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Contents Section

1 Introduction

2 English

3 Mathematics

4 Science

5 Wider Curriculum

6 Recommended reading for ITE courses

Appendix 1 English reading

Appendix 2 Maths reading

Appendix 3 Teachers' Standards

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1. Introduction

Congratulations on being offered a place at Sheffield Hallam University. During the next few months, you will be eager to prepare for success on your course. We hope you will arrive ready to make progress from the first day and this document is designed to help you prepare for that. You will need to work through the activities and readings contained in this booklet. The booklet contains a number of tasks which will be referred to during the first few weeks of the course. These are marked ‘essential tasks’. The booklet also includes further suggestions for developing your knowledge about English and Maths. As you progress through the course you will develop your understanding of the key curriculum documents. The Early Years Foundation Stage (EYFS) provides guidance for supporting the learning of 0-5 year olds and you can read about the EYFS at http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs The Primary National Curriculum provides guidance for the teaching of 5-11 year olds who are in Key Stages 1 and 2 and you will probably be familiar with the current subject areas from your own school experiences. You can develop your knowledge of this document at https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum You can be confident that your course is planned to provide a comprehensive and thorough initial training to prepare for your role as an NQT and as such covers all the aspects you will need. There are through key areas of priority which will be key foci through your course. These include in particular:

the teaching of early reading and the associated systematic synthetic approach to phonics

mathematics

provision for children with special educational needs and disabilities (SEND)

provision for children whose English is an additional language (EAL)

behaviour management

In your preparation for the course you should take every opportunity to explore these areas through your own research and experience in schools and early years settings. We look forward to welcoming you in September and working with you through your Initial Teacher Training. Jane Stacey BA Early Years and Primary Education Course Leader

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2. English English Task 1 Please read Owen, D. & Burnett, C. (eds) (2014) Getting into Primary Teaching. Critical Publishing. Northwich. (Appendix 1) before you begin the course. Work through the Reflective Tasks. English Task 2 Reading Children’s Literature and Building a Database As a Primary/Early Years teacher, a key part of your role will be to develop children’s enthusiasm for reading and encourage reading for pleasure. Your love of literature will enthuse children; therefore you will need to be familiar with a wide range of children’s literature. You may remember favourite books that you read as a child or that you have read to your own children. Alternatively, you may not have read children’s books for some years. Whatever your experience, you will find that familiarising yourself with the work of key children’s authors and poets is a highly enjoyable task. You will find it useful to begin reading children's literature (and making a record of what you have read) before the course. We ask you to read at least three books by authors contained on the list of recommended authors and poets below. (Please note that this list aims to provide you with a starting point for reading. It is not a definitive list of children's authors.) Aim to choose books by authors you are not familiar with and include at least one children’s novel and one picture book.

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A selection of well-known authors and illustrators Picture story books Janet and Allan Ahlberg Jez Alborough Quentin Blake Raymond Briggs Anthony Browne Eileen Browne John Burningham Kathryn Cave Lauren Child Babette Cole Eric Carle Trish Cooke Cressida Cowell Gary Crewe Minnie Gray Penny Dale Niki Daley Alexis Deacon Julia Donaldson Michael Foreman Fiona French Neil Gaiman Julia Golding Kes Gray Nigel Grey Mwenye Hadithi Mary Hoffman Pat Hutchins Mick Inkpen Simon James Judith Kerr Sally Gardner Satoshi Kitamura David McKee Colin McNaughton Jill Murphy Hiawyn Oram Rita Philips Mitchell John Prater Tony Ross Maurice Sendak Jon Sciezka Nick Sharratt Shaun Tan Martin Waddell Kit Wright Novels for KS1/2 Alan Ahlberg Berlie Doherty Anne Fine Morris Gleitzman Rosa Guy Pat Hutchins Oliver Jeffers Dick King-Smith Robert Leeson Joan Lingard Arnold Lobel Margaret Mahy Jan MarkGeraldine McCaughrean Bel Mooney Michael Morpurgo Jill Murphy Emily Gravett Beverley Naidoo Philip Pullman Lynne Reid Banks Philip Reeve Philip Ridley J.K.Rowling Nicky Singer Jeremy Strong Robert Swindells Jill Tomlinson Theresa Tomlinson Hazel Townson Jenny Valentine Martin Waddell Robert Westall Jacqueline Wilson Benjamin Zephaniah Jon Klasse A selection of children’s poets John Agard Allan Ahlberg Quentin Blake Lewis Carroll Charles Causley Jackie Kay Edward Lear Spike Milligan Roger McGough Colin McNaughton Eve Merriman Grace Nichols Gareth Owen Brian Patten Michael Rosen Vernon Scannell Shel Silverstein Morag Styles Kit Wright Benjamin Zephania Useful websites: Book Trust http://www.booktrust.org.uk/ Achuka www.achuka.co.uk/ Reading Matters http://www.readingmatters.co.uk/ Carnegie Greenaway prize http://www.carnegiegreenaway.org.uk/

