Pathway: Business. Introductions CG43 28th Sept

Keynote session: Orientation, introductions, the week ahead, planning for learning in business.

Key Questions: How do I pass this course? How do I become an outstanding teacher?

Workshop activites: Ice Breaker and post its. Getting to know names, pairs. Intro, name, what brought them here, fears, incongruous experience.

SE1 hand out. Contact schools. Research your placement. Visit, dash board, dress code.

Follow up activites: Pupil centred work. Designing a worksheet. Planning a paired mini lesson (1st Oct.) Planning a mini lesson (for 2nd Oct) Investigating a syllabus (6th Oct)

TS: 3, 4.

Key Reading: Secondary Wiki, Huggett: GCSE Business, Capel Leask and Turner: Planning (part 2.2)

Pathway: Business. An introduction to Business, Enterprise and Economics CG82 29th Sept

Key Note Session: What do business teachers teach? Teaching 14 to 19. The range of Syllabi. Academic and Vocational (30) 9.30 to 10.00

Key Questions: How must my pupils do to succeed?

Workshop activities: Presentation and lesson Prep (2.00) 10.00 to 10.30 and 11.00 to 12.30

Presenting the worksheet and making a judgement on efficacy 2.00 to 3.30

TS: 3, 4,

Key reading: Davis and Brant, Part 1, AQA syllabus, GCSE and A level Business, Edexcel business syllabuses, BTec level 2 unit guide.

Pathway: Business. Why teach Business, Enterprise and Economics. CG82 30th Sept

Key note session: Why Teach BEE? What is the perspective of; the citizen, the entrepreneur, the consumer? Why teach business over the liberal arts?

Key Question: How can we justify the teaching of our subject? In the workshop we peer assess; what have we learned from how this was organised and its impact on our assignment that we can apply to our teaching of pupils?

Workshop: peer review of the pre course task. Offering advice and feedback. Acting on advice and feedback.

Library Subject Literature workshop for Business/Econ 1.30 to 3.00 S112

TS: 3, 4.

Key Reading: Peters and Brant: Part 1.

Pathway: Business. 6th form teaching and motivating pupils CG82 1st October.

Keynote session: Motivating pupils and understanding baseline data (ALICE)

Key questions: what do pupils expect of their teacher? How does a teacher know they are doing well? How are lessons assessed?

Workshop session: Prep time for mini lessons. How to assess lessons? (1.30) 11.00 to 12.30.

Follow up session: Paired mini lessons (2.00) 1.30 to 3.30

TS; 3, 2, 4, 6.

Key reading: Capel Leask and Turner part 6.1. Paul Ginns: The teachers toolkit.

Pathway: Business. Professional development and planning and teaching. CG82 2nd October

Keynote sessions: What is expected of me at school? My professional association is the EBEA.

Key Questions. What makes me a professional? What is professional subject development?

Workshop session: Final prep for mini lessons and course admin to EBEA 11.00.

Follow up sessions: Individual Mini lessons and analysis (4.00) 11.00 to 12.30 (lunch) 1.00 to 3.30.

TS: Part 2, 3, 4.

Key Reading: Trevor Wright; How to be a brilliant trainee. School website and ofstead report.

Pathway: Business/economics. Current Syllabi. 6th October.

Key Note Session: Syllabus, content and assessment: Business, Enterprise, Economics, et al

Key Questions: What I will teach? Why differences in assessment strategies? Are exams and coursework comparable?

Workshop session: Trainees business/econ syllabi presentations. What is covered? How is it assessed? What are the pros and cons of each syllabus?

Follow up session:

Teaching Economics; A review of the AQA A level syllabus, preparing for the economics task for 12 th October.

Preparing for SBT1. Admin the teaching standards and expectations in school.

TS: 3, 6, 4, 8

Key reading

Economics Task Sheet One

An important part of the pathway session through to January will be for you to develop your confidence in economics subject knowledge and economics teaching.

