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PGCE Primary 3-7 and PGCE Primary 5-11 (including School Direct Tuition)

School-Based Training 2 Weekly Overview 2020

1

Dates and Overview of SBT2

In italics are suggested dates by which the progress reviews (PA) and developmental feedback (PK)

should be completed, but these are flexible, as long as the progress reviews are reasonably spread out

across the SBT period. Trainees should be in class 75% of the day.

The fixed deadlines for submitting the interim (PB) and final assessment reports (PC) to the university

are in bold.

Key Dates:

SBT2: 27th January to 27th March 2020.

University days: Friday 6th March 2020; Whole week beginning Monday 30th March to Friday

3rd April 2020.

SBT2 PB Interim assessment due 28th February 2020.

SBT2 PC Final assessment due 20th March 2020.

Weeks 1-3 reflect the establishing phase of SBT2. The focus of this phase is on knowing the pupils,

the school policies and protocol and learning from good practice / other teachers.

Week beginning Monday Tuesday Wednesday Thursday Friday

27th Jan SBT2 SBT2 SBT2 SBT2 SBT2

PK

3rd Feb SBT2 SBT2 SBT2 SBT2 SBT2

PK

10th Feb SBT2 SBT2 SBT2 SBT2 SBT2

PA1

Week beginning 17th Feb: Half Term self-study.

Weeks 4-5 reflect the developing phase of SBT2, during which trainees become more independent in

their planning and teaching whilst continuing to deepen their subject knowledge.


24th Feb SBT2 SBT2 SBT2 SBT2 SBT2

PB

2nd March SBT2 SBT2 SBT2 SBT2

PK

UBT

Weeks 6-8 reflect the enhancing phase of SBT2. Trainees become increasingly autonomous in their

planning, teaching and reflective practice. This includes identifying their areas for development.


9th March SBT2 SBT2 SBT2 SBT2 SBT2

PA2

16th March SBT2 SBT2 SBT2 SBT2 SBT2

PC

23rd March SBT2 SBT2 SBT2 SBT2 SBT2

Week beginning 30th March: University-Based Training (UBT).

2

Approximate contact and non-contact time

Weeks Non-contact time

i.e. out of class, not in

contact with pupils.

Includes PPA time and

other non-class based

professional activities such

as evaluating lessons.

Teaching time

In weeks 1-2 some of this

teaching will be to groups

and individuals as well as

whole class. From week 3

onwards, trainees should

take responsibility for

teaching the whole class.

Observing and

in-class professional

development

opportunities

i.e. in any class, in contact

with pupils but not directly

teaching. Professional

development opportunities

to be focused on trainee’s

targets as appropriate.

1 25% 30%

Use teacher’s plans,

evaluate own lessons

45%

2-3 25% 40%

Individual UoB lesson plan

required for each lesson

taught

35%

4-8 25% 50%

Either use school plans

(adapted to include boxes

A,B & evaluation), or use

UoB weekly plan

25%

3

School-Based Training 2 Key Dates, Aims and Learning Outcomes

Module Code & Title

ET682: School-Based Training 2 (SBT2): Embedding Effective Practice.

Level 6

20 Credits

Key Dates

SBT2: 27th January to 27th March 2020.

University days: Friday 6th March 2020; whole week beginning Monday 30th March to Friday 3rd

April 2020.

SBT2 PB Interim assessment due 28th February 2020.

SBT2 PC Final assessment due 20th March 2020.

Aims

Provide opportunities for trainees to consolidate and embed practice, gaining further

experiences and evidence towards the current Teachers’ Standards;

Enable trainees to acquire the knowledge, skills and understanding necessary for the

professional role of an independent and reflective teacher;

Enable trainees to reflect upon and critically evaluate their experiences, identifying professional

strengths and needs, and setting targets for their continued professional development.