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3. Mathematics The following tasks will enable you to make a good start on your mathematics module on this course. Please ensure that you keep notes as these will be used in seminars to support your mathematical development, please bring notes from task 1 and 2 to your first maths seminar. Maths task 1 Reflecting on Approaches to maths teaching

This article (Appendix 2) is designed to help you reflect on approaches to teaching mathematics. The article is written from the perspective of a foundation stage teacher, but the author suggests that this view could be useful whatever age of children you teach. To what extent do you agree?

Consider the three qualities of a good learning temperament which are explained in the article. Think about whether or not you were encouraged to learn in this way in mathematics lessons at school. Evaluate one of the learning temperaments against your own experience of being taught mathematics. How does the quality you have chosen fit in with your own ideas about learning and teaching? Maths task 2 Early Years Mathematics: How to Create a Nation of Mathematics Lovers? (Gifford 2015) https://nrich.maths.org/11441 Read this article which builds upon task 1 and consider how your attitude towards mathematics may affect children's mathematical learning. Maths task 3 Resourcing Mathematics Creatively Consider task 1 and 2 and find a resource or game or story book that would inspire or motivate children learning in mathematics. The maths team will ask you to bring this resource to one of your early seminars to discuss with peers. Recommended books Askew, M. (2012) Transforming Primary Mathematics. Oxon. Routledge

Cotton, T. (2013) Understanding and teaching primary mathematics, 2nd

edition, Pearson

Hansen, A. (2014) Children's errors in Mathematics. 3rd Edition, London,

SAGE

Haylock, D. (2014) Mathematics Explained for Primary Teachers, 5th edition,

SAGE Publications, London

Haylock, D. & Cockburn, A. (2013), Understanding mathematics for young

children a guide for foundation stage and lower primary teachers, 4th edition,

SAGE Publications, London

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Rickard, C. (2012) Essential Primary Mathematics, McGraw Hill Education,

Open University Press

Taylor, H. and Harris, A. (2014) Learning and teaching Mathematics 0-8,

London, SAGE

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4. Science Science Resource File As part of your ITE course you will create a science resource file. This is something you can begin before the course starts. The file will be somewhere that you can keep the variety of science resources you come across. A good file will help you to teach science after you have qualified as well as during the course. Many teachers use and add to their file throughout their teaching career. If you already have experience of working in schools then you can start to build your resource file now. If not then you can at least get the file ready so that you can start to add to it once the course starts. Science is usually taught in school as a series of topics throughout the year. You should divide your file into sections that represent these topics. The topics vary slightly depending on the age group you are teaching, but start with the following sections. You will be told how to adapt your file (if necessary) throughout the course.

