Professional Practice Tracker Building a picture of a trainee’s progress against

The Teachers’ Standards (DfE, 2012)

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.

Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical;

forge positive professional relationships; and work with parents in the best interests of their pupils.

Trainee

Course

Curriculum Tutor

The Teachers’ Standards are not graded. However, for the purposes of quality improvement, and in the context of the inspection of ITE, providers are required to grade trainees.

This documentation provides amplification of the standards to support this process using additional statements in relation to Part One of the Teachers’ Standards and is based

upon the national UCET/NASBTT guidance for all ITE provision with some adaptations and additions to support our course. There is no grading for Part Two.

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CONTENTS Section 1 - Info about placements 1.1 Key Dates 1.2 Entitlements for the trainee on placement 1.3 Concerns and Worries 1.4 University (Curriculum) Tutor School Visits 1.5 Example Timetables

3 4 4 5 6

Section 2 - The Teachers’ Standards – Tracking your Progress 2.1The Teachers’ Standards 2.2 Who uses the Professional Practice Tracker? 2.3 Examples of evidence that support the trainee’s progress and achievements

10 11 11

Section 3 - Teachers’ Standards – Descriptors, Trainee’s notes, Prompts, Observations and Tasks 3.1 Teachers’ Standard 1 3.2 Teachers’ Standard 2 3.3 Teachers’ Standard 3 3.4 Teachers’ Standard 4 3.5 Teachers’ Standard 5 3.6 Teachers’ Standard 6 3.7 Teachers’ Standard 7 3.8 Teachers’ Standard 8 3.9 Teachers’ Standard Part Two

12 18 23 28 34 39 48 53 58

Section 4 - Mentor and Professional Tutor Meetings 4.1 Weekly Mentor Meetings and Logs 4.2 Weekly Professional Tutor Meetings and Logs

62 70

Section 5 - Attendance Calendar 78

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1.1 KEY DATES Assessments

Professional Practice

Profile (PPP) APK RPK interview

Phase A – 20th October 2017 Discuss APK focus November RPK Portfolio Electronic Submission

Monday 14th May

Phase B – 15th December 2017 Agree on APK focus by 7th December

RPK interview will take place from the

14th May

Phase C – 9th February 2018 Teach the scheme of work during

January

Phase D – 29th March 2018 50% draft feedback hand in between 19th

and 26th January

Phase E – 25th May 2018 APK Electronic Submission Monday 19th

February

Reviews 1-1 with your University Tutor on campus Between the 4th and 14th December - discuss actions you have taken since your lesson observation.

Between the 29th January and 8th February – discuss your 50% APK feedback

Mentor Training Events (venues to be confirmed)

Wednesday 4th October 2017

15:45 – 17:00

Wednesday 14th March 2018

16:30 – 18:30

Mentor and Trainee Joint CPD

day Friday 24th November 2017

09.00-16.00

University of Sussex

ITE Conference Friday 29th June 2018

09.00-16.00

University of Sussex

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1.2 ENTITLEMENTS FOR THE TRAINEE ON PLACEMENT

There are some key entitlements for the trainee during their placement in order for them to be able to develop as a teacher. These consist of:

Opportunities to plan and to have support with planning and lesson ideas and feedback on lesson plans, including attendance at planning meetings

Opportunities to teach a range of whole class, group and individuals, which build up over time

Opportunities to attend staff training and meetings, parent/carer consultations and extra-curricular sessions to gain greater understanding of the role of a teacher

A weekly formal lesson observation with written feedback, alongside on-going day-to-day verbal feedback

A weekly Mentor Meeting with your Mentor (45 minutes – 1 hour)

A weekly Professional Tutor Meeting with either the Professional Tutor or another suitable member of staff (i.e. English Coordinator/SENCO)

Time to observe in both their own and other classes in the school (or other local schools) to develop their professional understanding

Time out of class for planning, preparation and assessment and completion of university tasks – the amount of time for this will vary week by week throughout the placement, however consideration should be made that in the NQT year 20% of teaching time is ‘non-contact’ time

A weekly timetable indicating where the trainee should be and what they should be doing

On-going support and guidance in their professional development

1.3 CONCERNS AND WORRIES

Before things go pear-shaped… be proactive!

If you are unhappy with your experience and you are convinced that it is not working out, here is the procedure –

1. Contact your University Tutor and keep him/her informed of developments.

2. Re-read the Main PGCE Handbook sections on responsibilities and school experience entitlements.

3. Discuss the issue with your Professional Tutor or Mentor.

4. If there is no improvement, your University Tutor will visit the school and arrange for a supervisory conference, involving the Professional Tutor,

Mentor, yourself and any other parties involved.

5. The supervisory conference may result in an Action Plan – a way forward agreed by all parties.

6. Implementation of the Action Plan will be closely monitored.

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1.4 UNIVERSITY TUTOR SCHOOL VISITS

The University Tutor normally makes three half-day visits to each primary trainee, two in the first placement and one in the second. The focus of

these school visits is to review your progress through a joint lesson observation with the mentor with evaluative feedback and a review of school

based files, your reflective sketchbook and this document. Additional visits can be arranged if necessary at the request of either trainees or mentors.

The purpose of a University Tutor visit is to provide you with feedback on your progress, to identify strengths and to develop strategies for improving

practice and to moderate school based training. University Tutor visits are generally formative and are not considered as formal assessments of

classroom practice.

The University Tutor organises possible dates for visits and where possible fits with the preferred date of the trainee and mentor. On school visits, the

University Tutor and Mentor will observe you teach a lesson. In preparation for this visit, you should prepare a lesson plan (using or based upon the

primary pro-forma), identify a suitable focus (linked to Teachers’ Standards) and arrange for the University Tutor to be welcomed and brought to the

teaching room on arrival. Ideally, it is helpful if there is time before the lesson to discuss this focus. Following the observation, in the presence of the

Mentor, the lesson is reviewed, and school files are checked. At the end of the visit, the Curriculum Tutor provides a written report on the visit.

Initial visit Phase B, Autumn Term - This will focus on Quality assurance, Partnership and Mentor training. A joint observation will take place. Feedback will

then be agreed between the Mentor and the University Tutor. The Class Mentor will then lead the feedback session to the trainee. The University Tutor will

also carry out a school partnership meeting to ensure all areas of the programme are being provided for, for example, checking that professional studies

sessions are taking place, that Mentor meetings are happening etc.

Main teaching experience visit Phase C or D, Spring Term- This will be a joint observation with the Curriculum Tutor and the Mentor.

Final visit Summer Term Phase E- The final joint observation will be with the University Tutor and the new Class Mentor.

Please refer to the main ITE handbook for any additional information.

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1.5 EXAMPLE TIMETABLES FOR DIFFERENT STAGES OF THE COURSE

By Christmas, you should be teaching 8 hours.

This may be comprised of: Whole class teaching, group work, individual/intervention groups, inputs or plenaries

08:45 -09:00 09:00 – 09:30 09:30 – 10:30 10:30 – 11:00 11:00 – 12:00 12:00 – 13:00 13:00 – 14:00 14:00 – 15:00 After School

Monday Non-contact time –

Tracked children tasks

Maths – Support a group during input and then work with

them for activity

English – Work with a group and teach plenary

Teach plenary

Observe nurture group

Non-contact time – preparation for English lesson

tomorrow

Professional Tutor meeting

Attend Staff Meeting

Tuesday Take

register

Observation – Phonics in

EYs

Maths – Support a group during input and then work with

them for activity

English – Teach whole class

Formal Lesson Observation

Non-contact time –

PPT updating Observation –

French in year 6

Attend planning meeting

Wednesday

Take register &

attend assembly

Individual reading

with tracked children

Maths – Teach whole

class

English – Team Teach

PPA with Mentor

Mentor Meeting

Thursday

Take handwriting intervention

group

Individual reading

with tracked children

Maths – Support a group during input and then work with

them for activity

Playtime duty

Observation – English in year 2

Science –

Teach whole class Update PPT

Friday University based sessions

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Your teaching timetable should look something like this from January until half term. 10 hours teaching time This may be comprised of: Whole class teaching, group work, individual/intervention groups, inputs or plenaries

08:45 -09:00 09:00 – 09:30 09:30 – 10:30 10:30 – 11:00 11:00 – 12:00 12:00 – 13:00 13:00 – 14:00 14:00 – 15:00 After School

Monday Attend

assembly

Intervention group with

phonic focus

children

Maths – Team teach then

work with a group for activities

Teach plenary

English –

Teach whole class

History – Teach whole class

Observation – Intervention

group EAL

Attend Staff Meeting

Tuesday Professional Tutor Meeting

– Meeting with SENCO

Maths – Team teach then

work with a group for activities

Teach plenary

Playtime duty

English – Teach whole class

Observation –

Science in year 1

Non-contact time – Planning

time

Attend planning meeting

Wednesday Take

register

Intervention group with

phonic focus

children

Maths – Teach whole class

English –

Teach whole class Support in dance club

PPA with Mentor Mentor Meeting

Thursday Observation –

Behaviour management in Year 3

English – Teach whole class

PE – Teach whole class

Formal Lesson Observation

Non-contact time – Planning time

Update PPT

Friday University based sessions

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Your timetable should build to look like this by Easter: 12 hours teaching

This may be comprised of: Whole class teaching, group work, individual/intervention groups, inputs or plenaries

08:45 -09:00 09:00 – 09:30 09:30 – 10:30 10:30 – 11:00 11:00 – 12:00 12:00 – 13:00 13:00 – 14:00 14:00 – 15:00 After School

Monday Attend

assembly

Observe Year 2

phonics

Maths – Teach whole class

Playtime duty

Observe tracked children during English lesson

PSCHE –

Take whole class – circle time

Professional Tutor Meeting –

Meeting with SENCO

Attend Staff Meeting

Tuesday

Take register and

Attend assembly

Guided reading –

Take whole class

(organisation of groups)

Maths – Teach whole class

English –

Teach whole class

Art – Teach whole class

Music – Teach whole class

Attend planning meeting

Wednesday

Non-contact time – Planning and assessment time – Tracked children

English – Teach whole class

Formal Lesson Observation

PPA with Mentor Mentor Meeting

Thursday

Non-contact time -

Preparation for teaching

Phonics – Take KS1 group for phonics

Maths – Team Teach

Observation –

Maths in year 6

Computing – Teach whole class

Geography – Teach whole class

Support in football club

Friday

Non-contact time -

Preparation for teaching

Phonics – Take KS1 group for phonics

Observation – Maths in year 6

Non-contact time – Teaching Standards

Non-contact time – Moderation of

maths judgements of tracked children

Update Progress Tracker

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After Easter, your timetable should look something like this – At least 10 hours teaching

This may be comprised of: Whole class teaching, group work, individual/intervention groups, inputs or plenaries

08:45 -09:00 09:00 – 09:30 09:30 – 10:30 10:30 – 11:00 11:00 – 12:00 12:00 – 13:00 13:00 – 14:00 14:00 – 15:00 After School

Monday Attend

assembly Reading –

1-1 reading

Maths – Team teach then

work with a group for activities

Teach plenary

English –

Teach whole class

Observation – Pastoral support intervention group – Autism and

behaviour

Attend Staff Meeting

Tuesday Professional Tutor Meeting Maths –

Teach whole class Playtime

duty English –

Teach whole class

History – Teach whole class

Observation – Music in year 1

Attend planning meeting

Wednesday Take

register Reading –

1-1 reading

Maths – Teach whole class

Formal Lesson Observation

English –

Teach whole class Support in dance club

PPA with Mentor Mentor Meeting

Thursday Visiting schools for interviews English –

Teach whole class

PE – Teach whole class

Non-contact time – Planning time

Update Progress Tracker

Friday

Non-contact time -

Preparation for teaching

Observation – KS1 maths intervention

Observation – Maths in year 6

Non-contact time – Teaching Standards

Observation –

in Year 5 – assessment for learning

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2.1 The Teachers’ Standards

The Teachers’ Standards define the minimum level of practice expected of trainees and teachers in order to gain Qualified Teacher Status. This document is designed to support the trainee, their mentor and university tutor assess, track and plan the trainee’s progress against each of the Teachers’ Standards; Part One and Part Two (DfE, 2012). In this document for each Teachers’ Standard:

There are four levels of descriptors, which amplify the standards. These are not prescriptive. They provide guidance for trainees, mentors and curriculum tutors to evaluate and grade the trainee’s progress and support planning the next steps of their development as a teacher. The amplification considers - What kind of behaviours, attributes and skills are associated with each standard? The four levels are:

AWARENESS AND VALUE (A) Trainees are aware of the standard and its value. They can identify and discuss where a standard is demonstrated by experienced

educators.

