section 1 p.24-29, part 2, section 9Theres always one TES article 16/10/2009

Wider school based trainingSchool staff meeting Subject leadership: working together to talk about standards

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LASI Presentation Primary Science APPs


Pastoral activitiesTDA Literacy Skills TestRegistrationWhole class story timeWhole class circle time RE sharing



Pumpkin investigation (whole class intro & group investigations)

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Weekbeginning:15thN

ove

mber2010 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK6 Encouraging Reflective PractiseSK7 The National Curriculum & National Strategies

SP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD6 Inclusion & DiversityPD7 Pupils BehaviourAT6 Collaborative Working

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT

Q14, Q15, Q22,Q1, Q18, Q7a,Q7b, Q10, Q29

Core training

Foundation Stage: To include Foundation Baseline and Profiles

General Physical Education trainingChild developmentBuilding trainee filesCore Topic discussions

Q11, Q12, Q13,Q22, Q26aQ1, Q15, Q22Q18Q7a, Q7bQ10, Q14, Q15,Q29

Academic reading and researchArthur: section 2, units 2.1 & 2.2 & section 4, unit 4.4Jacques: section 2, chapter 5Hayes: section 1, chapter 1 p.24-29

Wider school based trainingSchool staff meeting individual subject moderation: science


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Pastoral activitiesRegistrationWhole class story timeWhole class circle time re weekend news


Observations of GTT (staff/focus)Phonics group work observation by KD (15/11)Numeracy observation by E.W & K.D (Tues 16th)

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Weekbeginning:22ndN

ovember2010 Core SKfT

SK1 Subject Specific Knowledge & Related IssuesSK6 Encouraging Reflective PractiseSK7 The National Curriculum & National Strategies

SP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD3 Supporting Gifted & Talented PupilsPD6 Inclusion & DiversityPD7 Pupils Behaviour

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & learning StrategiesSP7 Preparation & Use of Resources Including ICT

RELIGIOUS EDUCATION:RE SK1.i Learning about religionRE SK1.ii Learning from religionRE SK1.iii Links to PSHE and citizenship

Q14, Q15, Q18,Q22, Q17, Q10,Q25a-d, Q26b

Core training

Religious Education

Key Stages 4 and 5, including diploma and vocational coursesSchemes of Work


Q14, Q15, Q18,Q22Q15, Q17Q10, Q11, Q12,Q14, Q15, Q22,Q23, Q24Q10, Q14, Q15,Q29

Academic reading and researchThe Diploma Bringing learning to lifeEllis: Learning & teaching in Secondary Schools, chapter 9Arthur: section 3, units 3.1 & 3.2, section 4, unit 4.4Hayes: part 1, chapter 1 p.24-29 & part 2, chapter 5

Wider school based trainingCounty training session: Inspiring Writing, Talk for Writing, Drama for Writing and Writing ideas cancelled.Staff meeting Pupil progress: a whole-school approach to looking at data

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Pastoral activitiesInduction day at second placement school

RegistrationWhole class story time

Observations by GTT (staff/focus)n/a no formal observations completed

Observations of GTT (staff/focus)n/a no formal observations completed

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Weekbeginning:29thN

ovember2010 Core SKfT

SK1 Subject Specific Knowledge & Related IssuesSK2 Developing Schemes of WorkSK3 Medium & Long Term Planning

SK4 Monitoring & AssessmentSK6 Encouraging Reflective PractiseSK7 The National Curriculum & National Strategies


SP7 Preparation & Use of Resources Including ICT

Q14, Q15, Q22,Q10, Q11, Q12,Q23, Q24, Q17

Core trainingScience: To include the use of the wow factor and questioning skillsWorking session: Trainee to bring Schemes of Work from their own school and their own lesson planning to date, fordiscussion re Assignment 2; Feedback/issues from second placement inductions

Functional Skills


Drama: To include drama techniques and the teaching of other subjects through Drama

