planner - teacher-training.org · tally against blooms taxonomy. 1, 5, 6 planning preparation and...
Post on 28-Jun-2020
2 Views
Preview:
TRANSCRIPT
Planner 2017-18
Name ____________________
2017 - 2018
2017 - 2018
Trainee Information
Personal Information
Full Name:
Address:
Address
Town County Post Code
Home Phone: Mobile :
Home School Information
School:
Mentor :
Telephone No: Department:
Email: Email:
Contact : Mobile Phone:
Emergency Contact Information
Full Name:
Mobile No:
Home Phone:
Work Phone:
Relationship:
Medical information and Doctor.
2017 - 2018
USEFUL WEBSITES
http://www.teacher-training.org/recommended-reading/
http://www.bbc.co.uk/education/levels/z4kw2hv
http://www.gcsepod.com/
https://www.gov.uk/government/publications?departments%5b%5
d=department-for-education
https://www.gov.uk/government/organisations/national-college-
for-teaching-and-leadership
St George’s
Academy
Partnership
- reading list
BBC Bitesize
GCSE podcast
Dept. Ed
recent
publications
NCTL
2017 - 2018
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Contact List
2017 - 2018
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
E-mail Address:
Name:
School:
Phone No.:
Contact List
2017 - 2018
Key Partnership Personnel
Name Location Email
Amanda Money Vice Principal / Head of Partnership
St George’s Academy Amanda.Money@st-georges-academy.org
Sarah Trow Programme Leader
St George’s Academy Sarah.Trow@st-georges-academy.org
Laura Walker Lead Tutor
St George’s Academy Laura.Walker@st-georges-academy.org
ITT Leads
Sharon Mather Sir Robert Pattinson Academy
SMather@SRPA.co.uk
Chris Davidson Lincoln Castle Academy csd@lincolncastleacademy.co.uk Danielle Gibbs Banovallum School dgibbs@banovallumschool.co.uk Emily Chaddock Carre’s Grammar School Emily.Chaddock@carres.uk
Sheila Paige University Academy Holbeach
Sheila.Paige@uah.org.uk
Aidan Hesslewood Bourne Grammar School Aidan.Hesslewood@bourne-grammar.lincs.sch.uk
Subject Leads Danielle Gibbs Science
Banovallum School dgibbs@banovallumschool.co.uk
Helen Maidment English
St George’s Academy Helen.Maidment@st-georges-academy.org
Lindsey Empson Maths
St George’s Academy Lindsay.Empson@st-georges-academy.org
Sally Wilson History
Carre’s Grammar School Sally.Wilson@carres.uk
Laura Fisher Geography
St George’s Academy laura.fisher@st-georges-academy.org
James Offer PE
Carre’s Grammar School James.Offer@carres.uk
Lorna Stanley RE
St George’s Academy Lorna.Stanley@st-georges-academy.org
September 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
2017 - 2018
October 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
2017 - 2018
November 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
2017 - 2018
December 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
2017 - 2018
January 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
2017 - 2018
February 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
2017 - 2018
March 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
2017 - 2018
April 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
2017 - 2018
May 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
2017 - 2018
June 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
2017 - 2018
July 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Secondary Teacher Training
Trainee Handbook
2017 2018
Training Programme Each Monday, trainees will attend The University of Lincoln for Core Training. This will cover generic
aspects of teaching and learning, and cover the academic standards to enable students to be awarded a
PGCE.
There will be a clear focus for each week, and this is detailed in the Programme booklet, below:
2017 - 2018
Week
beginning: Training Focus:
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
University-Based Activity / Evidence
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment
/ tracking
Ter
m 1
Th
eme:
Un
der
stan
din
g T
each
ing
an
d S
cho
olin
g
4th
September
2017
Settling into Base
School TD S1 S1 S1 S1 No University Session No University session
Gathering
information
11th
September
Becoming a
teacher: how can
academic study
help?
UL S1 S1 S1 S1
Foundations of Education (FoE): Locating
yourself as a teacher of students in secondary
education
Researching Education (RE): Observations of
students and teachers (RE Assignment 1)
Input: Gathering information, behaviour for learning and
classroom management strategies.
Activity: Find out about the groups that you are observing /
will be teaching, make sure you understand their prior
attainment and the curriculum / setting structure. Start a
reflective journal.
2, 3
Study Skills:
Introduction to the
library and university
resources.
The programme and
the assessment.
18th
September
Teachers’
knowledge and
student learning.
UL S1 S1 S1 S1
FoE: Policy and the shaping of education
RE: Reflecting on observations of students and
teachers (RE Assignment 1)
Input: Classroom rules and routines, in practice.
Activity: Make a note of all of the classroom rules and routines
that are used for three different teachers this week, through
observation. What are the similarities and differences?
7
Writing a reflective
journal and developing
your teaching
philosophy
25th
September Subject Session 2
Sub
ject
S1 S1 S1 S1 Subject session 2
Subject learning walks
Subject tasks 2
3 Practice and critique of
observational methods
Lead
Tut
or o
bser
vatio
n
02nd October Planning for
learning UL S1 S1 S1 S1
FoE: Theories of behaviour management
RE: Planning for learning
Input: Planning for learning, in practice.
Activity: Make a record of all starters and plenaries observed
throughout the week, and classify these using your own
criteria.
3 Planning Preparation
and Assessment
(PPA)
09th October Curriculum
development UL S1 S1 S1 S1
FoE: Assessment and student progress
RE: Research into curriculum development
Input: First teaching, in practice.
Activity: Use the National Curriculum Programmes of Study
for your subject to construct a progression grid for each
strand as the students make progress through the secondary
curriculum.
2, 4
Developing
bibliographies and
using REFWORKS
16th October S3 S3 S3 S3
TD
SGA all
7
Use reflective journal
to comment on varying
approaches to
classroom
management
S3 Reflections
2017 - 2018
Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 2
th
eme:
Co
nn
ecti
ng
Ed
uca
tio
nal
Th
eori
es a
nd
Tea
chin
g S
trat
egie
s
30th
October
2017
Understanding
Disruptive
Behaviour
UL S1 S1 S1 S1
FoE: Understanding attachment theory and
disruptive behaviour
RE: Research on disruptive behaviour
Input: Understanding and Managing Challenging
Behaviour. 2, 4
Identifying the philosophical
basis of modelling and
explaining practices that you
observe.
Lead
Tut
or O
bser
vatio
n
06th
November Questioning UL S1 S1 S1 S1
FoE: Effective questioning
RE: Researching Bloom’s taxonomy
Input: Questioning, in practice.
Activity: Blooms taxonomy – record the types of
questions asked in 3 observed lessons – using a
tally against blooms taxonomy.
1, 5, 6
Planning Preparation and
Assessment (PPA)
13th
November
Differentiation /
challenge UL S1 S1 S1 S1
FoE: Differentiation in schools
RE: Researching differentiation strategies
Input: Differentiation / challenge / SEND / MAGT,
EAL in practice.
Activity: Choose 3 different differentiation strategies
and embed into teaching plans – evaluate
effectiveness of each.
1, 5
Identifying the theoretical and
philosophical underpinning of
3 differentiation strategies
20th
November Subject Session 3
Sub
ject
S1 S1 S1 S1 Subject Session 3
Subject learning-walks
Subject Tasks 3
Hand in Standards Review (Stds 1,3,4,7,8)
Deadline Friday 24th November by 4pm.
3 Planning Preparation and
Assessment (PPA)
27th
November
Active
engagement
strategies
UL S1 S1 S1 S1 FoE: Student engagement
RE: Researching student engagement strategies
Interviews and applications 4,5
Getting and using student
feedback
Sub
ject
Spe
cial
ist
obse
rvat
ion
04th
December
Learning,
Modelling &
Explaining
UL S1 S1 S1 S1 FoE: Theories of learning
RE: Researching modelling and explaining
Learning, Modelling and Explaining 1, 2, 4, 5, 7
Identifying the theoretical and
philosophical perspectives on
student learning underpinning
explanations for processing
difficulties
11th
December
Reflections on
Term 2: Teaching
UL S2 S2 S2 S2 FoE: Policy and practice (FoE Assignment 1)
RE: Action research in education project
1:1 Stop the Clock. Working on assignments
18th
December
S1 S1 S1 S1
2017 - 2018
Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards Independent Study Focus
Assessment /
tracking
Ter
m 3
th
eme:
Stu
den
t L
earn
ing
: A
sses
smen
t le
arn
ing
3rd January
2018
Settling into
second
placement
BH BH
S2
Ban
/ RP
BG
S/L
CA
S2 S2 No University Session: School Placement 2 No University Session: School Placement 2
2, 6 PPA
8th January
Assessment for
learning: day-to-
day
UL S2 S2 S2 S2
FoE: The relationship between assessment
and learning
RE: Researching assessment in the
classroom
Input: Assessment for learning: day-to-day, in
practice.
Activity: Read 'Inside the black box' and 'beyond the
black box': research articles written by William &
Black. Identify key features of effective AfL and reflect
on where these have been evident in obs.
2, 6
Identify and reflect on what
research methodologies would
help you gain insight into
whether learning has been
effective.
15th January
Assessment for
learning:
formative written
feedback
UL S2 S2 S2 S2
FoE: Factors inhibiting students ability to
learn
RE: Action research in education project
Input: Assessment for learning: personalising
formative written feedback, in practice.
Activity: During observed lessons record different
styles of written feedback given to students in their ex
books. Discuss with mentor how the styles vary and
draw out / identify key features of effective written
feedback.
1, 2, 6
Identify the strengths and
weaknesses of your evidence
for the value of assessment
activities.
22nd
January Subject Session 4
Sub
ject
S2 S2 S2 S2 Subject Session 4
Subject learning-walks
Subject Tasks 4
3 PPA
Lead
Tut
or o
bser
vatio
n
29th January
Assessment for
learning:
reflective learners
UL S2 S2 S2 S2
FoE: Biological, psychological and social
models of young people’s development
RE: Factors inhibiting students ability to
learn
Autism Awareness Tier 1 3, 4, 5
Photocopy some examples of
this and evaluate each activity.
5th February Assignment UL S2 S2 S2 S2
FoE: Policy and practice (FoE Assignment
1)
RE: Action research in education project
Unpicking the Teacher Standards. All
Explore the ethical issues
involved in researching specific
students for practice
2017 - 2018
Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent
Study Focus
Assessment /
tracking
19th
February Learning styles UL S2 S2 S2 S2
FoE: Learning and teaching styles
RE: Researching students’ ability to learn
Input: Learning styles: different models, in practice.
Activity: Research three different 'models' regarding
learning styles and evaluate their effectiveness in
supporting planning, teaching and learning.
1, 2, 5, 7
Planning
Preparation and
Assessment
(PPA)
26th
February
Climate for
learning UL S1 S1 S1 S1
FoE: Classroom management
RE: Student behaviour research
Input: Climate for learning, in practice.
Reflections on S2.
Hand in S2 Reflections
Deadline - Friday 2nd March 4pm.
2, 5, 7
PPA
Ful
l Rev
iew
all
stan
dard
s
5th March Inclusion and
diversity UL S1 S1 S1 S1
FoE: School Environments
RE: Ethics in action research projects
Input: Inclusion and Diversity / Pupil Premium, EAL.
Activity: Gather useful evidence form your work on
inclusion. Write a short report on how your research
supports your role as a classroom teacher.
1, 5, 7
PPA
12th March Subject Session 5
Sub
ject
S1 S1 S1 S1 Subject Session 5
Subject learning-walks
Subject Tasks 5
3 PPA
19th March
ICT to enhance
Learning UL S1 S1 S1 S1
FoE: Theories of learning ICT
RE: Using ICT for educational research
Input: Use of ICT to enhance learning and engagement,
in practice.
Activity: Reflect on five different examples of using ICT to
support learning, and write about the impact of the use of
ICT in each case.
Hand in Full Standards Review on Friday 23rd March
deadline 4pm.