MET (M)

This is the minimum level needed to be awarded QTS.

GOOD (G)

Trainees achieving the standards at a good level may demonstrate these

characteristics.

VERY GOOD (V)

Trainees achieving the standards at a high level may demonstrate these

characteristics

Trainee notes: achievements and actions

Prompts for discussion and reflection -these questions are designed to stimulate self-reflection and to prompt discussion between mentors and trainees.

Observations - All trainees are expected to complete these within the phase/phases specified. They will be useful to share and discuss throughout the year in Reflect and Review sessions, mentor meetings and individual review meetings, as well as at the end of the course in your Reflecting on Professional Knowledge Interview.

Tasks - All trainees are expected to complete these within the phase/phases specified. They will be useful to share and discuss throughout the year in Reflect and Review sessions, mentor meetings and individual review meetings, as well as at the end of the course in your Reflecting on Professional Knowledge Interview.

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2.2 Who uses the Professional Practice Tracker (PPT)?

Trainees - This tool is to be used throughout the course for self-assessment, and for joint assessment with the mentor, which will inform

target setting. Each Week the trainee needs to…

Ensure that they always have their paper copy of the PPT (both when at school and at University)

Self-assess – Each week reflect on their progress against each standard using the PPT.

Joint-assess- Each week in mentor meetings share and discuss their self-assessment. Together the mentor and trainee reflect on progress and update the tracker as appropriate. Alongside the mentor the trainee highlights their progress using different colours for each phase: Phase A- red or orange, Phase B- green, Phase C- yellow, Phase 4–blue and Phase 5- pink. (This will help them build a picture and to grade each standard by using a ‘best fit’ approach and to inform target setting.)

Keep a record of attendance and of mentor and professional tutor meetings on the appropriate pages.

Share information with the university -update the electronic version of the PPT each week following their mentor meeting.

Mentors - This tool is to be used throughout the placement to support the setting of formative targets, particularly in Mentor meetings and

at the end of each half term in order to complete the Professional Practice Profiles A, B, C, D and E, where the trainee’s performance is graded and future targets are set. Mentors will sign the mentor meeting logs each week.

University Tutors – The use of this document is part of a School visit; following joint observations with the mentor and in reviews. It may

also be referred to and used to support university curriculum sessions

2.3 Examples of evidence that supports the trainee’s progress and achievements Reflective Sketchbook

This provides evidence for TS3 in your Reflecting upon Professional Knowledge

interview in May. (Keep a record of your reading at the

back)

Trainee’s observations, tasks and reflections

Weekly Observations of trainee’s teaching

Tracked children information

Home/school liaison

Annotated plans and Evaluations

Children’s learning recorded, verbal, observations,

annotated photos or films Annotated policies

Series of lessons Create a pack!

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1. Set high

expectations,

which inspire,

motivate and

challenge all

children. * Establish and sustain a

safe and stimulating

environment where

children feel confident and

are able to learn and

develop.

* Set goals that stretch and

challenge children of all

backgrounds, abilities and

dispositions.

* Demonstrate and

model the positive

values, attitudes and

behaviours expected

of children.

AWARENESS AND VALUE (A) MET (M) GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of its

value by sharing observations and

reflections of how their mentor or

another member of staff:

-Encourages all children to participate

-Communicates that they believe that

all children can achieve

-Communicates high expectations

-Role models a passion for learning and

the subject/topic.

1.They encourage pupils to participate

and contribute in an atmosphere

conducive to learning.

2. They generally set high but realistic

expectations of pupils in the different

contexts and across age ranges

3. They can show examples of ways

that they have set appropriately high

expectations, believing that all children

have the potential to make progress.

4. They are generally well respected by

learners and can effectively teach and

promote pupils’ resilience, confidence

and independence when tackling

challenging activities. As a result of

this, most learners are enthused and

motivated to participate.

5. The children view them as fair.

6. They consistently demonstrate

professional behaviour, respect for

pupils, colleagues, parents and carers

and support the ethos of the school.

7. They demonstrate enthusiasm for

working with children and young

people and for teaching and learning.

1.They are able to develop a rapport

with a range of individuals and groups.

As a consequence of this, most pupils

are engaged in their learning.

2.They develop children’s ability to

learn and they teach skills such as

motivation, resilience, perseverance

and collaboration both discretely and

across other lessons.

3.Their planning and teaching shows an

understanding of how to motivate

children through

a. providing a context and

developing a purpose for

learning,

b. using high quality texts

c. selecting ‘hooks’ -high quality

resources which appeal to

children

d. planning for children’s

autonomy and providing

choice

1.They constantly encourage pupils to

participate and contribute developing an

atmosphere that is highly conducive to

learning.

2.There are high levels of mutual respect

between the trainee and pupils and

between pupils. The children have equal

status within the class.

3.They are very effective in developing

children’s ability to learn and teach and

promote learners’ resilience, confidence

and independence when tackling

challenging activities.

4.They generate high levels of

enthusiasm, participation and

commitment to learning.

5.They model and promote lifelong learning. They are an excellent role model as a learner and as to how to communicate and treat others respectfully.

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Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

14

TS1. Set high expectations which inspire, motivate and challenge pupils

Prompts for discussion and reflection

Can you describe the school’s vision and values? How do you communicate this to the children, other staff, families and visitors, both through your

own behaviour and language and your responses to children and others?

How do you seek to be a positive role model in class and in the wider school?

How do you seek to enact the school’s policies on inclusion and behaviour?

What have you learned from the school’s health and safety policy? How is this evident in planning and teaching, of others and your own?

How is the personal, social and emotional development of the children developed and supported?

Is the classroom environment important? Why? How have you contributed to ensuring the learning environment is stimulating? How could you do

so? What about other areas in the school?

How have you ensured tasks are relevant and engaging? That they provide purpose and are meaningful to the students? How have you presented

resources? Does this reflect how you value the learning and are modelling high quality presentation and an interest or passion for a subject/learning?

What do you know/understand about the children in your class? How do you share and utilise this knowledge? How have you used your knowledge

of the children to motivate and engage them and to plan for challenge and support?

Do the children feel valued and that there is equal status in the class? How has this been achieved?

How do you seek to ensure pupils feel comfortable in lessons and able to contribute?

How do you foster effective collaboration in their classroom? Have you developed a community of learners? How? Or, how will you?

How do you challenge inappropriate behaviour and comments demonstrating anti-bias and anti-discriminatory practice?

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T1. Set high expectations which inspire, motivate and challenge pupils

Observations

Observation Phase to be

completed

Date

completed

OBSERVATION TS1A: Spend a day in a Reception Class- Independence and learning through play

PRIOR TO THE DAY: Read and reflect upon the Characteristics of Effective Learning.

ON THE DAY: Observe but also join in! Reflect upon the children’s levels of independence and how is this

supported through the organisation of resources, the timetable and routines, the use of engaging activities,

opportunities for child led learning and plenty of activity?

Do these Characteristics of Effective Learning apply to children beyond Reception age?

Are they evident in the older ages? If so how and could they be developed further?

If you are placed in Reception spend a day in Nursery or Year 1.

Phase A – During

October

*Create a

sketchbook page

to share in R&R

session on 10th

November

OBSERVATION TS1B: Community of Learners

What are the observable features of a class where the children are a community of learners?

How is this established and what is needed to maintain and develop this ethos?

Can you relate this to Dweck’s Growth Mindset and/or choice of groupings?

What evidence is there that the children have equality of status?

How is this established and maintained?

Phase B

OBSERVATION TS1C: Motivation and Engagement

Observe lessons or parts of lessons within your class and focus on the children’s levels of interest and confidence?

How do they respond to the learning, the teacher and each other? Reflect upon how the teacher plans for this;

how does s/he motivate the children? How are high expectations of both learning and behaviour communicated

throughout the day? You may find it useful to consider the role and quality of resources, learning objectives and

steps to success, the planning for real life and meaningful contexts, the use of displays and of high quality texts.

Relate to the UNESCO document ‘How Children Learn’ and any extra reading you have reflected upon.

When observing lessons in other classes continue to collect information to aid your reflections.

Phase B onwards

*This will be

discussed during

your first

observation by

your University

Tutor

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T1. Set high expectations which inspire, motivate and challenge pupils

Tasks

Task Phase to be

completed

Date

completed

TASK TS1A: Your Classroom - The Learning Environment Task

The aim of this task is to help you become familiar and confident at using all areas and resources within the class

and to reflect upon and to understand factors of the learning environment that affect teaching and learning. Create

a Reflective Sketch book page for each of the following:

Resources - Make an AUDIT of the resources and consider how and when they can support children’s learning.

Are they accessible? Does the organisation of resources communicate how they are valued? Do ALL of the

children use the resources? Does the organisation and display of books help develop a love of books and an

excitement for reading?

Technology- How is technology used to support teaching and learning? Familiarise and develop your skills at using

the interactive white board, visualiser, cameras, apps.

Layout- Draw a simple plan of the class showing the arrangement of the furniture and seating. How does the

seating support learning? Is this/can this be changed to suit the learning? (You may wish to draw a plan to scale, this

will help you when you plan changes)

Displays- What is their purpose? Celebrating achievements, teaching, sharing of ideas, working wall? How do the children respond and use these?

Reflect upon all of these aspects and add to theses reflections throughout your placements.

POINTS OF VIEW- imagine you are a child, a parent/carer, visitor – what are your thoughts and feelings as you

enter the class? Why?

Phase A

Share your

reflective

sketchbook pages

in your reflect and

review session on

29th September

TASK TS1B: Your Classroom - The Learning Environment Task

Make note of how often the learning environment is changed/ adapted. Add your reflections to your Reflective

Sketchbook pages. Keep a record of displays. Consider your communication with the children, both verbal and

non-verbal. What are you modelling and communicating both intentionally and unintentionally? Compare learning

environments across your two placements.

Phase B, C, D, E This task will be

ongoing

throughout your

course.

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T1. Set high expectations which inspire, motivate and challenge pupils

Tasks

Task Phase to be

completed

Date

completed

TASK TS1C BE PREPARED TO PRACTISE and become familiar and confident at teaching in your learning

environment

Practise using technology

Practise modelling writing or calculations and the ‘thinking aloud’ process

Practise where you will position yourself and move around to ensure that all the children can learn from your

modelling and input and that you can see them!

Become familiar with resources such as texts, Numicon, construction

Practise using your toy/character

Phase A, B, C, D

and E

TASK TS1D OBSERVE YOURSELF

Ask your Teaching Assistant (TA) or Mentor to film parts of your teaching and use these to help you reflect upon

your communication with the children, both verbal and non-verbal. What are you modelling and communicating

both intentionally and unintentionally?

Phase B

Repeat in Phase

D This task should be

shared with your

mentor in the

mentor meeting in

week commencing

13th November &

12th March

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TS2. Promote

good progress

and outcomes

by pupils

*be accountable for

attainment, progress and

outcomes of the pupils

*plan teaching to build on

pupils’ capabilities and

prior knowledge

*guide pupils to reflect on

the progress they have

made and their emerging

needs

*demonstrate knowledge

and understanding of how

pupils learn and how this

impacts on teaching

*encourage pupils to

take a responsible and

conscientious attitude

to their own work

and study

AWARENESS AND VALUE (A) MET (M) GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of its

value by sharing observations and

reflections of how their mentor or

another member of staff:

Encourages and supports pupils to

reflect on their learning and respond to

feedback

Build on the children’s starting points

Plan for progress over time and keep a

record of children’s attainment and

understanding

1.They have taken some

responsibility for the attainment,

progress and outcomes of pupils

with guidance from the class

teacher.

2.Their short- and medium-term

planning and teaching demonstrate

some understanding of, and

provision for, pupil progression

taking into account prior

achievement.

3.They support pupils in reflecting

on their learning and identifying

their progress and emerging

learning needs.

4.When planning lessons, they

devise suitable opportunities for

learners to evaluate and improve

their performance.

5.They are able to explain how

effective teaching strategies are

informed by an understanding of

how pupils learn and offer a

rationale for choices made in the

context of practice.

6.They plan teaching and learning

activities that encourage

independent and autonomous

learning. As a consequence, all

groups of pupils make at least

satisfactory progress.

1.They demonstrate a sound

understanding of the need to develop

pupil learning over time and of how to

do this.

