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Faculty of Education and Children’s Services School-based Learning: SBL A PGCE Primary and PGCE Early Years PR0001/PR0003 Module Leaders: Jon Clough and Siobhan McKay

2012/2013

This document is available in alternative formats upon request. Please contact ITE Administration on 01244 511586 or email [email protected]

mailto:[email protected]

UNIVERSITY OF CHESTER FACULTY OF EDUCATION AND CHILDREN’S SERVICES PGCE SCHOOL-BASED LEARNING (SBL) HANDBOOK 2012-2013

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Introduction 4

Contacts 5

Dates of School-based Learning 5

University-based Learning 6

PDE - PGCE Early Years 6

PDE - PGCE Primary 6

Mathematics 6

English 7

Science 7

ICT 7

School-based Learning Module Aims 7

Module Learning Outcomes 8

Professional Development 9

School-based Learning and Observation Schedule 11

School-Based Learning Tasks 16

PDE (Primary) 16

PDE (Early Years) 16

Mathematics 16

(Primary and Key Stage One) 16

Maths 17

English 17

Science 17

ICT 17

Absence Policy 18

Contents of the School-based Learning File 19

Lesson Observation 21

Observation of a discrete systematic synthetic phonics lesson 24

Observation of a Mathematics lesson/activity 27

2012-2013 EVALUATION OF PGCE PLACEMENT A SCHOOL-BASED LEARNING -

ASSOCIATE TEACHER 31


PROFESSIONAL MENTOR 35


UNIVERSITY TUTOR 37

RE-ASSESSMENT 39


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Introduction

This handbook is intended to provide support and information regarding School-based Learning. This handbook should be used alongside the School-based Learning Planning Handbook and with reference to the SBL Policies and Procedures Handbook. Electronic copies of these will be e-mailed to school prior to the start of the placement. Please contact ITE Administration on 01244 511586 if you require either of these documents or you have any queries relating to the teachermentor website. Associate Teachers are encouraged to declare any learning and/or physical disabilities in order for the appropriate support to be provided and all documentation is available in various formats. For a full description of the University’s commitment to Equal Opportunities and Diversity, please see the 2012-2013 SBL Policies and Procedures Handbook. The Faculty has made a significant commitment to issues of Safeguarding and e-safety for its Associate Teachers, staff and the children within our Partnership schools. This includes the appointment of a Designated Safeguarding Officer and the construction of a Safeguarding policy and action plan. The Primary and Early Years Programmes were subject to an Ofsted inspection in June 2010 and were awarded a Grade 1 in each Inspection cell. The following were identified as Key Strengths of the Primary provision:

The innovative, determined and highly effective leadership and management of the Primary and Early Years phase with a clear focus on improving communication, strengthening partnership working and raising attainment;

The very accurate and detailed collection and analysis of data to inform priorities and improve practice;

The highly reflective Associate Teachers who demonstrate very good subject knowledge and a clear understanding of how pupils learn;

Very strong centre-based training from a highly effective and experienced team of tutors;

Robust and rigorous assessment procedures, resulting in most Associate Teachers making progress which is at least good;

A rich and creative curriculum which offers Associate Teachers opportunities to immerse themselves in understanding the place of the child in the wider community;

Excellent use of resources, particularly the expertise to be found in partner schools and in the wider community.


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Contacts

University of Chester: 01244 511000

ITE Administration (Partnership Number)

01244 511586 [email protected]

Director of Partnership Lynn Sampson 01244 512734 [email protected]

PGCE Primary Programme Leader

Jon Clough 01244 511013

[email protected]

PGCE Early Years Programme Leader

Siobhan McKay

01244 512121 [email protected]

Head of ITE Tricia Sterling 01244 511002 [email protected]

Associate Dean (QA) Liz Fleet 01244 511580 [email protected]

Dates of School-based Learning

Activity Date Time

Placement dates Monday 12th November 2012 – Friday 7th December 2012 Monday 7th January 2013 – Friday 8th February 2013

(3 x 4 day weeks; 1 x full week) 3 x 4 day weeks Monday – Thursday only; 2 full weeks)

Interim Report w/b Monday 3rd December 2012 In office by Friday 7th December 2012

Final Report w/b Friday 4th February 2013 In office by Friday 8th February 2013. All reports must be received in the ITE Administration office by this date.

Please note, payment will only be made to schools if the Final Report and Professional Mentor SBL evaluation are returned to ITE Administration within 3 months of the end of the placement.








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University-based Learning

Prior to their School-based Learning, Associate Teachers have completed the following: PDE - PGCE Early Years

Before Placement A (Autumn term), Associate Teachers will have discussed/explored:

Professional Values, Teachers’ Standards;

Legislation and recent initiatives;

Learning Theories /models of learning;

Learning through play;

Outdoor provision (focus for Immersion Week in Early Years’ setting);

Introduction to planning and teaching in Early Years Foundation Stage and KS1;

Observation for teaching and learning;

Safeguarding children’s well-being - an introduction Before and during Placement A (Spring term), Associate Teachers will cover:

Diversity and Inclusion (full day Conference);

Behaviour management – positive relationships. SEAL.

PDE - PGCE Primary


Professional Values, Teachers’ Standards;

Theories of learning;

Classroom organisation and management;

Introduction to planning, teaching and assessing;

Behaviour for Learning/ Behaviour Management;

Introduction to Learning and Teaching in a Primary School (Immersion Week in school);

Safeguarding children’s well-being - an introduction. Before and during Placement A (Spring term), Associate Teachers will cover:

Assessment for Learning;

Assessment of Learning;

Introduction to Inclusion and SEND

The role of the Teaching Assistant;

Differentiation;

Provision for more able learners. Mathematics


Overview of the mathematics curriculum in schools;

Principles of teaching mathematics;

The importance of good subject knowledge to good teaching (Williams Report);

The Number System, Counting and Place Value;

Teaching number operations, Informal and formal methods of calculation;

Planning a daily mathematics lesson;

Mental / oral starters;

Fractions and decimals;

2d and 3d Shape (Primary only). Before Placement A (Spring term), Associate Teachers will have discussed/explored:

Mark Making (Early Years).


