DPSCITT-Curriculum-Intent-and-Implementation

Devon Primary SCITT Curriculum Intent & Implementation Dynamic, Personalised & Supportive Vision: Devon Primary SCITT was established in 2000 to provide high quality school-based training across Devon Our mission is to inspire and develop reflective, creative, and resilient teachers Our curriculum is designed to ensure that our graduates have the knowledge, skills and understanding to become outstanding teachers, with firm foundations for fulfilling and successful careers Central to this is that they develop their core values, philosophies and teaching identities “This dynamic training programme is carefully tailored to meet the needs of each trainee and develops in them a comprehensive range of personal and professional skills that gives them the best possible start to their teaching career.” (Ofsted, 2016) Through our ambitious and cohesive curriculum, trainees are supported to Acquire secure knowledge and understanding of: • The professional duties & expectations of teachers • How children learn and effective pedagogy • Curriculum design & implementation • Progression across the Primary curriculum • Research that underpins effective practice • Potential barriers to learning • Children’s social, emotional & mental health needs • Inclusion, equality & diversity Develop skills and strategies to: • Build effective relationships & support children to develop positive learning behaviours • Plan and teach creatively, effectively & memorably • Accurately assess pupils to ensure their progress • Support children’s mental health and wellbeing • Promote equality & inclusion • Critically analyse practice • Identify own professional development needs • Manage workload & wellbeing Develop personally through: • Building professional relationships & networks • Structured reflection, clear target setting and individual coaching • Reviewing & developing personal philosophies • Developing professional communication skills • Managing workload, mental health & wellbeing • Collaborating with colleagues & building resilience Values and Principles: Moral Imperative We are passionate about improving the life-chances of children through quality education Children are at the heart of our Programme, with all teaching approaches, strategies and processes evaluated in terms of the impact they have on children’s learning and/or wellbeing Quality Relationships High quality relationships are fundamental to every aspect of the Programme, to ensure children’s learning, and the personal and professional learning of trainee teachers, school and centre-based staff • High priority is given to establishing and maintaining strong, long-term relationships with and between Partnership Schools • Trainees and school-based staff are supported to ensure that relationships between them are positive and productive • Trainees are explicitly taught, guided and coached to develop effective relationships with children, school-based staff, parents, trainers and other trainees, based on mutual respect Wellbeing and Resilience To ensure that trainees become effective, resilient teachers with successful and sustainable careers, it is essential that their mental health and wellbeing are supported during the course and beyond Key messages and effective strategies are reinforced throughout the course, such that monitoring and maintaining their mental and emotional wellbeing become embedded within each trainee’s practice High expectations are balanced explicitly with ‘value for effort’ as guiding principles underpinning course requirements Equality and Diversity We are committed to ensuring that all our activities, including employment, recruitment, the taught course, and training and assessment are governed by the principle of equality of opportunity Diversity in all its forms is respected, promoted and celebrated within a collaborative and inclusive learning culture Trainee Voice Trainee voice and ownership is given high priority, with Trainee and Former Trainee Reps contributing to strategic decision making, the continuous development of the Programme and supporting Trainee welfare through regular communication with DPSCITT staff Personalised Learning Trainees are expected to develop personally as well as professionally throughout the Programme They are supported in this through individual coaching, and guided opportunities to reflect on their core values and beliefs Individual skills, talents and experiences are embraced and built upon through a highly personalised course Dialogue and Coaching ‘Learning Conversations’ are central to our Programme, which adopts a coaching approach to professional development wherever possible, supporting the trainee’s analysis and evaluation of their practice through structured dialogue These transformational Learning Conversations have been recognised by Ofsted as a key strength of our Programme in developing highly reflective and resilient practitioners Life-long Learning We believe that developing reflective practitioners is key to preparing trainees for successful and rewarding careers Promoting a love of learning, encouraging them to take risks and reflect systematically through dialogic coaching enables them to become inspirational teachers, who can pass on their passion for life-long learning to the children they teach “This Course has given me more than I ever felt it could Now, not only I have confidence in my teaching ability, I also have confidence in myself I have truly had a life changing experience and cannot thank the SCITT team enough.” (Katie R – Former Trainee) Curriculum Implementation Partnership Context The Headteachers and staff of our 50 Partnership Schools are instrumental in shaping the DPSCITT Curriculum, which has been refined over the last 20 years through feedback from stakeholders and up to date research and evidence on how to nurture outstanding teaching Spanning Local