Over the weeks we will focus deeply on a few key concepts in the Economics syllabus thus developing our understanding of the concepts, understanding what pupils need to demonstrate and know to ensure success and developing clear ideas of how to plan and teach these concepts. We will learn how these concepts are assessed and how to mark these assessments.

Introductory distance learning task

Make your own notes and answers to the following questions

What is Economics? What is economic methodology?

What is the Economic Problem?

Frame your thinking in terms of what pupils need to know and be able to do up to an AS level of understanding.

Reading and sources.

Reading: Your key reading is the AQA A level Economics syllabus (specification starting Sept 2015) and all the related resources as found on the AQA website. Pay particular attention to the subject content in the specification (Follow the A/S subject content at a glance link and that should get you to page 12.) and to the other support materials available including the scheme of work. (you will find many references to very useful resources in the scheme of work including A level text, utube clips and tutor to you sources.)

Watch: The video. ‘the future of food-part one’ as referenced in the scheme of work.

Ask: If Economics is taught at your school ask to see it being taught (or if you are already confident in the subject ask if you can have economics on your timetable.)

Discuss: the questions above with your economics/business colleagues in your SBT1 school.

Use: the online and hard copy resources in the University (there are many Economics text books in the basement teachers resource room) and any resources or books you can borrow in your school (be polite here!)

On the following pathway session bring your notes and be prepared to answer questions and participate in activities built around these concepts.

Pathway: Economics 1. Teaching Key Concepts Date: 12th Oct 2015

Keynote session: What is Economics?

Key questions to consider:

What will be covered in the Economics strand of the pathway sessions?

What knowledge, skills and understanding should a pupil have to ensure success in Economics?

How should economics be taught?

Workshop activities:

A review of the AQA syllabus and resources

Games as an aid to understanding

Follow up task:

Develop subject knowledge of Price Determination in a Competitive Market. For mini teaching tasks 9th November.

Visit the Bank of England education website in preparation for the visit on the 26th October. Consider questions you may ask about the bank and the economy during the visit.

Start collecting any resources, (articles, new clips, ads, data/stats.) which may be useful as the basis of any teaching you anticipate doing in SBT1.

Teacher resources: Syllabus, Housing Game, Trainee mini lesson on Scarcity and Choice,

TS: 3, 4, 7.

Key reading:

Alain Anderton: Economics 2012. Causeway Press. AQA SOW resources inc BBC ‘Future of Food’

NB

Opening session from 9.30 to 12.30 is trainee mini lessons. Emma, Ahsanur, Masood and Rianne. And trainee syllabi feedback. Also, feedback on SBT1.

1.30 to 2.00. What is Economics?

Review syllabus and resources available. How can this help us to teach smart?

Compare Economics AOs to Business AOs.

Look at the three pillars of success.

Consider: similarity between business and economics is the importance of general knowledge of current affairs, dissimilarity is the numeracy pillar.

2.00 to 3.00. How can you teach scarcity and choice?

The Housing Game/ Scarcity and Choice mini lesson.

3.00 to 3.30. Current resources. How can ‘future of food’ be used? (link to supply and demand) next week and questions

Pathway: Economics 2. The Economics/Business visit Date: 26th Oct 2015

Keynote session:

Keeping on an even keel

Key questions to consider:

How does the bank of England help to maintain stability in the market?

Where does this fit into the Economics syllabus?

What can be done to make this visit more effective for business and economics students?

Workshop Activity

Visit the Bank of England museum to consider it and the resources available in terms of aiding pupil learning.

Follow up Activity Complete SK Audit

TS: 3, 7.

