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Postgraduate Certificate in Education

Primary Programme

School Experience Requirements and Expectations: School A

T o b e r e a d i n c o n j u n c t i o n w i t h t h e G e n e r i c S c h o o l E x p e r i e n c e H a n d b o o k

S c h o o l A : 2 0 1 1 - 2 0 1 2

This document can also be downloaded from our website:

www.chi.ac.uk/partnership

PGCE School A Schedule of Dates 2011-12 REV = Weekly Review SEC = School Experience Comment Sheet FAR = Final Assessment Review

Week Date Venue Link tutor Mentor Activity Record

Briefing Meeting for students

Wednesday 12 Oct 2011

3.30 – 5.00

Assembly Hall

Preliminary visit day 17 Oct School Students visit schools

Half-term

Week 1 31 Oct - 3 Nov 4 Nov

School University

REV

Week 2 7-10 Nov 11 Nov

School University

Observation Observation REV/SEC

Week 3 14 – 17 Nov 18 Nov

School University

Observation Observation REV/SEC

Week 4 21 Nov – 25 Nov School Observation + QA Observation Joint observation + QA REV/SEC

Week 5 28 Nov - 2 Dec School Observation Observation REV/SEC

Week 6 5 - 9 Dec School Final Assessment Review

Final Assessment Review

Final Assessment FAR

Mentors are asked to observe students 4 times over the course of the School A placement – one of which should be a joint observation with the Link Tutor. It is important to maintain a regular pattern of observations so that advice and guidance is provided throughout the experience. The table above gives suggestions for when these observations might be but Mentors and Link Tutors can adapt these as needed. However, the number and purpose of visits must not be altered.

The Final Assessment Review can happen in either the penultimate or final week.

N.B. Please note: there will be additional visits to some schools by the Partnership Quality Assurance Team (QAT) and/ or external examiners. Student teachers and Schools will be notified in advance.

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CONTENTS

Page

Schedule of dates 2

Contact Details 4

1 Summary of Requirements 5

2 School Experience Files 8

3 Checklist for School Experience 9

4 Weekly Overview 10

5 School Based Training Tasks 13

6 School Based Learning Tasks 14

7 Attendance and Absence – information for students 17

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School Experience Contact Details

[1] Academic Staff Head of School Partnership Jane Evans 01243 812025 [[email protected]]

Head of Initial Teacher Education Tony Weaden 01243 812034 [[email protected]]

PGCE Primary Programme Co-ordinator Chris Shelton

01243 812028 [[email protected]]

Deputy PGCE Primary Programme Co-ordinator

Steven Popper 01243 812023 [[email protected]]

[2] Administrative Staff

a) School Experience Administrators University of Chichester Bognor Regis Campus Upper Bognor Road Bognor Regis, West Sussex PO21 1HR

Cathy McGuigan 01243 812174 [[email protected]]

Glyn Saunders (am)

01243 812172 [[email protected]]

b) PGCE Programme Administrator Address as above

Mel Hopkins 01243 812043 [[email protected]]

Fax: 01243 812153 (BRC) School Partnership Office Fax: 01243 812127 (BRC)

Programme Office

Any advice or suggestions for improving this guide will be welcomed. All comments and enquiries should be sent to: Jane Evans, Head of School Partnership, at the BRC address above

Absence Procedures to follow if absent - if you cannot attend school on a particular day, for example because of illness, you should follow these procedures: a) inform the school by 08.00am at the latest by telephone and where possible by email (marked

‘urgent’). b) inform other student teachers involved in your planning that you will be absent (particularly

important on paired placements). c) if your link tutor is due to visit e-mail her/him AND phone School Partnership Office (01243

812174) before 08.00am. d) notify the Programme Administrator of your absence, again by telephone or e.mail and complete

a school absence form (available at www.chi.ac.uk/partnership). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have “signed on” again.

