school-based learning: placement b pgce early ... -...

Faculty of Education and Children’s Services School-based Learning: Placement B PGCE Early Years and PGCE Primary PR0002 PR0004 Module Leaders: Jon Clough and Deirdre Hewitt

2012/2013

All documents are available on the Faculty Hub http://facultyhub.weebly.com/partnership.html

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

http://facultyhub.weebly.com/partnership.html

mailto:[email protected]

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

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Table of Contents

Page Number

Overview: of School-based Learning expectations 5 Introduction 6 Contact Details 7 Dates of School-based Learning 7

University-based learning

Professional Development Education Mathematics

English Science

9 9 9

10 10

School-based Learning Module Aims 10

Module Learning Outcomes 11

Professional Development

12

School-based Learning (SBL) and Observation Schedule 14

SBL EAL Task 22

Subject -based Learning

Mathematics

English Science

23 23 23 23

Absence policy 24 Contents of the School-based Learning File 25 Observation form 27

Observation of a discrete phonics lesson in KS1 30 Weekly Review of Progress form 33


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School-based Learning: Placement B PGCE Primary and PGCE Early Years

This placement covers the final stage of the programme, where Associate Teachers are expected to attain and exceed the Teachers’ Standards (2012). They will be expected to apply their developing subject knowledge, skills and understanding within the National Curriculum framework and statutory requirements. Associate Teachers will continue to observe and reflect on how experienced class teachers plan and prepare for their lessons and manage the classroom environment and behaviour of children. Associate Teachers should be engaged in group as well as whole class teaching, under the supervision and guidance of the Professional Mentor or classroom teacher. They should be responding to advice and feedback and be able to evaluate and reflect in order to improve their understanding and practice. At the start of the block placement, Associate Teachers will teach 50% of the timetable, rising to 70% in the final weeks.


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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 (during the block placement) and with reference to the SBL Policies and Procedures Handbook. Electronic copies of the SBL Policies and Procedures Handbook will be e-mailed to schools 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 Faculty Hub 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]

PGCE Early Years Programme Leader

Deirdre Hewitt

01244 511546 [email protected]

PGCE Primary Programme Leader

Jon Clough

01244 511013

[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 Days in School / Comments

Preparation Days

W/b 25th March 2013

or w/b 8th April 2013

Tuesday – Thursday

Wednesday - Friday

Block - Week 1

W/b 15th April 2013

Monday – Friday (PGCE Primary)

Monday – Thursday (PGCE Early Years)

Block - Week 2

W/b 22nd April 2013

Monday – Friday (PGCE Primary)

Monday – Thursday (PGCE Early Years)

Block - Week 3

W/b 29th April 2013

Monday – Thursday

(Professional Development session at University on

Friday)

Block - Week 4

W/b 6th May 2013 Tuesday - Friday

Block - Week 5

W/b 13th May 2013

Monday – Thursday

(SEN Conference and Professional Development

session at Riverside on Friday)

Block - Week 6 Block - Week 7 Block - Week 8 Block - Week 9

W/b 20th May 2013

W/b 10th June 2013

W/b 17th June 2013

W/b 24th June 2013

Monday - Friday







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Interim Report (Review Point 1)

W/b 6th May 2013 In office by Friday 10th May 2013

Final Report (Review Point 2)

W/b 24th June 2013

In office by Friday

28th June 2013

All reports must be received in the ITE Administration office by this date.

SBL Results Committee (University Tutors only)

TBC

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

Professional Development Education Prior to this SBL the Associate Teachers will have considered:

Introduction to the teaching profession, the statutory frameworks and Teachers’ Standards (2012);

Child Protection/Safeguarding, including e-safety;

Introduction to learning and learning styles;

Theories of teaching and learning;

The observation, assessment and planning cycle;

Organisation and management of children and the environment;

EYFS and NC;

Teaching skills: explaining and questioning, engaging children;

Evaluations and reflections;

Behaviour for Learning;

Assessment for Learning and Assessment of Learning;

Inclusion and under-performing groups;

Special educational needs and disability;

PSHE;

Collaborative working with other adults;

Learning Outside the Classroom. Mathematics

Prior to this SBL the Associate Teachers will have considered:

Overview of mathematics/Early mathematics curriculum in schools/settings;

Effective mathematical pedagogy in the Early Years and the key principles of teaching mathematics (Williams);

Strategies to foster children’s natural interest in numeracy, problem solving, reasoning, shapes and measures;

Effective questioning and modelling across all areas of mathematics;

