PGCE Whole School Issues 2019 2020 - 11-16 PGCE (With Post-16 Enhancement) - University of York
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PGCE Whole School Issues
2019 – 2020
11-16 PGCE
(With Post-16 Enhancement)
PGCE WSI Handbook 2019-20 – Core and School Direct Page 1 of 15Contents Whole School Issues .........................................................................................................................3 WSI Calendar .................................................................................................................................... 3 Core and All Saints trainees: .........................................................................................................3 School Direct Pathfinder trainees: .................................................................................................3 For School Direct YTSA trainees: ..................................................................................................4 WSI Themes...................................................................................................................................... 4 WSI Sessions taught during each phase of the PGCE year .............................................................6 Phase 1: Induction Week ..............................................................................................................6 Phase 2: Induction Phase / During Placement 1 ..........................................................................7 Phase 2: Development Phase / Placement 1 into 2......................................................................8 Phase 3: Consolidation Phase – End of Placement / Summer Programme .................................8 Connection of WSI sessions to Teachers Standards:....................................................................9 Autumn Term WSI: School-based Follow Up Activities...................................................................11 Spring/Summer Term WSI ..............................................................................................................13 School-based provision during Placement 1 and Placement 2 blocks of teaching......................13 Whole School Issues: Essential Reading .......................................................................................14 Disclaimer........................................................................................................................................ 15 PGCE WSI Handbook 2019-20 – Core and School Direct Page 2 of 15
Whole School Issues
The Whole School Issues course aims to help you understand and respond to key issues of teaching and learning common to all teachers in
schools, to explore these issues and encourage reflection on them in the light of both reading and school experience.
Visit the VLE Whole School Issues site to access session handouts, Powerpoint presentations, web sites and videos (http://vle.york.ac.uk)
WSI Calendar
Core and All Saints trainees:
During Placement 1 serial visits and Block 1 (October, and December for one week) activities take place on Wednesdays at the
university and on the corresponding Tuesdays or Thursdays in school.
During Placement 1 Block 2, there are two further sessions in early January (Tuesday 7 January) and one in February (Wednesday 12
February).
During Placement 2 Block 1 there is one session (Friday 28 March).
During the summer programme, Core trainees will attend two sessions (Wednesday 27 May and Wednesday 3 June) and one
session after professional Enrichment (Monday 22 June).
During the summer programme, All Saints trainees will attend two sessions (Wednesday 27 May and Wednesday 3 June) and two
sessions at their School Direct hub after Professional Enrichment (Monday 22 June and Thursday 25 June).
School Direct Pathfinder trainees:
PFTSA trainees will attend one week induction at their School Direct hub from Monday 9 to Friday 13 September.
PFTSA trainees will attend three days induction at the university from Monday 16 to Wednesday 18 September.
During Placement 1 serial visits and Block PFTSA trainees will attend their School Direct hub (Wednesdays: 25 September, 2 October, 9
October, 16 October, 23 October; and December for one week – Wednesday 18, Thursday 19 December) activities take place at your
School Direct hub on Wednesdays/Thursdays and on the corresponding Tuesdays or Thursdays in school placement.
During Placement 1 Block 2, PFTSA trainees will attend two sessions in early January (Tuesday 7 and Thursday 9 January) held at your
School Direct hubs.
During Placement 2 Block 1 in February, PFTSA trainees will attend one WSI session at your School Direct hub on Wednesday 12 February
and one WSI session at University on Friday 28 March.
During Placement 2 Block 2, PFTSA trainees attend one specific PFTSA WSI day at Archbishop Holgate’s School on Wednesday 1 April.
PGCE WSI Handbook 2019-20 – Core and School Direct Page 3 of 15During the summer programme, there are one session in May at the University (Wednesday 27 May) and one WSI session in June
(Wednesday 3 June) held at your School Direct hub.
After Professional Enrichment, PFTSA trainees will attend 3 WSI sessions at their School Direct hub (Monday 22 June, Tuesday 23 June,
Friday 26 June).
For School Direct YTSA trainees:
YTSA trainees will attend induction week activities at their School Direct Hub from Wednesday 4 September.
YTSA trainees will attend University induction activities on Monday 16, Tuesday 17, Thursday 19 and Friday 20 September, and attend
WSI activities at their School hub on Wednesday 18 September.
During Placement 1 serial visits and Block 1 YTSA trainees will attend WSI activities at their School Direct hub (Wednesdays: 25 September,
2 October, 9 October, 16 October, 23 October, 6 November, 13 November, 20 November, 27 November, 4 December, 11 December.