2.They use their knowledge of

effective teaching strategies to

encourage independent learning, and

they set appropriately challenging tasks

that enable the learners to make

progress. As a result, the majority of

pupils make good progress.

3.They consider how to communicate

and support all children, valuing their

input and using active listening skills

4.They plan and teach to develop life-

long learners, focusing on developing

learning skills as well as promoting

progress in areas of curriculum.

1.They assume a high level of

responsibility for the attainment

progress and outcomes of the pupils

they teach.

2.They demonstrate confident

judgement in planning for pupil

progression both within individual

lessons and over time and are able to

articulate a clear and well-justified

rationale as to how they are building

on prior achievement.

3.They actively promote engaging and

effective methods that support pupils

in reflecting on their learning.

4.They engage in sustained shared

thinking with children and promote

quality interactions and reflections

5.They are able to set appropriately

challenging tasks, drawing on a sound

knowledge of how children learn and

the pupils’ prior attainment, which has

been obtained through systematic and

accurate assessment.

6.They regularly create opportunities

for independent and autonomous

learning. As a result, the majority of

pupils make good or very good

progress from their starting point.

7.They are sensitive to all children’s

needs and consider how to

communicate and support all children,

valuing their input and using active

listening skills

19

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

20

TS2. Promote good progress and outcomes by pupils

Prompts for discussion and reflection

How do children learn? How is your understanding of this informing planning and your approach? Relate this to the UNESCO document ‘How

children learn’ and any further reading and research.

Are you aware of the children’s current attainment? What may the reasons be for differences in attainment? How can this affect the children’s self-

esteem? How does the use of language affect their self-esteem and motivation? How can you help close the attainment gap? Relate to your tracked

children, how can this information help you gain greater understanding of all the children in your class?

How do you use questioning to help focus your teaching for different pupils? Are you encouraging children to question and respond to each other?

Do you plan questions? Can you adapt these within the lesson in response to the learning? Can you recognise when questions are less effective and

may stop or limit dialogue developing? Have you developed a hierarchy of questions? Are these accessible to ALL children?

How have you sought to encourage pupils to take responsibility for their learning and how do you continually develop their ability to learn? Relate this

to your tracked children.

Can you explain why you have identified particular learning objectives for particular lessons/ schemes of work? Does this reflect prior attainment,

appropriate challenge, awareness of wider factors that may influence learning?

Do you understand the difference between progress over time and progress evident in a lesson or series of lessons? Do Learning objectives reflect

this?

Do you include learning skills and attitudes towards learning in your shared objectives? How can you share the ‘wider picture’ and ‘purpose’ of

learning with children so that they are not limited to a skill set? (For example, are they aware of the purpose of writing for communication or

reflection rather than what each word class is?)

How do you seek to use assessment to move pupils’ learning forward? Have you used self and peer assessment? How effective was this?

What strategies have you used to scaffold learning effectively?

21

T2 Promote good progress and outcomes by pupils

Observations

Observation Phase to be

completed

Date

completed

Observation TS2 A: Talk

Thinking Voices: Work of the National Oracy Project

The easiest way of working on understanding is often through talk, because the flexibility of speech makes it

easy for us to try out new ways of arranging what we know, and easy too to change them if they seem

inadequate. Of particular importance is the fact that we can talk to one another, collaborating and trying out

our new ways of thinking… When children talk in groups, different ‘genres of talk’ can be identified, these

include collaborating, exploring, clarifying and presenting (Barnes, 1992, p.125) Observe children working in groups – Do they talk to each other? Can you identify the different genres of talk? Do

they work together? What makes the most effective learning opportunities? What are the opportunities for effective

talk across the day?

Phase A & B

Share your

observations in the

Talk sessions in

December/January

Observation TS2 B: Assess children’s understanding

Whilst your mentor leads the teaching, focus upon a child, pair of children or a group and observe and listen

throughout the lesson/s. What can you learn about their understanding? How do you know this? As your experience

grows could you apply these skills to when you are teaching? Could you give guidance to a TA as to what to focus

upon? How can your growing understanding inform future planning? Practice this frequently!

Phase B Discuss this with your

mentor at your mentor

meeting on 6th

November

Observation TS2 C: Verbal Feedback

Following an input in your R and R session on 6th October, focus upon verbal feedback children receive throughout a

day or a series of lessons (you can be joining in with teaching and learning whilst doing so).

Note down examples of feedback and children’s responses and reactions where possible. Reflect upon the language

used, what the feedback is focused upon, e.g. behaviour, concentration, subject knowledge, skill.

Create a collection of examples to explore using yourself; can you use a balance of comments which show the

children what they are doing well and where possible why this is so, as well as introducing next steps? Create a

Reflective Sketchbook page.

Phase B/C Share your reflective

sketchbook pages in

your reflect and review

session on 3rd

November

22

T2 Promote good progress and outcomes by pupils

Tasks

Task Phase to be

completed

Date

completed

Task TS2A How do children learn? Relate theory to practice and practice to theory

Add to your Reflective Sketchbook page/s and reflections on the UNESCO document with examples from your

placement which support or contradict what you have read.

Holiday Task – add

to throughout each

phase

Task TS2B Written feedback

Read the Marking and Feedback policy. Gather some examples of children’s work which includes effective marking

and feedback comments. Develop your role in this marking process with your mentor’s support and guidance. Is

this impacting children’s progress? If so, how?

When you mark the class’ learning are there any patterns? How can you respond to this?

Phase B BRING SOME

EXAMPLES to the

Written Feedback

session on 10th Nov, 1st

Dec, 5th Jan or 26th Jan

Task TS2C Questioning Explore the use of questioning in the class and across the school. Consider the range,

quantity and quality of the questions asked of the children. Look at Blooms Taxonomy to identify the types of

questioning and consider how you can include different questions in your planning

In one of your inputs, ask your TA to keep a record of both the questions you ask and to whom, to help you

evaluate and reflect. Ensure ALL children have access to higher level questions.

Phase C BRING SOME

EXAMPLES to the

Questioning session

on 9th Feb or 2nd

March

Task TS2D: Pupil Progress Meetings Discuss and review pupil progress in the class – what does this mean for

learning and future planning? As your knowledge and understanding of the children develops increase your role in

these. How does the information, which you are collecting on your Tracked Children support, further planning

As timetabled by your

school

To share/discuss with

Mentor and

Professional Tutor

Task TS2E: Growth Mindset Consider the children in your class. Can you identify children who have growth

and fixed mind-sets? Is it the same for every subject? How can you support these children in becoming resilient

learners? Can you plan a Growth Mindset session to support the children’s understanding that we learn from

mistakes? How are you modelling having a growth mindset (not only in that lesson)?

Phase B To share at R&R

on 1st December

23

TS3. A

teacher must

demonstrate

good subject

and

curriculum

knowledge:

* have a secure knowledge of

the relevant subject(s) and

curriculum areas, foster and

maintain pupils’ interest in

the subject, and address

misunderstandings

*demonstrate a critical

understanding of

developments in the subject

and curriculum areas, and

promote the value of

scholarship

* demonstrate an

understanding of and take

responsibility for promoting

high standards of literacy,

articulacy and the correct use

of standard English, whatever

the teacher’s specialist

subject

-*if teaching early reading,

demonstrate a clear

understanding of systematic

synthetic phonics

- *if teaching early

mathematics,

demonstrate a clear

understanding of

appropriate teaching

strategies.

AWARENESS AND VALUE

(A) MET (M)

GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of

the standard and an

understanding of its value by

sharing observations and

reflections of how their

mentor or other member of

staff’s well developed subject

knowledge enables them to-

-Reveal and address

misconceptions

-Respond to children’s

questions and extend their

thinking

-Plan for progress

-Make links across areas

within a subject or across

subjects

1.They have sufficiently secure knowledge and

understanding of the relevant subject/curriculum

areas to teach effectively in the age phase for which

they are training to teach.

2.They are aware of how learning progresses within

and across the subject/curriculum age phases they

are training to teach, in relation to the development

of key concepts and of learners’ common

misconceptions.

3. They are able to respond appropriately to subject-

specific questions learners ask and they use subject-

specific language accurately and consistently in order

to help learners develop knowledge, understanding

and skills in the subject.

4.They recognise the need to extend and update

their subject and pedagogical knowledge as a key

element of continuing professional development and

have shown the ability and readiness to do so.

5.They demonstrate an understanding of the need to

promote high standards of communication, reading

and writing for all learners and begin to build this

into lessons.

6. In relation to early reading: all primary trainees will

demonstrate sufficient knowledge and understanding

of the principles and practices of teaching and

assessing reading and writing, including the use of

systematic synthetic phonics, and be able to apply

this effectively across the specific age phases they are

training to teach.

7. In relation to early mathematics: all primary

trainees will know and understand the principles and

practices of teaching and assessing early mathematics

and plan for fluency, reasoning and problem solving.

1. They have well-developed

knowledge and understanding of

the relevant subject/curriculum

areas they are training to teach and

use this effectively to maintain and

develop pupils’ interest.

2. They make good use of their

secure curriculum and pedagogical

subject knowledge to deepen

learners’ knowledge and

understanding, addressing common errors and misconceptions

effectively in their teaching.

3.They model good standards of

written and spoken communication

in all professional activities and

encourage and support learners to

develop these skills in their lessons.

1.They draw on their in-depth subject

and curriculum knowledge to plan

confidently for progression and to

stimulate and capture pupils’ interest.

2.They demonstrate very well-

developed pedagogical subject

knowledge, by anticipating common

errors and misconceptions in their

planning.

3.They are astutely aware of their own

development needs in relation to

extending and updating their subject,

curriculum and pedagogical knowledge

and have been proactive in developing

these effectively during their training.

4.They model very high standards of

written and spoken communication in

all professional activities.

5.They successfully identify and exploit opportunities to develop learners’ skills,

in communication, reading and writing

and maths.

24

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

25

TS3. Demonstrate good subject and curriculum knowledge

Prompts for discussion and reflection

Are you able to use the National Curriculum and school policies to plan and teach?

How far do you anticipate, look for, and identify misconceptions and address them? Do your plans show how you will aim to reveal

misconceptions and correct these with the class?

Do you provide clear explanations?

Do you use strong analogies, practical examples, resources and visual images and modelling?

Do you ask probing questions to test understanding?

Are you able to reflect on learners’ understanding and to analyse where there may be misunderstanding due to the teaching, activities or

materials?

How do you act as a role-model and show an interest in all subject areas and in learning in general?

How are you becoming a role model for speaking and listening, reading, writing and maths? How do you use your understanding of the early

stages to build on the children’s understanding and skills?

Are you able to explain the role of phonics in the teaching of reading? How can the role of phonics in reading and writing be clear to the

children? How does this alter depending on the age range? How else do children learn to read and write besides or instead of phonics?

How do you show the value and importance of number sense to staff and children and maintain this at the core of your teaching of maths?

Can you use appropriate vocabulary for developing mathematic understanding?

Where have you found opportunities across the day for the children to use their number and reading skills (outside of these specific lessons)?

Can you begin to identify further possibilities?

To what extent do you foster pupils’ appreciation of the subject being taught?

How are you identifying areas to develop further? How are you approaching this and linking this to your planning and teaching? How are you

recording this and your progress in your Reflective Sketchbook?

26

T3 Demonstrate good subject and curriculum knowledge

Observations

Observation Phase to be

completed

Date

completed

Observation TS3A Phonics

Familiarise yourself with the 6 phonic phases. Observe phonics (in all phases) throughout the school. How should an effective phonics session be structured? How are the children active in their learning? How is the use of

phonics for reading and writing communicated to the children? Are the same resources used in phonic sessions

and reading and writing /topic sessions? Is there grouping by attainment? If so what are your views on this and

why?

Phase A

Share your

observations and

reflections at the

Phonics Curriculum

session – 13th Oct or

3rd Nov

Observation TS3B English

Observe English lessons in at least 3 different year groups. How are they related to real life and high-quality texts?

Think about the key question ‘How do children learn how to read’? When focusing on reading, focus on what the

children are struggling with, is it the decoding and reading of words or is it the understanding of the text? Think

about what comprehension strategies are being modelled for children.