Please read Section 7 of this document for information about making up for missed days

As well as the “Troubleshooting” and “Guidance for student teachers in difficulty” sections included in the Generic School Experience handbook, there is also the following:

Teacher Support Line is a free information, support and counselling service which is open 24 hours for teachers and

student teachers and is totally confidential.

08000 562 561 www.teachersupport.info

http://www.chi.ac.uk/partnership

http://www.teachersupport.info/

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1 Summary of Requirements for School Experience A

1.1 Roles and Responsibilities

Student teachers are placed in a single school for the whole school experience (SE). The student teacher is required to:

1. Have read all the documentation associated with the placement; 2. Familiarise themselves with the school’s rules, policies and ethos; 3. Conduct all their communications with pupils and all staff in a professional manner; 4. Share their training plan for the school experience with their mentor, class teacher and link tutor; 5. Arrive in school in sufficient time to prepare the classroom: they should be in school at least 1

hour before school starts and 1 hour after it finishes; 6. Ensure that they have planned their lessons at least 48 hours in advance of the session; 7. Check their planning with their mentor or class teacher; 8. Ensure all necessary resources are available at the start of the day; 9. Plan and evaluate all the lessons they teach and assess and monitor pupils in these lessons; 10. Plan for and professionally and effectively direct the work of TAs and other adults; 11. Mark all pupils’ work that has been completed in the lessons taught; 12. Maintain up-to-date school experience files; 13. Complete a Weekly Review of their progress summarising strengths and achievements over the

past week and targets for the week ahead and share this with their mentor; 14. Complete all school based learning and training tasks; 15. Plan for all pupils in the class (and where there are no pupils with EAL, refer to the University

guidance to plan for a case study child from ‘Marking Progress’); 16. Be proactive in advancing their own professional development seeking to improve all aspects of

their preparation to become a teacher and a professional. The mentor is required to:

1. Oversee and supervise all aspects of the student teacher’s placement including monitoring of their files;

2. Assess student teachers in school in conjunction with a University link tutor, according to a schedule of classroom observation visits and provide written feedback within 24 hours of the observation;

3. Plan opportunities for the student teacher to complete the school-based learning and training tasks;

4. Ensure that student teachers have a wide range of professional experiences, for example observing good teaching in other classrooms;

5. Advise the student teacher on planning, teaching, assessment and evaluation; 6. Closely monitor and agree the weekly review sheet. The student teacher’s training plan and the

targets set as part of the weekly review should be reviewed in the following week and progress against the targets and the training plan noted. This is the student teacher’s responsibility but mentors are asked to ensure they check the training plan at regular intervals;

7. Take part in the Final Assessment and Review (FAR) meeting with the link tutor and the student teacher at the end of the practice.

The class teacher will:

1. Offer regular support and opportunities to observe and discuss their own practice and provide feedback and advice;

2. Liaise closely with the mentor and link tutor.

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The University link tutor will 1. Work in conjunction with the mentor, class teacher and student teacher to ensure that the

quality of the placement meets the requirements of the student and the University quality assurance guidelines;

2. Observe teaching, sometimes jointly with the mentor, and discuss the student teacher’s progress and agree targets for the future;

3. Monitor the quality of student teacher support in order to help them meet their targets. To this end the link tutor will need to monitor mentor’s supervision of the placement and provide training as appropriate to support the mentor in the development of their role;

4. Ensure all lesson observations are followed up with a written record on School Experience Comment Sheets. Every observed teaching session must also be graded on the scale 1 to 4 to give student teachers a clear indication of their current level of performance in each Professional Standard.

