View source for Teaching and Learning - How to Use the Units/Table


{| style="border-spacing:0;"
| style="background-color:#fdfdfd;border-top:0.035cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| '''Mode of use'''
| style="background-color:#fdfdfd;border-top:0.035cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| '''Advantages and disadvantages'''

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| Whole-school use of single unit
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Provides a whole-school focus on a single set of related issues, and a coherent set of expectations and experiences for pupils ''but''

… could compete with alternative priorities for some teachers.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| Subject department use of single unit
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Provides a whole-department focus on a single set of issues ''but ''… may have less impact on pupils if not supported by whole-school approaches.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| Whole-school use of a range of units
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Provides a whole-school focus on strengthening teaching and learning based on priorities identified by audits ''but ''… individual changes in teaching and learning styles may have less impact on pupils if not supported by whole-school approaches.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| Teaching and learning development group use of a single unit or range of units
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Allows schools to build expertise and experience of new approaches where whole-staff involvement may not be possible ''but ''… may not have significant impact on pupils until new approaches are more widely adopted.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| NQT, GTP or trainee use of a single unit or a range of units
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.018cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Based on an assessment of needs and the use of the NQTs’ career entry development profile, could provide a useful ‘rolling programme’ of skill acquisition ''but ''… needs to be part of a coherent induction programme and have the support of an induction tutor or mentor.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.035cm solid #00ffff;border-left:0.035cm solid #00ffff;border-right:none;padding:0cm;"| Use of units across a group of schools, e.g. a LIG collaborative
| style="background-color:#fdfdfd;border-top:0.018cm solid #00ffff;border-bottom:0.035cm solid #00ffff;border-left:0.018cm solid #00ffff;border-right:0.035cm solid #00ffff;padding:0cm;"| Provides valuable opportunities to share and build on experiences beyond those available in a single school ''but ''… confidence and expertise may need to be developed before it can be shared.

|}