NQT CPD Event 1
Teaching & Learning
16th September 2014
Wingfield
Advice From Pupils
• Video
The Pyramid
Masters Accreditation
Judy Ogden
Early Career Professional Development:
a new programme for NQTs and RQTs
Judy Ogden and Sean Cavan
Links to your Teaching School Alliance
NQT / RQT offer:
The ECPD programme is designed to sit alongside and
complement current professional development packages
offered by your TSA / School / Academy.
It has been co-designed and will be co-delivered with TSA
colleagues to ensure that ECPD modules, learning activities
and school/academy- based action research are informed by
and relate to your NQT/RQT development programmes
Impact of the ECPD programme
for you - recognition of the learning and professional
development that you achieve through combining professional
practice with academic thinking
for your school - uses small scale action research projects
linked directly to school/academy improvement plans, focusing
on the things that matter now
for your students - developing your ability to develop them
Programme outline
The ECPD addresses:
The Dynamics of Learning, Teaching and Assessment
The Engaging Curriculum
Securing Learners' Progress
The Inclusive Classroom
Leadership of Learning through Data
Leadership of learning Through Staff
An extended school/academy based action research project
Module foci
The Dynamics of Learning, Teaching and Assessment
The Engaging Curriculum
Securing Learners' Progress
The Inclusive Classroom
Programme outline
The ECPD addresses:
Leadership of Learning through Data
Leadership of learning Through Staff
An extended school/academy based action research project
Module schedule:
1/2 day Saturday launch session at SHU
2 twilight sessions mid week at convenient locations
Tutorial support via e-mail and phone
Peer support from colleagues
1 SHU based writing session towards the end of each module
Time frame:
This will vary depending upon prior credits achieved.
If you bring in Masters credits from a PGCE then typically 10
terms, if you don' t bring in prior credits then typically 13 terms
The programme has been designed around the academic year
in school and takes into consideration particular periods of
increased workload and pressure.
Breaks in study are therefore built in to accommodate these.
Additional benefits:
Access to the University Learning Centre
Student Union Membership
Access to online resources
Networking opportunities with peers across the region.
Costs:
The cost of the modules will be spread across the programme
and can be paid in monthly instalments.
15 credit modules = £ approximately 395
30 credit modules = £ approximately 790
Schedule for colleagues bringing in PGCE
Masters credits
module
delivery
credits
cost *
Dynamics of Learning, Teaching
and Assessment
June 14- Nov 14
15
£395
The Engaging Curriculum
Mar 15 - Jul 15
15
£395
Securing Learners' Progress
Sept 15 - Feb 16
15
£395
The Inclusive Classroom
Mar 16 - Jul 16
15
£395
Extended School/Academy-based
Action Research project
Sept 17 - Jul 18
60
£1450
* to be confirmed
Schedule for colleagues who are not bringing
in PGCE Masters credits
module
delivery
credits
cost *
Dynamics of Learning, Teaching
and Assessment
June 14- Nov 14
15
£395
The Engaging Curriculum
Mar 15 - Jul 15
15
£395
Securing Learners' Progress
Sept 15 - Feb 16
15
£395
The Inclusive Classroom
Mar 16 - Jul 16
15
£395
Leadership of Learning Through
Data
Sept 16 - Feb 17
30
£790
Leadership of Learning Through
Staff
Mar 17 - July 17
30
£790
Extended School/Academy-based
Action Research project
Sept 18 - Jul 19
60
£1450
* to be confirmed
For further information:
Please contact
s.cavan@shu.ac.uk
j.ogden@shu.ac.uk
NQT CPD Leads
Top Tips
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Samantha Hartley Oakwood
Marie Hudson Oakwood
Beth Carre Oakwood
Andy Woodcock Dinnington
Scott Gaynor Wickersley
Amy Rozmus Brinsworth
Debbie Elsdon Brinsworth
Stan Chapman Wingfield
Louise Stephenson Wickersley
Richard Pearson Winterhill
Melvin Palmer Thrybergh
Paul Stanton Wales
Ramona Fletcher Wales
Sam
• Setting Objectives
• Instead of setting a levelled objective stating what pupils will
learn by the end of the lesson, set an objective stating what
they will have learned by a certain time in to the lesson, e.g.,
after 25 minutes you should have all recalled your learning
about World War 2 and applied it to the timeline.
