{"id":165,"date":"2024-09-25T13:14:19","date_gmt":"2024-09-25T13:14:19","guid":{"rendered":"https:\/\/sites.exeter.ac.uk\/edu\/?page_id=165"},"modified":"2024-09-25T13:14:20","modified_gmt":"2024-09-25T13:14:20","slug":"trainee-curriculum-sequences","status":"publish","type":"page","link":"https:\/\/sites.exeter.ac.uk\/edu\/trainee-curriculum-sequences\/","title":{"rendered":"Trainee Curriculum Sequences"},"content":{"rendered":"<div ><style>#sp-ea-169 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 300ms;}#sp-ea-169.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-169.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-169.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-169.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-169.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1727269789\"><div id=\"sp-ea-169\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card ea-expand sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-1690\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse1690\" aria-controls=\"collapse1690\" href=\"#\" aria-expanded=\"true\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-minus\"><\/i> Subject Curriculum overview Primary<\/a><\/h3><div class=\"sp-collapse spcollapse collapsed show\" id=\"collapse1690\" data-parent=\"#sp-ea-169\" role=\"region\" aria-labelledby=\"ea-header-1690\"> <div class=\"ea-body\"><p>Our trainees have a great deal of input on the Primary curriculum from expert practitioners and researchers. Below is a brief introduction for each curriculum subject with information on content, our key approach in that subject, a recommended resource, and a research article.<\/p><h2 class=\"wp-block-heading\">Art = <strong><em>A<\/em><\/strong><em>lways <\/em><strong><em>R<\/em><\/strong><em>ight <\/em><strong><em>T<\/em><\/strong><em>here!<\/em><\/h2><p><strong>Content (curriculum studies):<\/strong> rationales\/pedagogy, planning, assessment, critical studies, drawing, painting, sculpture &amp; digital art making \u2026much more on pathway!<\/p><p><strong>Key approach<\/strong>: <a href=\"https:\/\/www.studiothinking.org\/the-framework.html\">The Studio Thinking Framework<\/a><\/p><p><strong>Recommended resource: <\/strong><a href=\"https:\/\/teachers.thenational.academy\/subjects\/art\">Oak National Academy: Primary Art, Craft &amp; Design<\/a><\/p><p><strong>Recommended research article:<\/strong>\u00a0Payne, R., &amp; Hall, E. (2018). The NSEAD survey report 2015-16: Political reflections from two art and design educators. <em>International Journal of Art and Design Education, 37<\/em>(2), pp.167-176.\u00a0 \u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/jade.12142\">LINK<\/a><\/p><p><a href=\"https:\/\/www.nsead.org\/\">https:\/\/www.nsead.org\/<\/a><\/p><p><a href=\"http:\/\/care.frederick.ac.cy\/\">http:\/\/care.frederick.ac.cy\/<\/a><\/p><p>If trainees are on the Upper Primary Art Pathway details of their curriculum content can be found in the \u2018Primary Art Pathway study guide, curriculum sequence and CCF mapping document\u2019<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-ba7b96d0-0c4d-4ae6-89e1-5ef5cbb7a562\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Art_study-guide-curriculum-sequence-and-CCF-mapping-documnet-curriculum_Upper_Primary_Art_2022-1.docx\">Primary_Art_study-guide-curriculum-sequence-and-CCF-mapping-documnet-curriculum_Upper_Primary_Art_2022-1<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Art_study-guide-curriculum-sequence-and-CCF-mapping-documnet-curriculum_Upper_Primary_Art_2022-1.docx\" aria-describedby=\"wp-block-file--media-ba7b96d0-0c4d-4ae6-89e1-5ef5cbb7a562\">Download<\/a><\/div><p>Contact Emese.Hall@exeter.ac.uk for more details.<\/p><h2 class=\"wp-block-heading\">Computing<\/h2><p><strong>Content <\/strong>\u2013 Computational thinking, digital literacy, information technology, computer science.\u00a0 Online safeguarding,\u00a0 algorithms, debugging, coding and programming.\u00a0 Unplugged computing.<\/p><p><strong>Key approaches<\/strong>: teaching computing without computers, using practical methods with Beebots and Scratch<\/p><p><strong>One recommend resource <\/strong>Computing At School (CAS)<a href=\"http:\/\/Chttp:\/community.computingatschool.org.uk\/door\">http:\/\/community.computingatschool.org.uk\/door<\/a><\/p><p><strong>One recommended research\u00a0article<\/strong> \u2013 <strong><em>Decoding Learning<\/em><\/strong><em>,\u00a0<\/em>Rose Luckin, NESTA (2013)\u00a0<a href=\"https:\/\/www.nesta.org.uk\/report\/decoding-learning\/\">https:\/\/www.nesta.org.uk\/report\/decoding-learning\/<\/a><\/p><p>Contact\u00a0 H.White@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\"><strong>English<\/strong><\/h2><p><strong>Content:<\/strong> The Rose Review and Simple View of Reading; Scarborough\u2019s reading rope (<a href=\"https:\/\/bit.ly\/3w4MD6d\">https:\/\/bit.ly\/3w4MD6d<\/a>); cognitive models of writing theory; creating a rich and inclusive literacy environment for all learners; storytelling; Talk for Writing; shared and guided reading; shared and guided writing; grammar for writing; spelling; poetry; drama; creative approaches to planning from high quality texts.