5
Identify any
additional evidence
you would need to
understand the
impact of current
ICT uses
Lead
Tut
or o
bser
vatio
n
26th March
Why carry out
research? UL S1 S1 S1 BH
FoE: Action research in education project
RE: Action research in education project
1:1 Stop the Clock
Evidence Portfolio Support
8
2017 - 2018
Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 5
th
eme:
Ed
uca
tio
nal
Res
earc
h
16th April
2018
What is
educational
action research?
UL S1 S1 S1 S1 FoE: Action research in education project
RE: Action research in education project
Standard 6 Evidence Bundle 6,5
Lead
Tut
or O
bser
vatio
n
23rd April
What is
educational
action research?
UL S1 S1 S1 S1 FoE: Action research in education project
RE: Action research in education project
Support for portfolios of evidence against the
Teacher Standards 8, 2 Research Project
30th April
Sub
ject
S1 S1 S1 S1 No University Session: Bank Holiday No University Session: Bank Holiday 8, 2 Research Project
7th May Subject Session 6
BH
S1 S1 S1 S1 Subject Session 6
Subject learning-walks
Subject Tasks 6
8, 2 Research Project
Spe
cial
ist O
bser
vatio
n
14th May Action research
methods UL S1 S1 S1 S1
FoE: Career planning and OfSTED
RE: Tutorial groups
FoE: Teacher Pedagogy
RE: Action research in education project
Support for portfolios of evidence against the
Teacher Standards
8, 2 Research Project
21st May Reflections on
Term 5: Research UL S1 S1 S1 S1
FoE: Philosophy of Education
RE: Tutorial groups
FoE: Educational leadership
RE: Action research in education project
S1 Mentor
observation
2017 - 2018
Week
beginning:
Training
Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 6
th
eme:
Ed
uca
tio
nal
Res
earc
h a
nd
Pre
par
atio
n f
or
Fir
st T
each
ing
Po
st
04th June
2018
S1 S1 S1 S1 S1
Hand in Final Review + Evidence Portfolio to
Home School Reception.
Deadline 10am 4th June 2018.
School based research project at M level – in
practice.
2, 8 Preparation for QTS
assessment
11th June S1 S1 S1 S1 S1 2, 8 Preparation for QTS
assessment
18th June Critiques and
limitations UL S1 S1 S1 S1
FoE: Drama in education
RE: Tutorial groups
FoE: Action research in education project
RE: Action research in education project
2 Final preparation of
Academic projects
Fin
al A
sses
smen
t
25th June S1 S1 S1 S1 S1 2 Final preparation of
Academic projects
2nd July BH S1 S1 S1 S1 No University session: Induction for new
trainees
No University session: Induction for new
trainees
Final preparation of
Academic projects
09th July Reflections on
the training UL S1 S1 S1 S1 University session: Completing the year University session 8
Preparation for NQT
position
16th July 2017 QTS School
Teacher Training
2017 - 2018
Training to Teach with the St George’s Academy Partnership Welcome to the St George’s Academy Partnership. This is an exciting time for all of us, as we embark on a journey to make teacher training the best it can be, in order to produce exceptional teachers for our schools. Throughout your training year there will be three main elements to your training, as follows:
School-based training, supported by a mentor, within your ‘home’ school;
Subject training, supported by a specialist based in one of the schools within our partnership;
Core training, led by Programme Leaders, delivered at the University of Lincoln each Monday.
Your mentor will oversee your training, and play a pivotal part in supporting you to reflect on your training, research and practice and move forward as a result. In addition, the mentor will support you in gathering information for assessment against the ITT Teacher Standards – including lesson planning, tasks, reflections and observations. It is expected that the mentor will meet with you each week during term-time for 1 hour to discuss all elements described above.
Trainee Timetables
Your mentor will organise a timetable for you which includes KS3 and KS4 and, where possible, KS5. You will not be given classes that would be challenging for experienced teachers and should be given a range of abilities, topics, as well as age ranges, to work with. It is essential that you are given experience of working with EAL learners also. You do not need to be given only the classes of the mentor as it will benefit you to see a range of teaching styles. However, it is helpful if you can have at least one class that is the mentor’s to facilitate informal lesson observations. It is an expectation that you will be attached to a tutor group during each placement but this may be with a teacher from another department at the school. For non-salaried trainees, the timetable should be constructed using the following guidelines:
Term Solo Teaching In addition to solo teaching:Teaching,
with supervision Observing PPA UL
Term 1: 0 Up to 2 10 8 5
Term 2: Up to 2 Up to 2 8 8 5
Term 3: Up to 3 Up to 6 5 6 5
Term 4: Up to 6 Up to 6 2 6 5
Term 5: Up to 9 Up to 5 0 6 5
Term 6: 12 - 14 Up to 5 0 6 - 8 0
Teacher Training
2017 - 2018
Subject Specialist Training We are offering subject training through our Partnership in the following areas:
English
Mathematics
Science / Physics
P.E.
History
Geography
RE
There will be six days of subject specific training and tasks throughout 2017-2018, as follows:
Day 1: Induction (Weds 5th July 2017)
Day 2: Monday 25th September 2017
Day 3: Monday 20th November 2017
Day 4: Monday 22nd January 2018
Day 5: Monday 12th March 2018
Day 6: Monday 30th April 2018
In addition to these dates there will be a further 5 twilight subject specialist sessions which will be agreed
with the subject specialist throughout the year. Each day will focus on a strand of the curriculum, exploring
subject knowledge per se, pedagogy, pupils’ development, and attitudes within this strand.
The induction day is an exception to this, where the focus will be on setting the scene for the subject,
covering:
The role of the subject within the curriculum;
An overview of the structure of the subject;
Programmes of study and assessment objectives;
Assessment structures / examinations within the subject;
Completion of a Subject Knowledge Audit.
Each subject day will comprise a half-day of input by a subject specialist within their own school, followed
by a half-day task during the afternoon, to consolidate and apply developed skills / knowledge /
understanding from the morning.
Following each of the subject specialist days there will be two tasks for trainees to complete: a research
task, and a classroom-based task. Trainees are to gather evidence from each task and complete a
reflection task based on this, to discuss with their mentors in their home school. Reflection tasks can be
found below:
Teacher Training
2017 - 2018
Subject Tasks - Reflections
Subject: Day 1:
Reflections - research task:
Reflections – classroom-based task
Mentor Comments:
Teacher Training
2017 - 2018
Assessment and Evidence – Guidelines
Each trainee should organise their folders to contain the following:
File 1: (Red) Lesson observations with supporting highlighted grids in chronological order.
File 2: (Blue) Additional evidence to support each of The Teachers’ Standards.
It is expected that trainees will also have planning files for each class/school and a file for university input.
There are also three formative assignments for QTS which will be essential for your evidence portfolio.
Weekly Mentor Meetings
During each weekly mentor meeting, the trainee will have the opportunity to discuss:
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Subject specialist input
Following each weekly mentor meeting, the trainee is expected to complete a blue weekly mentor meeting
sheet (as below) to capture key discussion points, review progress and record any new targets set, with
accompanying tasks and activities to complete. Meeting notes should remain in the bespoke planner to
enable ITT leads to check targets and progress fortnightly.
Teacher Training
2017 - 2018
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Teacher Training
2017 - 2018
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Teacher Training
2017 - 2018
Assessment Calendar In addition, to support the trainees’ progress throughout the year, there are a number of formal
observations which will be carried out by their Mentor, Programme Leader, and Subject Specialist, and
three formal reviews against the Teacher Standards. These are recorded on the Assessment Calendar
below.
From these assessments, each trainee is expected to keep a record of any lesson observation grades
awarded, and achievement against the Teacher Standards at each review point. The outcomes of these
should be recorded and kept electronically on an Assessment Tracking Sheet – example below:
Teacher Training
2017 - 2018
Teacher Training
2017 - 2018
Lesson Planning and Observation
Throughout the training year, trainees will be expected to complete detailed plans for the lessons that they
teach, and mentors / sub-mentors will be expected to provide feedback on a regular basis. To support this,
the following pages also include a lesson planning template, and a form to be used to record observation
feedback against the Teacher Standards. Please note that, for informal observations (those not listed on
the Assessment Calendar), feedback may only cover one or two of the standards at a time, a grading grid is
included to support this process.
Trainees should enter details of each weekly observation on the observation log.
As timetables increase for trainees and as mentors feel confident about the trainee’s ability to plan
effectively, a mid-term planning document will be introduced. It is envisaged that most trainees will start
to use this document in Term 3 following the University session on mid-term planning. The mid-term
planning document is also used to help trainees prepare an evidence bundle for standards 2, 5 and 6.
Teacher Training
2017 - 2018
LESSON PLAN
Name: Date: Period:
Subject/Unit Class: No of pupils Girls Boys
Link to previous learning:
Misconceptions / anticipated difficulties
Learning objective(s):
Lesson outcome(s):
Success criteria – Open (WAGOLL)/ Closed (Steps to success):
Teacher Training
2017 - 2018
Time Teaching and learning strategies Learning purpose Formative/Summative assessment
strategies & focus
Homework/learning:
Deadline:
Personalisation and strategies for differentiation (AGT, EAL, SEND):
Teacher Training
2017 - 2018
Resources including any risk assessment / health and safety:
Deployment of TA(s) to enhance learning and progress:
Expected progress (Challenge for this lesson) including NC level(s) / GCSE level(s) if appropriate:
Teacher Training
2017 - 2018
Evaluation / Reflection on effectiveness of lesson
Did not achieve learning objective(s)
Exceeded learning objective(s)
Action to be taken /What will I change/ What will I take into the next lesson?
Teacher Training
2017 - 2018
Lesson Observation
CONTEXT:
Class: Subject: No of pupils:
Girls:
Boys:
Date/ Duration:
Teaching skills - focus for observation / feedback:
Linked to Teacher Standard 1 2 3 4 5 6 7 8 PPC (please circle)
Strengths (how did teaching impact strongly on learning / progress?):
Next steps for development in this area (how could teaching have a greater impact on learning /
progress?):
Subject pedagogy – Focus for observation / feedback:
Linked to Teacher Standard 3
Strengths (how did teaching impact strongly on learning / progress?):
Next steps for development in this area (how could teaching have a greater impact on learning /
progress?):
Something else to consider, moving forward:
Teacher Training
2017 - 2018
Observation notes:
Trainee Name:
School:
Signature:
DATE:
Observer Name: Position: Signature:
DATE:
Teacher Training
2017 - 2018
SUPPORT FOR GRADING LESSONS – TO BE USED FOR OBSERVATIONS (3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show
that: (1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
1
Set
hig
h e
xpec
tati
on
s w
hic
h in
spir
e,
mo
tiva
te a
nd
ch
alle
ng
e p
up
ils
They are able to encourage pupils to participate and contribute in an
atmosphere conducive to learning.
They set appropriately high expectations, believing that all pupils have the
potential to make progress.
They consistently demonstrate professional behaviour and respect for pupils.
They demonstrate enthusiasm for working with children and young people and for
teaching and learning.
They are able to develop a rapport with a range of individuals and groups. As a
consequence of this most pupils are engaged in their learning.
They are reliable in encouraging pupils to participate and
contribute in an atmosphere conducive to learning.
They consistently set high expectations of pupils.
They are well respected by learners and effectively promote
pupils’ resilience, confidence and independence when tackling
challenging activities. As a result of this most learners are
enthused and motivated to participate.
They constantly encourage pupils to participate and contribute in
an atmosphere highly conducive to learning.
They consistently set high expectations of pupils
There are high levels of mutual respect between the trainee and
pupils.
They are very effective in promoting learners’ resilience, confidence
and independence when tackling challenging activities.
They generate high levels of enthusiasm, participation and
commitment to learning.
Sta
nd
ard
7
Man
age
beh
avio
ur
effe
ctiv
ely
to
ensu
re a
go
od
an
d s
afe
lear
nin
g
envi
ron
men
t
They have high expectations and are aware of the range of strategies that
experienced teachers use to promote positive behaviour. They are able to apply
these appropriately, in the context of the schools policy using sanctions and
rewards, including praise, in order to create an environment supportive of learning.
They understand when to seek additional support in addressing the needs of
pupils where significantly challenging behaviour is demonstrated.
They consistently have high expectations and understand a
range of strategies that experienced teachers use to promote
positive behaviour and apply these effectively, including use of
school sanctions and rewards and use of praise, in order to create
an environment supportive of learning.
