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LEEDS BECKETT UNIVERSITY

ITE Placement Supplement 2019-20KS1 and KS2 (5-11) Placements

Primary Age Phases 3-7 and 5-11 Primary incorporating School Direct

www.leedsbeckett.ac.uk

Contacts

University Contact DetailsUniversity Switch Board: 0113 812 0000

Academic Contacts Dr Graham Parton(Head of Teacher Education)

101 Carnegie [email protected]

0113 81 23773

Louise Nelson(Primary Lead School Direct)(Course Leader PGCE Primary 5-11)


0113 81 23529

Mandy Pierlejewski(Course Leader BA (Hons) Early Childhood Education Leading to QTS 3 year route)


0113 81 22060

Yinka Olusoga(Course Leader PGCE Primary (Early Years 3-7)


0113 81 21775

Bev Keen(Course Leader BA (Hons) Early Childhood Education leading to QTS 2 year route)


0113 81 23618

Sarah Hindmarsh(Course Leader BA (Hons) Primary Education leading to QTS 3 year route)


0113 81 27072

Paul Ogilvie(Course Leader Primary Education with PE 5-11)

113 Carnegie Hall0113 812 2457

[email protected]

Support Staff Contacts Placement Office G01 Carnegie Hall

[email protected] 81 21761

Course Administration

G02/03 Carnegie Hall [email protected]

0113 81 27412

All contact details are correct as at 05.09.19

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ContentsCONTACTS 1

UNIVERSITY CONTACT DETAILSACADEMIC CONTACTSSUPPORT STAFF CONTACTS

CONTENTS 2INTRODUCTION 3ITE PLACEMENT DATES, REQUIREMENTS AIMS AND LEARNING OUTCOMES OF THE ITE PLACEMENT 4

PRIMARY EDUCATION 3-7 4PRIMARY EDUCATION 5-11 (3 YEAR ROUTE) 5PRIMARY EDUCATION 5-11 (3 YEAR ROUTE) 6PGCE PRIMARY (EARLY YEARS 3-7) 7PGCE PRIMARY EDUCATION (5-11) 8PGCE SCHOOL DIRECT ROUTES 3-11 9

STANDARDS FOR TEACHERS 10SUPPORT IN EVIDENCE FOR THE STANDARDS 11

PLANNING PROFORMA FOR KEY STAGE 1 AND KEY STAGE 2 12FORM 1: MEDIUM TERM PLAN 13FORM 2: SHORT TERM PLAN 14FORM 3: PLANNING FOR OTHER ADULTS IN THE CLASSROOM 17FORM 4B: WEEKLY ORGANISATIONAL PLAN FOR ENHANCED CONTINUOUS PROVISION 18FORM 5: SYSTEMATIC SYNTHETIC PHONICS DISCRETE PLANNER 19

APPLY 19

FORM 6: SYSTEMATIC SYNTHETIC PHONICS WEEKLY PLANNER 21

ASSESSING PUPILS’ PROGRESS 22ASSESSMENT SHEET A: MONITORING AND RECORDING PROGRESS 25ASSESSMENT SHEET B: FORMATIVE ASSESSMENT 26

TEACHING OF SYSTEMATIC SYNTHETIC PHONICS AND EARLY READING 36TEACHING OF MATHEMATICS 37EVALUATION 37REVIEWING YOUR PROGRESS AGAINST THE TEACHERS’ STANDARDS 38MENTOR MEETING 38REVIEWING YOUR PROGRESS AGAINST THE TEACHERS’ STANDARDS 38UPLOADING EVIDENCE TOWARDS THE TEACHERS’ STANDARDS 39LESSON OBSERVATIONS 39SETTING PROFESSIONAL OBJECTIVES 40ENGLISH FOCUS INTERVIEW 41S3 ENGLISH FOCUS INTERVIEW: PROMPTS FOR MENTOR/HOST TEACHER (THESE CAN ALSO BE FOUND ON THE BLUESKY FORM) 42COMPLETE A MID-TERM REVIEW OR END OF PLACEMENT REVIEW 44SUPPORT VIDEOS 45

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Introduction

This supplement is designed to provide specific proforma, assessment forms and guidance for Key Stage 1 and Key Stage 2 (ages 5-11) placements and should be read in conjunction with the Placement Handbook.

The following handbooks and documentation are also available at http://www.leedsbeckett.ac.uk/placements/Carnegie or by request to the Placement Office on [email protected] or 0113 812 1761:

Placement Handbook ITE Placement Supplement KS3 to KS4 (11-16) ITE Placement Supplement KS1 and KS2 (5-11) ITE Placement Supplement EYFS (3-5)

Version 5. 05.09.19

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ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE Placement ‘Please note that if your placement dates clash with Placement Provider or University holiday dates you will need to negotiate with the Placement Provider when to make up the missed days either directly before or after the proposed placement period.’

Primary Education 3-7Course Year / Phase ITE Placement Dates

Key Stage

Placement Requirements

Aims of the ITE PlacementThe Trainee will:

Learning Outcomes of the ITE PlacementOn completion of this ITE Placement the Trainee will have:

Year 2 Teaching Block (7 Weeks):20/01/2020 to 13/03/2020 KS1

Teaching approx. 60% of the week with a further 20% working under the teacher’s direction and 20% preparation time.

● Be able to plan, teach and deliver lessons in the core subjects over a sustained period

● Be able to monitor children’s learning in the core subjects (and a foundation subject)

● Be able to assess children’s learning in the core subjects(and a foundation subject)

● Appreciate the role of the class teacher in a Primary school

● Critically reflect on their own practice

● Have knowledge of inclusion and child protection responsibilities in educational settings

● Used the assess – plan – teach - assess cycle

● Catered for individual learning styles

● Structured learning for individual needs

● Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

Year 3 Teaching Block (8 Weeks):14/10/2019 to 13/12/2019

FS or KS1

Responsible for teacher’s role for 75% of the weekly timetable

● Plan, deliver and assess the learning of the class for 75% of the weekly curriculum

● Provide a range of learning experiences to accommodate different learning needs;

● Provide inclusive learning situations for children of diverse backgrounds

● Assume the role of the class teacher

● Participate fully in the life of the Placement Provider.

● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work;

● Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration

● Used well-chosen formative and summative assessments against national, regional and local data

● Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds;

● Monitored and evaluated pupils’ progress and set targets for developing their progress; and

● Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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Primary Education 5-11 (3 Year Route)Course Year / Phase ITE Placement Dates

Key Stage




Year 1/ Holistic 2 Weeks: 11/11/2019 – 22/11/2019 KS1 or

KS2

Observational, whole school, experience.To plan and deliver a phonics session to a small groupTo deliver 1 whole class activity using the teacher’s planning in a subject of the Trainee’s choice

● Familiarise themselves with the day-to-day organisation of a primary school

● Develop an understanding of the role of the class teacher

● Develop an understanding of teaching Systematic Synthetic Phonics

●Planned and delivered a successful phonics teaching session to a small group

●Successfully delivered a teaching activity to the whole class

●Demonstrated Part 2 of the Teachers’ Standards

Year 1/ Phase 1 Teaching Block (7 Weeks):

16/03/2020 – 15/05/2020

KS1 or KS2

Each trainee will teach 50% of a timetable. They will also have 30% directed time and 20% preparation time.It is not expected that a class teacher will allocate 100% of the timetable. Two trainees delivering at the same time to a group each would be an example of this paired model working.