Authorities and comprising schools in rural and urban contexts, trainees benefit from diverse practice, which helps them to develop their individual philosophies The commitment of our Partnership Schools as full Training Partners means that trainees are supported by all school staff They become immersed in school life, participating in school INSET, planning meetings, parent consultations and extra-curricular provision They complete tasks across the school and receive support from Subject Leaders We offer a dual award outcome, whereby trainees can graduate with either a Professional Graduate Certificate in Education or a Post Graduate Certificate in Education Evidence-based Practice Teaching and Learning is at the heart of the Devon Primary SCITT Course content is grounded in current research and our trainees are required to reflect on this in relation to their own practice, to develop their understanding School-based tasks are valued as a rich source of learning, and the course assignments are designed to use evidence from these to assess the impact of different theoretical approaches Seamless integration A key strength of the DPSCITT Curriculum is its seamless integration of central and schoolbased training, with specific school-based tasks being set at each central training session These are designed to contextualise and embed the trainees’ learning, prior to deepening this through further discussion with peers and the central trainer at the next training session Connected and Cumulative Learning Training is carefully sequenced with inter-connections enabling concepts to be developed cumulatively Core themes are woven through the course with key vocabulary, analogies and metaphors used to support and embed learning Interactive and Applied Learning All training is designed to be immersive, interactive and dialogue-based Trainees are expected to take an active role in central and school-based training, working within a reflective cycle of taught input, focused observation or reading, practice, and critical evaluation Explicit Modelling Excellent teaching, learning and assessment practice is explicitly modelled to support understanding The multi-layered nature of our training is made explicit with clear opportunities for the trainees to discuss and reflect on specific strategies used, and how these can assist children’s learning Transparent Assessment Assessment processes are clear, rigorous and transparent so Trainees always know how well they are doing and understand their strengths and next steps In a large, diverse Partnership, consistency is critical, and this is achieved through effective training of school-based staff, robust moderation and rigorous QA processes Personalised Approach Within our cohorts, individual trainees have very different starting points, and their prior knowledge, understanding and skills are developed through focused processes designed to personalise and maximise their school-based training opportunities School-based Tutors (SBTs) use the School-based Training Handbook and Weekly Seminar Meetings to coordinate, support and monitor this process (See Model below) How the Curriculum is Personalised through the Weekly Seminar Meeting Overview of Training and Assessment Phase PreCourse Wks ~ Induction (Course & Sch A) 1-3 Prep TP1 4-7 TP1 Further Devt of SKfT Induction Sch B 8-11 1215 1618 Focus & Purpose Key Training • Develop Action Plans from • Review specific feedback & Interview feedback & SK Audits complete SK Audits • Reflect on children’s learning • Gain focused experience in experiences prior to KS1 EYFS setting • Develop understanding of Prof • Read KCSiE, Bristol Guide & Practice, including Safeguarding texts to support SKfT and & supporting children’s SEMH pedagogy • Develop relationships with • Involvement in school INSET children & staff and reflect on days & setting of class ethos school & class contexts & routines • Build a supportive network with • Trainee Lunch/Intro., Course other trainees & clarify Course Overview and Induction aims, content & expectations Residential • Identify individual needs and • 1:1 Meetings with Director or establish personal programme Deputy Director and SBT • Gain understanding of • Child Development, professional responsibilities Safeguarding & Prevent • Consider own values, • Learning Behaviours & motivations & philosophy Vision for Learning • Develop understanding of • How Children Learn and children’s learning needs & Inclusive Practice associated pedagogy (Assignment set & supported) • Improve research and critical • Library briefing and Writing evaluation skills Critically • Develop Subject Knowledge for • SKfT in English, Maths & Teaching (SKfT) in prep for Science – training & tasks inc TP1, inc accuracy of phonemes articulation of phonemes • Develop e-safety strategies • Computing training • Develop teacher presence & • Maintain class routines & behaviour management skills teach a learning behaviour • Consider curriculum design, • Reading & discussions with planning & assessment Subject Leaders, CT & SBT • Plan and prepare for TP1 • Planning Mtgs - CT & SBT • Develop classroom presence • Practise, specific feedback, and behaviour man strategies coaching and case study • Develop confidence in teaching • KS1: Phonics focus (4wks) phonics (esp early phases) KS2: Teach phonics in FS/1 • Build on planning and teaching • Supported planning, focused skills in Core & Found Subjects obs and individual coaching • Gain experience of formative • Work scrutinies with SBT & assessment and feedback evaluations of pupil progress • Conduct research for Inclusion • Plan, teach & evaluate impact Assignment of interventions • Share egs of good practice • TP1 Debrief • Understand Equal Opps & • Diversity and inclusive Racial Equality responsibilities provision for EAL Pupils • Further develop SKfT & assess • English, Maths, Science, PE, within Core & Found Subjects RE, Music, DT & MFL • Explore strategies to support • Pupil Progress and disadvantaged pupils Interventions • Explore what lies behind • Promoting Positive Learning challenging behaviour Behaviour • Plan Action Research (Maths) • Reading for Maths Assign • Prepare for job applications • Applying for 1st Post Review Point & Progress Review Meeting • Become familiar with key staff, • Attend INSET, read policies policies & children in School B and establish teaching roles • Reflect on different class/school • Reading, observation and ethos, organisation & policies reflection Key Assess • Interview • Course Prep Plan • SK Audits • Articulation phonemes • Assessed Teaching • Work Scrutinies • Progress Reports • File Reviews • Inclusion Assign • Standards Review • Autumn Report • Spring Action Plan TP2 1922 Curr Design 2327 Prep TP3 2830 TP3 3138 NQT Induction 3940 • Further develop SKfT within • English, Maths, Science, and Core Subjects & AfL strategies Assessment • Conduct research for Maths • Plan, teach and evaluate Assignment impact of interventions • Plan and prepare for TP2 • Planning Mtgs - CT & SBT • Sustained teaching in • Teaching Practice – Core & alternative Key Stage Foundation subjects • Further develop confidence in • KS1: Phonics focus (4wks) teaching phonics KS2: Teach phonics in FS/1 • Further develop class and • Maintain class routines & behaviour man strategies teach a learning behaviour • Build on planning and teaching • Supported planning, focused skills in Core & Found Subjects obs and individual coaching • Improve assessment & • AfL, phonics assessments & questioning techniques analysis of questioning skills • Build on understanding of • Curriculum design & planning effective curriculum design cross-curricular learning • Reflect on EYFS Curriculum • EY Principles and Curriculum • Review provision for EAL pupils • School visit (parents & pupils) • Further develop SKfT within • English, Maths, History, RE, Core and Foundation Subjects Geography, Music and DT • Further develop planning, • Plan, teach, assess & evaluate teaching and assessment skills a cross curricular project • Improve professional • Use IT to present Int Project to presentation skills Assess Panel and peers • Reflect on phonics teaching • Reading for English Assign Review Point & Progress Review Meeting • Re-establish relationships with • Take responsibility for class children and staff routines & contribute to INSET • Evaluate interventions to • Explore interventions to support pupils’ SEMH needs support SEMH needs • Further develop & embed SKfT • English, Science, PE & Art • Reflect on purposes of Assess • Assessment – input from HT • Plan and prepare for TP3 • Planning Mtgs - CT & SBT • Further develop skills and • Sustained experience and experience in key aspects of ownership of planning, professional practice teaching and assessment • Consider what makes quality • Participate in and reflect on a outdoor learning range of outdoor activities • Gain insights into legal and • Assist with planning and risk practical procedures assessments for a trip • Experience wider roles, • Contribute to extra-curricular responsibilities & relationships provision within school Final Assessment for QTS & PGCE • Build relationships and become • Spend week in employing familiar with policies, practices school preparing for NQT year • Gain further experience of the • Teach different year groups & wider teaching role contribute to school events • Assessed Teaching • Work Scrutinies • Progress Reports • Maths Assign • File Reviews • Integrated Project • Standards Review • Spring Report • Summer Action Plan • English Assign • Assessed Teaching • Work Scrutinies • Progress Reports • Summer Report • NQT Induction Profile Training Handbooks for the key elements of Induction, Professional Studies, English, Maths and Foundation Subjects outline the overarching objectives and structure of the training in these areas They include detailed plans for each training session, which identify focused objectives, activities, reading and pre/post session school-based tasks They also highlight the underpinning research, pedagogy, and how the session relates to the ITT Core Content Framework and Teacher Standards Overview of Monitoring & Assessment Processes Evidence Base supporting the DPSCITT Curriculum Intent and Implementation Whilst the list below highlights some of the main sources of research and evidence that have informed our curriculum, it is not an exhaustive list Other sources are also used to shape different elements of our Programme and are detailed in Session Plans for central training sessions Ball, D L., Thames, M H., & Phelps, G (2008) Content knowledge for teachers: What makes it special? Journal of Teacher Education, 2008 59: 389 This article considers different components of ‘content knowledge’ and the role they play in underpinning learning Resonates with renewed focus on embedding knowledge within school curricula, and informs our approach to teaching and learning (T&L) e.g use of ‘spiral curriculum’ Bartlett, J (2016) Outstanding Differentiation in the Classroom Routlidge, Oxford Barlett’s book details a range of strategies to support the needs of, and ensure an appropriate level of challenge for, all children Drawing on a wide range of research studies, it outlines a range of practical steps that help inform trainees’ practice to maximize the impact of differentiation in their classes Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D (2004) Working inside the Black Box: Assessment for Learning in the Classroom Phi Delta Kappan, 86(1), 8–21 The article explores, and makes recommendations on, how formative assessment can be used to improve outcomes Whilst primarily focused on learning in schools (and thus valuable content for our trainee teachers), many of the principles explored are equally helpful in shaping the delivery of the DPSCITT curriculum (e.g impact of