Learning Outcomes

On successful completion of the module students will be able to:

LO1: Use a range of effective behaviour management strategies appropriate to the context and

age phase (TS1, TS5, TS7);

LO2: Plan, teach and evaluate sequences of lessons which demonstrate secure subject and

pedagogical knowledge appropriate to the context, curriculum and age phase (TS1, TS2,

TS3, TS4, TS5, TS6);

LO3: Integrate a range of assessment strategies to inform planning, support pupil progress and

address the needs of individual learners (TS2, TS5, TS6);

LO4: Acting on advice and feedback, critically analyse and reflect on professional practice to

identify strengths and areas of professional development (TS4, TS8);

LO5: Actively contribute to teaching teams, take responsibility of a class teacher for 50% time, and

work collaboratively with members of staff including planning for the deployment of additional

adults. (TS4, TS5, TS8, Part II).

Achieving these learning outcomes will provide evidence towards achievement of the Teachers’

Standards, relative to the expectations of the school-based training period.

4

Expectations of Trainees on School-Based Training 2

Task / Activity TS SBT2

Assessment

and Pupil

Progress

6, 2, 5 Widen and embed a range of AfL strategies, showing explicitly in

plans and using increasingly consistently in teaching.

Follow school’s assessment and marking policies to give written

and verbal feedback.

Attend pupil progress review meetings.

With support of class teacher / mentor, use school data to

understand how to identify and plan for under-performing groups.

With class teacher support, plan for and lead in-class

intervention/focus groups.

Participate in school/year group moderation meetings.

Behaviour

Management

7, 1 Complete 3Rs behaviour audit at start of SBT2, action plan

accordingly (SBT handbook Appendix 8).

Follow school’s behaviour policy, identify and adapt behaviour

strategies from observing other teachers.

Continue to build and use a wider range of behaviour management

strategies, reflecting on their efficacy in a different school

environment.

Contact time 75% contact time (not necessarily always in home class), quickly

building up to approximately 50% teaching time and 25% class

based support / observations (see page 2 for breakdown).

25% non-contact time for professional reflection, updating action

plans, planning, preparation, assessment (PPA), etc.

Curriculum,

subject and

pedagogical

knowledge

3 Self-audit curriculum coverage.

Observe best practice in targeted curriculum areas, incorporating

learning from these observations in subsequent teaching.

Observe best practice in any curriculum subjects not yet observed

in SBT2, including MFL if taught in school.

According to your identified needs, consult with subject leaders,

SENCo, senior leaders as appropriate.

Read to continue to widen your own subject knowledge.

Where possible, Primary 3-7 trainees gain understanding of

expectations in 0-3 setting and/or lower KS2; Primary 5-11

trainees gain understanding of expectations in KS3 and/or EYFS.

Complete PE task (SBT handbook Appendix 6).

Disadvantaged

Learners

5, 2 Re familiarise yourself with the Disadvantaged Learners & Pupil

Premium bulletin and UoB Supporting underperforming groups of

pupils information.

During first 3 weeks, find out about disadvantaged pupils in school,

using audit Stage 2 prompts (SBT handbook Appendix 7).

At the end of SBT2, complete the disadvantaged pupils audit

Stage 3 and use it to inform your action planning for SBT3 (SBT

handbook Appendix 7).

5


Professional

development

Part II School safeguarding briefing as part of induction. Record on week 1 or

week 2 PH form.

Reflective

practice

4, 8 Independently evaluate own teaching. Complete box F on lesson

plans to evaluate effectiveness and impact of teaching. Use box A

and box B to target areas for development in weekly / individual

lesson plans (SBT handbook Appendix 9).

Use PH to reflect systematically on own practice, identify areas for

development and discuss with mentor. Complete first section of PH

forms prior to weekly meetings, reflecting on and evidencing

progress towards individual targets.

During weeks when PA is not required, receive developmental

feedback (PK form) from class teacher/mentor. Keep EITHER in

professional school file OR electronic copy on PebblePad.

Be proactive in seeking and responding positively to feedback and

advice, adapting and developing own practice accordingly.

SEND 5, 2 Explore two or three broader areas of SEND or EAL within school.

