ITP Glenn Billingham

The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme – Individual Training Plan
Individual Training Plan – Glenn Billingham
This document should be completed by the Subject Mentor and trainee. The trainee will
not have the experience to complete it alone.
Using the Subject Audit and the Needs Analysis, complete the Individual Training Plan
indicating how the trainee’s needs will be fulfilled throughout the programme. The ITP
should be completed in detail.
The ITP is intended to be a working document, which is reviewed at least once a fortnight
by the Subject Mentor and the trainee in a Subject Mentor meeting. Terms 1 and 2 should
be completed in detail. Terms 3, 4 and 5 will become more refined as the trainee
progresses through Term 2.
The ITP is the first document that an assessor will scrutinize to judge the effectiveness of
the training the trainee has received. It indicates how progress towards meeting the
Standards will be made. It is essential that the ITP is regularly reviewed and amended as
the trainee’s requirements become more apparent. (This may be indicated by retaining
drafts or colour coding.) Progress against the Standards, set out in the ITP, will be noted
in more detail on the weekly mentor meeting records.
KEY:
All text in RED = Additions to original schedule of training
All text in BLUE = Re-scheduled sessions/events
INITIALS:
GB = Glenn Billingham DT = David Tebbutt SB = Sarah Brooks
KD = Karen Draper JW = Jo Whiting
JH = Jo Hutchinson RD = Ria Desai
1
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
GLENN BILLINGHAM: INDIVIDUAL TRAINING PLAN 2010-2011
Date Training activities Standards

Core SKfT Subject specific SKfT
n/a – no college training this week. PSHE: Q14 & Q15
PSHE SK1.iv Developing good relationships and respecting
the differences between people.
Core training
n/a – no college training this week. n/a
Academic reading and research

Week beginning: 1st September 2010
Summer reading for assignment one

Foundation stage tracking document Q14 & Q15
Wider school based training

School Policy Q3(a)
School Bullying Policy
School Dress Code Policy
School based subject specific training

School training day - Marking and effective feedback Q3(a)
Pastoral activities
Staff introductions
Diary dates
Brief Foundation PPA
Observations by GTT (staff/focus)

Y1 PSHE (settling in) Q14&Q15
Y1 Literacy
Y2 PSHE (settling in)
Observations of GTT (staff/focus)

n/a
2

Week beginning: 6th September 2010

SK1 Subject Specific Knowledge & Related Issues Q4, Q7, Q8,
- SK1i Awareness of foundation stage curriculum Q9, Q10, Q21,
AT1 Professional Conduct & Reflective Practise Q25, Q29, Q30,
- AT1.i Roles and responsibilities Q31, Q32, Q33
- AT1.ii Role of the class teacher
- AT1.iii Working with colleagues
- AT1.iv Policies & practices
- AT1.v Evaluative skills through journal entries
AT2 Guidance & Support for Pupils – Gender, Race &
Disability
- AT2.vii School nurse
- AT2.viii School handbook
AT6 Collaborative Working
- AT6.i Team skills
- AT6.ix Peer support
SP4 Teaching & Learning Strategies
- SP4.i Utilising a variety of teaching/learning styles in
the classroom
- SP4.v Use of consistent routines and behaviour
management strategies to support and ensure a
consistent approach to learning
- SP4.viii Teacher modelling
SP5 Classroom/Time Management
- SP5.xii Teacher-pupil relationships
Core training
Welcome and introduction; Expectations Q7a, Q7b, Q8
Icebreaker Q4, Q6, Q32
General administration including name badges, car parking passes, signing in, telephone tree; Expectations Q7a, Q7b, Q8
Using your laptop Q17
Using the Subject Audit and Needs Analysis to write the ITP; Incorporating the SKfT into the ITP Q7a, Q7b
Subject Mentor Meetings and Core Topics; The Academic Journal: reflective writing; Applying the Action Research Model Q7a, Q7b
3
Working session: Setting up observations: establishing routines and relationships; Assignment 1 reading and research; Q7a, Q14, Q15,
Second placements; Skills Tests Q16
GTCE Code of Conduct and Practice Q2, Q3, Q21a
Child Protection: What we all need to know Q21a, Q21b
Primary introductory session, including the role of the class teacher and duty of care Q7a, Q7b, Q8
Arthur: section 1, unit 1.2, section 4, units 4.1, 4.2 & 4.4, and section 9, unit 9.2,
Hayes: part 1, chapter 2, part 2, chapter 6 p.256-262
Jacques: section 1, chapter 2, section 4, chapters 14 & 15

Staff Meeting - School display policy Q3a

PPA Meeting – introduction to long term planning
Pastoral activities
Home visits for Foundation children
Meeting parents
TENITTC 1st week of term checklist completion
How to deal with an OFSTED call and how to prepare for an OFSTED visit

