BA Primary Year 2School Based Training.

Thank You

The Journey So Far…

Last year, each student spent a year in a “pod” of three students in a single school.

Over the year, they had day visits and three blocks, each in a different year group. The students progressed from observing children and teachers, to group, and then whole class, teaching.

Year 2School Based Training so far:

• So far, all students have completed a non-assessed placement in a KS 3 setting, looking at issues surrounding transition from KS2 to KS3, and focussing on reading recovery strategies with an individual child.

• They have also completed a non-assessed 2 week SEN placement.

Year 2Units of Study…

• Core 2 with a focus on Assessment

• Teaching Studies

• Foundation Subjects

• Specialism

Important Dates• Preparation Week• Monday 3rd March - Friday 7th March 2014• Contact with University Tutor• By 7th March • Block Placement• Monday 17th March - Friday 4th April and • Monday 28th April – Friday 23rd May 2014• The School Tutor Briefing• Wednesday 26th February at 2.30 pm and Monday 3rd March 4:30 pm• Interim Report• w/b 31st March 2014• PDR Tutorials• Friday 2nd May 2014• Final Report• w/b 19th May 2014

Placement HandbooksHandbooksAll handbooks are now electronic and are available on the Partnership website – see link below

There are 2:

BA2 SBT Handbook 2013 -2014 Specifically relates to this placementGeneric SBT Handbook -Relates to all undergraduate placementsAvailable at www.mmu.ac.uk/education/partnerships/primary

Support for Students

• School Tutors (Class Teachers), Mentors and University Tutors provide support for students.

• An overview of their responsibilities is provided on p15 – 17 of the handbook

• The School Tutor provides the main support eg. guidance on teaching, RoLO

• The University Tutor has an important monitoring/moderating role

9

The Placement Week by Week Week 250% teaching, 20% whole class, 30% team/groupFocus: Core

Week 350% teaching, 30% whole class, 20% team/groupFocus: Core

Week 450% teaching, 40% whole class, 10% team/groupFocus: Core

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The Placement Week by Week

Week 560% teaching, 40% whole class, 20% team/groupFocus: Core plus 2 Foundation subjects

Week 660% teaching, 50% whole class, 10% team/groupFocus: Core plus 2 Foundation subjects

Week 760% teaching, 50% whole class, 10% team/groupFocus: Core plus 2 Foundation subjects

11

The Placement Week by Week

Week 860% teaching, mainly whole classFocus: Core plus 2 Foundation subjects

The Block Placement

•Teaching requirements = Progressive

•50% by the interim visit

•60% by the final visit

•10% = file time•30% = professional development

File and Professional Development Time

• 10% of your timetable is allocated to file time (planning, evaluating, reflecting on progress etc.)

• 30% should be Professional Development time (observing other year groups, working on University tasks, making observations of children, display work etc.)

Preparation Phase All the requirements for this phase are on pages 11 and 12

•Get to know the class with lots of observing, discussion and note taking

•Discuss with school tutor / mentor about the school’s approach to the teaching of systematic synthetic phonics. Make notes in the Contextual Analysis and the Phonics Workbook (more information on this later in the briefing)

•Discuss the lesson / session plans for the class. It is the student’s responsibility to negotiate a theme for their scheme of work (series of lessons) which allows teaching in a creative/cross curricular way.

(I)Contextual Analysis

PDR TargetsSBT Report

Key Issues

Action PlanTarget Setting

Ongoing Analysis

Weekly Reflection of Progress

Identification Of Action Points

Teaching Requirements •PlanningYou must use the MMU Proforma – see the Partnership website.

Plan for differentiation - be specific!

Plan for additional adults – in all taught sessions

Separate EYFS planner

In addition, don’t forget your scheme of work for the Core Assignment.

Phonics

All students HAVE to teach phonics (even if they are in KS2!)

They will have a Professional Training & Development HandbookFor Teaching Phonics

How are students monitored and assessed? • RoLOs As last year, focused and regular – at least one a week in

addition to the phonics RoLO

• Phonics RoLO separate and specific. There are three of these in the Phonics PT&D Handbook. It will also be available from the Partnership website

• Interim Report• Overall assessment: Outstanding/Good Pass, Requires Improvement

or At Risk and graded 1-4. There is clear guidance in the SBT report as to how the overall grade will be determined.

• Final Report • Overall assessment: Outstanding /GoodPass, Requires Improvement • or Fail and graded 1-4

Interim Report • Draft report produced by school tutor

• Joint lesson observation (School tutor/University tutor)

• Review of files

• ST/UT discuss grading criteria and report

• Discussion with student

Final Report

• Draft report produced by school tutor

• Review of files

• ST/UT discuss grading criteria and report

• Discussion with student

Grading Students Grade 1 Profile student: 4 or more Grade 1s which must include: Professional Practice - Teaching at Grade 1. No Grade 3s

Grade 2 Profile student: 4 or more Grade 2s which must include: Professional Practice - Teaching at Grade 1 or 2

   Grade 3 Profile student: A Grade 3 in Teaching is a Grade 3 overall 4 or more grade 3s is a Grade 3 overall    Fail Profile Student: Grade 4 in ONE or more elements    In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome