Supporting the ITE trainee in School
Curriculum English
A Resource for School Based Mentors, Core Subject Coordinators and Headteachers.
Introduction
The purpose of this booklet is to support the training and assessment of Initial Teacher Education trainees in schools. It is aimed at any one in the primary school
who is concerned with support of trainees. We aim to complement this booklet with a series of training sessions in the University. Please let us know if the booklet is
useful to you or if you can identify improvement. Feedback is always welcomed.
This booklet covers three core areas; maths, English and science. Within these areas will be the following guidance:
1. Section 1. The University’s aims for the core subject, course outline and overview of assignments.
2. Section 2. Suggestions on ways to support trainees in their core subject teaching in schools. This includes examples of completed observation form on
trainees’ core subject lessons, examples of specific targets and ways to challenge your trainee in science ,maths and English.
3. Section 3. Assessment of trainees in the core subjects. This extends the level descriptions taken from the Standards and gives exemplars of trainees’
achievements in science, maths and English e.g. what a good trainee’s subject knowledge would look like.
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English: Communication, language and literacy
Our Definition of Subject Knowledge
We, in the English team at UWE, consider a trainee’s training to be the beginning of their development as a teacher of English.
We aim to develop competent, thinking, confident teachers of English: communication, language and literacy with the potential to develop further
 The best teachers draw on several different areas of knowledge in order to develop "the knowledge base of the expert teacher".
Curriculum Knowledge
A high priority is placed on a thorough understanding of the
content, organisation, progression and continuity in the
English curriculum. As communication is a ‘key skill’ it is also
vital that trainees understand the links between the
development of language and literacy and English across the
curriculum.
Pedagogical Knowledge
This is the practical, professional knowledge of how to teach.
Whilst their university training will provide them with
opportunities for learning about pedagogies in English it is
during professional practice that they are able to fully develop
their understanding through supported practice and
reflection.
Subject Knowledge
Successful English teaching is underpinned by good subject
knowledge. Trainees need to learn all about words, sentences and
texts: developing sufficient confidence and competence for
creative and effective teaching.
Knowledge of Learning Theory
This is vital professional knowledge of learning theory. Trainees
need to understand how children actually learn. Trainees will
develop their understanding of the relevant psychological theories
during professional practices and as part of their University English
course.
The knowledge base of the expert English teacher
Throughout the course, including school experience, the trainee will be developing these different kinds of knowledge in parallel.
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Our Courses
Underpinned by our model of subject knowledge for English teaching, the PGCE and BA courses aim to cover a substantial amount of subject knowledge,
curriculum knowledge, appropriate to age range studied, pedagogical knowledge and Learning theory. The following is an overview of the course and their
assignments. Trainees also take an advanced professional route where they could specialise in one of Science, English, Maths or Humanities.
The University based components
Here is a brief overview of the content and assignments of the University based component of the course in English. For further guidance on assignments and
school based elements please refer to Professional Practice Handbooks and the overviews provided.
Year 1
The focus in year 1 is on literacy development: how children learn to read and write with a particular focus on reading and the development of readers and the
development of trainees’ understanding of how these processes are underpinned by their oral language. The ways in which teachers can extend the skills of young
learners through a range of appropriate observations and interventions are examined. Trainees will be introduced to appropriate teaching and learning strategies, and
an introduction to the Early Reading: systematic phonics within a broad rich language curriculum will be given to all.
Trainees will become familiar with early reading behaviours. They will be introduced to the simple view of reading and develop subject and pedagogical knowledge of
phonics and language comprehension. As well as learning how to teach phonic, skills and knowledge, trainees are taught diagnostic techniques including careful
observation, reading conferences and, for young readers, how to conduct a running record. Trainees will also develop their knowledge of and interest in high quality
texts for children. These skills and understandings are consolidated and extended through professional practice tasks which will conducted throughout their serial
experience. Trainees will also be encouraged to consider how ICT can support children’s learning in English: communication, language and literacy.
Consideration is given to aspirations for a ‘literate pupil’ and the creation of a literate environment. Trainees are set tasks to undertake during professional practice,
which require them to gather evidence about the literacy development of children within their social context.
Below you will find and overview of the learning in Year 1. There are three main sites of learning – the university, school and the trainees independent study.
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Overview of Year 1 including trainee, school and centre based learning.
Trainee centre based
Trainee school
learning
based learning
Understanding early
Observation of
reading behaviours
reading in school to
include observation
in the Early Years
Developing a
Identify where
knowledge of
children’s literature is
children’s literature
a feature in school –
and its use in the
reading for purpose
teaching of
and pleasure
English/CCL
Sharing books with
Observe reading
children: shared
activities in school in
reading, class
particular shared
readers, story time etc reading.
Read a story to the
class and/or group
The significance of
Observe the use of
talk in the learning
adult and child talk in
and teaching of
the learning and
reading
teaching of reading
Identify how the
environment is used
to support learning
Theories of reading
Identify the links
between theory (top
down and bottom up
approaches) and
practice.
The Independent
Find out how reading
Review of Reading
is taught in the early
(Rose) and the Simple years.
View of Reading
Observe the teaching
Trainee independent learning (additional activities to
readings in handbook)
Reflect on the different texts used in school e.g. reading
schemes, class readers (story time), class libraries, shared texts
and the purposes for each
Read a range of children’s books over the year – classic
children’s fiction, significant authors, non-fiction and poetry.
Read Overview of Shared Reading
http://nationalstrategies.standards.dcsf.gov.uk/node/47162 with
beginning readers and reflect your practice in relation to the
document.
Use the shared and guided reading section of the Developing
Literacy in Initial Teacher Training DVD
Begin to classify the talk you hear in the classroom and its
purposes; explaining, enquiring, instructing, questioning,
discussing, modelling, demonstrating, scaffolding etc
Look at Talk for Writing materials – focus on Book Talk
http://nationalstrategies.standards.dcsf.gov.uk/node/154871
The literate
environment
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Reflect on the links between theory and practice. Identify any
questions about theory you have that have been raised through
your observation of practice. Make these a focus of your
additional reading.