● Plan and evaluate independently

● Develop key skills of teaching

● Develop an understanding of the primary school as a learning community


● Planned and delivered successful teaching and learning sessions with groups and with the whole-class.

● Engaged with the broader life of the Placement Provider

● Demonstrated Teachers’ Standards 1-8 and Part 2according to criteria outlined in the Assessment Booklet attached to this placement.


KS1 or KS2

Teaching approx. 60% of the week with a further 20% working under the teacher’s direction and 20% preparation time.











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Primary Education 5-11 (3 Year Route)Course Year / Phase ITE Placement Dates

Key Stage





KS1 or KS2

Teaching 75% of the weekly timetable


● Provide a range of learning experiences to accommodate different learning needs



● Participate fully in the life of the Placement Provider

● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work


● Used well chosen formative and summative assessments against national, regional and local data

● Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds


● Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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PGCE Primary (Early Years 3-7)Course Year / Phase ITE Placement Dates

Key Stage




Holistic/Phase 1

3 Days Monday – Wednesdayw/c 21/10/2019 – 23/10/2019

3 Days a week Monday – Wednesdayw/c 4/11/2019 – 18/11/2019

5 Days a week Monday – Fridayw/c 25/11/2019 – 16/12/2019

EYFS or KS1

Responsible for the teacher’s role for 30 - 50% of the weekly timetable

For an EYFS placement:

● Be able to prepare appropriate overview plans for the provision covering adult-led activities, continuous provision and enhanced provision across the seven areas of learning and development

● Prepare detailed activity plans for adult-led activities (whole-class, group, work with pairs/individual children) across the seven areas of learning and development

● Develop the enhanced provision, planning, resourcing, monitoring and improving the provision

● Develop an understanding of the early years’ environment, including working as part of a team and communicating with parentsFor a KS1 placement:



● Be able to assess children’s learning in the core subjects (and a foundation subject)




For an EYFS placement:


● Planned and delivered successful adult-led activities with groups and with the whole-class

● Planned, resourced, implemented, monitored and improved at least one area of enhanced provision



For a KS1 placement





Phase 2

1 Day Wednesday 15/1/2020

5 Days a week Monday – Fridayw/c 20/1/2020 – w/c 16/3/2020

EYFS or KS1

(Alternate to Phase

1)

Responsible for the teacher’s role for 50 -60% of the weekly timetable

Phase 3 1 DayWednesday 25/3/2020


EYFS or KS1

Responsible for the teacher’s role or teaching for 60 - 75% of the weekly timetable











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● Attained the relevant Teachers’ Standards and set targets to inform their Transition Point 1 for NQT year and Induction Phase

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PGCE Primary Education (5-11)Course Year / Phase ITE Placement Dates

Key Stage




Holistic/Phase 1

3 Days Monday – Wednesdayw/c 21/10/2019 – 23/10/2019

3 Days a week Monday – Wednesdayw/c 4/11/2019 – 18/11/2019


KS1 or KS2

Responsible for the teacher’s role for 30 - 50% of the weekly timetable



● Begin to plan, teach and deliver lessons in the core subjects with some level of independence – with groups at first building up to some whole class teaching


● Planned and delivered successful teaching and learning sessions with groups and with the whole-class.


● Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement.

Phase 2

1 Day Wednesday 15/1/2020

5 Days a week Monday – Fridayw/c 20/1/2020 – w/c 16/3/2020

KS1 or KS2

(Alternate to Phase

1)

Responsible for the teacher’s role for 50 -60% of the weekly timetable

● Be able to plan, teach and deliver lessons in the core subjects over a sustained period with a level of independence


● Be able to assess children’s learning in the core subjects (and a foundation subject)








Phase 3

1 DayWednesday 25/3/2020


KS1 or KS2

Responsible for the teacher’s role or teaching for 60 - 75% of the weekly timetable

● Plan, deliver and assess the learning of the class for 75% of the weekly curriculum;


● Provide inclusive learning situations for children of diverse backgrounds;

● Assume the role of the class teacher;


● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work;

● Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration;

● Used well-chosen formative and summative assessments against national, regional and local data;

● Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds;



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PGCE School Direct Routes 3-11

Phase ITE Placement Dates Age Range




Phase 1

Between 1 and 5 days a week school based

Incrementally building to teach 30%-50% timetable

September to December: ECE - 55 days in school20 days University based training.

Please note that the dates of Phases may alter depending upon the Schools in which the trainee is placed.

ECEEYFS or KS1

PrimaryKS1 or KS2

Responsible leading practice for 30 - 50% of the weekly timetable



● Begin to plan, teach and deliver lessons in the core subjects with some level of independence – with groups at first building up to some whole class teaching


● Planned and delivered successful teaching and learning sessions with groups and with the whole-class



Phase 2

5 days a week school based

Teaching 50% and 60% timetable

January to MarchPrimary & ECE - 45 days in school7 days University based training


ECEEYFS or KS1(Alternate to

Phase 1)

PrimaryKS1 or KS2(Alternate to

Phase 1)

Responsible for leading practice for 50 - 60% of the weekly timetable











Phase 3 Between 4 and 5 days a week school based

Teaching 60%-75% timetable

March to June Primary & ECE - 38 days in school2 days University based training


ECEEYFS or KS1

PrimaryKS1 or KS2

Responsible for leading practice for 60 - 75% of the weekly timetable

● Plan, deliver and assess the learning of the class for 75% of the weekly curriculum;

● Provide a range of learning experiences to accommodate different learning needs








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Standards for TeachersPREAMBLE TS6 Make accurate and productive use of assessment

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.

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirementsMake use of formative and summative assessment to secure pupils’ progressUse relevant data to monitor progress, set targets, and plan subsequent lessons

PART ONE: TEACHING Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedbackTS1 A teacher must set high expectations which inspire, motivate

and challenge pupilsEstablish a safe and stimulating environment for pupils, rooted in mutual respect

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

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

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

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsTS2 Promote good progress and outcomes by pupils Have high expectations of behaviour, and establish a framework for

discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Be accountable for pupils’ attainment, progress and outcomesPlan teaching to build on pupils' capabilities and prior knowledge

Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate themGuide pupils to reflect on the progress they have made and their

emerging needsDemonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

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

TS8 Fulfil wider professional responsibilitiesMake a positive contribution to the wider life and ethos of the school

TS3 Demonstrate good subject and curriculum knowledgeDevelop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist supportHave a secure knowledge of the relevant subject(s) and curriculum

areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Deploy support staff effectivelyDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

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

Communicate effectively with parents with regard to pupils’ achievements and well-being

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

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.