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English


The structure of the current National Curriculum, Early Years Foundation Stage; the draft national curriculum for English

The governmental initiatives on the roles of systematic synthetic phonics in early reading and spelling.

How to teach the four speaking and listening at KS1 and KS2; How to enunciate the 44 phonemes of English; How to plan a discrete phonics lesson at KS1; How to prepare children at EYFS for the teaching of reading and writing; How to read or tell a story effectively;

Before Placement A (Spring term) Associate Teachers will have discussed/explored:

How to draw on phonic knowledge to teach spelling at KS2; Handwriting – skills and significance. The teaching of grammar and syntax The characteristics of effective teaching approaches to shared reading and writing

and guided group work in reading, writing, speaking and listening; How to motivate and engage children in literacy through relevant games and

activities; How to make use of ICT to enhance learning and teaching in literacy. How to ensure the progress of atypical language learners Learning English as an additional language

Science

The nature and importance of science education in EYFS, KS1 and KS2;

The development of process skills;

The structure of important documentation relating to science;

Constructivism;

Progression in learning using Magnetism as a context;

The nature of scientific enquiry;

Planning lessons in science;

Organisation and management of science in the Primary classroom;

Forces

Materials and their properties;

Sound;

Light. ICT

Introduction to ICT in education; The Teachers’ Standards; National Curriculum from KS1 - 3; The assessment requirements; Accessing information for professional purposes; e-safety issues;

Developing ideas and making things happen – software evaluation and making an interactive story using Textease;

ICT and learning – making a digital video; games-based learning; planning for ICT;

ICT as tool for subject teaching – interactive whiteboard resources;

Half or a whole day in a primary school working alongside an experienced teacher of ICT on a project aimed at developing children’s ICT capabilities.

School-based Learning Module Aims

By the end of the module, Associate Teachers will be able to:


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Demonstrate the Standards for QTS commensurate with their experience;

Gain experience of whole class teaching and develop strategies for the management of learning and behaviour;

Compare, contrast and evaluate their teaching experiences to date and identify professional targets;

Undertake assessment for learning and embrace the issues of inclusion in all they do;

Plan lessons appropriate to children which demonstrate knowledge of National Requirements and priorities.

Module Learning Outcomes

By the end of the module successful Associate Teachers will be able to demonstrate that, commensurate with their experience and with the support of professional colleagues, they: 1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect;

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

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes;

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these;

guide pupils to reflect on the progress they have made and their emerging needs;

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching;

encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

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

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time;

promote a love of learning and children’s intellectual curiosity;

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

reflect systematically on the effectiveness of lessons and approaches to teaching;


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

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

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

make use of formative and summative assessment to secure pupils’ progress;

use relevant data to monitor progress, set targets, and plan subsequent lessons;

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

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

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school;

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;

deploy support staff effectively;

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

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

Professional Development

Associate Teachers must:

1. Take ownership of their professional development through target setting against the Teachers’ Standards particularly in the light of opportunities provided by the individual context.


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2. Ensure they negotiate with the Professional Mentor and classteacher opportunities to teach: English/ Communication, Language and Literacy; Mathematics/ Problem Solving, Reasoning and Numeracy; Science/ Knowledge and Understanding of the World and ICT; and other curriculum areas where possible. Ideally this will include some team teaching.


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School-based Learning and Observation Schedule

1. Over the period of the training the AT must receive a minimum of eight observations (from week beginning 19/11/2012 which will include the following:

o At least two should be focused on literacy/ phonics observations, one undertaken by the CT/Professional Mentor and one by the Subject Co-ordinator.

o At least two should be focused on mathematics observations, one undertaken by the CT/Professional Mentor and one by the Subject Co-ordinator or the mathematics specialist.

2. Associate Teachers must receive subject-specific written feedback, and have targets set, for literacy and mathematics.

3. For Associate Teachers in the Early Years Foundation Stage, these observations should be focused on a relevant adult-directed activity.

Week Beginning

AT Activity in EYFS settings AT Activity in KS 1 and KS 2 Professional Support (PM = Professional Mentor, CT=Class Teacher, UT=University Tutor)

SBL Week 1

Discuss the requirements of the placement with the CT/ PM as outlined in the handbook. Work alongside and shadow the CT. Observe management and organisation of the children, learning environment and the curriculum. SBL Tasks. Select 2 children for Child Profiles (detailed guidance given in PDE) Up to 40% teaching timetable supporting teaching and learning (groups) under teacher’s direction. Shadow a Teaching Assistant and note contribution to children’s learning. Read and make notes on relevant policies including Safeguarding and Child Protection; behaviour management. Gain information about the school and class, e.g. timetable and routines; procedures for start and end of day.

Discuss the requirements of the placement with the CT/ PM as outlined in the handbook. Work alongside and shadow the CT. Observe management and organisation of the children, learning environment and the curriculum. SBL Tasks. Select 2 children for Child Profiles (detailed guidance given in PDE) Up to 40% teaching timetable supporting teaching and learning (groups) under teacher’s direction. Shadow a Teaching Assistant and note contribution to children’s learning. Read and make notes on relevant policies including Safeguarding and Child Protection; behaviour management. Observe a mathematics lesson. Gain information about the school and class, e.g. timetable and routines; procedures for start and end of day.

PM to undertake induction to include SEND, Safeguarding, Health and Safety, Inclusion, Assessment Policies.


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Week Beginning


SBL Weekly Activities (linked to IDP and Standards Profile Log)

Complete your weekly reflection to prepare for the Weekly Review of Progress with the PM. Meet with your Professional Mentor and ensure the Weekly Review of Progress form is completed. Discuss opportunities to observe staff in particular curriculum areas as identified in your SBL targets. Complete activities identified in Individual Development Plan. Take opportunities to pursue professional interests.