<\/p><p><strong>Key approaches:<\/strong> Underpinning our programme is an emphasis on oracy as a foundational tool in all learning. We also\u00a0emphasise learning to read and write as meaning making activities. Every student completes at least one episode of peer teaching in systematic synthetic phonics. Every student completes at least one episode of peer teaching in grammar. Every student completes a task on reading assessment in the autumn term. Every student completes one sequence of at least x5 phonics lessons in each of the spring and summer term practices.<\/p><p><strong>One recommend resource:<\/strong> The Centre for Research in Writing Grammar for Writing resources for teachers:\u00a0<a href=\"http:\/\/socialsciences.exeter.ac.uk\/education\/research\/centres\/writing\/grammar-teacher-resources\/grammaraschoice\/thegrammarforwritingpedagogy\/\">http:\/\/socialsciences.exeter.ac.uk\/education\/research\/centres\/writing\/grammar-teacher-resources\/grammaraschoice\/thegrammarforwritingpedagogy\/<\/a>. Young Poets\u2019 Stories:\u00a0<a href=\"https:\/\/bit.ly\/2ZTXxjz\">https:\/\/bit.ly\/2ZTXxjz<\/a><\/p><p><strong>One recommended research article:<\/strong> Wilson, A. C. (2020).\u00a0The reader, the text, the poem: the influence and challenge of Louise Rosenblatt. <em>Education 3-13<\/em>,\u00a049:1, 79-95, DOI: 10.1080\/03004279.2020.1824704<\/p><p>If trainees are on the English Pathway details of their curriculum content can be found in the \u2018Primary English Pathway study guide, curriculum sequence and CCF mapping document\u2019<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-38bf87a7-4668-4d1d-bd2f-a59e4d0356b0\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_English_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-23.docx\">Primary_English_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-23<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_English_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-23.docx\" aria-describedby=\"wp-block-file--media-38bf87a7-4668-4d1d-bd2f-a59e4d0356b0\">Download<\/a><\/div><p>A.C.Wilson@exeter.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0A.C.Wood@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\"><strong>Humanities<\/strong><\/h2><p><strong>Content:<\/strong> National Curriculum, mapping skills, global citizenship, Invaders and settlers, significant events and individuals, religion and worldviews. The focus is on enabling trainees to understand how pupils learn and providing them with tools to facilitate this learning in their classes rather than extensively teaching them subject knowledge.<\/p><p><strong>Key approaches<\/strong><\/p><p>Enquiry approach, Graphicacy, RE-searchers<\/p><p><strong>One recommended research article<\/strong><\/p><p>Flanagan, R.\u00a0 (2020) Worldviews: overarching concept, discrete body of knowledge or paradigmatic tool?.\u00a0<em>j. relig. educ.<\/em>\u00a0<strong>68,\u00a0<\/strong>331\u2013344. \u00a0 https:\/\/doi.org\/10.1007\/s40839-020-00113-7<\/p><p><strong>Recommend resources<\/strong>:<\/p><p>\u2022Digimaps (Geography)<a href=\"https:\/\/digimapforschools.edina.ac.uk\/\"> Digimap For Schools (edina.ac.uk)<\/a><\/p><p>\u2022RE Online (RE) <a href=\"https:\/\/www.reonline.org.uk\/\">Home \u2013 RE:ONLINE (reonline.org.uk)<\/a><\/p><p>\u2022Historical Association (History) <a href=\"https:\/\/www.history.org.uk\/primary\">Primary \/ Historical Association (history.org.uk)<\/a><\/p><p>If the trainees are on the Humanities Pathway details of their curriculum content can be found in the \u2018Humanities Pathway Study Guide, curriculum sequence and CCF mapping document\u2019.