Using assessment to gain insight into a child’s confidence in tackling new learning, motivation and ability to concentrate;

Graphical representations: mark making and early recording in the Early Years (Williams);

Making effective use of formative and summative assessment in mathematics/Early mathematics;

Using APP to measure and structure mathematical development;

The value and importance of working with ‘real mathematics’;

Strategies to enable children to explore, enjoy, learn, practise and talk about their developing mathematical understanding (Williams);

Teaching number operations, strategies and approaches, including informal and formal methods of calculation for the four rules of number;

The Number System, counting and place value;

Shape and Space: properties of 2D and 3D shape; position and transformations;

Measurement, time and money;

The data handling process: representing and interpreting data;

Planning the teaching of mathematics/Early mathematics in the short and medium term;

Using ICT to support the teaching of mathematics/Early mathematics;

Special Educational Needs and intervention strategies/programmes;

Differentiation and planning for individuals;

Introduction to target setting using national, local and school data;

Teaching mathematics/early mathematics to children for whom English is an additional language;

The mathematics classroom: Resources for teaching mathematics/Early mathematics


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English Prior to this SBL Associate Teachers will have considered:

Language acquisition theories and their impact on EYFS pedagogy;

The continuing development of speaking and listening in the Early Years;

Curriculum demands and expectations;

Working with the National Literacy Strategy- planning, teaching and assessing units of study;

The teaching of systematic, synthetic phonics in discrete sessions;

The teaching of the Simple View of Reading in the Early Years;

Teaching the broad and rich language curriculum;

Enhancing language learning across and beyond the curriculum;

Teaching early writing: compositional and secretarial dimensions;

Subject-specific planning in the short and medium term;

Special educational needs which impact on progress in literacy;

Teaching children who are learning English as an additional language;

Assessment for Learning and Assessing Pupils’ Progress. Science

Prior to this SBL Associate Teachers will have considered:

The nature and importance of science education in EYFS and NC;

The development of process skills;

Constructivism;

The nature of scientific enquiry;

Progression in learning science;

Planning interventions and lessons in science;

Planning in the short and medium term;

Organisation and management of science in the Early Years and Primary classroom;

Health and Safety;

Assessment strategies;

Special Needs in science;

Science outside;

Magnetism;

Materials and their Properties;

Sound;

Light;

Forces and Energy;

Electricity;

Life Processes. School-based Learning Module Aims

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

Achieve the Teachers Standards (2012);

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

Consolidate and extend their learning across their period of SBL and identify strengths and set targets for future professional development.


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Module Learning Outcomes

By the end of the module successful Associate Teachers will be able to demonstrate that they:

I. 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.

II. 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.

III. 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.

IV. 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;

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

V. 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;


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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.

VI. 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.

VII. 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.

VIII. 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

1. Associate Teachers must take ownership of their own professional development

through target setting against the Teachers’ Standards (2012) particularly in the light

of opportunities provided by the individual context.

2. Associate Teachers must ensure they negotiate with the Professional Mentor and

class teacher opportunities to teach those curriculum areas which they not previously

taught; this can include team-teaching.

3. Associate Teachers are expected to share their Standards Profile Log, targets and

Individual Development Plan with the PM and/or CT at the beginning of this block of

SBL.


class teacher opportunities to observe literacy being taught by each of the following:

The class teacher;


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Literacy Co-ordinator;

A class teacher from a different age range/phase.


class teacher opportunities to observe mathematics being taught by each of the

following:

The class teacher;

Mathematics Co-ordinator or mathematics specialist;

A class teacher from a different age range/phase.

6. Associate teachers should receive at least one systematic synthetic phonics

observation undertaken by the CT/Professional Mentor/Subject Leader using the

phonics observation form. At KS2 this may focus on the teaching of spelling to a

group. At EYFS this may focus on the precursors to formal synthetic phonics.

Associate Teachers in KS1 must receive two observations.

7. At least one mathematics observation undertaken by the CT/Professional

Mentor and one by the Subject Co-ordinator or the mathematics specialist, using

the mathematics observation form.

8. Associate Teachers are expected to prepare for the Weekly meeting by completing

the Weekly Reflection and Section 1 of the Weekly Meeting form. The Weekly

Reflection should be sent to the PM/CT prior to the meeting to allow time for it to be

read. The Associate Teacher will also provide the CT/ PM with a copy of the weekly

reflection, ready for discussion in the weekly meeting.