Complete your weekly reflection to prepare for the Weekly Review of Progress with the PM. Meet with your Professional Mentor and ensure the Weekly Review of Progress form is completed. Discuss opportunities to observe staff in particular curriculum areas as identified in your SBL targets. Complete activities identified in Individual Development Plan. Take opportunities to pursue professional interests.

PM weekly Review of Progress meeting with the AT to discuss the AT’s weekly reflection, review progress and agree targets. CT and/ or PM weekly observations of Associate Teacher.

SBL Block Week 2

Up to 40% timetable, supporting teaching and learning (groups) under teacher’s direction and using the teacher’s planning for enhanced planning. Lead adult-directed activities of groups across the Areas of Learning and Development. Support learning of individuals and groups in enhanced provision. Observe individual children in continuous provision. Contribute to setting’s observation and assessment procedures. Evaluate all adult-directed activities. If possible, attend the setting’s weekly staff meeting.

Up to 40% timetable, supporting teaching and learning (groups) under teacher’s direction. Teach groups the Core subjects under the teacher’s guidance. Use the teacher’s medium term planning as a guide to writing own lesson plans. Evaluate all lessons taught. Complete assessment grids for individuals and groups at the end of each lesson taught. If possible, attend the school’s weekly staff meeting.

SBL Week 3

Up to 40% timetable, supporting teaching and learning under teacher’s direction using the teacher’s planning for enhanced provision. Lead adult-directed activities of groups across the Areas of Learning and

Up to 40% timetable supporting teaching and learning under teacher’s direction. Teach groups the Core subjects under the teacher’s guidance. Use the teacher’s medium term planning as a guide to writing own lesson plans.


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Week Beginning


Development. Support learning of individuals and groups in enhanced provision. Observe individual children in continuous provision. Contribute to setting’s observation and assessment procedures. Evaluate all adult-directed activities. Observe a synthetic phonics activity in EYFS. If possible, attend and contribute to the setting’s weekly staff meeting.

Evaluate all lessons taught. Complete assessment grids for individuals and groups at the end of each lesson taught. Observe the teaching of synthetic phonics. If possible, attend and contribute to the school’s weekly staff meeting.

SBL Block Week 4

Up to 50% timetable. Lead adult-directed activities of groups across the Areas of Learning and Development. Support learning of individuals and groups in enhanced provision. Observe individual children in continuous provision. Contribute to setting’s observation and assessment procedures. Teach some whole class activities as appropriate. Record assessments of individuals and groups using appropriate formats in the handbook. Gather information to inform medium term planning. Interim Assessment against the Teachers’ Standards.

Up to 50% timetable Use the teacher’s medium term planning as a guide to writing own session plans. Teach the Core subjects to groups and/ or the whole class. Evaluate all lessons taught. Complete assessment grids for individuals and groups at the end of each lesson taught. Gather information to inform medium term planning. Interim Assessment against the Teachers’ Standards.

Joint observation with UT to undertake the Interim Report.

SBL Block Week 5

Up to 50% timetable. Take responsibility for the management and organisation of the whole class. Produce enhanced plans based on

Up to 50% timetable. Teach whole class (Core plus some non-Core subjects). Produce a medium term plan for a non- Core


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Week Beginning


observation of children and discussions with class teacher. Write a rationale for enhanced planning. Write a plan for each adult-directed activity. Evaluate each lesson taught. Use a range of assessment strategies to monitor and record children’s attainment and progress.

and all Core subjects. Write a rationale for each medium term plan. Write a lesson plan for each lesson taught. Evaluate each lesson taught. Complete assessment grids for individuals and groups at the end of each lesson taught. Use a range of assessment strategies to monitor and record children’s attainment and progress.

SBL Block Week 6

Up to 50% timetable. Take responsibility for the management and organisation of the whole class. Write a plan for each adult-directed activity. Evaluate each lesson taught. Use a range of assessment strategies to monitor and record children’s attainment and progress. Discuss any SEND issues with the SENCO and, if possible, contribute to the writing or review of an IEP with the support of the SENCO or class teacher.

Teach up to a 50% timetable. Teach the Core plus some Non-Core subjects to the whole class. Write a lesson plan for each lesson taught. Evaluate each lesson taught. Complete assessment grids for individuals and groups at the end of each lesson taught. Use a range of assessment strategies to monitor and record children’s attainment and progress. Discuss any SEND issues with the SENCO and, if possible, contribute to the writing or review of an IEP with the support of the SENCO or class teacher.

SBL Block Week 7

Up to 50% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant (s). Write a focused task lesson plan for each lesson taught. Over the next two weeks undertake one observation of the English and Mathematics Subject Leader teaching. Arrange for an observation to be completed by the English / Mathematics Subject Leader.

Up to 50% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant(s). Teach the Core plus some non-Core subjects to the whole class. Write a lesson plan for each lesson taught. Evaluate each lesson taught. Complete assessment grids for individuals and groups at the end of each lesson taught. Over the next two weeks undertake one observation of the English and Mathematics


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Week Beginning


Lead whole class lessons eg Circle Time, story, etc. Continue to assess children’s learning following all taught sessions on appropriate recording formats. Evaluate all adult-directed activities.

Subject Leader teaching. Arrange for an observation to be completed by the English / Mathematics Subject Leader.

SBL Block Week 8

Up to 60% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant(s). Over the next two weeks undertake one observation of the English and Mathematics Subject Leader teaching. Continue to assess children’s learning following all taught lessons on appropriate recording formats. Evaluate all adult-directed activities.

Up to 60% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant(s). Write a lesson plan for each lesson taught. Evaluate each lesson taught. Over the next two weeks undertake one observation of the English and Mathematics Subject Leader teaching. Continue to assess children’s learning following all taught lessons on appropriate recording formats. Evaluate all taught lessons.

SBL Block Week 9

Up to 60% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant(s). Continue to assess children’s learning following all taught lessons on appropriate recording formats. Evaluate all adult-directed activities. Complete and return SBL evaluations to ITE Administration Office. Ensure all UBL tasks are completed. Final Assessment against the Teachers’ Standards.