<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-73169e01-d1a3-4c70-86c9-0a55efd171d9\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary-Humanities_Study-Guide-curriculum-sequence-and-CCF-2022-23-no-images.docx\">Primary-Humanities_Study-Guide-curriculum-sequence-and-CCF-2022-23-no-images<\/a><\/div><p>&nbsp;<\/p><p>For further information contact: Ruth Flanagan, Humanities Pathway Lead on r.flanagan@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\">Maths<\/h2><p><strong>Content:<\/strong> Subject knowledge in mathematics, calculations, and problem solving; Maths mastery approaches;\u00a0Mathematical thinking, reasoning and understanding; The use of representations and language in mathematics; Critical engagement with planning schemes;\u00a0Pupils\u2019 misconceptions and assessment; Use of technological tools e.g. SMART Notebook; Research in mathematics education<\/p><p><strong>Key approaches:\u00a0<\/strong>Mathematics as human activities is introduced and positive attitudes towards mathematics is emphasised. Making mistakes is seen as a part of learning process for conceptual understanding as well as procedural fluency. Using and applying mathematics in various problem solving contexts.<\/p><p><strong>Recommend resource:<\/strong> NCETM website; nrich website; Geogebra and Desmos; Data analytics in schools; 2020 teaching mathematics guidance.<\/p><p><strong>One recommended research article:<\/strong>\u00a0Fujita, T., Doney, J., Flanagan, R., &amp; Wegerif, R. (2021). Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests.\u00a0<em>Education 3-13<\/em>,\u00a0<em>49<\/em>(2), 119-133.<\/p><p>If trainees are on the Maths Pathway details of their curriculum content can be found in the Primary Maths Pathway study guide, curriculum sequence and CCF mapping document\u2019.<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-9496814f-a710-49db-b9f4-0b87980d8d3b\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Maths_study-guide-curriculum-sequence-and-CCF_map_2022.docx\">Primary_Maths_study-guide-curriculum-sequence-and-CCF_map_2022<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Maths_study-guide-curriculum-sequence-and-CCF_map_2022.docx\" aria-describedby=\"wp-block-file--media-9496814f-a710-49db-b9f4-0b87980d8d3b\">Download<\/a><\/div><p>T.Fujita@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\">Modern Languages<\/h2><p><strong>Content <\/strong>\u2013 KS2 NC, KS2 Framework for Languages, the teaching of vocabulary, phonics &amp; grammar, intercultural understanding, cross-curricular ML<\/p><p><strong>Key approaches<\/strong> \u2013 using stories to develop schemes of work, building trainees\u2019 confidence to have a go!<\/p><p><strong>Recommended resources<\/strong>:<\/p><p>\u2022<a href=\"https:\/\/ripl.uk\/\">Research Into Primary Languages<\/a> \u2013 research summaries<\/p><p>\u2022<a href=\"https:\/\/ncelp.org\/\">National Centre for Excellence in Language Pedagogy<\/a> \u2013 links to research summaries, resources for teaching vocabulary, phonics and grammar<\/p><p>\u2022<a href=\"https:\/\/www.all-languages.org.uk\/\">Association for Language Learning<\/a> \u2013 primary zone<\/p><p><strong>One recommended research article \u2013\u00a0<\/strong><\/p><p><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/03004279.2012.691371\">Cable, C et al (2012) Language learning at KS2: findings from a longitudinal study<\/a> \u2022<\/p><p>If trainees are on the ML Pathway details of their curriculum content can be found in the \u2018Primary ML Pathway study guide, curriculum sequence and CCF mapping document\u2019.<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-fb6f7112-86ff-4f61-b644-a82ae3466793\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_ML_Pathway_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-1-1.docx\">Primary_ML_Pathway_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-1-1<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_ML_Pathway_study-guide-curriculum-sequence-and-CCF-mapping-document-2022-1-1.docx\" aria-describedby=\"wp-block-file--media-fb6f7112-86ff-4f61-b644-a82ae3466793\">Download<\/a><\/div><p>For more information please contact Dinah Warren at\u00a0 <a href=\"mailto:d.warren@exeter.ac.uk\">d.warren@exeter.ac.uk<\/a><\/p><h2 class=\"wp-block-heading\">Music<\/h2><p><strong>Content<\/strong>: To engage with the <strong>four key areas of Music <\/strong>(<em>listening, appraising, composing and performing<\/em>) using instruments, voices and technology.<\/p><p><strong>Key approach<\/strong>: Developing a strong rationale for Primary Music by\u00a0exploring and enjoying making music together \u2013 from <em>Bach to Bon Jovi\u00a0via\u00a0Bali<\/em><\/p><p><strong>Recommended\u00a0resource <\/strong>\u2013 Daubney,\u00a0 A (2017) <strong>Teaching Primary Music<\/strong>. London: Sage. \u2022Recommended key publication \u2013\u00a0<strong>Model Music Curriculum: Key Stages 1 to 3 <\/strong>(2021)<\/p><p>r.bennett2@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\">PE<\/h2><p><strong>Content: <\/strong>Rationale for\u00a0physical education (PE) and the planning, teaching and assessment of children in selected areas of activity of the PE curriculum (dance, games &amp;\u00a0gymnastics),\u00a0from Reception to Year 6.