📢 Weekly Update: Week 10

Spotify link for this week's deliberate practice is here: 

https://open.spotify.com/episode/4YccR7HvKR6pYlDGuQQApF?si=K9lz-u7TQE-8u-9xjx7tUA 

Trainees should be continuing to step up their ownership of their timetabled classes and Subject Leads and Directors will be making arrangements for their observations. 

A reminder of the info from week 7:

UA1 - The trainees will be beginning University Assignment 1. You have been sent a guide for mentors, The trainee will need to conduct an observation in week 8 or 9  in order to meet the submission date of 20.11.26.  The theories that the trainees will be referring to are at the back of the mentor handbook. There  is a guide to these 2 theories to remind you

This observation should now have happened and be ready for submission.  This is the trainees responsibility - but you do need to sign their notes. 

Have a great week

Edwina

1.🎓 Summary of Week 10  and  Training

Trainees

• Week 10 (9 Nov- 13th Nov)
  • Monday -Subject Day 2
  • Tuesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday: Twilight -Inclusion 2: Inclusive Strategies SEND NASBTT trainee Hub
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days
• Week 11
  • Monday -Assessment for Learning 2: Questioning and effective assessment : revisiting assessment using Talk Throughs (NR) and How pupils learn 3: Revisiting Scaffolding and Modelling (ES)
  • Tuesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday: Twilight Using Evidence to inform Practice. Live Session. Peps Mccrea
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days

Mentor Training

2. 🎯 Core Content Focus (Week 10)

g) Adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations.

k) Making use of well-designed resources (e.g. textbooks, manipulatives).

o) Considering carefully whether intervening within lessons with individuals and small groups would be more efficient and effective than planning different lessons for different groups of pupils.

3. 🔍 Focused Observation Theme

Observe how the teacher adapts tasks dynamically and uses targeted in-lesson interventions to ensure all pupils meet high expectations (5g/5k/5o).  Consider:

1. Adaptive Resource Use: Observe how the teacher uses or adapts a well-designed resource (e.g., textbook, visual frame, or task sheet) to scaffold or extend learning without creating separate activities for different groups (CCF 5k).
2. Live Assessment & Grouping: Watch how the teacher identifies pupils who need support during independent/guided practice.
3. Targeted In-Lesson Intervention: Note how the teacher gathers a small group or works with individuals for a brief 2–3 minute intervention to address a shared misconception or provide targeted scaffolding, enabling them to access the core high-expectation task (CCF 5o).

4. 🛠️ Deliberate Practice Focus

Model and practice designing and executing targeted, in-lesson small group interventions using a core resource (CCF 5g / 5k / 5o).

1.  Adaptive Resource & Intervention Trigger: The mentor demonstrates how to use a single, high-quality resource (e.g., textbook exercise or visual prompt) for the whole class. The mentor models identifying 3–4 pupils who require extra support/scaffolding during guided practice and pulling them into a brief, targeted small group intervention at the board or table.
2. Plan the possible Intervention Strategy: Look at an upcoming lesson resource. Identify the key point where the trainee will check for understanding to decide who needs a small group intervention. Plan the exact 2-minute scaffold/prompt the trainee will use with that small group so they can immediately return to the main task.
3. Practice & Rehearse: The trainee role-plays delivering a brief, high-impact small group intervention to the mentor (who acts as a struggling pupil group), using the core resource to scaffold their thinking while maintaining high expectations.
4. Feedback: The mentor provides immediate feedback on clarity, efficiency, and ensuring the intervention empowers pupils to access the main task independently.

5.📍 Weekly Developmental Target (Week )

Weekly Focus

Develop your understanding of How Teachers Teach by working on Adaptive Teaching (CCF 5) 

Target 1

Deliver an upcoming lesson using a single, well-designed core resource (5k), using live checks for understanding to identify pupils who need support and delivering brief, targeted small group interventions (5o) to ensure all pupils meet the high expectations of the task (5g).