1.2 Learning Outcomes from the School A Placement This initial school experience is intended to introduce student teachers to the knowledge, understanding and skills necessary to become an analytical, effective and reflective primary teacher. It is designed to enable student teachers to relate the standards required for the award of Qualified Teacher Status (QTS) to their teaching and the broader role of the teacher. The experience will draw on the student teacher’s own prior experiences and skills and develop them within the partnership of school-based and university-based training and support. On completion of this module student teachers will:

be able to plan, teach, evaluate and assess lessons to a satisfactory standard;

identify and articulate the values which underpin primary education;

know the structure and requirements of the Early Years Foundation Stage and/or the National Curriculum as it relates to their role as a teacher;

know about and observe some theories of learning being practised and deploy some of them in their teaching;

be familiar with current government initiatives and policies (e.g. Systematic Synthetic Phonics) in theory and in practice

make progress towards achieving the Professional Standards for QTS. In terms of transferable skills student teachers are expected to:

• communicate effectively in written and spoken English; • use a range of media to research and present information for different audiences; • systematically demonstrate skills of co-operation and consultation, and the ability to work within

an equal opportunities framework when working with children or adults; • demonstrate the professional attributes required for employment as a teacher.

1.3 CRB check – please read the following extract from The Partnership Agreement

It is the responsibility of the student to inform the Deputy Vice-Chancellor if there is any change in their criminal record (for instance additional convictions / reprimands / warnings / pending convictions) during the programme of study. In addition, Initial Teacher Education students must immediately inform the programme co-ordinator of any such changes.

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1.4 Teaching Load Student teachers are expected to assume specific teaching loads during their school experiences. These periods of contact time are calculated to give student teachers the best opportunity to develop their teaching skills while allowing time for preparation, evaluation and other non-teaching tasks. The normal expectation is for student teachers to build up to a 55% teaching load in School A. This load should be achieved through a mix of group and whole class teaching during the first school experience. Class teachers and mentors should judge the balance in the light of circumstances within their class. Teaching must include PE, RE, other foundation subjects as well as core curriculum subjects. Students are expected to write full lesson plans for all of their teaching. Please note that student teachers must not be used for supply cover.

1.5 Planning, Preparation and Assessment Time (PPA) It is very important that student teachers are provided with clearly defined periods of planning, preparation and assessment time. This should make up approximately 20% of their timetable. The student and mentor can decide how best to organise this. It may be that some of the PPA time coincides with that of the classteacher for joint planning while the rest is spread out over the week. Students are not expected to be in the classroom during PPA time but should remain on the school premises. They should use this time for lesson planning and preparation, monitoring and assessing pupils’ work, maintaining their school experience files and profile of standards, completing school based tasks, etc.

1.6 Remaining time in school At the start of the placement students will have a 40% teaching load and 20% PPA time. The remaining 40% of the timetable should be spent in the classroom on the following:

Working as a Teaching Assistant in the base class (following the class teacher’s plans)

Observing teaching (both in the base class and in other classes in the school)

Observing pupils

Collecting observational data for the Professional Studies assignment

Completing the classroom based aspects of the school based tasks This time should be used for observation of experienced practitioners in the base class and throughout the school. The requirement for student teachers to train in two key stages means that they need experience of all age groups within this phase. Mentors should help plan a schedule of visits to enable students to gain this experience. This time should also include opportunities for planning, teaching and assessing pupils in these new age groups, with the help of the class-teacher. Observations and teaching should be across the curriculum and must include observations of the teaching of reading throughout the school. Over the course of the placement, the teaching load increases from 40% to 55% and so the time available for the tasks above will reduce from 40% to 25%. Therefore we encourage students to complete their school based tasks early in the placement when there is more time available.

1.7 School Experience Evaluations Each school experience is evaluated by students and mentors and these evaluations are reviewed by the programme team. Summaries of school experience evaluations are available on Moodle for students and accessible via the partnership website for school based mentors. Changes made to School Experience A due to last year’s evaluation included increasing the number of days spent in school during the placement, moving the assignment submission dates and changing the guidance on teaching loads and PPA time.

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2 School Experience Files During the placement, students must keep up-to-date records in three files: the School Experience File, Monitoring and Assessment File, and the Development Profile.

