A blog for students on the FDLT and BALT courses at the University of Northampton

at Leicester and UN

October 21, 2019
by Jean
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The Good Childhood Report 2019

Each year since 2005 the Children’s Society have surveyed children’s views about the issues they face. They say:

“Our well-being research was initiated in 2005 to fill the gap in research regarding young people’s views of their own well-being. The research focuses on positive rather than negative indicators, and on well-being in the present rather than ‘well-becoming’.

Our research aims to:

  • Develop a better understanding of the concept of well-being as it relates to young people, taking full account of the perspectives of young people themselves
  • Establish self-report measures of young people’s well-being and use these to identify the reasons for variations in well-being and to monitor changes in well-being over time.”

(Children’s Society, 2019a, lines 16-24)

You can read this year’s report here.

As people who work in schools it is interesting and informative for you to know more about what your pupils’ views and hopes are. 

This year’s key findings are that:

  • An estimated quarter of a million 10-15 year olds in the UK may be unhappy with their lives
  • Boys are becoming less happy with their appearance
  • Happiness with friendships is in decline
  • Any experience of financial strain or poverty in childhood is linked to lower well-being by age 14.

The Children’s Society note that:

“We are calling on the Government to introduce national measurement of well-being for all children aged 11-18 to be undertaken through schools and colleges once a year. This would enable the experiences of young people to be recorded and issues acted upon for future generations.”

(Children’s Society, 2019b, lines 4-7)

 

Reference:

Children’s Society (2019a) Well-being. [online] Available from: https://www.childrenssociety.org.uk/what-we-do/research/well-being [Accessed: 17/10/19].

Children’s Society (2019b) The Good Childhood Report 2019. [online] Available from: https://www.childrenssociety.org.uk/what-we-do/resources-and-publications/the-good-childhood-report-2019 [Accessed: 17/10/19].

September 30, 2019
by Jean
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What can we learn from education in Finland?

When you are examining the curriculum, what is taught and how learning is organised, making international comparison can be useful.

In this article in the guardian, journalist Sally Weale discusses the approach to the curriculum and learning in Finland.

As a university student you would want to use links, names and titles to track back to the original sources used if you were considering using this material in an assignment.

This could lead you to look up:

PISA

Pasi Sahlberg

John Jerrim / IOE blog

Finnish National Agency for Education.

Reading these sources could lead you to some useful reading but you should also search in NELSON for additional academic material.

 

September 23, 2019
by Jean
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National Poetry Day coming soon.

On Thursday 3rd October it is National Poetry Day in the UK. There are lots of resources here to support you in doing something at school. You can see them here.

 

 

 

 

 

 

 

There are resources, poems, events, as well as a YouTube competition, information about BBC Radio and local poets and research about young people’s attitudes to poetry. 

The education resources can be found here.

There is a Toolkit for schools, competitions and resources for #MyNPDPoem.

There is a collection of poems around the theme “truth” to inspire poem writing and you can send away for resources to use in school on the day here

There are other useful resources for primary and secondary pupils on the BBC Live Lessons website here.

 

References:

National Poetry Day (2019) Website banner. [online] Available from: https://nationalpoetryday.co.uk/wp/wp-content/uploads/2018/12/NPD-2019-Website-Banner.png [Accessed 19/09/2019]. 

National Poetry Day (2019) Education image. [online] Available from: https://nationalpoetryday.co.uk/wp/wp-content/uploads/2018/12/NPD-2019-Website-Banner.png [Accessed 19/09/2019]. 

September 2, 2019
by Jean
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What to bring along to the first week

Today you will receive an email from Abbie Deeming, the course leader. You will probably be thinking about the first day and what to bring. Here is a reminder:

You must bring:

2 forms of ID for enrolment

You can check what else you need to bring for enrolment here.

You should bring:

Something to use to make notes in

An academic year diary or calendar

You might like to bring:

Food and drink:

A packed lunch or money to buy lunch in the student restaurant / local shops at lunchtime.

