• Introduction to the Teachers’ Standards; the role of the teacher and professionalism;
• Monitoring progress towards the Teachers’ Standards;
• Introduction to the National Curriculum for KS1 and KS2 and curriculum requirements and expectations in EYFS and KS3;
• Using observation in classrooms to inform practice;
• Preparation for school-based learning;
• Safeguarding and Child Protection;
• Articulacy and the use of the voice;
• Behaviour Management;
• Classroom management and organisation;
• Planning and assessing;
• Using data to set targets and monitor progress;
• Differentiation;
• Inclusion and Diversity;
• SEN and Disability;
• Working with additional adults;
• Working with parents and carers;
• Planning and risk assessing educational visits;
• PSHE; Spiritual, Moral, Social and Cultural development;
• Responding to bullying;
• Reflecting on professional practice through Action Learning Groups;
• Developing a personal philosophy of learning and teaching;
• Careers guidance;
• Preparation for induction year.

Elements common to all subjects:  

• Development of associate teachers’ subject content knowledge;
• The nature and aims of the subject within the curriculum;
• Knowledge of a range of current approaches to the teaching of the subject;
• An introduction to the Programmes of Study within the National Curriculum (for National Curriculum subjects);
• Promoting Behaviour Management and engagement within the subject;
• Health and Safety issues relevant to the teaching of the subject;
• Assessment for Learning and Planning for Progression within the subject;
• Subject-specific Learning to Learn approaches;
• SEND, English as an Additional Language, Diversity and Equality within the subject;
• The use of computing to enhance learning and teaching;
• Curriculum in EYFS and KS3.

In addition, for individual subjects: 

English

• Spoken English  – with an emphasis on the use of standard English;
• Reading : Systematic Synthetic phonics as the prime approach to teaching word - reading/decoding;   reading comprehension;  reading for pleasure;
• Writing  – Spelling, handwriting, composition, vocabulary, grammar  and punctuation;
• Drama conventions;
• Planning and assessment in English.

Mathematics  

• What is effective mathematical pedagogy in the Primary school?
• Principles underpinning the teaching of mathematics in the Primary years;
• Overview of curriculum documentation for National Curriculum Key Stage One and Key Stage Two. Current legal requirements;
• Number recognition and counting;
• Introduction to place value;
• Fractions and decimals;
• Teaching number operations. Strategies and approaches;
• Geometry;
• Algebra;
• Measure;
• Taking mathematics outdoors – learning through experience and context;
• Handling Data.

 Science

• The nature of science and scientific enquiry in the Primary curriculum
• Materials and their Properties
• Earth and Beyond
• Forces
• Sound
• Light
• Electricity
• Life Processes

Indicative content:

• Extended Computing study and project;
• Extended SEN study;
• The role of the subject leader in school; subject leader research and presentation;
• Learning outside the classroom; residential education;
• Drama across the curriculum;
• Extended EAL study;
• Individualised professional development opportunities.

Preparation for the period of school based professional training and reflection on learning sessions to include but is not limited to:

• Observing legislation in practice.  The National Curriculum; team teaching - principles and practice.
• Using school data, tracking and assessment to identify gaps in achievement and potential barriers to learning.
• Applying the statutory frameworks to plan a series of lessons which show challenge and progression.
• The unique child - planning for inclusion and addressing factors that impact on learning with a focus on children with additional needs and evidenced in child profiles.
• Whole class medium and short term planning and assessment.
• Assessing children's learning formatively and summatively.
• Behaviour management strategies.
• Managing the work of others to support learning.
• Communicating with parents and carers.

Associate teachers will undertake a range of activities in schools or educational settings.  The school-based professional training will enable ATs to undertake activities which will enhance their understanding of the Teachers' Standards.

Teachers' Standards Part 1: 1, 2, 3, 4, 5, 6, 7, 8

Part 2: A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  Teachers must have proper and professional regard for ethos, policies, and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.  Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

 1.    What is assessment and what are the issues associated with it? The nature of assessment; issues in assessment of learning (e.g. bias; validity; ethics; inclusion).

2.    What are the summative assessment and reporting procedures and arrangements, and what purpose do they serve? Critical examination of summative assessment and reporting arrangements.

3.    What research-informed approaches to assessment are there? Assessment for Learning/Assessment to Learn – overview and critical exploration; Key Aspects of Formative Assessment for Learning and their application (e.g. effective questioning, self, and peer assessment).

4.    Does effective monitoring underpin assessment procedures and how do schools develop this process in their staff? Key aspects of monitoring and recording.

5.    What are the processes involved in effective feedback? Focusing on the research and critical reflection on practice. Consideration of the term ‘feed forward’.

6.    Is assessment always inclusive? Discussion focusing on issues relating to SEN; EAL; gifted and talented; other vulnerable groups.

7.    Can technology enhance assessment? Discussion relating to the uses of technology to enhance assessment; critical evaluation of given examples.

8.    How do you assess in a given situation? Designing assessment methods and strategies for given contexts. 

This module allows Associate Teachers to explore their preferred learning and teaching philosophy, to learn about different pedagogies and to relate this to what they see happening in school. Its contents will include but are not limited to:

• The Nature and Purpose of Education
• Approaches to and theoretical constructs for reflective and reflexive practice.
• The development of a personal philosophy of the subject discipline and of themselves as teachers/practitioners.
• Teaching, learning theory and pedagogical perspectives.
• Child Development and Learning concepts
• Reflection on different types of pedagogies in relation to different age phases and subject areas.
• What, and who, influences the curriculum?  An investigation of the socio-political and historical influences upon the curriculum in England. 
• Should a curriculum be aims or content led?  A consideration of the various definitions of curriculum and the relative importance of subjects and aims.
• What can we learn from recent reviews of the National Curriculum and an analysis of the current National Curriculum?