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategiesTS4 Plan and teach well-structured lessonsImpart knowledge and develop understanding through effective use of lesson time

A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:Promote a love of learning and children’s intellectual curiosity

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Reflect systematically on the effectiveness of lessons and approaches to teaching

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

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Showing tolerance of and respect for the rights of othersNot undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

TS5 Adapt teaching to respond to the strengths and needs of all pupilsKnow when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Ensuring that personal beliefs are not expressed in ways which

exploit pupils’ vulnerability or might lead them to break the lawHave a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome theseDemonstrate 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

B. 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.

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

C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Support in Evidence for the StandardsGuidance - (LP) shows pupil level data is used to inform differentiated tasks

(including SEN and G&T)These examples are only indicative of the types of evidence trainees may wish to include in their standards portfolios. It is by no means exhaustive. One piece of evidence may be able to be used for more than one standard.

- Observations that comment on individualised feedback --

PART ONE: TEACHING TS7 Manage behaviour effectively to ensure a good and safe learning environmentTS1 A teacher must set high expectations which inspire, motivate

and challenge pupils - Lesson planning/ Feedback- Lesson Plans (LP) / Feedback - Engaging resources- Weekly reviews - Risk assessment documentation- Testimonials from staff/wider work force - Setting and applying expectation with consistency- Trainee reflections; daily/ weekly - Modelling expectations- Implementing and supporting school systems e.g. behaviour - Use of a range of behaviour management strategies- - Trainee explanations and evaluations- - Examples of effective reward and sanctions processesTS2 Promote good progress and outcomes by pupils - Observations of more experienced colleagues and good practice- Lesson evaluations commenting on learning intentions- (LP) shows learning informed by evaluation -- Mentor feedback identifies use of pupils knowledge of pupils -- (LP) shows a variety of teaching approaches TS8 Fulfil wider professional responsibilities- (LP) shows that pupils are given opportunities to assess their own

and peers learning and setting of future targets- Work with staff and colleagues outside the department- Contributions in other areas of school e.g. pastoral/ extra curricular

-- - Weekly reviews and reflectionsTS3 Demonstrate good subject and curriculum knowledge - Work in the community

- Parents evening- Subject specific feedback and questioning - Attendance at professional meetings- Lesson Planning short and medium term - Use of support and collaboration for planning- Lesson Feedback - Use of CPD time and target setting- Trainee reflections - Formal and informal meetings with staff, pupils, parents etc.- Proactive research- Pupil engagement - School visits and planning for them- Modelling accurate spoken and written English -- Appropriate high quality resources -- Deployment of a range of effective T&L strategies 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. Evidence for standards 1 – 8 may also provide evidence of personal and professional conduct

TS4 Plan and teach well-structured lessons- (LP); creative and imaginative- Observations and feedback show appropriate pace and time

management and all pupils engaged in learning- Resources are engaging- (LP); include a range of appropriate homework/ extended learning

tasksA. Teachers uphold public trust in the profession and

maintain high standards of ethics and behaviour, within and outside school. - Lesson evaluations demonstrate reflection rather than description and

impact subsequent lessons B. 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.

- Mentor feedback - Schemes of work/ medium term plans--TS5 Adapt teaching to respond to the strengths and needs of all

pupilsC. Teachers must have an understanding of, and always act

within, the statutory frameworks which set out their professional duties and responsibilities.- (LP); Personalisation and differentiation

- Planning and managing the role of colleagues- Use of pupil information/ data - Child protection certificate- Reflection of impact on pupil progress - Mentor summative and formative feedback- Learning journals, case studies, recording mechanisms/ systems - Personal testimonials

- Record of attendance- Learning dialogue - Engagement in wider school issues- -- -TS6 Make accurate and productive use of assessment

This guidance has been agreed for use by Yorkshire & Humber APTE

- Examples of marked and levelled pieces of work- Extract from mark book/ monitoring sheet- (LP) shows a variety of AfL strategies- Examples of formative assessment including verbal

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Planning Proforma for Key Stage 1 and Key Stage 2Trainees in KS1 or KS2 placements will be expected to prepare:

● a Medium Term Plan (Form 1) for all areas of the curriculum taught

● a Short Term Plan (Form 2) for each teaching and learning session. It should show clarity, be succinct (bullet points) and be specific

● a planning sheet for each adult (Form 3)

● if needed, a plan for enhancing continuous provision (Form 4a)

● If needed, a weekly organisational plan for enhanced continuous provision (Form 4b)

● when planning discrete phonics sessions, complete the Systematic Synthetic Phonics Discrete Planner (Form 5)

● a systematic synthetic phonics weekly planner (Form 6)

Trainees will be expected to evaluate:

● Identify feed forward issues for every lesson and bullet points;(on short term planning form 2)

● Reflect upon strengths and areas for personal development at the end of each week using the Bluesky Journal function.

● Journal reflections should identify the following: ● What went well this week and why?

● What did I find difficult this week and why?

● Identify and evaluate at least two examples of how your approach to teaching and learning has impacted on children’s learning this week.

● Next steps

The plans should normally be prepared electronically and the boxes should expand to accommodate the required information.

The following proforma are correct at time of printing and provided for illustrative purposes only. Electronic and up to date versions of the individual proforma will be available online at: http://www.leedsbeckett.ac.uk/placements/CarnegieStaff and Trainees will also be able to access them through the Universities' MyBeckett Group "Carnegie Education Placements (ITE)"

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Form 1: Medium Term Plan

Medium term plan for (subject): Year: Class: NC PoS ref:

Learning Step

General Learning objectives for each step

Learning Activities(Colour code/Change Font for differentiation)

Learning outcomes for each step

(Colour code/Change Font for differentiation)

Resources for each step inc ICT

N.B: This form is meant to be used electronically and expanded appropriately including using colour coding/font changes for differentiation

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Form 2: Short Term Plan Complete one short term plan for each teaching and learning session. The headings below provide a structure for your plan. Write in bullet points, show clarity, be succinct and specific.

Name: NC Subject: Class: Date:Teachers’ Standards

The big picture… what do the pupils know already? What did they learn in the last lesson you taught?

Misconceptions… to be addressed from previous learning (who/what?)

PhonicsWhere appropriate have you used phonic strategies for decoding and spelling?

Overarching lesson objective:

Success criteria (differentiated steps needed to achieve the LO).

Assessment for learning:What are you assessing?

How are you assessing it? (Refer to success criteria).

What questions will you ask?

What will your pupils have learnt by the end of the lesson?

Engagement:How will you ‘hook’ your pupils into the learning? How will you capture their attention, enthusiasm and previous knowledge?

What will you model?

Concepts you will explain:

Techniques you will use in the lesson:

Resources:

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Differentiation (SEN/D, EAL/FSM/PP/Greater Depth):Differentiated activities linked to success criteria and particular children/groups.

Adult support during the lesson:

Questions to be asked by OA:

Names of children in group:

Safety (TS1)

TEACHING SEQUENCE

Behaviour & timings

What the teacher is doing?What are the pupils learning?

AssessmentHow will you be assessing learning as the lesson progresses? Make reference to AfL strategies to be used. Link these to timings column.

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EVALUATION OF TEACHING AND LEARNING

Pupil Outcomes:Evaluate the progress pupils made in this lesson in relation to the success criteria (S6b)

Self-evaluation/reflection:What were the strengths and weaknesses of your teaching? Make reference to effectiveness of modelling, differentiation, levels of engagement, use of resources(4d, S8d)

Which pupils made the desired progress against the lesson success criteria?

Which pupils didn’t make the desired progress? (record names) Why?