After Block 1, YTSA trainees will attend one day of WSI sessions at their School Direct hub in December (Wednesday 18 December).
During Placement 1 Block 2, YTSA trainees will attend two sessions in early January at University on Tuesday 7 January.
During Placement 1 Block 2, YTSA trainees will attend two further WSI sessions held at their School Direct hub on Wednesday 15 January,
Wednesday 22 January.
During Placement 2 Block 1, YTSA trainees will attend two WSI sessions at your School Direct hub on Wednesday 12 February and
Wednesday 11 March, and one WSI session at University on Friday 28 March.
During Placement 2 Block 2, YTSA trainees attend one specific YTSA WSI day at their School Direct hub on Wednesday 22 May.
During the summer programme, there are two WSI sessions at the University Wednesday 27 May and Wednesday 3 June.
After Professional Enrichment, YTSA trainees will attend two WSI sessions in June at their School Direct hub (Monday 22 June and
Thursday 25 June) held at your School Direct hub
WSI Themes
In the WSI programme there are five main themes for the programme. Sessions will cover introductions and explorations of these five themes
across the year. The five themes are:
1. Introductions to Key Themes across schools
2. Assessment Themes
3. Pupil specific themes
4. Teacher specific themes
5. Course specific preparation sessions
PGCE WSI Handbook 2019-20 – Core and School Direct Page 4 of 15Introductions to Assessment Pupil specific Teacher specific Course specific
OVERVIEW Key themes Themes themes themes preparation
across schools sessions
What this theme Generic cross Focused sessions Focused sessions Focused sessions Focused sessions
covers curricular and cross on: formative on: aspects of pupil on: PPC; on: academic PGCE
key stage themes assessment development; pupil professional assignment
that affect all purposes; management; development; demands; QTS
subject areas summative pastoral care; and personal placement
across secondary assessment and pupil needs employment; preparation,
schools data use personal mental assessment and
health and demands;
wellbeing; professional
induction; enrichment
continued CPD demands
Relevant WSI - Literacy and WSI - Teaching, WSI - Behaviour to WSI - Workload November –
Placement Activity Communication Learning and support Learning Reduction Monitoring Visit
for the theme: WSI - Equal Assessment (both placements) Strategies December – Review
WSI/CA programme Opportunities within WSI - Using data WSI - The role of 1
sessions in P1 and school CA - Planning the form tutor, Weekly mentor January/February –
P2 WSI - Post 16 lessons (short and pastoral care, PSHE meetings – see University P1 formal
Relevant placement Issues medium term and citizenship yellows visit
visits CA - ICT and E- planning) (both placements) February – Review
Relevant placement Safety CA - WSI - SEND; 2
reviews Assessment general equity March/Apr –
CA - issues; pupils with Review 2
Progression special educational April/May –
(incl. KS2-3 needs; gifted and University P2 formal
progression talented visit
where CA - May – Review 4
appropriate) Differentiation June - Professional
Enrichment sign-off/
presentations
TOTAL University 9 across year 2 across year 10 across year 13 across year 15 across year
based training (see details below) (see details below) (see details below) (see details below) (see details below)
sessions/self-
taught study
sessions
PGCE WSI Handbook 2019-20 – Core and School Direct Page 5 of 15WSI Sessions taught during each phase of the PGCE year
Phase 1: Induction Week
See induction calendar in 2019-20 Trainee Handbook for complete Induction Week schedule.
Induction Theme 1 – Orientation (Mon); Induction Theme 2 – Understanding QTS Assessment (Tues); Induction Theme 3 – PGCE
Academic Expectations (Wed); Induction Theme 4: The Reflective Practitioner (Thurs); Induction Theme 5 – The Professional Teacher
(Fri); Induction Theme 6 – Subject Induction (Mon-Wed)
When? Introductions to Key Assessment Themes Pupil specific themes Teacher specific Course specific
themes across themes preparation sessions
schools
Induction Introduction to School
Week Placements
16-20 Sept
2019
Behaviour for Learning Introduction to TS1-8 PGCE Assignment
(Pt1) – the basics (Standards Profiling) Overview/Introduction to
Assignment 1
Managing Workload in Induction on Using
the PGCE Year/ Google/Pebblepad
Stressbusting techniques effectively during the
PGCE year
The reflective teacher (Pt Induction on the VLE
1) - Case study: KS1/KS2
primary experience
Issues in Primary The reflective practitioner Induction on uploading
Education (Pt2) - Effective Teaching assignments onto the
– what does this look VLE
like?