<\/p><p><strong>Key approaches: \u2018<\/strong>Growing knowledge together\u2019:\u00a0Students\u2019 growing subject content knowledge and confidence to teach PE\u00a0(dance, games &amp; gymnastics) are underpinned by and embedded\u00a0in\u00a0Vygotskian principles of social and collaborative learning (e.g.\u00a0\u2018demonstration &amp; modelling\u2019, \u2018peer teaching\/collaborative learning\u2019).<\/p><p><strong>One recommend resource: <\/strong>The Association for Physical Education:\u00a0<a href=\"https:\/\/www.afpe.org.uk\/physical-education\/\">https:\/\/www.afpe.org.uk\/physical-education\/<\/a><\/p><p><strong>One recommended research article:\u00a0<\/strong>Katene, W. and King, V. (2019).\u00a0<em>Physical education. <\/em>In: D. Pope (Ed.) <em>Understanding subject knowledge for\u00a0primary teaching. <\/em>London: Sage AND\u00a0Katene, W.H., Faulkner, G.E.J. and Reeves, C.G. (2000).<em> The relationship between primary student teachers\u2019\u00a0exercise behaviour and their attitude to teaching physical education. <\/em>British Journal of Teaching Physical\u00a0Education, 31 (2), 44-46.<\/p><p>W.Katene@exeter.ac.uk<\/p><h2 class=\"wp-block-heading\">Scien<strong>ce<\/strong><\/h2><p>National curriculum; botany, electrics, material forensics, the human body,\u00a0 space flight, forces &amp; motion,\u00a0 climate education and nature connection.<\/p><p><strong>Key approaches<\/strong> \u2013\u00a0enquiry skills,\u00a0practical work,\u00a0dramatic investigative science. Models, analogies,\u00a0misconceptions, using children\u2019s questions.\u00a0 Delivery is a combination of pedagogical content knowledge and science subject knowledge.\u00a0 Aiming to raise the profile of\u00a0science in schools.<\/p><p><strong>Key resources<\/strong> \u2022Primary Science Teaching\u00a0Trust\u00a0<a href=\"https:\/\/pstt.org.uk\/\">https:\/\/pstt.org.uk\/<\/a>\u00a0 \u2022Association of\u00a0Science Education (ASE)\u00a0<a href=\"https:\/\/www.ase.org.uk\/\">https:\/\/www.ase.org.uk\/<\/a>\u00a0 \u2022STEM learning <a href=\"https:\/\/www.stem.org.uk\/\">https:\/\/www.stem.org.uk\/<\/a><\/p><p>One recommended research article<\/p><p><a href=\"https:\/\/www.ase.org.uk\/bigideas\">Principles and Big Ideas of Science Education,<\/a>\u00a0Harlen (2010)<\/p><p>If the trainees are on the Science Pathway details of their curriculum content can be found in the \u2018Primary Science Pathway study guide, curriculum sequence and CCF mapping document.\u2019<\/p><p>For more information contact Harriet White, the Science Pathway lead on H.White@exeter.ac.uk<\/p><p>&nbsp;<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-c1ac27e5-a4fe-400c-8ee2-d18fe103009a\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Science_study-guide-curriculum-sequence-and-mapping-document_2022-23.docx\">Primary_Science_study-guide-curriculum-sequence-and-mapping-document_2022-23<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Science_study-guide-curriculum-sequence-and-mapping-document_2022-23.docx\" aria-describedby=\"wp-block-file--media-c1ac27e5-a4fe-400c-8ee2-d18fe103009a\">Download<\/a><\/div><h2 class=\"wp-block-heading\">Teaching and Learning Pathway<\/h2><p>A further pathway available to our trainees is Teaching and Learning.<\/p><p>Is trainees are on the teaching and Learning Pathway details of their curriculum content can be found in the \u2018Primary Teaching and Learning Pathway study guide, Curriculum sequence and CCF mapping document.\u2019<\/p><div class=\"wp-block-file\"><a id=\"wp-block-file--media-11746144-18b5-47ff-bd9d-10339fda4332\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Teaching_and_Learning_Pathway__study-guide-curriculum-sequence-and-CCF-mapping-document__2022-3.docx\">Primary_Teaching_and_Learning_Pathway__study-guide-curriculum-sequence-and-CCF-mapping-document__2022-3<\/a><a class=\"wp-block-file__button wp-element-button\" href=\"https:\/\/sites.exeter.ac.uk\/primarypgce\/wp-content\/uploads\/sites\/23\/2023\/01\/Primary_Teaching_and_Learning_Pathway__study-guide-curriculum-sequence-and-CCF-mapping-document__2022-3.docx\" aria-describedby=\"wp-block-file--media-11746144-18b5-47ff-bd9d-10339fda4332\">Download<\/a><\/div><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-1691\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse1691\" aria-controls=\"collapse1691\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Subject