Guidance for Schools and Students

2011-2012

© Copyright University of Exeter, Graduate School of Education

Aspirational Teachers Programme

CONTENTS

Contents.................................................................................................2Introduction............................................................................................3What The Aspirational Teacher Does.....................................................4Before The School-Based Work Placement.............................................4The School-Based Work Placement........................................................4School Staff............................................................................................4What The Aspirational Teacher Does In School......................................6Widening Participation.........................................................................10Enterprise Session................................................................................12Recording Achievements And Experiences..........................................18Support For Schools.............................................................................18Protocols And Procedures.....................................................................18Code Of Conduct..................................................................................23The Goals.............................................................................................24

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INTRODUCTION

Welcome to the University of Exeter Aspirational Teachers Programme. This programme gives university undergraduate students –Aspirational Teachers - an opportunity to experience what is involved in working in education.

The programme aims to: Deliver enterprise activities for pupils in participating schools and provide

additional support for teachers in classroom activities Motivate pupils and help them acquire enterprise skills and assist in their

personal development Present positive role-models for pupils wishing to pursue their studies in

Higher Education Inspire Exeter Undergraduate students to undertake a career in teaching Provide practical experience and develop the teaching skills of Exeter

Undergraduate students

Thank you for agreeing to host Aspirational Teachers and we hope that you find it to be an enriching and rewarding experience for everyone involved.

Our website is a good source of further information but if you have any queries, please do not hesitate to contact us:

Contact for schools:by email: exeterpartner@exeter.ac.ukby phone: 01392 724950The ATP Administrator for school based work is Laura Hutchings

Contact for Students: by email: atp@exeter.ac.ukby phone: 01326 255964The ATP Coordinator for the University programme is Antonia Coppen, Curriculum & Work-Related Learning Officer The ATP administrator for the University programme is Fiona Peacock

Other staff involved in the programme are:Ms Emma Stephenson, Outreach and Student Recruitment ManagerMiss Jocelyn Sumner, Partnership DirectorMs Rachel Ware, Secondary Partnership Coordinator

The University of Exeter ATP webpages can be found at: www.exeter.ac.uk/employability/events/atp/

The Aspirational Teachers Programme is funded through the University of Exeter Annual Fund

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WHAT THE ASPIRATIONAL TEACHER DOES BEFORE THE SCHOOL-BASED WORK PLACEMENT

The Academic ProgrammeAll Aspirational Teachers will have attended a one day training session. This involves a series of three lectures followed by group seminars; these help students to appreciate the realities of teaching and working in schools and give them ideas and support for running an enterprise event. The Aspirational Teacher must complete this programme in order to do the School-based Work.

Criminal Records BureauAll Aspirational Teachers will have a satisfactory enhanced disclosure from the CRB. This is conducted through the University of Exeter and is subject to the same scrutiny as for all teacher trainees. Details about the procedure can be found on the University of Exeter website and queries about the procedure should be addressed to Jocelyn Sumner, Partnership Director j.a.sumner@exeter.ac.uk or by phone on 01392 724717. We will send you details of the Aspirational Teacher’s CRB disclosure number and date of disclosure for your records.

THE SCHOOL-BASED WORK PLACEMENT

This involves working in an English state school for 5 days, usually during university vacations. Aspirational Teachers are allocated a ‘block placements’ when a group of them are all placed in the same school.During the week the Aspirational Teachers should have the opportunity to work together as a group to deliver an ‘enterprise’ half day event and some widening participation activities and also, individually, to observe and assist in classes relevant to their subject area

SCHOOL STAFF

The key to a successful placement is full involvement with teaching and school communities at all levels. Therefore to ensure that success, the following staff are usually involved:

ITE Coordinator: This person is responsible for all Initial Teacher Education within the school and so is best placed to arrange the timetable, support and supervise Aspirational Teachers work in school and monitor and confirm attendance and progress. This is the person that the University will communicate with about the ATP placements. The ITE Coordinator should remember that these are not Initial Teacher Trainees! The ITE Coordinator may designate this role to someone else, but will still be copied into all the information from the University

ATP tutor(s) (who could also be the Co-ordinator). These people supervise the Aspirational Teachers on a day-to-day basis and liaise with other staff. The number of ATP tutors will depend on the number of Aspirational Teachers and on how the school chooses to deploy them, and will be at the discretion of the ITE Coordinator.

