Tracey GoodyereDeputy Programme Leader School Direct Co-ordinatorDesign and Technology with Food and Nutrition Subject Leader

Office: Attwood A205 Twitter: @tracey_goodyereEmail: tracey.goodyere@bcu.ac.uk Tel: 07739902313

WelcomePlease introduce yourself to the group on your

table:

• Name ?

• School ?

• How long have you been a subject mentor ?

• What are you looking forward to this year ?

Objectives1. To establish the role of the subject mentor when

working in partnership with Birmingham City University

2. To discuss subject-specific mentor practice that enables trainees to be coached and assessed effectively against the teachers’ standards

3. To support the development of subject and phase specific mentoring that develops trainee knowledge of high quality subject teaching and the latest subject developments from subject associations.

The Role of the Subject Specific Mentor

Effective mentoring

• Impacts widely on the school, building the capacity of the school as a whole.

• Focuses on how teachers learn• Supports trainees to reflect on practice,

and how to effectively and analytically observe in the classroom.

• Provides structured school experiences that are carefully planned.

The Role of the Subject Specific Mentor

Characteristics of effective mentors

• Outstanding teachers who are also skilled in deconstructing and explaining their practice

• Teachers who are subject experts aware of latest subject developments

• Teachers who have a secure understanding of the Techers’ Standards and a range of methods for assessing progress against standards to support trainees to go beyond minimum requirements for meeting them

• Role models of all Teachers’ standards including engagement with personal research

The Role of the Subject Specific Mentor

Inspectors evaluate the extent to which trainees benefit from:

• Is provided by experienced and expert mentors.

• Responds to trainees’ specific training needs, including enhancing their subject and curriculum knowledge and phase expertise.

• Improves trainees’ teaching skills.• Models good practice in teaching.• Provides high-quality coaching and mentoring,

and access to relevant subject association guidance to enhance trainees’ professional development.

The Role of the Subject Mentor in the BCU Partnership

The Subject mentor is at the core of trainee teachers training. You are the person who will meet with the trainee most frequently, it is likely to be you who will be working in closest proximity to them and in almost all cases it is the Subject Mentor who is first to identify when there is a concern.The subject mentor:• Is the first line of contact for the trainee in school and develops their timetable to meet the needs of the developing subject understanding.• Meets weekly during a timetabled slot to discuss a range of issues from curriculumrequirements and planning to behaviour management and organisation.• Completes a minimum of 2 formal observations per week during the placement- and 1 joint observation with a professional mentor and University Subject Tutor.• Ensures that trainees are provided with subject-specific feedback for all observations.• Monitors the development of the trainee School experience Journal resource folder and supports the trainee to collect quality evidence for the final assessed portfolio.• Creates the Midpoint and End Point review and supports the process of additional support plans and or cause for concern monitoring.

Normally writes a reference for the trainee when applying for jobs

Secondary design and technology builds on the skills and knowledge children have already learnt at primary school. It leverages increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. As students progress through this phase, they may be given the opportunity to focus on specific aspects of the subject such as product design, food technology, engineering, systems and control, electronics, textiles and graphics. However, at its core, is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art.

David Brown HMI - National Lead for Computing (October 2014) http://bit.ly/1IT1TRE

The subject aims for Design and Technology

Roy Ballam, Education Programme Manager at BNF said: “From a schools perspective, the Core Competences help to unpack the curriculum, enabling teachers to plan appropriate lessons for the age and ability of the pupils they teach. They help to set out progression for food education, acting as a food and nutrition curriculum for all children and young people throughout the UK. BNF is delighted to be part of this extremely worthwhile initiative.”

https://www.gov.uk

The subject aims for Food and Nutrition Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: Key stage 3 understand and apply the principles of nutrition and health cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] understand the source, seasonality and characteristics of a broad range of ingredients.

https://www.nutrition.org.uk/foodinschools.html

What makes a good lesson in Design and Technology?

What makes a good lesson in Food and Nutrition?

Omega 3 latest research evidence !

