Xavier Teaching School Hub

0. Table of Contents

1. Exploring this module as a mentor

2. Module Overview

3. Introduction

0. Table of Contents

1. Session Overview

2. What is the purpose of a curriculum

2a. What is the purpose of a curriculum

3. Developing a diverse and inclusive curriculum

4. Choosing the topic of your scheme of work

5. Capitalise on existing resources

6. Mentor interaction

6a. Seeking the expertise of colleagues and existing resources - EY

6b. Seeking the expertise of colleagues and existing resources

7. References

0. Table of Contents

1. Session Overview

2. Identifying essential concepts, knowledge and skills

2a. Fitting a scheme of work into the broader sequence of the curriculum

2b. Fitting a scheme of work into the broader sequence of the curriculum - Pri and Sec

3. Foundational concepts and knowledge

4. Identifying and teaching vocabulary

5. Mentor interaction (This page is intended for learners who are ECTs)

5a. Identifying the foundational knowledge - EY

5b. Identify the foundational knowledge - Primary & Secondary

6. Mentor interaction (This page is intended for learners who are Mentors)

7. References

0. Table of Contents

1. Session overview

2. Sequencing teaching and learning

3. Planning for assessment over time 

4. Mentor interaction (This page is intended for learners who are ECTs)

4a. Sequencing a scheme of work - EY

4b. Sequencing a scheme of work - Pri Sec

5. Mentor interaction (This page is intended for learners who are Mentors)

0. Table of Contents

1. Session overview

2. Introduction  

3. Anticipating common misconceptions

4. Tackling common misconceptions

5. Mentor interaction

6. References

0. Table of Contents

1. Session overview

2. Revisiting classroom practice

3. Revisiting how pupils learn

3a. Developing pupils' mental models across a scheme of work - EY

3b. Developing pupils' mental models across a scheme of work - P and S

4. Mentor interaction

4a. Developing pupils' knowledge throughout a scheme of work - EY

4b. Developing pupils' knowledge throughout a scheme of work - P and S

5. The difficulty of transferring knowledge

6. Thinking critically within a subject area

7. One final word about curriculum

0. Table of Contents

1. Seminar 1 preparation

1a. Curriculum as a box set extract from Neil Almond Module 6 seminar 1

2. Seminar 2 preparation

0. Table of Contents

1. Session overview

2. Introduction

3. Pre-teach

4. Reading the research

5. Application to practice (This page is intended for learners who are ECTs)

6. Application to practice (This page is intended for learners who are Mentors)

7. Further reading

8. References