EHU ITE PARTNERSHIP CURRICULUM SEQUENCE COMMUNICATION
Programme: BA (Hons) Primary Education with QTS Level 4
This programme is delivered as a full-time route (3-year) and a part-time route (4-year). The content is the same for both delivery models therefore this document reflects the academic level rather than the academic year. (Key to CCF reference is on the last page.)
Personal and Professional
Attitudes, Values and Beliefs
Subject and Curriculum Knowledge
The Craft of Teaching and Pedagogy
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Academic and Personal Development permeates throughout the degree programme (HE5 and HE6)
Understanding the role of the primary teacher. Beginning to create a personal philosophy of education. Shadowing and observing teachers and asking teachers questions in an online Q&A and in person. Reflection of school ethos. HE 1 HE 2 HPL 1 SC 1 SC 3 CP 1 MB 1 MB 2 MB 4 MB 5 PB 1 PB 3 The national curriculum (NC) and the role of a teacher. Workshops that focus on content of the core subjects and foundation subjects. Teach the curriculum and reflect on NC content . HPL 1 SC 1 SC 2 CP 1 Reflection on how children learn. For example, input on memory (how pupils learn), learning theory appropriate to age and phase, including schemata (subject and curriculum), addressing the nature of approaches to learning and teaching.
Work with different groups of pupils to explore how they learn in school and on campus (if possible with Covid-19). AT 1 HE 5 HPL 4 CP 1 CP 3 CP 4 CP 6 MB 1 MB 2 MB 4 MB 5
Considering personal ideas and experiences of teaching and learning including classroom layouts and classroom resources. Investigating the structure of the school day and layout via virtual exemplar experiences. SC 1 MB 1 MB 2 PB 1 PB 2 Exploring learning theories appropriate to age/ phase and the subject in education and specific disciplines. Observing and then discussing with mentors and class teachers how the different and most contemporary learning theories are put in practice.
HPL 2 HPL 3 HPL 4 HPL 5 SC 5 SC 7 CP 1-11 AT 5 MB 1 MB 2
Trying out ways of learning such as learning outside the classroom (LOtC), forest school within workshops in science and foundation subjects. Reflection on how schools use the outdoors with children. HPL 4 SC 8 SC 9 CP 5 AT 1 AT 2 MB 1 MB 2 MB 4 MB 5 MB 6 PB 2 PB 4 Investigating pedagogies related to the curriculum and within specific subjects such as systematic synthetic phonics (SSP), the mathematical grid method and addressing how they can be planned into the curriculum. Observing and planning and reflecting on this with mentors, visiting tutors and class teachers. HPL 1 HPL 9 SC 7 SC 9 SC 10 CP 2 CP 3 CP 4 CP 5 CP 6 AT 3 MB 7 Understanding the key concepts/ features of planning, teaching and learning and assessment. Examples of short-term planning. Creation of lesson plans for mathematics, English, science and foundation subjects with mentors and class teachers. Reflection on examples of planning. AS 1 AS 2 AS 3 HPL 9 CP 8 CP 9 CP 10 Planning and teaching small group sessions and conducting presentations. Workshops that explore some of the pedagogical methods such as addressing misconceptions and questioning within mathematics, English, science, computing and foundation
Teach small groups and gain support with planning from class teacher. HPL 2 HPL 3 HPL 9 SC 7 CP 2 CP 3 CP 4 CP 5 CP 6 AT 2 AT 3
subjects.
Exploration of inclusion and the issues children may face that become barriers to learning and achievement. BAME and experiences of minority groups in school. Consideration in school of how schools use external partners. Exploration of resources and how they are used in schools. HE 5 SC 1 SC 3 SC 4 AT 1-7 MB 1-7 How to support EAL and SEND pupils – key theories to effectively support their learning. Workshop that explores various approaches to learning and supporting pupils identified as EAL and SEND. Exploration of children’s wellbeing. Critical lectures about social justice and diversity issues and how they can be addressed in the curriculum.