Curriculum overview Secondary English<\/a><\/h3><div class=\"sp-collapse spcollapse \" id=\"collapse1691\" data-parent=\"#sp-ea-169\" role=\"region\" aria-labelledby=\"ea-header-1691\"> <div class=\"ea-body\"><h2 class=\"has-text-color wp-block-heading\"><strong>The Curriculum Explained<\/strong><\/h2><p>The trainee curriculum is founded on the <strong>phases of development<\/strong>. Trainees move from Anticipating Practice, through Beginning Practice, Consolidating Practice, Developing Independence and (in some cases) Extension and Enrichment. Each phase has a descriptor (in the Programme Handbook and the IDP). These outline the <strong>declarative<\/strong> (know that) and <strong>procedural<\/strong> (know how) knowledge that trainees are expected to develop in each phase. These descriptors define the content of the curriculum.<\/p><p>Progress through the phases is assessed via <strong>Formative Reflections on Achievement and Progress<\/strong> (FRAPs).<\/p><p>The curriculum incorporates the DfE mandated <a href=\"https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework\">Core Content Framework for ITT<\/a> which forms a \u2018minimum entitlement\u2019 for trainees, but goes significantly beyond it.<\/p><p>&nbsp;<\/p><p>&nbsp;<\/p><h3 class=\"has-text-color wp-block-heading\"><strong>Sequencing<\/strong><\/h3><p>&nbsp;<\/p><p><em><strong>Term 1<\/strong><\/em><\/p><p>The curriculum is sequenced to foreground <strong>declarative knowledge<\/strong> in term 1, with trainees learning how children learn, research-inspired subject-specific pedagogy, the principles of planning and assessment, and some aspects of adaptive teaching. Procedural knowledge also starts to build through peer teaching and interaction \/ episodes of teaching in the autumn term beginning practice placement.<\/p><p><strong>Subject specific pedagogy <\/strong>is sequenced in line with key English curriculum strands:<\/p><p>1. <strong>Talk<\/strong> \u2013 including talk as both a medium for learning and an object of learning.<\/p><p>2. <strong>Reading<\/strong> \u2013 including how we learn to read, developing comprehension, specific pedagogical approaches to literature (e.g. novels, poetry, Shakespeare), supporting struggling readers, Media.<\/p><p>3. <strong>Writing<\/strong> \u2013 including the writing process, creative approaches, the role of grammar in the writing curriculum, spelling and punctuation, teaching non-fiction, and teaching practical Media and Spoken Language.<\/p><p>&nbsp;<\/p><h4 class=\"wp-block-heading\"><em><strong>Terms 2 &amp; 3<br \/><\/strong><\/em><\/h4><p>In terms 2 and 3, <strong>procedural knowledge builds on the foundation of declarative knowledge<\/strong> laid in term 1. <strong>Links<\/strong> are made between declarative and procedural knowledge through:<\/p><ul><li>the use of Exeter model tools, including learning conversations with Mentors, demonstrations and agendas, lesson observations<\/li><li>tasks which support trainees in learning about and applying knowledge key areas: including framework reflections on interpreting data, adaptive teaching (SEND focus; EAL focus, BME focus)<\/li><li>an academic assignment which supports trainees to develop independence in identifying, exploring, trialing and evaluating their impact on learning as well as developing confidence in research-engagement (EPS assignment).<\/li><\/ul><p>In term 3, trainees\u2019 procedural knowledge is particularly developed through a focus of applying their learning in a new, <strong>contrasting context<\/strong> (school 2).<\/p><p>&nbsp;<\/p><p class=\"has-text-align-center\">**************************************<\/p><p>&nbsp;<\/p><h2 class=\"has-text-color wp-block-heading\">The Current Curriculum<\/h2><p class=\"has-normal-font-size\"><strong>Intent: Secondary PGE Programme Aims<\/strong><br \/>Education is a complex and intellectually challenging process, the fundamental purpose of which is to prepare young people to take a full part in a changing, pluralist and democratic society. Good teaching promotes effective learning. Throughout the PGCE year you will develop a personal and professional rationale for teaching and learning. The programme enables you to acquire the values, commitments, knowledge, understanding and skills that all teachers need. It also offers you opportunities for the development of personal transferable skills (self-management, learning skills, communication, teamwork, problem-solving and data-handling