School Experience File This file is an important working document and should be available for consultation at all times in school. The file must contain full details of planning, class organisation and assessment and evaluations. It should be noted that the student has ownership of the files and may organise them in a way that best supports their professional development over the SE. The file acts both as a record of development and as a resource for teaching. It should be detailed and professionally acceptable in style and content. Students may wish to keep a separate resources file for teaching resources used. The file should be organised in sections, clearly headed, to facilitate ease of use. It should contain:

the checklist (see section 3)

details about the context of teaching: i.e. school size, catchment, location and organisation (include school brochure, if available);

classroom details i.e.: pupil numbers, names, seating plan, notes on class groupings

a timetable showing main teaching sessions and fixed points in pupils’ day

medium-term plans and schemes of work

weekly plans

lesson plans and evaluations organised in clear curriculum or weekly sections

school-based training tasks

school-based learning tasks

observations of teaching across school

school experience comment sheets and weekly reviews

Monitoring and Assessment (M&A) File The M&A file should contain assessment records that will inform your teaching. The file should include:

Notes from the school’s last Ofsted report. Read the report and note the recommendations especially with reference to the core subjects.

The school’s assessment policy. Particularly the expectations for assessment for learning.

General class information. E.g. baseline assessments/SATs information, relevant social, emotional and SEN information.

Whole class records Track the progress of all pupils in the core subjects and contribute to the class teacher’s records for reading, writing, speaking and listening.

Pupil Profiles for 6 children These 6 children should represent the range of pupils in the class. The records should include:

o Observational notes about the children, their learning, behaviour, socialisation, curriculum strengths and areas for development;

o Annotated examples of work. Annotations should include: the learning objective for the activity and whether or not it was achieved, the context in which the work was done and a ‘next-step’ target.

o With support, try to assign a National Curriculum level to one child in at least one subject and note the reasons why this level was awarded,

Development Profile The Development Profile contains the Training Plan for the School Experience that will need to be updated regularly. It also contains your evidence of meeting the Professional Standards for QTS. These should be updated regularly throughout the placement.

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3 Checklist for School Experience

Student teachers : At the start of your placement please print the Checklist below, and put it in the front of your School Experience File. Ensure you complete each point (tick when complete).

1. Make a list of names of staff and areas of responsibility 2. Read the school prospectus & relevant policies 3. Make yourself known to Head Teacher, administrative staff & site manager 4. Obtain your timetable for teaching 5. Ensure class teacher/mentor have copies of your timetable 6. Discuss children in class with the class teacher 7. Obtain/make lists of names of the class/groups 8. Obtain/make a seating plan of the room 9. Obtain adequate information on levels of support children require 10. Identify any statemented children or children with IEPs or IBPs 11. Ensure you are clear about your initial teaching responsibilities - what and when? 12. Ensure you are familiar with the school’s approach to teaching literacy & numeracy 13. Ensure you are familiar with the school’s procedures for assessment 14. Ensure you are familiar with the school’s marking and recording policy 15. Ensure you are familiar with the school’s classroom rules/expectations 16. Ensure you are familiar with the resources available for each curriculum area 17. Find out the meetings you need to attend – planning, staff meetings, INSET, parents evenings, etc 18. Ensure you are familiar with the ICT equipment and software available in school 19. Find out requirements/expectations for photocopier use 20. Clarify your expected time of arrival and departure each day 21. Obtain information about school community links

22. Inform your mentor of university training to date in curriculum areas 23. Ensure you have discussed the following with your mentor:

Your Training Plan

The school based learning tasks (and when you will schedule these)

The school based training tasks (and when you will schedule these)

Your Professional Studies assignment

The weekly overview

24. Legal requirements - Please read and note the implications for you as a student teacher regarding the following school policies: [i] Race equality and racial harassment – including the location of racial incident log [ii] Equal opportunities [iii] Bullying [iv] Appropriate restraining of pupils [v] Behaviour management