Strengths of your teaching:

Your next steps:

What will you do in the next lesson to ensure that the identified pupils make progress?

How will you improve your teaching next time?

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Form 3: Planning for Other Adults in the Classroom(You can use this form or your school’s version)

Lesson / Session Objectives

Success Criteria

Key Vocabulary

Outline of Activity

Comments on children’s learning and progress:*

*

*

*

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Form 4b: Weekly Organisational Plan for Enhanced Continuous ProvisionYou can choose to either use this form or an equivalent form created by the school / setting

Date: Monday Tuesday Wednesday Thursday FridayContinuous Provision (Indoor)

Water

Sand (dry)

Sand (damp)

Free collage

Free painting

Dough

Mark-making

Imaginative play

Construction

Maths

ICT

Listening

Role-play

Continuous Provision (Outdoor)Gross motor

Creative play

Construction

Exploratory play

Form 5: Systematic Synthetic Phonics Discrete Planner

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School: ____________________________Class: ______ Number of children: ______ Phonic Phase______Feedforward information from formative assessmentsResources

Revisit/ ReviewPractise previously learned lettersPractise oral blending and segmentation

TeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letter

Additional activities Assessment: Homework (if appropriate)

E.g. Grapheme recognition / Spellings / Sentences

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Lesson evaluation To be completed for any sessions where the detailed daily evaluation is not completed. These can be handwrittenWhat impact did you have on pupil learning? Did all the pupils achieve the learning objective(s)/ success criteria? Did individuals or groups of pupils find the work too hard/ too easy? Did you notice any incidental learning?

*

*

*

*

Feed forward issues Given your evaluation, what are the implications for your planning of subsequent lessons? Are there aspects of the lesson you will need to revisit with certain pupils? How will you address difficulties or misconceptions? How can you consolidate/ extend pupils’ learning?

*

*

*

*

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Form 6: Systematic Synthetic Phonics Weekly Planner

Date: Class: Number of children:

Phonic Phase:

Phase: Week: Phonemes / Graphemes focused upon this week:

Ensure plan includes: Practise letters/ sounds and practise blending for reading; practise segmentation for spelling; read and write whole sentences using Set letters, plus relevant tricky words. Remember it needs to be multi-sensory.

Monday Tuesday Wednesday Thursday FridayRevisit/ ReviewPractise previously learned lettersPractise oral blending and segmentationTeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letterSpecific Learning OutcomesAll children will be able to:

Most children will be able to:

Some children will be able to:

Additional activities Homework (if appropriate)

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Assessing Pupils’ ProgressAssessment is an essential part of the assessing – planning – teaching – assessment cycle. It enables you to evaluate the current stage of each child’s learning and progress, and to identify the next step for each child. This knowledge is then used to inform the planning for the next lesson, enabling you to identify appropriate learning objectives and relevant differentiation to meet the needs of all the children within your class.

Data ProtectionData about the children’s assessments needs to be kept safe in line with GDPR regulations. In order to do this, you must not record children’s surnames. You must also keep your data safe on your Onedrive. DO NOT KEEP ANY INFORMATION ABOUT CHIDLREN ON A MEMORY STICK.

Prior to starting your block placement

● Establish the attainment levels of individual and groups of children, their rates of progress, and

any specific individual needs through discussions with the host teacher and analysing class data

● For a final placement, also access and analyse the school’s Data Dashboard (available on the

Ofsted website)

During the placement

A) Formative Assessment of all the children within your class

1) You will be formatively assessing the children during each teaching session through:i) Setting clear learning objectives and success criteria, which you can then evaluate against to

identify whether the children have met them at the end of the sessionii) Identifying in your planning and asking opened ended questions –

● Listen carefully to the children’s answers, what do these tell you about the children’s

understanding?

● Do any children demonstrate misconceptions? If so, why and how can you address these?

iii) Observing how children respond during activities – what support do they need, how long did it take them, who they interacted with, what resources did they use.

iv) Building in opportunities for AfL (Assessment for Learning) into your lesson

● Encouraging the children to evaluate and reflect on their own learning, and respond to

these within your next lessonv) Do any children surprise you – either by exceeding your expectations or finding it harder than

you expected? What does this tell you about their learning and what are the implications for the next lesson?

vi) Use post it notes / address labels / small note pad / annotate your planning to jot these observations down during the lesson.

2) You will be formatively assessing the children when marking their work throughi) Assessing whether they demonstrated have met the learning objectives and success criteria ii) Identifying and highlighting strengths within the workiii) Identifying any misconceptions or misunderstandings demonstrated providing comments in

child friendly language which identify the strengths of the piece of work and next steps for the individual child.

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You will need to become familiar with the school’s marking policy before the start of your placement, and use this consistently when marking children’s work.

3) You will be formatively assessing the children by completing the lesson evaluation / feed forward comments on your short term planning (Form 2) for any lessons you have taught that day.

i) You will be evaluating each ability as a whole and some individuals within each group

● How well did they meet the learning outcome?

● What did their responses within the introduction show about their understanding?

● What evidence of quality learning taking place do you have?

● Did they show any misconceptions? How were these addressed?

● Comment about individual children’s progress as well as the group overall – did any children stand out for a particular reason.

4) Monitoring and recording the progress of all pupils within your class by i) Completing Assessment Sheet A to identify each child’s progress towards meeting the

learning objective for the lesson.ii) Create yourself a coding system e.g. to show who has met the objective, who needs further

support and who was absent. You might use colours or a series of symbols. iii) Use all the information you have gained from stages 1-3 above to inform these assessments.

B) Detailed Formative Assessments of three focus children

During each placement

1) Identify three children who will become your focus for detailed assessment on this placement (discuss your choice of children with the host teacher)

2) Create a separate section in your Placement file / have a separate assessment folder3) Collect formative ‘evidence’ which will support your assessment when you complete the

summative assessment forms (Assessment form C) at the end of your placement4) There should be a range of ‘evidence’ including:

i) Informal observations – post it notes / jotted notesii) Completed focused observations (Assessment Sheet B)iii) Annotated examples of children’s work and your marking commentsiv) Extracts from the comments on your daily evaluations which identify aspects of the learning of

this childv) Photographs (if the photo shows children, you have permission from the school)vi) Comments from the child / childrenvii) Comments from other adults

C) Summative Assessments of the three focus children (for all placements except the final placement)

1) During of the final week of the placement, collate all the formative assessments, in order to summatively assess the child’s current stage of progress using Assessment Form C.

2) Use your evidence and knowledge of the child to assess the child’s progress in the aspects of the National Curriculum programmes of study you have taught during this placement for English and Mathematics

3) Using your evidence and knowledge of the child create a summary statement about their PSHE development

4) Arrange a meeting with your host teacher/ mentor to ‘moderate’ your summative assessments, where you can discuss the reasons behind your judgements in each programme of study.

C) Summative Assessments of the three focus children (for final placements)25

1) During of the final week of the placement, collate all the formative assessments, in order to summatively assess the child’s current stage of progress using either Assessment Form C or the School’s own summative assessment proformas.

2) Use your evidence and knowledge of the child to assess the child’s progress in the aspects of the National Curriculum programmes of study you have taught during this placement for English and Mathematics.

