DPSCITT-Curriculum-Intent-and-Implementation

“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 th

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: Develop skills and strategies to: Develop personally through:

• 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

• 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

• 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 do 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)

2

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 3 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 school-based training, with specific school-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

4

(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

Pre-Course ~ •Develop Action Plans from

Interview feedback & SK Audits

•Reflect on children’s learning experiences prior to KS1

•Develop understanding of Prof

Practice, including Safeguarding

& supporting children’s SEMH

• Review specific feedback &

complete SK Audits

• Gain focused experience in EYFS setting

• Read KCSiE, Bristol Guide &

texts to support SKfT and pedagogy

• Interview

• Course Prep Plan

• SK Audits

Induction

(Course

& Sch A)

1-3 •Develop relationships with

children & staff and reflect on school & class contexts

•Build a supportive network with other trainees & clarify Course aims, content & expectations

•Identify individual needs and establish personal programme

•Gain understanding of professional responsibilities

•Consider own values, motivations & philosophy

•Involvement in school INSET days & setting of class ethos

& routines

•Trainee Lunch/Intro., Course Overview and Induction Residential

•1:1 Meetings with Director or Deputy Director and SBT

•Child Development, Safeguarding & Prevent

•Learning Behaviours &

Vision for Learning

Prep TP1 4-7 •Develop understanding of

children’s learning needs &

associated pedagogy

•Improve research and critical evaluation skills

•Develop Subject Knowledge for Teaching (SKfT) in prep for TP1, inc accuracy of phonemes

•Develop e-safety strategies

•Develop teacher presence &

behaviour management skills

•Consider curriculum design, planning & assessment

• Plan and prepare for TP1

•How Children Learn and Inclusive Practice (Assignment set & supported)

•Library briefing and Writing Critically

•SKfT in English, Maths &

Science – training & tasks inc

articulation of phonemes

•Computing training

•Maintain class routines &

teach a learning behaviour

•Reading & discussions with Subject Leaders, CT & SBT

• Planning Mtgs - CT & SBT

•Articulation phonemes

TP1 8-11 •Develop classroom presence

and behaviour man strategies

•Develop confidence in teaching phonics (esp early phases)

•Build on planning and teaching skills in Core & Found Subjects

•Gain experience of formative assessment and feedback

•Conduct research for Inclusion Assignment

•Practise, specific feedback, coaching and case study

•KS1: Phonics focus (4wks) KS2: Teach phonics in FS/1

• Supported planning, focused obs and individual coaching

•Work scrutinies with SBT &

evaluations of pupil progress

•Plan, teach & evaluate impact

of interventions

•Assessed Teaching

•Work Scrutinies

•Progress Reports

Further

Devt of

SKfT

12-15 •Share egs of good practice

•Understand Equal Opps &

Racial Equality responsibilities

•Further develop SKfT & assess

within Core & Found Subjects

•Explore strategies to support disadvantaged pupils

•Explore what lies behind challenging behaviour

•Plan Action Research (Maths)

•Prepare for job applications

•TP1 Debrief

• Diversity and inclusive provision for EAL Pupils

•English, Maths, Science, PE,

RE, Music, DT & MFL

•Pupil Progress and Interventions

•Promoting Positive Learning Behaviour

•Reading for Maths Assign

•Applying for 1st Post

•File Reviews

•Inclusion Assign

•Standards Review

•Autumn Report

Review Point 1 & Progress Review Meeting Induction

Sch B

16-18 •Become familiar with key staff,

policies & children in School B

•Reflect on different class/school ethos, organisation & policies

• Attend INSET, read policies and establish teaching roles

•Reading, observation and reflection

•Spring Action Plan

•Further develop SKfT within Core Subjects & AfL strategies

•Conduct research for Maths Assignment

•Plan and prepare for TP2

•English, Maths, Science, and Assessment

•Plan, teach and evaluate impact of interventions

•Planning Mtgs - CT & SBT

19-22 •Sustained teaching in

alternative Key Stage

•Further develop confidence in teaching phonics

•Further develop class and behaviour man strategies

•Build on planning and teaching skills in Core & Found Subjects

•Improve assessment &

questioning techniques

•Teaching Practice – Core &

Foundation subjects

•KS1: Phonics focus (4wks) KS2: Teach phonics in FS/1

•Maintain class routines &

teach a learning behaviour

•Supported planning, focused obs and individual coaching

•AfL, phonics assessments &

analysis of questioning skills

•Assessed Teaching

•Work Scrutinies

•Progress Reports

Curr

Design

23-27 •Build on understanding of

effective curriculum design

•Reflect on EYFS Curriculum

•Review provision for EAL pupils

•Further develop SKfT within Core and Foundation Subjects

•Further develop planning, teaching and assessment skills

•Improve professional presentation skills

•Reflect on phonics teaching

•Curriculum design & planning cross-curricular learning

•EY Principles and Curriculum

•School visit (parents & pupils)

•English, Maths, History, RE, Geography, Music and DT

•Plan, teach, assess & evaluate

a cross curricular project

•Use IT to present Int Project to Assess Panel and peers

•Reading for English Assign

•Maths Assign

•File Reviews

•Integrated Project

•Standards Review

•Spring Report

Review Point 2 & Progress Review Meeting Prep TP3

28-30 •Re-establish relationships with

children and staff

•Evaluate interventions to support pupils’ SEMH needs

• Further develop & embed SKfT

•Reflect on purposes of Assess

•Plan and prepare for TP3

•Take responsibility for class routines & contribute to INSET

•Explore interventions to support SEMH needs

•English, Science, PE & Art

•Assessment – input from HT

•Planning Mtgs - CT & SBT

•Summer Action Plan

•English Assign

31-38 •Further develop skills and

experience in key aspects of professional practice

•Consider what makes quality outdoor learning

•Gain insights into legal and practical procedures

•Experience wider roles, responsibilities & relationships

•Sustained experience and ownership of planning, teaching and assessment

•Participate in and reflect on a range of outdoor activities

•Assist with planning and risk assessments for a trip

•Contribute to extra-curricular provision within school

•Assessed Teaching

•Work Scrutinies

•Progress Reports

•Summer Report

Final Assessment for QTS & PGCE NQT

Induction 39- 40 •Build relationships and become

familiar with policies, practices

•Gain further experience of the wider teaching role

•Spend 1 week in employing school preparing for NQT year

•Teach different year groups &

contribute to school events

•NQT Induction Profile

Training Handbooks for the 5 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.

8

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