- Introduction
The subject studies modules focus on development of subject pedagogy and strategies for learning, teaching and assessment. The first module introduces student teachers to a theoretical framework for learning, teaching and assessment of mathematics. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in mathematics as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non - statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. Students will also reflect on ways in which mathematics can contribute to the spiritual, moral, social and cultural development of pupils. Finally, the module provides opportunities to consider the significance of learning outside the classroom.
The second mathematics module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to the classroom setting. It provides practical opportunities in the university and schools to build on the theoretical framework for learning, teaching and assessment of mathematics that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to critically engage with subject pedagogy and to critically evaluate the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to critically reflect on the impact of their pedagogical decisions in order to inform future practice.
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Page | 1 Programme Handbook - Maths York St John University Secondary Partnership 2017/18
Programme Timetable - Maths
Date/Time04 - 08 September 2017 / Primary school placement to focus on:
- Progression and transition within subject area
- Phonics and strategies for early reading/literacy
Induction Week: 11 - 15 September 2017
(at York St John University except for Thursday 14 September when in base school and Friday 15 September 9 – 12 for school based session)
Date/Time/Room / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL
Monday 11September 2017
10-12 noon
QS111 / Keither Parker (KP) and Emma McVittie (EMc)
PS:
MSDS02/MPGC06 / Welcome and introductory session
Introduction to the Course Documentation Folder (CDF) / To provide an overview of the course and documentation
To raise awareness of statutory requirements
To introduce group members
To engage in team building activities. / TS8
PPC / Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible.
Monday 11 September
1.0– 2.45 pm
QS111 / KP
PS:
MSDS02/MPGC06 / Activity on values (email etiquette if time)
Introduction to the Masters element of the programme
Any questions/contributions to the course / Explore impact of personal values on teaching / TS8
PPC / Values statement started at induction day is needed here / Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes
Monday 11 September
4.00 – 6.00pm
QS111 / PS: MSDS02/
MPGC06 / Resilience and Energy Management / To develop strategies to support resilience and energy management / TS8
PPC / Refer to texts on PS reading list for well-being and developing resilience
Also read chapter 1.3 in Capel et al.
Tuesday 12
September
9.00- 10.00 am
QS111 / Clare McCluskey
PS:
MSDS02/MPGC06 / Introduction to the library and subject resources / To highlight range of resources available in the library
To highlight how resources are used at postgraduate level
To begin using Moodle as a resource / TS8
Tuesday 12 September
10.00 am / Enrolment / All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only)
Tuesday 12 September
1 - 4pm
QS111 / Staff TBC
PS;
MSDS02/MPGC06 / Understanding the importance of safeguarding within schools
Child Protection / To consider your roles and responsibilities with regard to safeguarding and child protection
To consider a range of scenarios related to child protection issues and responses to these / TS1
Part 2: PPC / Prior to session read chapters 20 and 24 in Brooks et al. / Complete the introduction to basic awareness training on safeguarding (details on Moodle)
Wednesday 13 September
9-11 am
Independent study at YSJU / Student teachers to familiarise themselves with CDF (course documentation folder)
Subject knowledge audit: preparation for subject teaching / Complete subject knowledge audit
Students to develop a presentation / TS3
Part 2:PPC / Prepare a 2-3 minute presentation on either of the following questions:
- Why do you want to teach?
- Why do you want to teach your specific subject?
Reflective Learning Journal (RLJ) entry
Wednesday 13September
1 – 4 pm
QS111 / KP
PS:
MSDS02 / Introduction to Professional Studies. Aims of course etc. – what do schools want from today’s teachers; meeting those expectations
Aims of Education session 1
Education past/present and today’s agenda (introduction of Academies and implications etc.) / To understand the aims and expectations of the course
To know the 2 modules of the course and the assessments involved
To consider your own views and experiences of the education system
To consider the key issues, opportunities and challenges for new teachers
To understand how the education system has evolved
To understand what the National Curriculum is and the rationale behind this
To consider the impact of national initiatives on pedagogy and raising standards
To understand how these initiatives interrelate and their impact on teaching, continuity and progression / TS2
TS3
TS5
TS6
TS7
Part 2:PPC / Read at least one of the following and write key learning points in RLJ:
Brooks et al chapters 2 and 26
Capel et al chapter 7.1
Read at least one of the following and write key learning points in RLJ:
Brooks et al chapter 1.3
Capel et al chapter 7.2 / Review the aims of education from the National Curriculum/QCA
In your RLJ write down what you think of these aims and how these might impact on your teaching
Group activity on national initiatives
4 – 5 pm
QS111 / KP
PS:
MSDS02 / Educational Rationale and Pedagogical Practice / To consider why an educational rationale matters
To explore how and educational rationale affects the role of the teacher
To begin to explore your own educational rationale in regard to pedagogical practice / TS5
Part 2: PPC / Capel et al unit 7.1 / Write a statement of your own educational philosophy with consideration of how this will impact on pedagogical practice
Thursday 14 September
All day / Induction day at base school
Friday 15September
9-12 noon
This session will be at Manor CE Academy / ETSA staff
PS:
MSDS02/
MPGC06 / Personality profiling to support teaching and learning / To focus on identifying personalities/characteristics to support improved professional practice and communication and support learning and teaching. / TS8
Part 2: PPC / **Hand in of Primary Placement critical report Friday am at start of morning session**
Friday 15 September
PM / PS:
MSDS01/
MPGC03 / Independent Study:
Familiarisation time for the CDF (course documentation folder) with focus on evidence to meet the standards
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Date/Time/Room / PS/SS / Subject / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL
Monday 18
September 2017
9-12 noon
NW006 / PS / MSDS01/
MPGC03 / KP / Understanding How Children Learn – Key Learning Theories / To appreciate the developmental nature of learning
To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow
To begin to develop an understanding of how cognitive development relates to learning styles / TS2
TS5
TS7 / Read at least one of the following:
Brooks et al chapter 2.4
Capel et al chapter 5.1
Ellis chapter 4
Hoult chapter 2
Pollard chapter 7 / Having looked at how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Record ideas in RLJ.
