DaW 1995 - Web viewReports should be completed electronically by this date and emailed together...

PGCE (Primary & Early Years) & School Direct

Placement 1 bSpring 2018

Notes of Guidance for Student Teachers,

School Based Tutors, University Visiting Tutors and Mentors

Partnership OfficePlymouth UniversityPlymouth Institute of EducationDrake CircusPlymouthPL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

PGCE Primary and PGCE Primary & Early Years ProgrammesPlacement 1 b

Spring term 2018

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

University visiting Tutors and Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing

n/a n/a

w/c 8th January 2018(Week 7)

School Experience begins

Focussed observation (1)

Early Alert should be issued no later than Friday 12th January 2018

SM & SBT meet with University Visiting Tutor (UVT) for a briefing meeting in school.

SBT – Focussed observation (1)

UVT meets student teachers and conducts well-being and preparation check.

SBT meets with UM for a briefing meeting in school.


UM meets student teachers and conducts well-being and preparation check.

w/c 15th January 2018(Week 8)

Focussed Observation (2) SM – Focussed observation (2)


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PGCE Placement 1 b Notes of Guidance

w/c 22nd January 2018 (Week 9)

Joint observation and completion of Monitoring & Evaluation Form (M&EF) [1]


Cause for Concern should be issued no later than Friday 26th January

UVT with SM


UM with SBT


w/c 29th January 2018 (Week 10)

Observation and completion of Monitoring & Evaluation Form (M&EF) [2]


Insufficient Progress should be issued no later than Friday 2nd February

UVT


UM


w/c 5th February 2018(Week 11)

Focussed observation (5) and learning conversation about progress and report.

End of school experience. Reports should be completed electronically by this date and emailed together with a Word document of the final profile towards the Teachers’ to the Partnership Office by Friday 9th February

SMFocussed observation (5)

UMFocussed observation (5)

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1. IntroductionThe PGCE Primary Programme prepares student teachers to teach in the 5 - 11 age range. All components of the taught programme at Plymouth University address the full 5-11 age range. Student teachers undertake school experience placements in both Key Stage 1 and Key Stage 2.

The PGCE Primary (Early Years) Programme prepares student teachers to teach in the 3 - 7 age range. Student teachers undertake placements in both the Early Years Foundation Stage and Key Stage 1. They are placed in Key Stage 1 for their final placement.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

Placement 1 b follows Placement 1 a, in the same setting, where each pair of student teachers have already established a professional relationship with a class, School Based Tutor and mentor. This school experience is designed to challenge student teachers to develop their competence by accepting increasing individual responsibility for planning, teaching and assessment. During Placement 1 b they will continue to develop their ability to monitor and reflect on their own performance, setting personal targets in consultation with colleagues.

PGCE Placement 1 b should allow student teachers opportunities to undertake a school based training programme which includes:-

undertaking observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year;

supported opportunities in planning individual lessons and sequences of lessons which have clear learning objectives;

opportunities to observe good practice in core and special subjects;

teaching individuals, groups and whole classes;

extending their awareness of the role of TAs;

how the school implements SMSC and promotes fundamental British Values;

opportunities to consider and implement assessment of pupils’ learning and using assessment to inform further planning;

addressing targets identified during Placement 1 as exemplified on the student teachers’ Professional Profiling Grid;

opportunities to participate in learning conversations with School Based Tutor, School Mentor and University Mentor/Visiting Tutor to set and meet targets in order to progress through Stage 3 and beyond.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of

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Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Student Teachers are told that:

‘We will not normally release data about you to your parents, Partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

2. Information relevant to all placementsAll student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all Partners.

a) Leave of Absence during School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of Student Teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by

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completing a Leave of Absence form. This will be considered and may or may not be granted.

It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments; school visits and interviews for first teaching posts; the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the proforma section Primary Partnership Portfolio and student teachers will have prepared their files in advance and had them checked by their Professional Tutors.

The maintenance and upkeep of these files, which are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all Student Teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop their awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition student teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work.