n/a

n/a
4


SK1 Specific Subject Knowledge & Related Issues SP1 Lesson Planning
- SK1.v The Rose Review (literacy) SP2 Differentiation
SK6 Encouraging Reflective Practise SP4 Teaching & Learning Strategies
- SK6.ii How to target set SP7 Preparation & Use of Resources Including ICT
- SK6.iii Effective reflection on teachers own practice SK1 Specific Subject Knowledge & Related Issues
- SK6.v Evaluation of individual lessons SK7 The National Curriculum & National Strategies
SK7 The National Curriculum & National Strategies
- SK7.iii Speaking partners
- SK7.iv Aware of national initiatives; the Rose Review
and the Primary Curriculum
SP1 Lesson Planning
- SP1.ii Lesson starter
- SP1.v Incorporating a variety of learning activities
and teaching and leaning styles into a lesson
- SP1.ix Incorporating assessment methods
SP2 Differentiation
- SP2.i By task, outcome or teacher intervention
- SP2.ii Differentiation of activities for more/less able
students
- SP2.iv Identifying student targets
- SP2.v Personalised learning
- SP4.i Utilising a variety of teaching and learning
styles
- SP4.ii Multiple intelligences in the classroom
- SP4.iii Effective use of the three part lesson
- SP4.iv Chunking lessons
- SP4.vi Questioning techniques
SP7 Preparation & Use of Resources Including ICT
- SP7.ii Matching resources to student ability
- SP7.v Resources for diversity
5
AT1 Professional Conduct & Reflective Practise
- AT1.i Roles and responsibilities
- AT1.iv Policies and practices
- AT1.viii Effective reflection on teachers own practice
- AT1.x Statutory requirements
- AT1.xi Student welfare and managing professional
relationships with students
- AT1.xii Understanding roles of outside agencies
- AT1.xiii Developing confidence and self belief
AT2 Guidance & Support For Pupils – Gender, Race &
Disability
- AT2.i Being aware of outside agencies for pupil
referral
- AT2.ii Educational welfare officer
- AT2.iii School nurse
- AT2.iv Inclusion and pupil support
- AT2.vii School handbook
- AT2.viii Every child matters
PD1 How Pupils’ Learning is Affected by Socio/Cultural
Factors
- PD1.i Being aware of outside agencies for pupil
referral
- PD1.ii
PD2 Supporting Pupils With Special Education Needs
- PD2.i The role of the SENCO and the special needs
coordinator
- PD2.ii Knowledge of school action
- PD2.iii How to make effective use of the TA
PD4 Supporting EAL Students
- PD4.iii Differentiation of activities within a lesson
PD6 Inclusion & Diversity
- PD6.i Differentiation of materials to suit students’
needs
- PD6.ix Awareness of child protection issues
- PD6.xii Creating a safe and positive learning
6
environment
- PD6.xiii Supporting students’ whole development-
PD7.
- PD7 Pupils’ Behaviour
Core training
Managing Children and Young People’s Allergies in School, including annual EpiPen training Q21a, Q21b
The Rose Review and literacy Q14, Q15, Q17,
Q23, Q25a-d
Starters Q10, Q25a,
Q25c
Safeguarding Q21a, Q21b
Equal Opportunities and Human Rights Q3b
Primary statutory regulations and guidance Q10, Q15, Q17,
Q23
Hayes: part 1, chapter 2, p.66-71,
Jacques: section 3, chapter 11,
Arthur: section 3, unit 3.2 & section 8, unit 8.4

To be part of an OFSTED inspection!

PPA Meeting -
Understanding EYFS Profile
Pastoral activities
Implementing self-registration
Meet & greet parents
Story time
7
School OFSTED visit (Mon 13th & Tues 14th)

Observations in class 3 with Karen – emotional needs, behavioural expectations and rules & routines

n/a
8

Core SKfT Subject specific SKfT Q3a, Q10, Q14,

SK1 Specific Subject Knowledge & Related Issues SP1 Lesson Planning Q15, Q17,
- SK1.v The Rose Review (literacy) SP2 Differentiation Q21a, Q23,
SK6 Encouraging Reflective Practise SP4 Teaching & Learning Strategies Q25a, Q25c
- SK6.ii How to target set SP7 Preparation & Use of Resources Including ICT
- SK6.iii Effective reflection on teachers own practice SK1 Specific Subject Knowledge & Related Issues
- SK6.v Evaluation of individual lessons SK7 The National Curriculum & National Strategies
- SK7.iii Speaking partners
- SK7.iv Aware of national initiatives; the Rose Review
and the Primary Curriculum
SP1 Lesson Planning
- SP1.ii Lesson starter
- SP1.v Incorporating a variety of learning activities
and teaching and leaning styles into a lesson
- SP1.ix Incorporating assessment methods
SP2 Differentiation
- SP2.i By task, outcome or teacher intervention
- SP2.ii Differentiation of activities for more/less able
students
- SP2.iv Identifying student targets
- SP2.v Personalised learning
- SP4.i Utilising a variety of teaching and learning
styles
- SP4.iii Effective use of the three part lesson
- SP4.vi Questioning techniques
- SP7.ii Matching resources to student ability
- SP7.v Resources for diversity
9
- AT1.i Roles and responsibilities
- AT1.iv Policies and practices
- AT1.viii Effective reflection on teachers own practice
- AT1.xiii Developing confidence and self belief
AT2 Guidance & Support For Pupils – Gender, Race &
Disability
- AT2.i Being aware of outside agencies for pupil
referral
- AT2.ii Educational welfare officer
- AT2.iii School nurse
- AT2.iv Inclusion and pupil support
- AT2.vii School handbook
- AT2.viii Every child matters
PD1 How Pupils’ Learning is Affected by Socio/Cultural
Factors
- PD1.i Being aware of outside agencies for pupil
referral
- PD1.ii
PD2 Supporting Pupils With Special Education Needs
- PD2.i The role of the SENCO and the special needs
coordinator
- PD2.ii Knowledge of school action
- PD2.iii How to make effective use of the TA
- PD4.iii Differentiation of activities within a lesson
- PD6.i Differentiation of materials to suit students’
needs
- PD6.ix Awareness of child protection issues
- PD6.xii Creating a safe and positive learning
10
environment
- PD6.xiii Supporting students’ whole development-
PD7.
- PD7 Pupils’ Behaviour
Core training
Phonics and the teaching of reading Q14, Q15, Q17,
Q23, Q25a-d
Talk for Writing Q3a, Q14, Q15,
Q25a, Q25b
Plenaries Q10, Q25c
Teachers and the Law Q3a, Q21a
Every Child Matters Q3a, Q3b,
Q21a
Core Topic discussions Q10, Q14, Q15,
Q29
Arthur: section 3, unit 3.2, section 4, units 4.1, 4.2 & 4.3, section 8, unit 8.3 & section 9, unit 9.2,
Jacques, section 4, chapter 14,
Hayes: section 1, chapter 1 p.24-29 & section 2, chapter 6 p.256-262

Staff meeting – CQS (Classroom Quality Standards) modules 2, 5 and 6
Understanding of Letters & Sounds document

PPA Meeting - long-term, medium and short term planning
Baseline assessments (3 tracked children)
Pastoral activities
Registration
Story time
11
Y1 Literacy
Y1 Numeracy
Y2 Science

Informal observations of ‘Book of Destiny’ carpet session and story reading by K.D
12