Monday 18
September
1 – 3 pm
NW006 / PS / MSDS01/
MPGC03 / Kate Allott / Transition 1: Session on Phonics and early reading / To reflect on what has been learnt during the primary placement (SE1)
To extend and develop understanding of phonics / TS3 / Bring primary placement information to the session / Read chapter 3.4 in Capel et al.
Consider other issues related to transition for your subject area/ Reflective Learning Journal (RLJ) entry
Monday 18 September
3.30 – 5pm
NW006 / PS / MSDS01/
MPGC03 / Digital team / How to use Mahara to support development of your Personal Development Portfolio
Exemplar PDP / To introduce the use of Mahara to support development of your Personal Development Portfolio
To set up individual portfolio
Tuesday 19
September
9 – 12 noon
HG/103 / SS / Maths
SK day 1
YSJ staff / DL / What is mathematics?
- Aims of the subject
- Historical context of the subject
- Current curriculum (new National Curriculum)
- Attributes of a maths teacher
- Subject specific pedagogy
To understand the distinction between relational and instrumental understanding
To gain an understanding of lesson structures and phases / TS3
TS4 / Bring notes on your understanding of Skemp RR (1976) Relational understanding and instrumental understanding. Mathematics teaching no.77 / Produce a framework of observation (s) – focus on structure of lessons – use and upload to PDP on mahara
Tuesday 19September 2017
1 – 4pm
HG/103 / SS / Maths
SK day 1
YSJ staff / DL / Transition session 2: Issues related to Mathematics / To understand key aspects of Key Stage 2 maths teaching
To understand problems associated with non-specialist teaching at KS2
To understand KS2 transition data
Keeping a log of the mathematical thinking of children. / TS3
TS6
TS7 / Bring a completed KS2 SATs paper, and be prepared to discuss context and style of questioning
Bring KS2 transition data/baseline data for a year 7 group / Research KS2/3 transition through discussion with school based transition coordinators – whole school and mathematics
Set up and maintain a detailed log of observations of pupils,their mis-conceptions, creative ideas, and their idiosyncratic learning
Wednesday 20
September
9 – 12 noon
DG125 / PS / MSDS01/MPGC03 / KP / Curriculum Planning session 1 – overview of the key principles of planning / To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour
To understand the key aspects of short, medium and long term planning and the progression between these levels of planning
To consider the key elements of effective lesson planning
To begin to consider how different learner’s needs can be planned for
To introduce the principle of educational inclusion and curriculum entitlement
To consider strategies for supporting learners with SEN/AEN
To consider how to plan to ensure effective progression
To consider key principles in evaluating learning
To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress / TS2
TS4
TS5 / Read at least one of the following:
Brooks et al chapter 13
Capel et al chapter 7.2
Ellis chapter 5
Hoult chapter 4
Kyriacou chapter 2
Pollard chapter 9 / Write key learning points from today’s sessions and reading in RLJ
Wednesday 20 September
1 – 5 pm
DG125 / PS / MSDS01/
MPGC03 / KP / Effective Teaching & Learning Strategies session 1: key principles
Relating Learning Theories & Styles to Pedagogic Practice
M level assignment briefing / To understand what makes an effective teacher and leader in the classroom
To consider what makes teaching and learning effective
To consider what is best practice in the classroom
To begin to reflect on how professional values impact on teaching and learning
To understand the interaction between theories about learning and pedagogic practice
To be able to explain to others the theories related to learning and teaching
To understand how teaching styles need to relate to learning styles/strategies
To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning
To begin to consider your own pedagogy in relation to key learning theories / TS1
TS2
TS4
TS5
TS7 / Read at least one of the following:
Ellis chapter 5
Kyriacou chapter 1
Pollard chapter 13
Read the following:
Capel et al chapter 5.3 / Write key learning points from session and reading in RLJ
Thursday 21 September
All day / Induction day at base school
Friday 22 September
9 – 12 noon
DG103 / SS / Maths / School staff / Resources for Teaching and Learning: subject focus
New technologies & resources
Consider practical examples of material from the classroom / Learn some of the main functions of Smartboard (need computers for students)
Learn how to make a Tarsia
Hands on activities (gain some ideas of how to use hands on activities in the classroom)
Launch pupil study / TS3
TS4
TS5 / John Holt: How children fail / Construct own activity on a notebook document
Make a Tarsia to use in lessons
Maintain a detailed log of observations of pupils,their mis-conceptions, creative ideas, and their idiosyncratic learning
Friday 22
September
1 – 2pm
QS111 / PS / MSDS01/
MPGC03 / KP / Introduction to differentiation / To consider the different strategies that can be used to support pupils of different abilities. / TS4
Friday 22
September
2 – 4pm
QS111 / PS / MSDS01/
MPGC03 / KP / Planning a lesson – practicalities and progress / To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability / TS4
Student teachers in base schools from Monday 25 September to 22 December 2017 (except for Wednesdays)
Wednesday 27 September 2017
School based – Manor CE Academy
Time / PS/SS / Subject / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL1–3pm / SS / Maths / School staff / Effective Teaching & Learning Strategies session 2: maths / To be able to plan a simple maths lesson
To apply the previous week’s learning objectives specifically to maths teaching
Be able to include assessment in a lesson plan
Review of progress on pupil study / All / Collect lesson plan examples from your mentors or your own
Update pupil study log
Bring a lesson plan proforma from school / Produce good formal lesson plans, including assessment
Continue to update pupil study log and mathematical thinking log. Evaluate pupil study log and mathematical thinking log.