Discussion with SENCo and class teachers about differentiation, adaptive teaching and supporting various groups of pupils. Critical observation of pupils. HE 2 HE 6 HPL 7 HPL 8 SC 1 SC 4 CP 2 CP 3 CP 4 CP 6 CP 7 CP 9 AT 1-7 MB 1-7 Exploring various adaptive teaching approaches to teach pupils so that all are included. Focus on different groups and how to organise a learning to support differentiation and adaptive/ inclusive teaching. Consideration of pedagogical examples related to effective teaching of pupils with EAL and SEND.
Exploring in school how they approach differentiation, adaptive and
inclusive teaching to meet the needs of pupils. HPL 1 SC 1 CP 2 CP 3 CP 4 CP 5 CP 6 CP 7 CP 9 AT 1-7 MB 1-7 Behaviour for learning, attitudes to learning and consideration of what affects Examples from school regarding safeguarding matters/ procedures. HE 3 HE 4 HE 5 CP 10 Understanding the pedagogies related to behaviour for learning. Investigating school’s behaviour policies. HE 4 HE 5 SC 1 CP 10 Discussion of behaviour scenarios. Observing and reflecting on various approaches to classroom organisation and management. HE 3 HE 4 HE 5 AT 1 AT 2
children’s behaviour. AT 1 AT 2 AT 3 MB 1-7 AT 1 AT 2 AT 3 MB 1-7 AT 3 MB 1-7 Trainees reflect on their progress and development. Personal target setting with personal academic tutors (PAT). Personal target setting with school professionals. HE 1 HE 2 HE 6 MB 3 PB 1 PB 2 Audit of subject knowledge competency in curriculum subjects especially in English and mathematics. Lesson evaluations and professional targets for improvement. HE 1 HE 2 HE 6 PB 1 PB 2 E-portfolio that collates examples of teaching and enhancement opportunities such as working with wider educational networks & opportunities (Beach schools’ network for example).
Mentors work with trainees to gather evidence useful for their portfolio. HE 1 HE 2 HE 6 MB 3 PB 1 PB 2
Programme: BA (Hons) Primary Education with QTS Level 5
Personal and Professional
Attitudes, Values and Beliefs
Subject and Curriculum Knowledge
The Craft of Teaching and Pedagogy
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Academic and Personal Development permeates throughout the degree programme (H 5 and HE 6)
Critical
exploration of the issues related to groups of pupils who are not
Reflecting with school staff about how they address the findings of the report and close
AS 4 AS 5 HE 3 Critical reflection of the role of other adults in the school setting. Observation of case reviews and how staff monitor and track progress of specific target groups. AS 4 HE 4 SC 1 Exploration of how to plan for TAs and other adults in the classroom.
Plan for TAs and other adults in their professional practice classroom.
AS 4 HPL 8 SC 2
meeting standards
(reflecting on the concepts of the document
Closing the gap - Unseen children). the achievement gap between different groups of pupils. SC 2 SC 3 SC 4 SC 7 CP 1-11 AT 1-7 MB 1 MB 2 MB 3 PB 4 PB 5 SC 7 CP 1 AT 1 MB 1 MB 2 MB 3 Critical reflection on the use of intervention strategies.
Discussion about the use of intervention strategies. SC 3 SC 4 SC 5 SC 6 SC 7 CP 3 CP 4 AT 1 PB 4 PB 5 Review of safeguarding procedures and why teachers need to be vigilant in this area and their responsibilities. School mentor encourages the trainee teacher to reflection on their school’s ethos and procedures and how they are steeped in keeping children emotionally and physically well. HE 5 HE 6 AT 1 AT 2 AT 7 MB 1 MB 2 Legislation and policies related to safeguarding child exploitation (online and offline) various categories of abuse, FGM. Discussion about the prevent agenda. Wellbeing and mental health of children.