A drink and / or money to buy a drink at breaks. If you bring a reusable cup hot drinks are cheaper.

Useful information to collect:

When you begin to take part in discussion about your setting and when you begin to write assignments you will need some basic information about your school to provide contextual background. It would be useful if you could collect this information and have it to hand over the opening weeks of the course.

This includes:

Type of School (LA / Academy etc)

Location of school (rural, suburban, urban)

Age of pupils

Number of pupils on roll

Number and type of staff

% of pupils with SEND

% of pupils learning EAL

% of pupils with Pupil Premium

Unusual or distinctive features of the school

August 26, 2019
by Jean
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Preparing your workspace

As you begin university you will need to consider where you are going to study at home and begin to prepare this space so that you are ready to use it from the beginning of September.

There are some hints and tips here that you might find useful.

When you begin year 1 of the FDLT course you will be studying these modules:

PDT1065 Pupil Engagement and Assessment

PDT1066 Introduction to SEND, Diversity and Inclusion

PDT1068 English and Maths: Core Subjects

PDT1076 Using Digital Technology to Inspire and Support Learning

PDT1077 Work Based Reflection

PDT1078 The Practitioner’s Role

You will find these titles useful to label files and set up folders on your computer. 

August 26, 2019
by Jean
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Getting to know your new group

Before you start the FDLT course we’d like you to introduce yourself to the group on these Padlets.

Leicester group Padlet.

UN group Padlet. 

There is no need to have a Padlet account of your own to post onto the Padlet. All you need to do is click on the link above to open the Padlet and click on the pink plus sign to open a box to type into.

 

 

You can also upload a photo by clicking on the upload arrow at the bottom left below the text box.

If you want to comment or ask a question you can comment below the posts.

Please make sure that you have done this by September 4th.

If you need any help with this you can email jean.edwards@northampton.ac.uk 

August 12, 2019
by Jean
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Some reading before you start the course

Here are some suggestions for pre-course reading:

Bates, B. (2016). Learning theories simplified : … and how to apply them to teaching. London: Sage.

Have a look in particular at the sections on Vygotsky, Bruner, Dewey, Piaget and Skinner.  This book is easy to read and each section is relatively short. You will find it useful in a number of the modules that you study.

Also familiarise yourselves with the findings and recommendations of these two research projects:

Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, and Webster, R. (2009) Deployment and Impact of Support Staff Project, Research Brief. [online] Available from: http://maximisingtas.co.uk/assets/content/dissressum.pdf [Accessed: 06/08/2019]

Sharples, J., Webster, and Blatchford, P. (2015) Making Best Use of Teaching Assistants Guidance Report. [online] Available from: https://www.ucl.ac.uk/ioe/sites/ioe/files/TA_Guidance_Report_MakingBestUseOfTeachingAssisstants.pdf [Accessed: 06/08/2019]

You can click on the links in the references above to access these reports. We will be discussing these in one of the first modules that you will study.

 

August 5, 2019
by Jean
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Curriculum documents

Throughout the FDLT and BALT courses you will often need to read and refer to curriculum documents. 

These are some of the key documents:

For Early Years:

This is a link to the page where you can access and download the Statutory framework for the early years.

This is the reference that you will use in assignments:

DfE (2019) Statutory framework for the early years. [online] Available from: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 [Accessed 31/07/2019].

For primary and secondary:

This is the link to the full national curriculum for all key stages and subjects. It is this document that you should use in assignments.

This is the reference that you will use in assignments:

DfE (2014) National Curriculum in England: framework for key stages 1 to 4. [online[ Available from: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4 [Accessed: 31/07/2019].

It would be useful for you to save the relevant links, download the documents and read through the pages relevant to your age group.

You should also all read pages 1 to 13 of the national curriculum as this underlies the subject programmes of study. 

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