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The ITE Coordinator is responsible for (or should oversee if the tasks are delegated): providing an induction programme to familiarise the Aspirational Teachers with

the school, staff, departments and necessary procedures arranging the timetable for the Aspirational Teachers signing the ATP Record of Achievement and Experience introducing the Aspirational Teachers to teaching using the Aspirational Teachers to support the school’s Widening Participation

programme liaising with the University over any issues or concerns if they should arise ensuring that other school staff are informed about the ATP and the Aspirational

Teachers on placement (by displaying the leaflet at the end of this document) completing a Quality Assurance record of the placement

The ATP tutor is responsible for planning the programme of work that the Aspirational Teachers will undertake

within the agreed timetable working with, overseeing and supervising, as appropriate, the Aspirational

Teachers as they undertake this programme monitoring attendance

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WHAT THE ASPIRATIONAL TEACHER DOES IN SCHOOL

Aspirational Teachers should aim to do a minimum of one task in each of the categories A-B and two tasks in each of the categories C-D, and they may well wish to do more. If the school would like them to work on a task that is not listed, then this is fine, but they are encouraged to write up an brief outline of the task so we know what they did. Aspirational Teachers may choose to keep the notes, resources or lesson plans in their Portfolio as evidence that they have completed these tasks, and note the activity in the ATP Record of Achievement and Experience. How each SBW Activities relates to the ATP Aims and to the Standards for the award of QTS is indicated alongside each task.

A EnquiryA.1 Behaviour management A.3 The ‘Gender Gap’A.2 ICT Survey A.4 Children with Special

NeedsB ResourcesB.1 Creating displays B.2 Creating new resourcesC ObservationC.1 General Observation C.4 Gender agendaC.2 Classroom organisation C.5 QuestioningC.3 Differentiation C.6 Teaching- Group workD TeachingD.1 Tutoring an individual

pupilD.3 Whole Class Teaching

D.2 Teaching groups D.4 Extra-Curricular Teaching

A. ENQUIRY ACTIVITIES

A Task 1: Behaviour Management Goal 4: QTS – S7

Study the ‘School or Class Rules’ and the formal systems of rewards and punishments used in the school. [This information is normally found in staff and/or department handbooks]. What ‘values’ are implicit in the rules – if any?

What rewards exist for good behaviour and what are the consequences of poor behaviour?

Who is involved as a pupil goes through the steps- Teachers, Heads of Department and/or Year Heads/Key Stage coordinators, senior staff, parents, outside agencies etc?

Are the disciplinary systems the same for pupils of all ages? If not, how do they change?

Have pupils been involved in writing their own class rules? Try to ask pupils what they think of the systems; do they know the system? Personal reflections.

A Task 2: An ICT survey Goal 3 : QTS – S3

Does ICT appear as a separate subject on the timetable? If so, how much time is given to it each week?

What ICT facilities and systems exist in the school? i.e. ICT suites, intra-net, shared work areas etc.

Within your department/class what facilities exist for ICT usage? Gather evidence of ICT usage in the production of teaching resources and pupils’

work.

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Quickly audit your own computer skills and relate them to the demands of teaching.

Personal reflections

A Task 3: The ‘Gender Gap’ Goal 2: QTS – S5

Try to find out the relative performance of boys and girls in your school by looking at test and examination data for your school, especially in your subject/year group. Usually these are obtainable from the exam supervisor, assessment co-ordinator and/or Head of Department/Key Stage Coordinator.

What measures [if any] does the school have for rectifying any imbalance in the relative performances of boys and girls?

Try to talk to pupils and teachers about the relative success or failure of the sexes. Why do they exist? Are they important? What can be done about it?

Personal reflections.

A Task 4: Children with Special Educational Needs Goal 5: QTS - S5

Gather your information by talking to the SENCO and/or Special Needs Teachers. List the range and number of staff involved in supporting SEN pupils and outline

their roles. Find out how the school and/or department caters for children with Special Needs Personal reflections.

B. RESOURCES

B Task 1: Creating displays for the classrooms or corridors Goal 1: QTS – S1

Create, or help to create a display of pupils’ work which will celebrate pupils’ achievements, illustrate the syllabus, progression through it and raise the profile of the department or class in the school.