Q14, Q15, Q22Q10, Q11, Q12,Q14, Q15, Q22,Q23, Q24Q14, Q15, Q17,

Q23Q10, Q14, Q15,Q29Q14, Q15, Q22

Academic reading and researchThe Diploma Bringing learning to lifeArthur: section 3, units 3.1 & 3.2, section 4, unit 4.4, section 8, unit 8.3Hayes: part 1, chapter 1 p.24-29, part 2, chapter 5

Wider school based trainingFoundation team planning: mid-term (spring 1) planning


Pastoral activities

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RegistrationWhole class story time

Observations by GTT (staff/focus)n/a no formal observations completed

Observations of GTT (staff/focus)Reading/Phonics observation by S.W & K.D (Tues 30th)

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Weekbeginning:6thD

ecember2010 Core SKfT


SK4 Monitoring & AssessmentSK6 Encouraging Reflective PractiseSK7 The National Curriculum & National StrategiesAT2 Guidance & Support For Pupils Gender, Race &DisabilityAT6 Collaborative WorkingPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD4 Supporting EAL StudentsPD5 Every Child Matters

PD6 Inclusion & DiversityPD7 Pupils BehaviourSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT


SP5 Classroom/Time ManagementSP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD6 Inclusion & DiversityPD7 Pupils Behaviour

Q3, Q10, Q18,Q21b, Q32,Q33, Q19, Q20,

Q7a, Q11, Q12,Q14, Q15, Q29,Q7b

Core trainingVisit to Greenfields School and Sports College: special school, to include links with other agencies and community liaison

Autism Spectrum DisorderAssignment 2: applying the Action Research Model

Educational philosophers and theories: To include child development, how children learn and learning styles

Q3, Q10, Q18,Q21b, Q32,Q33

Q18, Q19, Q20Q7a, Q10, Q11,Q12, Q14, Q15,Q22, Q23, Q24,Q25, Q26Q10, Q18,Q25a-d, Q26b

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Academic reading and researchCapel: Appendix Guidance for writingArthur: section 2, unit 2.1, section 3, units 3.1 & 3.2, section 6, unit 6.1Hayes: part 2, chapter 5 p.211-214

Wider school based trainingStaff meeting individual subject moderation: maths (standardisation, moderation and BEAM tasks


Pastoral activitiesRegistrationWhole class story time


n/a


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Weekbeginning:13thD

ecember2010 Core SKfT


SK4 Monitoring & AssessmentSK6 Encouraging Reflective PractiseAT1 Professional Conduct & Reflective PractiseAT6 Collaborative Working

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & Learning Strategies

Q10, Q11, Q12,Q14, Q15, Q22,Q7a, Q7b,

Core trainingPreparation for Assignment 2: To include lesson planning, Schemes of Work, progression and differentiation

Building trainee files; Review of Term 2

Handling stress

Q10, Q11, Q12,Q14, Q15, Q22,Q23, Q23Q7a, Q7b

QTSrequirement

Academic reading and researchHayes: part 2, chapter 6 p.264-265Arthur: section 3, units 3.1 & 3.2

Wider school based trainingStaff meeting reviewing individual teacher skills files

School based subject specific trainingPPA Meeting -

Pastoral activitiesRegistrationWhole class story time

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Observations by GTT (staff/focus)n/a none completed due to GB sickness

Observations of GTT (staff/focus)n/a none completed due to GB sickness

36


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Weekbeginning:4thJa

nuary2011 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK4 Monitoring & AssessmentSK5 Recording & Reporting

SK6 Encouraging Reflective PracticeSK7 The National Curriculum & National StrategiesAT1 Professional Conduct & Reflective PracticeAT4 Involvement in Parents EveningsAT5 Writing ReportsSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT


SP6 The Use of Data Monitoring & AssessmentProceduresSP7 Preparation & Use of Resources Including ICT

Q10, Q12,Q26a, Q28,Q15, Q4, Q5,

Q27, Q14, Q29

Core trainingAssessment for Learning

Personal Learning and Thinking SkillsCommunicating with parents: To include parents evening, writing reports, phone calls home, etcCore Topic discussions

