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BEd (Primary) ProgrammeYear 1 School Experience

School Based WorkAutumn Term

2016

Notes of Guidance for Student Teachers, School Based Tutors,

University Visiting Tutors & Mentors

Partnership OfficePlymouth UniversityPlymouth Institute of EducationDrake CircusPlymouthPL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

mailto:[email protected]

BEd (Primary)Year 1, School Based Work

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

n/a n/a

w/c 21 November 2016(Week 1)

School Experience begins

School Mentor (SM) and School Based Tutor (SBT) meet with University Visiting Tutor (UVT) for a one hour briefing meeting in school. UVT gives written guidance to SBT.

UVT meets student teachers and conducts well-being and preparation check.

School Based Tutor (SBT) meets with University Mentor (UM) for a one hour briefing meeting in school. UM gives written guidance to the SBT.

UM meets student teachers and conducts well-being and preparation check.

w/c 28 November 2016(Week 2)

School Experience Placement continues. Focussed observations carried out by the student teachers of each other.

SM meets with student teachers and conducts a profiling conference to support the student teachers Weekly Review 2.

UM contacts SBT via email to offer any additional online guidance or support required in order to assist the student teacher in completing the Weekly Review 2.

Friday 2 December 2016

End of school experience.

Reports (available in Section 11 of the Primary Partnership Portfolio) to be written by the school and sent to the Partnership Office.

Completed by SM Completed by SBT

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BEd Yr 1 SBW Notes of Guidance

1. Introduction

Year One School Based Work provides a supportive situation with two student teachers working together with a teacher. It allows student teachers to observe teachers, teaching assistants and pupils at work and to begin to plan for and teach group and whole class sessions. Discussion between the student teachers and the class based tutor about induction into a teaching role, together with negotiation concerning appropriate daily classroom/setting experience, should allow the student teachers’ professional development to proceed within a secure structure. Working in pairs is designed to encourage student teachers to discuss the teaching situations encountered, to reflect on the learning opportunities provided and to begin to learn to evaluate their professional development effectively. It is essential that each member of the pair take individual responsibility for agreed aspects of planning, preparation and delivery of work with pupils.

Student teachers learn much from the School Based Tutor and the importance of this first two week block of school/setting experience cannot be over-estimated in terms of the formative value that it offers.

Student teachers should carry out at least one child observation using the prepared proforma in these Notes of Guidance. This is an important learning opportunity which links to taught university modules.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

The student teachers will come to the placement with their files prepared (see proforma section of the Primary Partnership Portfolio) ready to begin using them so that by the end of the first week there is clear evidence that they have:-

undertaking observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year;

opportunities to teach phonics/spelling/grammar as appropriate to groups and whole class, and receive focussed observations and recorded feedback;

opportunities to teach mathematics as appropriate to groups and whole class, and receive focussed observations and recorded feedback.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

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Students are told that:

‘We will not normally release data about you to your parents, partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

2. Information relevant to all placementsAll student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all partners.

a) Leave of Absence during School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of students will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted, the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence form. This will be considered and may or may not be granted.

It is appropriate to seek Leave of Absence for:

Planned hospital visits/appointments; School visits and interviews for first teaching posts; The funeral of a close family member.

It is not appropriate to seek Leave of Absence for:Page 3 of 18


an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio and student teachers will have prepared their files in advance and had them checked by their Professional Tutors.

The maintenance and upkeep of these files, which are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all students will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop their awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition student teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work.

BEd English Learning Opportunities

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Standard addressed: 3a, 3c, 3d, 4b, 4d, 4e, 8d

Part 1 Observe a phonics, early reading or spelling session

1. Use the ‘Supporting guidance for tutors OR students when observing a phonics, early reading or spelling session’. If you are in Key Stage 2 you can observe a spelling or guided reading reading or writing session. If possible you might like to visit a Key Stage 1 classroom and observe a phonics or early reading session. Ask you tutor for support if you are unsure how to organise this. If you are in a Nursery or Foundation Stage setting, this will be less formal and may include Letters and Sounds Phase One style activities that develop phonological awareness, e.g. singing nursery rhymes, listening to sounds in the environment.