1. Scientific enquiry 2. Growth & life cycles 3. Plants & flowers 4. Habitats 5. Classification of materials 6. Changing materials 7. Light 8. Magnetism 9. Electricity 10. Sound 11. Forces 12. Earth in Space

Your file should not be filled with photocopies of resources which you have not used. Only place materials that you have written or annotated in this assessed file. These include ideas for activities, lesson plans, medium term plans, reviews of useful books and resource sheets which are annotated. Keep bulky copies of resources in a separate resources file. If you have any of these as electronic copies on your computer then there is no need to print them out for your file, just make a reference to them in the relevant section. It is important for all teachers to have sound background knowledge of the subjects they are teaching. All early years and primary teachers are expected to have their background science knowledge at a workable standard for the areas they are teaching. It is therefore essential for you to revise your background knowledge of the areas you will be teaching. Put any notes you make in the relevant section of your file.

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5. Wider Curriculum/Foundation Subjects - Subject Knowledge/Confidence to Teach Initial Audit As an Early Years or Primary Teacher, you will need to be able to teach confidently right across the curriculum (not just English, maths and science!) None of us are experts in every subject, so it is important to be able to identify our strengths and particular areas for development in order to work towards becoming a fully-skilled teacher. Please use the table below to rate your current subject knowledge in each of the subjects identified and how confident you would be to teach them, then make brief notes on the next page on your main priorities for development.

Subject Subject knowledge Confidence to Teach It

art

High 1 2 3 4 Low

High 1 2 3 4 Low

computing

High 1 2 3 4 Low

High 1 2 3 4 Low

design and

technology

High 1 2 3 4 Low

High 1 2 3 4 Low

foreign languages

High 1 2 3 4 Low

High 1 2 3 4 Low

geography

High 1 2 3 4 Low

High 1 2 3 4 Low

history

High 1 2 3 4 Low

High 1 2 3 4 Low

music

High 1 2 3 4 Low

High 1 2 3 4 Low

PE

High 1 2 3 4 Low

High 1 2 3 4 Low

RE

High 1 2 3 4 Low

High 1 2 3 4 Low

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Areas to develop:

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6. Recommended Reading for ITE courses We suggest that you begin to read a selection of the following books before the course begins. Key Texts

Arthur, J. & Cremin, T. (2010) Learning to teach in the primary school.

London: Routledge Limited

Blandford, S & Knowles C. (2009) Developing Professional Practice 0-

7. Harlow: Pearson Education Limited

Galton, Maurice J. (2007) Learning and teaching in the primary

classroom. London : Sage Publications

Hansen, A. (2011) Primary Professional Studies. Exeter: Learning

Matters

McGregor, D & Cartwright, L. (Eds) (2011) Developing Reflective Practice: A Guide for beginning teachers. Maidenhead: Open University Press

Owen,D and Burnett,C Eds (2014) Getting into Primary Teaching. Northwich, Critical Publishing

Additional Recommended Reading

Browne A (2009) 3rd Edition Developing language and Literacy 3-8 London, Paul Chapman

*Cockburn A and Haylock D (2013) Understanding Mathematics for Young Children: A Guide for Teachers of Children 3-8. 4th Edition London, SAGE

Cotton T (2013) Understanding and Teaching Primary Mathematics, 2nd edition, Pearson

Cox. R. (2011) Primary English Teaching: An Introduction to Language, Literacy and Learning. Sage

English R (2012) Teaching Arithmetic in Primary Schools

Evans, J. (2004) Literacy moves on. Using popular culture, new technologies and critical literacy in the primary classroom. London, Fulton.

Gamble, N and Yates, S. (2006). Exploring Children's Literature. London, SAGE.

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Gifford S (2005) Teaching Maths 3-5: Developing Learning in the Foundation Stage Open University

*Haylock D (2010) Mathematics Explained for Primary Teachers. 4th Edition London, SAGE

Haylock, D. & Cockburn, A. ( 2013), Understanding mathematics for

young children :a guide for foundation stage and lower primary

teachers, 4th edition, SAGE Publications, London

Mallet, M. (2010). Choosing and Using Fiction and Non-fiction 3-11: A comprehensive guide for teachers and student teachers. London, David Fulton

*Medwell, J. Wray, D. , Moore, G., and Griffiths, V. (2012) Primary English: Knowledge and Understanding (Achieving QTS Series) 6th edition. Learning Matters.

*Medwell, J (2012) Primary English: Teaching Theory and Practice (Achieving QTS Series) 6th edition. Learning Matters

Myers, J. Burnett, C. (2004) Teaching English 3-11 London, Continuum

Nutbrown (2006) Threads of Thinking – Young Children learning and the Role of Early Education London Sage

Rickard, C. ( 2012) Essential Primary Mathematics, McGraw Hill

Education, Open University Press

Whitehead M (2008) Developing Language and Literacy with Young Children London Sage

Wyse, D. Jones, R., Bradford, H. & Wolpert, M. (2013) Teaching English, language and literacy 3rd Edition London, Routledge.

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Appendices

Appendix 1 Owen, D. & Burnett, C. (eds) (2014) Getting into Primary Teaching. Critical Publishing. Northwich. Please see attached Developing Subject Knowledge in English article.

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Appendix 2 Rhydderch-Evan, Z. (2002) Attitude is Everything. Mathematics Teaching, Vol 181, December. Attitude is Everything In his book Wise up, Guy Claxton engages his reader in deep thought about the skills and the temperament that we require to become an accomplished 'learner'. I just wish he could have written and presented me with this book right at the start of my teaching career. As it happens I believe that I came to share many of Professor Claxton's theories about young children's learning and incorporated them into my practice in teaching of mathematics through long years of failures and successes. My first reading of his book confirmed, endorsed and greatly extended what I had come to believe. Rarely, if ever, when focusing on the learning of mathematics at the foundation stage, do we make it our priority to let children get to grips with the kind of subject mathematics is. Rarely do we put our planning energy into devising strategies which will encourage our young pupils to develop the resilience and persistence needed to be comfortable with a subject which presented Einstein with problems! I want to suggest that a positive and realistic attitude to the subject would be the best gift we could offer to our young and emergent mathematicians, hence my title - Attitude is Everything. There is a question we must answer so that we can get to grips with the mathematical needs of young children. What is it about mathematics that fascinates those who love it? What motivates lovers of this subject so much that they acquire the resilience and persistence needed to struggle with a mathematical' problem for hours on end? Regardless of our mathematical competence, we are, all quite capable of acquiring this insight. It is surprising how much vicarious experience one can gain by reading fascinating biography and autobiography. Books which let you into the secret of what it is that turns mathematicians on are of the ilk of Fermat's last theorem by Simon Singh which the Daily Mail critic claimed 'read like the chronicle of an obsessive love affair".

There is a question we must answer so that we can get to grips with the mathematical needs of young children. What is it about mathematics that fascinated those who love it?

For the rest of this article I want to concentrate on the three qualities that Guy Claxton claims constitute a good learning temperament and suggest ways in which we can nurture those qualities in' our everyday practice. The qualities are

resilience and persistence

a playful disposition

conviviality Resilience and persistence My interpretation of what Guy Claxton has to say about resilience and persistence is quite straightforward. It does children no good at all if we continually make things too easy for them and thus give them a false picture

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of what learning is really like. He says that children need to get used to dealing with frustration, confusion and apprehension because they are feelings that all learners will experience and must learn to cope with and see as quite normal and be unfazed by. It should go without saying that the only way one could allow children to experience these feelings would be in a very safe and supportive classroom environment. I like this message enormously because I grew up thinking that if you were good at mathematics you could solve problems at a first attempt. If I couldn't find a solution immediately I thought it was because I wasn't clever enough. If ever there was a subject where one needs to be able to enjoy an intellectual tussle, surely it is mathematics? I therefore see it as critical that we gentle our young children into problem-solving by continually demonstrating a problem-tackling approach where we do not allow solutions to be found too easily.