Subject-specific trainingDesign and Technology, Food and Nutrition

What subject related pedagogy do we cover at BCU?

• Food, nutrition – latest updates BNF competencies, Food teacher framework, food teacher centre updates – food science, complex practical skills linked to science and functions of ingredient for example Choux, foams - denatured proteins, updated as the need arises –identified from subject audits and action plans. All do the Level 2 Food Hygiene Cert.

• Product Design with materials including textiles - basic workshop skills, joints, materials, core health and safety training, elements of ¼ scale pattern, construction, smart materials, sublimation printing, service decoration, construction techniques, limited CAD CAM.

• National curriculum updates including the current examination pathways as they become available.

Thoughts around what schools can do to support trainees subject knowledge development ? Sharing good practice

Observation & FeedbackWorking Practices

Choose only 3 standards to focus on

• Use the language on the Standards Tracker to provide feedback on what is observed.

• Comment on the progress within the 3 identified standards

• Refer explicitly to the standard strands (eg. 5a, 6b) within the feedback

• Strengths and areas for development are determined in terms progress against the teaching standards

List strengths linked to the 3 focus standard strands

Provide targets that are linked to the 3 focus standards- try not to use the same strand as a strength and developmental area

All observations and visit records are shared with Tutors, Mentors and trainees & are completed using the BCU Review and Analysis Form

Giving effective feedback Observations - Using the Review & Analysis form comment on the videoed lesson

1. Discuss the key themes identified

2. Identify good practice related to a subject specific focus

3. How did you organise observation comments and laid out on part A of the R&A form?

4. How could we improve the feedback to make it more useful for the trainee?

Coaching for improvementTrainees need regular and effective verbal feedback shortly after each lesson observation in order to develop their understanding

Discuss your ideas on the key elements that need to be included when giving subject specific effective feedback?

Good practice – summary• Having described each phase of learning identify what

was effective practice and what needs to be considered as next steps.

• Subject specific focus, health and safety, technical skills and knowledge identified, developing or demonstrated skills application

• Related to trainees developmental needs• Identify strengths, areas for development including a

focus on subject specific development• Identify evidence needed to show that areas for

development have been achieved• Comments reflect the “Standards Tracker” language.

Observations in Practical Subjects

Subject-specific mentor practice -effective practice in our subject• Inspectors must evaluate the extent to which

trainees benefit from:Subject- and phase-specific mentoring that:

• is provided by experienced and expert mentors• responds to trainees’ specific training needs, including

enhancing their subject and curriculum knowledge and phase expertise

• improves trainees’ teaching skills• models good practice in teaching• provides high-quality coaching and mentoring, and access to

relevant subject association guidance to enhance trainees’ professional development.

Initial teacher education inspection handbook, May 2014, No. 140094

Subject-specific mentor practice -effective practice in subject

• As a group list as many different roles you will be required to perform as a subject mentor

• Consider your top 9 priorities

• Place in order of importance using a “diamond 9”

• What is more important and why?

Subject-specific mentor meetingsPlanning the year

• What should be discussed?

• What should be the outcomes?

• What resources are needed?

Consider these CPD opportunities and place into a time line:

• Placement 1 – September to December• Placement 2 – January to June

Subject-specific mentor meetingsThe mentor meeting – a possible agenda:

1. Review of existing targets – met, or still pending?

2. Events of past week – mentee’s successes and concerns

3. Discussion of recent collaborative work

4. Feedback on lessons observed by mentor

5. Examination of lesson planning: short or medium-term planning and next week’s lesson plans

6. Agreement of next week’s targets

7. Discussion of approaches to the targets

8. Meeting subject action plan priorities

9. Mentee’s and Mentors AOB

Objectives1. To establish the role of the subject mentor when

working in partnership with Birmingham City University

2. To discuss subject-specific mentor practice that enables trainees to be coached and assessed effectively against the teachers’ standards

3. To support the development of subject and phase specific mentoring that develops trainee knowledge of high quality subject teaching and the latest subject developments from subject associations.