They manage behaviour effectively so that learners demonstrate
positive attitudes towards the teacher, their learning and each other
allowing lessons to flow smoothly so that disruption is unusual.
They consistently have high expectations and understand a range
of strategies that experienced teachers use to promote positive
behaviour and apply these very effectively, including use of school
sanctions and rewards and use of praise, in order to create an
environment highly supportive of learning.
They manage pupil behaviour with ease so that learners display
very high levels of engagement, courtesy, collaboration and
cooperation.
Teacher Training
2017 - 2018
(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:
(1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
2
Pro
mo
te g
oo
d p
rog
ress
an
d o
utc
om
es b
y p
up
ils
Their short and medium term planning and teaching demonstrate some
understanding of, and provision for, pupil progression taking into account prior
achievement.
They support pupils in reflecting on their learning and identifying their progress
and emerging learning needs. When planning lessons they devise suitable
opportunities for learners to evaluate and improve their performance.
They are able to explain how effective teaching strategies are informed by an
understanding of how pupils learn and offer a rationale for choices made in the
context of practice.
They plan teaching and learning activities which encourage independent and
autonomous learning. As a consequence all groups of pupils make at least
satisfactory progress.
Their short and medium term planning consistently takes into
account the prior learning of the pupils.
They regularly provide pupils with the opportunity to reflect on
their own learning and use this, along with other forms of
assessment, to inform their future planning and teaching.
They use their knowledge of effective teaching strategies to
encourage independent learning and they set appropriately
challenging tasks which enable the learners to make progress.
As a result the majority of pupils make good progress.
They demonstrate confident judgement in planning for pupil
progression both within individual lessons and over time and are able
to articulate a clear and well-justified rationale as to how they are
building on prior achievement.
They actively promote engaging and effective methods that
support pupils in reflecting on their learning. They are able to set
appropriately challenging tasks, drawing on a sound knowledge of the
pupils’ prior attainment which has been obtained through systematic
and accurate assessment.
They regularly create opportunities for independent and autonomous
learning.
As a result the majority of pupils make very good progress.
Sta
nd
ard
6
Mak
e ac
cura
te a
nd
pro
du
ctiv
e u
se o
f as
sess
men
t
Their planning is characterised by the use of a range of formative and summative
assessment strategies, designed to support pupils in making progress. They
deploy these strategies effectively in lessons, both to evaluate the impact of
teaching on the progress of learners and as a basis for modifying their teaching
and classroom practice when necessary.
They mark pupils’ work constructively and provide appropriate oral feedback to
pupils to help them to make progress.
They employ a range of appropriate formative assessment
strategies effectively and can adapt their teaching within
lessons in light of pupils’ responses.
They assess learners’ progress regularly and accurately and
discuss assessments with them so that learners know how well
they have done and what they need to do to improve.
They use a range of assessment strategies very effectively in
their day to day practice to monitor progress and to inform future
planning. They systematically and effectively check learners’
understanding throughout lessons, anticipating where intervention
may be needed and do so with notable impact on the quality of
learning.
They assess learners’ progress regularly and work with them to
accurately target further improvement and secure rapid progress.
Teacher Training
2017 - 2018
Sta
nd
ard
3
Dem
on
stra
te g
oo
d s
ub
ject
an
d c
urr
icu
lum
kn
ow
led
ge
They have sufficiently secure knowledge and understanding of the relevant
subject / curriculum areas to teach effectively. They know how learning progresses
within and across the subject / curriculum, in terms of the development of key
concepts and of learners’ common misconceptions.
They are able to respond appropriately to subject specific questions which
learners ask and they use subject specific language accurately and consistently in
order to help learners develop knowledge, understanding and skills in the subject.
They demonstrate an understanding of the need to promote high standards of
communication, reading and writing for all learners and begin to build this into
lessons.
They have well developed knowledge and understanding of the
relevant subject / curriculum areas and use this effectively to
maintain and develop pupils’ interest.
They make good use of their secure curriculum and
pedagogical subject knowledge to deepen learners’ knowledge
and understanding, addressing common errors and misconceptions
effectively in their teaching.
They model good standards of written and spoken communication
in all professional activities and encourage and support learners to
develop these skills in their lessons.
They draw on their in-depth subject and curriculum knowledge to
plan confidently for progression and to stimulate and capture pupils’
interest.
They demonstrate very well-developed pedagogical subject
knowledge, by anticipating common errors and misconceptions in their
planning.
They model very high standards of written and spoken
communication in all professional activities. They successfully identify
and exploit opportunities to develop learners’ skills, in communication,
reading and writing.
Sta
nd
ard
4
Pla
n a
nd
tea
ch w
ell-
stru
ctu
red
le
sso
ns
They employ a range of teaching strategies and resources. They plan individual
lessons that are appropriately structured to support pupils in developing their
knowledge, skills, understanding, interest and positive attitudes.
When teaching they maintain the pace of the learning, are able to respond flexibly
to what is happening in the classroom and have the confidence to adapt their
teaching in order to respond to the needs of the learners. They can create an
environment in which the learners are usually engaged.
They understand how homework or other out of class work can sustain learners’
progress and consolidate learning and can design and set appropriate tasks.
They show a willingness to try out a range of approaches to
teaching and learning.
They plan lessons that take account of the needs of groups of
learners and individuals, through the setting of differentiated
learning outcomes, carefully matching teaching and learning
activities and resources to support learners in achieving these
intended learning outcomes.
They plan lessons that often use well chosen imaginative and
creative strategies and that match individuals’ needs and
interests.
Teacher Training
2017 - 2018
(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:
(1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
5
Ad
apt
teac
hin
g t
o r
esp
on
d t
o t
he
stre
ng
ths
and
nee
ds
of
all
pu
pils
They know the pupils well enough to recognise the different needs and strengths of
individuals and groups and begin to adapt their teaching to address those needs and
strengths so that learners are supported towards achieving their potential.
They are aware of a range of factors that are potential barriers to achievement and
understand how experienced teachers use a range of strategies to reduce these barriers.
They begin to deploy these strategies themselves, working alongside experienced
teachers and support staff as appropriate.
They show awareness of how children and young people develop and take account
of this in their teaching. They have some understanding of the challenges and
opportunities of teaching in a diverse society.
They have a developing understanding of the needs of all pupils and are able to
articulate distinctive teaching approaches and strategies needed to engage and support
pupils with particular needs, including EAL and SEND. When the opportunity has arisen
they have used these successfully and are able to evaluate the impact of the adaptations
employed, on the progress of individual learners.
They consistently adapt their teaching to meet the needs of
individual and groups of learners to support progression in
learning.
They know how to secure progress for learners and how to
identify when groups and individuals have made progress.
They have a range of effective strategies that they can apply to
reduce barriers and respond to the strengths and needs of their
pupils.
They clearly recognise how to deal with any potential barriers
to learning through their application of well-targeted interventions
and the appropriate deployment of available support staff.
They quickly and accurately discern their learners’ strengths
and needs and are proactive in differentiating and employing a
range of effective intervention strategies to secure progression for
individuals and groups.
They have an astute understanding of how effective different
teaching approaches are in terms of impact on learning and
engagement of learners.
Teacher Training
2017 - 2018
Review against the Teacher Standards At three points throughout the year the trainee will be expected to carry out a formal review with their Mentor against some, or all, of the Teacher
Standards. In preparation for the Review Meeting, the trainee will have completed the first and second boxes in the review document for each of the
Teachers’ Standards being assessed, as follows:
Standard 1 Set high expectations which inspire, motivate and challenge pupils
To achieve this standard, a teacher must: Evidence gathered - Term 1 / 2 Please provide details of the progress you have made in each area over the last term.
What actions will you take over the coming term to make further progress in each area?
a. establish a safe and stimulating
environment for pupils, rooted in
mutual respect
It is suggested that the trainee selects just a few high quality pieces of evidence for each section to support – for example: one lesson plan; one observation
sheet; and one additional piece. The mentor will look at the standards along with the trainee, considering the trainee’s comments and evidence, and jointly
agree on an appropriate grading for each Standard (highlighting or circling the grid to signify this) The mentor will then discuss with the trainee their next
steps for improvement relating to each Standard, so that column three can be completed and signed off. Once this review has taken place, the review
document should be submitted to wendy.procter@teacher-training.org by each deadline stated in the Assessment Calendar.
There are three reviews in total, as follows:
Review 1: Professional Standards Review Standards 1, 3, 4, 7 & 8. Deadline: 4pm, 24th November 2017
Review 2: Full Review – All Standards. Deadline: 4pm, 23rd March 2018
Review 3: Final Review – All Standards. Portfolio Deadline: 10am to Base School Reception, 4th June 2018
Review document: TBC
Please find below a full set of the Teacher Standards, with supporting guidance.
Teacher Training
2017 - 2018
Trainee Review Against the Teachers' Standards for ITT
Teacher Training
2017 - 2018
Standard 1 Set high expectations which inspire, motivate and challenge pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards
(4):
Trainees are not yet meeting the
minimum level of practice.
a establish a safe
and stimulating
environment for
pupils, rooted in
mutual respect
Consistently uses innovative
strategies to establish a safe and
stimulating environment for pupils,
rooted in mutual respect, which
motivates and inspires pupils to learn
and enjoy the subject.
Uses a range of strategies to
establish a safe environment which,
much of the time, is stimulating and
rooted in mutual respect.
Is able to establish a safe and
stimulating environment for pupils,
rooted in mutual respect.
Is unable to establish a safe and
stimulating environment for pupils.
b set goals that
stretch and
challenge pupils
of all
backgrounds,
abilities and
dispositions
Consistently sets goals that stretch,
challenge and motivate pupils.
use effective strategies to support the
learning and progress of
underperforming groups.
Sets goals that stretch, challenge
and motivate pupils.
use strategies to support the
learning and progress of
underperforming groups.
Is able to set goals that stretch and
challenge pupils of all backgrounds,
abilities and dispositions.
Is unable to set goals that stretch and
challenge pupils of all backgrounds,
abilities and dispositions.
c demonstrate
consistently the
positive attitudes,
values and
behaviour which
are expected of
pupils.
Consistently and effectively
demonstrates and models the positive
attitudes, values and behaviour which
are expected of pupils.
Consistently demonstrates and
models the positive attitudes, values
and behaviour which are expected
of pupils.
Is able to demonstrate consistently the
positive attitudes, values and
behaviour which are expected of
pupils.
Is unable to demonstrate consistently
the positive attitudes, values and
behaviour which are expected of
pupils.
Teacher Training
2017 - 2018
Standard 2 Promote good progress and outcomes by pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching over
time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching over
time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a be accountable for pupils’
attainment, progress and
outcomes
Is consistently accountable for pupils’
attainment, progress and outcomes.
Is accountable for pupils’ attainment,
progress and outcomes
Is able to take accountability for pupils’
attainment, progress and outcomes.
Is unable to take accountability for pupils’
attainment, progress and outcomes.
b be aware of pupils’ capabilities
and their prior knowledge, and
plan teaching to build on these
Has a detailed understanding of the
pupils’ capabilities and their prior
knowledge.
demonstrate through their planning
and teaching that their pupils, including
those who are disabled and those who
have special educational needs, make
good progress.
Has a good understanding of the
pupils’ capabilities and their prior
knowledge.
assess pupils’ achievement and plan
and teach lessons that enable pupils,
including those who are disabled and
those who have special educational
needs, to make at least expected
progress.
Is aware of pupils’ capabilities and their
prior knowledge, and plans teaching to
build on these.
Is unable to demonstrate an awareness of
pupils’ capabilities and their prior
knowledge, and is unable to plan teaching
to build on these.
c guide pupils to reflect on the
progress they have made and
their emerging needs
Pupils are consistently offered high quality
intervention and feedback which enables
them to identify the progress they have
made and understand what they need to
do to improve.
Pupils are offered intervention and
feedback which, much of the time, enables
them to identify the progress they have
made and understand what they need to
do to improve.
Is able to guide pupils to reflect on the
progress they have made and their
emerging needs.