SK1 Specific Subject Knowledge & Related Issues SP1 Lesson Planning Q14, Q15, Q22,
- SK1.ii Curriculum links with Foundation and KS3 SP2 Differentiation Q10, Q23,
- SK1.iii Primary national curriculum SP4 Teaching & Learning Strategies Q25d, Q29,
- SK1.xi Functional skills SP5 Classroom/Time Management Q30, Q32, Q7a,
SK6 Encouraging Reflective Practise SP7 Preparation & Use of Resources Including ICT Q7b, Q3a,
- SK6.i How to reflect and comment on students work SCIENCE: Q21a, Q24,
effectively; scaffolding comments S SK1.i Scientific enquiry Q17
- SK6.ii How to target set
- SK6.iii Effective reflection on teachers own practise
- SK6.v Evaluation of individual lessons
- SK6.vi Use of observation to inform practise
- SK7.i every child matters agenda
- SP4.i Utilising a variety of learning & teaching styles
- SP4.vii Exemplar material
- AT1.i Roles & responsibilities
- AT1.iv Policies & practises
- AT1.viii Effective reflection on teachers own practise
AT7 Risk Assessments
- AT7.i See member of staff responsible for training
session on co-ordinating a school trip
13
Core training
Key Stage 2 Dance: Science, Electricity, Evolution and Molecules Q14, Q15, Q22
Lesson planning: The three part lesson (starters, mains and plenaries); Short, medium and long term plans; Including Q10, Q22, Q23,
chunking, scaffolding, differentiation and action planning Q25d, Q29
Individual Training Plan: incorporating the SKfT Q7a, Q7b
Assignment 1 Q14, Q15
Health and Safety Q3, Q21a, Q24
ICT training Q14, Q15, Q17,
Q22
Voice projection Q25c, Q29
Arthur: section 3, unit 3.1, 3.2 p.100 & section 9, unit 9.2,
Hayes: section 1, chapter 2 p.53-56 & chapter 5
Jacques: section 1, chapters 2 & 3, section 4, chapter 14,
Hates: section 2, chapter 8, p.328-329

IQS (International Quality Standards) looking at CQS modules 2, 5 and 6
Y1 & Y2 Key Stage curriculum presentations for parents

Phonics (letters and sounds) (taken from Primary Subject Skills Audit)
Voice Control
Implementing Leveling
Pastoral activities
Registration
Story time
Coaching session with dinner ladies re. diabetes issues

Y2 Science (guest speaker session)
FS Phonics session by KD
14
Observations of GTT (staff/focus) Q9 each week

Whole class phonics lesson (with informal feedback from KD)
15

Week beginning: 4th October 2010

AT1 Professional Conduct & Reflective Practice SP5 Classroom/Time Management Q2, Q3a, Q3b,
- AT1.i Roles & responsibilities PD1 How Pupils’ learning is Affected By Socio/Cultural Q22a, Q1, Q10,
- AT1.ii Role of the class teacher Factors Q30, Q31
- AT1.iv Policies & practices PD2 Supporting Pupils With Special Educational Needs
- AT1.xi Student welfare and managing professional PD3 Supporting Gifted & Talented Pupils
relationships with students PD4 Supporting EAL Students
SP4 Teaching & Learning Strategies PD7 Pupils’ Behaviour
- SP4.i Utilising a variety of teaching & learning styles
- SP4.v Use of consistent routines and behaviour
management strategies to support and ensure a
consistent approach to learning
- SP5.i Effective use of lesson planning
- SP5.v Timing activities to inject pace
- SP5.vi Use of seating plans to promote a positive
climate for learning
- SP5.vii Positive behaviour management strategies
- SP5.ix Low key discipline
- SP5.x Use of teacher voice
- SP5.xi Consistency of classroom routines
- SP5.xii Teacher pupil relationships
- SP7.i How to use ICT effectively to create
appropriate resources and motivate and engage
students
- SP7.iii How to integrate resources into schemes of
work
- SP7.v Resources for diversity (SEN, EAL, Gifted &
Talented etc.)
Core training
E-Safety Q2, Q3a, Q3b,
Q21a
16
Behaviour management Q1, Q10, Q30,
Q31
Classroom resources; Creating a positive learning environment Q1, Q10, Q30,
Q31
Hates: section 2, chapter 8 p.328-329
Hayes: part 2, chapter 6 & 8
Jacques: section 2, chapters 6,7, 8 & 9
Arthur: section 3, unit 3.3

Staff meeting - effective feedback (follow up and feedback session from 1st training day)
Safeguarding training…?

PPA Meeting
Pastoral activities
Registration
Story time
Harvest assembly singing practice

Foundation numeracy session w/KD
Y2 ICT skills session

n/a
17


SK1 Specific Subject Knowledge & Related Issues SP1 Lesson planning Q14, Q15, Q22,
- SK1.ii Curriculum links with Foundation & KS3 SP4 Teaching & Learning Strategies Q18, Q17, Q23,
- SK1.iii Primary national curriculum SP6 The Use of Data – Monitoring & Assessment Q3a, Q25a
- SK1.iv National strategies Procedures
SK6 Encouraging Reflective Practise SP7 Preparation & Use of Resources Including ICT
- SK6.i how to reflect and comment on students work PD2 Supporting Pupils With Special Educational Needs
- SK6.ii How to target set PD3 Supporting Gifted & Talented Pupils
- SK6.iii Effective reflection on teachers own practice PHYSICAL EDUCATION:
SK7 The National Curriculum & National Strategies P SK1.i Applying & developing skills
- SK7.ii Link with National Literacy Strategy & P SK1.ii Selecting and applying skills, tactics &
Numeracy Strategy compositional ideas
- SK7.iv Aware of national initiative (National P SK1.iii Evaluating and improving performance
Strategies, APP, Rose Review & Primary P SK1.iv Knowledge and understanding of fitness and health
Curriculum) PSHE:
PSHE SK1.i Developing confidence and responsibility and
making the most of their ability
PSHE SK1.ii Preparing to play an active role as citizens
PSHE SK1.iii Developing a healthy and safe lifestyle
PSHE SK1.iv Developing good relationships and respecting
the differences between people
Core training
Teaching Gymnastics, Dance and Games as an NQT in Key Stage 2 Q14, Q15, Q22
PSHCE and Citizenship, To include EAL, Circle Time and bullying Q14, Q15, Q18,
Q22
Key Stage 3 to include progression from Key Stage 2 Q15, Q17
Literacy skills across the curriculum Q14, Q15, Q17,
Q23, Q25a-d
An introduction to Big Writing Q3, Q14, Q15,
Q25a, Q25b
Hayes: section 1, chapter 1 p.18-24 & p32, chapter 2 p.43-45 & section 2, chapter 6 p.256-262
18

Staff meeting - Team & Collaborative Planning
Pastoral activities Q16

TDA Numeracy Skills Test
TDA ICT Skills Test
Registration.
Story time (whole class)
Outside area duty – small group work.