When looking at grammar, focus on how the teacher develops the understanding of grammar through high quality

texts. Relate this to the input by Debra Myhill at the Launch and the support materials The Grammar Booklet

Phase A

Observation TS3C Maths

In maths- consider how the 3 aims are at the core of lessons and learning and how concrete, pictorial and abstract

representations are used. Does this vary depending upon the age? Reflect on any links to the mastery input at

university during the Induction and on Friday 24th November

Phase B

Observations TS3D Other Subject areas

Observe other subjects, reflect on how often these are taught, the time of day in which they are taught, children’s

engagement, cross curricular links. Collate your observation notes in your sketchbook

RE PE History Geography Art

Music Computing Science MFL DT

PSCHE

Across all phases Record in table

Observation TS3E A Parallel class

In schools with at least two form entry, observe the same lesson that you have taught or are about to teach in a

class in the same year group to inform your evaluations and practice.

All Phases where

possible!

27

T3 Demonstrate good subject and curriculum knowledge

Tasks

Task Phase to be

completed

Date

completed

Task TS3A Reflective Sketchbook

Demonstrate your own developing subject, curriculum and pedagogical knowledge in your reflective

sketchbook. In your RPK interview you will be asked to share this as evidence for TS3.

Record your reading in the back of your sketchbook

Phase A, B, C,

D, E.

RPK interview

May 2018

28

TS4. A teacher

must plan and

teach well-

structured

lessons: *impart knowledge and

develop understanding

through effective use of

lesson time

*promote a love of learning

and children’s intellectual

curiosity

*set home learning and plan

other out-of-class activities

to consolidate and extend

the knowledge and

understanding pupils have

acquired

*reflect systematically on

the effectiveness of lessons

and approaches to teaching

*contribute to the

design and provision

of an engaging

curriculum within the

relevant subject

area(s).

AWARENESS AND VALUE (A) MET (M)

GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of its

value by sharing observations and

reflections of how their mentor or

other member of staff:

Plan in the long, medium and short term

Adapt their planning and teaching in

response to the children’s learning and

understanding

Engage children and build on their

interests

Plan for smooth transitions to maintain

the focus on learning and a safe

environment.

1.They employ a range of teaching

strategies and resources.

2.They plan individual lessons that are

appropriately structured to support

pupils in developing their knowledge,

skills, understanding, interest and

positive attitudes.

3.They consider transitions between

activities and consider health and

safety issues as appropriate

4.They can create an environment in

which the learners are usually engaged.

5.They understand how home learning

or other out-of-class work can sustain

learners’ progress and consolidate

learning, and they can design and set

appropriate tasks.

6.They review and reflect on their

own planning and teaching to prepare

future activities and tasks that build on

and sustain progression in pupils’

learning.

7.They work collaboratively with more

experienced colleagues, where

appropriate, to adapt and/or develop the

school’s medium-term plans, schemes of

work and curriculum frameworks.

1.They show a willingness to try out a

range of approaches to teaching and

learning. They evaluate these and begin to

be able to select approaches to suit the

subject, task and children

2.They plan lessons that take account of

the needs of groups of learners and

individuals, and use differentiation to

ensure all children can access the learning

and progress.

3. They systematically evaluate lessons

reflecting upon the effectiveness of their

practice, including its impact on learners. They learn from both successful and less

effective lessons

4.When teaching they maintain the pace

of the learning and plan for transitions

and organisational factors to ensure that

the focus remains on learning.

5.They are able to respond flexibly to

what is happening in the classroom and

have the confidence to adapt their

teaching in order to respond to the needs

of the learners.

6.They plan for AFL and use observations

and work scrutiny to inform future

planning.

1.They use well-chosen, imaginative and

creative strategies, and that match

individuals’ needs and interests.

2.They plan series of lessons showing an

understanding of short term progress and

progress over time

3.Their plans show the need to promote

positive attitudes to learning and to

develop learning skills for now and for life

4.They can make links across lessons and

subjects and refer back to previous learning

to help children to make connections. They

plan for children to be able to make these

links.

5.They are highly reflective in critically

evaluating their practice.

6.They can accurately judge the impact of

their practice on individual and groups of

learners and can use their evaluation to

inform future planning, teaching and

learning.

7.They show initiative in contributing to

curriculum planning and developing and

producing effective learning resources in

their placement settings.

29

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

30

TS4. Plan and teach well-structured lessons

Prompts for discussion and reflection

Are you clear about different types of planning? Can you talk through some long, medium and short-term planning and show the differences in these

as well, as how they connect?

Do you understand progression? Can you sequence activities to secure progression?

Are you able to plan a sequence of lessons / medium term plan?

To what extent are you able to ensure pupils are engaged in activities? How do you achieve this?

Are you able to explain key content clearly and accessibly? Can you select suitable and child- friendly resources and images to support your

explanations?

Have you considered transitions and the organisation and use of resources? When this works well what impact does this have on pace, behaviour

and learning?

How do you communicate enthusiasm / passion for the subject and learning?

Do you use a variety of teaching and learning strategies to stimulate learning?

Do you plan home learning as an integral part of your planning? Is this appropriate to the needs and attainment of the pupils? Do you follow up and

use the home learning? Is there other communication with families about topics, skills, approaches? How does this impact on the children’s learning?

Have you had opportunities to extend classroom learning with out of school learning? If not, can you suggest ways in which this might happen in

relation to their own teaching?

Do you routinely evaluate your teaching? What strengths and areas for development has this process identified? How has this informed subsequent

planning based on the children’s understanding? How has this informed subsequent planning for your approach and use of strategies?

Are your learning objectives clear and presented to the children in a child friendly way and language? Are they related to developing learning skills

and positive attitudes to subjects as well as skill based?

Do you make learning topical, linked to real-world events? Are you able to make links with other subject areas?

31

TS4. Plan and teach well-structured lessons

Observations

Observation Phase to be

completed

Date

completed

OBSERVATION TS4A Own target areas,

Observe your mentor or other teachers teaching in areas which you are focusing upon in order to inform and

develop your own practice.

Every phase!

OBSERVATION TS4B Without a written plan Observe lessons taught by the class teacher without seeing

the lesson plan or with some aspects missing from this– Can you write what you think the plan was? This is useful

for seeing many aspects that an experienced teacher has considered and is part of their daily practice without

needing to record everything on a planning sheet as you will need to do initially.

Introduced at

Primary Mentor

day Friday 24th

November

OBSERVATION TS4C With the written plan in front of you

Follow this through as you observe the lesson and note the preparation needed beforehand, e.g. resources and

organisation and how the teacher adapts the plan within the lesson due to children’s responses.

Introduced at

Primary Mentor

day Friday 24th

November

OBSERVATION TS4D Every 10 or 15 minutes observations Throughout a day focus on an aspect of

teaching and learning every 10- 15 minutes, for example:

Speaking and

listening

opportunities

Child ownership and

opportunities for

choice

TA role throughout

the lesson/day Lesson structure Pace

Transitions Questioning and

Talk

Playfulness,

engagement and

motivation

Enquiry Characteristics of

Effective Learning

During your main

placement

Weekly – (decide

focus during

mentor meeting)

32

T4 Plan and teach well-structured lessons

Tasks

Task Phase to be

completed

Date

completed

TASK TS4A BUILDING YOUR ROLE

The 'Slice of Cake' Training This is where the trainee take a 'slice' of the lesson, for example, just the register; leading the tidying up routine or the introduction

and teaching of one section in the lesson. The mentor prepares the trainee for the 'slice' in advance, giving advice on technique and

warning of common pitfalls. Afterwards, they can provide some feedback so that the trainee can plan to repeat the slice with

appropriate improvements.

Learning to teach 'slices' of a lesson permits gradual progression as well as bridging the sometimes rather awkward gap between endless non-

participative observation and whole-class teaching.

'Driving Instructor' Training This can be one of the most effective methods of training during the early days of your experience. Essentially, the trainee leads part

or the entire lesson while the mentor observes and assists as appropriate. Where things are not going quite so well (e.g. a group of

pupils are distracting others or you have not allowed enough time to pack away), the mentor makes a discreet comment to the

trainee so that they can act on the advice whilst teaching.

Teaching Independently but not of the whole class, e.g.

-supporting a group of pupils

-assisting pupils who have been absent and need to catch up

-taking a group of pupils to another area of the school for an activity or to use the library

- teach a group and oversee one other independent group (rather than all the other children initially)

Team Teaching The trainee and mentor lead different elements of the lesson. For example, you take the register and give feedback on homework.

Your mentor introduces the theme of lesson and new teaching point. You consolidate work whilst your mentor ensures that pupils

are paying attention, deals with any potential problems and helps children who need more time to learn.

You/your mentor perform a 'double act' by reading out a dialogue or demonstrate a role play to model activities for the class.

You/your mentor perform a 'double act' -one explains mathematical reasoning when problem solving and the other questions and

explores their strategies

You/your mentor perform a 'double act' by reading a dialogue or having an impromptu conversation

Phase A and B

These approaches can

support you during the

early weeks of the

placement when team

teaching is essential

and teaching a whole

class alone would be

inappropriate.

ALL PHASES:

We also highly

recommend that you use

these later in the

placement too. They

allow you to focus on

one aspect in depth

whilst your mentor can

focus upon the other

aspects of teaching. For

example, you may aim

to develop your ability

to give verbal feedback,

observing and talking

to the children to

select the most useful

learning for mini

plenaries (whilst your

mentor teaches the

rest of the lesson).

33

T4 Plan and teach well-structured lessons

Tasks

Task Phase to be

completed

Date

completed TASK TS4 B FOCUS ON ASPECTS OF LESSON PLANNING

Build your role in the planning process. You can develop your ability to plan by planning some aspects rather than

the whole lesson/lessons, e.g. by working from the school’s planning and gradually taking parts to adapt before

taking full responsibility and planning from scratch.

Again, later in the course you can be supported with some planning to allow focusing on planning particular

aspects. You could complete all the mentor’s plans across a week or more, in order to focus upon your target

areas, e.g. planning for transitions, planning questions to develop higher order questioning, planning for the TA.

Phase A and B

Then throughout

the phases linked

with the trainee’s

target areas.

TASK TS4C VISUALISE and practise aspects of or the whole lesson-

Practise (when the children have left) for example; using the resources, giving your input, modelling writing on the

board. Walk through the transitions, are the resources accessible, will the children be able to physically move to

their seats without disrupting others, will you be able to maintain an overview of the class throughout the lesson?

How will you hold your toy?

Practise aspects in front of a mirror or record your explanations so you can evaluate and improve before the

children arrive! You could use your sketch of the layout of the class to aid visualising your lesson when not in situ!

All phases

TASK TS4D Paired planning and team teaching

Arrange with another trainee from your tutor group to complete a paired observation/team taught lesson in both

placements.

PHASE D This will take place

in February/March.

Time will be used in

R&R session on

02.02.18 for planning.

TASK TS4E Home Learning

Discuss homework/ home learning– How is it set? What is the expectation? Gather some examples and consider a

homework task to complement current learning.

Phase optional Share with mentor

during Mentor Meeting

TASK E Teaching Assistant - Phase A Study a copy of the Teaching Assistant’s timetable – How are they deployed? How do they know what they are

doing? Meet and discuss with the teaching assistant about how they work. Where possible plan with the TA for

their role in one or more of your lessons.

How are you planning effectively for TA support? How are you directing the TA’s to support learning? Are you

communicating effectively and taking the lead? Are you providing adequate support information for the TAs? How

do you involve the TA’s with assessment?

Phase B Bring to Working

with Teaching

Assistants Session

B. 9th Feb or 2nd

March

34

TS5. A teacher

must adapt

teaching to

respond to the

strengths and

needs of all

pupils: *know when and how to

differentiate appropriately, using approaches which enable

pupils to be taught effectively

*have a secure understanding

of how a range of factors can

inhibit pupils’ ability to learn,

and how best to overcome

these

*demonstrate an awareness of

the physical, social and

intellectual development of

children, and know how to

adapt teaching to support

pupils’ education at different

stages of development

*have a clear understanding of

the needs of all pupils, including

those with special educational

needs; those of high ability;

those with English as an

additional language; those with

disabilities; and be able to use

and evaluate distinctive teaching

approaches to engage and

support them.

AWARENESS AND VALUE (A) MET (M)

GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of its

value by sharing observations and

reflections of how their mentor or

other member of staff:

-Use strategies to reduce any barriers

to learning

-Differentiate to ensure children have

access to learning

-Develop growth mindset in the class

where children believe that everyone

can learn and that we all learn through

mistakes and taking risks.

1.They know the pupils well enough

to recognise the different needs and

strengths of individuals and groups

and begin to adapt their teaching to

address those needs and strengths

so that learners are supported

towards achieving their potential.