2. Discussion with teacher/ practitionerIf possible, discuss the phonics input/ teaching and planning with the teacher/ practitioner responsible and make notes about this discussion. Reflect upon the session/activities, thinking about the structure of the session, the teaching methods, the children’s engagement, the children’s learning, the opportunities for assessment, the phonics programme and use of resources, progression within the session and progression within the phase/ unit. Record your key insights in your weekly review. If you are in a Nursery or Foundation Stage setting, the practice may be less structured but you can still reflect upon the methods used, children’s engagement and dispositions to learning to read.

The following supporting documentation can be found within the proforma section of the Primary Partnership Portfolio:

Student Phonics Tracker (provision grid). This is for students to complete themselves and keep in their PDPs along with their core and foundation subject tracker.

Supporting guidance for tutors OR students when observing a phonics, early reading or spelling session. This guidance is to be used by tutors to help them to complete a Lesson Observation Form. It will also enable tutors to give English subject-specific feedback following an observation of a phonics, early reading or spelling session.

The following resources may support your development in phonics teaching:

DfE Website for phonics information.: https://www.gov.uk/search?q=phonics

Goouch, K. And Lambirth, A. (2010) Teaching Early Reading and Phonics: Creative approaches to early literacy Sage Publications

Independent review of the teaching of early reading – download at: https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf

Letters and Sounds – Principles and Practice of High Quality Phonics

National curriculum for English (2014) Statutory requirements and Appendix 1 and 2

Part 2 Record a ‘critical incident’ in the teaching of reading (for your Year 1 English assignment)

Critical incidents in teaching can lead to greater critical reflection and understanding (Tripp, 2012).

We would like you to consider an event that you observed in the teaching of reading

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that surprised and possibly perplexed you. The vast majority of critical incidents are not at all dramatic or obvious: they are straightforward accounts of very commonplace incidents that simply prompt a line of enquiry. For instance you may observe a teacher reading aloud, or engaging children in shared or guided reading or teaching word reading or reading comprehension in a way that impressed or interested you. Perhaps you observed and then tried a reading activity with the children which went better than expected or a significant decision was made that paid off/didn’t pay off?

1. Give a short account of the incident. It is important that the account of the context and content of an incident is focussed in order to draw meaning from it, and that there is enough substance to analyse later on.

2. Give your initial responses to the incident.

3. Were there any issues and dilemmas raised by this incident?

4. Keep the evidence from your critical incident safe and bring it along to your first English seminar.

d) Mathematics

There is an expectation that all students will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All students should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition:

a. Student teachers on BEd Year 1 or PGCE Placement 1 a) should focus on the teaching of geometry (EYFS: Space, Shape and Measures) whilst

b. Student teachers on BEd Year 2 or PGCE Placement 1 b) should focus on number.

e) The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.

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f) Daily Reflections

For BEd Year 1 and PGCE Placement 1a), student teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice.

Those student teachers who are issued with Insufficient Progress will also be required to complete daily reflections in order to support them through this intervention.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

g) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

h) Focussed Observations

The purpose of these are twofold.

1. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed

outcomes.

2. The student teacher should negotiate with the School Based Tutor to complete at least one focussed observation form, on a weekly basis, for specific elements of their teaching in order to support their individual progress. Completed focussed observations should be kept in the identified tabulated section of the Practical Teaching File.

i) Progress during School Experience

Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

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The Monitoring and Evaluation Report Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school;

Focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files;

3. The two weeks in school

During the first week the student teachers should:-

discuss ethical conduct and safeguarding protocols specific to the school -school and student teacher sign Safeguarding & Ethics Agreement Proforma;

on the first day, confirm with the teacher those parts of the timetable in which they will be able to make a contribution to teaching during the week;

develop and awareness of behaviour management by discussing with the School Mentor or School Based Tutor;

undertake observations of the School Based Tutor working with the pupils in a range of differing situations, focusing on management, organisational routines and procedures and on the teaching of literacy, numeracy and where possible science and ICT;

take responsibility in the learning environment to begin to establish themselves in the role of a teacher, (see ‘Learning to manage the whole class’);

write up evaluations each day in their files using the Reflective Learning Diary in these Notes of Guidance;

complete a Weekly Review (see page 16) summarising significant areas of progress in their professional development;

discuss with the teacher their teaching commitments for the second week.