skills) and will provide you with the first stages in your profile of continuing professional development as a teacher. The programme contributes to both your immediate and your continuing professional education. At the end of the programme you should be an effective classroom teacher, able to demonstrate your competences and to become an integrated member of the school community wherever you work. You will be equipped to work collaboratively and in dependently, with commitment to the all-round education of children. In the longer term, the PGCE course lays the foundation for lasting professional development. The PGCE programme leads into the MA Education programme, which we hope most of you will continue to during your first years of teaching. The Secondary PGCE programme been designed to meet the requirements for Initial Teacher Education as set out in the Teachers\u2019 Standards (DfE 2012) and ITT Criteria (DfE 2020).<\/p><p><strong>Intent: Secondary English PGCE Aims<\/strong><br \/>We aim to develop your ability to be teachers of English who are: reflective \u2013 able to \u2018step outside\u2018 your experiences, examine, consider different viewpoints, in order to change, adapt and grow; critical \u2013 able to interrogate evidence, to synthesise from different sources and perspectives, to question and challenge assumptions (including your own); research-informed \u2013 able to access research, understand the limitations and strengths of research, compare research findings to your own experiences in order to draw robust conclusions and inform your decisions; and creative \u2013 able to select from and combine information and ideas in ways which satisfy your own creativity, exercise your autonomy, and excite and inspire your students.<\/p><p class=\"has-text-align-center\"><strong>*****<\/strong><\/p><h2 class=\"has-text-color wp-block-heading\"><strong>The Curriculum Sequence: how trainees progress <\/strong><\/h2><p>Our curriculum does not separate out the <a href=\"https:\/\/www.gov.uk\/government\/publications\/teachers-standards\">Teachers\u2019 Standards<\/a> and address them one by one. This is because we recognise how interrelated many of the standards are, and that trainees will be constantly developing understanding and skills across all of the standards.<\/p><p>We support progress towards the standards through our <strong>phases<\/strong>. There are different expectations within each phase \u2013 for example, of how much classroom contact time trainees have, or which training tools they use to evaluate and reflect. This <em>scaffolds\u00a0<\/em> progress in a gradual sequence which moves towards independent practice.<\/p><p>The \u2018profile descriptor\u2019 of each phase describes the knowledge, understanding and skills that we expect trainees to be able to demonstrate at the end of it. The movement through the phases is <strong>flexible<\/strong>, depending on trainee needs. Meeting the \u2018Developing Independence\u2019 phase indicates that trainees have met the standards required for the award of QTS.<\/p><p>You will find the <strong>phase profile descriptors<\/strong> in the IDP and in the programme handbook. Trainees\u2019 progress will be formatively assessed against the profile descriptors through the Formative Reflection on Achievement and Progress (FRAP) process.<\/p><h3 class=\"has-text-color wp-block-heading\"><strong>The Core Content Framework<\/strong><\/h3><p>The Department for Education has published recommended \u2018Core Content\u2019 for Initial Teacher Training which offers a framework which should be considered a \u201cminimum entitlement\u201d for all trainees, presenting the content atomistically against each standard: <a href=\"https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework\">https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework<\/a>. In the module guide below, there is a table which presents the DfE core content, and shows the key areas where we integrate this information into our course \u2013 through topics, tasks, assignments and seminars. The table also indicates some of the ways in which our course goes beyond this minimum entitlement, outlining some additional ideas that trainees explore.<\/p><h3 class=\"has-text-color wp-block-heading\"><strong>The Module Guide<\/strong><\/h3><p>As well as the Core Content Framework map, this contains detailed information about the university taught course elements of the programme.