3) Using your evidence and knowledge of the child create a summary statement about their PSHE development

4) Arrange a meeting with your host teacher/ mentor to ‘moderate’ your summative assessments, where you can discuss the reasons behind your judgements in each programme of study.

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Assessment Sheet A: Monitoring and Recording Progress

Year GroupSubject: Dates From To

Objectives taken from relevant Short-Term Forecast.

The children will learn





Names

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Assessment Sheet B: Formative Assessment

Child’s Name: Age: Date:

Nature of task / activity / lesson:

Learning Objectives

AccountWhat the child actually did

Leuven Scale of Active Engagement in LearningCircle most appropriate level

Leuven Score

Extremely Low Low Moderate High Extremely

HighActive

Learning 1 2 3 4 5

InterpretationWhat does this tell you about the child’s learning? Relate

to the National Curriculum Programme of Study

ActionNext Steps: What do you intend to do

next based on your observation

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Leuven Scale of Active Engagement in Learning

This is an approach to assessing children’s active engagement in their learning across a range of different curriculum areas and in different contexts. It enables you to identify typical patterns in the children’s learning behaviour. You can then use this information to assess why they are demonstrating this behaviour, for example reflect on how your planning is meeting the needs of this child, which activities or curriculum areas particularly engage them, how your classroom organisation and interaction supports their engagement.

Level Engagement Examples

1

Extremely LowThe child shows hardly any activity at all

No concentration: Staring, daydreaming;An absent, passive attitude;No goal-orientated activity, aimless actions, not producing anything;No signs of exploration and interest;Not taking anything in, no mental activity

2LowThe child shows some degree of activity which is often disrupted

Limited concentration; looks away during activity, fiddles, dreams;Is easily distracted;Action only leads to limited results

3

ModerateThe child is busy the whole time, but without real concentration

Routine actions, attention is superficial;Is not absorbed in the activity, actions are short lived; Limited motivation, no real dedication, does not feel challenged;The child does not gain deep-level experiences;Does not use his/her capabilities to full extent;The activity does not address the child’s imagination

4

HighThere are clear signs of involvement, but these are not always present to their full extent

The child is engaged in the activity without interruption;Most of the time there is real concentration, but during some brief moments the attention is more superficial;The child feels challenged, there is a certain degree of motivation;The child’s capabilities and its imagination to a certain extend are addressed in the activity

5

Extremely HighDuring the observation of the learning the child is continually engaged in the activity and completely absorbed in it

Is absolutely focussed, concentrated without interruption;Is highly motivated, feels strongly appealed by the activity;Even strong stimuli cannot distract him/her;Is alert, has attention for details, shows precision;Its mental activity and experience are intense;The child constantly addresses all its capabilities: imagination and mental capacity are in top gear

Professor Ferre Laevers, Leuven University, Belgium(This information was taken from SCILT Scotland’s National Centre of Languages www.scilt.org.uk)

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Assessment Sheet C: Summative AssessmentYou will need to complete one of these assessments for each of your focus children. This is an example of the Y1 assessment proforma. You can access the appropriate age forms for your children from the QTS School Experience Placement Group section on MyBeckett.

Summative AssessmentY1

Name:

Age:

PSHE Development Summary Statement

Next Steps

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English

Y1 Reading: Word Reading Below age expectations

Working towards age expectations

Meeting age expectations

Mastering age expectations

▪ apply phonic knowledge and skills as the route to

decode words

▪ respond speedily with the correct sound to graphemes

(letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

▪ read accurately by blending sounds in unfamiliar words

containing GPCs that have been taught

▪ read common exception words, noting unusual

correspondences between spelling and sound and where these occur in the word

▪ read words containing taught GPCs and –s, –es, –ing, –

ed, –er and –est endings

▪ read other words of more than one syllable that contain

taught GPCs

▪ read words with contractions [for example, I’m, I’ll, we’ll],

and understand that the apostrophe represents the omitted letter(s)

▪ read aloud accurately books that are consistent with

their developing phonic knowledge and that do not require them to use other strategies to work out words

▪ re-read these books to build up their fluency and

confidence in word reading

Y1 Reading: Comprehension Below age expectations




▪ develop pleasure in reading, motivation to read,

vocabulary and understanding by:

▪ listening to and discussing a wide range of

poems, stories and non-fiction at a level beyond that at which they can read independently

▪ being encouraged to link what they read or hear

read to their own experiences

▪ becoming very familiar with key stories, fairy

stories and traditional tales, retelling them and considering their particular characteristics

▪ recognising and joining in with predictable

phrases

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▪ learning to appreciate rhymes and poems, and to

recite some by heart

▪ discussing word meanings, linking new

meanings to those already known

▪ understand both the books they can already read

accurately and fluently and those they listen to by:

▪ drawing on what they already know or on

background information and vocabulary provided by the teacher

▪ checking that the text makes sense to them as

they read and correcting inaccurate reading

▪ discussing the significance of the title and events

▪ making inferences on the basis of what is being

said and done

▪ predicting what might happen on the basis of

what has been read so far

▪ participate in discussion about what is read to them,

taking turns and listening to what others say

▪ explain clearly their understanding of what is read to

them.

Y1 Writing: Transcription Below age expectations




▪ spell:

▪ words containing each of the 40+ phonemes

already taught

▪ common exception words

▪ the days of the week

▪ name the letters of the alphabet:

▪ naming the letters of the alphabet in order

▪ using letter names to distinguish between

alternative spellings of the same sound

▪ add prefixes and suffixes:

▪ using the spelling rule for adding –s or –es as the

plural marker for nouns and the third person singular marker for verbs

▪ using the prefix un–

▪ using –ing, –ed, –er and –est where no change

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is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

▪ apply simple spelling rules and guidance, as listed in

English Appendix 1

▪ write from memory simple sentences dictated by

the teacher that include words using the GPCs and common exception words taught so far.

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Y1 Writing: Handwriting Below age expectations




▪ sit correctly at a table, holding a pencil comfortably and

correctly

▪ begin to form lower-case letters in the correct direction,

starting and finishing in the right place

▪ form capital letters

▪ form digits 0-9

▪ understand which letters belong to which handwriting

‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Y1 Writing: CompositionWorking below age expectations




▪ write sentences by:

▪ saying out loud what they are going to write

about

▪ composing a sentence orally before writing it

▪ sequencing sentences to form short narratives

▪ re-reading what they have written to check that it

makes sense

▪ discuss what they have written with the teacher or other

pupils

▪ read aloud their writing clearly enough to be heard by

their peers and the teacher.

Y1 Writing: Vocabulary, Grammar and Punctuation

Working below age expectations




▪ develop their understanding of the concepts set out in

English Appendix 2 by:

▪ leaving spaces between words

▪ joining words and joining clauses using and

▪ beginning to punctuate sentences using a capital

letter and a full stop, question mark or exclamation mark

▪ using a capital letter for names of people, places,

the days of the week, and the personal pronoun ‘I’

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▪ learning the grammar for year 1 in English

Appendix 2

▪ use the grammatical terminology in English

Appendix 2 in discussing their writing.