9. During the Weekly Meeting it is expected that the Associate Teacher will:

a. discuss progress towards identified targets and how targets have been met;

b. discuss the Standards Profile Log and use this to identify targets;

c. discuss the Lesson Observation;

d. articulate their impact on children’s learning;

e. identify further targets on a weekly basis. These targets are to be transferred

to the Target Setting - Collaborative Review form; the Associate Teacher

completing all the relevant sections. Support from the PM and/or CT may be

needed initially. Targets should then become the focus for the following

week’s individual development activities and observation. Any additional

individual training activities should be identified on the Associate Teachers’

Individual Development Plan (IDP).

f. Review and add to evidence in the Portfolio of Evidence

10. It is expected that the Associate Teacher will ‘write up’ the Weekly Meeting on the pro

forma. Copies can be kept electronically, but must always be available when

requested.


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School-based Learning and Observation Schedule

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)

Preparation Days (3 days)

School induction with Professional Mentor (PM). Discuss:

Initial SBL targets. Reflect on your strengths and areas for development based on the previous SBL.

Priorities identified in the Individual Development Plan.

Opportunities to enhance your learning such as observing teaching and/ or meeting colleagues with specific responsibilities.

Professional strengths (e.g. sporting or musical abilities) that might support learning or extra-curricular activity in the wider school.

Subject Specialism Task (see separate guidance).

The school’s policy documents, in particular those relating to Safeguarding/Child Protection; Health and Safety; e-safety; Behaviour Management (including Restraint); Inclusion and Learning; Teaching and Assessment; SEND. Access and read.

Discuss the organisation and management of the class with the CT.

Discuss any results of assessments with the CT to enable you to build an

School induction with Professional Mentor (PM). Discuss:

Initial SBL targets. Reflect on your strengths and areas for development based on the previous SBL.

Priorities identified in the Individual Development Plan.

Opportunities to enhance your learning such as observing teaching and/ or meeting colleagues with specific responsibilities.

Professional strengths (e.g. sporting or musical abilities) that might support learning or extra-curricular activity in the wider school.

Subject Specialism Task (see separate guidance).

The school’s policy documents, in particular those relating to Safeguarding/Child Protection; Health and Safety; e-safety; Behaviour Management (including Restraint); Inclusion and Learning; Teaching and Assessment; SEND. Access and read.

Discuss the organisation and management of the class with the CT.

Discuss any results of assessments with the CT to enable you to build an understanding of the abilities and

PM – providing induction into the school, including: Safeguarding procedures; expectations of the Associate Teacher; e- safety; behaviour; SEND.

CT – inducting the AT into the classroom, e.g. groupings; routines; timetable, data (levels, targets etc).


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Week Beginning



understanding of the abilities and attainment levels of the children.

Ensure you are aware of any children for whom English is an additional language, any children who may demonstrate a gift/talent in a particular area and any child with an identified special educational need or disability.

Where you will not have an opportunity to work with a child learning English as an additional language ensure you consider when would be an appropriate time to undertake the EAL task.

In discussion with the class teacher, identify two children for your Child Profiles.

Agree a timetable for the period when you will take the leading role in learning and teaching.

Collect any planning information from the class teacher. Begin your research.

Explore the resources, including ICT, available to the class to support learning.

Observe the teacher and any TAs or other supporting adults to obtain an overview of their roles within the class; behaviour.

attainment levels of the children.

Ensure you are aware of any children for whom English is an additional language, any children who may demonstrate a gift/talent in a particular area and any child with an identified special educational need or disability.

Where you will not have an opportunity to work with a child learning English as an additional language ensure you consider when would be an appropriate time to undertake the EAL task.

In discussion with the class teacher, identify two children for your Child Profiles.

Agree a timetable for the period when you will take the leading role in learning and teaching.

Collect any planning information from the class teacher. Begin your research.

Explore the resources, including ICT, available to the class to support learning.

Observe the teacher and any TAs or other supporting adults to obtain an overview of their roles within the class; behaviour.

Assist the teacher by supporting children’s learning during individual and group activities.


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Week Beginning



Assist the teacher by supporting children’s learning during individual and group activities.

SBL Weekly Activities

Undertake your weekly reflection and send this to your Class teacher / Professional Mentor prior to your Weekly Meeting.

Attend the weekly meeting with the CT or PM ensuring that you have completed section 1 prior to the meeting.

After the meeting: write up a record of the meeting (sections 2, 3 and 4). Complete the Weekly Target Setting – Collaborative Review ensuring targets are specific.

Complete your IDP with any additional professional development activities identified in the meeting and update your Standards Profile Log.