Review of the policies and legal duty of schools in the trainee teacher’s professional practice induction. Schools support the trainee teacher’s evaluation of how the school supports children’s wellbeing and mental health.
HE 5 HE 6 AT 1 AT 2 AT 7 MB 1 MB 2 MB 5 Practice exploration of various safeguarding elements that must be implemented to keep children safe online and offline. Schools support trainees to understand safeguarding procedures and implement them. HE 5 HE 6 AT 1 AT 2 AT 7 MB 1 MB 4
British Values (FBV), Race and ethnicity focus to consider how movements such as the Black Lives Matters movement raise awareness of white privilege and inequality in society. Reflection of their professional role. examples and reflections on how they raise awareness of BAME. AT 1 AT 7 MB 1 MB 2 explore research related to race and ethnicity.
trainees the areas of the NC regarding values, beliefs, issues about gender roles, democracy ets, as well as providing opportunities to raise the BAME profile.
CP 1 approaches that can raise awareness of minority groups. reflection on how teaching can become inclusive. SC 10 CP 2 AT 7
‘It’s just good teaching’ reflection in seminars and lectures about how to support EAL pupils and why.
Exploration of school EAL policy.
HE 5 HPL 2 HPL 6 SC 1 SC 2 SC 3 SC 4 SC 5 CP 1-11 AT 1-7 MB 1 MB 2 MB 5 Exploration of the needs of the pupils identified as EAL in their learning. Age and stage appropriate approaches and resources. The Bell Foundation levels of proficiency in English, language focus on grammar and vocabulary development. Exploration of SPAG and its challenges for EAL pupils. HPL 2 HPL 6 SC 7 SC 8 SC 9 SC 10 CP 1-11 AT 1-7 MB 1 MB 2 MB 5 Practical examples of how to support EAL pupils. Presentation from school that demonstrates how they support EAL pupils and why they structured it in the way they did.
HPL 8 SC 7 SC 8 SC 9 SC 10 CP 1-11 AT 1-7 PB 6
Creative discussion and reflection on the definition of creativity. Trainees encouraged to reflect on their observations and consideration of what could be considered creativity in the classroom. HPL 1 HPL 2 SC 5 CP 1 CP 10 Discussion about the concept of the creative curriculum. Reflection/ examination on how pupils learn; input on memory, learning theory appropriate to age and phase, including schemata (subject and curriculum) and how teachers may influence children’s development. Practical examples of how the curriculum can be creative. Schools discuss nature versus nurture debate with trainees to enable them to reflect on the impact of their teaching. HPL 1 HPL 2 SC 4 CP 1 CP 10 Practical workshops that explore specific pedagogies/ approaches e.g. Mantle of the Expert, Philosophy for Children, LOtC. Schools provide opportunities for students to practice some of the pedagogies with children. HPL 1 HPL 2 HPL 7 SC 6 CP 1 CP 5 CP 6 CP 10 MB 6 Reflection on why they teach in the way they do. Consideration of personal teaching philosophy. Discussion with school mentors about their lesson evaluations and observations. HE 6 SC 1 PB 1 PB 2 Critical evaluation of subject curricula and why they have been designed in the way they have.
Reflections/Discussio ns with class teachers about their choice of curricula for different subjects. HE 6 SC 1 CP 1 CP 10 Practical workshops about subject specific pedagogies e.g. writing, reading for pleasure, cross-curricular learning, systematic synthetic phonics, fractions, algebra etc. Schools provide examples on how they teach certain concepts through a scheme e.g. Singapore Maths or through a learning pedagogy. HPL 1 SC 4 SC 5 SC 6 SC 7 SC 8 SC 9 SC 10 CP 1-11 MB 7
Programme: BA (Hons) Primary Education with QTS Level 6
Personal and Professional
Attitudes, Values and Beliefs
Subject and Curriculum Knowledge
The Craft of Teaching and Pedagogy
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Centre-based input
School based input Core -Content ref
Academic and Personal Development permeates throughout the degree programme (HE 5 and HE 6)
Analysis of the purpose of assessment. Explore why schools have chosen specific assessment procedures. Look at school assessment policy. AS3 HE 1 HE 4 AT 1-7 MB 6 National Curriculum structure and overview of contents and progression. Exploring school assessment systems including; SATs and tracking databases, peer feedback. AS 6 AS 7 HE 3 HE 4 SC 1 Working with other adults (OA). Planning for OAs. Deploying OAs to support learning/ assessment.
