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This is the template for trainees to use for planning their lessons

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This is the template for trainees to use for planning their lessons

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This is the template for trainees to use for planning their lessons

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ITAP - Intensive Teaching And Practice - NEW for 2023/24

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ITAP - Intensive Teaching And Practice - NEW for 2023/24

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ITAP - Intensive Teaching And Practice
Intensive training and practice part of all ITT from 2024.  It is “an opportunity to intensify the focus on specific, pivotal areas” to “give trainees feedback on foundational aspects of the curriculum where close attention to and control of content, critical analysis, application and feedback are required.”

Find out plan for trialling this important aspect of the programme attached.

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This is a short guide to the role of a mentor

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This short CPD course is on feedback to support mentors.

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TalentLMS - Cloud based, Lean Learning Platform with an Emphasis on Usability and Easy Course Creation

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How school staff can develop a behaviour policy.

Applies to England

Documents

Details

This guidance is for:

school leaders

school staff

governing bodies

trust boards and proprietors

local authorities

It applies to:

maintained schools - community, foundation or voluntary school, community or foundation special school, and maintained nursery school, pupil referral units and non-maintained special schools

academies - including mainstream and special free schools and alternative provision academies - including alternative provision free schools

independent schools

Use this document and the further guidance and resources for guidance on how to promote good behaviour in school.

Read this alongside school suspensions and permanent exclusion and searching, screening and confiscation at school.

Thank you for your feedback

Report a problem with this page

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How school staff can develop a behaviour policy.

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Behaviour Management - notes from Government Guidance

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Behaviour Management - notes from Government Guidance

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Key points from the government guidance on behaviour management in schools

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EEF toolkit:
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/
Click on the above link and search for SEND to get information.

https://www.sec-ed.co.uk/best-practice/adhd-and-the-new-sen-code/

ADHD foundation:
https://adhdfoundation.org.uk/

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This short CPD course is to help trainees and mentors know the difference between differentiation and adaptive teaching methods and why things have changed.

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I just checked a course named ‘Adaptive Teaching - Introduction’. I recommend you to give it a try as well

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This is our learning theories short CPD course to inform you of the main learning theories that our trainees will be taught about in their PGCE year.

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I just checked a course named ‘Learning Theories’. I recommend you to give it a try as well

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This is a recording of the 1st mentor network meeting in term 2 - please watch and complete the survey at the end.

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I just checked a course named ‘Mentor Network Meeting 1 - March 2023’. I recommend you to give it a try as well

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This is the draft calendar that may be helpful for planning for next academic year.

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Secondary Academic calendar 2023-24 v1.4

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ITE Partnerships Mentor Development in the School of Education

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If you missed mentor training this term, please go to our online mentor training for generic and subject specific.  All mentors are required to be trained and we have had many changes this year so it is important that you are aware of them.
The mentor agreement can be found on:
https://greenwichuniversity.eu.qualtrics.com/jfe/form/SV_00e0IVKnKWT2wLQ

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I just checked a course named ‘Secondary Phase: Mentor Training (Stage ...’. I recommend you to give it a try as well

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Journey SEND EAL  Inclusion Secondary PGCE UPDATED Version

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This is an example of what a lesson may look like. The aim is to ensure that this focuses on pupil learning and progress.

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Journey, Understanding & managing behaviour, secondary PGCE

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This booklet details the weekly foci for mentors and trainees in their progress meetings from a general and subject specific perspective.

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2023-24 Weekly Guidance for school mentors - Placement B

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This is to be used in conjunction with the lesson observation proforma

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Lesson observation prompts with a focus on learning

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This booklet is for you and your trainee to get to know each other better.  Discussions will provide insight on how you can develop the training programme and support the trainee's needs.

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1. Mentoring specifically target setting
2. Curriculum
3. Partnerships

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This short recording explains how to access and complete placement assessment reports

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This is "How to complete a report.mp4" by Lorraine Smith on Vimeo, the home for high quality videos and the people who love them.