effective questioning; role of self-assessment/reflection) Coe, R., Rauch C.J., Kime, S., and Singleton, D (2020) Great Teaching Toolkit : Evidence Review Evidenced Based Education in association with Cambridge University, Cambridge Following on from Coe et al’s 2014 work, this report draws together findings from an extensive research review It draws out four ‘dimensions’ that the authors believe underpin high quality teaching: Understanding content; Creating a supportive enviornment; Maximising opportunity to learn; and, Activating hard thinking As well as being one of the ‘Research Cornerstones’ for trainees, the findings support the development of their classroom practice, and influence how we monitor progress through the course Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., Coe, R Developing Great Teaching: Lessons from the international reviews into effective professional development Teacher Development Trust 2015 The focus of this paper is on teacher CPD, although many of the themes are also relevant to ITT A number of the recommendations in the report have influenced the ongoing design of our Curriculum Intent & Implementation, including the development of the SBT role, and refinement of the “theory – practice – reflection” cycle that runs through the Programme Darling-Hammond (2017) ‘Practice, Theory and Research in Initial Teacher Education: International Perspectives’ European Journal of Teacher Education There is relatively little research on different approaches to ITE and their effectiveness However, in this paper, Darling-Hammond draws out some common themes from a number of successful ITE programmes internationally Points highlighted in the paper include the importance of a whole system approach, interweaving theory and practice; use of professional teaching standards to ‘focus attention’ on key elements of the role, and effective induction models 10 Deans for Impact (2015) The Science of Learning Deans for Impact Austin, TX This paper summarises findings from research on the cognitive process of learning, and how this can support classroom practice It identified a number of key ‘cognitive principles’ which have influenced both curriculum content (e.g How Children Learn training) as well as programme delivery (e.g being aware of not overloading trainees cognitively within our central training) Higgins, S and Katsipataki, M and Villanueva-Aguilera, A.B and Coleman, R and Henderson, P andMajor, L.E and Coe, R and Mason, D (2016) 'The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit.', Manual Education Endowment Foundation, London The toolkit is a further Research Cornerstone for trainees, and has influenced the development of curriculum content on the programme As well as providing robust analysis of the impact of different approaches in the classroom, it has also been powerful in challenging pre-conceptions and helps underline the importance to trainees of becoming evidenced-based practitioners Muijs, D and Bokhove, C (2020) Metacognition and Self Regulation: Evidence Review London: Education Endowment Foundation, London This paper reviews and summarises latest evidence on Metacognition and Self-Regulated-Learning The findings have informed new central based training on these issues along with school based tasks ensure trainees can observe, practice and support pupils’ metacognition and SRL Principles outlined in the paper (such as Wynne and Hadwin’s model of learning) have also informed other aspects of curriculum delivery, including additional training on study skills that trainees need to draw on during the Programme Pollard, A et al (2008) Reflective Teaching, evidence informed professional practice Continuum Instructional Publishing Group, London The principles set out in Reflective Teaching underpin many elements of the DPSCITT approach, most notably the emphasis on systematic and supported self-review throughout the course Pollard’s work provides a framework for how this can be done successfully to improve trainees’ experience and outcomes, both when training and in their careers Rosenshine, B (2012) Principles of Instruction: Research-Based Strategies that All Teachers Should Know American Educator, 12–20 A Research Cornerstone for trainees Rosenshine’s principles are interwoven through the content of central training, with targeted school based tasks enabling trainees to observe, practice and refine how the principles are incorporated into lessons to improve learning outcomes The principles also inform our curriculum delivery by, for example, ensuring we consistently and explicitally model Rosenshine’s approches in central training Timperley, H (2015) Professional conversations and improvement-focused feedback Melbourne, Victoria, Australia: Australian Institute of Teaching & School Leadership (AITSL) Timperley’s work draws together research on the use of professional conversations as a key component of teachers’ development The work identifies five ‘enablers’ to help conversations be as effective as possible in improving practce (culture, relationships, resources, processes and knowledge) Timperley’s work has influenced the refinement of the ‘learning conversations’ approach that sits at the heart of the DPSCITT Curriculum Willingham, D (2002) Inflexible knowledge : The first step to expertise Retrived from https://www.aft.org/periodical/american-educator/winter-2002/ask-cognitive-scientist-inflexible-knowledge Although nearly 20 years old, Willingham’s article remains relevant, unpicking and exploring differences between what he defines as ‘rote’, inflexible and flexible learning Whilst the aim of instruction is usually to achieve the latter, inflexible learning is inevitable in teaching and provides a basis for ongoing development and long-term knowledge acquisition (which has been a key focus in recent revisions to many schools’ curricula.) 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