Plan a mini lesson for units 1 and 2 of the syllabus equipping pupils to answer/do a particular question/assignment. (in pairs)

Pairs for 9th Nov task

Alla AHMED Positive and Normative Economics

Moshin MAHMOOD

Ruksana BEGUM Factors determining demand for goods

Chirstopher FIELDSTEAD

Rianne DILLON Supply curve

Ciara MCCUTCHEON

Laura POWELL-ODABASHY demand curve

Lisa GILL

Sandra GARCIA MERCADO Equilibrium

Hodan SALAH

Masood SAKHI elasticity

Sophie BEAUMONT

Emma NATOLIE Normal and inferior goodsDeidre O'REILLY

Abdul QAYUM Elasticity calculation

Ahsanur RAHMAN

Pathway: Economics 3. Teaching for assessment; Price determination Date: 9th Nov 2015

Keynote session:

Trainees in pairs plan and teach an eight minute economics mini lesson that is assessed by a question after the lesson. Trainees need to supply the question pupils are working towards. Mini lessons on: Positive and Normative economics, factors determining demand for goods, supply curve, demand curve, equilibrium, elasticity, normal and inferior goods, elasticity calculation.

All assessment must have an element of numerical/graphical skills, some, (supply curve, demand curve, equilibrium, elasticity calculation must be mostly numerical/graphical.)

Key questions to consider: What impact does assessment have on teaching and planning?

Workshop Activity

Individual tutorials.

Plan for week 5 of SBT1

TS: 3, 2, 4.

Long term follow up Activity

Develop subject knowledge of Market mechanism, market failure and government interventions in markets.

Download/print and review the AQA A/S sample paper 1 and mark scheme. Is study the of units 1,2 and 5 sufficient to pass this exam paper? Or Prepare to teach mini lessons on a subject relevant to one of these units. (for 14th March)

Short term follow up activity: To bring in:

Lesson plan/plans you are working on.

Could you also bring in examples of resources you have developed that are aimed at A* pupils, C grade pupils and least able pupils. (this may not be one resource aimed at all but a resource aimed at a particular group.)

Pathway: Business/Economics. Pupil Progress. 23rd Nov 2015

Keynote session: How do you know your pupils are making progress? Pupil Progression/Assessment/Peer assessment/Levels/Pupil awareness of progression

Keynote questions; How can assessment enhance pupils’ progress?

Session outcome:

Understand Bloomsian Levels and can create levels where needed in mark schemes.

Can apply levels and assessment objectives to planning a lesson

Can incorporate levelled/targeted Questioning into their lessons.

Session outline:

9.30 to 9.45 Individual feedback on SE1, issues, SE2 placement.

Part 1. Levels of achievement, Understanding level

9.45. Start slide (stanborough inset.) Do first two slides. 3 mins to consider slide 2.

Feedback: Point of slide is that you can’t show progress unless you ask an appropriate questions set an appropriate task that has stretch in it.

Slide 3 and 4. Consider blooms and draw up answers for the below at C, B and A grade.

What strategies could Tesco employ to overcome the threat posed by discounters like Lidl.

Or a question relevant to work you are doing in your current school. To 10.10.

Feedback. To 10.30

Frame a marking scheme for your question. To 10.45.

Plenary: We need to understand the levels of achievement to be able to plan top grade lesssons.

Is peer marking a high level learning experience?

Video. Anita in Science. To 11.00

Break to 11.30.

Workshop session: Questioning.

Trainee’s apply new learning to own lesson planning.

Economics task reminder to prepare for test and peer marking on the 14th March. 3.1.1, 3.1.2, 3.1.5 (3.1.3 and 3.1.4)

TS: 2, 4, 5, 6,

Key reading; Inside the Black Box.

Pathway: Getting a job in a business/economics department 7th December.

Keynote session: The interview process in schools

Key Questions: Where do I find a job, how do I apply, what happens on the interview day, how do I get the job?

Workshop sessions: Reading and correcting a personal statement. Carrying out a mock interview.

Follow on sessions: Individual tutorials,

Ts; Part 2, 8.

Key Reading: TES Jobs section and advice for new teachers. Trade Union websites.

Pathway: A level Business Marking. 4th Jan 2016

Keynote Session: Marking an A level external exam. (this session will also help you to prepare pupils for exams.)