Complete SEND self-audit (SBT handbook Appendix 5 p.34).

Systematic

Synthetic

Phonics (SSP)

/Grammar,

Punctuation

and Spelling

(GPS

3, 4 Complete SSP or GPS tasks (unless competed in SBT1) – SBT

handbook Appendix 3 p.29.

Find out how the school teaches SSP and GPS.

Observe teaching of SSP and/or GPS (depending on setting).

Teach a sequence (minimum 3) of SSP (if in KS1 / EYFS) and

GPS lessons; this could be in small groups at first, then in whole

class. Arrange to be observed for at least one of these lessons.

Action plan according to feedback received.

TAs / other

adults /

parents

8 Show in your plans your deployment of other adults (e.g. class

teacher, teaching assistant) in the lessons for which you are

responsible.

Make yourself known to and communicate with parents & carers in

the class, e.g. by going onto playground at the beginning / end of

the school day.

Observe during a meeting with parents; attend and where

appropriate take part in parents & carers consultation/ evening.

Attend and where appropriate, take part in any open events (e.g.

curriculum sessions, year group briefings) for parents/carers.

6


Teaching and

Planning

4, 1, 5,

2

During weeks 1 & 2, initially take some small groups

independently, quickly moving to team-teaching whole class with

class teacher.

Increase teaching load to independently teaching whole class for

approximately 50% timetable by week 4 (see page 2 for

breakdown of teaching expectations).

Planning* for individual lessons/groups to be initially supported by

class teacher / mentor, but becoming increasingly independent,

using school’s plans or scheme of work.

*Although trainees are expected to independently plan, teach and

evaluate sequences of lessons in SBT2, they should use the

school’s existing plans as starting points, adapting them to suit the

needs of the children in their class.

UoB individual lesson plan to be used initially (e.g. weeks 1-3);

subsequently UoB weekly or school planning template (amended if

necessary) used as appropriate and with agreement of mentor /

UT. When using school planning template, boxes A, B &

Evaluation must be added to cover core elements of planning (SBT

handbook pp.41 & 42).

Trainees should join planning teams where possible for PPA, but

take responsibility for adapting the school’s plans for individual

lessons for their own class. Planning should be with support as

needed from class teacher / mentor / year group leader. Attending

PPA time is part of the trainee’s 25% non-contact time.

By the end of SBT2 trainees should be able to:

Using and adapting as necessary school’s plans / scheme of work,

independently plan (i.e. independently adapt school plans for the

needs of their own class), teach and evaluate sequences of whole-

class lessons in a range of areas of learning / NC subjects.

If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a

series of SSP lessons.

7

Note: This overview may need to be varied or adapted according to the school’s context.

PGCE SBT2 Weekly Overview of Expectations Spring 2020

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Prior to

SBT2

Update your Pen Portrait to reflect your experiences in SBT2.

Complete your action plan for the start of SBT2 – recorded on

section 1 of your week 1 PH form.

Email a link to your e-Portfolio (PebblePad) to your SBT2 school

mentor and University Tutor.

Review your Subject Coverage audit from SBT1 to identify gaps in

your prior teaching experience.

Re-familiarise yourself with UoB bulletins and information on

disadvantaged pupils and information (available at:

https://www.brighton.ac.uk/current-students/my-

studies/placements/resources-for-trainee-teachers.aspx).

Access your school website:

What information can you find out about the school? Complete as

much as you can of the checklist, Finding out about the School in

SBT handbook (Appendix 10).

Read key policies (e.g. behaviour, assessment, safeguarding).

Read PE policy.

Take note of emergency email and contact numbers.

Familiarise yourself with the area and how you will travel there.

Updated Pen Portrait on

e-Portfolio (PebblePad).

Week 1 PH form section 1

filled in with individual

targets.

Read SBT handbook (available

https://blogs.brighton.ac.uk/mentors/mentoring-

resources/primary/#handbooks) and this SBT2

weekly overview.