B Task 2: Creating new resources Goal 5: QTS – S3, S4

Create a new resource, or set of resources in your subject area which will engage and motivate pupils. This could involve the use of ICT, such as digital images or websites.

C. OBSERVATION ACTIVITIES

These activities are designed to help you learn from watching in a structured way so you can think about what you have observed and to learn from it through discussion, debate and hard thinking, i.e. reflection. Teachers may find your presence in their classroom disconcerting, so make sure that you are pleasant, helpful and non-judgemental when observing lessons. It is also polite to tell the teacher if there is a particular aspect of the lesson you are observing.

C Task 1: General Observation: Goals 4 & 5: QTS – S4, S5, S7

Use the General Observation Schedule (appendix A) to help you identify the different learning activities the pupils engage in a lesson and reflect on the quality of learning you see.

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C Task 2: Classroom Organisation Goal 4 & 5: QTS – S7

Calm, purposeful lessons are generally well organised with the teacher following a known routine which may or may not be stipulated by the school. This set of observations should help you to recognise the organisational skills employed by teachers. Because many discipline issues appear in the first and last minutes of a lesson and when learning activities change, teachers often focus on particular strategies at these times. Observe a number of lessons and decide which procedures you think would work best for you.

Make notes on the following aspects of classroom organisationo Entry routines: how long it takes to bring pupils into the room and start the

lesson. What routines does the teacher use for entry (lining up; greeting; work prepared etc)

o Class organisation: is there a seating plan? Who decides who sits where? What is the layout of the room?

o Resource distribution: How are books, worksheets etc. given out and collected? When? By whom?

o Transitions: how does the teacher manage the transition from one activity to another? How does s/he stop an activity? How does s/he gain pupils attention?

o Pupil movement: How do pupils move around the class during the lesson?o Exit routines: how are children dismissed from the class in a safe and orderly

manner? What routines does the teacher use?Reflect on your observations and describe how you might organise the routines of a class you were teaching.

C Task 3: Differentiation Goal 3: QTS – S5

If possible try to observe a ‘mixed ability’ class, if not a class of less able learners. o During a lesson closely observe a less able learner for about ten minutes.o Note his/her behaviour, level of concentration and interactions with others in

the room.o If a Teaching Assistant was present what role did they play in the lesson?o In what ways did the teacher cater for less able learners in the lesson? (Eg.

different work, extra assistance, different expectations)

Try to arrange to ‘shadow’ a more able pupil for a day. If this is not possible observe a very able student in a number of lessons:

o Record what part s/he plays in lessons and how s/he interacts with others. o How do teachers cater for the needs of the more able pupil(s) in the

lesson? (eg supplementary or different work, extension activities, different expectations)

o What types of work did the more able pupil enjoy and/or excel in?

C Task 4: The Gender Agenda Goal 2 & 3: QTS: -S2

Use the Gender Observation Schedule (Appendix B) to observe the behaviour of boys and girls and to reflect on implications for teaching.

C Task 5: Questioning Goal 3: QTS – S6

Teachers are always asking questions. 1. Closed questions require the pupil to give the ‘right’ factual answer.2. Reasoning questions require the pupil to explain their answer to a question.3. Speculative questions require the pupil to give their opinion. eg Why? and

What do you think?

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4. Procedural questions related to organising and managing the class eg Who has finished?

During a period of teacher-led interaction, try to write down all the questions that the teacher asks. Then classify each one as closed, reasoning, speculative or procedural questions.

Observe who answers the questions? What proportion of the class was involved in answering?

How long were pupils’ answers? Did any pupils ask questions? Reflect on whether you think the questioning supported pupils’ learning?

C Task 6: Group work. Goal 3: QTS- S4, S7

Try to observe a lesson where you know pupils will be involved in group work How is the classroom organised for this activity? How are the pupils grouped? [By ability, friendship, gender etc.] How large are the groups? How are the tasks set? For all the groups, or do groups or individuals have

separate tasks? How is their work presented? [Written, oral presentation, dramatised etc.] In comparison with other classroom activities, what do you regard as the

particular advantages and disadvantages of group work?

D. TEACHING

Teaching a lesson is a complex operation requiring the teacher to be subject expert, motivator, administrator, carer and police officer – often all at the same time! Our aim is to introduce you to this activity through a series of short, progressive steps. How far you progress towards whole class teaching depends upon you and your school tutors.