Read the Independent Review of Reading
http://www.standards.dcsf.gov.uk/phonics/rosereview/
Look at the Simple View of reading section of the Developing
Literacy in Initial Teacher Training DVD
Centre based
assessment
Patchwork
assessment
1. Case study
of a child to
include;
overview of
the child as a
reader from
information
gathered on
practice e.g.
miscue,
reading
conference,
conversation,
observation,
APP/profile
evidence,
guided
reading,
reading
records, NC
level or
profile point,
5
Introduction to Letters
and Sounds
Phonic focus day:
participating in model
lessons, observation
of phonic session,
resources for teaching
including ICT ,
application across the
curriculum, tracking
progress,
pronunciation of
sounds
Assessment of
reading
miscue and running
records
National
Curriculum/EYFS
Assessment focuses
Foundation Stage
Profile
APP
Guided Reading and
comprehension
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of a phonic session if
possible
Find out how
language
comprehension is
developed.
Identify the main
resources and
schemes used for the
teaching of reading in
the school.
next steps in
learning etc
Ensure you have a copy of Letters and Sounds
Read the Notes of Guidance for Practitioners and Teachers
Become familiar with the DVD and each of the phases of Letters
and Sounds
Reflect on the similarities and differences of your school’s chosen
phonic programme and Letters and Sounds
Follow up through reading and questions for following tutorials
any questions you have that have arisen from the phonic focus
day.
Practise pronouncing the sounds correctly – use the Letters and
Sounds DVD to support this or the Developing Literacy in Initial
Teacher Training DVD
Identify how reading
is assessed in
school.
Carry out a miscue
analysis
Observe a guided
reading session
Where possible, plan
and teach a guided
2. Reflecting
on practice in
school and
on the
current
reading
debate,
compare and
contrast
different
approaches
to the
teaching and
learning of
reading.
Using the Professional Development Resources pack ensure you
are confident in carrying out and using the information from a
miscue analysis
Be familiar with the National Curriculum and/or the EYFS
EY – read guidance relating the EYFS profile at
http://www.standards.dfes.gov.uk/eyfs/site/profile/index.htm
EY and Primary – read and become familiar with APP guidance
(begin by looking at reading)
http://nationalstrategies.standards.dcsf.gov.uk/primary/assessme
nt/assessingpupilsprogressapp
Reflect on your understanding of language comprehension and
reading comprehension
http://nationalstrategies.standards.dcsf.gov.uk/node/19362
http://nationalstrategies.standards.dcsf.gov.uk/node/18990
6
reading session
E books and web
resources
Planning for English –
an introduction based
on school experiences
Subject knowledge
 Standard
English
 Phonology
 Morphology
 Punctuation
 Grammar
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Create an e book
with a group of
children
Identify how ICT is
used to support the
teaching and learning
of reading
Look at the schools
curriculum map,
medium term plans
and weekly/daily
plans.
Contribute to/attend
a planning meeting.
Plan a lesson with
your class teacher
and also
independently
Apply knowledge in
school
Look at a range of plans available on Blackboard. All schools
plan differently but begin to identify the key elements of a good
plan for a trainee (experienced teachers plans may look
different).
EY be familiar with the EYFS
http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs
Primary - Look at the units of work on the Primary Framework site
(not all schools use these)
http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryfra
mework/literacyframework and the National Curriculum
requirements
Make a note of key points to remember when planning and
documents, websites you have found useful.
Identify your strength and areas for development based on the
two audits over the year.
Produce your own mini action plan to address areas for
development.
7
Year 2
In Year 2, the three key themes are creativity, speaking and listening and the learning of English as an additional, alternative language. There will be particular
reference to poetry and drama; exploring the oral traditions – reading and writing poems in the classroom- and the use of drama techniques in enhancing language in
the classroom and across the curriculum. There will be an emphasis on speaking and listening, and a consideration and celebration of the many languages that
children can use, including those for whom English is an additional, alternative language. Trainees will also discover what it is like to learn in a language other than
their own, exploring aspects of multilingualism, bilingualism and culture.
During this course trainees will extend their knowledge and understanding of creative approaches to teaching English: communication, language and literacy. They
will plan and present creative teaching and learning activities in preparation for professional practice. During their practice trainees are encouraged to consolidate and
extend their understanding of and confidence in creative teaching approaches with particular focus on poetry and drama.
Below you will find and overview of the learning in Year 2. There are three main sites of learning – the university, school and the trainees independent study.
Trainee centre
based learning
Introduction to
cross curricular
ways of working.
Trainee school based
learning
Identify cross curricular
planning in the school
Find out about the
school’s pedagogical
ethos and philosophy
Introduction to
Identify when, where and
poetry
how poetry is used and
taught across the
curriculum
Visit to Bristol Art Find out what educational
Gallery. ‘Focus
visits your school plans
Take one Picture’ and how it uses these
ideas and
visits
themes
Digital poetry
Identify the ways ICT is
used within the learning
and teaching of literacy
and how it can promote
cross curricular links
Poetry
terminology and
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Trainee independent learning (additional activities to
readings in handbook)
Be familiar with the Independent Review of the Curriculum
http://www.dcsf.gov.uk/primarycurriculumreview/
Reflect on the interrelationship between the 4 language modes,
see the Developing Literacy in Initial Teacher Training DVD
Centre based
assessment
Read a range of poetry.
Find and share with your group a good poetry anthology e.g. The
Works chosen by Pie Corbett
Look at the National Curriculum Speaking and Listening
objectives and the four strands within the Primary Framework
(speaking, listening, group discussion and interaction and drama)
Look a the ICT applications in literacy guidance
http://nationalstrategies.standards.dcsf.gov.uk/node/102715
EY refer to the above for the Foundation Stage
Read the poetry progression paper
http://nationalstrategies.standards.dcsf.gov.uk/node/48239
The
assignment is
in two parts
Part 1
A
collaborative,
multi media
presentation
focusing on
8
subject
knowledge
Story telling and
story telling from
around the world
If appropriate incorporate
oral story telling into a
session or use at story
time.
Drama uses and
conventions
If possible observe drama
being used as a learning
and teaching strategy
If possible use plan a
cross curricular or poetry
based drama session
Planning and the
creative
curriculum
Planning
creatively for
English
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EY – look at the schools
plans and how adult and
child initiated learning are
planned for
Primary - Look at the
schools curriculum map,
medium term plans and
weekly/daily plans.
Contribute to/attend
planning meetings.