Prepare to provide the warm and welcoming induction

for trainee(s) – see SBT blog or mentor training for

details.

Complete the online mentor training if not already

done.

Attend SBT2 specific mentor training (held at Falmer

on Tuesday 21.1.20 and repeated on Thursday

30.1.20).

Go to the SBT blog for all forms, handbooks, online

training and further information:

https://blogs.brighton.ac.uk/mentors/mentoring-

resources/primary/

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/#handbooks

https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/#handbooks

https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

8



Week 1

W/B 27th

January

2020

Professional development & training

Discuss your action plan targets from your PH form with your

mentor and identify opportunities across the school to address

your needs.

Complete the school’s Safeguarding Induction.

Become familiar with school policies for safeguarding, behaviour

and assessment.

Share your SEND self-audit with mentor / class teacher to identify

possible areas to explore (SBT handbook Appendix 5, p.34).

Observe the teaching of at least two different curriculum areas.

As part of SSP/GPS task, observe the teaching of SSP and GPS

(if not covered in SBT1) (see SBT handbook Appendix 3).

Use PK form to record and reflect on your observations.

Arrange to observe PE teaching next week; revise PE curriculum

knowledge (see SBT handbook Appendix 6).

Reflect on the feasibility of your proposed Professional Enquiry,

updating as required.

Classroom experiences

By the end of this week, ensure you have worked with all pupils in your

class within the context of:

Several National Curriculum subjects;

Group work as recommended by the class teacher;

Assisting teacher-led inputs, team-teaching;

Beyond the classroom contexts e.g. playground, assemblies.

Teach approximately 30% of the time, including team-teaching and

group work, working from the teacher’s plans. Evaluations should be

added and used to inform planning for week 2.

(You are NOT expected to write individual lesson plans for any of the

above lessons, unless you ask to lead the teaching).

If done, upload SSP / GPS

observation(s) in ‘lesson

plans and other evidence’

section of PebblePad.

Complete section 1 of

mentor meeting form (PH)

before the weekly meeting

as appropriate.

Upload completed PH form

following mentor meeting,

including confirmation you

have completed

Safeguarding Induction.

Upload developmental

feedback from your class

teacher or mentor (PK form)

OR place in Professional

File.

Mentor weekly meeting including:

Discuss trainee’s progress towards their individual

targets – consider any evidence they bring to the

meeting (trainee to record on PH form).

When appropriate, agree new targets in trainee’s

action plan and identify professional development

opportunities for them across the school.

Follow weekly overview to ensure trainee has

completed all UoB requirements.

Details of mentor meeting activities can be found on the

SBT blog.

In addition this week:

Provide the warm and welcoming induction for

trainee(s) – see SBT blog or mentor training for

details. This must include safeguarding training.

Discuss targets in trainee’s action plan and identify

professional development opportunities for trainee

across the school.

Share assessment expectations, including recording

and marking.

Show trainee how to use school assessment data for

their class, identifying potentially under-achieving

pupils and groups.

Talk through and model the school’s planning

process.

Arrange a trainee meeting with the SENCo for the

next week.

Class teacher or mentor observes and gives

developmental feedback to trainee (PK form).

9



Week 2

W/B 3rd

February

2020


Continue to address your action plan priorities; with your mentor,

identify opportunities across the school to address your needs.

Become familiar with school policies for bullying, parents/carers and

attendance.

As part of the SEND task, meet with SENCo to find out the school’s

approach and provision.

For your Disadvantaged pupils task, find out about the

disadvantaged learners in your class and any related interventions

(SBT handbook Appendix 7. P.38).

Complete 3Rs behaviour management audit (Appendix 8) and add

related targets to action plan, if required.

Observe best practice across the school, to include focusing on:

Assessment for learning, especially verbal feedback;

Curriculum breadth: observe at least 4 different curriculum

subjects, including SSP and GPS (if not covered in SBT1).

Observe PE as part of your PE task (SBT handbook Appendix 6).