Review and add to evidence in Portfolio of Evidence.

Identify times to observe literacy and mathematics.

Discuss opportunities to observe staff who teach other classes.

Plan teaching timetable for following week.

Complete activities identified in Individual Development Plan.

Undertake your weekly reflection and send this to your Class teacher / Professional Mentor prior to your Weekly Meeting.

Attend the weekly meeting with the CT or PM ensuring that you have completed section 1 prior to the meeting.

After the meeting: write up a record of the meeting (sections 2, 3 and 4). Complete the Weekly Target Setting – Collaborative Review ensuring targets are specific.

Complete your IDP with any additional professional development activities identified in the meeting and update your Standards Profile Log.

Review and add to evidence in Portfolio of Evidence.

Identify times to observe literacy and mathematics.

Discuss opportunities to observe staff who teach other classes

Plan teaching timetable for following week.

Complete activities identified in Individual Development Plan.

Child Profiles (see guidance in Planning

CT/PM - observe teaching and provide written feedback.

PM / CT - undertake the Weekly Review of Progress meeting to review progress using the Standards Profile Log.

Discuss the points raised in the dialogue following the lesson observation.

Discuss the AT’s reflection and probe thinking through dialogue.

Discuss with the AT how his/her teaching has impacted on children’s learning and how the AT knows this. Can he/she give examples and identify how learning will be moved forwards for specific children?

Agree targets for the following week which are to be transferred to the Weekly Target Setting – Collaborative Review.


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Week Beginning



Child Profiles (see guidance in Planning Handbook).

Subject Specialism Task

Undertake additional activity towards your wider professional development including for example, shadowing another professional within the school, undertaking collaborative teaching within another age-phase, working with parents / carers and other agencies, supporting extra-curricular activity, etc. Record these events in your SBL file.

Subject-based learning activities.

Handbook).

Subject Specialism Task

Undertake additional activity towards your wider professional development including for example, shadowing another professional within the school, undertaking collaborative teaching within another age-phase, working with parents / carers and other agencies, supporting extra-curricular activity, etc. Record these events in your SBL file.

Subject-based learning activities.

SBL Block

Week 1

50% teaching timetable (groups or whole class).

Plan lessons, drawing upon the teacher’s medium term planning.

Assess and evaluate planned lessons

Plan opportunities to take a large group or the class for activities such as storytelling, music making, dance, etc.

Support supervision during assembly and play-times on at least two occasions.

Meet with the phase leader and curriculum leaders. Discuss their roles. Make a record of the meetings.

Undertake observations of other teachers (particularly core subject

50% teaching timetable (groups or whole class).

Plan lessons, drawing upon the teacher’s medium term planning.

Assess and evaluate planned lessons

Plan opportunities to take a large group or the class for activities such as storytelling, music making, dance, etc.

Support supervision during assembly and play-times on at least two occasions.

Meet with the phase leader and curriculum leaders. Discuss their roles. Make a record of the meetings.

Undertake observations of other teachers’ (particularly core subject leaders) teaching.


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Week Beginning



leaders) teaching.

SBL Block

Week 2

50% teaching timetable.

Plan, assess and evaluate (as above)

Observe the teaching of synthetic phonics.

Discuss writing medium term plans and planning for progression with the CT.


Plan, assess and evaluate (as above)

Observe the teaching of synthetic phonics.

Discuss writing medium term plans and planning for progression with the CT.

CT – discuss arrangements for medium term planning.

Every week from this point

Review children’s progress in relation to targets in IEPs and relate their needs to the work planned.

Teach systematic, synthetic phonics, either as a discrete lesson at Key Stage 1, with vulnerable learners or with a focus on spelling at Key Stage 2.

Teach early mathematics or ensure that the skills of early mathematics are embedded in higher level mathematics teaching.

Undertake additional activity towards your wider professional development including for example, shadowing another professional within the school, undertaking collaborative teaching within another age-phase, working with parents / carers and other agencies,

Review children’s progress in relation to targets in IEPs and relate their needs to the work planned.

Teach systematic, synthetic phonics, either as a discrete lesson at Key Stage 1, with vulnerable learners or with a focus on spelling at Key Stage 2.

Teach early mathematics or ensure that the skills of early mathematics are embedded in higher level mathematics teaching.

Undertake additional activity towards your wider professional development including for example, shadowing another professional within the school, undertaking collaborative teaching within another age-phase, working with parents / carers and other agencies, supporting extra-curricular activity, etc. Record these

1 weekly lesson observation by CT or PM.