Teach a 60% timetable. Take responsibility for the organisation and management of the whole class, including the work of the Teaching Assistant(s). Write a lesson plan for each lesson taught. Evaluate each lesson taught. Continue to assess children’s learning following all taught lessons on appropriate recording formats. Complete and return SBL evaluations to ITE Administration Office. Ensure all UBL tasks are completed. Final Assessment against the Teachers’ Standards.

Joint observation with UT to undertake the Final Report. PM to discuss with Associate Teachers their progress against the Teachers’ Standards (Standards Profile Log) to set clear targets for PGCE Placement B. PM to complete report form and return to

University of Chester Partnership Office.


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School-Based Learning Tasks

Whilst in the school/setting Associate Teachers should complete the following tasks: PDE (Primary)

Investigate, from a very early stage of School-based Learning, how the school and class teacher use data to inform learning and teaching. Discuss how you will be able to make use of data to inform learning and teaching for a group of children.

Investigate how PSHCE is taught in the school. Discuss approaches for PSHCE with the Subject Leader for PSHCE and complete a minimum of 2 observations of lessons relating to PSHCE.

Track the experiences of a child with specific learning difficulties during a school day, identifying any issues relating to the 3 principles of the National Curriculum Inclusion Statement and/ or the 8 Pillars of Inclusion that emerge.

Pupil Profiles (see additional guidance).

Weekly Reflective Commentaries (see additional guidance). PDE (Early Years)

Consider how class teachers use observations and assessments to inform planning for teaching and learning on a daily/weekly basis. Attend a planning meeting with your class teacher.

Shadow the teaching assistant (if applicable) whilst he/she is working in your class for a day. Consider his/ her role how time is organised and how this is incorporated into planning.

Note how the environment is organised and prepared to enable children to maximise their learning and become independent. Draw a plan of the classroom with defined areas labelled. Also consider accessibility of shared areas such as cloakrooms / toilets for young children.

Be present at the start and end of the day and note the procedures used for safe arrival and dismissal.

Look for examples of learning theories that you have studied in practice.

Pupil Profiles (see additional guidance).

Weekly Reflective Commentaries (see additional guidance).

Mathematics

(Primary and Key Stage One)

Placement A: compile a list of resources observed being used in teaching mathematics and state in what context.

Plan and teach a whole class mental/oral starter

Identify opportunities in which children use talk for learning, dialogic and exploratory learning in mathematics. Make detailed notes as part of a reflective account.

These will be used to inform the assignment for the core subjects. (Early Years Foundation Stage)

Placement A: compile a list of resources observed being used in teaching mathematics and state in what context they are used.

Identify times when you observe mathematical concepts being developed through free play.

Plan for and lead a structured play activity that can be carried out both indoors and outdoors, for a group of children which will develop their mathematical experiences.


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Identify opportunities in which children use talk for learning, dialogic and exploratory learning in mathematics. Make detailed notes as part of a reflective account. These will be used to inform the assignment for the Core subjects.

Maths

During week 2 , plan and deliver a maths mental oral starter to the whole class

Make sure that you are observed teaching mathematics by your class teacher and or professional mentor during the first placement. Use the specific observation sheet for mathematics provided in this handbook.

Make a note of any misconceptions that arise. Gives details of how you or the class teacher support the children to overcome any misconceptions they have.

English

One of your targets for this block of work must relate to enhancing your competence in the teaching of systematic synthetic phonics.

In the first week you should agree your timetable for completing the A Closer Focus on Synthetic Phonics booklet with your Professional Mentor/class teacher. The booklet will be given to you in an English session. It is wise to complete this work as soon as possible so that your achievements can be fully accredited.

On your first placement, you must be observed teaching literacy by your class teacher or Professional Mentor, and receive an observation of literacy teaching

On your first placement, if you are placed in a KS1 class, you must be observed teaching a dedicated phonics session. The form for this will also be provided in an English session.

One of your weekly reflective commentaries must be on the ways in which systematic synthetic phonics is either taught or consolidated (depending on the age groups taught)

You must investigate how the school ensures that children enjoy reading and are motivated to make progress. Please write not more than 500 words on this.

Evidence of all these activities must be given to your English tutor on return from placement.

Science

Take the opportunity to observe and participate in science lessons in each Primary Key Stage (this must include the Early Years Foundation Stage.)

Collect samples of children’s work in science to be used in a University session to consider levelling of children’s work. (These do not necessarily need to be pieces of writing, other evidence may be appropriate.)

Gather information relating to medium term planning within science (this will include school planning, assessment of children, available resources).

ICT

Collect at least one sample of children’s work in ICT from a lesson that you have planned and taught. Be prepared to provide a commentary on how the work was produced in readiness for formative and summative assessment in a University-based session.


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Absence Policy

If you should need to be absent from school due to ill health it is your responsibility to:

Notify the school office before 8:30 am by telephone. It is good manners to do this in person. It is unacceptable to communicate with your class teacher by text message under any circumstance. If you are off for subsequent days you should keep the school updated each day.

Notify ITE Administration either by email ([email protected]) or by phone (01244 511586), both of when your absence began and when you returned to school.

Notify your University tutor as early as possible by telephone and / or email to prevent an unnecessary visit.

Provide the ITE Administration office with copies of any Doctor’s notes or Medical Certificates required.

You are expected to complete a minimum number of days in school. If you are absent for 5 days or more you will be required to make up this shortfall.