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EPGP701/EPGP702 English Learning Opportunity 1

Phonics and Early Reading

Standards addressed: 3d, 4a, 4b, 4d, 6b, 8d

This learning opportunity should be conducted with the following frequency: Placement 1 a x1 and Placement 1 b x2

You should negotiate access to a setting where phonics is being taught (your own setting/ classroom or another setting if necessary).

1. Observe phonics teaching and record your observations using the focussed observation proforma.

Note: If you are in a Nursery setting, this will be less formal and may include Letters and Sounds Phase One style activities that develop phonological awareness, e.g. singing nursery rhymes

2. If possible, discuss the phonics input/ teaching and planning with the teacher/ practitioner responsible and make notes about this discussion. Reflect upon the session/activities, thinking about the structure of the session, the teaching methods, the children’s engagement, the children’s learning, the opportunities for assessment, the use of resources, progression within the session, progression within the phase/ unit. Record key insights in your weekly review.

Note: If you are in a Nursery setting, the practice may be less structured than in a school-based setting but you can still reflect upon the methods, engagement, etc.

3. With the support of the teacher/ practitioner (where necessary), plan to teach an observed session of phonics to a group (small or large) of children. This should be appropriate for the setting that you have access to, and so could include intervention phonics for much older children, or a listening game with nursery-age children.

Note: During your three experiences you should aim to observe plan and teach phonics across either the Early Years (3-7) or Primary (5-11) age range.

4. Teach the session. Seek feedback from your teacher and at least once from your associate/ link tutor using the feedback proforma for phonics. Agree grades for uploading to the online phonics grading system and upload.

Agree and set targets for development. Record these on your PROFESSIONAL PROFILE profiling document and phonics tracker sheets. Share targets with supporting tutors on placement and at university.

The following supporting documentation can be found within the proforma section of the Primary Partnership Portfolio:

1. Assessment of Phonics Skills - Student Teachers should be using schools’ approaches to assessment of phonics and keeping appropriate records in their Assessment and Monitoring files. This document can be used to support assessing children’s progress if there is NO document for this already in place.

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2. Student Phonics Tracker (provision grid). This is for Student Teachers to complete themselves and keep in their PDPs along with their core and foundation subject tracker.

3. Supporting guidance for tutors OR Student Teachers when observing a phonics, early reading or spelling session. This guidance is to be used by tutors to help them to complete a Lesson Observation Form. It will also enable tutors to give English subject-specific feedback following an observation of a phonics, early reading or spelling session.

EPGP701/EPGP702 English Learning Opportunity 2

Grammar

Standards addressed: 3a, 4a, 4b, 4d, 6b, 8d

Introduction

Since the introduction of the new National Curriculum (2014) and Early Years Outcomes (2013), grammar teaching, the assessment of children’s grammatical knowledge, and teachers’ grammatical subject knowledge has been made a priority in many schools and settings. This Learning Opportunity aims to support your developing subject knowledge and confidence to teach grammar. The best grammar teaching is always contextualised within purposeful and authentic speaking and listening, reading and writing activities. For examples of contextualised grammar teaching in the primary school, please see: Reedy, D. and Bearne, E. (2013) Teaching Grammar Effectively in the Primary School, London: UKLA. This is available from the UKLA website.

This learning opportunity should be conducted with the following frequency (where access to Year 1 children or older can be achieved):

Placement 1 a x1 and Placement 1 b x1

To complete this LO, you may need to attempt to negotiate access to a setting where grammar is being taught (your own setting/ classroom or another setting if necessary). Note: If you are in a Nursery/ Reception setting within a school, you should negotiate access (if possible) to a Year 1 class or older.

1. Negotiate to observe some grammar teaching. Record your observations using the focussed observation proforma. Consider how the grammar work is made meaningful to the children, and how it is contextualized within authentic speaking and listening, reading and/or writing activities.

2. Discuss the objectives for the session and the teaching strategies used, with the teacher/ practitioner responsible. Annotate the focussed observation to provide evidence of this discussion for your file.

3. Reflect upon the session/activities, thinking about: the subject knowledge involved and links to the new NC; the objectives of the session; the teaching methods; the children’s engagement; the children’s learning; the opportunities for assessment; the use of resources; progression within the session. Record key insights in your weekly review.