Plan a lesson with your
class teacher and plan
independently
EY refer to above for Foundation Stage, also Phase 1 of Letters
and Sounds
Identify key terms at word, sentence and text level that you need
to learn.
Read and extend knowledge of children’s literature. Look at the
Janet Evans website for texts that highlight Ethnic Diversity,
Individuality and Anti-Racism
http://www.janetevans.co.uk/lit_text_sets.shtml
Be familiar with the Talk for Writing story telling and story making
materials on the national strategies website.
Analyse the role of the Arts in supporting children’s cultural,
social and creative development.
Order copies of the speaking and listening and drama leaflets
http://nationalstrategies.standards.dcsf.gov.uk/node/154603
the use of the
IWB –
Prepare and
present an
Arts cross
curricular
resource for
teaching and
learning
Reflect on the cross curricular uses of drama.
http://www.history.org.uk/resources/resources.php?ks=&s=1&st=
drama
Reflect on the use of drama as a form of representation in
language and the arts
EY – Reflect on the use the outdoor and indoor environments and
how these support learning and teaching.
Primary – Reflect on how you would use a poem, a picture, an
historical event, a children’s book etc as a stimulus for a cross
curricular unit of work.
Analyse the role of the teacher in relation to the development of
children’s creative development
Trainees to look at a range of plans available on Blackboard.
Identify the key elements of a good plan for a Year 2 trainee
EY be familiar with the EYFS
http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs
Primary - Look at the units of work on the Primary Framework site
(not all schools use these)
http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryfra
mework/literacyframework and the National Curriculum
Part 2
A rationale
about the
teaching of
the arts
And
An Arts
portfolio
9
requirements
Trainees to note key points to remember when planning and
useful documents, websites.
Subject
knowledge
Standard
English
Phonology
Morphology
Punctuation
Grammatical
knowledge
and word
classes
Textual
knowledge
and
terminology
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Apply knowledge in school Trainees to look back at targets set at the end of Year 1. Identify
strengths and areas for development based on the two audits
over the year.
Produce mini action plan to address areas for development.
Ensure you understand the Simple View of Reading.
Use the Developing Literacy in Initial Teacher Training DVD to
remind and ‘top up’ understanding
10
Year 3
The literacy hour is designed to promote ‘literacy instruction’ but this is not a recipe for returning to some crude or simple form of ‘transmission’ teaching.’ (NLS Framework
for teaching p 8)
Year 3 builds on and synthesises strands developed throughout the English course; enabling trainees to plan, teach, assess and evaluate a programme for English
rooted in the subject knowledge and pedagogic knowledge necessary for successful teaching.
The main emphasis in year 3 is on Inclusion; this is reflected in the content of the English module. Trainees will research and critically analyse national initiatives such
as the National Curriculum, the Early Years Foundation Stage and the Primary Framework. We ask the trainees to consider whether, and how, national initiatives have
supported pupils and teachers in schools in raising standards in English: communication, language and literacy.
There will be a particular focus on Assessment for Learning – a key theme running through all third year modules. Trainees will be encouraged to question whether national
initiatives empower teachers in delivering inclusive lessons, particularly for children who are working outside expectations. Working with other adults in the classroom in
support of pupils’ learning will be considered in light of the Workforce Reform agenda. Trainees will examine how the Primary National Strategy might support professionals
– for example in ensuring a smoother transition between age phases.
Throughout this module trainees will be supported and challenged to develop their subject and pedagogical knowledge and understanding to enable them to meet the
needs of all children in English: communication, language and literacy.
Below you will find and overview of the learning in Year 3. There are three main sites of learning – the university, school and the trainees independent study
Trainee centre
based
learning
Writing
pedagogy and
theory –
progression in
learning
Trainee school based
learning
Trainee to make links with
theory and practice.
Trainee independent learning (additional activities to
readings in handbook)
Centre based
assessment
EY – identify through reading pre writing skills and dispositions,
early mark making and the use of the EY environment,
Primary - Identify through reading key pedagogical approaches
to the teaching and learning of writing e.g. shared writing, guided
writing, collaborative writing
Explore the Everybody Writes website
http://www.everybodywrites.org.uk/
Early Mark
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EY – identify opportunities
Read the Mark making Matters document
Component A
11
Making
Phonics and
writing
The writing
environment
Shared writing
inside and outside the
classroom for early mark
making including gross and
fine motor skill activities
Primary – if trainees have
not had the opportunity to
observe a phonic session
ensure this is part of
complementary training.
EY – plan and teach a
series of phonic sessions
where appropriate.
EY – support trainees in
using the environment to
develop writing
Primary – identify how the
environment is used to
celebrate, support and
develop learning
Trainee to observe shared
writing
Trainee to plan and teach a
shared writing session as
part of a learning sequence
Encourage trainee to use
shared writing as a cross
curricular tool.
http://nationalstrategies.standards.dcsf.gov.uk/primary/publication
s/foundation_stage/ey_making_mark_matters76708
Revisit Letters and Sounds in particular reflect on the application
across the curriculum of phonic skills and knowledge
http://nationalstrategies.standards.dcsf.gov.uk/node/172002
Look at the CLLD section of the national strategies website and in
particular the examples of 4 children’s early writing development.
Audit classroom displays and resources. Begin to consider how
you, as a teacher, would develop your classroom environment.
Read and reflect on the Talk for Writing materials Look at the
Year 4 shared writing clip
http://nationalstrategies.standards.dcsf.gov.uk/node/156173
Look at Developing Early Writing – pages 13 to 17 for guidance
on shared writing
http://nationalstrategies.standards.dcsf.gov.uk/node/47342
Identify the key elements that make shared writing successful
and the possible difficulties that may be encountered
Guided writing
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If possible trainee to
observe a guided writing
session and to plan for and
teach a guided writing
An individual
presentation
that focuses
on an aspect
of the
effective use
of children’s
literature to
support
learning and
teaching in
English
Use the Developing Literacy in Initial Teacher Training DVD –
shared and guided reading and writing section to support your
understanding
Look at the guidance for guided writing. Consider the key
differences and similarities between guided and shared writing.
Consider when you would use each.
http://nationalstrategies.standards.dcsf.gov.uk/node/64780
Component B
Essay –
Critically
discuss ways
to develop
successful
and
motivated
writes in the
primary
context
12
session.