Is unable to guide pupils to reflect on the
progress they have made and their
emerging needs.
d demonstrate knowledge and
understanding of how pupils learn
and how this impacts on teaching
Is consistently and effectively able to use
knowledge and understanding of how
pupils learn to improve their teaching.
Much of the time makes good use of
knowledge and understanding of how pupils
learn to inform their teaching.
Is able to demonstrate knowledge and
understanding of how pupils learn and
how this impacts on teaching.
Is unable to demonstrate knowledge and
understanding of how pupils learn and
how this impacts on teaching.
e encourage pupils to take a
responsible and conscientious
attitude to their own work and
study.
Consistently and effectively encourages
pupils, by setting specific high
expectations, to take a responsible and
conscientious attitude to work and study.
Much of the time encourages pupils, to
take a responsible and conscientious
attitude to work and study by setting
expectations.
Is able to encourage pupils to take a
responsible and conscientious attitude to
their own work and study.
Is unable to encourage pupils to take a
responsible and conscientious attitude to
their own work and study.
Teacher Training
2017 - 2018
Standard 3 Demonstrate good subject and curriculum knowledge
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain pupils’
interest in the subject, and address
misunderstandings
Consistently teach exceptionally well,
demonstrating:
- strong subject and curriculum
knowledge;
- phase expertise.
Is confident to work within the current
and new curriculum.
Demonstrates the ability to address
misunderstandings and maintain pupils’
interest.
teach well, demonstrating:
- good subject and curriculum knowledge; - phase expertise.
Works within the current and new
curriculum arrangements.
Much of the time demonstrates the
ability to address misunderstandings
and maintain pupils’ interest.
Has a secure knowledge of the relevant
subject(s) and curriculum areas, fosters
and maintains pupils’ interest in the
subject, and addresses
misunderstandings.
Does not have a secure knowledge of the
relevant subject(s) and curriculum areas,
does not foster and maintain pupils’
interest in the subject, and does not
address misunderstandings.
b demonstrate a critical
understanding of developments in
the subject and curriculum areas,
and promote the value of
scholarship
Effectively demonstrates consistent and
critical understanding of developments in
the subject and curriculum areas.
Consistently and effectively promotes
the value of scholarship.
Demonstrates, much of the time,
critical understanding of developments
in the subject and curriculum areas.
Much of the time promotes the value
of scholarship.
Is able to demonstrate a critical
understanding of developments in the
subject and curriculum areas, and
promotes the value of scholarship.
Is unable to demonstrate a critical
understanding of developments in the
subject and curriculum areas, and does
not promote the value of scholarship.
c 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
Consistently demonstrates a thorough
understanding of how to teach reading,
writing, communication … effectively to
enhance the progress of pupils they
teach.
Consistently demonstrates an
understanding of and takes responsibility
for promoting high standards of literacy,
articulacy and the correct use of
Standard English, whatever the
teacher’s specialist.
Demonstrates a good understanding
of how to develop the reading,
writing, communication … skills of
the pupils they teach.
Much of their teaching demonstrates
an understanding of and takes
responsibility for promoting high
standards of literacy, articulacy and
the correct use of Standard English,
whatever the teacher’s specialist
subject.
Is able to 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.
Is unable to 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.
Teacher Training
2017 - 2018
Standard 4 Plan and teach well-structured lessons
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over
time requires improvement as it is not
yet good. Trainees need targeted
advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a impart knowledge and develop
understanding through effective
use of lesson time
Consistently and effectively imparts
knowledge and develops
understanding through using lesson
time to great effect.
Much of the time imparts knowledge
and develops understanding
through using lesson time to good
effect.
Is able to impart knowledge and
develop understanding through
effective use of lesson time.
Is unable to impart knowledge and
develop understanding through
effective use of lesson time.
b promote a love of learning and
children’s intellectual curiosity
Consistently and effectively promotes
a love of learning and children’s
intellectual curiosity.
Much of the time promotes a love of
learning and children’s intellectual
curiosity.
Is able to promote a love of learning
and children’s intellectual curiosity.
Is unable to promote a love of
learning and children’s intellectual
curiosity.
c set homework and plan other
out-of-class activities to
consolidate and extend the
knowledge and understanding
pupils have acquired
Consistently and effectively plans
differentiated, purposeful
homework/out-of-class activities that
consolidates and extends existing
knowledge and understanding.
Much of the time plans
differentiated homework/out-of-
class activities that consolidates
and extends existing knowledge
and understanding.
Is able to set homework and plan
other out-of-class activities to
consolidate and extend the
knowledge and understanding pupils
have acquired.
Is unable to set homework and plan
other out-of-class activities to
consolidate and extend the
knowledge and understanding pupils
have acquired.
d reflect systematically on the
effectiveness of lessons and
approaches to teaching
Is systematically and critically
reflective in analysing, evaluating
and improving their practice
(paraphrased).
Is able to accurately judge the
effectiveness of their lessons and
impact on all groups of pupils.
Is systematically able to reflect in
order to improve their practice.
Is able to judge the effectiveness
of their lessons and impact on all
groups of pupils.
Is able to reflect systematically on the
effectiveness of lessons and
approaches to teaching.
Is unable to reflect systematically on
the effectiveness of lessons and
approaches to teaching.
e contribute to the design and
provision of an engaging
curriculum within the relevant
subject area(s).
Consistently makes effective
contributions to the design and
provision of an engaging curriculum
within the relevant subject area(s).
Makes good contributions to the
design and provision of an
engaging curriculum within the
relevant subject area(s).
Is able to contribute to the design and
provision of an engaging curriculum
within the relevant subject area(s).
Is unable to contribute to the design
and provision of an engaging
curriculum within the relevant subject
area(s).
Teacher Training
2017 - 2018
Standard 5 Adapt teaching to respond to the strengths and needs of all pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching over
time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching over
time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a know when and how to differentiate
appropriately, using approaches
which enable pupils to be taught
effectively
Consistently and effectively differentiates
appropriately using timely approaches which
enable pupils to be taught effectively.
Much of the time differentiates
appropriately using approaches which
enable pupils to be taught effectively.
Knows when and how to differentiate
appropriately, using approaches which
enable pupils to be taught effectively.
Does not know when and how to
differentiate appropriately.
b have a secure understanding of how
a range of factors can inhibit pupils’
ability to learn, and how best to
overcome these
understand the causes of low achievement;
challenge and motivate pupils where
attainment is low; and use effective
strategies to support underperforming
groups.
understand how to challenge and motivate
pupils where attainment is low and use
strategies to support underperforming
groups.
Has a secure understanding of how a
range of factors can inhibit pupils’ ability
to learn, and how best to overcome
these.
Does not have a secure understanding
of how a range of factors can inhibit
pupils’ ability to learn, and how best to
overcome these.
c demonstrate an awareness of the
physical, social and intellectual
development of children, and know
how to adapt teaching to support
pupils’ education at different stages
of development
Consistently and effectively demonstrates
clear awareness of the physical, social and
intellectual development of children, and
effectively adapts teaching to support pupils’
education at different stages of development.
Demonstrates an awareness of the
physical, social and intellectual
development of pupils and, much of the time,
adapts teaching to support pupils’
education at different stages of
development.
Is able to demonstrate an awareness of
the physical, social and intellectual
development of children, and knows how
to adapt teaching to support pupils’
education at different stages of
development.
Is unable to demonstrate an awareness
of the physical, social and intellectual
development of children, and does not
know how to adapt teaching to support
pupils’ education at different stages of
development.
d 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.
Consistently and effectively evaluates and
adapts teaching to meet the needs of all
pupils, including those with special
educational needs, high ability (including
Gifted and Talented), English as an
additional language, disabilities and
pupils eligible for the pupil premium
(including Free School Meals).
challenge and motivate pupils where
attainment is low; and use effective
strategies to support underperforming
groups.
Consistently and effectively uses and
evaluates distinctive teaching approaches
to engage and support pupils.
Much of the time evaluates and adapts
teaching to support all pupils, including
those with special educational needs,
high ability (including Gifted and
Talented), English as an additional
language, disabilities and pupils eligible
for the pupil premium (including Free
School Meals).
understand how to challenge and
motivate pupils where attainment is low
and use strategies to support
underperforming groups.
Much of the time uses and evaluates
distinctive teaching approaches to
engage and support pupils.
Has 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 is
able to use and evaluate distinctive
teaching approaches to engage and
support them.
Does not 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 is not able to use and
evaluate distinctive teaching approaches
to engage and support them.
Teacher Training
2017 - 2018
Standard 6 Make accurate and productive use of assessment
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching over
time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a know and understand how to assess
the relevant subject and curriculum
areas, including statutory
assessment requirements
accurately assess achievement and
attainment in relevant subject and
curriculum areas, including statutory
assessment requirements, using new
curricula … examinations and assessment
arrangements.
assess pupils’ achievement in the
relevant subject and curriculum areas,
including statutory assessment
requirements.
Knows and understands how to assess the
relevant subject and curriculum areas,
including statutory assessment
requirements.
Does not know and understand how to
assess the relevant subject and curriculum
areas, including statutory assessment
requirements.
b make use of formative and
summative assessment to secure
pupils’ progress
Consistently and effectively uses
formative, continuous assessment and
summative tests to great effect to secure
progress for all pupils, through a sequence
of lessons over time.
Much of the time uses formative,
continuous assessment and summative
tests to secure progress through a
sequence of lessons over time.
Is able to make use of formative and
summative assessment to secure pupils’
progress.
Is unable to make use of formative and
summative assessment to secure pupils’
progress.
c use relevant data to monitor
progress, set targets, and plan
subsequent lessons
Consistently and effectively uses a
range of relevant data, including school
progress data, to monitor pupil progress
and learning over time.
Records of pupil progress and learning
and attainment are accurate and up-to-
date and used to inform future planning
and target setting.
Uses a range of relevant data
including school progress data to
monitor pupil progress and learning
over time.
Records of pupil progress and
learning and attainment are accurate
and up-to-date and, much of the
time, are used to inform future
planning and target setting.
Is able to use relevant data to monitor
progress, set targets, and plan subsequent
lessons.
Is unable to use relevant data to monitor
progress, set targets, and plan subsequent
lessons.
d give pupils regular feedback, both
orally and through accurate marking,
and encourage pupils to respond to
the feedback.
Consistently uses a range of effective
methods to give pupils regular and
constructive feedback and the
opportunity to respond to it.
Accurate and timely marking and oral
feedback contributes to pupil progress
and learning over time.
Uses a range of methods to give
pupils regular feedback and the
opportunity to respond to it.
Accurate and regular marking and
oral feedback contributes to pupil
progress and learning over time.
Is able to give pupils regular feedback,
both orally and through accurate marking,
and encourages pupils to respond to the
feedback.
Is unable to give pupils regular feedback,
both orally and through accurate marking,
and does not encourage pupils to respond
to the feedback.
Teacher Training
2017 - 2018
Standard 7 Manage behaviour effectively to ensure a good and safe learning environment
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching over
time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a have clear rules and routines for
behaviour in classrooms, and take
responsibility for promoting good and
courteous behaviour in classrooms
and around the school, in accordance
with the school’s behaviour policy
In accordance with the school’s behaviour
policy:
takes responsibility for and has the
knowledge, understanding and skills to
promote and manage behaviour
effectively and create an excellent
climate for learning;
actively encourages pupils to behave well
in the classroom and around the school
and display high levels of courtesy and
co-operation;
can effectively tackle bullying, including
cyber and prejudice-based (and
homophobic) bullying.
In accordance with the school’s
behaviour policy:
takes responsibility for and is able to
promote and manage behaviour in the
classroom well to ensure a good and
safe learning environment;
encourages pupils to behave well in
the classroom and around the school
and display good levels of courtesy
and co-operation;
is able to tackle bullying, including
cyber and prejudice-based (and
homophobic) bullying.
Has clear rules and routines for behaviour in
classrooms, and takes responsibility for
promoting good and courteous behaviour in
classrooms and around the school, in
accordance with the school’s behaviour
policy.