Key Questions: How are A level papers marked and moderated? How to they match up to the specification AOs? Can pupils be trained to be their own examiners? How can marking work help pupils to succeed in exams?

“You have all done essays in school and at university. You have probably prepared pupils for exams and given them tips (or seen your mentor give tips) on tackling essays in exams.) What essay tips have you heard or seen which you think are most helpful to pupils? (how could you test to see if they are helpful?)”

Workshop Session: The assistant examiners Meeting in July: (The preamble; describe the actuality of the first examiner meeting.)

Agreeing the process, marking the sample papers, moderation discussion, difficult decisions, agreeing the levels, agreeing the marks.

The paper is A level? One of three papers.

(see Spec at a glance. Note that A/S and A level taught at same time. Pupils who do AS can go onto to A level but they can’t ‘use their’ AS grades in UCAS etc. Schools seem to be planning to use the AS as a mock for those going onto do A level or as a test to see who goes onto do A level.)

Grade Boundaries 2014

A* A B C D E76 70 63 57 51 46 %

Total marks 100

Two hours:

About one minute per question.

MCQ 15 (15Mins)

Data response. 35 (35Mins tot: 45Mins)

Two essays. 50 (1Hr. 30 mins per essay plus 15mins to check over answers.)

(Could I start this session with the questions:

For B16i and ii. Teach them to be tidy. B18. The five min answer. B19. The nine minute answer.

C22. A short answer to an essay questions. It is worth having a go even with only a little time to go.

Reading the mark scheme.

Follow up session: Individual tutorials. Final targets for completion of SBT1

Pathway: Completing SBT1. 18th January

Keynote: Completion of ATS and a review of progress and jobs

Keynote questions: How well have I done? Did my pupils make progress? How do I know they made progress? Where are the gaps in my achievements? What have been my successes? Am I prepared for my ATS and for my SBT2?

Key Session: Individual tutorials all day.

Pathway: The Marking and Assessment Assignment 26th Jan

Keynote: An introduction to the M and A assignment

Key Questions: What is the M and A? How do I pass it? What is best practice in AfL? What is the key reading? How do I plan a SoW?

Key Session:

Review the M and A assignment. Review the lesson plan proforma and consider what goes into ‘evaluation of lesson’ and ‘context of lesson’ Consider how this will help the M and A final analysis of progress.

Follow up session: A review of best practice as seen in video: ‘Assessment for Learning’ a discussion of best practice as seen and practiced in SBT1. Library review of sources on AfL and reading list.

Pathway: Analysis of best practice in AfL 27th Jan

Keynote: A synthesis and anyalysis of best practice and your own practice so far.

Keynote questions: What is best practice? Does it apply to my practice so far?

Keynote session: To research and complete the following essay.

Outline best practice in AFL and evaluate these strategies and techniques in the light of your experience in schools. Justify your choice of assessment strategy using the best practice reading.

1000 words

Follow up session: Individual support and tutorials

Pathway: Subject Knowledge Audit/Completion of written task/ The M and A Proposal 28 th Jan

Keynote: A review of the SK audit expectations and targets/ The M and A Proposal and timescales.

Keynote Questions: How should I manage my SK audit? How should I manage dropbox? How does the SK audit impact on my weekly meetings? What is the M and A Proposal? What should I choose to do for my M and A? How does my reading for the written task impact on my proposal? How will the writing task help me complete my narrative analysis at the end of the M and A?

Keynote session: Completions of above tasks

Follow up session: individual tutorials. Seminar for those who missed the Tuesday session due to interviews etc.

Pathway: The M and A complete; 1st Feb.

Keynote: We will assess the AfL essays and I’ll make comments for further reading/work on these in prep for your M and A

We will work on the M and A proposals in prep for SBT2. (bring a blank proposal for this please)

We will work on the PLT (a part of the M and A)

Keynote Questions: Have I covered and analysed best practice in my essay? What is M level analysis? Do I now know what AfL is? How will my M and A be marked? How realistic is my first draft of the proposal? What is the PLT and how does it apply to the M and A?