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• Why is it successful? It splits the learning up to in to
manageable chunks; it provides pace; there is a manageable
goal to aim for; it creates a point where progress can be
checked and misconception addressed.
G. Petty
Marie
Amy and Debbie
• Using the play-dough, you have one minute to
model anything about your day today.
• You will be asked to explain this to your shoulder
partner.
• You have 1 minute to explain your model to
each other.
Immediate Engagement
Brinsworth Comprehensive School
Debbie Elsdon
Amy Rozmus
Create intrigue in your lesson
from the beginning:
• Doesn’t have to be related to the
lesson/topic although better if you can!
• No fail questions are good.
• Go for 3 minutes rather than 5. Make them
work quickly!
Use interesting images:
Que es el problema?
What do you think
this image is?
What could be
happening in this
image?
There is no
right or wrong
answer!
What has happened? Why? How?
Use interesting images:
Think of FIVE questions you would like to
ask about this image.
These people cause flooding in a
country hundreds of miles from
their home. How?
Ask interesting ‘big’ questions:
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How could ICT stop a forest fire in Portugal?
When does a plate become a bowl?
Can machines have feelings?
If a Christian’s destiny is controlled by God, can he/she be blamed
for anything?
Does a computer hard drive weigh more when it is full than when it is
empty?
Would you rather go to heaven or remain immortal on Earth?
Has technology made humanity less human?
Is the past more important than the future?
Which is heavier: love or hate?
What's the question?
• The answer is:
Bewildebeast!
• Five ways to confuse:
– A badger
– A kettle
– A volcano
– Henry VIII
When ducks cry!
• List five ways to make the following cry:
– Duck
– Squirrel
– Curley’s wife
– A plant
Create codes
to crack –
make it a
competition:
A = E
B = N
C = J
D = R
E = H
F = Z
G = L
H = X
I = P
J = C
K = G
L = T
M = Y
N = W
O = U
P = A
Q = M
R = Q
S = V
T = D
U = K
V = S
W = F
X = B
Y = O
Z = I
A-Z Grid – Competition
This can be used
for any topic and
can be revisited at
the end of a
lesson/week/topic
to show progress
Spot the odd one out
The Nurse
Romeo
Mercutio
Capulet
Verona
Juliet
Shakespeare
Tybalt
Rosaline
Triominoes
Can be used to
introduce new
content/revision/
grouping
Set Learning Groups
Nigeria
Ghana
Africa
Zimbabwe
Sierra Leone
Other top tips…
• Target questions at students, rather than hands
up
• Wait time
• For card sorts, have a few blanks “up your sleeve”
as an extension.
• Plan your learning outcomes at the end.
Scott
Paul & Ramona
Andy Woodcock
My top tip is be about non-verbal behaviour
management techniques and challenging specific
behaviour. What can be the most effective way to:
• Ask a student to take his/her coat off?
• Do up his/her tie?
• Get back on task? Challenge Shouting out?
• Sit in the place you want him/her to?
• Challenge behaviour that is disrupting a teacherled activity?
Andy Woodcock
Andy Woodcock
Stan
• The most important resource in the classroom is not
the inter-active board ,it is not your set of white
boards, it is not your lollypop sticks with the students’
names on; it is you. You must look after this resource
because without it nothing can happen. The resource
needs feeding, it needs rest and it needs
companionship. Top tip: pace yourself, keep
something in the tank, don't give your all in period one
because you will not have anything left for period
two… or period three. Top Tip, the students should be
working harder than you are in the lesson.
What CPD do you want?
• School-based experience
• Reflect on your targets from your training and use these as a
starting point.
• What experiences would benefit your development and, thus,
the pupils’ progress?
• Do you want to see outstanding teachers in a specific subject?
• Do you want to learn more about differentiating for individual
learners or groups of learners?
• Do you want to see examples of specific resources or topics or
iPads in action?
Website
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Our new website is in production!!
Once completed and live, all NQT’s will be able to access all of the resources and
materials that will be used within your CPD sessions electronically!
An email will be sent to you once the Learners First Website has gone live!
Details Form
• Please complete the details form and hand it to
Louise.