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Child Development Reading Discussion Session Managing the course, Assessment arrangements and using support materials. The Pre-Reading task on Child Development. In a small groups (of 4), spend 20 minutes discussing the questions below.

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slide1

Child Development Reading Discussion Session

Managing the course, Assessment arrangements and using support materials

slide2

The Pre-Reading task on Child Development

In a small groups (of 4), spend 20 minutes discussing the questions below.

Each small group will then join with 2 others and each will spend 5 minutes presenting their responses to the 2 other groups.

Questions:

1. Which factors should teachers take into consideration before answering the question: ‘How do children learn?’2. Which factors should teachers be aware of when considering why children may not be learning well?3. What are the implications of the first two questions for teachers planning lessons?

slide3

Managing the Course:1. Materials available

  • Study and Assessment Guide (in folders)
  • Teaching Practice Guide (WebCT)
  • Record of Professional Development (WebCT)
  • SEN/Diversity/EAL pack (in folders + electronic log on WebCT)
  • SCITT library in schools, inc Subject knowledge for teaching core audit books
  • WebCT resources
  • E-library and other library resources
  • Internet etc
slide4

Study and Assessment Guide-1

  • General overview and professionalism issues(also contains trainee year chart and a week by week trainee planner – mentors have an even more detailed mentor planner)
  • Study guide, weeks 1-39 (KS1/KS2 or FS/KS1 or KS1/FS). (Week by week detailed task instructions + standards grid to complete in ROPD)
  • Assessment guide (detailed task briefs and assessment criteria for mentor-marked + university marked written assignments; information on TP assessment and ‘CEDP’; what will happen if you cause concern)
slide5

Study and Assessment Guide-2

  • English Resource Pack (inc sections on teaching reading and writing)
  • Mathematics Resource Pack
  • Science Resource Pack
  • Video capture project guidance
  • (all referred to in Weeks 1-39 section)
  • SEN/Diversity/EAL portfolio (tasks and readings which are referred to in Weeks 1-39 section)
slide6

Assessment for the PG Certificate-1

Portfolio One – Learning and Teaching in Primary Schools

a) three individual assignments (Mathematical Understanding; Science /The importance of Play; The Teaching of Reading)marked by your mentor and moderated within the region. (The text of these 3 then accompanies……)

b) ….a synthesis assignment, Understanding Learning, which links the 3 and ismarked by the university

The synthesis assignment is supported by a separate pack which will be available through WebCT later in the Autumn Term

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Assessment for the PG Certificate-2

Portfolio Two – Issues in Primary Schools

a) an assignment delivered orally (but with a set of notes handed in) on Understanding the School Context,marked by your mentor

b) an investigation in your specialist subject area linked to a diversity/individual differences context,marked by the university

The specialist subject assignment is supported by a separate pack which will be available through WebCT later in the Autumn Term

slide8

Assessment for the PG Certificate-3

The university assessed elements will be graded as below:

Numerical mark Grade awarded

3 to 38 Fail

43 or 48 PG Cert pass, without MA credits

53 or 58 PG Cert pass with MA level credits

63 or 68 PG Cert pass with Merit

73 or above PG Cert pass with Distinction

Overall you must achieve a pass standard in each of your assignments to be awarded the PG Certificate in Education and, additionally, a pass for the Teaching Practice Periods and assignments 1-4 in order to receive Qualified Teacher Status (QTS).

The last 2 assignments each offer 30 MA credits if you score above 50.

slide9

Teaching Practice Guide (on WebCT)

  • General teaching practice overview / guidance, plus specific detailed TP notes for each of the three TPs
  • Teaching Practice profile/Report forms
  • Useful Proformas section on WebCT for:
    • planning/evaluation
    • recording training progress
    • enabling focused discussion with mentor
    • administrative issues
slide10

Assessment for QTS

Practical Teaching leading to QTS is assessed through:

a) continuous informal assessment of your day to day work in school and your Teaching and Learning File and your Personal Assignment File

b) formal assessment of the three teaching practice periods.

c) The 3 Skills tests, set by the TDA.

slide11

SEN/Diversity/EAL pack

will be addressed in Tuesday morning’s session on Diversity in Schools

Record of Professional Development + Subject Knowledge for Teaching

are addressed in the sessions on mentoring on Monday & Thursday

slide12

SCITT library in schools (books/dvds)

The library list is in the Study Guide.

The WebCT resource

See http://webct.nottingham.ac.uk/webct/entryPageIns.dowebct

E-library and other library resources

will be addressed on Tuesday

slide13

Internet etc

A limitless resource, but beware time-wasting!

For materials / resources etc

http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.uk/

http://webarchive.nationalarchives.gov.uk/20110503192647/http://tre.ngfl.gov.uk

http://tlfl.org.uk/

http://www.primaryresources.co.uk

http://www.coxhoe.durham.sch.uk/Curriculum/Curriculum.htm

http://www.woodlands-junior.kent.sch.uk/

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For academic support

http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/

http://www.education.gov.uk/schools/toolsandinitiatives/tripsresearchdigests

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The link with Bangalore

The children of Christel House India come from a background where going to school is, too often, an unattainable dream. Being the first members of their family to be educated, the learning process can be much more difficult than with children who have had more exposure. So that our students do not become discouraged by the challenges they face, Christel House strives to ignite a fire within each student, a passion for education that is equal to our own. In Christel House we have moved away from mere transmission of knowledge and rote learning methods. More than simply informative, our educators use creative approaches to teaching in order to make the classes inspiring, interesting, interactive and, most of all, fun.

http://www.in.christelhouse.org/index.html