PGCE Primary Full TimeSE1 and SE2 Placements

Aims of this briefing meeting Know about the changes made to

documentation for 2012-13 Be aware of the planned progression of

school experiences for PGCE student teachers

Know of the preparation that student teachers receive from the university

Know what is expected of student teachers during serial days and block placements

Changes to SE documentation 2012-13

• Student teachers assessed against the Teachers’ Standards 2012

•No published OfSTED characteristics however, UCET* and NASBTT* have produced descriptors which can be used in order to grade student teachers summatively at the end of their placements (available in Appendix 1 of the Formative, Diagnostic and Summative Profile and also at http://www.ucet.ac.uk/3912)

*UCET: Universities’ Council for the Education of Teachers

*NASBTT: National Association of School Based Teacher Trainers

•Guidance for all School Experiences Handbook to cover all school placements

• Specific Handbook for individual school placements

•Grading for appraisals• A (outstanding), B (good), C (satisfactory), D (below standard)

OfSTED will be looking for student teachers to be

graded at good or outstanding.

Role of staffSE1 & SE2 Director - Jenny CarpenterAdministration Assistant - Darryl PearsonSchool Partnership Officer - Christine Weeks (to

December 2013) Nicola Thompson (from Jan 2013)

Link Tutor - regular contact and support for mentor

School-based mentor - formal appraisals and checking of

or planningExternal mentor - formal appraisals

and checking of planning

The Full Time Primary PGCE Programme•

38 weeks•

Intensive course•

Three key placements to develop their skills in learning to be a teacher: •SE1 (introductory)•SE2 (developmental)•SE3 (consolidation and extension)

• Experiential placements in a nursery and a diverse school (in groups) to complement these experiences

• Modules in the core subjects, foundation subjects and two professional studies modules* (at Masters Level)

*Until July 2012 full time, until July 2014 part time due to programme revalidation

The Full Time Primary PGCE Programme

SE1, SE2 and SE3 Placements•

SE1 and SE2 occur in the same school•

Usually two student teachers in the school in a different Key Stage to each other

• Student teachers then swap classes for their SE2 placement

• Student teachers are able to make a smooth transition because they are already familiar with the school setting

• Student teachers can settle into and contribute to the wider school life more quickly

•SE3 placement in a different school and in the same Key Stage as SE1

University modules•

Understanding Learning and Teaching (Masters level)•Understanding the young learner, learning theories, designing learning, the learning environment, the role of the adults and peers

• English

•Mathematics

• Science

• Foundation subjects with a focus on cross-curricular themes, settings other than schools (Enrichment Days)

•The Emerging Professional• Introduction to educational research, conducting and writing a research project in their chosen area

This year’s cohort•

147 students•

60 choosing Foundation Stage/Key Stage 1•

87 choosing Key Stages 1 & 2•

25% male•

25% over the age of 35, 71% are 25 years old or younger•

A range of first degrees and experience•

All have some prior experience in schools and/or Early Years settings

•All have completed nine experiential days in two settings during early September and completed university-based tasks

•Some have received a training bursary

Learning to become a teacher•

Early idealism•

Personal survival•

Dealing with difficulties•

Hitting a plateau•

Moving on

Furlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge

The Continuum of Experience

Learners may move forwards and back along this continuum

Scho

ol

Exp In

itial

Pl

acem

ents

Nur

sery

SE1

Div

ersi

ty

SE2

seria

l

SE2

bloc

k

SE3

seria

l

SE3

bloc

k

Lear

ning

Awareness of how young children learn

and develop, the impact of ECM

Key ideas of learning theory

Begin to understand the

relationship between learning

outcomes and success criteria

Awareness of

diverse needs

Understanding of prior

learning

Develop understanding of meeting needs of

children Begin to understand the

role of adults in supporting learning

Begin to evaluate learning

Reflect on how children learn

Understand how to personalise learning

Full awareness of prior learning

Develop more effective strategies for

differentiation Personalised learning

evidenced in SE3

Justify reasons for adaptations

in learning strategies

Teac

hing

Developing their own skills as observers in

finding out how to find out about children

Beginning to understand the

implications of child development and

learning theory

Designing and Supporting Learning Develop strategies for managing a class

Begin to manage adults Develop skills for writing

session plans Begin to develop

assessment strategies Begin to analyse

teaching

Evaluate own skills Seek support and guidance about

addressing weaknesses

Continue to develop understanding of

medium term planning in new Key Stage

Implement strategies for managing class from

outset Implement strategies for

monitoring and assessment

Implement strategies for supporting children with

SEN

Understand the role of adults in

supporting learning and deploy them

effectively including self

Beginning to understand how to manage a class of children, how to plan and assess, the importance of an appropriate learning environment

Strategies for

inclusion in a

whole school

and class

Begin to understand medium term planning Organising for learning, principles of intervention, effective interaction