Note: Grammar will be taught in a variety of ways, from the very formal to the very informal. Please just record and reflect upon what you see, as your experience will build and vary during your training. It may vary significantly from one setting to the next. This is fine.

3. With the support of the teacher, plan to teach an element of grammar to a group (small or

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large) of children. Your teaching approach should be appropriate for the setting that you have access to. It will vary according to the age of the children and the priorities of the setting.

Note: During your three experiences you should aim to build confidence in your grammatical subject knowledge and teaching. For Placement 1 a, you may work with a small group of children; in Placement 1 b / Placement 2 you may be working with larger groups or the whole class. Your progression will depend on your confidence and the opportunities available. Your weekly reviews will provide evidence of your progression.

4. Teach the session. Seek feedback from your teacher and/ or your associate/ link tutor. Discuss targets and record these using the weekly review system.

5. Record targets and achievements for grammar teaching on your profiling document/ PROFESSIONAL PROFILE.

6. Explore assessment in grammar. If the opportunity arises find out about the Department for Education 2015 Key Stage 2 English Grammar, Punctuation and Spelling test. Have a dialogue with the class teacher about formative assessment in grammar and make notes on your discussion sheet.

The following resources may support your development in grammar teaching:

National curriculum for English (2014) Statutory requirements and Appendix 1 and 2

Reedy, D. and Bearne, E. (2013) Teaching Grammar Effectively in the Primary School London UKLA (recommended for practical teaching ideas)

Waugh D. Warner, C. and Waugh, R. (2013) Teaching Grammar Punctuation and Spelling in Primary Schools, London: Sage

Cameron D. (2007) The Teacher’s Guide to Grammar, Oxford: OUP

Crystal, D. (2004) Rediscover Grammar, London: Routledge

DfE Website for assessment information.

d) Mathematics

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition:

a. Student teachers on BEd Year 1 school experience or PGCE Placement 1 a should focus on the teaching of geometry whilst

b. Student teachers on BEd Year 2 school experience or PGCE Placement 1 b should focus on number.

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e) The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.

f) The Professional Profile

All of these elements can be exemplified in the levels and stages within the Teachers’ Standards as set out in the online profile (PROFESSIONAL PROFILE), and the online profile gives a clear indication of the progress being made by the student teacher whilst on placement.

In preparation for each school experience placement the student teacher will meet with their Professional Tutor to discuss their personal targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.

A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented.

When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files they will initial the element and it can be “greened”.

The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.

g) The Monitoring and Evaluation Record Form

This is a document which the Partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress.

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It includes:

a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;

a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take

forward; comment on files, preparation and professionalism as exemplified in Part 2 of the

Teachers’ Standards; an agreed overall weekly grade which the student teacher uploads, and gives the

campus based staff, including their Professional Tutors an indication of their progress;

a narrative box to ensure that targets set and advice given have been responded to.

Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section.

h) Reflective Weekly Overview and Progress Record, Part 1, 2 and 3

(For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b

The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning through personal, professional reflection.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning.

To complete the Refelction Weekly Overview -

Part 1 – requires the student teacher to reflect on all Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement.

Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning.

Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.

It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include in their Practical Teaching File, in each tabulated weekly section.

i) Daily Reflections

For BEd Year 1 (and PGCE Student Teachers on Placement 1 a, student teachers should reflect on a daily basis for the first week of placement on what they have done towards

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meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice.

The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 19).

Those student teachers who are issued with Insufficient Progress will also be required to complete daily reflections in order to support them through this intervention.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

j) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

Focussed Observations

The purpose of these is threefold:

1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to targets for progress as previously identified in weekly reviews and learning conversations.

2. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed

outcomes.

3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

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4. Completed focussed observations should be kept in the clearly identified and tabulated section of the Practical Teaching File.

k) Progress during School Experience

Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

the Monitoring and Evaluation Report Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades from which are uploaded electronically at specific points in the placement by the student teacher. Failure to do so may result in Cause for Concern being issued;

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files.

5. Return to school experience – placement 1b w/c 8th January 2018

Having spent 6 weeks in this school experience placement the student teacher will quickly and seamlessly refamilairise themselves with the class, the needs of the pupils and school and classroom organisational issues though discussions with their School Based Tutor.The expectation is that student teachers will be able to quickly begin to re-establish themselves in the role of class teacher.