I grew up thinking that if you were good at mathematics you could solve the problem at first attempt.

A playful disposition Claxton maintains that all learners need a playful disposition in order to be successful whether they are child or adult. He says that play and learning are not different things but that play is a kind of learning which leaves a residue which is a more robust, playful inquisitive kind of mentality. Now here is a cause for celebration. All early years' practitioners know that children need to learn through experience and play and here is an eminent professor encouraging us to give children their experience in a playful way. Conviviality Claxton's philosophy maintains that good learners can share ideas and toss them about with others. Good learners speak their thought aloud with others, share doubts with others. A major task at the foundation stage is to help children to speak and comprehend the language of mathematics. Our teaching practice will need to provoke children into discussion and into speaking their thoughts aloud in order to share them with others. Embracing the philosophy I am convinced that choosing the right stuff [apparatus if you like] to embed and contextualise the processes we are introducing needs very careful thought. If we are to have any chance of success with our introduction of new learning our 'stuff' has to allow us to put the mathematical experiences we plan for the children into a context which fully engages them. If we fail to choose appropriately it is unlikely that the children will be motivated enough to enter into the sustained effort which problem solving demands. I have strong anti-feelings about some of the coloured plastic which is often heavily relied on as a teaching and learning aid and which often proves to be something less than exciting. Here are some of my criteria for choosing material

It has to be attractive enough to make the children excited about working with it and to sustain their attention

It has to relate to children's real world or fantasy experiences

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It has to allow the children to hear mathematical language in pragmatic situations that make the meaning of the terms obvious and provoke our pupils into using the words themselves

It has to enable the demonstration of the various processes that we carry out in mathematics

It has to allow us to embed problem-solving in a context that encourages a playful approach.

If we apply these criteria I believe we have a much better chance of planning experiences which make 'human sense' to the children (Margaret Donaldson's term.) A session with the children Most children love animals and are only too happy to discuss their pets. Problem-solving which maps on to this interest will usually appeal to them. About a year ago McDonalds were giving away small toy Dalmatians which ranged in size from a length of approximately 10 centimetres to about 15 centimetres. Most children have got a couple lurking in their toy boxes at home. It should therefore be fairly easy to put out an appeal in a school and put a collection together. You might even get 101! Next you will want some baskets for the dogs. A raid on the recycling box and a design technology session should provide you with a set in various shapes. Alternatively collect small baskets in a range of shapes. You have all you need for some structured experiences. Working with this 'stuff' should provide the children with experience of Volume: looking at the amount of space within a container Area: looking at the surface area of the base and seeing how much of it they have covered Counting: to find how many dogs have been put in each time a basket is filled Comparison of group sizes: comparing the numbers of dogs put into the different baskets Shape: comparing the shape of the base of each basket, counting the number of sides by tracing the edges with their fingers. Of course the children's awareness of these mathematical elements will be increased by appropriate dialogue, such as 'Let's look at the bottom of this basket. Do you think the bottom is big enough for us to get three of our dogs in here? Does anybody think that it is big enough to get more than 3 in here?' Now let's examine a problem-solving session to demonstrate the approach I've been suggesting. Context for problem: Who has a pet? Where do they like to go to sleep? Whose dog has a bed of their own? What does the dog's bed look like? Does anybody have more than one dog? Do they share a bed? Conviviality Sit the children in a circle on the carpet. Leave enough space in the middle to manipulate the 'stuff'. Place the children carefully next to a 'talking partner'. You will know which children work well together. One child might be a very