English Summary Statement

Next Steps

35

Mathematics

Y1 Number – Number and Place ValueWorking below age expectations




▪ count to and across 100, forwards and backwards,

beginning with 0 or 1, or from any given number

▪ count, read and write numbers to 100 in numerals;

count in multiples of twos, fives and tens

▪ given a number, identify one more and one less

▪ identify and represent numbers using objects and

pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

▪ read and write numbers from 1 to 20 in numerals and

words.

Y1 Number – Addition and SubtractionWorking below age expectations




▪ read, write and interpret mathematical statements

involving addition (+), subtraction (–) and equals (=) signs

▪ represent and use number bonds and related subtraction facts within 20

▪ add and subtract one-digit and two-digit numbers to 20,

including zero

▪ solve one-step problems that involve addition and

subtraction, using concrete objects and pictorial representations, and missing number problems such as

7 = – 9.

Y1 Number – Multiplication and DivisionWorking below age expectations




▪ solve one-step problems involving multiplication and

division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

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Y1 Number – FractionsWorking below age expectations




▪ recognise, find and name a half as one of two equal

parts of an object, shape or quantity

▪ recognise, find and name a quarter as one of four equal

parts of an object, shape or quantity.

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Y1 MeasurementWorking below age expectations




▪ compare, describe and solve practical problems for:

▪ lengths and heights [for example, long/short,

longer/shorter, tall/short, double/half]

▪ mass/weight [for example, heavy/light, heavier

than, lighter than]

▪ capacity and volume [for example, full/empty,

more than, less than, half, half full, quarter]

▪ time [for example, quicker, slower, earlier, later]

▪ measure and begin to record the following:

▪ lengths and heights

▪ mass/weight

▪ capacity and volume

▪ time (hours, minutes, seconds)

▪ recognise and know the value of different

denominations of coins and notes

▪ sequence events in chronological order using language

[for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

▪ recognise and use language relating to dates, including

days of the week, weeks, months and years

▪ tell the time to the hour and half past the hour and draw

the hands on a clock face to show these times.

Y1 Geometry – Properties of ShapeWorking below age expectations




▪ recognise and name common 2-D and 3-D shapes,

including:

▪ 2-D shapes [for example, rectangles (including

squares), circles and triangles]

▪ 3-D shapes [for example, cuboids (including cubes),

pyramids and spheres].

Y1 Geometry – Position and DirectionWorking below age expectations




▪ describe position, direction and movement, including

whole, half, quarter and three-quarter turns.

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Mathematics Summary Statement

Next Steps

39

Teaching of Systematic Synthetic Phonics and Early Reading

A key aspect of Standard 3 is that trainees are now required to be involved with the planning and teaching of aspects of systematic synthetic phonics, early reading and spelling within all their teaching placements. The nature of this teaching will vary depending on the age range of the children and the organisation of the classroom or setting.

We have created a series of specific lesson observation proformas to support this process: These can all be found on Bluesky

● Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases 2-6) 2019-20

● Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases 2-6) Using

Read, Write Inc 2019-20

● Guided Reading/ Whole Class Reading Observation Feedback Proforma 2019-20

Guidance for Trainees:

For each placement you must complete the school-based tasks set out in the SSP pack you will receive prior to each placement. You must evidence the tasks in your SSP Portfolio, as part of placement ‘sign-off’ documentation.1. Prior to assuming full timetabled responsibilities:

a. Consider your own subject knowledge relating to the teaching of systematic synthetic phonics; use your SSP Portfolio to revise key information, including practising accurate enunciation of phonemes.

b. Find out about the main phonics schemes used by your school/settingc. Find out how your school/setting embeds the teaching of spelling across KS1 and KS2.

2. Once you have assumed full timetabled responsibilities:a. If you are not teaching a series of discrete sessions of phonics as part of your timetabled

responsibilities, you must negotiate to at least observe three discrete phonics sessions in Reception or KS1.

b. If you are not teaching a series of discrete sessions of phonics as part of your timetabled responsibilities, it is preferable that you arrange to teach a small group so that you actively enunciate phonemes and practise using related technical language with confidence.

c. In addition to Guided Reading sessions, purposely plan opportunities to use phonic approaches for decoding and spelling in English lessons and potentially in cross-curricular contexts.

3. Observation(s) during placement:a. You must be observed at least once teaching either a discrete session of systematic synthetic

phonics, or, a Guided Reading session which includes reference to word-level work. Please ask your School-Based Mentor to use the specific phonics and guided reading observation proformas in this booklet, in order to provide you with subject specific feedback and Target(s).

b. Towards the end of your placement, arrange with your School-Based Mentor to complete the English Focus Interview

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Teaching of Mathematics

As we are all aware the Government are looking at strategies to improve pupils’ performance in mathematics. Within primary education this is being carried out through the introduction of the “Mastery Approach”.

All students must receive at least one maths observation per placement. Please complete on Bluesky using the following form:

● Focused Observation for Mathematics 2019-20

During the placement

Year 1 (Primary and ECE) PGCE Phase 1

As part of their non-teaching time trainees need to observe mathematics teaching across the Key Stages in order to develop an understanding of the maths curriculum from Foundation Stage to Y6.

Trainees to complete a reflection sheet to highlight any areas of subject knowledge and understanding to be re-visited.

Year 2 (Primary and ECE) PGCE Phase 2

Trainees need to arrange time with the Maths Subject Lead to a) discuss the school’s maths policy – to develop their understanding of progression across the Key

Stagesb) discuss how maths is assessed and how the data is used

Trainees to produce a record of the meeting and highlight any aspects to be discussed with University tutors prior to the final placement. Year 3 (Primary and ECE) PGCE Phase 3

Trainees need to ensure they carry out at least one maths assessment using the school’s assessment grid and discuss the results with the class teacher – thinking of next steps, interventions etc.

Trainees to have evidence of this in their placement file. This will be discussed on their return to University as part of the post placement interviews. EvaluationYou will evaluate each lesson identifying feed forward issues for both you and the children using forms 4,5 and 6.

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Reviewing your progress against the Teachers’ Standards

Mentor MeetingEach week you will meet with your mentor to discuss your progress. An agenda for this meeting follows:

● Ensure you have a device with you with BlueSky open. You also need your teaching file with you.

● Discuss generally how the week has gone

● Discuss what went well and what was a challenge. Ask the mentor for specific feedback on this.

● Evaluate your targets from the previous week. If you have met them, click objective met on BlueSky and your mentor can then validate the objective

● Discuss what you are going to teach the following week

● Arrange to observe some other colleagues and your mentor to learn from their good practice. Do you need to arrange to talk to any subject leaders?

● Discuss how you can participate in the wider life of the school.

● Work with your mentor to review your progress against the teachers’ Standards on BlueSky. Where are your strengths? Where are your areas for development?

● Set 2 or 3 new professional objectives for the following week using BlueSky. The mentor can then approve them on their BlueSky.

● You need to record notes of the mentor meeting and file these in your teacher’s file.

Reviewing your progress against the Teachers’ StandardsThis can be done using the “reviews” tab on the left hand tab menu on BlueSkyYou need to review your progress each week in the mentor meeting

To review your progress:● Student to log on

● Click on the reviews tab

● Select Bespoke Teachers Standards Leeds Beckett

● Here you’ll see all the Teacher Standards.