By the end of this week student teachers should have:

discussed and signed the Safeguarding and Ethics Proforma;

checked and discussed both short and medium term plans for subject areas they will teach;

agreed a detailed timetable for specific teaching responsibilities, focussed observations and non-contact time for the first week;

agreed detailed planning in some areas (preferably core subjects and in Communication and Language, Literacy, Mathematics and Understanding the World for Early Years Foundation Stage) for their teaching in the first week;

participated in individual or group work during English and mathematics sessions or Communication & Language, Literacy and Mathematics in the Early Years Foundation Stage;

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undertaken observations of the class teacher working with the children in a range of differing situations, focusing specifically on the teaching of the core subjects, and re-familiarising themselves with general classroom routines, organisation and management;

negotiated a school based training programme for 25% time with school/setting based colleagues and complete the first part of the proforma;

consolidated initial ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of their time in placement;

discuss those pupils who have additional needs; Pupil Premium or EAL with the class teacher and other colleagues as appropriate in order to enable appropriate planning;

discuss with the school based tutor the four profile children that they will study in more detail during this placement, prepare the pupil profile and begin to gather evidence of pupil progress;

teach groups or whole class

participated in their first focussed observation for this placement and learning conversation.

6. For the remainder of the placementFor 75% of the school week the student teachers, as a pair, are expected to be working in the classroom with their SBT for 75% of the time, and gradually lead up to being responsible for the whole class. This must be determined by, and in consultation with the SBT and the School Mentor and/or the University Mentor to:-

continue to work on the expectations outlined above;

teach English and mathematics in group and whole class situations on a daily basis and in the final two weeks take responsibility for teaching the whole class for at least one complete session in each of these subjects (ensure that phonics is taught and teaching observed on at least one occasion) or in Early Years Foundation Stage, teach Communication and Language, Literacy and Mathematics in groups;

teach science or in Early Years Foundation Stage, provide opportunities for Understanding the World: Expressive Arts and Media

use ICT appropriately in the core and other subjects or in Early Years Foundation Stage, use ICT across the seven areas of learning;

teach as wide a range of curricular areas as possible or in Early Years Foundation Stage, teach all seven areas of learning;

make use of a variety of strategies and resources and select evidence of pupils progress to enable them to differentiate their teaching;

contribute to assessing pupils’ work and keeping records;

where possible and appropriate work alongside experienced TAs either in their own or another classroom, focusing on English and mathematics or Communication and Language, Literacy and Mathematics in Early Years Foundation Stage;

develop an awareness of other professionals who support pupils’ learning or development including, where possible, before or after school care;

negotiate focussed observations of own practice with teaching partner and/or School Based Tutor.

7. The School Based Training ProgrammePage 14 of 26


This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

undertaking focussed observations of the teaching of English (including phonics) and mathematics, science and their special subject or for Early Years Foundation Stage undertaking focussed observations of the teaching of Communication and Language, Literacy, Mathematics and Knowledge of the World.

developing an awareness of the role of the TA in their particular classroom;

developing an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;

develop an awareness of how the school/setting is implementing the SMSC & British Values elements of the curriculum;

negotiate focussed observations of own practice with teaching Partner and/or School Based Tutor;

where possible undertaking observations of PE and Music;

discussion with the school based tutor , and other colleagues as appropriate, concerning planning, assessment and provision for individual differences (including EAL);

undertaking the school based tasks in English with support as appropriate or for Early Years Foundation Stage undertaking the school based tasks in Literacy with support as appropriate.

continue to develop an awareness of behaviour management techniques;

learning about and contributing to records and reports;

undertaking pupil progress, assessment and monitoring.

Please note this time should not be allocated for planning, marking or private study.

8. Beyond the School Day

In order to fulfil their role as members of the teaching team, student teachers need to spend sufficient time in the school/setting before and after the school day.

Engage in learning conversations about their work and progress with school/setting based colleagues;

prepare for professional learning conversations at the beginning and before the end of Placement 1 b, with the school/University Mentor;

analyse and reflect on significant issues or events;

plan and resource lessons;

upload grades on to pebblepad from the Monitoring and Evaluation Record as indicated on the calendar.