Outside area

n/a
19


SK1 Specific Subject Knowledge & Related Issues SP4 Teaching & Learning Strategies Q3, Q4, Q5,
- SK1.i Awareness of Foundation stage curriculum SP7 Preparation & Use of Resources Including ICT Q7a-b, Q10,
- SK1.ii Curriculum links with Foundation & KS3 PD2 Supporting Pupils With Special Education Needs Q14, Q15, Q17,
- Sk1.iii Primary National Curriculum PD3 Supporting Gifted & Talented Pupils Q23, Q26, Q27,
- SK1.iv National Strategies AT4 Involvement in Parents Evenings Q29, Q25c
- SK1.viii Assessing pupil progress (APP) - AT4.i Assessment & record keeping
SK6 Encouraging Reflective Practise - AT4.ii Progress and attainment
- SK6.i How to reflect and comment on the students’ - AT4.v Language and communication skills
work effectively - AT4.vi Presentation of self and organisation
- SK6.ii How to target set - AT4.vii Time management
- SK6.iii Effective reflection on teachers own practise - AT4.viii Preparation for parents’ evenings
- SK6.vii Use of the observation to inform practise - AT4.ix Utilising parental support
- SK6.ix Reflective practise of lesson delivery against
pupil achievements and outcomes
SK7 The National Curriculum & The National Strategies
- SK7.ii Link with national literacy and numeracy
strategies
- SK7.iii speaking partners
- SP4.i Using a variety of teaching & learning styles
- SP4.iii Effective use of a 3 part lesson
- SP4.vi Questioning & answering techniques
- SP7.i How to use ICT effectively to create
appropriate resources and motivate and engage
students
- AT6.i Team skills
- AT6.ii Sharing responsibilities within pastoral areas
- AT6.ix Peer support
20
Core training
The Williams’ Report and Numeracy (rescheduled for December) Q14, Q15, Q17,
Q23, Q25a-d
Q29
Building trainee files Q7a, Q7b
Numeracy skills across the curriculum Q14, Q15, Q17,
Q23, Q25a-d
Q29
Hayes: section 2, chapter 6, p.256-262

n/a

PPA Meeting
Pastoral activities
Registration
Story time (whole class)
Reception Parents Evenings (Tues 19th & Weds 20th)
Hot-seating as Guy Fawkes for Y2 class

Whole class introductions circle time
Outside area observations

Reading time with 3 tracked students
21
22

Week beginning: 1st November 2010

SK1 Specific Subject Knowledge & Related Issues SP2 Differentiation Q11, Q12, Q13,
SK4 Monitoring & Assessment SP4 Teaching & Learning Strategies Q22, Q26a,
SK5 Recording & Reporting SP7 Preparation & Use of Resources Including ICT Q10, Q25a-d,
SK6 Encouraging Reflective Practice PD4 Supporting EAL Students Q26b, Q28, Q5,
SK7 The National Curriculum & National Strategies - PD4.ii Differentiation of resources & materials Q18
SP3 Making Strategies - PD4.iii Differentiation of activities within a lesson
SP4 Teaching & Learning Strategies - PD4.V Giving clear & precise instructions to facilitate
SP7 Preparation & Use of Resources Including ICT understanding
PD5 Every Child Matters - PD4.vi Key word bank of words/phrases to follow in a
PD6 Inclusion & Diversity lesson
- PD4.vii Key word bank of words related to taught
topic
- PD4.viii Setting appropriate homework
- PD4.ix Changing the use of language to
communicate clearly and support students
- PD4.x Peer mentoring
- PD4.xi Working with TA’s to develop understanding
and vocabulary of key topics
HISTORY:
H SK1.i Chronological understanding
H SK1.ii Knowledge and understanding of events, people
and changes in the past
H SK1.iii Historical enquiry
H SK1.iv Organisation and communication
GEOGRAPHY:
G SK1.i Geography enquiry skills
G SK1.ii Knowledge and understanding of places
G SK1.iii Knowledge and understanding of patterns and
processes
G SK1.iv Knowledge and understanding of environmental
change and sustainable development
23
Core training
History and Geography: skills Q14, Q15, Q22
Key Stage 1 and Key Stage 2 Q11, Q12
Differentiation, to include personalised learning Q10, Q25a-d,
Q26b, Q28
Assemblies and school plays; Multiculturalism and Global School (school, local, national and international); Student voice Q5, Q18
Arthur: section 4, unit 4.4, section 5, unit 5.4, section 6, units 6.2, 6.3 & 6.5
Jacques: section 1, chapter 3 & section 3, chapter 10
Hayes: part 1, chapter 1 p.24-29

School training day - guest speaker John Yates
School staff meeting - Planning effectively to address underachievers in writing (guest speaker: Kate Coleman)

n/a
Pastoral activities
Secondary school visits (Tues 2nd & Weds 3rd at The Duston School, Northampton)
Meeting with NQT (J.Robinson @ The Duston School)
Half-term visit to International School of Amsterdam - EAL Observations and small group work

Y7 Maths, English, Science, PE, ICT, Success Maker & Library

n/a
24

Week beginning: 8th November 2010

SK6 Encouraging Reflective Practice SP2 Differentiation Q32, Q33, Q5,
SK7 The National Curriculum & National Strategies SP4 Teaching & Learning Strategies Q20, Q21b,
SP4 Teaching & Learning Strategies SP5 Classroom/Time Management Q25a-d, Q26b,
SP7 Preparation & Use of Resources Including ICT SP7 Preparation & Use of Resources Including ICT Q29, Q11, Q15,
AT6 Collaborative Working PD1 How Pupils’ Learning is Affected By Socio/Cultural Q14
Factors
PD2 Supporting Pupils With Special Educational Needs
PD5 Every Child Matters
PD7 Pupils’ Behaviour
Core training
Special Educational Needs; To include SEN Code of Practice, Inclusion and IEPS Q3, Q10, Q18,
Q32
Working with Teaching Assistants and HLTAs Q32, Q33
Liaison with external agencies Q5, Q20, Q21b,
Q32, Q33
Teaching and Learning Styles Q10, Q25a-d,
Q26b, Q29
The primary curriculum; To include cross curricular planning: subjects and assessment Q11, Q15
Q29
Arthur: section 4, unit 4.4, section 5, unit 5.1, section 6, units 6.1 & 6.2, section 8, units 8.1 & 8.3
Jacques: section 2, chapter 5 & section 3, chapter 12
Hayes: part 1, section 1 p.24-29, part 2, section 9
“There’s always one” TES article 16/10/2009