Behaviour management policy in the classroom Rewards and sanctions Referral of pupils if need arises

[vi] Health & Safety Safety issues (work/play areas, equipment, PE apparatus) Emergency procedures for fire, illness, accidents – location of first aid box & accident book, name of first aider, location of accident book Procedures for field trips and outings

Be aware of the school’s e-safety or internet safety policy and sign if requested [vii] Child protection: Ensure that you are aware who the Child Protection Officer is*

*We ask that Headteachers or Deputy Headteachers provide a short input and guidance on safeguarding procedures for student teachers on placement in their school on Day 1 of the placement.

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4 Weekly Overview for PGCE School A The times and workloads indicated here should be negotiated between student, mentor and link tutor. There can be no hard and fast rule about the rate at which student teachers take on greater responsibility in the classroom as students will progress at different rates. The suggestions below provide guidelines about “average” student teacher progress but mentors can adapt these as needed.

Dates Focus for Student Tick Focus for Mentor, Class Teacher and Link Tutor

Preliminary Visit day

17 Oct

Introductions – Meet the head teacher, class teacher, mentor and subject/ learning and teaching co-ordinators

Collect class lists and information

Meet your base class and work with groups or individuals

Discuss school-based tasks and Training Plan with mentor and/or class teacher

Become familiar with whole school issues, eg rules, sanctions, ethos etc.

Know how to access key school documents eg prospectus, policies.

Obtain school targets for literacy and numeracy

Ensure that you are aware of the school child protection procedures

Class teacher/mentor-help familiarise the student teacher with the school.

Class teacher-prepare draft timetable for student teacher

Mentor-set initial targets for the placement taking account of previous experience and learning and the training plan

Class teacher/mentor should arrange observation and teaching schedule in other classes, focused on core curriculum.

Week 1 31 Oct – 4 Nov

Overall teaching load equivalent of 40% - at this stage you should be planning and teaching groups.

Familiarise yourself with all the groups in the class.

Take the whole class for a story, or some other whole-class activity to establish teacher presence

Observe the teaching of early reading in a different class (i.e. working below NC level 3)

Set up and start your M & A file

Start to collect and record evidence against the Professional Standards

Set a timetable for completing school based tasks.

Discuss a possible focus for the Professional Studies Assignment

Find ICT resources in school and class. Plan their appropriate use

Talk to mentor, ICT Co-ordinator and subject co-ordinator about teaching resources.

Complete Weekly Review and share with your mentor 4 Nov – Attend sessions at Bognor Regis Campus

Mentor – discuss Weekly Review (one hour meeting) with student teacher

Class teacher/mentor – continue to help student teacher with familiarisation process

Mentor – monitor that all files have been set up

Mentor to help student teacher to decide on possible aspects of inclusion to focus on for the Professional Studies Assignment

NB. Link tutor & mentor should observe a range of lessons over the placement but this must include observations of the student teaching reading and mathematics.

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Week 2 7-11 Nov

45% teaching (focus on planning and teaching groups).

Observe a core curriculum lesson in a different class

Complete appropriate school based task

Maintain files including observations and samples of work for the M & A

Continue to collect and record evidence against the Professional Standards 11 Nov – Attend university sessions

Mentor – discuss Weekly Review

Mentor – support students with the school based tasks

Mentor – observation of student teaching early reading (i.e. below NC level 3). Please note that there is a new proforma for observing early reading.

Week 3 14- 18 Nov

45% teaching (focus on planning and teaching groups).


