Primary NQT CPD Network Meeting 5 - Gloucestershire ¢  ¢â‚¬¢ NQT attends local CPD events ¢â‚¬¢ Formal observation

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  • Primary NQT CPD

    Network Meeting 5

    Literacy, numeracy & ICT across the curriculum

  • Aims

    • To explore relevant aspects of the Teachers’ Standards

    • To support you in evaluating your progress towards meeting the Teachers’ Standards in

    your Induction Year

    • To provide opportunities for you to collaborate with other professionals

  • Agenda

    1.30pm Introduction

    1.35pm Numeracy across the curriculum

    Tim Foster (LA Adviser)

    2.05pm Literacy across the curriculum

    Jane Pritchard-Meaker (LA Adviser)

    2.35pm School input

    Rachel Millard (GlosEd Leader, Dunalley)

    2.55pm Break

    3.10pm ICT across the curriculum

    Sarah Taylor (Independent Consultant)

  • Induction Timeline - Term 5

    • Formal observation - follow-up discussion,

    providing written feedback against the Teachers'


    • Observes other lessons within and outside of the department/age range

    • Meet to review progress and objectives and update the Tracker

  • Induction Timeline - Term 6 • NQT attends local CPD events

    • Formal observation - follow-up discussion, providing

    written feedback against the Teachers' Standards

    • Seek other CPD opportunities.

    • Meet for progress review - review objectives and update Tracker.

    • Assessment meeting with NQT & induction tutor and/or headteacher to review the year, and confirm

    Teachers' Standards met satisfactorily.

    • Final assessment completed with headteacher's recommendation, due reference made to Teachers'

    Standards. NQT assessment forms returned by 25th June 2019

  • Core Meetings

    Highnam Event 1 - 10th October Event 4 - 6th March

    Event 2 - 5th December Event 5 - 24th April

    Event 3 - 30th January

    Event 6 - 3rd July


    Event 1 - 11th October Event 4 - 7th March

    Event 2 - 6th December Event 5 - 25th April

    Event 3 - 31st January Event 6 - 4th July

    Meeting 6 Focus: Health and well-being

  • Teachers’ Standards

    1.3 Demonstrate good subject and curriculum knowledge

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

    c) 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

  • Literacy, Numeracy and ICT

  • National Curriculum 1. Introduction 1.1 This document sets out the framework for the national curriculum and includes:  contextual information about both the overall school curriculum and the statutory national; curriculum, including the statutory basis of the latter;  aims for the statutory national curriculum;  statements on inclusion, and on the development of pupils’ competence in numeracy and mathematics, language and literacy across the school curriculum; and  programmes of study for all the national curriculum subjects other than for KS4 English, mathematics and science, which will follow.

  • Main themes

     Inclusion

     Numeracy and Mathematics

     Language and Literacy

     Higher expectations

  • National Curriculum (2014) English aims:  read easily, fluently and with good understanding;  develop the habit of reading widely and often, for both pleasure

    and information;  acquire a wide vocabulary, an understanding of grammar and

    knowledge of linguistic conventions for reading, writing and spoken language;

     appreciate our rich and varied literary heritage;  write clearly, accurately and coherently, adapting their language

    and style in and for a range of contexts, purposes and audiences;  use discussion in order to learn; they should be able to elaborate

    and explain clearly their understanding and ideas; and  are competent in the arts of speaking and listening, making formal

    presentations, demonstrating to others and participating in debate.

  • Mathematics aims  become fluent in the fundamentals of mathematics, including

    through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;

     reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;

     can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

    National Curriculum (2014)

  • 5.1 ‘Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.’ 5.2 ‘Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.’

    National Curriculum: Numeracy and mathematics

  • The National Curriculum: Language and literacy

    6.1 ‘English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.’

    6.2 Spoken language

    ‘Pupils should be taught to speak clearly and convey ideas confidently using Standard English. They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication.’

  • The National Curriculum: Language and literacy 6.3 Reading and writing

    ‘Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils should be taught to read fluently, understand extended prose (both fiction and non- fiction) and be encouraged to read for pleasure.’ ‘Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use.’

    6.4 Vocabulary

    ‘Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge.’

  • Literacy, Numeracy and ICT are the basic skills of English, mathematics and computing which are vital for the life opportunities of children and young people.

  •  English and mathematics enhance learning and teaching of the foundation subject.

     Literacy and numeracy skills should not devalue

    knowledge, skills and understanding of the foundation subject.

     Organisation in planning is essential.

    Effective Use of Literacy and Numeracy

  • Sharing effective/innovative practice

    Music History


    Science PE

  • Mathematics is EVERYWHERE! Figure: The week in numbers

  •  The only number whose amount of letters is also its value.

     What do you notice?

    ONE + TWELVE = TWO + ELEVEN  The only number in the English language that

    is spelt in alphabetical order.

    Numeracy and English

  • Effective Cross-curricular Numeracy

     Exploring and using the Mayan number system.

     Analysing pie charts and line graphs about casualties during WW1.

     Place value: millions and billons (distance between planets).

     Using different types of ave