Deploying the OAs in the classroom, building up to planning for and communicating effectively with OAs.
AS 1 AS 5 AS 7 HE 6 AT 1-7 Trainees reflection on the impact they have on pupils’ learning. Trainee development as reflective practitioners. Personal target setting with personal academic tutors. Personal target setting with school professionals. HE 1 HE 2 HE 6 CP 1 PB 1 PB 2 PB 3 Audit of subject knowledge competency in curriculum subjects especially in English and mathematics. Lesson evaluations and professional targets for improvement. HE 1 HE 2 HE 6 E-portfolio that collates examples of teaching and enhancement opportunities such as working with wider educational networks & opportunities (Beach schools’ network for example). Mentors support trainee teachers with reflection on what may be useful to be included in their portfolio and why.
HE 1 HE 2 HE 6 PB 1 PB 2 PB 3 PB 4
AT 1-7 PB 3 PB 4 PB 5
Understanding the role of the teacher and local authority in relation to pupils identified as EAL and their families. Consideration of the needs of refugee children who also have English as an additional language.
Critically reviewing how the local authority supports schools who have a high % of EAL pupils and refugee pupils. HE 5 HE 6 SC 1 SC 2 CP 1 AT 1 MB 1 MB 2 MB 5 PB 4 Reviewing the theory related to how EAL pupils learn in different curriculum subjects. Consider the needs of the different groups of pupils who are also identified as having EAL. Review school policies and approaches, they support families. HE 5 HE 6 HPL 1 HPL 9 SC 3 SC 4 SC 5 SC 6 SC 7 CP 1-11 AT 1 AT 3 MB 1 MB 2 MB 5 Analyse the various systems placed in a school to support EAL pupils. Creation of resources and labelling. Observe how schools use the school environment to support pupils. Reflect on how the school work with parents and carers who have English as an additional language. HE 5 HE 6 HPL 9 SC 1 SC 5 SC 6 SC 7 SC 8 SC 9 SC 10 CP 1-11 AT 1 AT 3 PB 4 PB 6 Understanding that not every family is the same and appreciating diversity. Challenging stereotype and promoting equality. Class teachers share knowledge of the family and child so that trainees can effectively support all pupils.
HE 5 SC 1 CP 1 AT 1 AT 2 MB 1 MB 2 Critically reviewing how the curriculum can support and promote a diverse society and promote equality e.g. books, examples in class. Deep/ further Trainee teachers review the resources and teaching approaches schools use to celebrate the different cultures, religions, genders, ethnicities etc. of their school and the wider society. HPL 6 SC 1 CP 1 AT 1 AT 2 MB 1 MB 2 MB 5 Leading and managing parental involvement. Knowing the resources that support and celebrate diversity and challenge stereotype. Mentor supports trainee teachers with how to engage with parents: letters home, face to face communication, home school diaries etc. Discussions about how to promote diversity and HE 5 SC 1 CP 11 AT 1 AT 2 AT 3 MB 1 MB 2
PB 4 discussions regarding values, beliefs, issues about gender roles, democracy etc. challenge stereotype or bias that may be presented by parents or pupils. MB 5 The inclusive classroom – critical reflection of how to support and work with children who have social, emotional, and behavioural difficulties (SEBD). Critical evaluation of how behaviour is the child’s voice.