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Contents of the School-based Learning File

1. Title Page

Your Name Contact Details Dates of SBL Names of Head teacher, Professional Mentor, classteacher, University Tutor Details of School (address, telephone number, email) 2. Contextual Information

1. Brief overview of your experience to date 2. The letter from the Dean containing your CRB number 3. AT weekly attendance form 4. Previous SBL Report Form 5. Initial SBL Targets (these must be completed with your PAT prior to SBL ) 6. Class Details (Routines, names and ages of children, groupings of children

and classroom plan and existing assessment records) 3. Planning and Assessment

1. Overview of subjects/ Areas of Learning and Development to be taught during SBL

2. Medium-term plans 3. Weekly Timetable – showing your teaching/ observation time/ research/

assessment 4. Planning for the current week 5. Taught lesson plans including relevant assessment records and evaluations 6. Any other Monitoring and Assessment Records including Child Profiles

4. Personal Professional Development

1. Tutor Record of Visit Proforma 2. Records of Observations: classteacher; Professional Mentor; University tutor;

other staff 3. Reflective Commentaries for each completed week of SBL 4. Record of Weekly Reviews of Progress 5. Records of professional development activities e.g. attendance at staff

meeting, Parents’ evenings, participating in school visits, out-of-school clubs, discussions with post holders, observations of teaching, tracking of resources used

6. SBL Tasks Background information on the school, i.e. school prospectus, Ofsted report, Safeguarding/Child Protection, Health and Safety, Inclusion, SEND, Assessment, e-safety. Your notes on these policy documents and your own resource material should be kept in a separate file.


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Your School-based Learning File should be:

Compiled in an A4 ring binder or lever arch file and be clearly divided into sections;

Updated daily and with you in school for inspection by your Professional Mentor, class teacher and University Tutor;

Shared with your class teacher at least once a week, especially with regard to your assessment and planning;

A professional document therefore:

Is shared only with those in the professional setting;

Is free of spelling and grammatical errors, this can be word processed or hand-written. (All handwriting must be legible);

Conforms to the principles set out in the Faculty Ethics Code in your Programme Handbook. Children must be referred to by their first name only.

Photographs of children should only be taken under the direction of the Professional Mentor/class teacher, and must remain the property of the school/setting. You must not use your own camera to take photographs of the children. Photographs of children participating in PE, games or swimming must not be taken under any circumstances.

Please use the checklist to ensure that all of your preparations are in place before your PM inspects your files. Your School-based Learning file is a working document and you are encouraged to annotate it as appropriate in support of your teaching Please avoid using poly-pockets


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Lesson Observation

Associate Teacher: Programme:

Associate Teachers should be observed formally and given

written feedback on a weekly basis, though it is recognised that

informal observation may be undertaken at any time. Please

note NOT all Standards will be or indeed need to be assessed

during each lesson observation. Please report on and grade

QTS Focus initially, then comment on other standards as and if

appropriate.

School: Lesson Topic:

Mentor/Teacher/Tutor: QTS Focus: Date: No in Group and Year Group:

S1. Set high expectations which inspire, motivate and challenge pupils: 4a 4b 3 2 1 (S1a) Establish a safe and stimulating environment for pupils, rooted in mutual

respect;

(S1b) Set goals that stretch and challenge pupils of all backgrounds, abilities

and dispositions;

(S1c) Demonstrate consistently the positive attitudes, values and behaviour

which are expected of pupils.

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

4a 4b 3 2 1 (S2a) Be accountable for pupils’ attainment, progress and outcomes;

(S2b) Be aware of pupil’s capabilities and their prior knowledge, and plan

teaching to build on these;

(S2c) Guide pupils to reflect on the progress they have made and their emerging

needs;

(S2d) Demonstrate knowledge and understanding of how pupils learn and how

this impacts on teaching;

(S2e) Encourage pupils to take a responsible and conscientious attitude to their

own work and study.

S3. Demonstrate good subject and curriculum knowledge 4a 4b 3 2 1 (S3a) Have a secure knowledge of the relevant subject(s) and curriculum areas,

foster and maintain pupils’ interest in the subject, and address

misunderstandings;

(S3b) Demonstrate a critical understanding of developments in the subject and

curriculum areas, and promote the value of scholarship;

(S3c) 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;

(S3d) If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

(S3d) If teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies.

S4. Plan and teach well-structured lessons 4a 4b 3 2 1 (S4a) Impart knowledge and develop understanding through effective use of

lesson time;

(S4b) Promote a love of learning and children’s intellectual curiosity;


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(S4c) Set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired;

(S4d) Reflect systematically on the effectiveness of lessons and approaches to

teaching;

(S4e) Contribute to the design and provision of an engaging curriculum within the

relevant subject area(s).

S5. Adapt teaching to respond to the strengths and needs of all pupils 4a 4b 3 2 1 (S5a) Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively;

(S5b) Have a secure understanding of how a range of factors can inhibit pupils’

ability to learn, and how best to overcome these;

(S5c) 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;

(S5d) 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.

S6. Make accurate and productive use of assessment 4a 4b 3 2 1 (S6a) Know and understand how to assess the relevant subject and curriculum

areas, including statutory assessment requirements;

(S6b) Make use of formative and summative assessment to secure pupils’

progress;

(S6c) Use relevant data to monitor progress, set targets, and plan subsequent

lessons;

(S6d) Give pupils regular feedback, both orally and through accurate marking,

and encourage pupils to respond to the feedback.

S7. Manage behaviour effectively to ensure a good and safe learning

environment 4a 4b 3 2 1 (S7a) Have clear rules and routines for behaviour in classrooms, and take

responsibility for promoting good and courteous behaviour both in classrooms

and around the school, in accordance with the school’s behaviour policy;

(S7b) Have high expectations of behaviour, and establish a framework for

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

consistently and fairly;

(S7c) Manage classes effectively, using approaches which are appropriate to

pupils’ needs in order to involve and motivate them;

(S7d) Maintain good relationships with pupils, exercise appropriate authority, and

act decisively when necessary.

S8. Fulfil wider professional responsibilities 4a 4b 3 2 1 (S8a) Make a positive contribution to the wider life and ethos of the school;

(S8b) Develop effective professional relationships with colleagues, knowing how

and when to draw on advice and specialist support;

(S8c) Deploy support staff effectively;

(S8d) Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues;

(S8e) Communicate effectively with parents with regard to pupils’ achievements

and well-being.


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Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Standards Profile Log

Dialogue arising out of this lesson. To be focused upon in weekly review meeting.

