Partnership Development Schools Eastern Region Cluster 1 Essex

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Partnership Development SchoolsEastern Region
Cluster 1 (Essex)

• Secondary Science and Maths Trainee Teacher
  Placements increasing capacity and quality

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Schools involved

• Honywood Community Science School, Coggeshall
• Moulsham High School, Chelmsford
• The Plume Performing Arts School, Maldon
• Sweyne Park School, Rayleigh
• Woodlands School, Basildon

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Outreach Schools

• James Hornsby, Basildon
• Tabor Science College, Braintree
• Alec Hunter School, Braintree
• St John Payne School, Chelmsford

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Woodlands School Assessment for Learning

• Developed sessions and materials and used ideas
  from Assessment for Learning training courses and
  texts.
• Designed to be practical and to be used by any
  science mentor regardless of their experience.
• Aim is to provide supportive and straightforward
  materials to encourage Science departments who
  are currently not involved in training programmes
  to take on trainees.

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The Plume School Active Learning

• This is a performing arts school and many of the
  students excel in dance, drama, P.E. and the arts
  but find difficulty accessing the learning in
  Science.
• Students are predominantly kinaesthetic,
  experiential learners.

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• The resources produced are based on a variety of
  improvisational, dramatic, simulatory and
  confidence building exercises that are regularly
  used in Drama teaching but are less common in the
  typical science lessons.

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Sweyne Park School practical skills in science
lessons, group activities in maths

• Mentors have found that trainees stumble when
  invited to deliver class practical lessons.
• Organisation and timing skills become a problem
  and they find themselves unable to complete the
  practical in the time allowed.
• These difficulties can then affect their
  performance in the next lesson.

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• After discussion with science teachers and
  trainees a series of observation sheets were
  developed which direct reflection after lessons
  to instigate discussion and enhance further
  practice.

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• Work in maths was based on developing trainees
  appreciation of the importance of pupil dialogue
  and collaborative group work in the learning of
  Mathematics
• Also to provide links to research, guidelines and
  suggested activities.

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Moulsham High School Use of data

• Aim of the work undertaken was to introduce the
  use of data in teaching today.
• The focus was on what should be done outside the
  classroom, before teaching begins.
• This should help to enable the teacher to
  understand the pupils within their teaching
  groups and aid their planning to ensure
  individual monitoring and progression.

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• These activities can be used by the mentor with
  the trainee as part of a training or development
  exercise.
• Alternatively they could be used by the trainee
  or NQT as a stand alone document to help develop
  their understanding of basic record keeping and
  data use.

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Honywood Community Science School Linking
subject pedagogy to classroom practice in Science
and Maths
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Putting theory into practice.

• Our work with trainee teachers has centered on
  planning lessons using different pedagogical
  approaches while incorporating the latest
  teaching and learning techniques such as active
  learning and brain gym.

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Effective lesson design
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Pedagogic approaches
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Direct interactive teaching

• Pupils are involved with a starter activity that
  engages and motivates.
• Pupils listen to what the lesson is about and
  what is expected of them.
• Pupils move from the starter to a main activity
  involving significant teacher input.
• Pupils then apply what they have been taught
  either individually or in small groups.
• As a whole class pupils in a plenary session
  review their learning to date with the teacher.

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Inductive teaching

• Pupils gather or are given information concerning
  a subject related to the concept or understanding
  to be developed.
• They sort and classify the material, sometimes
  several times.
• Pupils make hypotheses or rules from their
  classifications.
• Pupils test these hypotheses or rules.

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The enquiry approach

• Pupils are introduced to a problem and invited to
  formulate hypotheses about possible solutions.
• Pupils consider what data they would need to test
  the hypothesis and how this would be gathered.
• Pupils gather the data.
• Pupils interrogate the data, looking for
  patterns.
• Pupils draw conclusions based on the data that
  either support or refute the hypotheses.

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Teachers involved in the PDS project

• Honywood Helen Baker, Lesley Belcher, Nicola
  Shingleton
• Moulsham High School Jo Funnell
• The Plume School JJ Shepstone
• The Sweyne Park School Sandra Parker, Corina
  Seal,
• Woodlands School Nicola Attridge, Linda Glover
• Biographies are shown on the CD Rom