<\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-1692\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse1692\" aria-controls=\"collapse1692\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Subject Curriculum overview Secondary History<\/a><\/h3><div class=\"sp-collapse spcollapse \" id=\"collapse1692\" data-parent=\"#sp-ea-169\" role=\"region\" aria-labelledby=\"ea-header-1692\"> <div class=\"ea-body\"><h1>Trainee Curriculum<\/h1><p><strong>The Curriculum Explained<\/strong><\/p><p>The trainee curriculum is founded on the\u00a0<strong>phases of development<\/strong>. Trainees move from Anticipating Practice, through Beginning Practice, Consolidating Practice, Developing Independence and (in some cases) Extension and Enrichment. Each phase has a descriptor (in the Programme Handbook and the IDP). These outline the\u00a0<strong>declarative<\/strong>\u00a0(know that) and\u00a0<strong>procedural<\/strong>\u00a0(know how) knowledge that trainees are expected to develop in each phase. These descriptors define the content of the curriculum.<\/p><p>Progress through the phases is assessed via\u00a0<strong>Formative Reflections on Achievement and Progress<\/strong>\u00a0(FRAPs).<\/p><p>The curriculum incorporates the DfE mandated\u00a0<a href=\"https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework\">Core Content Framework for ITT<\/a>\u00a0which forms a \u2018minimum entitlement\u2019 for trainees, but goes significantly beyond it.<\/p><p><strong>Sequencing<\/strong><\/p><p><strong><em>Term 1<\/em><\/strong><\/p><p>The curriculum is sequenced to foreground\u00a0<strong>declarative knowledge<\/strong>\u00a0in term 1, with trainees learning how children learn, research-inspired subject-specific pedagogy, the principles of planning and assessment, and some aspects of adaptive teaching. Procedural knowledge also starts to build through peer teaching and interaction \/ microteaching in the autumn term beginning practice placement.<\/p><p>The sequence of the history subject specific content and the Education and Professional Studies content is contained in the History Curriculum Sequence and CCF Map and the History Study Guide below<\/p><p><strong><em>Terms 2 &amp; 3<\/em><\/strong><\/p><p>In terms 2 and 3,\u00a0<strong>procedural knowledge builds on the foundation of declarative knowledge<\/strong>\u00a0laid in term 1.\u00a0<strong>Links<\/strong>\u00a0are made between declarative and procedural knowledge through:<\/p><ul><li>the use of Exeter model tools, including learning conversations with Mentors, demonstrations and agendas, lesson observations<\/li><li>tasks which support trainees in learning about and applying knowledge key areas: including framework reflections on interpreting data, adaptive teaching (SEND focus; EAL focus, BME focus)<\/li><li>an academic assignment which supports trainees to develop independence in identifying, exploring, trialling and evaluating their impact on learning as well as developing confidence in research-engagement (EPS assignment).<\/li><\/ul><p>In term 3, trainees\u2019 procedural knowledge is particularly developed through a focus of applying their learning in a new,\u00a0<strong>contrasting context<\/strong>\u00a0(school 2).<\/p><h3 class=\"wp-block-heading\"><strong><u>Secondary PGE Programme Aims<\/u><\/strong><\/h3><p>Education is a complex and intellectually challenging process, the fundamental purpose of which is to prepare young people to take a full part in a changing, pluralist and democratic society. Good teaching promotes effective learning. Throughout the PGCE year you will develop a personal and professional rationale for teaching and learning. The programme enables you to acquire the values, commitments, knowledge, understanding and skills that all teachers need. It also offers you opportunities for the development of personal transferable skills (self-management, learning skills, communication, teamwork, problem-solving and data-handling skills) and will provide you with the first stages in your profile of continuing professional development as a teacher. The programme contributes to both your immediate and your continuing professional education. At the end of the programme you should be an effective classroom teacher, able to demonstrate your competences and to become an integrated member of the school community wherever you work. You will be equipped to work collaboratively and in dependently, with commitment to the all-round education of children. In the longer term, the PGCE course lays the foundation for lasting professional development. The PGCE programme leads into the MA Education programme, which we hope most of you will continue to during your first years of teaching. The Secondary PGCE programme been designed to meet the requirements for Initial Teacher Education as set out in the Teachers\u2019 Standards (DfE 2012) and ITT Criteria (DfE 2020).