D Task 1: Tutoring an individual pupil Goal 3: QTS - S3, S5, S6

Work with an individual pupil during a lesson, as directed by the teacher. This might include:o helping individual pupils with work set by the teacher; o informally assessing how well the pupil has done;o devising, resourcing and guiding individual pupils through a supplementary or

differentiated exercise in the teachers’ lessons;o marking a piece of work and providing the pupil with feedback to help them

progress.

D Task 2: Teaching small groups of pupils Goal 3: QTS - S3, S5, S6

Work with a small group during a lesson, as directed by the teacher. This might include:o When the teacher has set up group work in the lesson, taking responsibility

for helping a group tackle the tasks set;o Working with an able group on a more challenging task;o Supporting a less able group to access the learning in the lesson;o Planning, resourcing and teaching an episode (part of a lesson) to a small

group(s).

D Task 3: Whole class teaching Goal 5: QTS - S4

Lead, or team-teaching, all or part of a lesson, as directed by the teacher. This might include:

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o Supervising an organisational activity in the lesson. e.g. Distributing or collecting pupils’ books, bringing the class into the room, organising their dismissal, taking the register, organising the class into groups.

o Planning, resourcing and teaching an episode in the lesson, such as: A starter activity: outlining the aims of the lesson, a quiz. A class discussion: drawing out pupils’ views and opinions; An explanation of a topic, concept or idea: presenting information

clearly; A question and answer session: checking pupils’ understanding; Reading a story and discussing it A task instruction: explaining a task or exercise, or setting homework; A plenary: reviewing and testing pupils learning through questioning,

summative exercises, previewing next lesson etc.o Planning, resourcing and teaching a whole lesson.

Try to assess the achievement of pupils by marking the work you taught.

D Task 4: Extra Curricular Activities Goal 2 : QTS- S8

To make the most of your SBW you should try to help out with the extra-curricular activities of the school. Your school tutor will inform you of appropriate activities available like Sports Day, special visits, lunch time and after school clubs.

WIDENING PARTICIPATION It is a requirement of the University of Exeter ATP Programme that Aspirational Teachers spend at least 2 hours of their School-based Work involved in Widening Participation Activities. This can be arranged in whatever way best suits your school. We have listed below some ideas of how they can get personally involved with Widening Participation but they, or you as the placement school, may have other ideas which would be useful to pursue.

WP Task 1: Who goes where?

Investigate the patterns of entry to university in your placement school by talking to the member of staff responsible for university applications. How many pupils from the school have gone into Higher Education at the end of

the past two academic years? Which universities do the pupils choose and are there any patterns here? How is this celebrated, or is there no public acknowledgement?

In some schools there will be a board in a public place stating which pupils have gone to HE or university. If you can find out, perhaps you could design a display to show how pupils from the school or college you are working with have taken up a variety of subjects in Higher Education in a range of institutions. This would help other pupils to realise that these routes could be available to them.

WP Task 2: Why go to University?

Create a display (perhaps in a corridor/entrance hallway/school hall) on the different aspects of university life which will encourage young people to think positively about going to university. You will be given resource packs from the University of Exeter, but it is also good if you draw on your own ideas and experiences and enliven it with your own photographs. The display could be designed on a notice-board or display wall, or it could be a loop Powerpoint which the school could publish on their website or set up on an LCD screen. Undertake this activity as a team.

WP Task 3: Using tutorial time to raise aspirations

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Plan a couple of different ten-minute activities that would raise pupils’ interest in university and provide information about life at university or the benefits of a university education. Use these activities in tutorial time during the week.Ideas might include A quiz A virtual tour of a university campus, if there is an IWB (interactive white board)

in the classroom A ‘hot-seat’ opportunity for pupils to question you about being a student A series of case studies of pupils who have achieved well from your particular

school You could undertake this activity as a team.

WP Task 4: Game of Life

Discuss with younger pupils (year 7 or 8) careers they would like to pursue in their future, e.g ‘I want to be a vet, nurse, teacher, fire-fighter, gardener’

How will you get there? Track with the pupils where they would go from now, in school to achieve the right qualifications to fulfil their ambition. Pupils to create their own versions of a game of life, considering problematic issues and dilemmas they may face along the way. Pupils to present individually or in groups to class

WP Task 5: Masterclass

Run a Master class in your specialist subject for pupils who are either very able in this subject or very interested in it. If possible, try to introduce them to an aspect of your subject which is not covered in the National Curriculum.