Student teachers are expected to participate fully in the life of the school; eg., (where appropriate) attending staff meetings or INSET; meeting with parents including attending

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parents’ evenings; participating in extra-curricular activities; contributing to the gathering of information for class teachers’ use in reporting to parents.

9. Pupil Progress Assessing Learning Outcomes in Sessions

Lesson evaluations will include assessment of pupils’ learning in relation to objectives and expected outcomes as detailed in lesson plans. Evaluations will contain some references to particular pupils, their learning or responses and should be used to inform further planning. Review of lesson evaluations each week contributes to evidence of pupils’ progress. All student teachers have been made aware of Assessment for Learning strategies contained within the Primary Strategy. Student teachers should be guided by the school regarding keeping records of pupil progress.

Formative Assessment

Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils’ learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral comments. Giving pupils appropriate feedback, both oral and written, will be part of the planning and assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning. This will help them consider targets for individual pupils’ development.

Student teachers are also expected to:

prepare for their work in the Pupil Progress File through discussing the school/setting’s approach to monitoring, assessment and record keeping with members of staff as appropriate (with their School Based Tutor, Core subject and special subject co-ordinator); records should be kept of the key points of these discussions;

undertake formative marking – taking into account pupils’ individual targets;

monitor and assess the achievements of the whole class across those aspects of the Core subjects and their special subjects for which they have teaching responsibilities or if in EYFS, the three prime areas of learning (PSED, Communication and Language and Physical Development);

with support, assess the levels of pupils’ work using school/setting portfolios and guidance materials as appropriate;

learn about and contribute to records and reports;

be guided by the school systems and protocols if appropriate;

maintain records (class or group lists) which can contribute to planning and reporting;

make a detailed Core and special subject profile (EYFS: Prime Areas of Learning, Literacy and Mathematics Profile) for FOUR pupils based on a variety of assessment strategies (in consultation with school/setting based colleagues and pupils as appropriate);

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prepare actual or simulated reports for parents, relating to attainment in literacy and numeracy, science and their special subjects or in Early Years Foundation Stage, relating to all seven areas of learning for ONE of the profiled pupils. The reports must be discussed with school/setting based colleagues.

10. Assessment of Placement 1 b

Student teachers are required to to achieve a minimum of Stage 3 of all Teachers’ Standards during Placement 1 b and many will achieve many levels above this.

The Report Form will include a print out of PROFESSIONAL PROFILE and give a clear indication of the student teacher’s progress against the Teachers’ Standards. This forms an important assessment element of the school experience component of the PGCE Programme.

The assessment will be made through careful consideration of a range of evidence, using the framework of the Standards.

Evidence will be drawn from:-

the Practical Teaching Files;

examples of pupils work instigated by the student teacher;

Profiling Conferences with the School Mentor or University Mentor/Visiting Tutor during which student teachers and School Mentors/University Mentors/Visiting Tutors use PROFESSIONAL PROFILE – the online profiling tool alongside evidence that specific stages have been achieved;

focussed observations and written feedback on planning and classroom work;

Monitoring and Evaluation Report from School/University Mentors.

Report forms are designed to provide clear judgements about progression in relation to progress towards the Teachers’ Standards. Targets for further professional development should be clearly stated. Please refer to the report contained within the Report Form section of the Primary Partnership Portfolio for further details. The student teacher’s Professional Profile will give a clear indication of the stages reached and elements achieved. These will be agreed at the time of writing the report. The whole report will provide next steps both for campus and school based learning.

In this school experience placement student teachers are:

Expected to achieve within Stage 3 for all Standards but may exceed this by achieving within stage 2.

Note: if the student teacher is achieving any element of any Standard within a Stage they can be deemed as working within that Stage.

11. Moderation Meetings and Quality Assurance

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Moderation meetings are held at key locations across the Partnership region, normally just after the mid point of the placement. Files are assessed and moderated against the Teachers’ Standards. These meetings are held for Spring term placements for BEd Year 3, Summer term placements for BEd year 2 and PGCE Placement 1 b and 2.