Induction Prevent Training through Safeguarding Training Induction Week checklist
Week gov.uk through NYCC Setting up Standards
Follow up Profile
work
Optional Career Changers Introduction to Library
during Support for PGCE
Induction Academic assignments
Teacher How to Avoid Plagiarism
Unions/Chartered College in Masters’ level
assignment
PGCE WSI Handbook 2019-20 – Core and School Direct Page 6 of 15Please note: For School Direct students:
PFTSA – in school hub for 19/20 September
YTSA – in school hub on 18 September
All Saints – in school hub on 19 September (pm) only
Phase 2: Induction Phase / During Placement 1
Autumn Term
When? Introductions to Key Assessment Theme Pupil specific theme Teacher specific theme Course-specific
themes across schools preparation session
25/9/19 Literacy across the PPC (Pt1) – Staying Safe
curriculum
2/10/19 Numeracy across the Behaviour for learning
curriculum (Pt2) – the basics
9/10/19 Introduction to the Role of PPC (Pt 2) – Assignment 1 reflection
the form Understanding the PPC
tutor/PSHE/Pastoral Care Standard
(Adam Baybutt, Millthorpe
School)
16/10/19 Introduction to SEND Placement 1 Preparation
(Prof Jonathan Glazzard,
LBU)
23/10/19 ICT across the curriculum Introduction to AFL
(Hugh Richardson,
Huntington School)
18/12/19 EAL challenges in schools Understanding how to
(Anna Mason, apply for your first post
Lawnswood School)
PGCE WSI Handbook 2019-20 – Core and School Direct Page 7 of 15Phase 2: Development Phase / Placement 1 into 2
Spring Term
When? Introductions to Key Assessment Themes Pupil specific themes Teacher specific themes Course specific
themes across schools preparation sessions
7/1/20 Attainment - Using Behaviour for learning (Pt Assignment 2 preparation
(am) Summative Data 3) - Teaching difficult
(Mike Bruce, Huntington classes
School)
7/1/20 LGBT challenges (Pt1) – Pupil Mental Health
(pm) the pupil perspective
(Aidan Newman,
Millthorpe)
12/2/20 Introduction to PSHE Learning how to cope with Placement 2 Preparation
(Richie French, Fulford the Demands of Teaching
School)
28/3/20 Gypsy, Roma, Traveller Attachment Theory Assignment 3 preparation
(am) challenges
28/3/20 Professional Enrichment
(pm) preparation
Phase 3: Consolidation Phase – End of Placement / Summer Programme
Summer Term
When? Introductions to Key Assessment Themes Pupil specific themes Teacher specific themes Course specific
themes across schools preparation sessions
27/5/20 LGBT challenges Causes and
(Pt 2) – the staff Consequences of Pupils’
perspective Individual Differences
(Claire Birkinshaw, LBU)
3/6/20 Gender challenges Induction in the NQT Year
(Mike Jory, YCC)
22/6/20 The Big Career Picture – Professional Enrichment
CPD from ITT to NQT presentations
(CES/Chartered College) (Uni CA sessions – Core;
School Hubs – SD)
PGCE WSI Handbook 2019-20 – Core and School Direct Page 8 of 15Connection of WSI sessions to Teachers Standards:
The WSI topics introduced and discussed at the university and/or in School Direct hubs all connect directly to your Teacher Standards as
follows:
WSI Theme TS connection
* Literacy – overview of literacy across the curriculum TS3
Pt2
* Staying Safe – Professionalism – overview of aspects of professional behaviour/Preamble and PPC
*Behaviour for learning – overview of range of behaviour management and positive behaviour approaches TS7, TS1
*Numeracy – overview of numeracy across the curriculum TS3
*The Role of the Form Tutor, Pastoral Care and PSHE -changing role of the form tutor, involvement in pastoral care, guidance TS8/Pt2
and counselling of pupils, consideration of bullying.
*Meeting the Standards – Focus on Part 2
Reflecting upon aspects of TS Pt2: showing tolerance of and respect for the rights of others; not undermining fundamental British Pt2
values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs.
Assignment 1 Reflection - A chance to focus on observational evidence collected in school for Assignment 1 on lesson TS1/ TS4/ TS7
observation and wider whole school ethos. Focus on M-Level criteria
Preparing for Placement 1 Block 1 – expectations and roles, reviewing Behaviour to Support learning TS6/ Pt2/ TS7
*SEND – overview of SEND issues and legislation TS5/ Pt2
*ICT - overview of activities and resources to use to support engaging and challenging teaching and learning. TS3
*AFL - Assessment as an integral part of teaching and learning. Strategies for formative and diagnostic assessment and feedback. TS6/TS2
Involving pupils in self and peer assessment.