Talk to your class teacher &/or mentor about your proposed

enquiry, both in relation to your selected area and when it may be

feasible to conduct it.

During this and each

subsequent week:

1. Evaluate all sessions taught

(as part of the planning

template) and file in your

Professional School File.

2. Complete section 1 of the

PH form in detail before the

mentor weekly meeting.

Focus on your progress

towards your action plan

targets. Take evidence of

progress to the meeting.

3. Upload completed PH form

following mentor meeting

including new individual

targets for action plan in final

section.

In addition, this week:

Complete School Culture

and Disadvantaged Pupils

(SBT handbook Appendix 7,

Stage 2).

Complete and upload 3Rs

behaviour management self-

audit (Appendix 8).

Weekly mentor meeting (see Week 1 and online

mentor training for details).


Look at trainee’s individual lesson planning and give

support as needed.

With the trainee, use school data to identify

potentially under-performing groups and agree

strategies trainee can use to support these children.

Discuss how to use AfL to inform planning and

differentiation.

Share the school’s strategy and policy for

disadvantaged pupils.

Show trainee how to use school assessment data for

their class, identifying potentially under-achieving

pupils and groups (if not completed in week 1).

Class teacher &/or mentor observes & gives

developmental feedback to trainee (using PK form).

10



Week 2

W/B 3rd

February

2020

(continued)

Classroom experiences and teaching

Over the course of this week, you should teach approximately 40% of

the time (includes teaching groups, individuals and whole class):

Collaboratively plan and team-teach a sequence of 2-3 lessons for

the whole class in at least 1 curriculum area.

Independently teach at least one whole class lesson each day.

Your class teacher should be present for most of these lessons, but

try to teach the class on your own at least once over the week.

Support group work as recommended by the teacher.

Use observed AfL strategies to give verbal and written feedback, in

accordance with school policy.

Use the university planning templates to prepare for and evaluate

your lessons. The class teacher or mentor should support you in

planning lessons but you should be taking increasing responsibility

by sharing your lesson plan with CT/mentor well before the lesson

and adapting it according to their advice.

Upload PE lesson you

observed to e-Portfolio

(PebblePad) (see SBT

handbook Appendix 6).





File.

11



Week 3

W/B 10th

February

2020


Continue to address the priorities identified on your action plan,

using opportunities across the school to address them.

Become familiar with school policies for teaching and learning and

assessment and any subject-specific policies.

Continue your SEND self-audit: when completed, reflect on what

you have found out and record in this week’s PH.

Observe best practice across the school, to include focusing on:

Assessment for learning, especially questioning;

Curriculum breadth: observe at least four different curriculum

areas, including SSP and GPS (if not covered in SBT1).

If not already done, observe PE as part of your PE task (Appendix

6).


Liaise with your class teacher to establish/agree opportunities in

weeks 5-8 for you to work on your Professional Enquiry.

Classroom experiences and teaching

Over the course of this week, you should collaboratively plan and

independently teach the whole class across a range of curriculum

areas. You should be teaching for at least 40% of the time (includes PE,

SSP, GPS lessons), using UoB individual lesson plans for each lesson

taught:

Independently teach two whole class lessons each day. Your class

teacher may be present for some of these lessons, but try to teach

the class on your own at least twice over the week.

Teach PE lesson 1 (can be carried over into week 4).

Teach a sequence of 3 lessons in either SSP or GPS if tasks not

completed in SBT1 (SBT handbook Appendix 3). Observed by

mentor.

Complete actions 1-3 as

detailed in Week 2 above.


Start to populate your

Subjects Coverage Audit in

PebblePad.

Upload your evaluated PE

individual lesson plan to

PebblePad: SBT2 Lesson

Plans and Other Evidence.

Upload formative feedback

from SSP or GPS

observation (by class

teacher or mentor) to

PebblePad (SBT2 Lesson

Plans), unless already

completed in SBT1.

Upload completed PA1 form

alongside evaluated lesson

plan.