Q10, Q12,

Q26a, Q28Q15Q4, Q5, Q27Q10, Q14, Q15,Q29

Academic reading and researchArthur: section 7, units 7.1 & 7.2, section 8, units 8.2, 8.3 & 8.4Hayes: part 1, chapter 3 & part 2, chapter 7Jacques: section 1, chapter 4The 2004 Oxford Headteachers Conference: Celebrating Innovation and CreativityBuilding relationships with parents: probationerteacherscotland.org.uk

Wider school based trainingWPJ Health & Safety PolicyWPJ Child Protection Policy

School based subject specific trainingY3 (Key Stage 2) planning documents

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Pastoral activitiesSupporting classroom groupwork

Observations by GTT (staff/focus)Informal observations of Maths, English, Phonics, Art and Music lessons

Observations of GTT (staff/focus)n/a none completed

38


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Weekbeginning:10thJa

nuary2011 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK2 Developing Schemes of WorkSK3 Medium & Long Term Planning

SK4 Monitoring & AssessmentSK5 Recording & ReportingSK6 Encouraging Reflective Practice


SP5 Classroom/Time ManagementSP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD6 Inclusion & DiversityPD7 Pupils Behaviour

Q12, Q26a,Q26b, Q27,Q18, Q19, Q20,

Q10, Q11, Q14

Core trainingAn introduction to APP (Assessing Pupil Progress)

DyslexiaAssignment 2

Q12, Q26a,Q26b, Q27

Q18, Q19, Q20Q10, Q11, Q12,Q14, Q15, Q22,Q23, Q24

Academic reading and researchArthur: section 3, units 3.1 & 3.2, section 6, unit 6.2, section 7, units 7.1 & 7.2Hayes: part 2, chapter 7Jacques: section 1, chapter 4

Wider school based training

WPJ all-staff meeting Govt. White Paper review

School based subject specific trainingY3 team meeting APP levels

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Pastoral activitiesMaths Focus GroupPhonics/Spelling Focus GroupComprehension Focus GroupGuided Reading Focus Group

Observations by GTT (staff/focus)English (with RD)Maths (with JW)Physical Education (with JW)ICT (with JW)

Observations of GTT (staff/focus)Mental Maths starter session (by DT)Maths general starter (by JW)

40


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nuary2011 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK3 Medium & Long Term PlanningSK4 Monitoring & Assessment

SK5 Recording & ReportingSK6 Encouraging Reflective PracticeSK7 The National Curriculum & National StrategiesSP1 Lesson PlanningSP3 Marking StrategiesSP4 Teaching & Learning StrategiesSP6 The Use of Data Monitoring & AssessmentProceduresSP7 Preparation & Use of Resources Including ICTAT5 Writing ReportsAT6 Collaborative Working

Subject specific SKfTQ26a, Q26b,Q27, Q28

Core trainingMarking and levelling of work: To include marking, moderation, scaffolding, assessment and APP

Report writing

Q26a, Q26b,Q27, Q28Q27

Academic reading and researchArthur: section 7, units 7.1 & 7.2Hayes: part 2, chapter 7Jacques: section 1, chapter 4Active Learning Through Formative Assessment (chapter 7) Shirley Clarke


School based subject specific trainingY3 PPA An introduction to Y3 marking in English and Maths

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Y3 Team Meeting Initial feedback on new weekly group focus sessions

Pastoral activitiesPortfolio meeting with Emma Gibbons at Ferrers CollegeDance production by Christopher Hatton school students

Observations by GTT (staff/focus)Y3 English with JW

Observations of GTT (staff/focus)PE (Gymnastics) by JWMaths (OMS) by DT

42

h h hi i i l h i i ll d h i i


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nuary2011 Core SKfT

SK1 Specific Subject Knowledge & Related IssuesSK6 Encouraging Reflective PracticeAT7 Risk Assessments

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & Learning StrategiesSP5 Classroom/Time Management