During the second week, student teachers should:-

work with their partner, or as individuals, to teach English, mathematics and other subjects/areas of learning within group situations as appropriate. Building on the evaluation of sessions, negotiate with teachers to extend work or repeat with another group;

undertake, as a pair, responsibility for at least one whole class session during the week, ensuring that each takes full responsibility for part of that session;

continue to write up Daily Reflections;

complete a Weekly Review, summarising significant areas of progress in your professional development;

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where possible undertake some teaching in subject specialisms (ECS will be applying their specialisms throughout the placement);

individually discuss progress against the Teachers’ Standards Part 1 and 2 with the School Based Tutor to support the completion of a Profiling Conference Record sheet.

4. General Expectations

The content of student teachers’ work will relate to the ages of the pupils and the specific topics and programmes of work being followed by the class. Although these will vary, it is expected that student teachers will contribute to teaching each of the Core subjects within individual, group or whole class situations as appropriate.

5. Working with a partner

When taking a lead role it is essential that each student teacher communicates clearly with her or his partner and the School Based Tutor. Plans they have made for sessions must be discussed and agreed well in advance of teaching, with each other and the School Based Tutor.

When acting as the support partner, student teachers need to discuss the plans and their implementation with the leader and carry out tasks as delegated by the leader. The student partner should also help provide and create appropriate resources.

Student teachers are expected for much of the time to work closely with their student partner to:-

plans sessions and work with pupils for 75% of the time. This will at first be mainly in groups but with more general responsibilities gradually increasing during the period of the experience;

teach in the Core subjects and other subjects as appropriate, including in their own chosen main subject where this is possible and appropriate. When working with children in the EYFS, student teachers should ensure they provide appropriate activities in the Prime and Specific Areas of Learning (see Notes of Guidance – Early Years – Section 10 of the Primary Partnership Portfolio);

begin to review pupils’ work in sessions taught and use the information to inform further planning and teaching.

6. Learning to manage the whole class

Student teachers should begin to take responsibility for the whole class/setting during this school experience. This will enable them to begin to develop a range of strategies and skills in order to begin to feel confident in managing a large group. These skills are best developed by initially working alongside an experienced colleague, to enable the student teacher to be seen as part of the teaching team.

Opportunities might include:

reading books, or engaging in other discursive activities, with the whole class;

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greeting pupils at the start of the day and settling them down;

taking the register;

managing the transition between tasks, (eg moving from one activity to another including ‘tidying up’), before allowing the teacher to take over again;

practising stopping the class/setting, before either handing over to the teacher or continuing to give instructions;

7. The School Based Training Programme

This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

undertaking focused observations of the School Based Tutor particularly focusing on management, organisational routines and procedures and on literacy and numeracy teaching;

working alongside the School Based Tutor and TA planning teams to begin to understand the importance of planning;

Should be recording how the school promotes the spiritual, moral, social and cultural development of its pupils, including fundamental British values;

working alongside TA’s to begin to develop an awareness of their role in supporting teaching and learning in their particular classroom/setting;

discussing their work and progress with the School Based Tutor;

fulfilling other expectations of the programme – annotating plans, evaluating sessions and analysing and reflecting on significant issues or events;

Please note this time should not be allocated for planning, marking or private study.

8. Beyond the School Day

Student teachers are expected to:

discuss their work and progress with the School Based Tutor;

continue to analyse and reflect on significant issues or events, plan and resource lessons and where appropriate mark pupils’ work;

participate fully in the life of the school; eg. where appropriate, attending staff meetings or INSET; participating in extra-curricular activities at lunchtime and after school.

9. Reviewing, evaluating and reflecting on progress and professional development

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Student teachers have been organised to work in pairs, so that they can take it in turns to lead, assist and to observe each other’s practice. In these ways they will have opportunities to develop their ability to reflect on and evaluate the learning experiences which are offering the pupils and their own progress. From this you will be able to draw aspects for deeper exploration in their Reflective Diary.