Continue school based tasks

Begin to collect information for your Professional Studies Assignment


Continue to collect and record evidence against the Professional Standards

Complete Weekly Review and share with your mentor 18 Nov – Attend sessions at Bognor Regis Campus

Mentor – discuss Weekly Review with student teacher

Mentor – observation of mathematics (please return copies of the comment sheet to the University – programme administrator via the link tutor)

Mentor – monitor that files are being kept

Mentor – support students with the school based tasks as appropriate

Week 4 21 -25 Nov

50% teaching (at this point you should begin to teach some whole class lessons)

Begin to plan for TAs


Continue School based Tasks

Collect information for your Professional Studies Assignment


Review your progress against your Training Plan


Complete Weekly Review and share with your mentor



Link Tutor / Mentor – joint observation (please return copies of the comment sheet to the University – programme administrator via the link tutor)

Week 5 28 Nov – 2 Dec

50% teaching (group and whole class lessons)

Plan for TAs


Complete School based Tasks

Ensure that by now you have planned for pupils with EAL*, gifted pupils and pupils with SEN

Complete collection of information for your Professional Studies Assignment






Mentor - observation (please return copies of the comment sheet to the University – programme administrator via the link tutor)

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Week 6 5 – 9 Dec

55% teaching (mostly whole class)

Plan for TAs

Ensure all school based tasks are completed

Complete files including observations and samples of work for the M & A



Mentor – monitor that files are complete

Either Week 5 or Week 6: Final Assessment Review (please return copies to the University – programme administrator)

Top - up week

12 – 16 Dec

Students need to ensure that they spend the correct amount of days in school to meet the QTS requirements. Therefore if any days are missed from this placement, students should make up for these during this week.

*If there are no pupils in your base class with English as an Additional Language then students must plan for a child from the Marking Progress case studies. Full details of this are given in the “Guidance on implementing support for pupils with English as an additional language (EAL) in your classroom practice” document. (This is available on your memory stick, Moodle and the partnership website).

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5 School-based Training Tasks

The training tasks are intended to help students develop their understanding of the policies and practices of their placement school. They are an essential link between university-based courses and classroom teaching and also provide evidence towards meeting the QTS Standards. The school based training tasks acknowledge the fundamental and important role of the mentor in the training process. Mentors are asked to arrange or initiate training and guidance on these topics or to arrange for another experienced colleague with expertise in the specified areas to support the students in completing the task. Much of each task will be completed independently by the student but it is expected that the mentor will spend at least one hour with the student. Further advice on the training tasks can be found in the Good Practice Guide, available on the School Partnership Website (www.chi.ac.uk/partnership). Students must keep notes, handouts and observations related to their training tasks in a dedicated section within their files and ensure that all are completed before the Final Assessment Review In School A, there are three tasks focussing on planning, behaviour management and assessment.

Training Task 1: Planning

Professional Skills: Planning (Q22-24)

Students should find out how the school’s planning is structured

Students should gain an overview of the school’s long and medium term planning. They should spend time reading the plans for their class and put these in the context of the plans for the whole year and key stage.

Mentors should discuss the school’s approaches to planning and illustrate how core subject medium term planning informs weekly and daily planning.

Students should be supported in writing two lesson plans for the following days from the class teacher’s weekly plan.

Training Task 2: Behaviour Management

Professional Attributes: Relationships with children and young people (Q1-2) Professional Knowledge and Understanding: Teaching and learning (Q10) Professional Skills: Learning Environment (Q31)

Students should observe and identify behaviour management strategies within their classroom.

Mentors should discuss ways to improve the student’s behaviour management strategies and provide targets for review later in the practice.

In the next observed lesson, the mentor should comment on how well the student has adopted the target strategies.

Training Task 3: Assessment

Professional Knowledge and Understanding: Assessment and monitoring (Q11-13) Professional Skills: Assessing, monitoring and giving feedback (Q26-28)

Students should observe their target pupils for a morning and discuss their observations with their mentor or class teacher.

Mentors should challenge and support the student to identify the next steps in the children's learning

Students should find out how assessment for learning is incorporated within the school and how assessment is used to inform planning and monitor pupils’ progress.

Mentors and students should discuss and agree ways to improve the student’s M and A strategies and their M and A file.