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good partner for another who is very shy or less articulate. One child might be confident in the sort of situation they are about to encounter and would be able to support another who is less sure. The problem You've been telling me about the kind of beds that your dogs like to sleep in. We've made some beds for our dogs. I think we might do some problem solving now. We'll need to be mathematicians. Supposing that we had 6 dogs but only 2 baskets. How many different ways do you think that we could put the dogs into the baskets? Encouraging a playful disposition The playful disposition, the 'have-a-go' attitude will need modelling for the children. Can I have the first go? I'm going to pick up some of the dogs and put them in the large basket. Select 4 Dalmatians from the set. I’m going to put the rest into the smaller basket. The ‘rest' is of course 2. Engaging in the activity Once the dogs have been put in the baskets they will need to he counted and comparisons made. A range of questions may be asked, such as What can you tell me about the number of dogs in the baskets? Is there the same number of dogs in each basket or is there a number difference? Which basket has the most dogs in it? Which has the fewest? Let's take the dogs out of both baskets and see if we can put them in so that we have the same number of dogs in each basket: Let's take the dogs out of the small basket and put them into the large basket with the others. How many will be in the large basket now?

Early forms of recording have to be more than colouring in exercises if they are to help internalise the processes carried out.

Resilience and persistence (and conviviality and playfulness) The main part of the task is to find as many different ways of partitioning the set of dogs between the two baskets as we can. Now we need to pursue it. Who thinks that they can put the dogs into the baskets in a different way? Have a talk with your friend and see if you can come up with an idea. Once the children have discovered a different way, for example 5 and 1; it will be essential that a way of recording the different pairings is devised otherwise it will be extremely difficult to remember what has been tried and what has not. Getting the children to devise a pictorial form of recording gives them ownership of their work and allows them to read and interpret it. Early forms of recording have to be more than colouring in exercises if they are to help internalise the processes carried out. To find different ways of putting the dogs into the baskets will require playfulness and this in turn will generate the fun, which motivates the

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persistence needed to sustain the investigation. To support the children I often have a toy alongside me, which can whisper suggestions that only I or the child holding it can understand. A favourite of mine is a toy dragon, which makes a soft grumbling sound when you squeeze its tummy. The ideas that the dragon whispers to me don't always work. When this happens my reaction is to say very positively 'Good idea but it didn't work, you'll have to have another go'. It is essential that we demonstrate to the children that mathematics is not a get-it-right-first-time subject. They must know that persistence and resilience are called for. Over time I want the children to become confident enough to try out ideas without expecting that every one will be successful. The joy is that every time we try something we know something. By the time three or four ideas have been tried out the children could well be getting tired so the following dialogue might be called for. How can we be sure that we have found all the ways that are possible? It isn't easy is it? I'm feeling a bit tired now. I've got brain ache. Have you? I think we could leave it for today but well come back to it tomorrow. Who knows? Tomorrow we might encounter commutativity and get into deep discussion about whether 2 + 4 and 4 + 2 are different pairings or the same. Attitude is everything. Conviviality, playfulness, resilience, persistence are such important dispositions to nurture in the young mathematician. We dare not neglect them if children are to succeed. I am eternally grateful to Guy Claxton. I was so excited after reading his book to realise that in my work with young children I had been encouraging these very dispositions. My understanding has now increased a hundredfold. I recommend 'Wise up' to all teachers of mathematics whatever the age of their students. Reference list for article Askew M et al (1998) Effective Teacher's of Numeracy Kings College Claxton G (1999) Wise up - The Challenge of Lifelong Learning Bloomsbury Press Donaldson M (1978) Children's Minds Fontana/Collins Singh S (1997) Fermat's Last Theorem Fourth Estate Williams P (2008) Independent review of mathematics teaching in early years settings and primary schools: final report Nottingham: DCFS Publications

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Appendix 3 Teachers' Standards from 1 September 2012 PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

plan teaching to build on pupils' capabilities and prior knowledge

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

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set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8 Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

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take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual

respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

o having regard for the need to safeguard pupils’ well-being, in

accordance with statutory provisions

o showing tolerance of and respect for the rights of others

o not undermining fundamental British values, including democracy,

the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which

exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.