School staff meeting – Subject leadership: working together to talk about standards
25
LASI Presentation – Primary Science APP’s

PPA Meeting
Pastoral activities
TDA Literacy Skills Test
Registration
Whole class story time
Whole class circle time RE sharing

Pumpkin investigation (whole class intro & group investigations)
26


SK6 Encouraging Reflective Practise SP4 Teaching & Learning Strategies Q1, Q18, Q7a,
SK7 The National Curriculum & National Strategies SP7 Preparation & Use of Resources Including ICT Q7b, Q10, Q29
PD1 How Pupils’ Learning is Affected By Socio/Cultural
Factors
Core training
Foundation Stage: To include Foundation Baseline and Profiles Q11, Q12, Q13,
Q22, Q26a
General Physical Education training Q1, Q15, Q22
Child development Q18
Q29
Arthur: section 2, units 2.1 & 2.2 & section 4, unit 4.4
Jacques: section 2, chapter 5
Hayes: section 1, chapter 1 p.24-29

School staff meeting – individual subject moderation: science

PPA Meeting
27
Pastoral activities
Registration
Whole class circle time re weekend news

Phonics group work observation by KD (15/11)
Numeracy observation by E.W & K.D (Tues 16th)
28

Week beginning: 22nd November 2010

SK1 Subject Specific Knowledge & Related Issues SP1 Lesson Planning Q14, Q15, Q18,
SK6 Encouraging Reflective Practise SP4 Teaching & learning Strategies Q22, Q17, Q10,
SK7 The National Curriculum & National Strategies SP7 Preparation & Use of Resources Including ICT Q25a-d, Q26b
SP4 Teaching & Learning Strategies RELIGIOUS EDUCATION:
SP7 Preparation & Use of Resources Including ICT RE SK1.i Learning about religion
PD1 How Pupils’ Learning is Affected By Socio/Cultural RE SK1.ii Learning from religion
Factors RE SK1.iii Links to PSHE and citizenship
PD3 Supporting Gifted & Talented Pupils
Core training
Religious Education Q14, Q15, Q18,
Q22
Key Stages 4 and 5, including diploma and vocational courses Q15, Q17
Schemes of Work Q10, Q11, Q12,
Q14, Q15, Q22,
Q23, Q24
Q29
The Diploma – Bringing learning to life
Ellis: Learning & teaching in Secondary Schools, chapter 9
Arthur: section 3, units 3.1 & 3.2, section 4, unit 4.4
Hayes: part 1, chapter 1 p.24-29 & part 2, chapter 5

County training session: Inspiring Writing, Talk for Writing, Drama for Writing and Writing ideas – cancelled.
Staff meeting – Pupil progress: a whole-school approach to looking at data
29

PPA Meeting
Pastoral activities
Induction day at second placement school
Registration

n/a – no formal observations completed

30


SK2 Developing Schemes of Work SP2 Differentiation Q10, Q11, Q12,
SK3 Medium & Long Term Planning SP4 Teaching & Learning Strategies Q23, Q24, Q17
SK4 Monitoring & Assessment SP7 Preparation & Use of Resources Including ICT
SK6 Encouraging Reflective Practise
Core training
Science: To include the use of the wow factor and questioning skills Q14, Q15, Q22
Working session: Trainee to bring Schemes of Work from their own school and their own lesson planning to date, for Q10, Q11, Q12,
discussion re Assignment 2; Feedback/issues from second placement inductions Q14, Q15, Q22,
Q23, Q24
Functional Skills Q14, Q15, Q17,
Q23
Q29
Drama: To include drama techniques and the teaching of other subjects through Drama Q14, Q15, Q22
The Diploma – Bringing learning to life
Arthur: section 3, units 3.1 & 3.2, section 4, unit 4.4, section 8, unit 8.3
Hayes: part 1, chapter 1 p.24-29, part 2, chapter 5

Foundation team planning: mid-term (spring 1) planning

PPA Meeting
Pastoral activities
31
Registration


Reading/Phonics observation by S.W & K.D (Tues 30th)
32

Week beginning: 6th December 2010

SK2 Developing Schemes of Work SP2 Differentiation Q21b, Q32,
SK3 Medium & Long Term Planning SP4 Teaching & Learning Strategies Q33, Q19, Q20,
SK4 Monitoring & Assessment SP5 Classroom/Time Management Q7a, Q11, Q12,
SK6 Encouraging Reflective Practise SP7 Preparation & Use of Resources Including ICT Q14, Q15, Q29,
SK7 The National Curriculum & National Strategies PD1 How Pupils’ Learning is Affected By Socio/Cultural Q7b
AT2 Guidance & Support For Pupils – Gender, Race & Factors
Disability PD2 Supporting Pupils With Special Educational Needs
AT6 Collaborative Working PD6 Inclusion & Diversity
PD1 How Pupils’ Learning is Affected By Socio/Cultural PD7 Pupils Behaviour
Factors
PD5 Every Child Matters
PD7 Pupils Behaviour
Core training
Visit to Greenfields School and Sports College: special school, to include links with other agencies and community liaison Q3, Q10, Q18,
Q21b, Q32,
Q33
Autism Spectrum Disorder Q18, Q19, Q20
Assignment 2: applying the Action Research Model Q7a, Q10, Q11,
Q12, Q14, Q15,
Q22, Q23, Q24,
Q25, Q26
Educational philosophers and theories: To include child development, how children learn and learning styles Q10, Q18,
Q25a-d, Q26b
33
Capel: Appendix – Guidance for writing
Arthur: section 2, unit 2.1, section 3, units 3.1 & 3.2, section 6, unit 6.1

Staff meeting – individual subject moderation: maths (standardisation, moderation and BEAM tasks