3-5pm / SS / Maths / School staff / Curriculum Planning session 2: lesson planning, differentiation and delivery within maths
Learning objectives versus outcome / To develop an awareness of the process of planning, structuring and delivering engaging lessons
To understand how to adapt lessons to meet the needs and strengths of all pupils / All / M. Ollerton: Getting the buggers to add up / Arrange some lesson observations of other colleagues with a focus of differentiation. Record in Learning Journal/upload to PDP
Wednesday 4 October 2017**
School based – Manor CE Academy
Time / PS/SS / Subject / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL1.15-3pm / PS / MSDS01 / KP / Planning and Managing the Learning Environment: Creating a Climate for Learning session 1: key principles
Briefing for M level research project / To understand a range of strategies for effective classroom management
To consider the importance and impact of positive classroom interaction and effective communication
To understand the link between motivation, effective teaching and learning and classroom management / TS1
TS2
TS7 / Read at least one of the following;
Kyriacou chapter 5
Pollard chapter 10
Capel et al chapters 3.1 and 3.2 / Write key learning points from today’s sessions and reading in RLJ
3-5pm / PS / MSDS01 / BH / Classroom Management and Behaviour session 1: Theoretical approaches to Behaviour Management / To compare different theories/models relating to behaviour management
To begin to explore your own philosophy of behaviour management and consider how this will impact on teaching and learning / TS7 / Read Porter, section 1. / Write a statement of your philosophy of behaviour management and incorporate this into your statement on educational rationale/philosophy
Over next 3 weeks student teachers must access PPT’s on research skills & complete research proposal form
**Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead**
Wednesday 11 October 2017
York St John University – Subject Knowledge Day 2 YSJ staff (with 2 hours to follow on from 4.10.17 with subject specific issues)
Time / PS/SS / Subject / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL9 – 10
SK035 / SS / Maths / DL / Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: maths
For example
- Developing positive relationships
- Creating safe & supportive environment
- High expectations
- Learning to inspire, motivate & challenge
- Learning outside the classroom
To understand what is needed to create an emotionally safe and supportive environment for all
To consider the setting of high expectations which inspire, motivate and challenge pupils
To consider the importance of learning outside the classroom
To understand how to get the pupils to activity learn e.g. pupil maths / TS1
TS4
TS7 / Bring a copy of your schools classroom rules/behaviour policy/ sanctions & rewards / Reading and record keeping to support assignment 1
10 – 11
SK035 / SS / Maths / DL / Classroom Management and Behaviour session 2: maths
Positive BM strategies
Behaviour for learning
Developing a behaviour/classroom management plan / To consider a range of behaviour disorders
To develop an awareness of behaviours which promote effective learning
To recognise how decisions relating to management of learning may affect behaviour
To consider strategies to support positive behaviour
To understand the importance of a behaviour management plan to support classroom management and pupil progress / TS1
TS7 / Brooks et al, chapter 11
Capel et al, unit 3.3
Ellis, chapter 7
Hoult, chapter 5
Kyriacou, chapter 6
Behaviour2Learn website / Design a behaviour management/
classroom management plan
Observe a range of different staff members using behaviour tracking tool and apply strategies to own classroom practice
Write a statement of philosophy for BM to incorporate into statement of rationale and upload to PDP
11-12 and
1-5pm
SK035 / SS / Maths / DL / Subject Knowledge Development and SK pedagogy
Know your topics? / To consider learning and teaching strategies in relation to each of the branches of the mathematics curriculum.
Introduction to Mathematics Assignment 1. / TS1
TS2
TS3
TS4 / Bring some KS3 materials from (at least) three different branches of mathematics. / Use a new resource (from other SD students or from mentor)
Bring two examples from your log of mathematical thinking.
Wednesday 18 October 2017**