PRIMARY PGCE SE1A Observation Period 2013

  During the Autumn and Spring term of the PGCE programme, full time students will undertake three distinct periods of school experience in the same school. These periods of school experience are categorised as SE1A, SE1B and SE1C.

SE1A   This period of time in school is known as the Observation period.

Towards the end of September and beginning of October, students are expected to be able to spend broadly equal amounts of days, supporting in classrooms and making observational notes across the three key phases of primary education, the Foundation Stage, Key Stage 1 and Key Stage 2.

SE1A Briefing at IOE Cohort A - 13 Sept Cohort B - 20 Sept SE1A – in school Cohort A - 16 Sept – 10 Oct (1) Cohort B - 23 Sept – 17 Oct (2)

Partnership Day at IOE for School Mentors Both Cohorts- 10 Oct SE1A De-briefing at IOE – Transition Point 1 Cohort A - 17 Oct Cohort B - 24 Oct 1. Except 20 and 23 September 2. Except 27 and 30 September, and 11 and 18 October

  To begin to understand continuity and progression in the teaching of the core & foundation subjects across the three Key Phases

  To begin to recognise different pedagogical approaches

and where they are used most effectively   To develop a range of techniques for observation and

assessment of teaching and learning

  read the SE1A Guide from cover to cover   read the school’s Ofsted report

http://www.ofsted.gov.uk/inspection-reports/find-inspection-report

  look at school’s website, identify name of Headteacher   check location, route, and timing of journey to school

  prepare SE Files & two copies of the data collection permission forms

  ensure DBS certificate and another photo ID is available on your first day in school

  aim to arrive at least half an hour before the children and leave at least half an hour after the end of school

  be prepared for school office staff to say they are not expecting you   download or print out copies of the lesson planning proforma   read the recommended readings as advised by the core subject

tutors

  download or print copies of the observation proformas for English, mathematics and science

  read requirements for the ICT Blog entry

    remember your role as an ambassador for the IoE and a guest   BE HUMBLE. and avoid giving the impression that you are a ‘would be’

Ofsted inspector   BE USEFUL! find ways in which you may assist the class teacher and be

fully involved in the teaching and learning taking place   follow school policies and procedures in the classroom and in the school

generally   look after your interests and personal safety – join a professional

association/union   don’t get into situations where you are alone with a pupil and avoid

physical contact that could be misinterpreted

  be ultra careful about how you talk about pupils and their parents/carers – avoid gossip in this respect

  be sensitive to the statements you make in your files – do not openly criticise colleagues

or the school   keep key colleagues informed about your brief in relation to any tasks you have to

complete and the requirement to keep clear observational notes   make sure you thank all who have supported you during the school day, including the

Head teacher. Make sure you have paid for coffee/tea and any school dinners you may have eaten.

  full attendance is expected. If students are absent for any reason they should inform the

Headteacher and/or the School Mentor or Class Teacher Mentor and complete the IoE absence notification form in the usual way.

  you need to negotiate and agree where you will spend your time in school

  some schools will have already decided which classes

you will join and for how many days   in other schools you might be offered a choice   You must spend broadly equal amounts of time in the

three key phases, regardless of your age phase choice

  you are expected to have a timetabled range of experiences across the Foundation Stage, Key Stage 1 and Key Stage 2

  You are required to keep detailed notes and observations about: ◦  the school as a whole ◦  the nature / implementation of the curriculum ◦  physical aspects of the learning environment ◦  English (including early reading & phonics), Mathematics, Science

& ICT / ◦  The foundation subjects ◦  your own subject knowledge ◦  teacher planning, management and organisation ◦  children’s learning / ways of assessing ◦  close observation of individual learners ◦  taking the teacher’s role ◦  review of experiences & notes for personal development

  this file is to contain all the documentation related to your progress in meeting the Teachers’ Standards, 2012, during the PGCE programme.

  the file should be set up according to the contents page

that has been provided   for this period of SE, students will only be expected to

have documentation for contents items 1, 4 and 8

  you are expected to demonstrate evidence of fulfilling these criteria during each period of school experience

  you will begin to understand how to collate evidence during the Observation period

  you should reflect on this in your learning journal

  needs to be structured to provide evidence that the required observations have been accomplished

  use of A4 paper, sectioned in a coherent way and well

signposted/labeled for accessibility

  should be professionally worded and not critical of school policies and practices

  should be analytical and reflective rather than descriptive

  files to be brought to the SE1A transition point session at the end of your placement

You will be asked to:

  begin to demonstrate some understanding of the breadth of the Teachers’ Standards

 identify your emerging strengths

 identify a strength to develop further

 identify what you found difficult or confusing

 identify personal targets to set for SE1B

 identify the standards that will support these targets

  SE1A is designed to give you further opportunities to understand how the Primary school curriculum is designed, taught and assessed across the three key phases of Primary Education

  you will learn most by interacting with the teachers and the children and being involved in the teaching and learning process

  keep a professional distance between yourself and the children   be aware of the demands you make on staff, who will need some

respite at various times during the school day.

A support plan is initiated by a school or Institute tutor in cases of: Lack of Progress   A student is considered to be failing, or is judged to be in danger of

failing to meet the required standards for the particular phase of the course.

Lack of Professionalism   For example: punctuality, attendance, dress, lack of critical self

awareness, unable or unwilling to accept professional criticism, difficult relationships with staff.

Cause for concern about the student’s well being   The student shows signs of ill health, difficulties in coping with

stress etc.

Lack of professionalism   poor timekeeping   respecting the space & time availability of school

tutors   sitting on the sidelines and not being pro-active   being overly critical and judgemental   lack of awareness of school’s polices and

practices

  the placement list will be posted on Moodle this evening   some students are still unplaced   there is no need to panic   identify if you or a friend or a family member have a school contact

who might offer a placement for the whole of SE1 or SE1A only and let me know

  use the time productively   be patient, you will be contacted individually as soon as a suitable

placement is found