SP7 Preparation & Use of Resources Including ICTPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special NeedsPD3 Supporting Gifted & TalentedPD4 Supporting EAL StudentsPD7 Pupils Behaviour

Q14, Q15, Q22,Q3a, Q3b, Q1,Q2, Q10, Q30,

Q31

Core trainingTeaching Beginners to SwimASA Module 1 Swimming for Teachers

Planning trips and visits, to include risk assessmentsManaging challenging behaviour

Q14, Q15, Q22Q14, Q15, Q22

Q3a, Q3bQ1, Q2, Q10,Q30, Q31

Academic reading and researchHayes: part 1, chapter 3 p.128-131, part 2, chapter 8Jacques: section 2, chapter 9Arthur: section 3, unit 3.3


School based subject specific trainingY3 PPA Evaluating & reviewing mid-term plansY3 Team Meeting Evaluating & reviewing mid-term plans

Pastoral activitiesAccompanying Y6 on their recycling centre field trip

43

Th E t N th t hi I iti l T h T i i C ll G d t T h T i i P


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Observations by GTT (staff/focus)Y3 English with JWY3 Maths with JW

Observations of GTT (staff/focus)Maths OMS by JWMaths (whole lesson) by DT

44

Th E t N th t hi I iti l T h T i i C ll G d t T h T i i P


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Weekbeginning:31st Ja

nuary2011 Core SKfT

AT3 Applications For Teaching PostsSK1 Specific Subject Knowledge & Related IssuesSK6 Encouraging Reflective PracticeSK7 The National Curriculum & National StrategiesSP4 Teaching & Learning StrategiesSP7 Preparation & use of Resources Including ICT

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT

Q7a, Q7b, Q14,Q15, Q18, Q22,Q10, Q29

Core trainingJob applications: Letters of application and CVsModern Foreign Languages


Q7a, Q7bQ14, Q15, Q18,Q22Q10, Q14, Q15,Q29

Academic reading and researchArthur: section 4, unit 4.4 & section 9, unit 9.1Hayes: part 1, chapter 1 p.24-29 & part 3, chapter 10Jacques: section 4, chapter 15

Wider school based trainingAll staff meeting Preparing for an OFSTED visit


Y3 Team Meeting Mental maths assessment strategiesY3 PPA session

Pastoral activitiesY3 Singing Together classPlaytime dutyLunchtime duty cover

45

The East Northamptonshire Initial Teacher Training College Grad ate Teacher Training Programme


46/74


Observations by GTT (staff/focus)Y6 Maths lesson, GB observed DTY3 English lesson, GB observed JW

Observations of GTT (staff/focus)Y3 English lesson (by JW)Y3 Maths lesson (by JW)Y3 PE lesson (by JW)Y3 Maths OMS starter (by DT)

46



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Weekbeginning:7thFe

bruary2011 Core SKfT

AT1 Professional Conduct, Roles & ResponsibilitiesSP3 Marking StrategiesSP6 Use of Data Monitoring & Assessment Procedures

Subject specific SKfTSK4 Monitoring and AssessmentSK5 Recording and Reporting

Q3a, Q3b, Q4,Q5, Q6, Q13,Q26b

Core trainingKey Stage 1 Teaching BasketballRole of the governorITP Working SessionData: To include target setting, Raise Online, assessment, Fischer Family Trust and Personalised Learning

Q3a, Q3b, Q4,Q5, Q6, Q20Q13, Q26b

Academic reading and researchArthur: section 8, unit 8.2 p.383-384Hayes: part 1, chapters 1, 2 & 3 and part 3, chapter 3 p.115-118Making a Good Impression, CV and interview tips for international educators

Wider school based trainingAll staff meeting APP levelling in English

School based subject specific trainingMeeting and observation within school DSP (Designated Special Provision) unitY3 PPA sessionTeaching English x3Teaching Maths x3Teaching PE

Teaching ICT

Pastoral activitiesCovering Y3 class during JW absence 10.02.2011Lunchtime duty coverY3 Singing together session

47



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Observations by GTT (staff/focus)Afternoon session in the DSP

