Providers must sequence the content logically to provide trainees with a coherent curriculum.
There is a strong emphasis on behaviour management, subject knowledge and quality-first teaching for all pupils in the framework.
The ITT Core Content Framework, in conjunction with the Early Career Framework, provides early career teachers with a coherent programme of professional development in the early stages of their careers.
Classroom example
An ITT provider developed a working party to develop its ITT curriculum. The group included ITT tutors, mentors and trainees. A series of meetings enabled the group to explore the ITT Core Content Framework, the national curriculum and the Teachers’ Standards. The group worked collaboratively to plan a well-sequenced ITT curriculum, which was then implemented the following year. Essentially, the curriculum identified what specific content would be taught in the university and what content would be taught by mentors in schools. The group also had responsibility for developing a series of directed self-study tasks that trainees were required to complete in their own time.
Examples of what good practice in curriculum sequencing looks like in the classroom
Providers will be required to make decisions about how to sequence curriculum content so that trainees progressively develop their knowledge across the duration of their ITT programme. The following examples will support providers to begin this process. We have divided the ITT programme into three phases. On a postgraduate programme, this will be term 1, term 2 and term 3. On an undergraduate ITT programme, each phase will represent one year of the course.
Systematic synthetic phonics
Reading
Writing
Mathematics
Science
Physical education
Art and design
Music
Design and technology
Assessment
Behaviour management
Special Educational Needs and Disability
History
Geography
Computing
Primary languages
These examples of curriculum sequencing are illustrative examples only. They do not necessarily address the full scope of the relevant Teachers’ Standards. They have been included here to prompt debate and discussion about curriculum sequencing.
Summary
This chapter has introduced the ITT Core Content Framework and the minimum entitlements it provides to all trainee teachers. The underpinning research has been outlined and the implications for mentors have been discussed. However, it is essential that ITT providers remember that the framework does not set out the full ITT curriculum for trainee teachers. Individual providers must still design curricula that are appropriate for the subject, phase and age range that trainees will be teaching. It is therefore crucially important that providers ensure that trainees have the foundational knowledge and skill that is required to access and understand the content within the framework. Furthermore, providers must craft the requirements of the framework into a coherently sequenced programme that supports trainees to be successful in the classroom. This means that providers must ensure that their curricula provide for the full entitlement defined by the framework as well as additional knowledge and understanding of required understanding of required theory, research and practice.
1 High expectations
In this chapter
It is essential that teachers have high expectations of all pupils. Teachers’ beliefs in relation to their pupils and what they can achieve can have a substantial impact on pupil learning. These beliefs are also likely to influence pedagogical approaches and the extent to which pupils are exposed to cognitively demanding experiences and advanced learning opportunities. To support your understanding, this chapter reviews existing research on pedagogy, and teaching and learning, and it offers some practical guidance in relation to professional practice. It also outlines the importance of demonstrating high standards of professional behaviour and your role to foster pupils’ well-being, motivation and behaviour.
Key research
According to Coe et al. (2014), evidence of pedagogical approaches that produce a strong impact on children’s progress
include elements such as effective questioning and use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills securely and progressively introducing new learning (scaffolding) are also elements of high-quality instruction.
(Coe et al., 2014, pp2–3)
These teaching strategies will impact most positively on your pupils. It is essential that you have high expectations of every child, irrespective of their social background or other circumstances. Children will rise to your expectations. If your expectations are too low, they will underachieve. It is important that you foster a sense of self-belief in children. There might be aspects of subject content that they struggle to master initially. However, it is your role to help them to recognise that with continued effort and persistence they will be able to master that content and achieve to a high level.
Your lessons should include appropriate