Look at the teachers TV guided writing clips
http://www.teachers.tv/video/27406 to reflect on your own
planning and practice
Genre
(narrative and
non narrative)
Policy and
practice –
significant
policy and
research and
its impact on
learning and
teaching
Teaching
grammar,
vocabulary and
punctuation
Using and
creating film
and multimodal
text
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Trainee to discuss where
appropriate the school’s
approaches to the teaching
of different genre and in
particular cross curricular
application of skills and
knowledge
Look at the schools English
Policy and reflect on the
influence of government
and local initiatives
Use the Developing Literacy in Initial Teacher Training DVD –
shared and guided reading and writing section to support your
understanding
Look at the progression papers for each genre
http://nationalstrategies.standards.dcsf.gov.uk/search/primary/res
ults/nav:45784
The Lancs website provides useful guidance for the teaching of
different genre
Read the recent publication Getting Going: generating, shaping
and developing ideas in writing
http://publications.teachernet.gov.uk/default.aspx?PageFunction=
productdetails&PageMode=publications&ProductId=DCSF00283-2008
Primary - Identify and
observe the teaching of key
skills and reflect on how the
teachers ensures children
apply these across the
curriculum
Look at the quick fire games on the Everybody Writes website
and reflect on how these can be used to develop grammar,
vocabulary and punctuation.
http://www.everybodywrites.org.uk/writing-games/
Where appropriate the
trainee to use the making or
viewing of film and
multimodal text as part of
Look at Story Starts – a series of film clips that can be used in a
variety of ways to support and generate ideas for writing
http://www.teachers.tv/search/node/story+starts
Watch the Teacher TV programme with an EAL focus and reflect
on the strategies used http://www.teachers.tv/video/30990 and
Grammar Dance http://www.teachers.tv/video/1430
13
Spelling and
handwriting
the literacy and/or cross
curricular teaching
Reflect on the use of the British Film Institute Resources for
schools http://www.bfi.org.uk/education/teaching/primary.html
School to share policy and
practice with trainee if
appropriate
Access the National Literacy Trust website and look at some of
the research available
http://www.literacytrust.org.uk/Research/popularindex.html
Review the handwriting guidance given in Developing Early
Writing pages 156 to 164
http://nationalstrategies.standards.dcsf.gov.uk/node/47342
Be familiar with the National Curriculum objectives that relate to
spelling and those within the Primary framework.
Look at the spelling guidance
http://nationalstrategies.standards.dcsf.gov.uk/node/183127
ensure you have ordered your hard copy of this document
Review the research posted on the National Literacy Trust
Website
http://www.literacytrust.org.uk/Database/writing/spelling.html
Inclusion,
meeting
individual
needs – G and
T, EAL, SEN,
Dyslexia
Assessment of
writing to
include EYPS
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Class teacher to share with
trainee how individual
needs are planned for in the
school.
Class teacher to support
trainee in planning for
differing needs
Trainee to meet with
SENCO if appropriate as
part of complementary
training activities
Share school practice
including making
judgments, next steps in
This is a huge area. Trainees need to reflect on areas addressed
in centre based training and identify personal strengths and areas
for development.
The Inclusion Development Programme may support further
study.
http://nationalstrategies.standards.dcsf.gov.uk/primary/features/in
clusion/sen/idp
Primary – Look at the standards files for APP
http://nationalstrategies.standards.dcsf.gov.uk/primary/assessme
nt/assessingpupilsprogressapp
14
profile and APP
learning and statutory
requirements
Planning for
English
Contribute to/attend
planning meetings.
Plan a lesson with the class
teacher and plan
independently
Using
children’s
literature
Be aware of how texts used
with children in the school
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The Lancs website provides a useful glossary of APP terms
http://www.lancsngfl.ac.uk/nationalstrategy/literacy/index.php?cat
egory_id=415
Gloucestershire provides useful child friendly APP statements
http://www.glosenglish.org/
EY – Be familiar with the guidance relating to the EYFS Profile
http://nationalstrategies.standards.dcsf.gov.uk/search/earlyyears/
results/nav:49804
Trainees to look at a range of plans available on Blackboard.
Identify the key elements of a good plan for a Year 3 trainee
EY be familiar with the EYFS
http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs
Primary - Look at the units of work on the Primary Framework site
(not all schools use these)
http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryfra
mework/literacyframework and the National Curriculum
requirements
Trainees to note key points to remember when planning and
useful documents, websites.
There are lots of very useful websites.
text
http://www.writeaway.org.uk/component/option,com_mtree/task,listcats/cat_id,
108/Itemid,/ offers excellent ideas for using texts with children
www.janetevans.co.uk gives a range of excellent themed texts
15
PGCE
We aim to cover similar ground in less detail to the above. Due to time constraints there is more of an emphasis on the trainees updating their own subject
knowledge.
Trainee centre based
Trainee school
learning
based learning
Introduction to English Language focus
serial days
Reading - theory and
Identify how the
pedagogy
environment is used
to support learning
Phonics and early
reading
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Trainee independent learning (additional activities to
readings in handbook)
Read Overview of Shared Reading
http://nationalstrategies.standards.dcsf.gov.uk/node/47162 with
beginning readers and reflect your practice in relation to the
document.
Identify how children Use the shared and guided reading section of the Developing
are taught to read in
Literacy in Initial Teacher Training DVD
school. Look at the
Reflect on the links between theory and practice. Identify any
school policy and
questions about theory you have that have been raised through
match to observed
your observation of practice. Make these a focus of your
practice
additional reading.
Reflect on your understanding of language comprehension and
reading comprehension
http://nationalstrategies.standards.dcsf.gov.uk/node/19362
http://nationalstrategies.standards.dcsf.gov.uk/node/18990
Identify the links
Read the Independent Review of Reading
between theory (top
http://www.standards.dcsf.gov.uk/phonics/rosereview/
down and bottom up Look at the Simple View of reading section of the Developing
approaches) and
Literacy in Initial Teacher Training DVD
practice.