<\/p><h3 class=\"wp-block-heading\"><strong><u>Secondary History PGCE Aims<\/u><\/strong><\/h3><p>The History PGCE course is concerned with theoretical and practical classroom approaches to the teaching of history. This involves examining a range of appropriate learning and teaching strategies through Key Stages 3-5 in the varied classroom situations you will encounter.\u00a0 You will develop a rigorous understanding of when and where particular activities might be appropriate. The course is underpinned by the belief that history teaching is a stimulating, creative activity that gives pleasure to both teachers and pupils and educates young people to take a full and active role as citizens. The course draws heavily on current and recent research findings from both the Graduate School of Education and other researchers at the forefront of history education.<\/p><p>To achieve this, the aims if the Secondary History PGCE are:<\/p><ul><li>To equip students with a comprehensive understanding of current issues and practices in the teaching of History in the secondary school.<\/li><li>To enable students to meet the Teachers\u2019 Standards (for QTS).<\/li><li>To nurture reflective and autonomous teachers who are able to identify strengths and areas for development in their teaching for the benefit of all pupils and to respond in a discriminating way to developments in research and curriculum.<\/li><\/ul><p><strong>The Curriculum Sequence<\/strong><\/p><p>Our curriculum does not separate out the\u00a0<a href=\"https:\/\/www.gov.uk\/government\/publications\/teachers-standards\">Teachers\u2019 Standards<\/a>\u00a0and address them one by one. This is because we recognise how interrelated many of the standards are, and that trainees will be constantly developing understanding and skills across all of the standards.<\/p><p>We support progress towards the standards through our\u00a0<strong>phases<\/strong>. There are different expectations within each phase \u2013 for example, of how much classroom contact time trainees have, or which training tools they use to evaluate and reflect. This\u00a0<em>scaffolds\u00a0<\/em>progress in a gradual sequence which moves towards independent practice.<\/p><p>The \u2018profile descriptor\u2019 of each phase describes the knowledge, understanding and skills that we expect trainees to be able to demonstrate at the end of it. The movement through the phases is\u00a0<strong>flexible<\/strong>, depending on trainee needs. Meeting the \u2018Developing Independence\u2019 phase indicates that trainees have met the standards required for the award of QTS.<\/p><p>You will find the\u00a0<strong>phase profile descriptors<\/strong>\u00a0in the IDP and in the programme handbook. Trainees\u2019 progress will be formatively assessed against the profile descriptors through the Formative Reflection on Achievement and Progress (FRAP) process.<\/p><p><strong>The Core Content Framework<\/strong><\/p><p>The Department for Education has published recommended \u2018Core Content\u2019 for Initial Teacher Training which offers a framework which should be considered a \u201cminimum entitlement\u201d for all trainees, presenting the content atomistically against each standard:\u00a0<a href=\"https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework\">https:\/\/www.gov.uk\/government\/publications\/initial-teacher-training-itt-core-content-framework<\/a>. In the History Curriculum Sequence and CCF Map, there is a table which presents the DfE core content, and shows the key areas where we integrate this information into our course \u2013 through topics, tasks, assignments and seminars. The table also indicates some of the ways in which our course goes beyond this minimum entitlement, outlining some additional ideas that trainees explore.<\/p><p><a href=\"https:\/\/sites.exeter.ac.uk\/pgcehistory\/wp-content\/uploads\/sites\/27\/2022\/10\/History-Study-Guide-2022-2023.docx\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"URL\">History Study Guide, Curriculum Sequence and CCF Map<\/a><\/p><\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":37,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Trainee Curriculum Sequences - Exeter Education Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.exeter.ac.uk\/edu\/trainee-curriculum-sequences\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Trainee Curriculum Sequences - 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