Once you have agreed your

Professional Enquiry focus

with your school, complete

the short ‘Enquiry Proposal’

template (on Student Central

under the EP722 / EP723

Professional Enquiry module

study materials). This must

be submitted by all trainees

(there are no extensions for




Discuss with trainee what they have found out for

their SEND self-audit (either this week or week 4).

Agree trainee’s timetable of teaching for after half

term, checking they will be teaching the whole class

approximately 50% time from week 4 onwards.

Ensure they have timetabled when they will conduct

their Professional Enquiry as part of their usual

teaching.

Agree with trainee the curriculum subject(s) for which

s/he will independently* plan sequences of lessons

after half term.

Check trainee’s evidence in their e-Portfolio

(PebblePad), to help inform PA1 and next week’s PB.

Preferred week for first progress review (PA1) to be

completed by mentor, preferably jointly with UT.

*Although trainees are expected to independently plan, teach

and evaluate sequences of lessons in SBT2, they should use

the school’s existing plans as starting points, adapting them to

suit the needs of the children in their class.

12



Week 3

W/B 10th

February

2020

(continued)

Use observed questioning strategies to develop AfL.

Support group work as recommended by the teacher.

Use the university planning templates to prepare for and evaluate

your lessons. The class teacher or mentor should support you in

planning lessons but you should be taking increasing responsibility

by sharing your lesson plan with CT/mentor well before the lesson

and adapting it according to their advice.

formative tasks) via Turn It In

by 4:30pm on Tuesday 18th

February 2020. As we need

to be able to respond to you

individually, these proposals

will not be anonymously

marked. Please make sure

you include your name on

your submission.

W/B 17th

February

HALF TERM

13



Week 4

W/B 24th

February

2020


Continue to address the priorities identified on your action plan.

Complete your SEND self-audit, reflect on what you have found out

in your PH this week (if not already completed in week 3).

Ensure you have planned when you will conduct your Professional

Enquiry during weeks 5-8.


Over the course of this week, you should collaboratively plan and teach

across a range of curriculum subjects, so you are teaching the class

approximately 50% of the time.

Independently* plan, teach and evaluate a sequence of lessons (at

least 3 lessons) in an agreed curriculum area.

Direct other adults in class to lead group work (including class

teacher, if present).

Teach PE lesson 1 and/or 2 for your PE task.

As trainees become more experienced in planning, they may start to

use the University’s weekly planner, or the school’s planning template,

as agreed with the mentor/university tutor. Box A and Box B and

lesson evaluations should always be completed and added to plans

(SBT handbook pp.41-42).

*Although trainees are expected to independently plan, teach and evaluate

sequences of lessons in SBT2, they should use the school’s existing plans as

starting points, adapting them to suit the needs of the children in their class.




Upload your evaluated PE

individual lesson plan to

PebblePad: SBT2 Lesson

Plans and Other Evidence.

Upload formative feedback

from SSP or GPS

observation (by class

teacher or mentor) to

PebblePad (SBT2 Lesson

Plans and Other Evidence),

unless already completed.

Upload PB form (SBT2

forms).




Discuss with trainee what they have found out for

their SEND self-audit (if not covered in week 3).

Hold a meeting between the trainee, class teacher &

mentor to discuss progress overall and the draft

interim report grades. Complete the PB form.

Share the finalised interim report (PB) with the trainee

and email to the University by Friday 28th February.

14



Week 5

W/B 2nd

March

2020

UBT

Friday 6th

March

2020



Review your subject coverage in PebblePad to identify any gaps.

Agree with your class teacher when you will teach these subjects in

weeks 6-8.

During weeks 5-8 you will need to conduct your Professional

Enquiry (as part of your 50% teaching time) including making

observations and listening to children as your data/evidence. In

most cases, 4-5 sessions will give you an appropriate amount of

data to evaluate the impact of your selected pedagogy and/or

intervention. These sessions may be as an intense block in any one

week or spread across the four weeks.