● Have a look at the Teachers’ Standards. These are the standards you must meet in each

placement.

● Select Standard 1 and click on the circle with TS1 in it

● Click on the grading which you feel reflects your progress so far for each sub standard.

● On the reviews page you’ll see the following tabs:

● Statement: Here is where you will record your progress against each sub-standard. As you’ll see

the scale is A - Working Towards, B -Requires Improvement, C - Good, D - Outstanding

● Analysis: This section shows your progress against the standards

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● Evidence: This is where you can upload and review evidence for your progress against the

Teacher Standards

● Prompt: You will find here the descriptors for the levels A-D which will inform discussion around

levels of progress and achievement.

● Professional Objectives: Here you can set Objectives linked to the Teaching Standards.

Objectives set here will be linked to the Teacher

● CPL: ignore this.

● overview of your responses: this gives a bar chart which shows your responses for all

Teachers’ Standards

Uploading evidence towards the Teachers’ StandardsUsing the Blue Sky system will allow you to upload a wide range of evidence and that evidence will be critical for how we assess you ultimately to award QTS. Please upload 2-3 pieces per standard.

Subject to the limit on file size, you can upload any sort of evidence to Blue Sky, so we would encourage trainees to gather data of all types. The following is a suggestive but not exhaustive list:

Scans of pupil work, to show how pupils have made particular progress and/or to show feedback through your marking and assessment of work Sound recordings of question and answer sessions. Such exchanges often provide good evidence of formative feedback, questioning strategies and personalised and precision teaching. You will need to think about potential issues of confidentiality and the practical difficulty of how to identify individual children’s voices from within a group

To upload evidence:● Student to log on

● Choose the evidence tab

● Click manage

● Choose a file to upload or

● Select link and paste the link to your chosen document. This could be a Onenote or blog entry,

uploaded video or audio file.

● Add a label to show what the evidence is

● Click attach this evidence to other statement sets

● Attach your evidence to any other teachers’ standards

Lesson observationsEach week a member of staff needs to complete an observation of you. This could be an observation of child initiated learning, an adult focus or a whole class session. At least one of your observations needs to be of a maths sessionAt least one of your observations needs to be of phonics

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How to complete a lesson observation

● Mentor to log on to BlueSky

● Click on the home tab

● Select observations from the left hand tab list

● Select the correct form from the following:

o Lesson Observation Form 2019-20 (for lessons which are not Maths or English)o Systematic Synthetic Phonics Phase One (Speaking and Listening: EYFS

Placements only) Observation Feedback 2019-20o Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases

2-6) 2019-20o Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases

2-6) Using Read, Write Inc 2019-20o Focused Observation for Mathematics 2019-20o Guided Reading/ Whole Class Reading Observation Feedback Proforma 2019-20

● Click create to start the lesson observation or PDF to download a blank PDF version. Please note

that all lesson observations must be completed online. The PDF can be used to make notes during the lesson if it is not possible to use a device to record.

● Open the observation and complete.

● At the end of the lesson observation click save and you can come back to it later. If you are happy

that it is entirely finished, click select to submit to the person observed and click save.

Setting Professional objectivesEach week, you need to set 2 professional objectives linked to the Teachers’ Standards. These will relate to the areas of development identified in your review. To set an objective:

● Student to log on

● Select objectives from the left hand tab list

● Click create objective on the top right of the screen

● Fill in the following boxes:

● Objective Type: We expect this will always be a Professional Objective

● Objective: write your objective here and link it to a Teaching Standard. Eg “TS8 develop

relationship with colleagues”

● Date Objective Set -

● Date Objective will be met –usually this will be the next mentor meeting

● Performance Criteria: This is how you will know you have met the objective. An example is “I have

started to get to know my mentor/class teacher. We have met together for our mentor meeting and are discussing my progress on the placement regularly”.

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● Actions: This is what you as a student agree to do to help yourself meet the objective. Eg. “I will

make time to talk to me mentor/class teacher each day”

● Organisation Commitments: This is what the school or setting agree to do to help you meet the

objective. Eg. “The mentor/class teacher will make time to discuss progress on the placement each day and will arrange a formal mentor meeting during the first week”.

● Lesson Observation/Supporting Evidence: This is the evidence that you expect to provide to show

that you have met the objective. Eg “New objectives set during mentor meeting. Notes from mentor meeting. Evidence in reflective journal”

● Click next step

● Attach to the Teaching Standards by clicking to Bespoke Standards and selecting the appropriate

standards.

● Click save

The mentor will then need to approve this objective on their log in to say that they agree with the objective set.

● Mentor to log on

● Go to manage tab

● Click on dashboard where you will see objectives to be approved or validated

● Identify the objectives to approve from the dashboard

● Select approve objective

● Click on the word NO

● Scroll down to the bottom of the page and click YES

● Save

Once the objective is achieved, the student need to clarify that they have achieved the objective.

● Student to log on

● Go to home tab

● Select the objective you want to say you have met

● In the actions box on the top right of the screen, click on complete my objective record

● Select achieved from the drop down menu

● You can add an optional comment in the impact statement box

● Click save

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The mentor needs to validate the objective to say they agree that it has been approved● Mentor to log on

● Go to manage tab

● Click on dashboard where you will see objectives to be approved or validated

● Identify the objectives to validate from the dashboard

● Select validate objective

● In actions at the top right of the screen click on validate objective

● Choose agree from the drop down menu

● Save

This is the end of the process for each objective and shows that the objective has been set, approved, met and validated.

English Focus Interview

An essential part of trainees’ development in this area is receiving specific formative feedback about their planning and teaching of systematic synthetic phonics. At some point towards the endo of the placement, the trainee should have the opportunity for an English focussed interview on BlueSky with their School Mentor or host teacher. This is seen as an important ‘tool’ to track trainees’ ability to teach reading with the emphasis on systematic synthetic phonics and spelling. Each trainee will be briefed about these requirements prior to their block placements. We want trainees to have a clear understanding of the role that systematic synthetic phonics (SSP) for word recognition plays in the teaching of early reading alongside the development of language comprehension, (as shown in the Simple View of Reading model – see annex of Rose, J. (2006) The Independent Review of Early Reading, p.75).

Available: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-0201-2006

To locate the English focussed interview on Blue Sky:● Mentor to log onto BlueSky

● Click on the home tab

● Select observations from the tabs on the left

● Select English Focus Interview (KS1/KS2) / Communication and Language, and Literacy Interview, (EYFS) 2019-20 from the list

● Click on create to start the interview

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S3 English Focus Interview: Prompts for Mentor/Host Teacher (these can also be found on the BlueSky form)

Placement Your Mentor / Host teacher will ask you some or all of the following questions:

All Phase 1 Placements

● Tell me some examples you have observed or planned for of how, in English, a teacher has

o Encouraged children’s interest in stories and bookso Involved children in speaking and listeningo Linked reading to writingo Developed children’s vocabularyo Encouraged children to express their opinion

● You have completed school-based activities which gave you experience of aspects of teaching early reading, e.g. the role of systematic synthetic phonics (SSP) for word recognition and the development of language comprehension, (as shown in the Simple View of Reading model); or Phase 1 Speaking and Listening. Describe your confidence and competence in the teaching of systematic synthetic phonics.

o How will you continue to develop your subject knowledge in this area?