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Week Beginning



supporting extra-curricular activity, etc. Record these events in your SBL file.

events in your SBL file.

SBL Block

Week 3


Assess and evaluate (as above).

Write medium plans/weekly plans (as applicable) for literacy, mathematics, and science.

Write medium plans/weekly plans (as applicable) for prime and specific areas.

Key Stage 1 - Write medium term plans for at least 2 non-Core subjects where you are teaching at least 3 consecutive lessons.



Write medium plans/weekly plans (as applicable) for literacy, mathematics, and science.

Write medium term plans for at least 2 other non-Core subjects where you are teaching for at least 3 consecutive lessons.

CT- Check all forward planning is relevant, appropriate and fully complete.

SBL Block

Week 4



60% teaching timetable. Assess and evaluate (as above).

CT and PM complete the Interim Report/ Review Point 1 with the AT against the Teachers’ Standards (2012) using the Standards Profile Log.

UT visit.

SBL Block Week 5



Discuss SEND issues with the SENCO and contribute to an IEP, or updating of an IEP, with the support of the SENCO or class teacher.



Discuss SEND issues with the SENCO and contribute to an IEP, or updating of an IEP, with the support of the SENCO or class teacher.


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Week Beginning



SBL Block Week 6





SBL Block Weeks 7-9

70% teaching timetable

Review the information in your Child Profiles with your CT.

Using the information in the Child Profiles, produce two ‘mock’ reports for parents/carers using the school’s format. Have this agreed with the CT and signed.

70% teaching timetable

Review the information in your Child Profiles with your CT.

Using the information in the Child Profiles, produce two ‘mock’ reports for parents/carers using the school’s format. Have this agreed with the CT and signed.

SBL Block Week 8

Undertake a final weekly reflection in order to prepare for the final Weekly Review of Progress and Final Report; this will be completed by the PM/CT and UT.

Undertake a final weekly reflection in order to prepare for the final Weekly Review of Progress and Final Report; this will be completed by the PM/CT and UT.

Final Weekly Review of Progress meeting to review progress and agree targets against the Teachers’ Standards in preparation for the Final Report

PM ensure that Associate Teacher has evidence of his/ her teaching of literacy and mathematics with clear written feedback and target setting.

SBL Block Week 9

Review Medium Term plans for all subjects taught and appraise the rationales.

Complete the two Child Profiles and prepare a summary overview of them.

Ensure targets are agreed with the PM/UT for entry into the teaching

Review Medium Term plans for all subjects taught and appraise the rationales.

Complete the two Child Profiles and prepare a summary overview of them.

Ensure targets are agreed with the PM/UT for entry into the teaching profession.

UT visit.

CT and PM complete the Final Report with the AT against the Teachers’ Standards (2012) using the Standards Profile Log.

CT/ PM to monitor evidence


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Week Beginning



profession.

Summarise and pass on a copy of all assessment records to the CT/PM.

Complete all school -based and University-based paperwork.

Ensure there is evidence in your SBL Files of your teaching of systematic, synthetic phonics/ literacy and mathematics with clear written feedback and target setting.

Undertake a final review of evidence cited or gathered to demonstrate progress / attainment against the Teachers’ Standards (2012).

Return the SBL evaluation proforma to ITE Administration Team

Summarise and pass on a copy of all assessment records to the CT/PM.

Complete all school -based and University-based paperwork.

Ensure there is evidence in your SBL Files of your teaching of systematic, synthetic phonics/ literacy and mathematics with clear written feedback and target setting.

Undertake a final review of evidence cited or gathered to demonstrate progress / attainment against the Teachers’ Standards (2012).

Return the SBL evaluation proforma to ITE Administration Team

provided by the AT and verify this evidence.

PM agree targets with the Associate Teacher for the entry into the teaching profession.

PM complete the SBL evaluation and return with the Final Report form by the due date. This will trigger payment to the school/ setting. Claims can only be processed within 3 months of the end of the period of SBL.

External Examiner/ Assessor visits will be made for a 20% sample of Associate Teachers. Associate Teachers and schools will be notified in advance.