WP Task 6: Listening to pupil voices

Interview two or three pupils who do not intend to go to university about their reasons for making this choice. It would be good to choose pupils that the school feel have university potential.

What have you learnt about raising aspirations from what the pupils have said?

WP Task 7: Making Choices

Prepare and deliver a presentation which is designed to encourage pupils from less privileged backgrounds to think about making a choice to go to university and about aiming for good universities. You could hold a meeting in the lunch hour to give this presentation or the school may have an ideal curriculum opportunity that this would fit into.

You could undertake this activity as a team.

WP Task 8: Podcasting

Create a podcast which could go on the school website, which describes what it is like to be studying a degree in your subject at the University of Exeter. The aim is to develop understanding of how a degree course is taught and to raise aspirations through enthusiasm for your subject. The focus should be very much on your subject, rather than on university life.

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ENTERPRISE SESSION

Objective90% of secondary schools now provide enterprise education for all their pupils at key stage 4, and many are also providing enterprise education at key stage 3. Through engagement in experiential learning (Kolb learning styles model, 1984) the session will enable the pupils to gain an understanding of ‘enterprise’ and the benefit of developing entrepreneurial qualities to assist in their personal and working lives and the communities in which they live.

13-14 years  Year 9 Key Stage 3 Preparation for GCSEs

14-15 years  Year 10 Key Stage 4 Some children take GCSEs

15-16 years  Year 11 Key Stage 4 Most children take GCSEs or other national qualifications

Learning Outcomes

The following learning outcomes have been identified as the key ones for schools to focus on within the three strands of enterprise education.

1) Enterprise knowledge and understanding:

enterprise capability, e.g. organisation, innovation, risk, team work, managing change and personal effectiveness;

financial capability, e.g. money, credit, investment, costing projects, personal finance and insurance;

economic and business understanding, e.g. market, competition, price, efficiency, economic growth, organisation of business, world of work.

2) Enterprise skills:

enterprise capability, e.g. decision-making, thinking and learning skills, design and make skills, leadership, managing risk, selling, teamworking and key skills;

financial capability, e.g. budgeting, financial planning, personal risk management;

economic and business understanding, e.g. decision making, judgements, investigate simple hypotheses.

3) Enterprise attributes:

enterprise capability, e.g. self-reliance, can-do approach, responsibility, ambition, open-mindedness, respect for evidence, pragmatism, commitment;

financial capability, e.g. take responsibility for the impact of financial decisions;

economic and business understanding, e.g. take an interest in economics, resources, role of business and its responsibilities.

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Teaching methods and recognition of learningOfsted has noted evidence of pupils being motivated by enterprise learning in schools, where teaching and learning are characterised by clearly defined aims and objectives, with pupils taking responsibility for their own actions and having sufficient autonomy to tackle relevant problems. Some didactic teaching may be appropriate. However, enterprise education mostly requires teachers to adopt a facilitative role — to encourage active learning through:

doing, performing and making

problem-based approaches

team- orientated, collaborative and cooperative activities

coaching, and mentoring

resources that take account of different styles of learning (visual, auditory, kinaesthetic) including use of ICT — multi-media.

In order to help learners understand enterprise and develop entrepreneurial characteristics, they should have opportunities to take personal responsibility for their own actions through an enterprise process that involves four stages:

1. tackling a problem or need. Students generate ideas through discussion to reach a common understanding of what is required to resolve the problem or meet the need

2. planning the project or activity. Breaking down tasks, organising resources, deploying team members and allocating responsibilities

3. implementing the plan. Solving problems, monitoring progress.

4. evaluating the processes. Reviewing activities and final outcomes, reflecting on lessons learned and assessing the skills, attitudes, qualities and understanding acquired.

An important part of enterprise education is assessment which helps to inform the design of activities to suit the learners needs and helps pupils to recognise their progress and identify and to value what they are learning. Learners need to be actively engaged in the assessment process identifying what they need to develop as well as the final learning outcomes. Evidence of learning can include a variety of forms e.g. artwork, displays, multi-media, diaries, review sheets or feedback from other people.