PPA Meeting
Pastoral activities
Registration

n/a –

n/a –
34

Week beginning: 13th December 2010

SK2 Developing Schemes of Work SP4 Teaching & Learning Strategies Q14, Q15, Q22,
SK3 Medium & Long Term Planning Q7a, Q7b,
SK4 Monitoring & Assessment
SK6 Encouraging Reflective Practise
Core training
Preparation for Assignment 2: To include lesson planning, Schemes of Work, progression and differentiation Q10, Q11, Q12,
Q14, Q15, Q22,
Q23, Q23
Building trainee files; Review of Term 2 Q7a, Q7b
Handling stress QTS
requirement
Arthur: section 3, units 3.1 & 3.2

Staff meeting – reviewing individual teacher skills files

PPA Meeting -
Pastoral activities
Registration
35
n/a – none completed due to GB sickness

n/a – none completed due to GB sickness
36

Week beginning: 4th January 2011

SK1 Specific Subject Knowledge & Related Issues SP1 Lesson Planning Q10, Q12,
SK4 Monitoring & Assessment SP2 Differentiation Q26a, Q28,
SK5 Recording & Reporting SP4 Teaching & Learning Strategies Q15, Q4, Q5,
SK6 Encouraging Reflective Practice SP6 The Use of Data – Monitoring & Assessment Q27, Q14, Q29
SK7 The National Curriculum & National Strategies Procedures
AT1 Professional Conduct & Reflective Practice SP7 Preparation & Use of Resources Including ICT
AT4 Involvement in Parents Evenings
AT5 Writing Reports
Core training
Assessment for Learning Q10, Q12,
Q26a, Q28
Personal Learning and Thinking Skills Q15
Communicating with parents: To include parents’ evening, writing reports, phone calls home, etc Q4, Q5, Q27
Q29
Arthur: section 7, units 7.1 & 7.2, section 8, units 8.2, 8.3 & 8.4
Hayes: part 1, chapter 3 & part 2, chapter 7
The 2004 Oxford Headteachers Conference: Celebrating Innovation and Creativity
Building relationships with parents: probationerteacherscotland.org.uk

WPJ Health & Safety Policy
WPJ Child Protection Policy

Y3 (Key Stage 2) planning documents
37
Pastoral activities
Supporting classroom groupwork

Informal observations of Maths, English, Phonics, Art and Music lessons

n/a – none completed
38


SK1 Specific Subject Knowledge & Related Issues SP1 Lesson Planning Q12, Q26a,
SK2 Developing Schemes of Work SP2 Differentiation Q26b, Q27,
SK3 Medium & Long Term Planning SP4 Teaching & Learning Strategies Q18, Q19, Q20,
SK4 Monitoring & Assessment SP5 Classroom/Time Management Q10, Q11, Q14
SK5 Recording & Reporting SP7 Preparation & Use of Resources Including ICT
SK6 Encouraging Reflective Practice PD1 How Pupils’ Learning is Affected By Socio/Cultural
Factors
Core training
An introduction to APP (Assessing Pupil Progress) Q12, Q26a,
Q26b, Q27
Dyslexia Q18, Q19, Q20
Assignment 2 Q10, Q11, Q12,
Q14, Q15, Q22,
Q23, Q24
Arthur: section 3, units 3.1 & 3.2, section 6, unit 6.2, section 7, units 7.1 & 7.2
Hayes: part 2, chapter 7

WPJ all-staff meeting – Govt. White Paper review

Y3 team meeting – APP levels
39
Pastoral activities
Maths Focus Group
Phonics/Spelling Focus Group
Comprehension Focus Group
Guided Reading Focus Group

English (with RD)
Maths (with JW)
Physical Education (with JW)
ICT (with JW)

Mental Maths starter session (by DT)
Maths general starter (by JW)
40


SK1 Specific Subject Knowledge & Related Issues Q26a, Q26b,
SK3 Medium & Long Term Planning Q27, Q28
SK4 Monitoring & Assessment
SK5 Recording & Reporting
SK6 Encouraging Reflective Practice
SP1 Lesson Planning
SP3 Marking Strategies
SP6 The Use of Data – Monitoring & Assessment
Procedures
AT5 Writing Reports
Core training
Marking and levelling of work: To include marking, moderation, scaffolding, assessment and APP Q26a, Q26b,
Q27, Q28
Report writing Q27
Arthur: section 7, units 7.1 & 7.2
‘Active Learning Through Formative Assessment’ (chapter 7) Shirley Clarke

Y3 PPA – An introduction to Y3 marking in English and Maths
41
Y3 Team Meeting – Initial feedback on new weekly group focus sessions
Pastoral activities
Portfolio meeting with Emma Gibbons at Ferrers College
Dance production by Christopher Hatton school students

Y3 English with JW

PE (Gymnastics) by JW
Maths (OMS) by DT
42


SK6 Encouraging Reflective Practice SP4 Teaching & Learning Strategies Q3a, Q3b, Q1,
AT7 Risk Assessments SP5 Classroom/Time Management Q2, Q10, Q30,
SP7 Preparation & Use of Resources Including ICT Q31
PD1 How Pupils’ Learning is Affected By Socio/Cultural
Factors
PD2 Supporting Pupils With Special Needs
PD3 Supporting Gifted & Talented
Core training
Teaching Beginners to Swim Q14, Q15, Q22
ASA Module 1 Swimming for Teachers Q14, Q15, Q22
Planning trips and visits, to include risk assessments Q3a, Q3b
Managing challenging behaviour Q1, Q2, Q10,
Q30, Q31

Y3 PPA – Evaluating & reviewing mid-term plans
Y3 Team Meeting – Evaluating & reviewing mid-term plans
Pastoral activities
Accompanying Y6 on their recycling centre field trip
43

Y3 English with JW
Y3 Maths with JW

Maths OMS by JW
Maths (whole lesson) by DT
44

Week beginning: 31st January 2011

AT3 Applications For Teaching Posts SP1 Lesson Planning Q7a, Q7b, Q14,
SK1 Specific Subject Knowledge & Related Issues SP4 Teaching & Learning Strategies Q15, Q18, Q22,
SK6 Encouraging Reflective Practice SP7 Preparation & Use of Resources Including ICT Q10, Q29
SP7 Preparation & use of Resources Including ICT
Core training
Job applications: Letters of application and CVs Q7a, Q7b
Modern Foreign Languages Q14, Q15, Q18,
Q22
Q29
Arthur: section 4, unit 4.4 & section 9, unit 9.1
Hayes: part 1, chapter 1 p.24-29 & part 3, chapter 10

