6.1a: What you will learn
5 minutes (10 minutes with video)
- Look over the statements covered in this Block.
- Watch the video, which introduces what you will learn in this Block and why it is important.
- Take your reflections, and any questions you have, to discuss in your first mentor session.
In this Block, you will learn the following:
|1.5 A culture of mutual trust and respect supports effective relationships.|
|1.6 High quality teaching has a long-term positive effect on pupils’ life chances, particularly for children from disadvantaged backgrounds.|
|5.7 Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.|
|7.7 Pupils’ investment in learning is also driven by their prior experiences and perceptions of success and failure.|
|8.3 Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues.|
|8.4 Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour and academic success.|
|8.5 Teaching assistants (TAs) can support pupils more effectively when they are prepared for lessons by teachers, and when TAs supplement rather than replace support from teachers.|
|8.6 SENCOs, pastoral leaders, careers advisors and other specialist colleagues also have valuable expertise and can ensure that appropriate support is in place for pupils.|
|Learn how to|
|Communicate a belief in the academic potential of all pupils, by:|
|1d Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).|
|Develop an understanding of different pupil needs, by:|
|5c Working closely with the Special Educational Needs Co-ordinator (SENCO) and special education professionals and the Designated Safeguarding Lead.|
|5d Using the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively.|
|Provide opportunity for all pupils to experience success, by:|
|5g Making effective use of teaching assistants.|
|Build trusting relationships, by:|
|7k Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.|
|7l Responding consistently to pupil behaviour.|
|Motivate pupils, by:|
|7n Providing opportunities for pupils to articulate their long-term goals and helping them to see how these are related to their success in school.|
|Develop as a professional by:|
|8e Reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.|
|Build effective working relationships, by:|
|8h Communicating with parents and carers proactively and making effective use of parents’ evenings to engage parents and carers in their children’s schooling.|
|8i Working closely with the SENCO and other professionals supporting pupils with additional needs, making explicit links between interventions delivered outside of lessons with classroom teaching.|
|8j Sharing the intended lesson outcomes with teaching assistants ahead of lessons.|
|8k Ensuring that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher.|
|Manage workload and wellbeing, by:|
|8m Using and personalising systems and routines to support efficient time and task management.|
|8o Collaborating with colleagues to share the load of planning and preparation and making use of shared resources (e.g. textbooks).|
|8p Protecting time for rest and recovery.|
6.1b: Video introduction to the Block
5 minutes (10 minutes with 6.1a)
- Watch the video.
- The video outlines what you will cover in this Block.
It is a fact that high-quality teaching has a long-term positive effect on pupils’ life chances; the progress you have made as an effective teacher, and continue to make, will support your pupils long after they leave your classroom. Some of your pupils have very specific needs such as special educational needs, others need additional support to overcome disadvantage; all should be treated as individuals who will learn and can achieve success if they are given the right support. Teachers can support all pupils to experience success; we can influence pupils’ resilience and their beliefs about their own ability. This can be done by seeking opportunities to engage parents and carers, and by working with families and colleagues to better understand pupils’ individual circumstances. How we as teachers work with other people is a really important part of our roles.
This Block will help you develop your work with other professionals to achieve the best outcomes for children. It will look at how a culture of mutual trust and respect supports you to build effective relationships with parents, carers and families and help you to understand how these relationships can be used to improve pupils’ motivation, behaviour and academic success.
Schools are unique communities that offer a wide range of opportunities for pupils and staff. You may be starting to feel an integrated member of the school community, with your own networks of colleagues and classes who you have come to know well. Now is a good time to think about how you can contribute further and benefit from taking part in more aspects of school life. It is also the perfect time to reflect on how you might further develop strategies next year to manage your workload and wellbeing and think about who else you might want to build relationships with to support this goal.
This Block builds on everything you have learned so far about effective classroom practice, subject knowledge, assessment and feedback, curriculum planning and adaptive teaching. Throughout this year you have been seeking to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning, as an essential part of teaching. Have you done this effectively? What impact has it had? Have you used the knowledge of other people involved in each pupil’s learning, including parents?
Now is a time to look back at your first year and reflect on the interactions you have had, and the relationships you have built with pupils, with families and with other professionals, such as your SENCO and Teaching Assistants. How have these interactions helped pupils’ learning? This might have been through supporting you to improve your pedagogical and subject knowledge, or through adapting your teaching to pupils’ individual needs. It is also a good opportunity to look forward to how you will continue to build these relationships to support your practice and improve pupil learning.
You will be supported to develop your knowledge and understanding of these key areas through the self-directed study material you find here on the portal. You will also have opportunities to discuss key ideas and deepen your understanding with colleagues and peers. Finally, you will work with your mentor to integrate your learning from theory into practice.