Ensure you have a copy of Letters and Sounds
Find out how reading Read the Notes of Guidance for Practitioners and Teachers
is taught in the early
Become familiar with the DVD and each of the phases of Letters
years.
and Sounds
Observe the teaching Reflect on the similarities and differences of your school’s chosen
of a phonic session if phonic programme and Letters and Sounds
possible
Practise pronouncing the sounds correctly – use the Letters and
Find out how
Sounds DVD to support this or the Developing Literacy in Initial
language
Teacher Training DVD
comprehension is
Centre based
assessment
Component A
(25%)
A five-minute
presentation of
findings from
an
investigation
into the nature
and role of
language in
learning.
16
Assessing reading
The reader in the writer
developing the notion of
audience and purpose.
The development of
writers and writing
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developed.
Identify how reading
is assessed in
school.
If possible observe a
teacher taking a
running record.
Using the Professional Development Resources pack ensure you
are confident in carrying out and using the information from a
miscue analysis
Be familiar with the National Curriculum and/or the EYFS
EY – read guidance relating the EYFS profile at
http://www.standards.dfes.gov.uk/eyfs/site/profile/index.htm
EY and Primary – read and become familiar with APP guidance
(begin by looking at reading)
http://nationalstrategies.standards.dcsf.gov.uk/primary/assessme
nt/assessingpupilsprogressapp
EY – identify
opportunities inside
and outside the
classroom for early
mark making
including gross and
fine motor skill
activities
EY – support
trainees in using the
environment to
develop writing
Primary – identify
how the environment
is used to celebrate,
support and develop
learning
EY – identify through reading pre writing skills and dispositions,
early mark making and the use of the EY environment,
Primary - Identify through reading key pedagogical approaches
to the teaching and learning of writing e.g. shared writing, guided
writing, collaborative writing
Trainee to observe
shared writing
Trainee to plan and
teach a shared
Look at the CLLD section of the national strategies website and in
particular the examples of 4 children’s early writing development.
Read the Mark making Matters document
http://nationalstrategies.standards.dcsf.gov.uk/primary/publication
s/foundation_stage/ey_making_mark_matters76708
Revisit Letters and Sounds in particular reflect on the application
across the curriculum of phonic skills and knowledge
http://nationalstrategies.standards.dcsf.gov.uk/node/172002
Component B
(75%)
An
assessment of
one
child’s
reading
and
writing,
comprising
annotated
work samples
accompanied
by a report
outlining next
steps
for
learning and
teaching
to
address needs
identified
through
assessment
(2250 words).
Look at the progression papers for each genre
http://nationalstrategies.standards.dcsf.gov.uk/search/primary/res
ults/nav:45784
The Lancs website provides useful guidance for the teaching of
different genre
Read and reflect on the Talk for Writing materials Look at the
17
writing session as
part of a learning
sequence
Encourage trainee to
use shared writing as
a cross curricular
tool.
Year 4 shared writing clip
http://nationalstrategies.standards.dcsf.gov.uk/node/156173
Look at Developing Early Writing – pages 13 to 17 for guidance
on shared writing
http://nationalstrategies.standards.dcsf.gov.uk/node/47342
Identify the key elements that make shared writing successful
and the possible difficulties that may be encountered
Find out how the
school teaches
grammar, spelling,
handwriting and
punctuation
Use the Developing Literacy in Initial Teacher Training DVD –
shared and guided reading and writing section to support your
understanding
Look at the guidance for guided writing. Consider the key
differences and similarities between guided and shared writing.
Consider when you would use each.
http://nationalstrategies.standards.dcsf.gov.uk/node/64780
Look at the teachers TV guided writing clips
http://www.teachers.tv/video/27406 to reflect on your own
planning and practice
Use the Developing Literacy in Initial Teacher Training DVD –
shared and guided reading and writing section to support your
understanding
Using APP for
assessment and
planning in English
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Share school
practice including
making judgments,
next steps in learning
and statutory
requirements
Primary – Look at the standards files for APP
http://nationalstrategies.standards.dcsf.gov.uk/primary/assessme
nt/assessingpupilsprogressapp
The Lancs website provides a useful glossary of APP terms
http://www.lancsngfl.ac.uk/nationalstrategy/literacy/index.php?cat
egory_id=415
Gloucestershire provides useful child friendly APP statements
18
Contribute to/attend
planning meetings.
http://www.glosenglish.org/
EY – Be familiar with the guidance relating to the EYFS Profile
http://nationalstrategies.standards.dcsf.gov.uk/search/earlyyears/
Plan for a series of
results/nav:49804
lesson – focus on
EY be familiar with the EYFS
building learning over http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs
a sequence of
Primary - Look at the units of work on the Primary Framework site
teaching based on
(not all schools use these)
the needs of the
http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryfra
children
mework/literacyframework and the National Curriculum
requirements
Trainees to note key points to remember when planning and
useful documents, websites.
Teaching reading:
exploring children’s
literature
Using drama to
support learning
Look at the range
and uses of
children’s literature in
your school.
Select a text or texts
to share with
children. This could
be linked to a cross
curricular theme or to
a literacy unit of work
or as a reading for
pleasure focus
If possible observe
drama being used as
a learning and
teaching strategy
If possible use plan a
cross curricular or
poetry based drama
session
Language teaching
Primary - Identify and
strategies – interactive observe the teaching
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Read a range of children’s books over the year – classic
children’s fiction, significant authors, non-fiction and poetry.
Order copies of the speaking and listening and drama leaflets
http://nationalstrategies.standards.dcsf.gov.uk/node/154603
Reflect on the cross curricular uses of drama.
http://www.history.org.uk/resources/resources.php?ks=&s=1&st=
drama
Reflect on the use of drama as a form of representation in
language and the arts
Be familiar with the National Curriculum objectives that relate to
spelling and those within the Primary framework.
19
approaches to the
teaching and learning
of phonics, spelling,
punctuation and
grammar
of key skills and
reflect on how the
teachers ensures
children apply these
across the curriculum
Look at the spelling guidance
http://nationalstrategies.standards.dcsf.gov.uk/node/183127
ensure you have ordered your hard copy of this document
Review the handwriting guidance given in Developing Early
Writing pages 156 to 164
http://nationalstrategies.standards.dcsf.gov.uk/node/47342
Review the research posted on the National Literacy Trust
Website
http://www.literacytrust.org.uk/Database/writing/spelling.html
Look at the quick fire games on the Everybody Writes website
and reflect on how these can be used to develop grammar,
vocabulary and punctuation.
http://www.everybodywrites.org.uk/writing-games/
Watch the Teacher TV programme with an EAL focus and reflect
on the strategies used http://www.teachers.tv/video/30990 and
Grammar Dance http://www.teachers.tv/video/1430
Non-fiction texts
Development of
children’s research
and enquiry skills
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Is there a non-fiction
library in school?