If there are any difficulties, please contact your Professional

Enquiry tutor as soon as possible.


Over the course of this week, you should independently plan, teach

and evaluate a sequence of lessons in different curriculum areas, so

you are teaching the whole class approximately 50% of the time.

Teach PE lesson 2 for PE task (if not already completed).



As trainees become more experienced in planning, they may start to

use the University’s weekly planner, or the school’s planning template,

as agreed with the mentor/university tutor. Box A and Box B and

lesson evaluations should always be completed and added to plans

(SBT handbook pp.41 & 42).




Continue to populate your


PebblePad.

Upload PE lesson

observations, plans and

reflections to PebblePad:

SBT2 Lesson Plans and

Other Evidence.





File.




Following last week’s PB, ensure trainee’s action plan

targets are focused on those Teachers’ Standards

which were identified as needing most improvement.

Class teacher &/or mentor observes & gives

developmental feedback to trainee (using PK form).

15



Week 6

W/B 9th

March

2020



Review your subject coverage audit to identify any gaps. Agree with

the class teacher when you will teach these subjects in weeks 7-8.

Conduct your Professional Enquiry as applicable.



and evaluate sequences of lessons in different curriculum areas, so

you are teaching the class approximately 50% of the time.



Use the University’s weekly planner or school planning template, as

agreed with the mentor/university tutor. Include Box A and Box B and

lesson evaluations and add to plans (SBT handbook pp.41 & 42).




Continue to populate your


PebblePad.

Upload PA2 and evaluated

lesson plan.




Review with trainee their Professional Enquiry – are

they on track? Are there any timetabling issues which

need to be sorted out? Please encourage the trainee

to contact their Professional Enquiry tutor if any

issues arise.

Review evidence in trainee’s e-Portfolio (PebblePad)

to inform the progress review (PA2) and next week’s

final assessment (PC).

Preferred week for second progress review (PA2) to be

completed by mentor, possibly jointly with university

tutor.

16



Week 7

W/B 16th

March

2020




Prepare for PC (final report) by self-assessing against graded

Teachers’ Standards (see PPiE, Appendix 1). Share and discuss

with mentor.



and evaluate sequences of lessons in different curriculum areas, so

you are teaching the class approximately 50% of the time.





lesson evaluations and add to plans (SBT handbook pp.41 & 42).




Ensure e-Portfolio

(PebblePad) is updated with

all PH forms, PAs, PB and

completed SBT2 tasks, to

provide evidence for your

mentor to inform your PC.

See SBT handbook p.21.

Upload PC feedback to

PebblePad, evidence your

progress and indicate your

grades for SBT2.




Discuss trainee’s self-assessment against graded

Teachers’ Standards, as part of the final report.

Meet with the trainee and the class-teacher to discuss

progress overall and the final report grades (PC). The

trainee’s Professional File and e-Portfolio

(PebblePad) should be used as evidence for overall

progress.

Complete the PC form with the trainee and email it to

the University by Friday 20th March.

17



Week 8

W/B 23rd

March

2020


Review and discuss your action plan with your mentor; identify

priorities for SBT3.




and evaluate sequences of lessons so you are teaching the class

approximately 50%.

With the mentor’s and/or university tutor’s endorsement, teach the

class for one or two whole days, in preparation for SBT3.





lesson evaluations and add to plans (SBT handbook pp.41 & 42) if

using school template.




Complete your SEND audit

and upload to PebblePad

(SBT2 Lesson Plans and

Other Evidence).

Complete your Subjects

Coverage Audit in

PebblePad.

File all evaluated lesson

plans in your Professional

School File.

If not already done, upload

PC feedback to PebblePad,

evidence your progress and

indicate your grades for

SBT2.




Use Final Report (PC) to review trainee’s progress

over the term; celebrate successes and agree targets

to support continued progress in SBT3.

School of Education · school’s existing plans as starting points, adapting them to suit the...

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Transcript of School of Education · school’s existing plans as starting points, adapting them to suit the...