2.They are aware of a range of

factors that are potential barriers to

achievement and understand how

experienced teachers use a range of

strategies to reduce these barriers.

3.They begin to deploy these

strategies themselves, working

alongside experienced teachers and

support staff as appropriate.

4.They show awareness of how

children and young people develop

and take account of this in their

teaching.

5.They have some understanding of

the challenges and opportunities of

teaching in a diverse society.

6.They have a developing

understanding of the needs of all

pupils and are able to articulate

distinctive teaching approaches and

strategies needed to engage and

support pupils with particular

needs, including EAL and SEND.

1.They consistently adapt their

teaching to meet the needs of

individual and groups of learners to

support progression in learning.

2.They have a range of effective

strategies that they can apply to

reduce barriers and respond to the

strengths and needs of their pupils.

3.They clearly recognise how to deal

with any potential barriers to learning

through their approach, their

application of well-targeted

interventions and the appropriate

deployment of available support staff.

1.They actively promote inclusive

practice and can respond and support

children at a high level, differentiating

and stretching according to their

needs.

2.They have an astute understanding of

how effective different teaching

approaches are in relation to impact

on learning and engagement of

learners.

3.They do not confuse barriers to

learning (e.g. different home language,

concentration difficulties) with ability

to learn and this is evident in any use

of grouping and activity design.

4.Effective use of any resources –

human and physical in order to

support learning and maintain self-

esteem and engagement of all learners.

35

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

36

TS5. Adapt teaching to respond to the strengths and needs of all pupils

Prompts for discussion and reflection

How does your planning refer to individuals and groups of pupils’ learning needs? Do you know what the pupils already know and are able to do?

Are you aware of individuals’ assessments and targets and the support they should be receiving?

Are you able to explain how particular lessons provide appropriate challenge and support? How do you use a variety of strategies for

differentiation? Can you explain why specific strategies are being used?

Who are the learning objectives for? What is their purpose? Does this effect how they are worded?

How do you use children’s prior knowledge in their teaching? Are you able to plan to do so, and to do this effectively?

How does your planning and teaching reflect the school’s inclusion policy and develop equality of status within the classroom?

How do you seek to actively engage all pupils in the learning? Is this effective?

Explain how you have used some low threshold yet high ceiling activities in several subject areas?

Consider the benefits and disadvantages of using ability/attainment groupings. How does your choice of language affect children’s self-esteem?

Have the children in your class a Growth rather than Fixed mindset? How has this been achieved? How do you model this yourself?

How are concrete and pictorial resources used to support learning? Are these available to all? Are they valued by all?

What communication/information have you had with outside agencies, SENCO and parents to share information and to work together in the

best interest of the child?

Can you explain relevant factors that might inhibit learning for the pupils being taught? Can you devise strategies to overcome these factors?

To what extent do you ask questions you don’t know the answer to? Thereby encouraging pupils to think as equals– modelling that learning

about never stops.

37

T5 Adapt teaching to respond to the strengths and needs of all pupils

Observations

Observation Phase to be

completed

Date

completed

Observation TS5A - Every 10 or 15 minutes -Individual children’s experiences

Every 10 - 15 minutes throughout the day, track an individual child and reflect on their experience of a day, e.g.

EAL, SEND, currently low attaining child

What do you notice? Consider how you are meeting the needs of all children? Who supports different children?

Discuss how to plan individual support into whole class planning and what amendments need to be considered –

e.g. coloured paper for dyslexia, brain breaks, fiddle toys, etc. How is the classroom environment adapted to

support children with SEND – e.g. autism?

Phase B These observations

and your reflections

can be shared in your

SEND session with

Christina. Nov 10th, 1st

Dec, 5th Jan or 26th Jan

Observation TS5B - Observe a colleague from an outside agency e.g. a speech therapist and/or a TA

assigned to an individual child

What resources do they use? How does the child appear to feel about the assessment/teaching/time? How is

information shared with the class teacher, other TAs and families? What is shared or explained to the child?

Phase B and C

Observation TS5C - Reflective/ Reflexive Practice

Observe your mentor (or another member of staff – teacher or TA). Consider how they are reflecting in action,

how do they adapt and change the learning/lesson based on the children, their comments, their approach to the

tasks etc.

Phase C Discuss this lesson

with your mentor in a

mentor meeting.

Observation TS5D - Access

Use your reflections for Task TS5 A and TS5 E. Consider the current attainment levels of the children, how are

their needs met within the lesson? Are resources varied? Could the same resources be useful for all children? Is

differentiation through the teacher’s approach and responses? If so, note how and when the teacher does this.

Phase B

38

T5 Adapt teaching to respond to the strengths and needs of all pupils

TASKS

Task Phase to be

completed

Date

completed TASK TS5A - Groupings

Consider the use of ability/attainment grouping vs mixed attainment grouping or whole class teaching. Identify pros and cons. Use this to consider the groupings in your own teaching

Create a Reflective Sketchbook page.

Phase B PREPARE A PAGE IN YOUR SKETCH BOOK

to share at R&R session

on SEND day

TASK TS5B - Planning for individuals

How are you meeting the needs of all children? Who supports different children? Discuss how to plan individual

support into whole class planning and what amendments need to be considered – e.g. coloured paper for dyslexia, brain breaks, fiddle toys, etc. How is the classroom environment adapted to support children with

SEND – e.g. autism? Create a Reflective Sketchbook page.

Phase B or early C PREPARE A PAGE IN

YOUR SKETCH BOOK to share at R&R session

on SEND day

TASK TS5C - Low Threshold, High Ceiling

Plan some low threshold yet high ceiling (Enter the Tardis) tasks across a range of subjects. Be well prepared and

consider how different children may approach the task/game and potential key teaching and learning points. Do any of the children surprise you? Reflect in your sketchbook

Phase B

TASK TS5D - In action

Use your reflections from the first page of your sketchbook and evaluate how you are reflecting ‘in action’ and how

this affects the outcomes of the lesson. Focus some of your lesson evaluations on this aspect from now on.

Phase C Share this at the R&R on

9th February

TASK TS5E - Access

Use the information gathered from Observation D to plan learning so all children have access and high self-esteem.

Annotate or highlight some of these examples in your lesson plans.

Phase B

TASK TS5F - Build a child’s self esteem and status in class

By sharing some of their skills, home language, interests or by planning lessons around their particular area

Phase A/B Share this in R&R Dec

1st

TASK TS5G - EAL

Reflect upon the EAL lecture at university (January). Consider any EAL children in your class or school. How does

planning/communication/environment meet the language needs of any EAL children? Seek guidance and reading

from SENCo to support your understanding.

Create a reflection in your sketchbook

Phase C

39

TS6. A

teacher must

make

accurate and

productive

use of

assessment: *know and understand

how to assess the

relevant subject and

curriculum areas,

including statutory

assessment requirements

*make use of formative

and summative

assessment to secure

pupils’ progress

*use relevant data to

monitor progress, set

targets, and plan

subsequent lessons

*give pupils regular

feedback, both orally and

through accurate

marking, and encourage

pupils to respond to the

feedback

AWARENESS AND VALUE (A) MET (M) GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of its

value by sharing observations and

reflections of how the teacher

assesses children’s understanding by:

- questioning

-Observing and listening to children,

e.g. in paired talking or problem

solving activities

-reflecting on and marking recorded

learning

They show an understanding of how

the teacher gives feedback to the

children both

-verbally

and

-recorded

1.They have a secure understanding of

the statutory assessment requirements

for the subject/curriculum in the age

phases they are preparing to teach and

are able to make broadly accurate

assessments against national

benchmarks.

2.Their planning is characterised by the

use of a range of formative and

summative assessment strategies,

designed to support pupils in making

progress.

3.They deploy these strategies

effectively in lessons, both to evaluate

the impact of teaching on the progress

of learners and as a basis for modifying

their teaching and classroom practice

when necessary.

4.They understand how school- and

pupil-level summative data are used to

set targets for groups and individuals,

and they use that knowledge to monitor

progress in the groups they teach.

5. With guidance from experienced

teachers, they monitor pupil progress

and maintain accurate records, setting

new targets for individuals and groups.

6. They mark pupils’ work

constructively and provide appropriate

oral feedback to pupils to help them to

make progress.

1.They employ a range of appropriate

formative assessment strategies

effectively and can adapt their teaching

within lessons in light of pupils’

responses.

2.They maintain up-to-date records of

pupils’ progress and use these to set

appropriately challenging targets.

3.They assess learners’ progress

regularly and accurately and discuss

assessments with them so that learners

know how well they have done and

what they need to do to improve.

4. They are aware of the limitations of

data and understand the need to know

the children both as learners and

individuals for a complete picture.

1.They can assess pupils’ attainment

against national benchmarks.

2.They use a range of assessment

strategies very effectively in their day-

to-day practice to monitor progress

and to inform future planning.

3.They involve children in self -

assessment and develop learning

conversations where children can

respond to feedback.

4.They systematically and effectively

check learners’ understanding

throughout lessons, anticipating where

intervention may be needed and do so

with notable impact on the quality of

learning.

5.They assess learners’ progress

regularly and work with them to

accurately target further improvement

and secure rapid progress.

6.They plan for mis-conceptions in

order to address these.

40

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

41

TS6. Make accurate and productive use of assessment

Prompts for discussion and reflection

Can you explain and show the difference between formative and summative assessment?

Do you understand the statutory assessment requirements in this phase / subject?

How do you use assessment strategies to help you in your planning? How do you incorporate this in your teaching?

Are books regularly marked? Does the marking support progress and do pupils have opportunities to engage with and respond to marking comments?

Is verbal feedback of a high standard?

What have you learned from your marking and moderation experience? How does this inform your practice?

Talk through your information and understanding of your tracked children

How do you use assessment to form a view of pupils’ learning? How do you use this information within lessons and to review plans between lessons?

Do you use a variety of AfL (Assessment for Learning) strategies? Can you justify why specific strategies are being used?

Do you build in opportunities for peer and self-assessment? Do you enable pupils to effectively reflect on learning and progress? How do you ensure

pupils know what success looks like? Is this always possible or useful?

Have you attended pupil progress meetings? How do these help the teacher and the children? How does the school use statistical information? How

does this relate to the national picture?

Can you assess within a lesson through observing, listening, talking with a child and adapt your approach and activities if necessary?

What is the role of the TA in assessment? How is this planned and organised? How is feedback shared?

42

TS6. Make accurate and productive use of assessment

Tasks

Task Phase to be

completed

Date

completed

TASK TS6A - Tracked Children Task The aim of this task is to develop your skills in assessing the progress of children in the class. The suggested

activities in this task will help you to collect information to support your evidence of standard 6 (and standard 2).

You will need to keep information and evidence relating to this task for your Reflecting on Professional Practice

(RPK) interview at the end of the course.

Throughout your teaching practice, you will need to keep records of the progress, attainment and achievements of

all the children in the class. This task is designed to help you to focus in depth on a smaller number of children to

help support your judgements of the class as a whole.

You will select 5 children who represent the range of attainment and ages in the class. These will be your ‘tracked

children’ and you will monitor their progress over your main professional practice. This will involve collecting a

range of evidence: pupil’s work, teacher/teaching assistant feedback, your own comments, observations, recordings

and discussions with the children. The aim is for you to really know these children in depth.

The following activities aim to help walk you through this task and help you to gather information and make

accurate assessments of where your tracked children are in their learning, any difficulties they may face and what

their next steps are – a suggested timescale is given to help you to keep on top of this task.

Phase A, B, C and

D

Phase E – separate

task in next

placement

43

TASK

number Week TASKS IN PHASE A

Date

completed

1 Week

1 & 2

Talk with the class teacher about the children in the class.

Discuss all the children in the class – transition info, personal and social, behavioural and medical

Discuss assessment information for the class – all subjects, SEN – EHCP & ILPs

2 Week

2

Identify 5 children to ‘track’ over your placement. These should reflect the range of current attainment levels, ages and

needs in the class. For example; Working towards, Meeting and Exceeding the previous year’s expectations, SEN,

gender etc.

3 Week

2 & 3

Share your choices with the class teacher and talk to the class teacher and teaching assistant about the selected

tracked children.

What are they like in class?

What are they good at?

What do they struggle with?

Are there any issues in terms of behaviour?

Record this information to begin creating an evidence base.