Mentor/Tutor: ________________________________________________________________________________ Associate Teacher: ________________________________________________________________________


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Observation of a discrete systematic synthetic phonics lesson

Associate Teacher

Observer: Learning objective:

Date:

School:

Age group taught Group/set/whole class

Planning check and discussion after the lesson

Prompts for observer Working towards expectations Meeting expectations* Exceeding expectations

Is the learning objective suitable for the session?

The Associate Teacher can describe what children will learn in this lesson

The Associate Teacher can explain how the activities will ensure the objective is met.

The Associate Teacher can explain and justify how this lesson fits into a planned sequence.

Are assessment for learning opportunities planned?

There is at least one planned AfL opportunity

There is planning for AfL in each phase of the lesson

The planning for AfL clearly links to previous records of attainment

Can the Associate Teacher discuss individual children’s progress?

The Associate Teacher is able to describe children’s learning

The Associate Teacher is able to identify children who struggled and those who excelled and to suggest why

The Associate Teacher is able to analyse individual performance and identify appropriate next steps

Lesson observation: Revisit and Review (duration: mins )

Does the Associate Teacher ensure that the children practise phonemes/ graphemes already taught

The Associate Teacher attempts to remind children about phonemes/ graphemes taught recently

The Associate Teacher ensures all children draw on phonemes/ graphemes learnt recently

The Associate Teacher uses previous AfL data to focus the revisiting of learning for individuals

Is the work active, interactive and well-paced?

Children are active. No time is wasted.

Children interact with each other as well as with the Associate Teacher

Well-paced ,interactive work enhances the learning

Are all children encouraged to take part?

The children are actively engaged throughout.

All children consistently work and contribute at an appropriate level.

There is sensitive differentiation of expectation and activity.


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Lesson observation: Teach (duration: mins)


Is the articulation of the phonemes correct?

The Associate Teacher demonstrates the correct articulation of the focus phonemes

The Associate Teacher demonstrates the correct articulation of all phonemes when modelling blending and/or segmenting

The Associate Teacher demonstrates the correct articulation of all phonemes throughout the lesson

Does the Associate Teacher ensure that children articulate the phonemes themselves?

The children practise articulating the focus phonemes.

The children practise articulating the focus phonemes. The Associate Teacher addresses any errors

The children practise articulating the focus phonemes. The Associate Teacher addresses any errors, recording the information appropriately.

Are the children being taught to blend and/or segment?

The Associate Teacher demonstrates the skills of segmenting and /or blending

The Associate Teacher models the skills of segmenting and /or blending and supports children attempts

The Associate Teacher models the skills of segmenting and /or blending, supports children attempts, analysing and addressing problems immediately.

Is there evidence of new learning, not just consolidation?

The Associate Teacher has planned for new learning

The Associate Teacher shares the new learning with the children

Children can explain what they are learning

Lesson observation: Practise (duration: mins)

Are children given the opportunity to read graphemes in words to practise the phoneme?

The Associate Teacher plans opportunities to read focused graphemes in words to practise the phoneme

The Associate Teacher models reading graphemes in words to practise the phoneme

The Associate Teacher models reading graphemes in words to practise the phoneme, using differentiated examples to meet all children’s needs.

Are children given opportunities to blend phonemes to read words?

The Associate Teacher plans opportunities for children to blend phonemes all through the word in order to read

The Associate Teacher models blending phonemes all through the word in order to read and plans opportunities for children to practise this.

The Associate Teacher models blending phonemes all through the word in order to read and plans differentiated opportunities for children to practise this.

Are children given the opportunity to segment spoken words into phonemes/ graphemes for spelling?

The Associate Teacher plans opportunities to segment spoken words into phonemes/ graphemes for spelling

The Associate Teacher models segmenting spoken words into phonemes/graphemes for spelling and plans activities for children to practise this

The Associate Teacher models segmenting spoken words into phonemes/graphemes for spelling and plans differentiated activities for children to practise this

Are children given the opportunity to write graphemes to spell words?

The children are given the opportunity to write graphemes to spell words

The Associate Teacher models writing graphemes to spell words and gives children opportunities to practise this.

The Associate Teacher demonstrates writing graphemes to spell words, articulating decision-making processes. Children’s activities are differentiated.


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Lesson observation: Apply (duration: mins)


Do the children have opportunities to apply their phonic knowledge and skills in reading and writing activities

Activities enable children to apply their phonic knowledge and skills in reading and writing.

The Associate Teacher models applying phonic knowledge and skills in reading and writing and devises appropriate children’s activities

The Associate Teacher models applying phonic knowledge and skills in reading and writing and devises appropriately differentiated children’s activities

Do activities promote speaking and listening?

The activities integrate speaking and listening strategies to support reading and writing.

The Associate Teacher explains how speaking and listening strategies will support the reading and writing activities.

The Associate Teacher explains how speaking and listening strategies will support the reading and writing activities and targets help for individual children.

Throughout the lesson

Is the lesson multi-sensory, fun and interactive but tightly focused on the learning objective?

The Associate Teacher incorporates multi-sensory, fun and interactive activities.

The Associate Teacher incorporates multi-sensory, fun and interactive activities which support the learning objective.

The Associate Teacher incorporates innovative multi-sensory, fun and interactive activities which support the learning objective.

Is the work of other adults planned well?

The Associate Teacher ensures other adults are briefed.

The Associate Teacher provides planning with the objective explained and key indicators identified.

The Associate Teacher provides planning with the objective explained and key indicators identified. There are opportunities for the other adult to feedback on attainment and offer ideas.

Does the lesson make good use of resources including ICT where appropriate?

Resources are appropriate for the learning objective

Resources are appropriate for the learning objective. They are attractive and engaging.

The Associate Teacher has researched and located or made appropriate resources without the guidance of the teacher.