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6 School-based Learning Tasks The learning tasks are intended to make links between university-based courses in English, Maths and Science and classroom practice and also provide evidence towards meeting the QTS Standards. Student teachers should keep the completed tasks in a dedicated section within their files and ensure that all are completed before the Final Assessment Review.

English

Part A: These two activities are intended for students in KS1 or lower KS2 classes only Finding out about the Teaching of Reading As part of developing your subject knowledge you should: Meet with class teacher or English Subject Manager to understand how the school has responded to the recommendations of The Independent Review of the Teaching of Early Reading (The Rose Review). Make notes on:

Any changes/adaptations the school has made to their reading curriculum in light of the recommendations of The Rose Review and the rationale for these changes

The teacher/English Manager’s reflections upon the impact of these changes on the pupils’ learning.

How the school plans for phonic work as part of the teaching of early reading and writing in the FS/KS1 and/or to support weaker readers in KS2. (This will depend on your placement setting. Try to get as broad a picture throughout the primary years as you can)

Your survey of the resources the school uses in teaching phonics systematically. For example, does the school use Letters and Sounds or a commercially available programme such as Jolly Phonics or Read, Write Inc? Ask why this particular resource was chosen.

This will help you to provide evidence for the following professional standards: Q3b, Q15 Observing the Teaching of Reading Observe at least 3 sessions of the teaching of reading in a Reception, Year One or Year Two class. You should observe three consecutive lessons in one year group. Make notes on:

The specific skill the teacher is trying to develop with the children e.g. segmenting and then blending CVC words for word reading or discriminating middle vowel sounds in CVC words.

The specific activities/resources the teacher uses to support their teaching and the impact of these upon the learners.

How the teacher makes use of a multisensory approach to learning.

How the teacher makes use of a scheme of work (e.g. Letters and Sounds or Jolly Phonics) to support planning for progression.

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Part B: These activities are for all students Finding out about Talk for Learning This task should be ongoing throughout your SE. Whilst you are observing lessons (across all subjects) note how talk is used to support learning and assessment of learning. In your notes about talk in lessons observed, outline:

The context in which the talk takes place (e.g. science lesson investigating floating and sinking)

The type of talk that occurs (e.g. response partner talk)

The rationale for use of a particular type of talk (e.g. why the teacher chose to use response partners in the plenary of a science lesson);

The impact of the talk type upon the learning and learners. You should make notes and discuss these with your mentor. Meeting the success criteria for the Teaching of Reading and Writing Evaluate your teaching of reading and writing in light of the School A success criteria below. Make brief notes and discuss these with your mentor. As part of the Final Assessment Review, students must be able to demonstrate they have met the following success criteria:

Take the class for a story on a regular basis.

Teach a weekly guided reading session to small groups using their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own planning.

If in KS1/lower KS2: articulate pure phonemes; model blending and segmenting as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate.

Use NC/PFfL&M objectives and, from these, identify clear success criteria for the teaching of reading.

Teach shared reading and writing with support for planning and assessment.

Explain how formative assessment and summative assessment of reading are used in school.

Keep detailed reading records for your focus writing and guided reading group to inform summative assessments (students may make use of APP).

Mathematics This task forms a vital link between university and school, and between theory and practice. As importantly, perhaps, it provides evidence that you have made progress towards achieving the teaching standards required by the DFE, and the standards for the award of the Masters credits attached to the PGCE Programme. For this investigation you will focus on one child in one Mathematics lesson. You need to observe one child closely and record their learning and progress. Consider:

What is the evidence that the child has made progress?

Did they encounter any difficulties?

Did they have any misconceptions?

How were their learning needs catered for?

How was questioning used to promote learning?

Were any resources used to support learning?

Did the child stay on task and were they motivated? Your evidence could be a commentary with annotated work. A photograph or description of outcomes may be appropriate if this was a practical task (but DO NOT include photographs of children). Bring your evidence to the next university maths session.