Does not have clear rules and routines for
behaviour in classrooms, and does not take
responsibility for promoting good and
courteous behaviour in classrooms and
around the school, in accordance with the
school’s behaviour policy.
b have high expectations of behaviour,
and establish a framework for
discipline with a range of strategies,
using praise, sanctions and rewards
consistently and fairly
Consistently sustains high expectations
of behaviour.
Establishes and maintains or applies the
school’s framework for discipline
consistently and fairly, using a wide
range of effective strategies.
Sustains high expectations of
behaviour.
Establishes and maintains or applies
the school’s framework for discipline,
using a range of strategies.
Has high expectations of behaviour, and
establishes a framework for discipline with a
range of strategies, using praise, sanctions
and rewards consistently and fairly.
Does not have high expectations of
behaviour, and does not establish a
framework for discipline with a range of
strategies.
c manage classes effectively, using
approaches which are appropriate to
pupils’ needs in order to involve and
motivate them
Consistently manages a high level of pupil
motivation and involvement using a range
of effective approaches appropriate to the
pupils’ needs.
Manages a good level of pupil motivation
and involvement using a range of
approaches appropriate to the pupils’
needs.
Is able to manage classes effectively, using
approaches which are appropriate to pupils’
needs in order to involve and motivate them.
Is unable to manage classes effectively.
d maintain good relationships with
pupils, exercising appropriate
authority, and act decisively when
necessary.
Consistently demonstrates strong and
effective relationships with pupils
exercising appropriate authority, and acts
decisively when necessary.
Demonstrates good relationships with
pupils and exercises appropriate
authority, and acts decisively when
necessary.
Is able to maintain good relationships with
pupils, exercising appropriate authority, and
acts decisively when necessary.
Is unable to maintain good relationships with
pupils, does not exercise appropriate
authority and/or act decisively when
necessary.
Teacher Training
2017 - 2018
Standard 8 Fulfil wider professional responsibilities
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over
time requires improvement as it is not
yet good. Trainees need targeted
advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a make a positive contribution to
the wider life and ethos of the
school
Is consistently proactive and makes a
positive contribution to the wider life
and ethos of the school.
Is proactive and makes a positive
contribution to the wider life and
ethos of the school.
Is able to make a positive contribution
to the wider life and ethos of the school.
Is unable to make a positive
contribution to the wider life and ethos
of the school.
b develop effective professional
relationships with colleagues,
knowing how and when to draw
on advice and specialist support
Professional relationships with
colleagues are consistently effective.
Consistently and effectively consults
with colleagues as appropriate,
knowing when and how to draw on
their advice and specialist support.
Professional relationships with
colleagues are good.
Consults with colleagues as
appropriate, knowing when and
how to draw on their advice and
specialist support.
Is able to develop effective professional
relationships with colleagues, knowing
how and when to draw on advice and
specialist support.
Is unable to develop effective
professional relationships with
colleagues, and does not know how
and when to draw on advice and
specialist support.
c deploy support staff effectively Consistently and effectively deploys
support staff to maximise the learning
of pupils.
Deploys support staff effectively to
support the learning of pupils.
Is able to deploy support staff
effectively.
Is unable to deploy support staff.
d take responsibility for improving
teaching through appropriate
professional development,
responding to advice and
feedback from colleagues
Is consistently proactive in taking full
responsibility for improving their own
teaching through professional
development.
Effectively uses the advice and
guidance offered by colleagues to
secure improvements in practice.
Takes responsibility for improving
their own teaching through
professional development.
Respects and responds to the
advice and guidance offered by
colleagues.
Is able to take responsibility for
improving teaching through appropriate
professional development, responding
to advice and feedback from
colleagues.
Is unable to take responsibility for
improving teaching through appropriate
professional development, and is
unable to respond to advice and
feedback from colleagues.
e communicate effectively with
parents with regard to pupils’
achievements and well-being.
Proactively and consistently
communicates effectively with parents
and carers about pupils’ achievements
and well-being.
Communicates effectively with
parents and carers about pupils’
achievements and well-being.
Is able to communicate effectively with
parents with regard to pupils’
achievements and well-being.
Is unable to communicate effectively
with parents with regard to pupils’
achievements and well-being.
Teacher Training
2017 - 2018
Part Two Personal and professional conduct
Teachers’ Standard: Part Two descriptor
Scope Key questions Consistently high standards
Cause for concern
i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
treating pupils with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position
having regard for the need to safeguard pupil’s well-being, in accordance
with statutory provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including: democracy, the rule
of law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
Does the trainee have a commitment to upholding the high standards of
the teaching profession, within and outside school?
Does the trainee develop appropriate professional relationships with
colleagues and pupils?
Is the trainee able to safeguard pupils’ well-being, in accordance with
statutory provisions?
Does the trainee understand that schools are required to develop pupils’
wider understanding of social and cultural diversity, tolerance for others
and respect for different faiths and beliefs, in line with the maintenance of
fundamental British values?*
Does the trainee understand the challenges of teaching in modern British
schools? *
Is the trainee aware of the Prevent strategy and its implications? *
Does the trainee understand the responsibility teachers hold in relation to
the expression of personal beliefs and the impact these could have on
pupils and their consequent actions?*
Does the trainee understand and adhere to the school’s and provider’s
VLE/internet safety policy, including the safe and responsible use of social
media?
ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
The trainee’s conduct demonstrates a highly professional approach to
teaching, understanding and demonstrating that their own conduct is
appropriate at all times.
The trainee reads, understands and applies school policies at all times, e.g.
health and safety, risk assessments before trips, homework, etc.
The trainee is punctual for school, lessons, meetings, etc.
The trainee always informs the school/colleagues of reasons for any non-
attendance involving his/her teaching obligations or other professional
meetings and responsibilities in line with school policy.
The trainee’s language and dress are highly professional and in line with
school policy.
Does the trainee display high standards of personal and professional
behaviour, inside and outside school, including attendance and punctuality
at all times?
Does the trainee understand and apply the range of policies that support
school practice and act on these in their planning, teaching and wider
involvement in the life of the school?
Does the trainee take appropriate responsibility for their own and pupils’
well-being in the classroom and during off-site activities or visits?
Teacher Training
2017 - 2018
iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
The trainee is able to articulate, and abide by, the roles and responsibilities
of the teacher in relation to statutory frameworks.
The trainee is aware of his/her responsibilities in relation to, for example,
equality legislation, duties and safeguarding.
The trainee is able to judge when they may need advice and help in matters
of Child Protection or confidentiality.
Is the trainee aware of and does the trainee act in the context of the
professional duties of teachers as set out in the statutory School Teachers’
Pay and Conditions document?
Has the trainee received relevant training in Child
Protection/safeguarding? Can he/she articulate the school’s policy if
reporting a concern?
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Weekly Planning Sheet
Week Beginning:
Trainee Name:
Timetable for the week:
Registration
P1 P2 P3 P4 P5 P6
Monday
University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Targets for the coming week: what needs to be learnt, understood, developed
Monday
Academic Studies Focus:
Key points
Actions
Classroom-Based Studies Focus:
Key points
Actions
Tuesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Wednesday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Thursday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Friday
Registration
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5 P6
Mon University of Lincoln
Tue
Wed
Thur
Fri
Previous Targets:
Trainee review and reflection
Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor to sign:
Date:
Trainee to complete below: Observed lesson this week: Class Teacher :
Date:
Postgraduate Certificate in Education (Secondary)
University of Lincoln 2017-2018
Postgraduate Student Handbook
St George’s Academy Partnership
Dr Rachael Sharpe rsharpe@lincoln.ac.uk
Programme Leader
Please note this Handbook is for guideline use only and may be subject to minor changes due to unforeseen circumstances.
Table of Contents
Introduction ............................................................................................................................ 303
School of Education staff ....................................................................................................... 304 Programme description .......................................................................................................... 305 Programme outcomes............................................................................................................. 306 Programme structure .............................................................................................................. 308 Guidance on assignment writing ............................................................................................ 309
General guidance on the research project assignments.......................................................... 311 Foundations of Education module ......................................................................................... 314 Foundations of Education module assignments ..................................................................... 315 Researching Education module.............................................................................................. 317 Researching Education module assignments ......................................................................... 318
Assignment feedback ............................................................................................................. 321 Communication between staff and students .......................................................................... 322 Student responsibilities and administrative procedures ......................................................... 323
Academic and pastoral support .............................................................................................. 325 Assessment regulations .......................................................................................................... 326 Academic offences ................................................................................................................. 327
Marking Criteria for Written Coursework ............................................................................. 329 PGCE Assignment Feedback Form ....................................................................................... 330 PGCE Assignment Feedback Form ....................................................................................... 331
PGCE Assignment Feedback Form ....................................................................................... 332 PGCE Assignment Feedback Form ....................................................................................... 333
Introduction
Welcome to the Postgraduate Certificate in Education for Secondary (PGCE Secondary) at the University of Lincoln. We hope that this is going to be a productive, if challenging, year for you. This handbook aims to give you an overview of the PGCE (Secondary) programme and provides information that should support you through completing your two modules – Foundations of Education and Researching Education - that make up your PGCE (Secondary) programme. The PGCE (Secondary) programme at the University, like all academic subjects, is constantly evolving. Consequently, the programme may be subject to some changes from year to year. These may take the form of minor amendments to module assessments, or the addition or occasionally withdrawal of optional module assessments.
School of Education staff
When phoning from outside of the university, prefix the extension number with 01522 and 88 for extensions beginning with 6 or 83 for extensions beginning with 7
Add @lincoln.ac.uk after the email prefixes given below
All tutors’ offices can be found in the Bridge House building
Name Extension Email + @lincoln.ac.uk Academic Staff: Professor Ian Abrahams 7060 iabrahams Head of School Dr Sarah Amsler 6673 samsler Reader Dr Julian Beckton 6758 jbeckton Senior Lecturer Dr Anita Backhouse 6296 abackhouse Senior Lecturer Dr Carol Callinan 7315 ccallinan Senior Lecturer Dr Jennifer Johnston 6246 jjohnston Senior Lecturer Dr Rachael Sharpe 6211 rsharpe Programme Leader for the PGCE (Secondary) Senior Lecturer Dr Joss Winn 6075 jwinn Senior Lecturer Administration Staff Miss Beverley Potterton 6236 bpotterton Senior Administrator / PA Mrs Michelle Garvey 6238 mgarvey Administrator All members of the teaching staff team have offices located in the Bridge House building. PGCE administrative issues should be directed to Michelle Garvey (Tel. 6238 / mgarvey@lincoln.ac.uk), who are based in Bridge House.
The Subject Librarian is Oonagh Monaghan (tel: 6078; omonaghan@lincoln.ac.uk). Oonagh is located in the University Library.
Programme description
1. Overview This programme is designed to provide the necessary intellectual grounding and research skills for training teachers who are undergoing initial teacher training with partner secondary education institutions. This course has been carefully developed in collaboration with our partner schools, to ensure a curriculum and mode of teaching that is in line with employer expectations. Our partner schools have chosen to work with us because of our record for outstanding teaching and research. The academic content of this programme is integrated with Initial Teacher Training at one of our partner institutions’ School Centred Initial Teacher Training (SCITT) Centres, so that students / trainee teachers emerge from the course with an understanding of how academic knowledge and research are integral to their careers and to the development of education. The Postgraduate Certificate in Education (PGCE) is normally taught on one day a week. The PGCE modules Foundations of Education and Researching Education are taught for one and a half hours each. These are led by academic staff from School of Education but are also normally attended by teaching staff from the schools. They work with academics and students to help ensure that the links between theoretical, conceptual, empirical and research skills and the practice of teaching are clear. Academic staff will be in attendance at many of the second group of sessions that are led by our partnership schools normally on the same day and will also work to ensure that students have an integrated experience across the two elements of their programme. Core to the programme is an Action Research Project which takes place in the last teaching term. This is an individual project in an area of interest to the students and the final assessment for each of the two modules is a report which discusses different aspects of this project. The report for Foundations of Education focuses on how the knowledge and theory have shaped the research questions. The report for Researching Education evaluates the research design, the methodology and the analysis of the data and the interpretation of the findings and their significance. The PGCE modules are at Master’s level and students can use the 60 credits achieved towards a Master’s in Education and they have other opportunities to progress within the School of Education via an PhD (Professional) in Education or a PhD programme. 2. Aims
The aims of this programme are to:
Help training teachers become critical educators who are able to research their own practice and
context, produce new knowledge based on this research and adjust and influence their own
practice and field
Develop a rigorous PGCE programme to support the training of teachers in schools
Equip teachers with the knowledge and skills to become effective and progressive professionals
who work to support the diverse group of students they teach and who can adapt to changes in
their careers and contexts.
