Self review

In order to match the CPD priorities of the individual teacher against the programme’s content, the first task is to undertake a review of current practice The evaluation is made against a series of ‘Recognising impact’ statements which inform the content of each unit (you can read more about these statements and their integral contribution to the programme here). By making judgements about the extent to which current teaching and learning reflects these statements, all teachers will be able to identify existing areas of strength and potential areas for development. From this, a priority order or route through the materials can be devised that best meets the needs of the individual teacher.

Unit 1

While the review of practice will identify priorities, all teachers are recommended to start with Unit 1. This has proven to be a critical unit for the whole programme, underpinning the pedagogy of all the other units with a secure foundation. Unit 1 in effect defines the planned learning that is at the heart of the programme, and this is then supported by the range of teaching strategies addressed in the other units.

Themes

A number of pedagogical themes (e.g. use and application of learning objectives) run across the units. As you reflect on your practice and developing interests, you may wish to create a new personal route through the programme by following these cross-unit themes. Document LG1  55kb shows some of the key themes, and the units in which they appear; while Document LG2  94kb shows where detailed aspects of teaching and learning are addressed by specific sections of units.

You can find out more about these themes and how you can address school, departmental or personal targets by consulting the Routes page of the site – the search facility and FAQs will provide additional ideas for a range  of different themes and how you can address them.

Creativity and risks

The processes of the programme and the thinking behind them are more important than the completion of particular tasks. Developing new ways of working to enhance existing practice and challenge orthodoxies requires creative thinking and some risk taking in the classroom. Teachers should feel free to push at boundaries and honestly appraise the impact of new ideas on both teaching and learning.

For this reason, teachers often find that it is more effective to develop their classroom practice with units of work that have been reviewed and updated using the principles contained in Unit 1. Many teachers find it easier to take creative risks with these new versions than with existing versions of units that have been taught many times before and where the routines are very familiar.

Accreditation

Following discussions with the Universities Council for the Education of Teachers (UCET) it has been agreed that teachers who use self-study material such as those contained in this programme will be eligible to receive accreditation up to and including Master’s level. Colleagues wishing to seek accreditation for the self study they are about to undertake (or have undertaken) should register with their local higher education institution as soon as possible. Further details are given in Leading and coordinating continuing professional development in secondary schools (Ref. DCSF 0191-2005).

You can find the name of your nearest higher education institution by searching for providers on the TDA’s Performance Profiles web site. You can search in various ways to locate teacher training institutions in England.