*If the Associate Teacher’s performance does not reach this level in any area, please contact the Partnership Office Immediately. Agreed target for future teaching of systematic synthetic phonics: TO BE

Signed (Associate Teacher)

Signed (Class teacher):

Signed (Mentor)

Signed (Organising mentor):


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Observation of a Mathematics lesson/activity

Attitudes to Teaching Mathematics/PSRN

Please consider the evidence of: Good Satis- factory

Unsatis- factory

Enthusiasm for mathematics

Development of creative, interactive learning opportunities for all children

Ability to contribute as a member of a team , in planning/ implementing a programme of study

Independence in researching, planning and justifying a programme of study

Informed reflection on own professional skills in teaching mathematics/PSRN

Informed target setting for continuing development as a teacher of mathematics

Comments

Targets

Subject Knowledge for Mathematics/PSRN per se


Unsatis- factory

Formulation of valid and viable learning objectives based on prior achievement

Accurate use/definition of key vocabulary

Accurate use of subject vocabulary to address misconceptions

Effective explanations, informed by deep subject knowledge and clear pedagogy

Informed use of appropriate mathematical models and contexts

Accurate modelling of appropriate strategies

Connection to other subject areas

Ability to make informed, accurate assessments of children's attainment

Comments

Targets

Pedagogy


Unsatis- factory

Appropriate teaching strategies for three or four part lessons. (not EYF/S)

Active planned teaching of discrete mathematics sessions within continuous provision (If appropriate)

Appropriate management to ensure learning throughout three or four part lessons (not EYFS)


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Effective management to ensure learning of mathematics within continuous provision (If appropriate)

Ability to plan homework which reinforces or enriches mathematical development

Active teaching with a guided group

Thorough planning drawing on appropriate adaptation of framework exemplar lessons/units

Ability to make use of motivating resources

Constructive assessment and feedback during lesson

Accurate, informative recording against set objectives

Use of targeted, planned support to ensure progress of all children

Use of assessment information to inform planning

Ability to reflect on own teaching through reference to research and Governmental expectations

Comments

Targets

Children’s Development


Unsatis- factory

Sensitive response to factors affecting individuals’ mathematical development

Explanation to children of how the activities will enable them to progress

Feedback about progress given to children

Medium term planning modified to meet the specific needs of individuals or groups.

Reporting to parents/carers and advising them how to support their children's mathematical development.

Appropriate, timely interventions which take account of individual development

Comments

Targets


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WEEKLY REVIEW OF PROGRESS Completed electronically

Weekly Review

DATE:

Class Teacher/Subject Mentor:

Professional Mentor:

Associate Teacher:

This Associate Teacher is making satisfactory progress: Yes/No

This Associate Teacher is a Cause for Concern – please activate the Cause for Concern Procedures:

Yes/No

Cause for Concern activated: Yes/No Date

Part 1 - Review and Update of the Individual Training Plan

To include:

Dialogue resulting from the Weekly Lesson Observation

How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other issues:

Standards Profile Log/Training Plan reviewed Yes/No

Any issues identified? (added to training plan)

Standards verified at this meeting: (added to Standards profile log)

Review of School Based Learning undertaken this week:


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Part 2 - Discussion of reflection and review of Weekly Lesson Observation Reflection by Associate Teacher to be prepared and shared in advance of the Weekly Review

Focus of the Reflection discussed:

Record of discussion to include discussion resulting from Weekly Lesson Observation.

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacts on pupil progress

Part 4 - Targets and Tasks

Weekly Target Setting related to the Standards to be reviewed and new targets identified(ensure any training activities appear on the ITP)

Signed Professional Mentor/Subject Mentor

Associate Teacher Date


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ASSOCIATE TEACHER

All staff in the Faculty of Education and Children’s Services are committed to regular monitoring and evaluation of all aspects of University and School-based Learning. Evaluation enables the Primary Programmes to:

Respond quickly to issues raised;

Make appropriate modifications to University and School-based Learning;

Identify and disseminate good practice. Please reflect on your recent SBL when answering the questions below.

Name of AT:

Name of School: Postcode:

Name of University Tutor/Visiting Lecturer

Name of Professional Mentor

Please rate the quality of aspect: MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree

3 - disagree for the most part

2 - agree for the most part

1 - agree

1a

The aims and objectives for the SBL are made clear in handbooks, briefings and in discussion with tutors, the Professional Mentor and Class teacher.

4 3 2 1

1b

I understand how the aims and objectives for the SBL enable me to make progress towards the TEACHERS’ STANDARDS

4 3 2 1

QUALITY OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

2a

I have developed further understanding of the teaching of phonics and the ‘Simple View of Reading’ and am able to plan and teach literacy and/or phonics.

4 3 2 1

2b

I have developed further understanding of the teaching of mathematics and the Williams Review and am able to plan and manage mathematics lessons.

4 3 2 1

2c

I am developing an understanding of the teaching of PSCHE 4 3 2 1


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4 - disagree



1 - agree

2d

I try to ensure all children are treated with respect and are included in all learning activities.

4 3 2 1

2e

I have an understanding of the implications of the Byron Report into e-safely and apply this in me teaching.

4 3 2 1

2f

The University-based elements of the Programme (e.g. PDE, Foundation and Core) have supported my development on this period of training and enable me to make links between University and School-based learning through the school based tasks.

4 3 2 1

2g

I understand how to make use of behaviour management strategies to inform my teaching so that children learn effectively.

4 3 2 1

2h(i)

I was able to establish an effective working relationship with my class teacher.

4 3 2 1

2h(ii)

I was able to establish an effective working relationship with my Professional Mentor.

4 3 2 1

2h(iii)

I was able to establish an effective working relationship with other colleagues and Associate Teachers in school.

4 3 2 1

2h(iv)

I was provided with a range of opportunities to work with staff /teams across the school.

4 3 2 1

2i

My files are working documents and reflect the plan-teach-assess-evaluate cycle.