Provide a programme which can be adapted for use with a range of partner secondary
educational providers who train teachers.
Contribute to the training of teachers in Lincolnshire.
Equip students with Master’s level attributes.
Programme outcomes
1. Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of:
1. The disciplines, theoretical frameworks and empirical studies that provide insight into students, their capabilities, their learning and the factors which affect it. (Teachers’ Standards 1,2,3,5 and 7)
2. The theoretical and empirical literatures conceptualising teaching and the role of the teacher. (Teachers’ Standards 1 and 5)
3. Different pedagogical approaches and their relationship to diverse students and their learning.
(Teachers’ Standards 2, 3 and 5)
4. The role of curriculum in schooling and its relationship to secondary students’ learning, and specific
insight and knowledge regarding the history and development of the curricula student teachers are teaching. (Teachers’ Standards 2, 3, 4 and 5)
5. The ways in which they can critically interpret a range of school, local, national and international
data and the ability to evaluate the usefulness of this information in planning teaching and understanding educational outcomes. (Teachers’ Standard 6).
6. The historical and philosophical literature on the ethics and values which have underpinned the organisation and societal role of schools and other educational establishments. (Teachers’ Standard 8)
7. A range of qualitative and quantitative methodologies for research and an understanding of how to
use them ethically and appropriately to gather data in different contexts (All Teachers’ Standards).
2. Subject Specific Intellectual Skills On successful completion of this programme you will be able to:
1. Critically analyse and synthesise academic literature from the core educational disciplines which inform educational studies and practice. (All Teachers’ Standards)
2. Use academic theories, concepts and evidence from core educational disciplines to reflect upon current practice and develop ideas for appropriate modifications to practice. (All Teachers’ Standards)
3. Interpret and use primary and secondary data to develop insight into teaching, student learning and educational outcomes. (All Teachers’ Standards)
4. Design modest research projects that provide insight into their own or others' teaching and student
learning and the factors which impinge upon it. (All Teachers’ Standards)
3. Subject Specific Practical Skills On successful completion of this programme you will be able to:
1. Communicate complex theoretical, conceptual and empirical studies and discuss their implications for practice. (All Teachers’ Standards)
2. Discern where primary and\or secondary research can and cannot be used to enhance practice. (All Teachers’ Standards)
3. Effectively design research projects that explore educational problems and generate data that can
be used to inform and develop future practice. (All Teachers’ Standards)
4. Use theoretical and conceptual tools to understand a range of dimensions of teaching practice and students' education and to use these to suggest helpful modifications (All Teachers’ Standards).
4. Transferable Skills and Attributes On successful completion of this programme you will be able to:
1. Draw upon and ethically use research skills: such as, interviewing, listening, observing, doing ethnography, conducting a survey and analysing qualitative and quantitative data. (All Teachers’ Standards)
2. Understand and have empathy for pupils who are negatively affected by inequalities and other difficulties and who work to create conditions which transform and empower all students. (All Teachers’ Standards)
3. use advanced communication skills: such as advanced academic writing skills, report writing, presentation skills etc. (All Teachers’ Standards)
4. Act as an effective reflective and research informed educator. (All Teachers’ Standards)
Programme structure
Master’s Level Title Credit Rating Core / Optional
Foundations of Education 2017-18 30 Core
Researching Education 2017-18 30 Core
Guidance on assignment writing
All assignments are to be submitted through the Blackboard site. In writing your assignments the following points should be considered: Use a formal style – when writing avoid the use of colloquial, informal, emotional language
and poetic wording, and take care with the use of ‘some’ and ‘prove’. Try to use more positive
wording such as: a number of students felt that, several teachers thought that, the data shows
that, it was found that or I found that (It is acceptable to write the assignment in the first
person). Try to avoid the use of ‘must’, ‘should’ and ‘ought to’ as these can suggest that there
is no other way limiting your arguments as well as forcing the reader to think or feel in a
particular way.
Critically explore the topic – when writing critically reflect on what you read, avoid merely repeating what you find in books, journals, online websites etc. Be critical – evaluate the arguments, the data, the analyses and conclusions that you read. Are they appropriate? Are they applicable? Are they accurate? Does the theory reflect the practice? Do the points made actually support the assignment question? Do other authors agree or disagree? Why / why not? Take care with your own opinion - whilst you will often need to provide an opinion or critical comment be careful to avoid being emotional or controversial in your statements. Ensure that your arguments are supported and substantiated with the literature. Grammar – be consistent with your tenses. Are you going to use the past or present? Generally speaking the past tense such as “it was found that…” is used. Avoid overuse of particular sources - try to avoid the overuse of one or two key texts. Explore a variety of authors and not just in particular books or website, consider journal articles that have been peer reviewed as these may also add to your arguments. Internet sources - whilst these can be useful, be vigilant! Is the website a reputable source? Has it been peer-reviewed? Consider whether you would rate the site as being worthy in an academic piece of writing to substantiate your argument. Referencing - You must ensure that all your assignments include a reference list only; you are not required to complete a bibliography. For referencing ensure you use Harvard referencing and refer to the referencing guide here: http://guides.library.lincoln.ac.uk/learn/referencing.(A reference list contains only those sources you actually referred to in your assignment. So, for each resource on your list, there will be some citation in your assignment). Quotations – use quotations sparingly and only quote something when you have good reason to do so. Make sure you integrate your quotations and show how it supports your arguments. Make sure you follow the guidelines for setting out quotations. In-text citations – make sure that you write the author and the year, for example “Brook (2015) has found that ….”
Use of sources – remember if you use an author’s words, ideas, arguments or points you MUST always acknowledge them. This is important to remember. If you copy, paste or steal work from an author and claim /pretend that it is your own work, you are committing plagiarism which is a serious academic offence (See Taught Postgraduate Regulations 2017-2018 for further information). Always remember your spelling, punctuation and grammar! Layout of your work - The following aspects are here to guide you through writing your assignments:
Ensure your name and the module code or name appears in the header of each page of your assignment:
Module code for Foundations of Education assignments: EDM9166 Module code for Researching Education assignments: EDM9167
It is acceptable to write the assignment in the first person, such as “I was able to, I found that…’
Ensure you follow and comply with the Harvard style of referencing; please see the online pdf here: http://guides.library.lincoln.ac.uk/learn/referencing.
It is recommended that you use:
o Font size 12 o 1.5 line spacing o Left margin at 3cms o Justified margin at 2.5cms o Page numbering
An assignment can be up to 10% under the specified word length or not more than 10% over
the specified word length
You should write the total word count at the end of your assignment, please note that the word
count does not include figures, tables or your reference list.
If you need any advice, guidance or support with your writing do contact Dr Rachael Sharpe (rsharpe@lincoln.ac.uk).
General guidance on the research project assignments
Action Research:
Action Research is ‘research designed to improve action’ (Bassey, 1990, 39), improve learning with social intent (McNiff and Whitehead, 2006, 31) ‘The intention to improve practice often results in action research being cyclical, because striving for improvement is seen by many practitioners (teachers, social workers, managers, etc.) as an ongoing professional commitment’ (Bassey, 1990, 39). ‘Investigating your work and finding ways to improve it means that you now become a knowledge creator’ (McNiff and Whitehead, 2006, 16). Emphasis is being placed on teachers adopting professional behaviours and taking responsibility for mapping their own learning and to develop new knowledge to inform their practice. In the context of lifelong learning it is expected that teachers continue to reflect on their practice in a systemic way; undertake classroom research; incorporate into their teaching the results of classroom and academic research; evaluate the effectiveness of their teaching strategies and amend them accordingly (Commission of the European Communities, 2007). Action research has been seen as integral to the professional development of teachers and, indeed, for teaching to be classified as a profession. Methodological assumptions of action research:
Action researchers do not do research on others, but do it on themselves, in company with others. Action research is participatory and collaborative in the sense that it takes place in social contexts and involves other people.
Action research begins with the experience of a concern and follows through a developmental process which shows cycles of action and reflection. It aims to demonstrate relationships of influence.
Action researchers aim to investigate their practice with a view to improving it. Change is understood as people improving learning to improve practices.
(McNiff and Whitehead, 2006, 32)
Assignment 2: Research Project for Foundations of Education and Researching Education Assignment 2 in both Foundations of Education (FoE) and Researching Education (RE) involves you carrying out your own action research project. Whilst there are two assignments that you produce, they will both be from the same action research project you undertake. The purpose of the action research project is for you to demonstrate your development as a reflective practitioner and demonstrate your ability to undertake research in a particular area of your choice. The action research project will address areas of the Teachers’ Standards that relate to your own development as a professional including your own curriculum area, issues relating to the wider life of the school and other aspects impacting on learning. For the action research project you are able to research a particular area that you are interested in, identify a problem or something of professional concern to you as a student teacher. The concept of self-reflection is essential. In general ‘researchers do research on other people’ (McNiff, 2002, 12). However, when undertaking action research, ‘researchers do research on themselves’ (McNiff, 2002, 12). Action researchers enquire into their own practices, beliefs, values, etc. You could identify an area of professional concern that would provide a focus for the study. A good way to begin is with the question;
How can I teach in a way that….?
How do I improve my practice as a teacher in relation to....?
The following as some examples of topics/areas of concern that you may like to consider:
Assessment
Behaviour
Context based learning
Gifted and talented students
Pupil progress
Pupils’ attitudes
Pupils’ learning and understanding
Special Educational Needs and Disabilities
The use of particular learning equipment in schools, such as ICT
The use of particular learning spaces in, or around school
Whole school policy and practice
Etc. … The list is not exhaustive
Action Reflection Learning Cycle:
What do I have to do?
Undertake a small-scale action research project.
You must identify a problem or something of professional concern to YOU as a student
teacher.
The problem/issue/concern may be specific to the classroom setting and therefore it may
be a problem/topic of interest that arises.
Is the problem/professional concern realistic? Can it be addressed within the time frame?
Once you have identified a problem/topic of interest you will undertake a small-scale study
Posing the title of your project as a question may help focus your research and writing
within the two assignments.
Please note that the title you give to your research will be the same for both assignments in
the Foundations of Education and the Researching Education modules.
You will be asked to complete an ethics form for your research project and this will go
through the School of Education’s Ethics Committee.
You will have many opportunities (both formal and informal) throughout the year to discuss your ideas for research with the programme leader, Dr Rachael Sharpe (rsharpe@lincoln.ac.uk). References: Bassey, M. (1990) On the nature of research in education. Research Intelligence, BERA Newsletter, (36) 35 – 44. McNiff, J. and Whitehead, J. (2006) All you need to know about action research. London: Sage.
Foundations of Education module
Module Code: EDM9166M What is ‘Foundations of Education’? This is one of two modules making up the Postgraduate Certificate in Education (Secondary) programme. It is a 30 credit Master’s level module. The module is intended to ensure that you as training teachers have a thorough and critical understanding of the research and theoretical literature relevant to your field of practice: the fields of knowledge engaged with will relate directly to the Teachers’ Standards. The module adopts a broad educational studies approach and incorporates the range of disciplines considered most relevant to the topics and issues studied. These will include history, politics, society and philosophy. The module aims to give you the confidence to research the existing literature and to draw upon this work to usefully contribute to research, and to schools both as educators with responsibility for your own students and as colleagues contributing to the overall development of the schools they work in. A key feature of the module is the action research project which is carried out in the final term of the module. You will be supported and supervised to carry out research in an area of your own interest. This will facilitate your understanding of how to draw upon educational knowledge and theory to develop research questions, analyse data and interpret the significance of their findings. Specific topics may include: the role of secondary schools; diverse students and their learning; teachers and teaching; school ecology; pedagogy; curricula; student-teacher relationships; digital literacy; quality processes and standards; school cultures and ethics; inclusive educational policy and practice; special educational needs and disability; and, the role of teaching assistants. Module Learning Outcomes
Learning Outcome 1: Students are able to demonstrate an awareness of the interaction of
research with educational practice. (A variety of Teachers’ Standards). Learning Outcome 2: Students are able to undertake research and analyse their data in terms of
educational theory and practice. (A variety of Teachers’ Standards). Learning Outcome 3: Students are able to critically analyse and synthesise academic literature
from the core educational disciplines which inform educational studies and practice. (All Teachers’ Standards).