● What are the principles of high quality phonics teaching? How is this addressed in your placement school or setting? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching: ‘Review, Teach, Practise and Apply.’

o How will you continue to develop your subject knowledge in this area?EYFS placement Specific Questions

● Tell me some examples you have observed or planned for, or how a teacher haso Provided resources to encourage the development of Communication and

Language (CL) and English (L) within child initiated play (e.g. adding notepads within home corner café)

o Incorporated elements of Phase One Letters and Sounds into the adult focused activities (e.g. sound discrimination games using musical instruments, rhymes)

o Using the principles of high quality phonics within discrete phonic input, (if appropriate for the stage of development of the children within the class / setting)

All Phase 2 Placements

● What is your understanding of the Simple View of Reading?o How has it helped you plan and assess?

● Tell me some examples of how, in English, you have:o Engaged children’s interesto Linked reading to writing, (describe how children apply systematic synthetic

phonic knowledge in the writing process, including an awareness of alternative GPCs)

o Involved children in speaking and listeningo Developed children’s vocabularyo Developed children’s awareness of spelling, punctuation and grammaro Encouraged children to express their opinion

● What are the principles of high quality phonics teaching? How is this addressed in your placement school? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)

● During this placement you will have planned and taught discrete sessions of systematic synthetic phonics, or in a KS2 placement you may have been focusing on teaching the children to apply their phonic knowledge within their reading and writing, e.g. in spelling work.

● Describe your confidence and competence in the teaching of systematic synthetic phonics.

o How have you developed your subject knowledge in this area?o How can you develop this further?

● Discuss how you have assessed the children’s progress in English for your three focus children. Discuss evidence, e.g. annotated scripts and observations and explain why you have decided on the judgement relating to age expectations; (this is part of your learning process, and an opportunity for you to moderate your judgements).

● Discuss how you have taught children to use phonic approaches to decode unknown words and/or spelling rules

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All Phase 3 EYFS Placements ● What is your understanding of the Simple View of Reading?

o If you are placed in a reception class, explain how this model can help you plan and assess?

o If you are placed in a setting with nursery aged children, explain how you can support the development of the children’s language comprehension

● What are the principles of high quality phonics teaching? How is this addressed in your placement school or setting? (E.g. how are aspects of phase one Letters and Sounds incorporated into adult focused activities; if appropriate how are phases two and three being taught; how do any commercial schemes being used address these principles)

o Talk about your confidence and competence in teaching synthetic phonics / early reading skills

o How have you addressed gaps in your subject knowledge in this area?o How can you develop this further?

● Discuss how you have enhanced the continuous provision to encourage CL and L within the child initiated play. Reflect on whether these enhancements have encouraged different children to engage in CL and L activities e.g. by adding clipboards to the block play area has this encouraged more boys to engage in mark making activities.

● What is your understanding of formatively tracking children’s progress in CL and L within their EYFS profiles? Discuss how you have used the knowledge gained through the placement, about the three focus children’s progression in CL and L, as part of the planning process.

All Phase 3 KS1 or KS2 Placements

● Tell me some examples you have observed or planned for of how, in English, a teacher has

o Encouraged children’s interest in stories and bookso Involved children in speaking and listeningo Linked reading to writing (describe how children apply systematic synthetic

phonic knowledge in the writing process, including an awareness of alternative GPCs)

o Developed children’s vocabularyo Developed children’s awareness of punctuation and grammaro Encouraged children to express their opinion

● Can the learning environment affect language development?

● You will have previously engaged with school-based activities which gave you experience of the teaching of early reading, e.g. the role of systematic synthetic phonics for word recognition and the development of language comprehension, (as shown in the Simple View of Reading model). Describe your confidence and competence in the teaching of systematic synthetic phonics, including planning and assessment.

o How will you continue to develop your subject knowledge in this area?

● What are the principles of high quality phonics teaching? How is this addressed in your placement school? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)

o Talk about your confidence and competence in teaching systematic synthetic phonics / early reading skills

o How have you addressed gaps in your subject knowledge in this area?o How can you develop this further?

● Tell me about an English lesson where you challenged children’s thinking.

● Discuss how you have assessed the children’s progress in English for your three focus children. Discuss evidence, e.g. annotated scripts and observations and explain why you have decided on the judgement relating to age expectations; (this is part of your learning process, and an opportunity for you to moderate your judgements).

● Discuss how you have taught children to use phonic approaches to decode unknown words and/or spelling rules, e.g. in shared reading or writing

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Complete a mid-term review or end of placement review

Mid-term reviewAt the mid point of the placement the link tutor and mentor will complete the mid-term review together. The process for this is as follows:

1. Mentor and link tutor to observe 10 minutes of the student’s teaching2. Mentor and link tutor to discuss how the student is progressing on the placement.3. Mentor to log onto BlueSky 4. Select observations from the left hand tab list5. Choose Mid-Placement Review 2019-206. Click create7. Grade the student for each standard using the gradings 1- outstanding, 2-good, 3-

rewquires improvement, 4-fail. 8. Comment in each box about how the student is progressing against this standard.

Note their strengths and areas for development. 9. Comment on the student’s progress towards part 2 of the Teacher’s Standards10. Mentor to click save but not select to share with the person observed11. The link tutor will then receive notification.12. Link tutor to open the observation record and select manage notes link. Link tutor

validates the review by adding a comment agreeing with the mentor gradings. 13. The mentor will receive notification when this note has been added and can then

select share with the person observed to share with the student. This finalises the process

14. The Link tutor will upload the grades onto Inplace

End of placement reviewThis review is carried out by the mentor at the very end of the placement. The mentor completes the review and grades the student against the Teachers’ Standards. The link tutor will then look at the review on BlueSky and put the grades on Inplace.

How to complete an end of placement review on BlueSky

1. Mentor to log on to BlueSky2. Click on the home tab3. Select observations from the left hand tab list4. Choose End of Placement Review 2019-205. Click create6. Grade the student for each standard using the gradings 1- outstanding, 2-good,

3-rewquires improvement, 4-fail. 7. Comment in each box about how the student is progressing against this

standard. Note their strengths and areas for development. 8. Comment on the student’s progress towards part 2 of the Teacher’s Standards9. Mentor to click save but not select to share with the person observed10. The link tutor will then receive notification.11. Link tutor to open the observation record and select manage notes link. Link

tutor validates the review by adding a comment agreeing with the mentor gradings.

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12. The mentor will receive notification when this note has been added and can then select share with the person observed to share with the student. This finalises the process

13. The Link tutor will upload the grades onto Inplace

Support videosA number of short videos have been created to demonstrate how to perform all the functions on BlueSky outlined above. These can be found on Blackboard in the Teaching and Learning sectionsThey can also be located on BlueSky as follows

● Click on the resources tab

● Scroll down to the bottom of the resources page

● Locate your course on the bottom right hand side of the screen

● Select how to guides and videos from the right hand menu

● Select the relevant how to guide

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· Web viewPrimary Education 5-11 (3 Year Route) Course Year / Phase . ITE Placement Dates. Key...

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