10. Role requirements in paired placement Yr 1 SBWAll student teachers during this first placement need to be developing an awareness of the Teachers’ Standards. As a result of the evidence gathered, they should discuss the quality of the evidence with their teaching partner and School Based Tutor. They do not need to upload this on to their online profile during this placement.

Student Teacher in teaching role

In this role they will have to:-

demonstrate the ability to accept responsibility;

make clear to their partner the lesson plan they have agreed with the School Based Tutor and show how it was developed from the School Based Tutor’s plans

discuss proposed actions, and show sensitivity to the views of others;

consider the practical implications of the lesson/activity plan;

critically analyse results in discussions with their School Based Tutor and partner.

Student teacher as Support Partner

In this role they will have to be:-

willing to contribute to the planning, implementation and evaluation stages;

able to share the tasks and work co-operatively;

responsive to the instructions of the School Based Tutor;

able to show initiative in dealing with the unexpected;

able to follow tasks through to their completion;

able to give constructive feedback to their partner who acted as a teacher.

carry out a child observation using the prepared proforma , ideally when their partner is teaching their specialist subject

Student Teacher as Critical Friend

In this role they need to:-

be sensitive to the other member of the pair;

take part in discussions which enable the partner to discuss their thoughts and feelings in an open way;

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be able to comment objectively on the success or otherwise of the work undertaken;

11. Assessment of School Based Work

A satisfactory experience will be evidenced by the student teacher’s ability to:-

reflect and learn from their time in school;

evidence this learning and progress in their Practical Teaching File

Evidence of work in school will be shared with Professional Tutors at the University and contribute to Professional Development Profiles.

A copy of the report can be found in the report section of the Primary Partnership Portfolio and online via www.plymouth.ac.uk/poppi. The report should be completed electronically and emailed to [email protected].

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mailto:[email protected]

http://www.plymouth.ac.uk/poppi

Proforma for Learning Conversations Related To Planning

Discuss planning with School Based Tutor/University Visiting Tutor/School/University Mentor and student teacher partner, and annotate

Teach the planned lesson

Annotate with School Based Tutor and partner, and review

What do you want the children to learn?

Why do you want them to learn this?

What previous learning do they need to have?

What will you do?

What will the children do?

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How will you make sure all the children are actively involved in the learning?

How long will it take and how will you organise the time?

What resources do you need?

What will other adults in the class do?

What will the impact be on the children?

How will you know they have learnt what you intended?

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Daily Reflections

in primary school experience placements to be used in BEd Yr 1 summer term placements, and PGCE Placement 1 a) and if Insufficient Progress is issued.

Personal, professional reflection on practice should be carried out on a daily basis. These daily reflection sheets can be used as a basis for both the ongoing learning conversations with the school based tutor and mentor, and for the Reflective Weekly Overview and Progress Record.

Student teachers should reflect on a daily basis what they have done towards meeting target Standards, and importantly reflect on the impact on their own and the pupils’ progress. Other Standards should be addressed in the Reflective Weekly Overview and Progress Record.

Weekly targets:

Placement week number:

Standard What have I done to meet this Standard? Why did I do this?

What was the impact on children’s learning and progress?

What was the impact on my progress?

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Standard What have I done to meet this Standard? Why did I do this?



Standard What have I done to meet this target? Why did I do this?



Target Standard

What have I done to meet this target? Why did I do this?



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Weekly Review (BEd Year 1 School Based Work)

Date: (Week 1) …………………………………

Identify at least three significant ways in which your practice as a teacher has developed this week:

How do you know?

Where is the evidence?

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Weekly Review (BEd Year 1 School Based Work)

Date: (Week 2) …………………………………

Identify at least three key learning events for you this week:

What was your impact on children’s learning?

How do you know?

Where is the evidence?

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BEd Yr1 RECORD OF SCHOOL BASED TRAININGAll Professional Learning Activities

An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.

Week 1w/c 21 November

Week 2w/c 28 November

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