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Samuel Stones. The ITT Core Content Framework
The ITT Core Content Framework
Contents
About the authors
About this book
Introduction What does the ITT Core Content Framework mean for teacher educators and trainee teachers?
Key research
Key policy
What does the ITT Core Content Framework mean for trainees?
What does the ITT Core Content Framework mean for course managers and tutors?
What does the ITT Core Content Framework mean for mentors?
Classroom example
Examples of what good practice in curriculum sequencing looks like in the classroom
Summary
1 High expectations
Key research
Key policy
Being a role model
Learning to be a professional
How teachers affect pupil well-being, motivation and behaviour
Setting goals that stretch and challenge pupils
Supporting pupils from disadvantaged backgrounds
Fostering effort, concentration and perseverance
Working in partnership with parents
Creating a safe and stimulating environment
Classroom example
Examples of what good practice in high expectations looks like in the classroom
Summary
High Expectations (Standard 1 – ‘Set high expectations’)
2 How pupils learn
Key research
Key policy
Being accountable for pupils’ attainment and progress
How children learn
Memory
Activating prior knowledge: schemas
Breaking content into smaller steps
Addressing misconceptions
Retrieval
How pupils learn mathematics
How pupils learn English
How pupils learn in the wider curriculum
Developing metacognition
Worked examples
Classroom example
Examples of what good practice in maths looks like in the classroom
Summary
How Pupils Learn (Standard 2 – ‘Promote good progress’)
3 Subject and curriculum
Key research
Key policy
Subject-specific knowledge and skills
Pedagogical subject knowledge
Fostering pupils’ interest in your subject
Subject-specific misconceptions
Embedding reading and writing across the curriculum
Spacing subject content out over time
Schema
Interleaving
Concrete representations in mathematics
Moving from concrete representations to abstract learning
Application of knowledge
Systematic synthetic phonics
Accountability
Preparing for Ofsted ‘deep dives’
The wider primary curriculum
Developments in your subject
Classroom example
Example: using investigation areas to support pupils’ learning about magnets
Examples of what good subject knowledge looks like in the classroom
Summary
Subject and Curriculum (Standard 3 – ‘Demonstrate good subject and curriculum knowledge’)
4 Classroom practice
Key research
Key policy
Planning
Lesson time
Modelling
Scaffolding
Narrating thought processes
Building assessment into the lesson
Questioning
Structuring lessons
Classroom talk and dialogic teaching
Consolidation and practice
Metacognition
Classroom grouping
Developing a love of learning
Homework
Reflecting on lessons
Classroom example
Examples of what good classroom practice in planning and teaching looks like in the classroom
Summary
Classroom Practice (Standard 4 – ‘Plan and teach well structured lessons’)
5 Adaptive teaching
Key research
Key policy
Equality Act 2010
Code of Practice
High expectations
Pre-teaching
Adapting lessons to meet the needs of all learners
Consolidation and practice
Reframing questions
Effective deployment of teaching assistants
Flexible grouping arrangements
Communication and interaction needs
Cognition and learning needs
Social, emotional and mental health needs (SEMH)
Sensory and physical needs
Pupils with English as an additional language (EAL)
Meeting the needs of very able pupils
Classroom example
Examples of what good practice in adaptive teaching looks like in the classroom
Summary
Adaptive Teaching (Standard 5 – ‘Adapt teaching’)
6 Assessment
Key research
Key policy
Formative assessment
Summative assessment
Checking prior knowledge
Questioning
Structuring tasks
Addressing misconceptions
Self-assessment
Peer-assessment
Reducing workload in marking
Feedback
Showing models of good work
Teacher assessment over time
Involving children in formative assessment
Classroom example
Examples of what good practice in assessment looks like in the classroom
Summary
Assessment (Standard 6 – ‘Make accurate and productive use of assessment’)
7 Managing behaviour
Key research
Key policy
Establishing expectations
Developing positive attitudes to learning
Developing positive relationships
Rules and routines
Praise and rewards
Using sanctions
Classroom management
Promoting positive learning behaviour
Classroom example
Examples of what good practice in behaviour looks like in the classroom
Summary
Managing Behaviour (Standard 7 – ‘Manage behaviour effectively’)
8 Professional behaviours
Key research
Key policy
Working with mentors
Learning from feedback
Reflecting on your progress
Working with teaching assistants
Working with other colleagues
Managing your workload
Managing your time
Managing your well-being
Using research
Professional development
Meeting your safeguarding responsibilities
Working with parents
Contributing to the wider life of the school
Classroom example
Examples of what good practice in teaching assistant deployment looks like in the classroom
Summary
Professional Behaviours (Standard 8 – ‘Fulfil wider professional responsibilities’)
Conclusion
References
The ITT Core Content Framework Bibliography
High Expectations (Standard 1 – ‘Set high expectations’)
How Pupils Learn (Standard 2 – ‘Promote good progress’)
Subject and Curriculum (Standard 3 – ‘Demonstrate good subject and curriculum knowledge’)
Classroom Practice (Standard 4 – ‘Plan and teach well-structured lessons’)
Adaptive Teaching (Standard 5 – ‘Adapt teaching’)
Assessment (Standard 6 – ‘Make accurate and productive use of assessment’)
Managing Behaviour (Standard 7 – ‘Manage behaviour effectively’)
Professional Behaviours (Standard 8 – ‘Fulfil wider professional responsibilities’)
Index