4 Week

3

Ensure you have specific assessment data for these tracked children – gather as much as is possible:

Reading & Phonics knowledge/phase

Writing

Maths

Other curriculum areas

Last academic years report

Special Educational Needs – Independent Learning Plan/Behaviour plan/statement If in year 1 or Early Years gather:

Age group from the Learning Outcomes document and whether they are emerging, expected or exceeding

Record this information to add to your evidence base – You will need to update this information throughout your

placement.

5 Week

3 & 4

Arrange an opportunity to talk with each of your tracked children – this could be over lunch, playtime or ‘free time’.

Find out from them:

What they enjoy doing both in and out of school

Their attitude towards school

What they think they are good at

What they think they are not so good at

A bit about their family

Record this information to add to your evidence base.

44

6 Week

4

Carry out a focused observation of each of your tracked children. Consider the following:

How do they behave during whole class (carpet) teaching time?

How do they interact with others?

How independent are they?

How do they react when they can’t do something?

Who are in their friendship group?

How do they respond to the teacher? (Do they shout out? Do they put their hand up? Do they contribute?)

How do they move around the class?

How able are they to sit and focus on a task? Is this is same in all areas of learning?

Record this information to add to your evidence base.

7 Week

4

Collect an independent piece of writing (this may be emergent writing - simple mark making in some cases) and a piece

of independent mathematics e.g. an investigation, a video or photo of a child carrying out a mathematical activity etc.

from each of your tracked children.

Use the schools assessment criteria to explore strengths and areas for development for each of the tracked children –

this may be in the form of annotating the photocopy or highlighting criteria met.

In Early Years this may be a picture (e.g. a photograph of a painting, writing or play) that the tracked children have

done as well.

At this point you need be thinking about and setting appropriate targets for each of the tracked children.

What do they need to do next in reading, writing and maths to make progress?

Are there any gaps in their knowledge or understanding that need addressing?

You will work with your mentor to try to identify each child’s appropriate stage and what targets may be required.

Use this information to feed into your lesson planning, questioning and assessment.

Record this information to add to your evidence base.

8 On-

going

Continue to collect informal anecdotal observations of your tracked children throughout the practice. You may want

to do these on dated post it notes or alternatively create a form to complete.

9 Where possible, attend parents evening as an observer to hear the discussion between the class teacher and parents.

Make notes about what is discussed in terms of social/emotions, targets, achievements and ideas for home learning.

45

TASK

number TASKS IN PHASE B

Date

completed

10

Ensure you listen to each of your tracked children reading. This may be 1-1 or as part of a group or whole class reading

session. Gather further evidence of the tracked children’s reading e.g. This might be a miscue analysis, written responses to a

reading task, recording of reading or notes from hearing your pupils reading. For EYFS this may be a tracking sheet for phonics,

observations on reading behaviours (like turning pages of a book, tracking text with a finger etc.)

Record this information to add to your evidence base.

11

Focus on your own marking and feedback to the children.

Consider the schools marking and feedback policy

How can you give effective feedback e.g. three stars and a wish etc.?

How do the children respond to your marking and feedback?

How has your feedback helped to address misconceptions?

How has your feedback helped to challenge the children? Photocopy examples and add to your evidence base.

12

Collect further independent samples of writing and mathematics for each of your tracked children. Use the schools assessment

criteria to explore strengths and areas for development for each of the tracked children – this may be in the form of

annotating the photocopy or highlighting criteria met.

Share your assessment of the tracked children’s work with your class teacher. Ask them to help moderate your judgements.

What progress have they made from your initial assessment?

Do their targets need changing? Use this information to feed into your lesson planning, questioning and assessment.

Reflect on the targets you set and the progress the children have made towards these targets.

*Bring these examples to the Assessment session on 17th November or 8th December

13 Where possible, attend parents evening as an observer to hear the discussion between the class teacher and parents. Make

notes about what is discussed in terms of social/emotions, targets, achievements and ideas for home learning.

TASK

number TASKS IN PHASE C Date Completed

14

Listen to each of your tracked children reading again. This may be 1-1 or as part of a group or whole class reading session.

Gather further evidence of the tracked children’s reading e.g. This might be a miscue analysis, written responses to a reading

task, recording of reading or notes from hearing your pupils reading. For EYFS this may be a tracking sheet for phonics,

observations on reading behaviours (like turning pages of a book, tracking text with a finger etc.)

What progress have they made from your initial assessment?

Do their targets need changing?

Use this information to feed into your lesson planning, questioning and assessment.

Reflect on the targets you set and the progress the children have made towards these targets.

46

15

Focus on your own marking and feedback to the children.

How do the children respond to your marking and feedback?

How has your feedback helped to address misconceptions?

How has your feedback helped to challenge the children? Photocopy examples and add to your evidence base.

16

Collect further independent samples of writing and mathematics for each of your tracked children. Use the schools assessment

criteria to explore strengths and areas for development for each of the tracked children – this may be in the form of

annotating the photocopy or highlighting criteria met. Share your assessment of the tracked children’s work with your class

teacher. Ask them to help moderate your judgements.

What progress have they made from your initial assessment?

Do their targets need changing? Use this information to feed into your lesson planning, questioning and assessment.

Reflect on the targets you set and the progress the children have made towards these targets.

17 Where possible, attend parents evening as an observer to hear the discussion between the class teacher and parents. Make

notes about what is discussed in terms of social/emotions, targets, achievements and ideas for home learning.

TASK

number TASKS IN PHASE D

Date

completed

18

Listen to each of your tracked children reading again. This may be 1-1 or as part of a group or whole class reading session.

Gather further evidence of the tracked children’s reading e.g. This might be a miscue analysis, written responses to a reading

task, recording of reading or notes from hearing your pupils reading. For EYFS this may be a tracking sheet for phonics,

observations on reading behaviours (like turning pages of a book, tracking text with a finger etc.)

What progress have they made from your initial assessment?

Do their targets need changing? Use this information to feed into your lesson planning, questioning and assessment.

Reflect on the targets you set and the progress the children have made towards these targets.

19

Focus on your own marking and feedback to the children.

How do the children respond to your marking and feedback?

How has your feedback helped to address misconceptions?

How has your feedback helped to challenge the children? Photocopy examples and add to your evidence base.

20

Collect further independent samples of writing and mathematics for each of your tracked children. Use the schools assessment

criteria and ask your mentor to moderate your judgements.

What progress have they made from your initial reading assessment?

Do their targets need changing?

47

Use this information to feed into your lesson planning, questioning and assessment.

Reflect on the targets you set and the progress the children have made towards these targets.

21

Using a copy of the school’s Annual Report format – write a summary of the progress of each of the tracked children for Personal and social, English and maths (or the Prime Areas for Early Years). Consider the audience for this report could be

parents, the head teacher or governors. In no more than 750 words, reflect upon the extent and nature of the child’s

progress, learning, skills and future targets.

22 Think about what reading/lectures/academic articles might inform how you have worked with your tracked children. Reflect on

what makes an effective assessment process. Consider the role of formative/summative assessments and AfL learning.

TASK

number TASKS IN PHASE E

Date

completed

23

Select one child in your new school and using your understanding and learning from the Tracked Children task so far, select

appropriate information in order for you to teach effectively and prepare notes for a parents evening. This will help you to

prepare for your NQT year as you are likely to have a parents evening in mid-October.

TS6. Make accurate and productive use of assessment

Tasks

Task Phase to be

completed

Date

completed TASK TS6B - Pupil Progress meetings

Attend and discuss the attainment and progress of the children in your class. Consider the targets that are set for

the children. What does the data provide? Are there any limitations and if so what are these and what precautions

are needed?

To be arranged by

the school (these

are usually termly)

TASK TS6C - Attend in-school and local moderation meetings Where possible. Arrange to share your

judgements on children’s work with your mentor or the subject coordinators.

To be arranged by

the school

TASK TS6D - AFL strategies and resources

From your observations and university sessions collect a range of examples of AfL strategies and resource. Explore

some in your own practice and evaluate.

Create some pages in your sketchbook of different strategies, your experiences using them and the impact these

have on the children’s learning.

All phases

Add to your pages

throughout

48

TS7. Manage

behaviour

effectively to

ensure a good

and safe

learning

environment *have clear rules and routines

for behaviour in classrooms,

and take responsibility for

promoting good and

courteous behaviour both in

classrooms and around the

school, in accordance with

the school’s behaviour policy

*have high expectations of

behaviour, and establish a

framework for discipline with a range of strategies, using

praise, sanctions and rewards

consistently and fairly

*manage classes effectively,

using approaches which are

appropriate to pupils’ needs

in order to involve and

motivate them

*maintain good

relationships with pupils,

exercise appropriate

authority, and act decisively

when necessary

*encourage pupils to

take a responsible and

conscientious attitude

to their own work and

study

AWARENESS AND VALUE (A) MET (M) GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding of

its value by sharing observations

and reflections of:

-The school behaviour policy

-What this looks like within the

class

-What strategies the teacher and

teaching assistants use to apply

rules and routines consistently

-Any variations due to individual

needs of children

-The use and effectiveness of

praise

1.They work within the school’s

framework for behaviour and can apply

rules and routines consistently and fairly.

2.They have high expectations and are

aware of the range of strategies that

experienced teachers use to promote

positive behaviour.

3.They are able to apply these

appropriately, in the context of the

school’s policy using sanctions and

rewards, including praise, in order to

create an environment supportive of

learning.

4.They understand when to seek additional

support in addressing the needs of pupils

where significantly challenging behaviour is

demonstrated.

5.They recognise that planning appropriate

lessons that challenge learners, teaching

using a variety of strategies that address

pupils’ needs and employing appropriate

assessment strategies will all contribute to

successful behaviour management.

6.They show understanding of how

barriers to learning can impact on pupil

behaviour and have begun to apply

strategies to address these, working

alongside experienced teachers and

support staff as appropriate.

7. They understand that behaviour

management is context-dependent and are

able to articulate which factors may

contribute to more challenging behaviour

being exhibited within their lessons.

1.They manage behaviour effectively

so that learners demonstrate

positive attitudes towards the

teacher, their learning and each

other allowing lessons to flow

smoothly so that disruption is

unusual.

2.They understand that behaviour is

a form of communication and they

ask themselves why a child may be

exhibiting certain behaviours and

adapt plans and approach in

response to their evaluations

3.They actively seek additional

support in addressing the needs of

pupils where significantly challenging

behaviour is demonstrated.

1.They consistently have high

expectations and understand a range of

strategies that experienced teachers use

to promote positive behaviour and apply

these very effectively, including the use

of school sanctions and rewards, and use

of praise, in order to create an

environment highly supportive of

learning.

2.They manage pupil behaviour with ease

so that learners display very high levels

of engagement, courtesy, collaboration

and co-operation.

3.They understand that equal

opportunities are not the same as

treating every child exactly the same and

can discuss this and show this in their

practice.

4.They actively seek additional support in

addressing the needs of pupils where

significantly challenging behaviour is

demonstrated. This includes the use of

outside agencies where appropriate.

49

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

50

TS7. Manage behaviour effectively to ensure a good and safe learning environment

Prompts for discussion and reflection

Reflect and discuss the statement; All behaviour is a form of communication. Can you relate this to the children in your class? What questions, if any

does this raise?

How do you use the school’s policy on behaviour? How do you use school systems to follow up behaviour issues, e.g. rewards, sanctions?

Do you use a variety of behaviour management strategies in your teaching? Why do you use some strategies and not others?

What do you perceive as the main behaviour challenges in your teaching? What are you doing to address these?

To what extent have you established consistent and effective systems? In which areas have you made progress? Which areas need to be further

developed?

What strategies have you used to establish good relationships with pupils? To what extent have these been successful? How are your behaviour

management strategies changing as your relationships with children develop? How does the children’s behaviour change when another less familiar

adult leads the class? (E.g. a supply teacher or you initially?)

To what extent do you consider classroom management issues when selecting learning activities, organising groups and selecting and organising

resources?

What challenging incidents have you witnessed or handled? Are you able to identify learning points from these incidents?

To what extent do you provide clear instructions in class relating to your expectations of pupil behaviour?

Do you follow up instructions with positive reinforcement to promote a positive classroom ethos?

How well do you work with other adults to promote good behaviour e.g. staff / parents?

What are the seating arrangements in your class? How much choice do the children have on where they learn?

Do the children praise each other? Consider the impact of this and how they have learned to do so?