Learning Outcome 4: Students are able to critically apply academic theories, concepts and
evidence from core educational disciplines to reflect upon current practice and develop ideas for research and appropriate modifications to practice. (A variety of Teachers’ Standards).
Learning Outcome 5: Students are able to demonstrate advanced communication skills: such as
advanced academic writing skills, report writing, presentational skills etc. (A variety of Teachers’ Standards).
Foundations of Education module assignments
For this module you will complete three assignments. The assignments for the Foundation of Education Module are as follows:
Anonymity All names of schools, teachers and their pupils mentioned in any of the assignments both formative and summative must be suitably anonymised.
Foundations of Education 1
How does educational policy impact on professional practice? Illustrate your
answer with reference to one educational policy (e.g. behaviour, SEND, literacy,
numeracy etc.).
2000 words for 20% of the module
Hand in date: 9.00 am Tuesday 20th February 2018
The purpose of this assignment is to enable you to critically discuss and analyse education policy making links to educational research and professional practice. You may want to draw on a particular area of the policy and reflect on it using research and literature on that particular area.
Assignment Assessment
length Assignment weighting
Learning Outcome(s)Tested
Due Date
Foundations of Education 1
2000 words 20% LO1, LO5 20th Feb 2018
Foundations of Education 2
3000 words 80% LO2, LO3, LO4, LO5 26th July 2018
Foundations of Education 2:
Research Project
A research report examining the literature and research question.
Title: You will choose your title dependent on your study
3000 words for 80% of the module
Hand in date: 9.00am Thursday 26th July 2018 In this report you will be asked to write about the area of your research and context of it. This will take the form of a literature review and include an analysis of the literature. The structure may be as follows: Introduction (around 500 words): The section should be about the nature and purpose of your chosen research area. It may include:
the rationale for choosing the topic (What is my concern? Why was I concerned?)
why you chose this topic/area of research?
introduction and brief background to research
Literature Review (around 2000 words): This section should contain a critical review of the literature on your chosen research topic/problem/concern. The section may contain:
Conceptual issues,
Definitions of key terms,
Evidence of wider reading of relevant literature,
Relevant literature that supports the argument and development of the chosen topic, An analyses/ synthesizes of strengths and weaknesses of current research of chosen topic.
Conclusion (around 500 words): This final section should conclude what you have found out from the literature review, a summary
and analysis of main points that support the intention and reason for the study. You should clearly
identify the research questions that you will aim to address in your Researching Education module
report. You should be able to draw out your research questions from the literature review, then
clearly state and summarise them here.
Researching Education module
Module Code: EDM9167M What is ‘Researching Education’?
Researching Education is a 30 credit Master’s level module specifically designed to help you develop the research skills needed to investigate all aspects of educational practice and policy. It provides the skills you need to be able to become effective and creative practitioners who can contribute to their schools in the broadest sense. You will become familiar with a range of research techniques by applying them to you own teaching or research context and learning to critically evaluate what is to be gained through their use. A key feature of the module is the action research project, which forms the final assessment and will enable you to carry out research in an area of your interest. This will enable you to see how to design pertinent research projects drawing upon the methodological knowledge and practices from the module. You will also develop insight into how these projects can generate new knowledge relevant to educational policy and\or classroom practice. The module may include: analysing secondary data, research ethics, research design, qualitative interviewing, survey methods, biographical methods, case studies, observational methods, video methods, experimental methods, documentary analysis, ethnography, action research, participatory approaches, researching diverse groups and qualitative and quantitative data analysis. Module Learning Outcomes
Learning Outcome 1: Students are able to demonstrate reflective and research informed
educators and evidence this in their practice (A variety of Teachers’ Standards).
Learning Outcome 2: Students are able to identify appropriate topics for practice based research
and that they can design and conduct modest, ethical research projects that provide insight into their own or others' teaching and student learning (A variety of Teachers’ Standards).
Learning Outcome 3: Students are able to use research to understand and propose strategies
which aim to develop teaching practice (A variety of Teachers’ Standards). Learning Outcome 4: Students are able to critically apply developed research skills: such as,
interview skills, listening skills, observational skills, ethnographic skills data analysis skills and survey design (A variety of Teachers’ Standards).
Learning Outcome 5: Students are able to demonstrate advanced communication skills: such as
advanced academic writing skills, report writing, presentation skills etc. (A variety of Teachers’ Standards).
Researching Education module assignments
For this module you will complete three assignments. The assignments for the Researching Education Module are as follows:
Anonymity All names of schools, teachers and their pupils mentioned in any of the assignments both formative and summative must be suitably anonymised.
Researching Education Assignment 1
As reflective and research informed practitioners, use your classroom observations and
your reading of relevant literature to critically discuss how teachers set up effective learning environments at the beginning of the school year.
2000 words for 20% of the module
Hand in date: 9.00 am Tuesday 31st October 2017
You should address the question by drawing on your observations at the start of the academic term. You should also consider the limitations and benefits of using your observations to address the question. You should reflect on the effectiveness of using observations as method to address this question.
Assignment Assessment
length Assignment weighting
Learning Outcome(s)Tested
Due Date
Researching Education 1
2000 words 20% LO1, LO5 31st Oct 2017
Researching Education 2
3000 words 80% LO2, LO3, LO4, LO5 26th July 2018
Researching Education Assignment 2: Research Project
A research report examining the methodology, analysis and evaluation of their findings.
Title: You will choose your title dependent your study
3000 words for 80% of the module
Hand in date: 9.00am Thursday 26th July 2018
In this report you should write about the methodology and the process of your data collection, the analysis and conclusions from your data as well as an evaluation of your project.
The structure may be as follows: Methodology (around 500 words): This section will explain what you did and why you did it, research methodology and methods. It may include:
A brief explanation of the educational research paradigm - Action Research
The research questions and how they can best be addressed – explain what particular types of techniques and approaches will be used to address the research question(s)
A description of the research approach/design that you undertook, the method(s), the procedures for data collection, sampling and sample sizes, justification for their methods, ethical consideration, reliability and validity
How you intend to go about presenting the data you collected – use of statistical tests, thematic analysis etc.
You should refer to relevant literature on methodological approaches as this will support build the argument and research design. If you undertook a pilot investigation you should include this here as well as any validation work that may have been undertaken. Analysis of the data (around 2000 words): This section should present and discuss the results and findings in relation to the research aims of the study. In this section you will address the research question(s) that you posed by analysing and synthesising the data you collected, addressing any key areas that emerged from the data and critically critique, and interpret the data. You should critically analyse your findings, this may include looking for emergent patterns, themes (thematic analysis), running statistical tests, triangulation of data, etc., or presenting issues that have arisen, avoid being too descriptive. Results should reflect thorough and clear analysis and discussion; include pros and cons of findings; answers and analyses Discussion and Conclusion (around 500 words): This section should summarise the main findings from your investigation and present the outcomes of the study. Clearly articulate the relationship of conclusions to the relevant literature and reflections on the analysis. You could revisit the original research question(s) and/or aim(s) and reflect on this in the general context of the research area you have explored.
This section should also evaluate the strengths and weaknesses of the investigation you undertook. Identify the implications for this study and future action research considerations for professional practice and reflect upon your learning and development from this process. The section could include:
Aspects that worked well and aspects that could have been developed further
Aspects that could have been investigated in a different way
Areas that the investigation suggests requires further research
Implications for practice within the context that the research was undertaken
Assignment feedback
All students will receive annotated (reviewed) feedback within 15 working days submission date
along with a potential grade for the assignment. Drafts of work are not to be submitted; however
you will be working closely with your personal tutor on your research project where there will be
time to discuss the project in detail.
All grades are indicated as potential grades until they have been ratified by the final exam board.
Assignment Assignment weighting
Due Date Feedback date
Researching Education 1 20% 31st Oct 2017
20th Nov 2017
Foundations of Education 1 20% 20th Feb 2018
12th Mar 2018
Foundations of Education 2 80% 26th July 2018
15th Aug 2018
Researching Education 2 80% 26th July 2018
15th Aug 2018
Communication between staff and students
If we wish to contact you:
We will usually try to contact individual students by e-mail in the first instance. It is imperative that you check your university email address regularly.
We will post a notice on an appropriate Blackboard page. Blackboard can be found at http://blackboard.lincoln.ac.uk and can be accessed on or off campus. Please ensure that you check Blackboard regularly. If you are having difficulties with Blackboard, please email blackboard@lincoln.ac.uk.
We may telephone you. Please make sure you have provided up-to-date contact numbers.
We may use the post—to your local address and sometimes also to your home address if this is
different.
Please ensure that the School of Education administrative staff have your current address and telephone number. If you wish to contact a member of staff you can do so in several ways:
Email: the most convenient and efficient way to contact tutors.
In person: all staff provide ‘office hours’ and the main administrative office in Bridge House will be
able to help. Please email the member of staff you wish to meet with to arrange a meeting.
By leaving a phone message. All staff have voice mail boxes attached to their phone numbers on
which you can leave a message.
From time to time, owing to staff illness for instance, it may be necessary to cancel a session.
Notice of cancelled sessions will be posted on Blackboard. Students who make long journeys to the university are advised to check Blackboard before leaving home.
Student responsibilities and administrative procedures
1. Attendance: Registers are maintained for all sessions. You should always notify your Programme Leader via email when you are ill and unable to attend classes. If you are unable to do so please notify School Admin Office by telephone. 2. Submission of assignments: Each module has one or more elements of assessment within it, each with its own deadline. It is your responsibility to organise your time so that all the work is completed before the deadline. Assessed work should be submitted through Blackboard before 9.00am of the hand-in day. Please note that there will always be a deadline for the receipt of assignments and work received after this time, without an approved extension, will be deemed late (please see Postgraduate Taught (PGT) Regulations for further information please check: http://secretariat.blogs.lincoln.ac.uk/university-regulations/) All assignments must be word-processed. They must also have a reference list in line with the Harvard system.
Please submit an electronic copy of your assignment via Blackboard. Ask your tutor if you are unsure how to do this.
Always retain a copy of assignments, both in hard and soft copy, when you have submitted your coursework (email assignment to yourself as a backup).
Please do not submit your written work in paper form but rather submit it directly through Blackboard.