How are books used
and borrowed?
How are children
taught to use nonfiction texts i.e. when
and how are they
taught how to identify
a question for
enquiry, how to use
Also useful is the Teaching Effective Vocabulary document
http://publications.teachernet.gov.uk/default.aspx?PageFunction=
productdetails&PageMode=publications&ProductId=DCSF00376-2008&
Look at the progression papers for each non-fiction genre
http://nationalstrategies.standards.dcsf.gov.uk/search/primary/res
ults/nav:45784
The Lancs website provides useful guidance for the teaching of
different genre
Read ‘More than words Multi modal texts in the classroom’ (2004)
Eve Bearne UKLA and QCA
Have a look at some web quests http://www.webquestuk.org.uk/
– reflect how these may support children in their independent
enquiries
20
Intervention
programmes
Different genres
and film making
EY – Talk and
Multi Literacies
Planning units of
work using quality
texts
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an index, contexts,
take notes etc
Find out how children
are indentified for
intervention, how the
schools maps its
provision, what
programmes are
used and how they
are organised.
How does the school
monitor progress of
children involved in
the programmes?
Look at the different
starting points for
writing teachers use
– in particular how
writing is taught both
discreetly and
through cross
curricular
opportunities.
If possible plan a
sequence of lessons
based on a text.
The Inclusion Development Programme may support further
study.
http://nationalstrategies.standards.dcsf.gov.uk/primary/features/in
clusion/sen/idp
Reading Recovery is part of the Every Child a Reader
programme. Details of the programme can be found at
http://nationalstrategies.standards.dcsf.gov.uk/node/88927
Year 3 Literacy Support is one intervention that can be used with
Year 3 children. Have a look at the programme and begin to
reflect on its usefulness.
http://nationalstrategies.standards.dcsf.gov.uk/node/48116
Look at Story Starts – a series of film clips that can be used in a
variety of ways to support and generate ideas for writing
http://www.teachers.tv/search/node/story+starts
Reflect on the use of the British Film Institute Resources for
schools http://www.bfi.org.uk/education/teaching/primary.html
Access the National Literacy Trust website and look at some of
the research available
http://www.literacytrust.org.uk/Research/popularindex.html
There are lots of websites and resources that promote the use of
quality children’s literature.
The Power of Reading Project run with CLPE is a good project to
look at.
The National Strategies site contains some text based units of
work as does the Write Away website
http://www.writeaway.org.uk/component/option,com_mtree/task,li
stcats/cat_id,105/Itemid,/
Have a look at the www.janetevans.co.uk site for book
suggestions.
21
English Section 2 – Supporting your trainee’s English during Professional Practice
Teachers have indicated that it would be useful to have exemplars of observations of trainees in English and target setting and activities to challenge your trainee’s
teaching. Here are some we hope you will find useful. The Partnership Development Group will be collecting further examples.
Subject Specific Weekly Targets
There is a great deal to concentrate when on when learning to teach. It is probably wise to keep weekly targets small and achievable. Here are some examples of
English specific weekly targets agreed by teachers and trainees:
Examples of Weekly Targets
1. Q14 Research explanation texts: ensure you know and understand the grammatical features and applications of this form of writing
2. Q30 Create an interactive display for word investigations
3. Q12 Discuss your planning with the English coordinator: identify opportunities and strategies for assessment for learning
4. Q25 a Make sure your resources for teaching are sufficiently varied to involve and stimulate all children during whole class teaching
5. Q25 a, Q14 Research strategies for interactive whole class teaching of grammar
6. Q14 Research and plan guided reading sessions for all groups in the class
7. Q14, Q25 b Plan and teach a speaking and listening activity in the context of another curriculum area
8. Q25 d Make strong links between learning in shared work and independent activity
9. Q14 Provide opportunities for children to browse and discuss books
10. Q5 Research home school links for English
11. Q24 Prepare some homework for English building on current learning and involving parents
12. Q19 Discuss intervention programmes with class teacher and teaching assistants; find ways of making links between learning in intervention sessions and
other aspects of literacy and language learning
13. Q19 Q20 Discuss the additional literacy and language needs for identified children with SENCO/EMAG advisory teacher.
14. Q19 Plan ways of meeting additional needs of identified children in learning to read and discuss these with class teacher
15. Q26 b Assess a sample the children’s writing; moderate your judgements with the class teacher
16. Q14 Q15 Identify how you can develop the role play in the classroom
17. Q14 Q15 Q22 Research the subject knowledge relating to long vowel phonemes and use this to support and inform your planning
18. 25a Make effective use of the interactive whiteboard in shared writing
The following targets relate specifically to Early Years trainees however they can also be useful for all trainees.
19. Q14 Observe and plan responsively to children’s needs.
20. Q11, Q12 Use the ‘Look, listen and note’ sections of the EYFS to support observations/assessment and planning.
21. Q14 Q30 Review indoor and outdoor environments in the light of children’s interests and plan, develop and establish its use to promote Communication,
Language and Literacy.
22. Q23 Understand how to provide purposeful contexts and stimulus for learning e.g. visits, visitors, use of the environment, teacher in role etc.
23. Q14, Q 25 Consider the differences between child initiated and adult led activities and their contribution to children’s literacy development.
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24. Q15, Q12 Understand the rationale for the observation of child initiated play and how this informs future learning.
Targets need to respond to individual training need. Refer to the trainee’s PPAF for information on subject knowledge achievement at University and on previous
professional practices
Suggestions of Ways to Challenge your Trainee in the Teaching of English: communication, language and literacy
Your trainee may have significant weaknesses in English or may have had English highlighted as an area for development; from their work in faculty, and, or, from
previous professional practice. On the other hand, they may show particular strength in English and you want to develop them further. Here are some ideas for
activities to help your trainee develop their teaching and subject knowledge in English.