Key Session: The PLT task and how it fits in with the M and A. Best practice in peer assessment. A peer marking session of the essay.

Follow up session: Best practice in questioning. Video on Questioning with Prof Black. Preparing for SBT2 and responding to Job adverts. Individual tutorials.

Pathway: A level business exam and the essay question. 15th February 2016

Keynote: Planning answering and writing and marking an A level essay question

Key Questions: How do you teach A level essay writing? How can best carry out formative and summative assessment of essays?

Keynote Session: A recap of the A level business paper, the AOs, the requirements to get an A grade, the marking process and the levels and grades.

Summative Assessment: Mark the sample answer:

Go through the moderation process and agree a grade.

Follow up session:

Analyse and discuss the essay with your partner, what skills/knowledge is missing here? What does the pupil need to do to turn this essay and subsequent essays into grade A essays.

What formative comments would you write on this essay?

Other Admin and tutorials on:

Subject Knowledge Audit

Timetable audit

Resources: AQA A level business sample paper and mark scheme, specifications, pupil written answer, Q21

Distance learning task: Using summative marking in formative feedback

Teachers often know a pupils work is not of the highest grade but find it difficult to be precise in explaining how a pupil can achieve a top grade. To help develop this skill I want you to model good evaluative writing.

You need to write a top grade final paragraph which will replace the pupil’s final paragraph but will build on what he has already written. This needs to be of no less than 200 words and an exemplar of writing for AO4. Type this up, send a copy to me before the 29th but bring in two hard copies on the day.

(A tip; Marking the sample essay you have probably noticed that the pupil has achieved AO1 and 2 marks and some AO3 marks but very few or no AO4 marks. Your paragraph should therefore not waste time on ‘facts’ but make use of what he has written to offer high value analytical and evaluative prose.)

Pathway: Using summative marking in formative feedback; 29th Feb

Keynote: Teachers often know a pupils work is not of the highest grade but find it difficult to be precise in explaining how a pupil can achieve a top grade. To help develop this skill I want you to model good evaluative writing.

Keynote question: What is a model answer (working to AO3 and 4)? How can this be best used in the business class?

Keynote Session: 9.30 to 11.00. trainees should have completed their model final paragraph as per instruction from the last session:

Teachers often know a pupils work is not of the highest grade but find it difficult to be precise in explaining how a pupil can achieve a top grade. To help develop this skill I want you to model good evaluative writing.

You need to write a top grade final paragraph which will replace the pupil’s final paragraph but will build on what he has already written. This needs to be of no less than 200 words and an exemplar of writing for AO4. Type this up, send a copy to me before the 29th but bring in two hard copies on the day.

(A tip; Marking the sample essay you have probably noticed that the pupil has achieved AO1 and 2 marks and some AO3 marks but very few or no AO4 marks. Your paragraph should therefore not waste time on ‘facts’ but make use of what he has written to offer high value analytical and evaluative prose.)

Trainees will mark these and adapt and agree a top example. (this is actually formative feedback but this is note done ‘self-consciously’) Changes are made and all trainees write up their best sample.

Information on feedback is reviewed from the TG session on the 8th Feb. This is; work from:

Slide 23 ‘Journey to Excellent’ Dylan Williams, Slide 42 ‘Teaching and Learning toolkit’ Slide 58 ‘what is good feedback’ Slide 58. ‘Austin’s butterfly’ (Also, Carol Dweck.)

Role play: a tutorial with the pupil advising him on the next step he needs to take to gain higher marks. (pupil to feedback on the clarity of your comments/instructions.)

Role play must be linked to the formative written feedback. ‘pupil’ must write a response comment.

Extension: what resources could you write which will develop higher level writing in this pupils?