If you are ill, then you should tell your tutor(s) on all relevant modules. A doctor’s note will be needed if you are presenting a claim for extenuating circumstances relating to your illness. If you have severe difficulties for non-medical reasons you are strongly advised to see the Programme Leader. Problems caused through leaving the production of assignments until the last minute, (e.g. the unavailability of texts, the crashing of the computing system on the day of the hand-in) will not entitle you to an extension (please see (PGT) for further information). 3. Feedback on assignments In normal circumstances, assignment feedback will be made available on Blackboard and it should be returned to students within 15 working days of the published submission deadline, i.e. students submitting work before the published deadline should not have an expectation that early submission will result in earlier return of work. Assignment feedback should normally be written and supplemented where appropriate with oral comments. Please see marking and grading policy for further information - http://secretariat.blogs.lincoln.ac.uk/files/2013/08/Marking-and-Grading-Policy3.pdf 4. Change of address: You must notify the School Admin Office and the Programme Leader of all changes of address, both home and term-time. 5. Health and safety
The University regards the occupational health and safety of its employees and students as being of the highest importance. It is the University’s policy to seek to provide safe and healthy working conditions and the active support of all employees and students in achieving these objectives is essential. ALL FACILITIES ARE NO-SMOKING AREAS
Academic and pastoral support
For some of you, the University of Lincoln is a new environment in which to work; for others, it is somewhere you have already spent a great deal of time. Whether you are a new or returning student, it is quite normal to feel apprehensive at the beginning of a fresh course of study at university. If you are feeling apprehensive, remember that there are many people within the university available to help you. Queries about the work for a particular module should be addressed to your tutor for that module. Other sources of academic and pastoral support are listed below. 1. Programme Leader The person whom you should see with other queries or difficulties, and for academic advice in relation to the course rather than a module, is your Programme Leader. If there are any circumstances which are adversely affecting your academic performance you are strongly advised to discuss these with your Programme Leader as soon as possible. 2. Subject Librarian The Subject Librarian with responsibility for the subject is Oonagh Monaghan. Oonagh can be contacted in the Library, (Tel. 6078, omonaghan@lincoln.ac.uk). Subject librarians play a key role in ensuring that learning resources allocated provide you with effective learning support and guidance. Oonagh can be your first point of contact with Learning Resources on any subject relating to resource issues. She can also advise you on the use of various electronic information sources. 3. Student counselling at the University’s Student Services Centre The University also has its own Student Counselling Service where you are able to talk confidentially to a trained counsellor. The university’s counselling service visits the Student Services Centre every week and appointments are bookable by visiting the desk or by calling one of the following number: 01522 886181. All appointments are made in the strictest confidence and any interviews with the counsellor are held in a comfortable and welcoming room within the Student Services Centre. Do not be put off by the public nature of the desk - you need simply say you have a meeting at whatever time - students come through to the Centre for a number of reasons and no assumptions are made by anyone. 4. Careers advice Careers information is available in the Student Services Centre in the Marina Building where you will find information about graduate recruitment, vacation work, applications and interviews, CVs and much more. A substantial amount of careers information is now available on the university’s website: http://adviceservice.lincoln.ac.uk. You should also visit the opportunities@lincoln website at http://uolcareers.co.uk/. 5. Other support offered by the Student Services Centre At this centre you can also:
contact the University’s chaplaincy
discuss financial issues with trained and independent staff
collect information on a wealth of subjects from plagiarism and personal safety to tenancy agreements and TV licences
Assessment regulations
University Regulations can be consulted on Blackboard. 1. Requesting an extension
Extensions may be granted in the case of recent illness or other personal emergency. Extensions may only be granted before the deadline. The Programme Leader is the only staff member allowed to grant extensions to deadlines. You should note that no extensions are given for technical mishaps hence the need for all students to complete work in advance of the relevant hand-in date and to keep two backup copies of work. Generally no extensions will be granted except in cases of illness (supported by a medical certificate) and genuine unforeseen personal or medical problems. Extensions will not be granted for poor time management or losing work through not backing up date files on your computer. Please note that extension lengths are limited by the exam board meetings. Extensions cannot be granted beyond an exam board meeting. Generally extensions are granted for a short period of time. For further information please consult the Taught Postgraduate Regulations: http://secretariat.blogs.lincoln.ac.uk/university-regulations/) 2. Fails and resubmission Non-submission of work is classified as a “FAIL” at the exam board meeting. Failed assessments from the year can be re-submitted after the award board. For further information please consult the Taught Postgraduate Regulations:
Academic offences
1. Appealing academic results Your results from assignments/modules etc. remain provisional until confirmed by College Boards of Examiners. Once results have been officially released, it is possible to ‘appeal’ against the Boards’ decisions. Any disputes with a Board’s decision must be raised promptly – you have 10 working days from the release of results. You are encouraged to try to resolve concerns informally with your tutors or other staff, for example if you think there has been a mistake; otherwise you can ask for a ‘Review’ of the Board’s decision if you have reason to believe that there were some relevant and material circumstances that the Board may not have taken account of when judging your performance. If so, it is your responsibility to provide the evidence about this. There is a form to complete, which you can get from the University Secretariat’s webpage: http://secretariat.blogs.lincoln.ac.uk/student-contention/academic-reviews-and-appeals/ 2. Complaints about the University The University has a Student Complaints Procedure which covers most (but not all) of a student’s experiences. If you think something is unsatisfactory, it is always best to try to resolve it quickly and informally, either directly with those concerned, or with your Personal Tutor or programme leader. In most circumstances, the University will expect you at least to try to do this - many issues arise from simple misunderstandings, lack of proper communication, or administrative or process errors, which can be satisfactorily resolved by swift local action. Your Course Representative may be able to help; and the Students’ Union can also offer advice. If it cannot be resolved informally, the formal process is to set out the issues in writing to your Head of School. There is a form to complete, which you can get from the University Secretariat by emailing: secretariatemail@lincoln.ac.uk . It is your responsibility to provide the evidence about this. The Head of School has the responsibility of looking at the evidence and making relevant enquiries, and then producing a report. If your Head of School is somehow involved in the issues, another staff member will be nominated. The Regulations and other information about the Student Complaints Procedure can be found at http://secretariat.blogs.lincoln.ac.uk/student-contention/student-complaints/ 3. Plagiarism, cheating and other academic offences The University expects to be able to judge students’ academic performance on the basis of their own work, and that a student will not try to obtain an unfair advantage over other students. Academic offences are taken very seriously and can often lead to significant sanctions, such as a reduced honours classification, dropping out of honours altogether, or even failing the course. The University is likely to take a particularly strong view of any case in which one student has copied another, or has obtained ‘ghost-written’ material from a web-site or other source. Whatever such sources may say about ‘fair use’, handing in work that has actually been produced by someone else is likely to be regarded as cheating, unless the source is fully and clearly acknowledged. By far the most common academic offence is plagiarism, which means including in your work, without highlighting this, work actually copied from other people or sources – this includes thoughts, ideas, or images as well as actual text taken from somewhere else. Whenever you are using work not originally produced by you, and are handing that in for assessment in your name, you must state clearly that you are borrowing from the source(s) that you have used. The safest and most satisfactory way is to ensure that text appears as proper quotations, with a full reference
to the author/source given. If you are paraphrasing, it is still essential that you ensure that the person marking your work can easily see that you are using any material that you have found in another source. Academic conventions about referencing should be explained to you at an early stage in your course – if in any doubt, ask your lecturers or Personal Tutor. For those academic disciplines for which the University standard is Harvard referencing, the standards are set down in the ‘Referencing Handbook: Harvard’ which is available online, via mobile app or from the Library. This guide should be used as a definitive guide to Harvard referencing. Where relevant, students will be advised about any other subject-specific referencing standards which apply to their programmes of study. When there are suspicions about a student’s work, s/he will be sent the evidence and invited to attend an interview to discuss the matter. The Regulations and other information about Academic Offences can be found at http://secretariat.blogs.lincoln.ac.uk/student-contention/academic-offences/
Marking Criteria for Written Coursework
Please see marking and grading policy and the PGT regulations for further information: http://secretariat.blogs.lincoln.ac.uk/university-regulations/) 1. General marking framework for postgraduate work The pass mark for a module shall be 50%. The module mark shall be calculated by taking into account the individual assessment component marks according to the prescribed weighting of the assessments. Where a module uses two or more elements of assessment, all elements shall be passed at a mark of at least 50% for the module to be passed. Compensation may be applied by Boards of Examiners, but normally only when a minimum of 40% has been achieved in each element, with an overall module mark of at least 50%. 2. General academic criteria for postgraduate work
Overall result Marking Criteria
Distinction 70%+
70-79% 80-89% 90%+
Excellent work that will:
display a full understanding of area of research and mastery of a significant body of data
use full range of sources, used selectively to support argument
provide a coherent and strong argument
display originality in analysis and subtlety of interpretation
be exceptionally well written and presented
present the possibility of publication. High quality throughout with an excellent understanding of the subject. Showing insight and potential for publication with some revisions. Exceptional insight and of publishable quality.
Good Pass 60-69
60-64% 65-69%
The work will:
display effective use of main materials, going beyond the standard secondary sources
present coherent and concise argument of complex concepts
present independent and critical evaluation of a range of theories
show some evidence of originality
be written and presented to good academic standards. Well-developed argument and evaluation. Approaching excellence in some areas.
Pass 50-59%
50-54% 55-59%
The work will:
display a sound knowledge of principal materials relevant to area of study
present a logical structure, though this may not be fully thought through
display some capacity to critically reflect or analyse
be unlikely to show evidence of originality
be presented and written to adequate academic standards. Generally accurate and sound understanding of area of study. Approached good pass standard in several areas.
Fail <50
40-49% 30-39% <30%
Many of the basic materials will be present but the work will be lacking in other areas, such as,
key information sources and content which will be limited
unsophisticated use of key sources
poorly structured and sustained argument displaying limited knowledge
conceptual understanding, as exemplified in critical evaluation is poor.
defects in presentation Overall knowledge limited and poorly presented. Very poor knowledge of subject and weak understanding of issues. Deeply flawed, containing fundamental mistakes.
PGCE Assignment Feedback Form
Assignment Researching Education 1 (20%): How teachers set up effective learning environments at the beginning of the school year?
Student Name
Marker
Date
Module Code EDM9167M Module Title Researching Education
Performance component Weighting Mark
Introduction (250 words approx.)
10%
Analysis and Literature (1250 words approx.)
60%
Discussion and conclusion (500 words approx.)
20%
Style (i.e. presentation, accuracy of referencing, clarity of language, ability to express ideas, spelling, punctuation and grammar)
10%
Distinction 70%+
Good Pass 60-69
Pass 50-59%
Fail <50
Total Mark (out of 100%)
Performance component Comments relating to Marking Criteria
Introduction
Analysis and Literature
Discussion and conclusion
Style
Overall comment(s)
Area(s) for development
Please note that the grade and level are conditional subject to ratification at the academic board.
PGCE Assignment Feedback Form
Assignment Foundations of Education 1 (20%): How does educational policy impact on practice?
Student Name
Marker
Date
Module Code EDM9166M Module Title Foundations of Education
Performance component Weighting Mark
Introduction (250 words approx.)
10%
Main body (1250 words approx.)
60%
Conclusion (500 words approx.)
20%
Style (i.e. presentation, accuracy of referencing, clarity of language, ability to express ideas, spelling, punctuation and grammar)
10%
Distinction 70%+
Good Pass 60-69%
Pass 50-59%
Fail <50%
Total Mark (out of 100%)
Performance component Comments relating to Marking Criteria
Research methodology
Analysis of the data
Discussion and conclusion
Style
Overall comment(s)
Area(s) for development
Please note that the grade and level are conditional subject to ratification at the academic board.
PGCE Assignment Feedback Form
Assignment Foundations of Education 2 (80%): Action Research
Student Name
Marker
Date
Module Code EDM9166M Module Title Foundations of Education
Performance component Weighting Mark
Research methodology (500 words approx.)
20%
Analysis of the data (2000 words approx.)
50%
Discussion and conclusion (500 words approx.)
20%
Style (i.e. presentation, accuracy of referencing, clarity of language, ability to express ideas, spelling, punctuation and grammar)
10%
Distinction 70%+
Good Pass 60-69%
Pass 50-59%
Fail <50%
Total Mark (out of 100%)
Performance component Comments relating to Marking Criteria
Research methodology
Analysis of the data
Discussion and conclusion
Style
Overall comment(s)
Area(s) for development
Please note that the grade and level are conditional subject to ratification at the academic board.
PGCE Assignment Feedback Form
Assignment Researching Education 2 (80%): Action Research
Student Name
Marker
Date
Module Code EDM9167M Module Title Researching Education
Performance component Weighting Mark
Research methodology (500 words approx.)
20%
Analysis of the data (2000 words approx.)
50%
Discussion and conclusion (500 words approx.)
20%
Style (i.e. presentation, accuracy of referencing, clarity of language, ability to express ideas, spelling, punctuation and grammar)
10%
Distinction 70%+
Good Pass 60-69
Pass 50-59%
Fail <50
Total Mark (out of 100%)
Performance component Comments relating to Marking Criteria
Research methodology
Analysis of the data
Discussion and conclusion
Style
Overall comment(s)
Area(s) for development
Please note that the grade and level are conditional subject to ratification at the academic board.
Teacher Training
2017 - 2018
Notes
Teacher Training
2017 - 2018
Notes
Teacher Training
2017 - 2018
Notes
Teacher Training
2017 - 2018
Notes
top related