Skill

s

Knowledge and understanding Be able to explain to others the theories relating to learning and

teaching and the key principles of pedagogy

Implement and practice Translate emerging

understanding within a real-life context

Evaluate and reflect Identify strengths and

targets Set in new SE3 context

Refine and improve Continue to seek advice

and observe experienced professionals

Consolidate Demonstrate independent

skills of an NQT

Pers

onal

Fo

cus

Survival Personal Well-being

Self image in the teaching context Perceptions of themselves as learners

Mastering requirements of programme, school experience

Teaching Task Mastering Content to be taught

Improving teaching skills – resources, timings, methods

Impact Viewing Learners as individuals with

individual needs – ensuring pupil achievement, understanding, social and

emotional well-being

SE1 (introductory) Placement Aims•

Establish a presence in the classroom•

Use body language and voice appropriately•

Manage a class and give instructions•

Deliver foundation subject/cross curricular lessons* from the teacher’s objectives or ELGs

* Some student teachers may be confident in teaching core subjects (based upon their previous experience)

SE1 Expectations•

Use lesson objectives from the teacher’s planning•

Teach at least 5 whole class sessions and at least 5 focus group activities

• Write a session plan or focus group sheet for every taught session

• Evaluate each session in terms of children's progress and the impact of their teaching and discuss this with the teacher

• Assist the teacher in other lessons

•Time for Professional Development

SE1 assessment of student teachers•

Two whole class appraisals (one each week) using a simplified appraisal sheet linked to the SE1 aims

•Appraisals can be carried out by the mentor, external mentor or the class teacher

•Ongoing informal feedback from class teacher

•Interim Report at the end of SE1 completed by the mentor or external mentor in discussion with the student teacher and class teacher

•No summative grade or pass/fail at this stage

•All student teachers will be expected to progress to SE2

•Significant targets will be followed up in university with specific support

SE1 datesHalf term: 29.10.12 •Five serial days• 22nd – 26th October

• Two week block• 5th – 16th November inclusive

Half term: 22.10.12 •Five serial days• 15th, 16th, 17th October• 1st, 2nd November

• Two week block• 5th – 16th November inclusive

SE2 dates•

Five serial days• 29th, 30th November• 3rd, 4th December • 7th – 11th January 2013

• Five week block

• Half term 22nd Feb• 14th January – 14th February ( 4 days in final week)

• Half term 11th Feb • 14th January – 8th February• 18th – 21st February (4 days)

SE2 (developmental) Placement Aims•

Aims from SE1 (new Key Stage and new class in most instances)

• To work alongside the class teacher and individually, with increasing and sustained competence

• Develop planning, teaching, monitoring and assessing skills in core and foundation subjects

• To contribute to the wider life of the school

• To carry out data collection for their Masters level research project

SE2 Expectations•

Write medium term plans, weekly plans as well as session plans, using their own ideas when appropriate

• Teach 40% of the week from week 1, rising to 70% by week 5

•Evaluate each session in terms of children's progress and the impact of their teaching

•Trial various ways of recording children’s progress

•Assist the teacher in other sessions

• 10% PPA and 10% PD time

SE2 assessment of student teachers•

Four whole class appraisals using the YSJ Standards-related appraisal sheet

•Appraisals must be carried out by the mentor or external mentor only

•Ongoing informal feedback from class teacher

•Interim Report half way through the block (25th January) completed by the mentor or external mentor in discussion with the student teacher and class teacher

•A summative grade and pass/fail at the end of the placement through the triangulation process

Preparation for student teachers• Three briefings before SE1:• Introduction to documentation and the

expectations of the placement• Roles of people involved in school

placements• Session planning

• One briefing before the SE2 block• Debriefing from SE1 and academic tutor

follow-up tutorial• Expectations of the SE2 placement and

links to the Continuum of Experience

Student teacher files• Teaching File• Planning and Evidence File (more likely to

be used in SE2)• Monitoring and Assessment File• Standards File

Student teachers are expected to have their files organised and ready at the start of the first SE1 serial day. These files must be made available for mentors and external mentors to check at any time.

Teachers’ Standards• Teachers’ Standards have to be met in order

for the university to recommend students for QTS to the Teaching Agency

• Standards can be signed off as ‘met’ if student teachers achieve a grade of ‘C’ or above in lesson appraisals

Changes to the full time programme from Sept 2013• Government requirement from 90 school-

based days to 120 (in line with secondary PGCE)

• Newly revalidated programme which will include opportunities for specialisms and an international placement

(Part time cohort will follow the new programme from February 2014)

Any further questions?

Darryl Pearson: 01904 876373 d.pearson1@yorksj.ac.uk

Christine Weeks: 01904 876549c.weeks@yorksj.ac.uk

Nicola Thompson (from January 2013: n.thompson@yorksj.ac.uk)

Jenny Carpenterj.carpenter@yorksj.ac.uk