Follow up session: 11.30 to 12.00. Library session: Room S114, To recap reading resources available, to develop familiarity with ‘Journey to Excellence’ and ‘Teaching and Learning Toolkit’ and relevance to extension task.

Further follow up: Individual tutorials, dropbox, M and A development,

For the following PS session: Revise for the Economics A level paper. An economics quiz.

Pathway: The economics exam and A level economics resources. 14th March

Keynote: Understanding the A level Economics exam paper.

Keynote Session: breaking down economics subject knowledge into its component parts and finding sources and strategies to teach economics.

Review the structure of the A level sample paper and note the subject areas as seen in the specification.

Review the MCQs which areas to they apply to?

How could these areas be taught (use the SoW for ideas and sources.)

Answer the questions and mark.

Follow up session: Review the answers and note areas of weakness in terms of the modules in the specification subject content. Use sources to overcome areas of weakness or plan a strategy to cover these areas.

Re-do the questions. Can your success in terms of learning be measured by redoing the test.

Further follow up: Individual tutorials, dropbox, M and A progress.

For next session: Following the completion of ATS2 Discuss with your mentor what you need to do to meet your outstanding targets.

Distance activity;

Complete a revision sheet based around the Economics multiple choice questions

Pathway: The outstanding Business/Economics teacher. 11th April

Keynote: Meeting outstanding targets in the ATS

Keynote Session: the ATS2 results, the progression file: turning targets into actions, the Pen Portrait: What I have achieved so far.

Follow up session: Reviewing the ATS, converting the targets into actions on the progression file. Writing, review, peer discussion and final draft.

Further follow up: Discussion of progress. Writing up achievement and how and why achieved on the Pen Portrait. Individual tutorials as needed.

For next session: Pathway: 25th April. Pfeg. Consider the statutory requirement of Citizenship to cover financial capability. How is this covered in your school? What is the role of the business teacher in achieving these aims?

Pathway: Financial capability. The use of voice in teaching. 25th April

Keynote: Understanding financial capability and how it can be taught

Keynote Session: Led by Pfeg. In combination with citizenship trainees.

Follow up session: Reflect on the PFeg http://www.pfeg.org/activities and resources and consider how they compare with how their own school covers this strand. Map where current business resources and courses cover the Pfeg planning framework.

Further session: M and A Peer review and individual marking and feedback

Further session: A session on using your voice to best effect. Use of resources and role plays in classroom and other settings. (See East Barnet School voice inset and NT Jeanette Nelson breathing exercises.

For next session: Start to address subject knowledge progression and consider gaps and areas of strength. Consider the use of games in Business/Economics teaching.

Pathway: Business Games and teaching ethics. The SKA 16th May

Keynote: The trading game

Keynote Session: Play the game and consider its uses in the business class. Issues for discussion are, what is learned in the playing of the game? How can it be adapted to cover other areas? What skills do pupils develop? What other resources can be used to reinforce or deepen the learning in the game?

Following session: Review own SKA updating as required.

Further follow up: Individual tutorials, dropbox, other issues.

For next session: What do you need to do to ensure a successful NQT year?

Pathway: The NQT year 6th June

Keynote: The NQT year, introducing the Transition into Teaching Part 5

Keynote Session: A discussion around NQT anecdotes gathered (guest speaker) in school. A review of the ATS and SKA and a checklist of what to do to prepare for NQT.

Following session: One to one tutorials, completion of paperwork, dropbox admin

For next session: Complete register of attendance upto 20th June. Write up and hand in transition document and targets. Prepare a 5 min ‘best practice’ presentation. SBT3s to prepare a five min presentation on SBT3.

Pathway: Best Practice, signing off 20th June

Keynote: Best practice presentation. Hand in transition document/targets. Signing off. Transition ceremony.

Keynote Session: Best practice and SBT3 presentations. Compilation and sharing of resources.

Following session: hand in and approval of the transition documents. Admin, signing off final page

Further follow up: transition ceremony