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This short recording is about how to use InPlace for mentor meetings.

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This is "How to use InPlace.mp4" by Lorraine Smith on Vimeo, the home for high quality videos and the people who love them.

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Guide on how to complete Progress Meeting on Inplace

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Secondary Education Priority Areas and Strategy Overview

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Guide - Existing InPlace user access (including request password reset email)

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Thank you to Dartford Science and Technology College for working on this project as part of the project team with the University of Greenwich; providing material for the complex scenarios.

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As you navigate these pages, those of you who are new to teaching have the opportunity to work with your mentors, colleagues, or your tutors, as you develop your skills and your understanding to be a teacher of everyone. Compatible with instructional coaching, the materials are embedded in the conte…

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ITT Resources

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This booklet details the weekly guidance for discussions in your mentor meeting and for each subject area.

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2023-24 Weekly Guidance for school mentors - Placement A

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Mentor Training: Instructional Coaching Ppt

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Mentor Training: Instructional Coaching Ppt

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Our secondary education priorities stem from these cross-phase priorities and our development plan:

1.   Setting high expectations within an ambitious curriculum (i.e. teaching to the top)

2. Linking theory to practice to improve adaptive teaching techniques and supporting SEND pupils in the classroom

3. Enhance and support mentors through training

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ITE cross phase priority areas and Strategy Overview 202175

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This booklet contains questions relating to each core area to consider discussing with your trainee as part of assessing their progress.

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This form will be completed when a University tutor completes a QA visit and jointly observes the trainee via Qualtrics survey and will be sent via email.  Please indicate any training needs or support to the tutor and any feedback from the tutor will also be recorded here and shared via email with you and the trainee.

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The subject lead, Ade Magaji, has provided a statement of the curriculum intent in the maths curriculum

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Curriculum Intent PGCE Science Greenwich

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The subject lead, Sam Coombes, has provided a statement of the curriculum intent in the maths curriculum

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The subject lead, Jane Wragg, has provided a statement of the curriculum intent in the maths curriculum

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A reference guide to important aspects of the mentor and PCM role

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This booklet lays out the assessment criteria against the subject areas taught curriculum.  This is to ensure that trainees are being assessed against what they are taught at each assessment point.

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Secondary ITE Trainee Development and assessment through the curriculum science 2023-24

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This booklet lays out the assessment criteria against the subject areas taught curriculum.  This is to ensure that trainees are being assessed against what they are taught at each assessment point.

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Secondary ITE Trainee Development and assessment through the curriculum maths 2023-24

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This booklet lays out the assessment criteria against the subject areas taught curriculum. This is to ensure that trainees are being assessed against what they are taught at each assessment point.

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Secondary ITE Trainee Development and assessment through the curriculum PE 2023-24

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This document outlines what is taught to PGCE Mathematics at University and what this should look like in teaching practice through the use of 'learn that...' and 'learn how to...' statements

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This document outlines what is taught to PGCE Physical Education at University and what this should look like in teaching practice through the use of 'learn that...' and 'learn how to...' statements

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Term 1-3 Physical Education curriculum 2023-24 newest version

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This document outlines what is taught to PGCE Science with chemistry/ biology/ physics at University and what this should look like in teaching practice through the use of 'learn that...' and 'learn how to...' statements

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This documentation outlines the process for any concerns about trainee progress. This starts with the informal process on InPlace with a Targeted Action Plan.

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This form is to be used for formal observations of trainee's teaching.
This is to be used in conjunction with Appendix 1

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This handbook details what is covered in the PE programme and the associated assessments

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This handbook details what is covered in the Science programme and the associated assessments

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This handbook details what is covered in the Maths programme and the associated assessments

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This handbook details what is covered in the professional studies module and the associated assessment

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This handbook details most aspects of the placement from organising the timetable to how trainees are assessed