Review the ethos of a school and its inclusive approaches. HE 5 SC 7 SC 8 SC 9 CP 1-11 AT 1-7 MB 1-7 PB 4 PB 5 PB 6 Critical reflection and analysis of what affects a child’s behaviour and why. Exploration of how the organisation of curriculum subjects can positively or negatively affect children who are identified as having SEBD. Discussion with SENCo about how the school identifies and support children with additional needs such as SEBD. HE 5 HPL 4 HPL 7 SC 7 SC 8 SC 9 CP 1 AT 1-7 MB 1-7 PB 4 PB 5 PB 6 Critical evaluation of classroom management strategies that may support or negatively affect children who are identified as having SEBD. Observation of various approaches to classroom management. HE 2 HE 4 HE 5 CP 1 CP 2 CP 6 CP 10 AT 1-7 MB 1-7 PB 4 PB 5 PB 6 The role of CPD in lifelong learning. Critical analysis of the various roles within a school and review the purpose of their Trainees to attend INSET and CPD opportunities. Mentors offer a list of roles for the trainee teacher and a school staffing structure . HE 5 SC 1 SC 2 CP 1 PB 1 PB 2 Critical review of the subject leader in a school and their role. Shadow (and/or engage in discussion with) a subject leader in a school that is related to the trainee teacher’s minor or major specialism. HE 5 SC 1 SC 2 PB 1 PB 2 PB 3 Critically evaluate the leadership skills needed to be a good subject leader.
Review and list the tasks of a subject leader.
Mentors and trainee teachers together review the personal skills of the trainee and create a training plan to be able to develop specific leadership skills. HE 5 SC 1 SC 2 CP 1 PB 1 PB 2 PB 3
roles.
Understanding the role of the teacher. Managing workload and work/life balance. Working with other organisations i.e. unions, Stonewall. Presentations from organisations that identify how and why they work with teachers and schools. PB 1 PB 2 PB 7 Review of workforce models and Government and union advice/policy. Critical evaluation of timetabling and how to structure the NC within a school year. Reflection of the purpose of content within the NC. Open discussions about the reality of the teacher’s role and the management of workload demand. SC 1 PB 1 PB 7 Understanding how to plan for work/life balance. Reviewing the wellbeing of the teacher. Open discussions with a selection of teachers who have different home lives and reflection on how to manage a work/life balance. PB 1 PB 7 Critical review of why it is important to become a reflective practitioner. Frequent reflective discussions with mentors and class teachers about what a trainee has observed and the trainee’s planning, teaching and assessment. HE 1 HE 2 HE 6 SC 2 AT 4 PB 2 Explore how to reflect on critical incidents in order to improve personal practice.
Teachers share their action research and critical incidents that have impacted their practice. HE 1 HE 2 HE 6 SC 2 AT 4 PB 2 Trainees continually reflect on in action and document this in mode of their choice e.g. a vlog, blog, reflective journal, reflective prose. Teachers and mentors share their own mode of reflection on practice. HE 1 HE 2 HE 6 SC 2 AT 4 PB 2 Deeper/ further development of the trainees as reflective practitioners. Personal target setting with school professionals. HE 1 HE 2 HE 6 AT 7 Audit of subject knowledge competency in curriculum subjects Lesson evaluations and professional targets for improvement. HE 1 HE 2 HE 6 AT 7 E-portfolio that collates examples of teaching and enhancement opportunities Mentors support trainee teachers with reflection on what may be useful at interview and what
HE 1 HE 2 HE 6 AT 7
Personal target setting with personal academic tutors. PB 1-7 especially in English and mathematics. PB 1-7 such as working with wider educational networks & opportunities (for example, Beach schools’ network).
may make them
more employable. PB 1-7
Key – ITT Core Content Framework HE High Expectations (1-6 ) HPL How Pupils Learn (1-9)
S&C Subject and Curriculum (1-10) CP Classroom Practice (1-11) AT Adaptive Teaching (1-7) AS Assessment (1-7)
MB Managing Behaviour (1-7) PB Professional Behaviours (1-7)