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Science Take part in the teaching of an investigative science activity with a group of children and write a brief report on the experience. This could be a lesson you planned, in which case you should critically discuss the rationale for the activity. Otherwise, it may be a lesson that the school has planned, in which case you can critically analyse the school’s rationale for the activity. It would be beneficial to talk to your class teacher/mentor and/or science subject manager. After the lesson, use your research and understanding of Science Sc1 to critically analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science. Some aspects you may want to consider are: • How was the task introduced? • Did the teaching style fit the task? • In what ways was the task ‘investigative’? • Were the learning objectives met? • Would you approach anything differently in the future? Try to make your report come to life by using brief examples of the children’s talk, writing and drawings as evidence to help make your points.

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7 Attendance and Absence – information for students Student teachers are expected to attend school throughout the day whether or not specific lessons are being taken. If the need for temporary absence arises during the day, then the head teacher or another appropriate member of staff (ie: your mentor) must be consulted and their permission obtained. Procedures to follow if absent - if you cannot attend school on a particular day, for example because of illness, you should follow these procedures: c) inform the school by 08.00am at the latest by telephone and where possible by e.mail (marked

‘urgent’). d) inform other student teachers involved in your planning that you will be absent (particularly

important on paired placements). c) if your link tutor is due to visit e-mail her/him AND phone School Partnership Office (01243

812174) before 08.00am. d) notify the Programme Administrator of your absence, again by telephone or e.mail and complete

a school absence form (available at www.chi.ac.uk/partnership). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have “signed on” again.

Returning after illness. You must use your own professional judgement over length of absence from school. It is important that you should not stay away from school for too long after a ‘trivial’ illness. On the other hand it is senseless to return prematurely, exposing pupils and staff to the possibility of infection and delaying your own recovery. You should not return to school until you are fit to do so and, if in doubt, should consult your link tutor and/or Programme Co-ordinator for guidance. A medical certificate must be sent to the relevant Programme Co-ordinator if one absence is for more than five days. Top-up days. Student teachers must spend 90 days on school placement over the course. If any days are missed (for whatever reason) then additional days in school will be required. Even if the absence is beyond your control, e.g. the school is closed due to poor weather, you will still need to catch up the missed day. A running total of number of days of absence should be kept on the Weekly Self Assessment and Review sheet. INSET Days. Where appropriate, student teachers should attend INSET at their placement school. If it is not possible for a student to attend school on an INSET day then they should work on their files on campus or at home. Prolonged absence from school – Deferred assessment. One of the requirements of successfully completing your course is the satisfactory completion of the prescribed period(s) of school experience. In cases of substantial absence from school, assessment will be deferred until the end of the top-up days.

http://www.chi.ac.uk/partnership

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Where to find other useful information

The following documents can be found your memory stick or the partnership website: Generic School Experience Handbook This includes:

Roles and responsibilities

Further information on school experience files

Assessment of School Experience (including process for failed observations, notification of concern and action plans)

Lesson planning guidance

Advice on working in paired placements

Travel, transport and accommodation policy

Key University policies Good Practice in School Experience: Support and Assessment This includes:

Learning journeys – overviews of student progress through the course in English, Mathematics and Science

Subject ‘placemats’ – guidance on giving subject specific feedback in lesson observations

Completing university documents – advice and examples of: o School experience comment sheets o Weekly self assessment review o Final Assessment Reviews

Grading student performance including the Ofsted grading criteria

Signalling concerns including example notification of concern forms and action plans

Examples of Development Profile forms Guidance for Student Teachers on Implementing Diversity Issues In The Classroom Guidance on implementing support for pupils with English as an additional language (EAL) in your classroom practice Working in the Foundation Stage? In addition, examples of Monitoring and Assessment proformas can be found on the Professional Studies moodle page

postgraduate certificate in educationd3mcbia3evjswv.cloudfront.net/files/sere pgce a final c sh...

Documents