Information taken from:A guide to Enterprise Education, Department of Children, Schools and Families, Crown Copyright 2010TeacherNet.gov.ukQualifications Curriculum Development Agency (QCDA) – www.qcda.gov.uk

Enterprise ActivityPupils will be asked to participate in an interactive scenario activity that will encourage them to use, develop and evaluate their enterprise attributes and skills. The sessions will last for 3 hours in total. Aspirational Teachers will present themselves as a ‘house building developer’ based in the South West that wants to commission a new design for an ‘eco house’ to market for sale to the general public. The maximum budget for the house is £200,000.Pupils will work in teams as an ‘environmental building consultancy’ to research, plan and design an ‘eco house’ to present to the ‘house building developer’. The activity will involve addressing the following issues:

1. What is an ‘eco house’? What will they need to consider in its construction and design?

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2. How will sustainability and energy efficiency be maximised in the house? What energy savings will be made compared to current house design?

3. Who is the design of the house aimed at? Who would want to buy it and how will they make it attractive to that market?

4. How will they ensure the design stays within budget?

5. What ideas for future innovations could be developed?

As recognition of learning the team will be asked to produce the following outputs: 1. Design ‘mood board’

2. Blueprint/floor plan (to scale)

3. Building budget/costings

4. Pitch/presentation

Each team will be required to pitch their design and present their case to the ‘house building developer’ and the other teams. They will need to justify why their proposal should be chosen. Each presentation will be followed by a Q&A session from the ‘house building developer’ and the other teams will be encouraged to ask questions to evaluate the design proposal.

Pre-delivery1. Understand the school protocols and establish what resources will be provided

by the school for the session. For example, will laptops be available for the pupil to use for research or will they be allowed to leave the room to visit the library?

2. Establish the number of pupils, which year and when you are delivering and prepare an activity plan and schedule accordingly.

3. Assign clear roles and responsibilities for the team members delivering the activity.

4. Prepare a contingency plan, for example if the IT fails or allotted time-frame is reduced.

Delivery5. Divide the cohort into groups. (average 6 pupils per team)

6. Introduce yourselves and the reason you are there – to assist them with an enterprise activity which challenges them think about sustainability. Stress the positives: teamwork, interactive, creative and skills development. Outline the timetable and break times.

7. Establish current knowledge and understanding of the word enterprise. What does it mean to them? Have they done anything enterprising themselves, e.g. taken part in Young Enterprise Initiative; raised money for charity; made something to sell? If so, how did they go about? Who planned it?

8. What is their understanding of sustainability? In teams, discuss why it is important? Feedback main points to the whole class.

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9. Introduce the eco house activity (role-play with costumes). What they are required to do and when. Encourage them to ask questions and explain any unusual terms. Video-clips available to stimulate ideas.

10. Facilitate and encourage the teams to follow these stages:

a. Team Preparation:

i. Come up with a company name

ii. identify the skills needed to do the task (e.g. planning and organisation, creativity, problem-solving, numeracy, researching) and write them on a flipchart paper

iii. Identify a team members name against different skills. Multiple names can be assigned to each skill.

iv. Discuss whether these skills relate to particular project/job roles – researcher, technical adviser, finance officer, spacial designer?

b. Creativity/Idea Generation

i. Produce a ‘mood board’ (show examples) using the materials available, drawings, colours, words

c. Research

i. Distribute the other resources (case studies, laptops for research, catalogues, building costs guide, how to draw a blueprint instructions)

ii. Research the materials and products needed for the house.

d. Action

i. Produce floorplan (to scale)

ii. Produce budget breakdown

e. Pitch

i. Prepare justification and pitch to present to the Class

ii. Teams Ask questions to evaluate the designs

f. Evaluation

i. Teams evaluate their design in light of viewing others and complete their own evaluation form

ii. Pupils evaluate their own skills development and feedback on exercise

11. Whilst Teams evaluate their own designs and complete skills evaluation and feedback Aspirational Teachers choose a winner and then present feedback on the designs and on how the team worked together.

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12. Round up: highlight what has been achieved and the skills developed. Thanks for participation.

Please note, that whilst the activity is being delivered, Aspirational Teachers should evaluate their peers’ performance using the evaluation forms provided.