A. Show trainee around the English/CLL resources. Explain how a range of resources can be used flexibly by staff and children to support and enhance teaching
and learning across the curriculum
B. Arrange for trainee to observe English/CLL teaching and learning in a different phase/Key Stage. Ask trainee to identify two phase specific issues they noticed.
C. Arrange for trainee to be observed by the English/CLL coordinator when teaching English/CLL for subject specific feedback: this may be in the context of a
focused literacy session or in the teaching of English/CLL across the curriculum.
D. Arrange for trainee to watch the English/CLL coordinator or a teacher with expertise in English/CLL. Ask them to make notes and feedback what they observed.
E. Ask trainee to elicit ideas relating to reading, writing, speaking and listening with a small group of children. Question the trainee: how would they make use of this
information for future teaching and learning?
F. Encourage trainees to attend English/CLL specific staff meetings, INSET, year group meetings etc
G. Discuss the ways the school is responding to initiatives in relation to the teaching and learning of English and/or Communication, Language and Literacy in the
Foundation Stage in particular, how the school has responded to the Independent Review of Reading (the Rose Review) and the Curriculum review.
H. Verbalise your process of planning English/CLL demonstrating how you choose your teaching strategies and how you take individuals and groups into
consideration.
I. Make trainees aware of initiatives involving parents, carers and the wider community in children’s language and literacy development
J. Get confident trainees to plan a literacy session for a different age group
K. Involve trainee in moderating children’s reading and writing with a group of teachers or moderating the EYFS Profile in relation to CLL and be able to discuss the
next steps in learning for children
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L. Preview and review trainees planning, evaluation an assessment of English/CLL. Challenge trainees to identify their own strengths, weaknesses and targets for
future development.
M. Encourage trainees to identify appropriate strategies and resources for addressing subject or pedagogical needs in English/CLL.
N. Allow trainees to observe parents evenings or discussions with parents
O. Observe the SENCO/LSA/teacher engaged in intervention and targeted support for indentified groups e.g. specific EAL support, ECAR, precision teaching
English Specific Observation Feedback form
See the three examples attached – Early years nursery, Key Stage 1 and Key Stage 2 examples.
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English Section 3 Assessment of Trainee in English
There is plenty of guidance in the level descriptions in the PPAF of what general teaching skills, knowledge and attitudes might look like in a trainee. As these are
general level descriptions sometimes a teacher may need more support in identifying what subject specific expertise might look like. We have attempted to come up
with what we think a trainee’s levels of confidence in English might look like in the classroom. Again, all feedback gratefully received.
Trainee with Very Good Subject Knowledge in English/CLL
Trainees demonstrate a high level of confidence in their English/CLL subject knowledge. Their explanations are accurate and indicate a wider understanding than the
remit of the primary and/or Early Years curriculum. They are aware of current initiatives, research and guidance in English and CLL education and make use of this
information to inform their planning and teaching. They demonstrate high levels of enthusiasm for English/CLL and easily motivate children. They use their subject
knowledge to extend and consolidate children’s learning in English/CLL. They are competent in applying ICT to support their teaching and children’s learning in
English/CLL. They have an in-depth knowledge of the National Curriculum and, if relevant, The Early Years Foundation Stage. Their planning in English/CLL is of a
consistently high standard with clear relevant objectives both within focused literacy sessions and across the curriculum, teaching strategies which take into account the
needs of the children as well as the nature of the learning. The trainee’s evaluation of their own teaching and the children’s learning is rigorous. They have developed
assessment and recording system’s which support the raising of achievement in English/CLL. They are successful in eliciting children’s responses to their learning
English/CLL and use these to inform future teaching and learning.
Trainee with Good Subject Knowledge in English/CLL
Trainees are confident with their subject knowledge. They demonstrate a good ability to explain the concepts to children. They demonstrate positive attitudes to the
teaching of English: communication language and literacy in focused literacy sessions and across the curriculum. They have a growing awareness of current initiatives,
research and initiatives and a sound knowledge of the National Curriculum and, if relevant, The Early Year Foundation Stage. They plan coherent differentiated lessons
that address the needs of the class. They can thoughtfully apply relevant ICT applications to their teaching. Concepts and skills are well matched to the abilities of
children. They suggest positive ways forward for their own development in English/CLL through their evaluations and carefully consider the children’s responses to the
content of the lesson. They have developed systems of recording progress in English/CLL which informs their planning. They are using strategies to elicit children’s
responses to their learning English/CLL and use these to inform future teaching and learning.
Trainees with Satisfactory Subject Knowledge in English/CLL
Trainees demonstrate a dependable level of English/CLL subject knowledge. They can communicate their understanding to the children. They have a working
knowledge of the National Curriculum for English and, if relevant, The Early Year Foundation Stage. They plan relevant lessons which aim to meet the needs of all
pupils in English. They may need some support from an experienced teacher to be effective at differentiating the activities. Trainees draw on relevant teaching
strategies but could extend their range. They can apply ICT applications to English/CLL teaching and learning. They evaluate their own practice in English/CLL and
are aware of way to progress their professional development. They are beginning to use strategies to elicit children’s responses to their learning English/CLL and to
identify ways of using this knowledge to inform future teaching and learning.
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Trainees with Unsatisfactory Subject Knowledge in English/CLL
Trainees have a growing understanding of the relevant subject knowledge but this may be incomplete. They may also have a fragmentary understanding of the
National Curriculum for English and, if relevant, The Early Year Foundation Stage. They plan lessons which may not reach the needs of all the class, may lack in
relevance or structure, or have indistinct learning intentions. They may make use of ICT in English/CLL but the application may not be relevant to support the
children’s learning. They draw on a limited range of teaching strategies and tend toward the didactic. They show little awareness of own limitations in evaluations
and make unsystematic use of assessment information.
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PROFESSIONAL PRACTICE FEEDBACK FORM:
PRIMARY and EARLY YEARS PROGRAMMES
UG Year 1, Year 2, Year 3, PGCE
NAME: ..XXXXXXXXXXXXXXXXXXXXX SCHOOL: ..XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. YEARGROUP: Year 1
AWARD ROUTE: UG Yr1 Yr2 Yr3 PGCE
(please circle relevant year/programme) SPECIALISM: . XXXXXXXXXXXXXXXXXXXXXXXXXXXx
SCHOOL BASED MENTOR:XXXXXXXXXXXXXXXXXXXXXX... CLASS TEACHER: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXx
VISITING TUTOR:XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. DATE: ...00/00/00
Context of the observation (time, group size, venue, curriculum area etc):
Literacy focus Whole class Shared Reading Polar Bear Polar Bear, What do you hear? By Bill Martin and Eric Carle
followed by group work
Standards
Reference to previous targets set
Plan for the other adults you will be working with ensuring planning and objectives are shared and discussed.