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SBL EAL Task If within your class there are children learning English as an additional language you will include in your planning specific reference to their needs. Where this is not the case, you should undertake the following activity. Refer to the pdf (PGCE Marking Progress) on the SBL module space PR0002 (PGEY) and PR0004 (PGPr).Here you will find useful supporting information and also a series of Case Studies concerning children for whom English is an additional language: Year 2 Salem Year 2 Anuman Year 3 Ezabella Year 3 Hikmet Year 5 Chand Choose a child whose age most closely matches the age phase in which you are teaching. You are to imagine that this child is in your class. Over the course of the SBL plan a seriesof teaching / learning sessions in which you demonstrate your ability to address the child’s learning needs. You should undertake this activity for a minimum of three English and three mathematics sessions (preferably consecutive sessions) and also across a range of other areas covering a minimum of four other sessions. Try to anticipate what, if the situation were real, might be the resources and teaching strategies adopted. Identify where and how you might obtain additional support to ensure that the best opportunities could be afforded to this particular child. For those Associate Teachers in EYFS, your scenario is as follows: A few days into your SBL two new children are introduced into the class. The children, five year old twins, Anna and Witek, have just moved to the UK from Krakow, Poland with their parents. Anna and Witek have been taught to say a few words of English. Mum and Dad speak some English and are keen to learn more and to support their children’s education as well as they possibly can. Ensure that you make reference to Anna and Witek’s learning needs within your planning across a minimum of ten learning experiences Try to anticipate what, if the situation were real, might be the responses to your tasks and address this in evaluations stating how else activities might be undertaken if your first attempts were to prove unsuccessful. Identify where and how you might obtain additional support to ensure that the best opportunities could be afforded to these particular children. Ensure you discuss this task with the CT and with the PM enabling you to tie this in with your planning and allowing you to refer to the school’s and wider Local Authority’s resources, where appropriate.


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Subject-based learning

In school, Associate Teachers should augment their subject specific pedagogy by engaging in these activities. These have been developed to safeguard progress to QTS. Mathematics

1. Plan and deliver a medium term plan for mathematics. 2. Plan opportunities to develop any aspects of your subject knowledge, as

identified within your IDP. Do this in discussion with your class teacher, the school’s mathematics co-ordinator and/or mathematics specialist.

3. Associate Teachers should receive a mathematics-specific lesson observation at least twice during this SBL.

English 1. Individual targets relating to the teaching of literacy will be agreed with your

English tutor before this period of SBL. 2. Plan, teach and evaluate a unit of English/CLL of at least two weeks’ duration. 3. Associate Teachers must complete all remaining aspects of A Closer Focus on

Synthetic Phonics. This must be returned to the English team following placement.

4. Associate Teachers should receive a specific systematic, synthetic phonics/early reading/literacy lesson observation at least twice during this SBL.

Science

1. Plan and deliver a medium term plan in Science/Scientific Aspects of Knowledge and Understanding of the world.

2. If this not possible within your own classroom you MUST negotiate this with the Professional Mentor and classteacher to do this in another class, team teaching if this is the only option.


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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.

Visits by SBL Assessors and External Examiners

The University has comprehensive procedures and protocols for a 20% sample of Associate Teachers selected to be seen by the External Examiners and Assessors. If selected, Associate Teachers and schools will be contacted by the ITE Administration team to agree a schedule for the visit.



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Contents of the School-based Learning File

I. Title Page

Your Name Contact Details Dates of SBL Names of Head teacher, Professional Mentor, class teacher, University Tutor Details of School (address, telephone number, email)

II. Contextual Information

1. Brief overview of your experience to date 2. The letter from the Dean containing your CRB number 3. Previous SBL Report Form 4. Initial SBL Targets taken from your IDP (these must be completed with

your PAT prior to the placement) 5. Class Details (Routines, names and ages of children, groupings of

children, classroom plan and relevant assessment information provided by the class teacher)

III. Planning and Assessment

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

2. Medium-term plans, prefaced by the relevant rationale 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

IV. Personal Professional Development

1. Individual Development Plan (IDP) and Standards Profile Log; 2. Records of Observations: class teacher; Professional Mentor; University

tutor; other staff; 3. Reflective Commentaries for each completed week of SBL; 4. Weekly Target Setting - Collaborative Review form; 5. Record of Weekly Reviews of Progress; 6. 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;

7. 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.

Your SBL File is a professional document and 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;


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

(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;


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

and well-being.

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:

Signed (Associate Teacher)

Signed (Class Teacher):

Signed (Professional Mentor)

Signed (University Tutor):


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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 IDP)

Refer to Weekly Target Setting and Collaborative Review

Signed: Professional Mentor/Class Teacher

Associate Teacher Date


RE-ASSESSMENT Please see the School-Based Learning Policies and Procedures.

school-based learning: placement b pgce early ... -...

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