Resources and provision

University School Sticky labels as name badges for University students and Pupils

Internet access – laptops/computers

Flipchart Paper Scissors, glue, colouring pencils, felt tip pens, sticky tape, pencils, rulers

Power-point with video-clips of eco-housesEco house case-studies – ORIGINAL Eco house case-studies – COPIES as

required by group sizeBuilding costs estimate sheet – ORIGINAL Building costs estimate sheet – COPIES

as required by group sizeGuide on how to create a blueprint - ORIGINAL

Guide on how to create a blueprint - COPIES as required by group size

Magazines, resources for mood boards (to be sourced by Aspirational Teachers) Hard Hats and florescent jacketsPupils assessment - ORIGINAL

1. Evaluating the design

2. Personal enterprise skills audit

Pupils assessment – COPIES as required by group size

1. Evaluating the design

2. Personal enterprise skills audit

Aspirational Teachers self assessment sheets on teaching and facilitation skills

Question to ask yourself1. What research and knowledge do I need to run this activity effectively?

2. Do I have access to laptops or ICT resources for the students to research on?

3. What ‘mood board’ resources do I need to provide?

4. How will the team introduce itself, the concepts of ‘enterprise’ and sustainability, the aims of the workshop?

5. What keys skills and knowledge do I want the pupils to have gained by the end of the session?

6. What needs to be covered during the training sessions for the pupils – what would you want to know?

7. What would be appropriate timings for the session activities? When do the pupils have break-time?

8. How can you motivate pupils who do not want to take part/do not understand the task?

9. How can I facilitate their learning, not give them the answer?

10. What ideas for filler activities or questions can be posed if the pupils complete all the tasks with time to spare?

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11. Debriefing and recap of what enterprise is, what they’ve achieved, learnt and why it is important? How can this be made interesting, relevant and memorable?

12. How can it be improved? Does the language used or the resources need to be changed or added to?

13. How well did I perform as a facilitator?

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RECORDING ACHIEVEMENTS AND EXPERIENCES

Aspirational Teachers complete a Aspirational Teachers Programme Record of Achievement and Experiences which is a downloadable document that enables them to record their experiences and achievements on the scheme in relation to the aspects of QTS standards for Goals 1- 6.

The downloadable document is available on the website, and the Aspirational Teacher should make sure that they have saved his/her own copy. www.exeter.ac.uk/employability/events/atp/

SUPPORT FOR SCHOOLS

Schools can contact the University of Exeter Partnership Office as indicated on page 1 and are encouraged to do so if there are any problems or concerns.

All schools are asked to complete a brief quality assurance check-sheet whilst the Aspirational Teachers are with you and it will be sent to you at the appropriate time.

PROTOCOLS AND PROCEDURES

We hope that our students will always be punctual and behave in a professional manner, following the conventions of the school with regard to dress and appearance. If a student is ever of any concern please contact the office (by telephone or e-mail) and speak to one of the ATP team.

Aspirational Teachers should NOT undertake the same work as an Initial Teacher Trainee (PGCE, GTP,SCITT students)

The Aspirational Teacher must NOT be left unsupervised with pupil[s], and should not be expected to teach whole classes or whole lessons.

The Aspirational Teacher should be familiar with all the requirements of the overall ATP programme and its SBW element as outlined in this document

It is the Aspirational Teacher’s responsibility to:

act professionally, including acting on advice and help from school staff.

provide the school with all relevant ATP documentation and other related information.

inform the school of any absence immediately and follow the school or college absence procedures.

plan, with the school tutor, and undertake a programme for the School-based work.

attempt some of the Activities detailed on pages 6-11 above

discuss with the School or University staff any problems or concerns.

ensure that the school has checked and signed the Aspirational Teachers Programme Record of Achievement and Experience

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ASPIRATIONAL TEACHERS MUST RETURN THE RECORD OF ACHIEVEMENT AND EXPERIENCE to the Partnership Office who will sign and return it in order to validate its use at a ITE programme interview.

We would like to ask all schools who have Aspirational Teachers to display the enclosed poster in the staffroom, so all staff are aware of the Aspirational Teachers Programme and know how to contact us should they have any queries. Many thanks.

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Aspirational Teachers ProgrammeInformation for school staff supervising students on this project

There is an Aspirational Teacher on the ATP from the University of Exeter in your school!