51

TS7. Manage behaviour effectively to ensure a good and safe learning environment

Observations

Observation Phase to be

completed

Date

completed

Observation TS7A – Behaviour Management

In your own class, select a situation, individual or group of children where behaviour management is often needed

or can cause difficulties. Carry out short observations (or ask your TA to film if you are teaching) and try to

identify trigger points and how children respond to current behaviour management. Using this information explore

changes to rectify difficulties.

Phase B, C, D & E

Discuss your

observations and

reflections with

your mentor.

Observation TS7B – Challenging behaviour

Identify a class within the school which has pupils who demonstrate challenging behaviour. Focus on how the staff

manage behaviour. Can you see where they pre-empt difficulties?

How does the following impact on behaviour management and ensuring to maintain pace as a result?

RELATIONSHIPS

TRANSITIONS AND ORGANISATION

SEATING AND STATUS

USE OF VOICE- tone and expression and volume

Extrinsic and Intrinsic motivation

Phase B or C

Observation TS7C - Body Language

Ask your TA or mentor to film parts of your teaching. Reflect upon your body language, use of language. Are you

consistent with the rules and all children?

Phase B

Share your findings

and thoughts in

REFLECT AND

REVIEW SESSION

on 9th February

52

TS7. Manage behaviour effectively to ensure a good and safe learning environment

Tasks

Task Phase to be

completed

Date

completed

Task TS7A – Behaviour Policy -

Read the behaviour policy and ensure that you are clear about any class and school rules and agreed strategies and

resources. Continue your reflections across the year and note improvements trying to establish the reason for

these. Following the university session with Paul Dix consider any new strategies you could explore.

*Create a page in your sketchbook to reflect and evaluate your own use of these.

Policy- Phase A

Paul Dix- Phase B

Task TS7B – Behaviour policy part 2

Read the behaviour policy in your second placement. Compare and contrast this to your first placement.

Phase E

Task TS7C – Intrinsic and extrinsic

Sort the class’s rewards and sanctions under the headings intrinsic and extrinsic motivation. What do you notice?

Do any particularly promote children’s responsibility and positive actions to learning, now and in the future? *Reflect on this in your sketchbook – consider how you encourage the children to take a conscientious attitude to

their work.

Phase C

Task TS7D – Relationships

Test yourself – select a child at random. What do you know about their family/home/likes/dislikes/hobbies etc.?

Does the child know that you know this? How do you show that you value them?

Phase C

Share your findings

and thoughts in R

and R on 9th

February

53

TS8. Fulfil

wider

professional responsibilities *make a positive

contribution to the wider

life and ethos of the

school

*develop effective

professional relationships

with colleagues, knowing

how and when to draw on

advice and specialist

support

*deploy support staff

effectively

*take responsibility for

improving teaching

through appropriate

professional development,

responding to advice and

feedback from colleagues

*communicate effectively

with parents with regard

to pupils’ achievements

and well-being.

AWARENESS AND VALUE

(A)

MET (M)

GOOD (G)

Good level

VERY GOOD (V)

High level

They show an awareness of the

standard and an understanding

of its value by sharing

observations and reflections of

how the teacher:

-Communicates with children’s

families

-shows they value the children’s

lives outside of school

-Plans for and communicates

with any support staff

-Works collaboratively with

other staff and outside agencies

1.They understand and are able to support

the ethos of the school and show an

inclination to contribute to the wider life of

the school in appropriate ways.

2.They can build effective professional

relationships with various colleagues and

work collaboratively.

3.They communicate with and direct any

support staff deployed in their lessons, to

assist in supporting the progress and

achievement of individuals and of groups of

pupils.

4.They understand when to ask for

information and advice from specialist staff

about individual pupils with specific needs.

5.They seek out and are responsive to

advice from more experienced colleagues.

6.They use this document in order to

evaluate progress and identify strengths and

targets with the support of their mentor.

7.They recognise the importance of

communicating with parents and carers in

supporting pupils’ achievement and

monitoring pupils’ well-being.

8.They support the teacher in

communicating with children’s families at

set points in the school year, including at

parents’ evenings and through written

reports and at other points in response to

individual pupils’ emergent needs

1.They take responsibility for deploying

support staff in their lessons and for

seeking advice from relevant

professionals in relation to pupils with

individual needs.

2.They are proactive in relation to

their own professional learning and

value the feedback they receive from

more experienced colleagues, using it

to develop their own teaching further.

3.They communicate effectively, both

verbally and in writing, with parents

and carers in relation to pupils’

achievements and well-being.

4.They assume some responsibility for

doing so in response to individual

pupils’ emergent needs.

1.They are proactive in seeking out

opportunities to contribute to the wider

life and ethos of the school.

2.They build strong professional

relationships and demonstrate that they

are able to work collaboratively with

colleagues on a regular basis.

3.They take responsibility for deploying

support staff in their lessons and for

seeking advice from relevant

professionals in relation to pupils with

individual needs.

4.They deliberately seek out

opportunities to develop their own

professional learning and respond

positively to all the feedback they

receive.

5.They communicate very effectively,

both verbally and in writing, with

parents and carers in relation to pupils’

achievements and well-being when

required to do so formally, but are also

proactive in communicating in relation

to individual pupils’ emergent needs.

54

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

55

TS8. Fulfil wider professional responsibilities

Prompts for discussion and reflection

How have you participated in the wider life of the school, beyond classroom teaching?

Are you aware of other colleagues in the school who can support you? Do you know when it is appropriate to approach them and what support

they can offer?

Do you understand how the school is supporting individuals with SEN, EAL or other additional needs? Are you aware of pupils who are ‘at-risk’?

To what extent are you able to establish positive working relationships with support staff, other teachers and senior teachers?

How successfully have you integrated yourself into staff team in the school?

How well do you engage in the mentoring relationship? How do you respond and use feedback? Can you use such relationships to make progress?

Are you reflective and critical of your own practice, what impact is this having on children’s learning?

What action have you taken to improve your teaching?

Are you being proactive in your development and role? Give examples

What do you understand about the role of parents in the phase you are teaching? To what extent is working with parents an effective feature of

your practice? Are you able to identify challenges and further opportunities to engage positively with parents?

Have you prepared progress reports for pupils and attended parent evenings? Can you reflect on these experiences to identify suggestions for

good practice?

Are you punctual both in arriving each day but also in having planning and resources prepared, especially if shared within class or across year

group? Has your role in the planning increased and developed over time?

56

TS8. Fulfil wider professional responsibilities

Observations

Observation Phase to be

completed

Date

completed

Observation TS8A - Communicating with families

Observe how your mentor communicates with parents and families both informally and in formal meetings.

Consider how to use this in your own interactions with parents. How often do you share ‘good’ news with them?

How often do you share ‘bad’ news with them?

Phases A, B, C, D,

E

Observation TS8B - Communicating with staff

Observe how your mentor communicates with other staff members particularly any TAs. How does your mentor

contribute to staff and planning meetings?

Phase A, B, C, D &

E

Bring your

observations to the

TA session on 9th

Feb or 2nd Mar

Observation TS8C – Extra Curricular

Observe and participate in an after-school club. Phase B

57

TS8. Fulfil wider professional responsibilities

Tasks

Task Phase to be

completed

Date

completed TASK TS8A - Be proactive in your professional development:

Ensure you have your files in school and up to date at all times. No excuses! (some can be kept

at school)

Act upon feedback to improve your practice

Be prepared for meetings with your mentor and professional tutor and any planning or whole staff

training/meetings

Be prepared for teaching - planning and resources prepared and shared as needed in advance, ensure that

your TA and any other adults are clear about their role and the short and longer-term goals of the teaching

and learning

Volunteer for everything (within reason!) Be aware of what is going on in the school and be part of the

staff team – cover playtime duties, photocopying, waiting with children while parents are in a meeting.

Throughout the

course

TASK TS8B - Planning and working effectively with your TA

Meet with the TA and discuss how they work? Information that is useful to them and difficulties within the job

(probably time!). Visualise your lesson and consider where best your TA can support. What strengths do they

have? How will you record and communicate this with your TA? What information will you want from them after

the lesson? How can you feed this into your planning?

Plan a lesson with the TA in order to improve your current practice.

Phase A

Phase B - Bring

your plan to the

TA session on 9th

Feb or 2nd Mar

Task TS8C - Managing encounters with parents

Discuss with your Professional Tutor how to manage difficult conversations and encounters with parents. Refer to

lecture on Working with Parents.

Phase B

Task TS8D – Active participant Share some of the reading and research that you have actively sought out and

benefitted from to recommend to other trainees. Ensure you have recorded it in the back of your Sketchbook!

Phase B

Bring to the R&R

on 5th January

58

Part Two:

Personal and

professional

conduct A teacher is expected to

demonstrate consistently

high standards of personal

and professional conduct.

The following statements

define the behaviour and

attitudes which set the

required standard for

conduct throughout a

teacher’s career.

Part Two of the Teachers’ Standards relates to personal and professional conduct. All trainees are expected to demonstrate high professional standards from

the outset. For that reason the guidance on the standards in Part Two is not graded but is particularly important particularly in the current climate of

radicalisation and safeguarding pupils.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside

school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper

boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual

respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to

break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they

teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities.

59

Trainee notes: actions and achievements

Phase A Phase B Phase C Phase D Phase E

60

Part Two: Personal and professional conduct

Prompts for discussion and reflection

Do you have a commitment to upholding the high standards of the teaching profession, within and outside school?

Do you develop appropriate professional relationships with colleagues and pupils?

Are you able to safeguard pupils’ well-being, in accordance with statutory provisions?

Do you understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different

faiths and beliefs, in line with the maintenance of fundamental British values?*

Do you understand the challenges of teaching in modern British schools? *

Are you aware of the Prevent strategy and its implications? *

Do you understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent

actions?*

Do you understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media?

Do you display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

Do you understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the

school?

Do you take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?

Are you aware of and do you act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Have you received relevant training in Child Protection/safeguarding? Can you articulate the school’s policy if reporting a concern?

* Note: Maintained schools have obligations under Section 78 of the Education Act 2002 to provide a broad and balanced curriculum, to promote SMSC (Spiritual,

Moral, Social and Cultural awareness), and the mental and physical development of pupils at the school and of society. The emphasis is placed on actively

promoting Fundamental British Values.

Pupils are expected to have knowledge and understanding about freedom to choose and hold other faiths and beliefs which are protected in law and an acceptance

that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated and should not be the cause of prejudicial or

discriminatory behaviour.

61

Part Two: Personal and professional conduct

Observations

Observation Phase to be

completed

Date

completed Observation Part Two A - Fundamental British values (this term need not be shared with children)

How are the following planned for, modelled and promoted?

democracy,

the rule of law,

individual liberty and mutual respect,

tolerance of those with different faiths and beliefs? How does this vary according to the age of the children?

Phase A and

then ongoing

Part Two: Personal and professional conduct

Tasks

Task Phase to be

completed

Date

completed

Task Part Two A – Keeping Children Safe Read and create a sketchbook page on ‘Keeping Children Safe’ Government document.

Phase A

Task Part Two B - Child Protection/safeguarding Can you articulate the school’s policy if reporting a concern? What concerns may exist?

Phase A

Task Part Two C - EQUALITY AND DIVERSITY Observe and reflect upon how staff challenge inappropriate behaviour and comments demonstrating anti-bias and

anti-discriminatory practice. How does the school’s planning help promote interest in difference and developing

empathy and curiosity rather than fear of difference

Phase C

Task Part Two D – Your Role Consider your role and influence as a classroom teacher and your values and ethos regarding teaching and learning

so the areas above become embedded rather than discreetly referred to.

Phase A –

ongoing…

62

4.1 WEEKLY MENTOR MEETINGS INFORMATION AND LOGS

W/B 25th September

Introduction to the class

Children – assessment details and friendships

Classroom environment

Timetable (essential)

Briefly look at PPPA form so this is clear from the

beginning

W/B 2nd October

Children as learners

Identify differing needs of pupils: EAL, SEN,

Task TS6A Tracked Children: Select 5 children (from a

range of attainment groups)

W/B 9th October

What have you learnt from your observations in the Early

Years or KS2 classes?

Review subject knowledge and identify strengths and

weaknesses

Discuss parents and homework

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Observations across the school especially EYFS/KS2 if not

based there. To discuss week of the 9th Oct

Core subject observations in class - request lesson plans

for these to follow progression

Plan for:

Observe group/guided reading

Observe phonics teaching.