Prior to file moderation, School Mentors are required to send an interim grade to the University Visiting Tutor. Supply cover, travel expenses and lunch are provided in order for all quality assurance processes to take place within the Partnership.

The meetings are a crucial part of the Partnership’s rigorous quality assurance procedures and are held at a variety of locations across the Partnership. Most importantly, they form a key element of the on-going student support and feedback process. Schools who are required to attend moderation will be notified well in advance so that either the School Mentor or School Based Tutor can attend. This will happen on a two yearly cycle. The moderation process is supported by the Associate Lecturer team who act as University Mentors/Visiting Tutors and a member of academic campus based staff.

Student teachers whose files are selected for moderation should not be overly concerned about the process. However, they should ensure that their Practical Teaching Files are well presented and fully reflect the standard of work they have completed in school.

12. External Examiners

The Plymouth Institute of Education arranges for a selection of student teachers to be visited by External Examiners during final placements. The selection includes those student teachers completing the period of school experience who have been recommended for a 'fail' grading by visiting tutors or university mentors (as applicable), together with a sample of other student teachers representing a range of achievement. If a student teacher is selected, you will be contacted and advised of the process involved. The lead External Examiner for each Programme provides a written report to the University, which is considered by the appropriate Assessment Panel and the BEd and PGCE Primary Partnership Programmes Committees. Responses to matters of concern are indicated in the reports and reviews required by the Plymouth Institute of Education and Faculty and monitored by the Academic Standards Committee.

13. Identification of Areas of Concern

The Primary Partnership Portfolio (section 7) details the procedure to be adopted;

Weekly written feedback must clearly identify any areas of concern;

Early Alert proforma used in order to put interventions in place by Friday 12th January 2018;

The Partnership Office must be notified by Friday 6th January 2018 if there is Cause for Concern about a student teacher’s ability to complete the school experience satisfactorily;

If concerns persist the ‘Insufficient Progress’ formal notification will normally be given to the student teacher no later than Friday 2nd February 2018. The appropriate pro-forma is provided in the relevant section of the Primary Partnership Portfolio. In exceptional circumstances, formal notification of insufficient progress may be given at a later date.

14. EvaluationPage 18 of 26


At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing and evaluation form. This will be emailed to all Partners and an early response is requested to support our ongoing Quality Assurance processes.

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Quality Assurance Record – Placement 1 b

Checklist and Weekly Monitoring and Evaluation Record for School Based Tutors, School/University Mentor and University Visiting Tutor. (Copies of this QA record should be placed at the front of student teachers’ Practical Teaching Files).

Observation Feedback RecordStudent teachers should be observed and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.

Week

Tutor (School Based Tutors,

School Mentors, University

Visiting Tutors/Mentors

Monitoring & Evaluation

Report

Focussed Observation

Feedback Given

Initials Student teacher’s

initials Date

Week 7

w/c 8 January

Week 8

w/c 15 January

Week 9

w/c 22 January

Week 10

w/c 29 January

Week 11

w/c 5 February

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Self - Review: Assessment for Learning – Aide memoireLearning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established Notes for my profiling/weekly reviewI always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning

Developing Established Notes for my profiling/weekly review

My oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedback My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson

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Peer and self assessment Beginning Developing Established Notes for my profiling/weekly reviewI ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each other’s work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning Developing

Established Notes for my profiling/weekly review

I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning Beginning Developing

Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well as celebrating achievement

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School Experience checklist for all Partners

These checklists are designed to be an aide memoire for all Partners supporting Student Teachers as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

Return to school experience w/c 8th January

By the end of this week in school the student teacher should have:

discussed and jointly signed the Safeguarding and Ethics Proforma;

checked and discussed both short and medium term plans for subject areas they will teach;

agreed a detailed timetable for specific teaching responsibilities, focussed observations and non-contact time for this week;

agreed detailed planning in some areas (preferably core subjects and in Communication and Language, Literacy, Mathematics and Understanding the World for Early Years Foundation Stage) for their teaching in this week;

participated in individual group or whole class sessions during English and

mathematics or Communication & Language, Literacy and Mathematics in the Early Years Foundation Stage;

undertaken observations of the class teacher working with the children in a range of

differing situations, focusing specifically on the teaching of the core subjects, and re-familiarising themselves with general classroom routines, organisation and management;

negotiated a School Based Training programme for 25% time with school/setting based colleagues and completed the first part of the proforma for this;

consolidate initial ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of their time in placement;

discuss those pupils supported by IEPs, PP or have EAL with the class teacher and other colleagues as appropriate in order to enable appropriate planning;

discuss with the School Based Tutor the four profile children that they will study in more detail during this placement, prepare the pupil profiles and begin to gather evidence of pupil progress;

Teach groups and whole class as advised and negotiated with the School Based Tutor

participated in first focussed observation for 1 b and following learning conversation after feedback.