Observations of GTT (staff/focus)Maths 08.02.2011 (observation by JW)English, with IT element 09.02.2011 (observation by JW)

48



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Weekbeginning:14thFe


SK6 Encouraging Reflective PracticeSK7 The National Curriculum & National strategiesAT1 Professional Conduct & Reflective PracticeAT6 Collaborative PracticeSP4 Teaching & Learning StrategiesSP7 Preparation & Use of Resources Including ICT

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching & Learning Strategies

Q7a, Q7b, Q8,Q25a-c, Q4,Q6, Q20, Q10,Q14, Q15, Q29

Core trainingKey Stage 1 Gymnastics and PEHow schools run: To include school councils, governors and parents involvementCore Topic discussionsReport writing

Q7a, Q7bQ8, Q25a-cQ4, Q6, Q20Q10, Q14, Q15,Q29

Academic reading and researchArthur: section 5, unit 5.2Hayes: part 2, chapter 5 p.211-214

Wider school based trainingWhole staff meeting APP levelling in English (part 2)

School based subject specific trainingTaught MathsTaught Art

Taught P.E

Pastoral activitiesAttended interview for Haileybury Astana International School, KazakhstanY3 Singing together music classSkype interview with The English College, Bogota, Colombia

49



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50



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Weekbeginning:28thFe


AT6 Collaborative WorkingSK1 Specific Subject Knowledge and Related IssuesSK6 Encouraging Reflective PracticeSK7 The National Curriculum and National StrategiesSP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching and Learning StrategiesPD4 Supporting EAL StudentsPD5 Every Child MattersPD6 Inclusion and DiversityPD7 Pupils Behaviour

Q7a, Q7b, Q8,Q25a-c, Q1,Q2, Q5, Q10,Q33

Core trainingBuilding trainee filesReview of second placement; Review of ITPs re emerging needsAn introduction to EAL

Q7a, Q7bQ8, Q25a-cQ7aQ1, Q2, Q5,Q10, Q33

Academic reading and researchGuidance to accompany the Professional standards for QTS and requirements for initial teacher trainingTENITTC documentationArthur: section 6, unit 6.5 p.331-341A Language in Common National Curriculum, 2000



Y1 PPA Meeting

Pastoral activitiesLunch playtime dutyY1&2 Singing assembly

51



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Observations of GTT (staff/focus)n/a first week with new class given as a settling in and observing week.

52



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Weekbeginning:7thM

arch2011 Core SKfT

AT7 Risk AssessmentsSK6 Encouraging Reflective PracticeSK7 The National Curriculum and National StrategiesSP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Subject specific SKfTQ3a, q3B, Q30,Q10, Q14, Q15,Q29

Core trainingEmergency First Aid at Work Q3a, Q3b, Q30

Academic reading and researchMaterials to be supplied by trainer

Wider school based trainingThe Classroom Charter all-staff meeting

School based subject specific trainingY1 PPA MeetingCovered for teacher absence (Tues 8th Mar)Taught PhonicsTaught LiteracyTaught Maths

Taught History

Pastoral activitiesTENITTC Progress meeting with Jane JoyceY1 Wow Day! GB was Samuel Pepys for the day (roleplaying and hotseating)Y1 & Y2 Singing assemblySkype job interview for the Anglo-Colombiano International School, Bogota

53



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Observations by GTT (staff/focus)Y1 LiteracyY1 NumeracyY1 History

Observations of GTT (staff/focus)Y1 History (observed by SB)

Y1 Maths (observed by SB)

54


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56/74

p g g g g

Storytime

Observations by GTT (staff/focus)Y1 Numeracy x2Y1 D.T

Observations of GTT (staff/focus)Y1 R.E (observed by SB)

Y1 Literacy (observed by JH)

56



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p g g g g



Weekbeginning:21st March2011 Core SKfT

SK6 Encouraging Reflective PracticeSK7 The National Curriculum and National StrategiesSP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Subject specific SKfTSP5 Classroom/Time ManagementPD1 How Pupils Learning is Affected By Socio/CulturalFactorsPD2 Supporting Pupils With Special Educational NeedsPD3 Supporting Gifted & Talented PupilsPD4 Supporting EAL StudentsPD7 Pupils Behaviour

Q1, Q10, Q30,Q31, Q14, Q15,Q29

Core trainingDe-escalation techniques


Q1, Q10, Q30,Q31Q10, Q14, Q15,Q29


Arthur: section 3, unit 3.3Hayes: part 2, chapter 8

Wider school based trainingParents Evening (Tues & Weds)

School based subject specific trainingY1 PPA MeetingTaught Y1 Maths

Taught Y1 Science

Pastoral activitiesRegisterStorytimeY1 Open day (parents to come in and observe/view work)Open visit at Upton Primary School, Northampton (re teaching positions)

57


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59/74



Weekbeginning:28th

March2011 Core SKfT

SK1 Specific Subject Knowledge and Related IssuesSK6 Encouraging Reflective PracticeSK7 The National Curriculum and National Strategies

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Q14, Q15, Q22

Core trainingThe Holocaust Education TrustArt and DesignDesign and Technology

Q14, Q15, Q22Q14, Q15, Q22

Academic reading and researchArthur: section 4, unit 4.4, section 6, unit 6.3, section 9, units 9.1 & 9.3Hayes: part 1, chapter 1 p.24-29, part 3, chapter 10Jacques: section 4, chapter 15

Wider school based trainingAll-staff meeting: ICT in the classroom

School based subject specific trainingY1 PPA MeetingProgress meeting with KD and JHTaught Guided Reading x2Taught Literacy x2Taught NumeracyTaught P.E

Taught Phonics

Pastoral activitiesRegisterStorytime


59



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Y2 R.E taught by AW (AFL focus)Y1 Literacy x2Y2 Science and electricity class assembly

Observations of GTT (staff/focus)Y1 Literacy (KD observed)Y1 Literacy (SW observed)

60



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Weekbeginning:4

thA

pril2011 Core SKfT

SK1 Subject Specific Knowledge and Related IssuesSK6 Encouraging Reflective PracticeAT6 Collaborative WorkingSK7 The National Curriculum and National Strategies

SP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Subject specific SKfTSP1 Lesson PlanningSP4 Teaching and Learning StrategiesSP7 Preparation and Use of Resources Including ICT

Q14, Q15, Q22,Q7b, Q9, Q7a,Q10, Q29

Core trainingKey Stage 2 Curriculum GamesCareer Entry Development Profile; Transition Point 1Building trainee filesCore Topic discussions

Q14, Q15, Q22Q7b, Q9Q7a, Q7bQ10, Q14, Q15,Q29


Guidance to accompany the Professional Standards for QTS and requirements for ITTTENITTC documentation

Wider school based trainingAFL tutorial w/Su Barnard at Raunds Manor

School based subject specific trainingY1 PPA MeetingAll-staff meeting: Moderation in D&TTaught Numeracy x2

Pastoral activitiesRegisterStorytimeClass 5 Great Fire of London class assembly6th form talks re Post 16 opportunities at The Duston School


61


Y1 Lit


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Y1 LiteracyY1 P.E

Observations of GTT (staff/focus)Y1 Numeracy by KDY1 Numeracy by EW

62


G ENN BI INGHAM INDIVIDUA TRAINING P AN 2010 2011


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Weekbeginning

:26thA

pril2011

Core SKfTSK6 Encouraging Reflective PracticeAT6 Collaborative WorkingAT3 Application for Teaching Post

Subject specific SKfTQ7a, Q7b

Core trainingArrangements for the final assessment; Building trainee filesBuilding trainee files

Q7a, Q7bQ7a, Q7b

Academic reading and researchGuidance to accompany the Professional Standards for QTS and requirements for ITTTENITTC documentation


All-staff Meeting: The New R.E Syllabus

School based subject specific trainingFoundation PPA Meeting.Taught PSRN.