Read to class

Working with groups of children during lessons

Task TS4A Building your role

Plan for:

Maths activity, explore resources. Observe maths activity

with mixed attainment group

Team teaching

Discuss PPPA form before submission

Task TS4A Building your role

Mentor Signature Mentor Signature Mentor Signature

63

W/B 16th October

(not Brighton and Hove Schools)

Joint planning- devising clear learning outcomes

(lessons to be team taught)

Teaching of reading –books, resources, approach to

assessing reading

Discuss Tracked Children

W/B 30th October

Plan whole class teaching session

Discuss team teaching, successes and areas for

development

How do the children’s responses inform planning?

W/B 6th November

Review teaching from previous week and targets. Focus

on differentiation following university sessions on the 3rd

November.

Observation TS2B from Professional Practice Tracker

(PPT)

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Maths and Literacy observations in school

Curriculum Tutor to observe after half term so it is

best to have taught whole class before then

Observation TS4D

Plan for:

Plan for filming of some of your teaching to discuss on

week of the 13th November

Observation TS2B from of PPT

Task TS4A Building your role

Plan for:

Look at a copy of SEN ILP/EHC for a child in your class

Observations A-D PPT TS4 Schedule these into the

timetable.

Observations B and C to be shared on Friday 24th at

university

Observations TS4D Mentor Signature Mentor Signature Mentor Signature

64

W/B 13th November

Review teaching from previous week and targets

View and discuss video footage of your teaching

Discuss possible themes for the APK assignment

W/B 20th November

Review teaching from previous week and targets

Discuss one of the planed observations A-D in PPT TS4

Observations B and C to be shared on Friday 24th at

university (mentor and trainee joint CPD day)

W/B 27th November

Review teaching from previous week and targets

Discuss Task TS2D on pupil progress

Focus on TS6 Tracked children Task here as well –

moderation/target setting

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Planning for support staff

Discuss one of the planned observations A-D from PPT

TS2

Plan for:

Shadow someone who provides 1-1 or small group

support

Task TS2D on pupil progress.

Observations TS4D

Plan for:

Collecting any outstanding evidence for PPPB form

Mentor Signature Mentor Signature Mentor Signature

65

W/B 4th December

Review teaching from previous week and targets

Review PPPB and targets

Agree on APK focus

W/B 11th December

Review teaching from previous week and targets

Discuss expectations of planning and teaching for the first

week of spring term

W/B 1st January

Review teaching timetable to ensure teaching at least one

class lesson per day

Discuss APK lesson planning and plan when the lessons

will be taught

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Observing talk in the classroom prior to university input

in Phase C (Observation TS2A)

Observations TS4D

Plan for:

Plan for:

Observation TS5C PPT

Focus on behaviour management techniques prior to Paul

Dix on 12th Jan

Mentor Signature Mentor Signature Mentor Signature

66

W/B 8th January

Review tracked children’s progress and update targets

Observation TS5C PPT

W/B 15th January

Planning for and feedback from TA support in class and

interventions

Focus on trying Dix’s techniques in the classroom

W/B 22rd January

Review teaching from previous week and targets

Planning and teaching of MFL

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Planning for support staff

Focus on SEND children prior to SEND day on 19th Jan

Plan for:

Observation of MFL lesson

Plan for:

Observations/tasks suggested in PPT

Ensuring some foundation lessons are being taught in your

timetable. Mentor Signature Mentor Signature Mentor Signature

67

W/B 29th January

Review teaching from previous week and targets

Review PPPC and targets

Observations TS4D PPT

W/B 5th February

Review teaching from previous week and targets

Review foundation subject teaching and areas for

development re subject knowledge.

W/B 19th February

Review teaching from previous week and targets

Review teaching timetable to ensure teaching at least two

class lessons per day including whole morning/afternoon

and whole days

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Observations/tasks suggested in PPT

Plan for:

Observations/tasks suggested in PPT

Plan for:

Observations/tasks suggested in PPT

Observations TS4D PPT Mentor Signature Mentor Signature Mentor Signature

68

W/B 26th February

Review teaching from previous week and targets

Improving planning for teaching and learning in core

subjects

W/B 5th March

Review tracked children’s progress and update targets

Discuss reflective practice and reflection in action.

Observation TS5C

W/B 12th March

Review teaching from previous week and targets

View and discuss video footage of your teaching

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Observations/tasks suggested in PPT

Moderation of Tracked Children assessments

Plan for:

Observations/tasks suggested in PPT

Observations TS4D PPT

Plan for:

Observations/tasks suggested in PPT

Moderating assessment judgements and writing Report

comments for Tracked Children Mentor Signature Mentor Signature Mentor Signature

69

W/B 19th March

Review teaching from previous week and targets

Discuss focus/targets for Enhanced Professional Practice

W/B 26th March

Review teaching from previous week and targets

Review PPPD and targets

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Plan for:

Observations/tasks suggested in PPT

Plan for:

Starting at Enhanced Placement

Mentor Signature Mentor Signature Mentor Signature

70

4.2 WEEKLY MENTOR MEETINGS INFORMATION AND LOGS These meetings may be held by the Professional Tutor or another suitable member of staff (e.g. Subject Coordinators, SENCO etc.) Each session can be arranged for a

date that suits the school and staff - except for the Professional Practice Tracker (PPT) and PPPA-E sessions which must be completed in the last week of each half term, Welcome to our school

Introduce to members of staff

Arrange a tour of the school with pupils

Assign internet (wifi), photocopier and computer access,

arrange relevant training with the I.T equipment

Arrange how to access the school building – arrival times,

door codes

Provide identify pass and explain dress code

Provide policies: Behaviour; Safeguarding; Teaching and

learning; Marking and feedback

Provide schools Ofsted report

Arrange meetings with the relevant coordinators/suitable

staff members

The teaching of reading

Discuss the teaching of reading across the school – how is

it organised? How do you ensure progression? What

books are available? How are they organised? How is

reading assessed?

How are reading environments developed and used around

the school?

Identify where to observe excellent practice in the teaching

of reading

Identify where to observe excellent practice in the teaching

of phonics

Explicit training in how to teach and asses using the

school’s phonics programme

Teaching number sense

Discuss the teaching of maths across the school – How is it

organised? How do you ensure progression (calculation

policy)? What resources are available? How are they

organised? How is maths assessed?

How are the environments developed and used to support

maths around the school?

Identify where to observe excellent practice in the teaching

of maths.

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

71

Assessment Tool and PPPA

Look at the assessment tool. What evidence has been

collated? Is there anything that needs to be targeted?

Discuss and complete PPPA.

Ensure PPPA is sent to ite@sussex.ac.uk and trainee’s

University Tutor

Assessment for Learning

Discuss how AfL is used throughout the school and how

the needs of individuals are met through differentiation,

intervention, adult support etc.

How are children made aware of the progress they have

made and their emerging needs?

How does the marking and feedback support the children

to make progress?

How do the children respond to this feedback?

Education for all

Discuss provision across the school and how it is mapped.

What different interventions are in place across the

school?

Discuss in detail any children in your class with SEND.

What additional needs should be considered with the

children in the class?

Look at a copy of the schools SEND policy

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

72

Rewards and Sanctions

Discuss and explain the school behaviour policy. Describing

the rewards and sanctions approach.

Discuss extrinsic and intrinsic motivation.

From trainees observations, discuss strategies used by

experienced teachers related to behaviour management.

Arrange an observation of behaviour management in a

challenging class.

What causes challenging behaviour? What can we do to

support those children? E.g. nurture groups, therapy

Better maths planning

Share some planning created for maths – discuss feedback,

support and challenge etc.

Share examples of effective planning

Discuss some of the learning/work the children have

produced – discuss next steps and ways to address these

Better English planning

Share some planning created for English – discuss feedback,

support and challenge etc.

Share examples of effective planning

Discuss some of the learning/work the children have

produced – discuss next steps and ways to address these

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

73

Educating Global Citizens

How is the British Values agenda covered?

How do staff foster positive relationship?

How and when is PSHCE taught?

How are the children taught about world religions?

Assessment Tool and PPPB

Look at the assessment tool. What evidence has been

collated? Are there any gaps that need to be targeted?

Discuss and complete PPPB.

Ensure PPPB is sent to ite@sussex.ac.uk and trainee’s

University Tutor

Learning English

A focus on EAL provision in school

What range languages do the children in the school speak?

How are they supported in lessons and around the school?

What effect does EAL have on children’s progress, learning

and behaviour?

What support is available to children and staff?

What does effective provision for EAL look like?

Shadow or meet with someone who supports EAL

children. If there is a low ratio of EAL pupils in the school,

arrange a visit to another school that has a higher

incidence Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

74

Reading the data

What can we learn from the wealth of pupil data?

How is data used in the school? What information does

SIMS provide?

What assessment tracker is the school using? Explicit

training on school’s adopted assessment tracker e.g. Target

Tracker/Classroom Monitor

How is it used? How is it updated?

What sort of progress should the children make and what

does this progress look like?

How is this measured?

How is this information reported to parents and how is

this linked with performance management?

Look at a copy of the Assessment and Reporting

Arrangements 2017 for the appropriate key stage.

Identifying and supporting SEND

Discuss, how the children are identified for the

interventions/additional support.

What are the SEND categories?

What is the effect of the interventions on the children’s

academic and emotional well-being?

Discuss the schools policy for identifying an SEND and the

process from identification to support put in place.

Discuss Educational Health Care Plans, Individual

Development Plans and Individual Learning/Education Plans.

How are they written and by whom?

Discuss the monitoring of SEND, Pupil Premium and

minority groups

Arrange to meet with someone who supports individual

needs – e.g. behaviour /pastoral support, learning mentor,

SEN TA. What can learn from their expertise?

Applying for your first teaching position

Discuss and support ideas and thoughts on Writing a letter

of application – what to include and what not to include!

Hold a mock job interview and provide feedback

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

75

Scientific discoveries

Discuss how science is planned, taught and assessed

throughout the school.

What are the different areas of the science curriculum?

Where are the science resources?

How do children work scientifically?

How is science made practical and hands on?

Identify some science lessons to observe

Assessment Tool and PPPC

Look at the assessment tool. What evidence has been

collated? Are there any gaps that need to be targeted?

Discuss and complete PPPC.

Ensure PPPC is sent to ite@sussex.ac.uk and trainee’s

University Tutor

Applying Professional Knowledge

Trainee to share taught APK lessons and discuss the

teaching and learning.

What have you learnt from your

teaching/theory/pedagogy?

What impact does this have on future teaching and

learning?

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

76

We’re all friends here

Discuss the schools approach bullying

How does the school deal with these issues?

What procedures are followed?

Why might some children exhibit this sort of behaviour?

The role of a coordinator

Thinking to the future, trainees should meet with a subject

coordinator/leader of an area of interest.

What is the role of a coordinator?

Beyond the Curriculum

How do the children have a voice?

What is pupil voice?

Working with gifted and talented pupils

Discuss the provision for and identification of Gifted and

talented children

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

77

Open meeting

This session is open to enable a suitable response to the

needs of the trainee.

This may be discussing the Assessment Tool or a particular

Teaching Standard in more detail, or may be a

discussion/training on a whole school initiative

Assessment Tool and PPPD

Look at the assessment tool. What evidence has been

collated? Are there any gaps that need to be targeted?

Discuss and complete PPPD.

Ensure PPPD is sent to ite@sussex.ac.uk and trainee’s

University Tutor

Date Meeting Held: Date Meeting Held: Date Meeting Held:

Trainee notes Trainee notes Trainee notes

Professional Tutor Signature Professional Tutor Signature Professional Tutor Signature

78

5. ATTENDANCE CALENDAR 2017/18 Please mark any days absence on this calendar – YOU MUST ALSO complete a Reason for Absence (see VLE) and email it to primaryite@sussex.ac.uk

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

S

E

P

F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S

O

C

T

S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T

N

O

V

W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T

D

E

C

F S S M T W T F S S M T W T F S S M T W T F S S M T M T F S S

J

A

N

M

BH

T W T F S S M T W T F S S M T W T F S S M T M T F S S M T W

F

E

B

T F S S M T W T F S S M T W T F S S M T M T F S S M T W

M

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T F S S M T W T F S S M T W T F S S M T M T F S S M T W T F

BH

S

A

P

R

S M

BH

T W T F S S M T W T F S S M T M T F S S M T W T F S S M

M

A

Y

T W T F S S M

BH

T W T F S S M T M T F S S M T W T F S S M

BH

T W T

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F S S M T W T F S S M T W T F S S M T W T F S S M T M T F S

79