First Posts – focus on job application, interviews and job preparation as well as bespoke support available for trainees. Pt2
EAL - focus on the issues that arise for the EAL learner as well as the teacher; approaches that can be adopted in the classroom.
TS5/ TS8
Gender issues in the classroom – focus on gender dynamics inside and outside the classroom that can affect learning and TS1/TS5/TS8
teaching
Teaching Difficult Classes in School – focus on bespoke approaches for more challenging behaviours TS7
Using Data in Schools/Attainment 8, Progress 8 and the relationship with AFL - introduction on how schools use data to TS6
monitor and manage student progress (including Progress 8 approaches seen in Placement 1), with examples of widely used
packages including YELLIS, CATS etc. A focus on how differences between schools are compared; floor standards; new GCSE
grading and EBacc, as well as supporting less able pupils in this system.
Preparation for Assignment 2 – overview of Assignment 2 demands; focus on data evidence collected in school for Assignment 2: TS2/TS5 /TS6
Evaluation of a Teaching and learning Sequence; focus on M-Level criteria.
Placement 2 – Preparation and Target Setting for new school TS8
Preparation for Assignment 3 – overview of Assignment 3 demands; focus on data evidence collected in school for Assignment 3: TS3/ TS8 /
PGCE WSI Handbook 2019-20 – Core and School Direct Page 9 of 15WSI Theme TS connection the Reflective & Research Literature Practitioner Preamble / Pt2 Coping with the demands of teaching – Identifying the tasks of teaching, and developing sound habits regarding organisation Preamble/ and planning. Consideration of time management skills and voice care. Revisiting approaches to coping with a teacher’s workload TS1 and career supportive strategies that can counter stress. TS1/TS2/ Attachment Theory – focus on the underlying psychological causes of attachment; the consequent manifestations in behaviour TS3/TS5 that exhibit; and the approaches by schools to support such pupils Gypsy, Roma and Traveller Children – focus on the dynamics and context for this specific group of pupils; approaches to TS1/ TS2 /TS5 teaching pupils who may be in school temporarily; myth busting some ideas about this group; preparation in planning that /TS8 acknowledge contextual factors for some learners. Causes and Consequences of Pupils’ Individual Differences – Genetics in Education - focus on heritable influences on TS2/TS5 /TS7 outcomes for pupils at primary and secondary levels; impact of teaching on those differences; environmental factors that impact on achievement. LBGTQ issues and challenges in schools - focus on what it’s like to be an LGBTQ pupil; focus on what it is like to be an LGBTQ TS1/TS7 /Pt2 staff member; successful approaches in schools that treat all equally; developing a professional approach to LGBTQ issues you may face as a teacher. Pupil Mental Health in Schools – focusing on the City of York’s approach to mental health support; the connection between pupils’ TS1/TS5 mental health and wellbeing, and achievement; whole school approaches to mental health; the universal offer for children and /TS8/Pt2 & young people. Preamble PSHE in schools – focusing on how to teach PSHE well; what might be required from you as a subject teacher; why PSHE TS1/TS3/ teaching is as important as your subject teaching; the connection to pupil mental health and wellbeing and entry into adult life; the TS4/TS5/ aims of citizenship and PSHE, the content and nature of provision in schools, how citizenship and PSHE can be delivered well. TS7/Pt2 The Induction Year as an NQT and beyond – focus on how to be ready for your NQT post; what the induction year expect of you; entitlement as an NQT from your school/LA/TSA/MAT Preamble/ Pt2 The Big Picture: CPD, The Chartered College and Your Wider Career Planning – focusing on how to develop your role as a Preamble/ professional; your CPD development; how to keep your career fresh, innovative and up to date. TS8/Pt2 End of Year Review PGCE WSI Handbook 2019-20 – Core and School Direct Page 10 of 15
Autumn Term WSI: School-based Follow Up
Activities
The university-based and School Direct hub WSI input, in lecture format, looks at each issue in a
general way.
The Tuesday or Thursday programme in schools (during serial visits) provides a specific school
interpretation of these issues.