Pastoral activitiesFoundation street party (Royal Wedding activities)String Quartet visit to school.



63


GRADUATE TEACHER TRAINEE INDIVIDUAL TRAINING PLAN 2010 2011


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GRADUATE TEACHER TRAINEE: INDIVIDUAL TRAINING PLAN 2010-2011


Weekbeginning

:3rdM

ay2011

Core SKfTn/a GB off school due to sickness.

Subject specific SKfTn/a GB off school due to sickness.

Core training

NQT InductionStanwick Lakes

Q7b

Academic reading and researchArthur: section 3, unit 3.6 and section 9, units 9.1 & 9.3Hayes: part 3, chapter 10Jacques: section 4, chapter 15

Wider school based trainingn/a GB off school due to sickness.

School based subject specific trainingn/a GB off school due to sickness.

Pastoral activitiesn/a GB off school due to sickness.


n/a GB off school due to sickness.

Observations of GTT (staff/focus)n/a GB off school due to sickness.

64


GLENN BILLINGHAM INDIVIDUAL TRAINING PLAN 2010 2011


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Weekbeginnin

g:9thM

ay2011


Subject specific SKfTn/a GB off school due to sickness.

Core training

Educational enrichment: To include resources, speakers, visitors and links with other schoolsPortfolio appointments: Trainee files and the lesson for final assessment Q7a, Q7b

Academic reading and researchArthur: section 3, units 3.6 & section 6, unit 6.3 and section 8, unit 8.1




Observations by GTT (staff/focus)n/a GB off school due to sickness.


65


GLENN BILLINGHAM INDIVIDUAL TRAINING PLAN 2010 2011


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Weekbeginning:16thM

ay2011


Subject specific SKfT

Core training

Portfolio appointments: Trainee files and the lesson for final assessment Q7a, Q7b

Academic reading and researchn/a GB off school due to sickness.




Observations by GTT (staff/focus)n/a GB off school due to sickness.


66


GLENN BILLINGHAM: INDIVIDUAL TRAINING PLAN 2010 2011


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Weekbeginning:23rdM

ay2011

Core SKfT Subject specific SKfT

Core training

Portfolio appointments: Trainee files and the lesson for final assessment Q7a, Q7b

Academic reading and researchThe trouble with innovation in education, (Valerie Strauss)

Wider school based trainingUp-dated school healthy eating policy.

School based subject specific trainingStaff Meeting: Foundation team planning meeting.Taught Art (Castle painting)Taught ICT (Blogging)Taught CLL (Poster making)

Pastoral activitiesRegister.Storytime during parent reading session.


Foundation Music Lessons.

Observations of GTT (staff/focus)EW observed Foundation CLL 24/05/2011.

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Weekbeginnin

g:6thJ

une2011

Core SKfTn/a

Subject specific SKfTn/a

Core training

n/a

Academic reading and researchn/a

Wider school based training06/06/2011 Training Day: Report Writing.07/06/2011 All-staff meeting: ICT Moderation.

School based subject specific trainingn/a

Pastoral activitiesSchool visit by the owl sanctuary.


Observations of GTT (staff/focus)08/06/2011 Final assessment observation, observed by Emma Gibbons & Julia Underwood.

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Weekbeginning:13thJ

une2011

Core SKfTn/a


Core training

n/a




Pastoral activitiesn/a



69




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Weekbeginning:20thJ

une2011

Core SKfTn/a


Core training

Key Stage 1 Dance: Literacy Q14, Q15, Q22







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Weekbeginning:27thJ

une2011

Core SKfTn/a


Core training

End of course celebration, including release of assessment paperwork; End of course evaluation.







71




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Weekbeginnin

g:4thJ

uly2011

Core SKfTn/a


Core training

n/a







72




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Weekbeginnin

g:11thJ

uly2011

Core SKfTn/a


Core training

n/a







73




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Weekbeginnin

g:18thJ

uly2011

Core SKfTn/a


Core training

n/a







itp glenn billingham

Documents