4 3 2 1

ASSESSMENT PROCEDURES

3a

Lesson observation feedback and tutor/Mentor support and Weekly Reviews of Progress enabled me to identify the progress I had made and what I need to do next.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if you have been formally identified as ‘Cause for Concern’)

4 3 2 1


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OVERALL QUALITY OF SCHOOL BASED LEARNING 1q Please consider the overall quality of training you have received in school using the following prompts. a) Verbal and written feedback. b) Target setting. c) Your meetings with your Professional Mentor. d) The ways in which you were encouraged to take risks, experiment with ideas of your own. e) The ways in which your Professional Mentor and /or others provided you with an excellent role model/undertook team teaching with you etc.

4 3 2 1

4a Please identify any areas of strength/good practice demonstrated by the class teacher/Professional Mentor/other staff. These will be fed back to the class teacher, Professional Mentor, HT and Chair of Governors.

4b Please identify any areas where you feel you would have benefited from further support/guidance/training prior to the SBL.

4c Please identify any areas which could be included in further University learning.

Further comments

Further comments If you have any additional comments please contact the University via ITE Administration. Please email or post this evaluation to ITE Administration ([email protected].) Please add any additional comments overleaf. Thank you for completing this evaluation.



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PROFESSIONAL MENTOR

Systematic monitoring and evaluation of the Primary Programmes is an essential feature of the continuous self-improvement process within the Faculty of Education and Children’s Services. Analysis of a range of data, from tutors, Mentors and Associate Teachers contributes to the annual action planning process for the Primary Programmes and the Faculty. Evaluation enables the Programmes to:



Identify and disseminate good practice. Please reflect on the recent training placement when answering the questions below. Complete one overall evaluation

Name of AT(s): Name of School: Postcode:

Name of University Tutor

Name of Professional Mentor:

Please rate the quality of aspect:

MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

1a

Handbooks and associated documentation ensure I understand my roles and responsibilities and can undertake them effectively.

4 3 2 1

1b

Having information about the University-based Learning i.e. Core and Foundation subject areas and PDE enable me to support the AT’s progress towards the TEACHERS’ STANDARDS.

4 3 2 1

QUALITY OF SCHOOL BASED LEARNING

4 - disagree



1 - agree

2a

Associate Teachers can plan and teach appropriate literacy and/or phonics lessons.

4 3 2 1

2b

Associate Teachers understand how to plan and manage a whole class mathematics lesson.

4 3 2 1

2c

Associate Teachers have a developing understanding of PSCHE. 4 3 2 1

2d

Associate Teachers have a commitment to ensuring their

4 3 2 1


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practice is inclusive, promotes inclusion and celebrates diversity.

2e

Associate Teachers have an awareness of the implications of the Byron Report into e-safety.

4 3 2 1

2f

The School-based tasks were useful in making a link between University and School-based Learning.

4 3 2 1

2g

The AT has had the opportunities to develop behaviour management strategies.

4 3 2 1

2h

The AT had the opportunity to work with and establish effective working relationship will colleagues

4 3 2 1

2i Associate Teachers’ files are working documents and show a developing ability to evaluate the impact of their teaching on children’s learning.

4 3 2 1


3a

I can provide individual written and verbal feedback and set appropriate targets by using the Ofsted Grading Criteria and lesson observation proformas.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if appropriate)

4 3 2 1

4a Please identify any areas of strength / good practice demonstrated by the AT. These will be fed back to the AT.

4b Please identify any areas of strength/good practice demonstrated by the University tutor/Visiting Lecturer. These will be fed back to the tutor/lecturer.

4c Please identify any generic areas where you feel the AT would benefit from further support/guidance/training prior to the placement.

4d Please identify any areas which need to be reviewed by the B.Ed Programme Leader.




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UNIVERSITY TUTOR

Systematic monitoring and evaluation of the Primary Programmes is an essential feature of the continuous self-improvement process within the Faculty of Education and Children’s Services. Analysis of a range of data, from tutors, Mentors and Associate Teachers contributes to the annual action planning process for the Primary Programmes and the Faculty. Evaluation enables the Programmes to:



Identify and disseminate good practice. Please reflect on the recent training placement when answering the questions below. Complete one overall evaluation

Name of AT(s): Name of School: Postcode:

Name of University Tutor:

Name of Professional Mentor:

Please rate the quality of aspect: MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

1a

Handbooks and associated documentation ensure I understand my roles and responsibilities and can undertake them effectively.

4 3 2 1

1b

Having information about the University-based Learning i.e. Core and Foundation subject areas and PDE enable me to support the AT’s progress towards the TEACHERS’ STANDARDS.

4 3 2 1

QUALITY OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

2a

Associate Teachers can plan and teach appropriate literacy and/or phonics lessons.

4 3 2 1

2b

Associate Teachers understand how to plan and manage a whole class mathematics lesson.

4 3 2 1

2c

Associate Teachers have a developing understanding of PSCHE. 4 3 2 1

2d

Associate Teachers have a commitment to ensuring their

4 3 2 1


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4 - disagree



1 - agree

practice is inclusive, promotes inclusion and celebrates diversity.

2e

Associate Teachers have an awareness of the implications of the Byron Report into e-safety.

4 3 2 1

2f

The School-based tasks were useful in making a link between University and School-based Learning.

4 3 2 1

2g

The AT has had the opportunities to develop behaviour management strategies.

4 3 2 1

2h

The AT had the opportunity to work with and establish effective working relationship will colleagues

4 3 2 1

2i Associate Teachers’ files are working documents and show a developing ability to evaluate the impact of their teaching on children’s learning.

4 3 2 1


3a

I can provide individual written and verbal feedback and set appropriate targets by using the Ofsted Grading Criteria and lesson observation proformas.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if appropriate)

4 3 2 1

4a Please identify any areas of strength / good practice demonstrated by the AT. These will be fed back to the AT

4b Please identify any areas of strength/good practice demonstrated by the Professional Mentor/classteacher. These will be fed back to the Professional Mentor/classteacher.

4c Please identify any generic areas where you feel the AT would benefit from further support/guidance/training prior to the placement.

4d Please identify any areas which need to be reviewed by the B.Ed Programme Leader.




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RE-ASSESSMENT

Please see the School-Based Learning Policies and Procedures. NB This is taken from the Policies and Procedures Handbook for your Reference

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