Q6
Q33
Please refer to individual standards in your feedback (eg Q1, Q2 .....)
Your learning objectives were clear in your planning and were well matched to the learning needs of the class.
You followed a clear sequence, revisit and review, teach, practise and apply for you phonic focussed lesson.
Whole class teaching You managed the transition well from playing a phonics game and settled the children
well on the carpet –good use of time management by using a nursery song. You shared the learning
intention clearly. Good link drawn from previous activity as you directly referred to the phonemes from the
earlier game and had the cards that you used available as a prompt. Your choice of book was a good one
which engaged their interest and you were able to draw on their new knowledge as you read together. In
reviewing the book, you used some good questions to elicit thinking about the character of the animals as
displayed by the way they sounded. In applying word level work you were clear when relating the
phonemes taught to the text. You may have missed an opportunity when a child showed interest in the
spelling of ‘bear’ and ‘hear’. How could you have developed that discussion? You demonstrated a fair level
of subject knowledge through your response to children but need to be quite clear that the grapheme ‘ear’ is
a trigraph which has more than one pronunciation.
Q14, Q 15
Q25 b
Q33
Q25 d
Your group tasks were well prepared. The two adults supporting their groups were clear about the learning
intentions and activities. Yellow group were working without support in the role play area and engaged
constructively with the task set. They recognised that the animal characters they chose to portray could
respond with different voices. The group you supported were writing their own versions of the story. Did you
notice how some were unsure of the meaning of the words like ‘braying’ and ‘bellowing’ and J. was unsure
what a boa constrictor was? .. Perhaps the class need to discuss this further
Plenary was managed well and the children enjoyed sharing their work. More focus on the learning gained
during the session would have been useful: how could you have developed or consolidated the children’s
learning, what questions could you have asked?
In your teaching file, make sure you have clear learning outcomes for your lessons- what do you expect the
children to know or have achieved. Plan carefully for the plenary – it is more than just showing good work
Future developments and agreed targets
1. Plan key questions and/or activities for plenaries to provide opportunities for reflecting, reporting
and representing learning
2. Make sure you consider the ‘what next’ in assessment for future planning
3. Discuss assessment for learning strategies and plenaries with classteacher/English subject leader
Q12
Q26 b
Signed:…………………………………………………………………........................................……….........……School Based Mentor/Class Teacher/Visiting Tutor
PROFESSIONAL PRACTICE FEEDBACK FORM:
PRIMARY and EARLY YEARS PROGRAMMES
UG Year 1, Year 2, Year 3, PGCE
NAME: ..XXXXXXXXXXXXXXXXXXXXX SCHOOL: ..XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. YEARGROUP:
AWARD ROUTE: UG Yr1 Yr2 Yr3 PGCE
Year 4
(please circle relevant year/programme) SPECIALISM: . XXXXXXXXXXXXXXXXXXXXXXXXXXXx
SCHOOL BASED MENTOR:XXXXXXXXXXXXXXXXXXXXXX... CLASS TEACHER: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXx
VISITING TUTOR:XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. DATE: ...00/00/00
Context of the observation (time, group size, venue, curriculum area etc):
Year 4 whole class literacy focus lesson. Part of a unit of work and sequence of teaching on play scripts Q22
Standards
Reference to previous targets set

Establish clear expectations for behaviour and the use of modelled strategies to support behaviour
management

Be clear about the learning outcomes of a session and a series of sessions, planning for progression
and development
Q31
Q22, Q25 b
Please refer to individual standards in your feedback (eg Q1, Q2 .....)
You introduced the learning well, linking it to previous learning. The literacy ‘warm up’ activity was engaging and
the children clearly consolidated their learning about adverbs. How can you ensure this learning is captured and
so explicitly applied in learning across the curriculum? Also, how can you link the different elements of your
lesson in a meaningful way for the children? You established your expectations for behaviour for learning at the
start of your lesson both through your body language and through the strategies you adopted as the lesson
progressed. The use of the rain stick to get children’s attention worked very effectively. You shared the lesson’s
main objective with the children and now reflect on how you express this – be careful not to muddle the learning
with the context for the learning. Think about how children will be able to take this learning and apply it to
different contexts. Children were actively engaged through the short drama and use of mini white boards
through the whole class teaching. You introduced the task to the class – how would modelling have supported
children’s understanding? Think about giving children time to share initial ideas possibly through talking
partners and then as a whole group to ensure all children have a clear idea of how to embark on the learning
task.
You managed the move from carpet to tables well. Differentiation was clear, with differing resources for groups
and differing challenges set. Children had a good understanding of what they had to do but were less sure of
what they were learning and how they could use this as they progresses through the unit of work. How could
you share the ‘big picture’ of a unit of work with the children? What are the advantages and possible
disadvantages of doing this?
Guided work.
Q 14
Q15
Q31
Q25 a
Q12, Q25 d
Q27
Q22
You had identified a particular need for this group of children and brought them together for a guided session.
This demonstrates good use of on going assessment information feeding in to planning and teaching. Again,
how would teacher modelling and demonstration support the learning of this group?
When you stopped the class your instructions were clear and you ensured all children were listening before you
spoke. Children responded well to your positive reinforcements of good behaviour and you dealt quickly and
with a minimum of fuss, with a child behaving inappropriately.
Q23
Plenary
Remember to keep a focus on the learning linked to the success criteria you had established at the start. It is
often helpful to return to these throughout a lesson rather than only at the end. How could you introduce miniplenaries through a lesson and why might this be useful?
You included an interesting and engaging activity at the end of the session – the game really moved children on
in their learning as well as clearly really enjoying themselves!
Future developments and agreed targets
 Think about how to use modelling and demonstration as key approaches to learning and teaching
 Be clear about the learning for each lesson and ensure children are aware how this fits with the big
picture of their learning
Q25 c