All staff meeting – Preparing for an OFSTED visit

Y3 Team Meeting – Mental maths assessment strategies
Y3 PPA session
Pastoral activities
Y3 ‘Singing Together’ class
Playtime duty
Lunchtime duty cover
45

Y6 Maths lesson, GB observed DT
Y3 English lesson, GB observed JW

Y3 English lesson (by JW)
Y3 Maths lesson (by JW)
Y3 PE lesson (by JW)
Y3 Maths OMS starter (by DT)
46

Week beginning: 7th February 2011

AT1 Professional Conduct, Roles & Responsibilities SK4 Monitoring and Assessment Q3a, Q3b, Q4,
SP3 Marking Strategies SK5 Recording and Reporting Q5, Q6, Q13,
SP6 Use of Data Monitoring & Assessment Procedures Q26b
Core training
Key Stage 1 Teaching Basketball Q3a, Q3b, Q4,
Role of the governor Q5, Q6, Q20
ITP – Working Session Q13, Q26b
Data: To include target setting, Raise Online, assessment, Fischer Family Trust and Personalised Learning
Arthur: section 8, unit 8.2 p.383-384
Hayes: part 1, chapters 1, 2 & 3 and part 3, chapter 3 p.115-118
‘Making a Good Impression’, CV and interview tips for international educators

All staff meeting – APP levelling in English

Meeting and observation within school DSP (Designated Special Provision) unit
Y3 PPA session
Teaching English x3
Teaching Maths x3
Teaching PE
Teaching ICT
Pastoral activities
Covering Y3 class during JW absence 10.02.2011
Lunchtime duty cover
Y3 ‘Singing together’ session
47
Afternoon session in the DSP

Maths 08.02.2011 (observation by JW)
English, with IT element 09.02.2011 (observation by JW)
48


SK6 Encouraging Reflective Practice SP1 Lesson Planning Q7a, Q7b, Q8,
SK7 The National Curriculum & National strategies SP4 Teaching & Learning Strategies Q25a-c, Q4,
AT1 Professional Conduct & Reflective Practice Q6, Q20, Q10,
AT6 Collaborative Practice Q14, Q15, Q29
Core training
Key Stage 1 Gymnastics and PE Q7a, Q7b
How schools run: To include school councils, governors and parents’ involvement Q8, Q25a-c
Core Topic discussions Q4, Q6, Q20
Report writing Q10, Q14, Q15,
Q29

Whole staff meeting – APP levelling in English (part 2)

Taught Maths
Taught Art
Taught P.E
Pastoral activities
Attended interview for Haileybury Astana International School, Kazakhstan
Y3 Singing together music class
Skype interview with The English College, Bogota, Colombia
49
n/a

n/a
50


AT6 Collaborative Working SP1 Lesson Planning Q7a, Q7b, Q8,
SK1 Specific Subject Knowledge and Related Issues SP4 Teaching and Learning Strategies Q25a-c, Q1,
SK6 Encouraging Reflective Practice PD4 Supporting EAL Students Q2, Q5, Q10,
SK7 The National Curriculum and National Strategies PD5 Every Child Matters Q33
SP4 Teaching and Learning Strategies PD6 Inclusion and Diversity
SP7 Preparation and Use of Resources Including ICT PD7 Pupils’ Behaviour
Core training
Review of second placement; Review of ITPs re emerging needs Q8, Q25a-c
An introduction to EAL Q7a
Q1, Q2, Q5,
Q10, Q33
Guidance to accompany the Professional standards for QTS and requirements for initial teacher training
TENITTC documentation
Arthur: section 6, unit 6.5 p.331-341
“A Language in Common” National Curriculum, 2000

Y1 PPA Meeting
Pastoral activities
Lunch playtime duty
Y1&2 Singing assembly
51

n/a – first week with new class given as a ‘settling in and observing’ week.
52

Week beginning: 7th March 2011

AT7 Risk Assessments Q3a, q3B, Q30,
SK6 Encouraging Reflective Practice Q10, Q14, Q15,
SK7 The National Curriculum and National Strategies Q29
SP4 Teaching and Learning Strategies
SP7 Preparation and Use of Resources Including ICT
Core training
Emergency First Aid at Work Q3a, Q3b, Q30

Materials to be supplied by trainer

‘The Classroom Charter’ all-staff meeting

Y1 PPA Meeting
Covered for teacher absence (Tues 8th Mar)
Taught Phonics
Taught Literacy
Taught Maths
Taught History
Pastoral activities
TENITTC Progress meeting with Jane Joyce
Y1 ‘Wow Day!’ – GB was Samuel Pepys for the day (roleplaying and hotseating)
Y1 & Y2 Singing assembly
Skype job interview for the Anglo-Colombiano International School, Bogota
53

Y1 Literacy
Y1 Numeracy
Y1 History

Y1 History (observed by SB)
Y1 Maths (observed by SB)
54


SK1 Specific Subject Knowledge and Related Issues PD1 How Pupils’ Learning is Affected By Socio/Cultural Q1, Q10, Q30,
SK6 Encouraging Reflective Practice Factors Q31, Q14, Q15,
PD2 Supporting Pupils With Special Educational Needs Q22
PD3 Supporting Gifted and Talented Pupils
SP1 Lesson Planning
Core training
De-escalation techniques Q1, Q10, Q30,
Q31
Music Q14, Q15, Q22
Arthur: section 3, unit 3.3 and section 4, unit 4.4
Hayes: part 1, chapter 1 p.24-29 and part 2, chapter 8

Y1 PPA Meeting
Taught Y1 R.E
Taught Y1 Phonics x2
Taught Y1 Literacy x2
Pastoral activities
Register
55
Storytime

Y1 Numeracy x2
Y1 D.T

Y1 R.E (observed by SB)
Y1 Literacy (observed by JH)
56

Week beginning: 21st March 2011

SK6 Encouraging Reflective Practice SP5 Classroom/Time Management Q1, Q10, Q30,
SK7 The National Curriculum and National Strategies PD1 How Pupils Learning is Affected By Socio/Cultural Q31, Q14, Q15,
SP4 Teaching and Learning Strategies Factors Q29
SP7 Preparation and Use of Resources Including ICT PD2 Supporting Pupils With Special Educational Needs
PD3 Supporting Gifted & Talented Pupils
Core training
De-escalation techniques Q1, Q10, Q30,
Q31
Q29