Placement schools are asked to explore the following specific themes within their context with
trainees, BUT trainees must also be proactive on following up on each week’s themes with their
professional tutors and subject mentors each week. This is best done through practical discussion
with colleagues in school, and hands-on experience with classes as appropriate. Professional
tutors and subject mentors could follow the suggestions given below, but trainees should take up
any training opportunity offered in each theme, as and when there is an option to do so during
their placements.
During the Autumn term serial visits, the topics that are introduced and discussed at the university
on Wednesdays should be followed up in school-based activities as follows:
1. Literacy and communication (TS3)
You can observe lessons and focus on the language used by pupils and teachers.
When do teachers and pupils talk? Who talks to whom and how often? How much
time is devoted to teacher talk, pupil talk and writing? Did boys or girls dominate
talk? What did the teacher do to facilitate talk? Did pupils speak with a strong
dialect or accent? Does this matter? When and how are questions used by the
teacher? How are they directed and to whom? What types of questions are used?
Talk with a member of staff about the school’s policy regarding language across the
curriculum.
Consideration of the issues of English as an additional language, and how it is
addressed in school. If there is an EAL coordinator in school discuss this theme
with him/her/them.
2. Teaching, learning and assessment (TS1, TS2, TS3, TS4, TS5, TS6, TS7, TS8 and Part
Two)
Find out how the school identifies pupils’ different learning styles and provide
appropriate teaching opportunities.
Follow a pupil over several lessons to observe the variety of experiences offered.
Interview pupils to find out how they prefer to learn in different subject areas.
Input on whole school approaches and policies on AFL may be part of your subject
or WSI school based programmes.
3. The role of the form tutor and pastoral care, citizenship & PSHE (Preamble, TS1,
TS2, TS5, TS6, TS7, TS8 and Part Two)
You should undertake observations of registration or form period. You should
experience taking a register (supervised in pairs).
You can talk with a form tutor and/or head of year concerning pupil challenges and
their respective roles in such situations.
Consider the pastoral care role of the classroom teacher. What types of concern
should a classroom teacher draw to the attention of colleagues?
Prepare (and run) a tutor time activity in pairs and then review.
How should a teacher deal with personal disclosures (e.g. possible child abuse)?
You may be given a talk on the relevant legal context.
4. Citizenship and PSHE
PGCE WSI Handbook 2019-20 – Core and School Direct Page 11 of 15Are citizenship and PSHE delivered within a designated programme and/or within
subject teaching? How?
Are relevant whole school events organised (e.g. mock elections)?
Does the school have a student council?
Are there any links with the local community?
What problems are involved in dealing with controversial issues?
Observe a lesson and compare the teaching style to that in other lessons. What are
the differences and similarities between PSHE and citizenship?
5. Behaviour Management (Preamble, TS TS1, TS7 and Part Two)
Your school WSI programme may give you an introductory talk on school policies
and procedures, their purpose and their origins.
Observation of lesson(s). How does the teacher manage the lesson to maintain
pupils' involvement in the work? What classroom rules appear to be operating?
Have a discussion with your class teachers/subject mentor/professional tutor to
identify good practice.
What problems face beginning teachers? Discuss with your subject mentor some
critical incidents (real or imaginary) which have occurred in the school in the past
and how they were dealt with.
You can write a one page statement entitled: "My current views on discipline and
classroom management" and then exchange with other trainees and discuss.
You may be given a talk on the relevant legal context.
6. SEND; general equity issues; pupils with special educational needs; gifted and
talented (Preamble, TS 1-8 and Part Two)
How does the school interpret equality in diversity? How does it monitor
achievement by e.g. gender, ethnicity? Discuss with teachers the tensions involved
in promoting equality whilst celebrating diversity.
Observe classes using the lens of gender/ethnicity/disability. You should observe
in-class strategies for pupils working at different paces or having problems with the
work.
You should talk with a classroom teacher and a SENCO about school procedures
for identifying learning difficulties and how these may be met. Are any pupils
statemented as having special educational needs and what provision or support is
given? Which agencies does the school liaise with?
How is ICT used with SEND pupils?
How does the school cater for pupils considered to be gifted and talented
PGCE WSI Handbook 2019-20 – Core and School Direct Page 12 of 15Spring/Summer Term WSI
School-based provision during Placement 1 and Placement 2 blocks of teaching
The following topics (with suggestions for aspects to be covered) are shared with your professional
tutors and school based mentors for school-based provision either via tutorial input or via
on-the-job experience as part of the your work in school during the second placement and
potentially also in Professional Enrichment.
