York St John University Established 1840 Faculty of Education and Theology

What do we do? 700 students training to become teachers Partnerships with over 400 schools ‘Learning outside the classroom’ as an integral part of the teacher training programme Partnerships with over 60 LOTC settings across the region

Where do we do Learning Outside the Classroom? ….. Trainee teacher placements in... Museums and galleries Stately homes Places of worship ‘Natural world’ settings Libraries Outdoor Education Centres Theatres

Preparation through theoretical underpinnings at University. Synthesis of theory and practice and application in the classroom environment. Development of pedagogic practice, skills and knowledge during placements. To develop the teacher of the future …….

By working alongside and being guided by ‘more knowledgeable others’ By observing children learning in the settings, making reference to University modules and key theories of learning Through reflection and analysis and the undertaking of focussed tasks and practical engagement How?

The national perspectiveThe local perspective Impact: developing an understanding of influence, considering… Education policy  ‘ LOTC adds much value to classroom learning...’ Curriculum developments  ‘... spanning traditional subject boundaries...’ School improvement  ‘ Raising achievement through direct experience.’ Professional intent  Learning opportunities available outside the school building Professional development  Learning different skills, and about the resources available Reciprocal sharing of knowledge  Subject and curriculum knowledge  Developing skills through observation and reflection. ‘

Impact at a personal level ‘  Sharing and modelling effective learning and teaching.  Reflecting on good practice.  Personal and professional development for both mentoring staff and trainee teachers.  The development of generic mentoring skills.  Garnering new ideas from trainee teachers.  Additional adult support for the children. Trainee teachersSettings based mentors

Evidence of impact on....  Increased confidence  Prepared to organise a visit  Knowledge and activities taken into the classroom.  Awareness of opportunities and resources available in e.g museums.  Clearer understanding of the links between schools and settings to support each other.  Encouraging colleagues to take up the learning opportunities.  Reference to experience during interviews helping with career development  Development of an enthusiasm for the subject and becoming a subject leader.  Realisation of how well children learn outside the classroom.  Trainee teachers helping with review of activities and artefacts.  Bringing youth and enthusiasm into the setting.  Giving a renewed vision of what makes learning fun and effective. The trainee teacher The newly qualified teacher (1year into teaching) The recently qualified teacher ( 2+ years into teaching) The settings - based mentor

Evidence of impact on.... “ I think I will be more confident in teaching art and design and would very much like to organise a visit during my next school placement. I feel like I can take forward the knowledge and activities I participated in and use these in the classroom. “It opened my eyes to the opportunities and resources available in museums to make the curriculum come alive. After working with the setting I have an understanding of the links that can be made between schools and settings to support each other in teaching and learning and have introduced other teachers in my school to take up these opportunities” “I was able to refer to my experience in my setting during interviews which helped me gain a job. Taking part in SOTS has enabled me to develop an enthusiasm and love of history and to become subject leader. I was able to use my experiences to plan a variety of cross curricular lessons and made me realise how well children learn outside the classroom! ” “Having student teachers in our setting helps us look at our activities and artefacts with fresh eyes. They bring with them youth and enthusiasm and give us a renewed view of what makes learning fun ( and effective!)” The student teacher The newly qualified teacher ( 1year into teaching) The recently qualified teacher ( 2+ years into teaching) The settings - based mentor

Personal and Professional Development 1.Developing skills and understanding 2.Developing subject knowledge 3.Developing personal skills and confidence 4.Developing new ideas and approaches to learning and teaching 5.Developing pedagogy 6.Developing personal educational philosophy 7.Developing career paths

Evaluation of the quality and effectiveness of behaviour training in the York St John primary ITE partnership : Focus inspection February 2015 “An impressive feature of school-based training is the range of non-school settings that trainees have the option to experience. Some trainees have undertaken short placements in the education department of museums...” “This has allowed them to hone their behaviour management strategies in a diverse range of situations.” Developing pedagogy

3 rd year assignment... Developing a personal philosophy ‘Supporting children as learners: My personal philosophy’ “As a student wanting to enter the teaching profession, it is a prerequisite to have a personal philosophy for education. This intends to underline core beliefs and values which encapsulate me as a teacher.” Will

As a student wanting to enter the teaching profession, it is a prerequisite to have a personal philosophy for education. This intends to underline core beliefs and values which encapsulate me as a teacher. Mason (2008) corroborates this viewpoint, stating that educational philosophies should embrace values and ethics. Similarly, I believe a teaching philosophy enables teachers to remain focussed and acts as a reminder of why they chose to enter education. They underpin values and beliefs and can be used consciously and subconsciously to make decisions which impact upon the children in their care. The more clearly this philosophy can be articulated, the better they can use their values to guide their decision making....experiences which have contributed to informing my philosophy have been external placements (Settings other than school [SOTS])

Extracts from Will’s assignment Another relevant past experience which helped inform my personal philosophy was engaging in the university module of SOTS. I was placed at a ‘Living History Museum’, where children experience atmospheric learning and immersed themselves in a chosen topic. It was extremely informative as it allowed me to observe children in a constant state of excitement and engagement, and it demonstrated the value of memorable learning experiences. A well-documented report placed the child at the centre of the learning process (Plowden Report, 1967); whilst albeit slightly outdated, the principle is still relevant today (Sriprakash, 2012). This is what my philosophy aims to achieve: to facilitate the child in the learning process, and create exciting lessons with the children at the centre of them. Learning outside the Classroom’ is an initiative that I would like to explore in further depth. It corresponds with my original philosophy, but I believe it would enhance it, and demonstrate a willingness to broaden children’s horizons even further. Having researched the initiative, I think that learning outside the classroom is more than just enrichment, it is vital for children’s understanding of a subject. The impact it has is evident. Harlen & Qualter (2004) state it impacts children’s learning, their motivation to learn, their social skills and general attitude to school. Conversely, whilst albeit an older piece of research, Haberman (1991) argued teachers have constraints on their teaching, which impact upon inquiry-based learning outside of the classroom. Whilst I can appreciate this argument, it is becoming slightly archaic, as I believe that the new curriculum provides enough scope for teachers to tackle subjects in their own way.

16 th November 2015 Hi Jan Thank you for organising the guest lecture today. I found this really inspirational and feel that ultimately this is somewhere I see my career going in the future. Are there any CPD/training/experience opportunities in this area that you are aware of? Also our SOTS placement have invited us back in February to deliver a programme we worked on in October. How do we go about booking this off as we would have to miss 1 session. Many thanks Dan Breeze Developing career paths

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