The ATP is a University of Exeter programme that aims to:

Deliver enterprise activities for pupils in participating schools and provide additional support for teachers in classroom activities

Present positive role-models for pupils wishing to pursue their studies in Higher Education

Motivate pupils and help them acquire enterprise skills and assist in their personal development

Inspire Exeter Undergraduate students to undertake a career in teaching Provide practical experience and develop the teaching skills of Exeter

Undergraduate students

As Aspirational Teachers they cannot be expected to undertake the same tasks as ITE trainees (i.e. PGCE and GTP students).

They should not be expected to take full classes or whole lessons. They should not be left unsupervised with pupils.

We hope Aspirational Teachers will be involved in some of the following:

Delivering an enterprise session Observing lessons taught to pupils of different ages and abilities. Participating in the school’s Widening Participation programme. Teaching or tutoring individuals or small groups of pupils. Helping to develop teaching resources, displays, computer-based materials

etc. Extra-curricular activities.

If you have any questions about the scheme please contact the Partnership Office:

University of Exeter, Graduate School of Education Tel: 01392 724950E-mail: exeterpartner@exeter.ac.uk

Further details of the scheme and all the documentation can be found atwww.exeter.ac.uk/employability/events/atp/

Aspirational Teachers can undertake work that will be of help to the school community.

At the end of their School-based Work we hope students will have greatly increased their knowledge and understanding of schools and education, delivered some enterprise sessions and supported the school’s Widening Participation Programme.

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Appendix AGENERAL CLASSROOM OBSERVATION SCHEDULELearning activity Start time Finish time Notes, comments or reflections

Listening to the teacher

Reading quietly

Reading aloud

Writing/drawing – copying

Writing/drawing – creating

own text

Answering questions

Inter-pupil discussion

Drama

Oral presentations

Other Activity-state

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Appendix BGENDER OBSERVATION SCHEDULE

BOYS GIRLS

How many questions are asked by

How many questions are answered by

How many times does the teacher praise

How many times does the teacher reprimand

How many times do boys call out without being asked to

answer?How many times do girls call out without being asked to

answer?Notes, Comments and Reflections

Are there boys who do not seem to be involved in the lesson

at all?

Are there girls who do not seem to be involved in the lesson

at all?

When pupils are engaged in a task who takes most of the

teacher’s attention?

Note any activities that appear to engage boys more than girls,

or vice versa. eg. discussion, group-work, written tasks,

reading etc.

In what ways, if any, does the teacher treat girls differently

from boys and vice-versa?

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CODE OF CONDUCT

• Aspirational Teachers should behave professionally at all times.• Aspirational Teachers should be a positive role model to all

children.• Aspirational Teachers should become familiar with the ethos of

the school and promote it.• Aspirational Teachers should dress appropriately, turn off

mobiles, attend regularly and be punctual and reliable.• Aspirational Teachers should be respectful towards colleagues

and pupils.• Aspirational Teachers should respect confidentiality and must not

gossip.• Aspirational Teachers should be aware of school policies and

know who the school’s Child Protection Officer is and when to refer to this person.

• Aspirational Teachers should understand and be committed to the aims of ATP, have read the documentation and should manage their own professional documents.

• Aspirational Teachers should be enthusiastic, willing to participate and actively engage in all of school life; they should take advantage of every opportunity.

• Aspirational Teachers should display enthusiasm for their own subject.

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THE GOALS

Professional Behaviour Aspirational Teachers are to learn how to behave professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour.

Relating to young people Aspirational Teachers are to learn how they can establish fair, trusting, supportive and constructive relationships with young people in schools.

Engaging with young people’s learning

Aspirational Teachers are to learn to communicate effectively in engaging with young people’s learning, when supporting individuals or groups of young people in the classroom, and to give timely, accurate and constructive feedback.

Managing behaviour Aspirational Teachers are to develop some knowledge and understanding of the ways in which effective teachers promote good behaviour, and to begin to develop some strategies for managing young people’s behaviour when working with individuals or groups of young people.

Planning and delivering part or all of a lesson/enterprise session

Aspirational Teachers are to learn how to plan and structure part or all of a lesson and /or enterprise activity, and to begin to develop knowledge and understanding of some effective teaching strategies and different kinds of resources for promoting learning within their subject or phase.

Presenting a positive role-model for pupils wishing to pursue their studies in Higher Education

Aspirational Teachers are to find ways of talking positively to pupils about Higher Education and about the opportunities it can offer to pupils from all backgrounds and educational traditions

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