SignedStudent................................................................

School Based Tutor...........................................

Date......................................................................

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Teaching commitments and expectations during the rest of the period of school experience

The student teacher is expected to:

continue to work on the expectations outlined in the Notes of Guidance teach English and mathematics in group and whole class situations on a daily basis

and in the final 2 week take responsibility for teaching the whole class for at least one complete session in each of these subjects (ensure that phonics is taught and teaching observed on at least one occasion) or in Early Years Foundation Stage, teach Communication and Language, Literacy and Mathematics in groups;

teach science or in Early Years Foundation Stage, provided opportunities for Understanding the World

used ICT appropriately in the core and other subjects or in Early Years Foundation Stage used ICT across the seven areas of learning

where possible teach a wide range of curricular areas or in Early Years Foundation

Stage, been involved in activities across the seven areas of learning?

make use of a variety of strategies and resources and selected evidence of pupil’s progress to differentiate their teaching

contribute to assessing pupil’s work and keeping records? where possible and appropriate work alongside experienced TAs in their own or

another classroom, focusing on English and mathematics, or Literacy and Mathematics in Early Years Foundation Stage?

develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care?

negotiate focussed observations of own practice with teaching Partner and/or School Based Tutor, as well as with other members of the school staff

SignedStudent................................................................


Date......................................................................

The School Based Training Programme

For approximately 25% of the week, has the student teacher negotiated a training programme

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which includes:-

undertaking focussed observations of the teaching of English (including phonics) and mathematics, science and their special subject or for Early Years Foundation Stage undertaking focussed observations of the teaching of Communication and Language, Literacy, Mathematics and Knowledge of the World?

developing an awareness of the role of the TA in their particular classroom?

developing an awareness of other professionals who support children’s learning or development including, where possible, before and after school care?

developing an awareness of how the school/setting is implementing the SMSC & British Values elements of the curriculum?

negotiating focussed observations of own practice with teaching Partner and/or School Based Tutor?

where possible undertaken focussed observations of PE and Music?

having discussion with the School Based Tutor , and other colleagues as appropriate, concerning planning, assessment and provision for individual differences (including EAL)?

undertaking the school based tasks in English with support as appropriate or for Early Years Foundation Stage undertaking the school based tasks in Literacy with support as appropriate?

the continuation of their development and awareness of behaviour management techniques?

learning about and contributing to records and reports?

continuing to develop knowledge and understanding of Pupil Progress and all assessment and monitoring?

SignedStudent................................................................


Date......................................................................

Outside the School/Setting DayPage 26 of 26


Outside the school/setting day has the student teacher:

discussed their work and progress with school/setting based colleagues? prepared for monitoring and evaluation meetings, according to the placement calendar

with the School/University Mentor? analysed and reflected on significant issues or events? planned and resourced lessons?

completed the Reflective Weekly Overview and Progress Record and sent to

School/University Mentor?

uploaded grades from the Monitoring and Evaluation Report form on pebblepad?

maintained their Professional Profile by using the Professional Profiling grid?

SignedStudent................................................................


Date......................................................................PGCE PLACEMENT 1 b RECORD OF SCHOOL BASED TRAINING

All Professional Learning Activities

An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence of progress.

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Return to School Experience Week 7

w/c 8 January

Week 8

w/c 15th January

Week 9

w/c 22nd January

Week 10

w/c 29th January

Week 11

w/c 5th February

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DaW 1995 - Web viewReports should be completed electronically by this date and emailed together...

Documents

Transcript of DaW 1995 - Web viewReports should be completed electronically by this date and emailed together...