Professional tutors are asked to coordinate this programme (but are not expected to deliver
all elements of it themselves) – ask your Professional Tutor for information as to how you can
uncover information on the following:
1. Using data (TS6)
This could include:
learning about systems and school practice, including departmental use of data;
a focus on recording procedures in your department/across the school generally (e.g.
use of mark book);
exploring the ways in which the school uses data such as KS2 levels, Fisher family
trust data, CATS, YELIS.
understanding how data feeds into Progress 8, Attainment 8, and EBacc
measurements.
2. Equal Opportunities within school (Preamble, TS1-8 and Part Two)
This could include:
reading school policies and practice
looking at how English as an Additional Language (EAL) is understood and
policies/practice at work in your setting
exploring SEND policies and practice in your setting.
you could shadow a pupils or group of pupils.
you could attend meetings with other agencies.
you could meet with SENCOs, TAs and other staff.
3. Post 16 Issues (Preamble, TS1, TS2, TS3 ,TS4, TS6, TS8 and Part Two)
This could include:
work-related learning and vocation learning.
you could observe vocational GCSE classes;
you could have discussions with the work-related learning coordinator;
you could engage with IB and all aspects of Sixth Form transition and enrichment.
4. Behaviour (Preamble, TS1, TS7 and Part Two)
This could include:
building upon experiences gained during the Autumn Term.
you could observe ‘Outstanding’ practitioners.
you could gain experiences working in ‘units’ that support behaviour, attend whole
school training events.
you could work with Drama and PE colleagues to focus on voice and presence.
PGCE WSI Handbook 2019-20 – Core and School Direct Page 13 of 15Whole School Issues: Essential Reading The following books are essential reading for the course. These titles should be available in the University Library. Please check the library catalogue for further details: http://yorsearch.york.ac.uk. Birkett, V. (2005). Manage and Teach Children with Challenging Behaviour. Nottingham: LDA Briggs, S. (2015). Meeting Special Educational Needs in Secondary Classrooms: Inclusion and how to do it. Oxon. Routledge Brooks, V., Abbott, I. & Bills, L. (2012) Preparing to teach in secondary schools. Berkshire. OUP. Capel, S., Leask, M., & Turner, T. (2016). Learning to teach in the secondary school: a companion to school experience. London: Routledge. Eyre, D., & Lowe, H. (Eds.). (2002). Curriculum Provision for the Gifted and Talented in the Secondary School. Fulton Publishers Ellis, V. (Ed.), (2013). Learning and Teaching in Secondary School. Exeter. Learning Matters Haslem,L., Wilkin, Y. and Kellet, E. (2007). English as an Additional Language. Oxon: Routledge Hramiak, A. and Hudson, T. (Eds), (2011). Understanding Learning and Teaching in Secondary Schools. Essex: Pearson Education Limited. Kewley, G. (2010). Attention Deficit Hyperactivity Disorder. What can teachers do? (2nd ed.) Fulton Publishers. Kyriacou, C. (2014). Essential teaching skills (4th ed.). OUP: Oxford Kyriacou, C. (2009). Effective Teaching in Schools (3rd ed.). Cheltenham: Nelson Thornes. Mortimer, T. & Dupree, J. (2008). Dyslexia-friendly Practice in the Secondary Classroom. Exeter. Learning Matters. Pim, C. (2012). Supporting learners with EAL. London: Continuum International Publishing Group. Rogers, B. (2015). Classroom Behaviour: A practical Guide to Effective Teaching, Behaviour Management and Colleague Support. London: Sage. Rogers, B (2007). Behaviour Management – A whole-school approach. London: Sage. Sherratt, D. (2005). Support and teach children on the Autism Spectrum. Nottingham: LDA Spendlove, D. (2011). Putting Assessment for Learning into Practice. London: Continuum International Publishing Group PGCE WSI Handbook 2019-20 – Core and School Direct Page 14 of 15
Disclaimer Whilst the University tries to ensure that information contained in this document is accurate when published, the University does not accept liability for any inaccuracies contained within it. Where circumstances occur or change outside the reasonable control of the University, the University reserves the right to change or cancel parts of, or entire, programmes of study or services at any time without liability, before or after students have registered at the University. Circumstances outside the University’s reasonable control include: industrial action, over or under- demand from students, staff illness, lack of funding, severe weather, fire, civil disorder, political unrest, government restrictions and concern regarding risk of transmission of serious illness. The University’s contract with its students does not confer third party benefits under the Contract (Rights of Third Parties) Act 1999. PGCE WSI Handbook 2019-20 – Core and School Direct Page 15 of 15
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