Parents Evening (Tues & Weds)

Y1 PPA Meeting
Taught Y1 Maths
Taught Y1 Science
Pastoral activities
Register
Storytime
Y1 “Open day” (parents to come in and observe/view work)
Open visit at Upton Primary School, Northampton (re teaching positions)
57

Y1 Numeracy
Y1 R.E
Y1 Literacy
Y2 “Big Writing” at Raunds Park Junior School

Y1 Maths
Y1 Science
58


SK1 Specific Subject Knowledge and Related Issues SP1 Lesson Planning Q14, Q15, Q22
SK6 Encouraging Reflective Practice SP4 Teaching and Learning Strategies
SK7 The National Curriculum and National Strategies SP7 Preparation and Use of Resources Including ICT
Core training
The Holocaust Education Trust
Art and Design Q14, Q15, Q22
Design and Technology Q14, Q15, Q22
Arthur: section 4, unit 4.4, section 6, unit 6.3, section 9, units 9.1 & 9.3

All-staff meeting: ICT in the classroom

Y1 PPA Meeting
Progress meeting with KD and JH
Taught Guided Reading x2
Taught Literacy x2
Taught Numeracy
Taught P.E
Taught Phonics
Pastoral activities
Register
Storytime

59
Y2 R.E taught by AW (AFL focus)
Y1 Literacy x2
Y2 Science and electricity class assembly

Y1 Literacy (KD observed)
Y1 Literacy (SW observed)
60

Week beginning: 4th April 2011

SK1 Subject Specific Knowledge and Related Issues SP1 Lesson Planning Q14, Q15, Q22,
SK6 Encouraging Reflective Practice SP4 Teaching and Learning Strategies Q7b, Q9, Q7a,
AT6 Collaborative Working SP7 Preparation and Use of Resources Including ICT Q10, Q29
SK7 The National Curriculum and National Strategies
Core training
Key Stage 2 Curriculum Games Q14, Q15, Q22
Career Entry Development Profile; Transition Point 1 Q7b, Q9
Q29
Guidance to accompany the Professional Standards for QTS and requirements for ITT

AFL tutorial w/Su Barnard at Raunds Manor

Y1 PPA Meeting
All-staff meeting: Moderation in D&T
Taught Numeracy x2
Pastoral activities
Register
Storytime
Class 5 “Great Fire of London” class assembly
6th form talks re Post 16 opportunities at The Duston School

61
Y1 Literacy
Y1 P.E

Y1 Numeracy by KD
Y1 Numeracy by EW
62

SK6 Encouraging Reflective Practice Q7a, Q7b
AT3 Application for Teaching Post
Core training
Arrangements for the final assessment; Building trainee files Q7a, Q7b
Week beginning: 26th April 2011

Guidance to accompany the Professional Standards for QTS and requirements for ITT

All-staff Meeting: The New R.E Syllabus

Foundation PPA Meeting.
Taught PSRN.
Pastoral activities
Foundation “street party” (Royal Wedding activities)
String Quartet visit to school.

n/a

n/a
63
GRADUATE TEACHER TRAINEE: INDIVIDUAL TRAINING PLAN 2010-2011

n/a – GB off school due to sickness. n/a – GB off school due to sickness.
Core training
NQT Induction Q7b
Stanwick Lakes

Arthur: section 3, unit 3.6 and section 9, units 9.1 & 9.3
Week beginning: 3rd May 2011


n/a – GB off school due to sickness.

Pastoral activities


64

n/a – GB off school due to sickness. n/a – GB off school due to sickness.
Core training
Educational enrichment: To include resources, speakers, visitors and links with other schools
Portfolio appointments: Trainee files and the lesson for final assessment Q7a, Q7b

Arthur: section 3, units 3.6 & section 6, unit 6.3 and section 8, unit 8.1
Week beginning: 9th May 2011


Pastoral activities


65

Core training

Week beginning: 16th May 2011


Pastoral activities


66

Core training

Week beginning: 23rd May 2011
“The trouble with innovation in education”, (Valerie Strauss)

Up-dated school healthy eating policy.

Staff Meeting: Foundation team planning meeting.
Taught Art (Castle painting)
Taught ICT (Blogging)
Taught CLL (Poster making)
Pastoral activities
Register.
Storytime during ‘parent reading’ session.

Foundation Music Lessons.

EW observed Foundation CLL 24/05/2011.
67

n/a n/a
Core training
n/a

n/a
Week beginning: 6th June 2011

06/06/2011 Training Day: Report Writing.
07/06/2011 All-staff meeting: ICT Moderation.

n/a
Pastoral activities
School visit by the owl sanctuary.

n/a

08/06/2011 – Final assessment observation, observed by Emma Gibbons & Julia Underwood.
68

n/a n/a
Core training
n/a

n/a

n/a

n/a
Pastoral activities
n/a

n/a

n/a
69

n/a n/a
Core training
Key Stage 1 Dance: Literacy Q14, Q15, Q22

n/a

n/a

n/a
Pastoral activities
n/a

n/a

n/a
70

n/a n/a
Core training
End of course celebration, including release of assessment paperwork; End of course evaluation.

n/a

n/a

n/a
Pastoral activities
n/a

n/a

n/a
71

n/a n/a
Core training
n/a

n/a
Week beginning: 4th July 2011

n/a

n/a
Pastoral activities
n/a

n/a

n/a
72

n/a n/a
Core training
n/a

n/a

n/a

n/a
Pastoral activities
n/a

n/a

n/a
73

n/a n/a
Core training
n/a

n/a

n/a

n/a
Pastoral activities
n/a

n/a

n/a
74

ITP Glenn Billingham

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ITP Glenn Billingham

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The East Northamptonshire Initial Teacher Training College: Graduate

Teacher Training Programme – Individual Training Plan

Individual Training Plan – Glenn Billingham

Date Training activities Standards

Academic reading and research

Summer reading for assignment one

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT Q3a, Q10, Q14,

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus) Q9 each week

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Pastoral activities Q16

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training

Observations by GTT (staff/focus)

Observations of GTT (staff/focus)

Date Training activities Standards

Core SKfT Subject specific SKfT

Wider school based training

School based subject specific training