📢 Weekly Update: Week 8

Trainees should be building up their micro and team teaching this week, and with your support identifying which classes they will begin to take responsibility for. You will see in their Training Reflection and Tracking (TRT) document that week 8 has the first pink row for them to link in their first full lesson observation. Some trainees may have already delivered their first lesson  - but most will deliver it this week (8). In the observation, remember that we are not looking for a timeline - but notes on the Pillars of the Course, and then focus on using the Feedback model of Praise, Probe and Precise actions. The trainee should send you (or the class teacher) the pre-populated observation sheet - but in case you need a reminder of where it is you will find a copy here.

After half term we will expect the trainees to then have a graduated approach to their full 40%. Subject Leaders and Directors will be booking their visits ut to the trainees for week 9 ( after half term) onwards.

1.🎓 Summary of Week  and  Training

Trainees

• Week 8 (19th Oct- 23rd Oct)
  • Monday GPS -How pupils learn 2: Application of cognitive science: Helping pupils remember followed by Curriculum Tasks Explained
  • Tuesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday: Your well-being, NASBTT recorded session Twilight
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days
• Week Week 9 (2nd Nov to 6 Nov)
  • Monday Subject Day - see Subject calendars
  • Tuesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday: Twilight -Numeracy
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days

Mentor Training

Remind the trainees to plan and conduct the small group observation in a lesson for their UA1.

2. 🎯 Core Content Focus (Week 8 )

a) Identifying pupils who need new content further broken down.

e) Supporting pupils with a range of additional needs and using the SEND Code of Practice: 0 to 25 years, which provides guidance on effective school systems and approaches for identifying and supporting the special educational needs of pupils with SEND.

g) Adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations.

Group pupils effectively, by:

q) Intentionally grouping in relation to a specific learning outcome, regularly reviewing those groupings, taking care to monitor their impact and avoiding the perception that groups are fixed.

3. 🔍 Focused Observation Theme

Focus on SEND students & adaptations made for them (5e) + Focus on groupings, reasons why and effectiveness (5q)

4. 🛠️ Deliberate Practice Focus

Discuss the learning needs of a student in a class you share. Look at an upcoming lesson and model an adaptation you will make to try to ensure better outcomes. Have the trainee make an adaptation to another task in this lesson for the pupil (5a & g) 

Possible generic success criteria:

1. Barrier Precision: Articulates the specific cognitive or access barrier for the pupil in under 20 seconds before making the change.
2. Preservation of Rigor: The proposed adaptation keeps the core learning objective and cognitive demand at the exact same level as the rest of the class.
3. Scaffold Mechanics: The adaptation utilizes an evidence-informed strategy (e.g., chunking, dual-coded visual supports, sentence frameworks, pre-taught key terms).
4. Fading Plan: Clear explanation of how the scaffold will be stepped back as the pupil gains competence across the task sequence.
5. Practicality & Feasibility: Check the adaptation is quick to prepare and can be delivered seamlessly within the context of whole-class instruction.

5.📍 Weekly Developmental Target (Week 8 )

Weekly Focus

Develop your understanding of How Teachers Teach by working on Adaptive Teaching (CCF 5) 

Target 1

Deliver and then review the outcome of the adaptations you had made for an upcoming class/pupil (5a & g)