university of brighton primary twilight meeting welcome ba hons primary education year 2 placement...
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University of Brighton
Primary Twilight Meeting
WELCOME
BA Hons Primary Education Year 2 Placement
Thank you for hosting students on placement
University of Brighton
Year 2 Students
BA Primary:
Have had an 8 week paired school placement in Year 1
Have a developing subject knowledge
Have just begun subject study
They are a work in progress!
University of Brighton
Experience so far…
Spend a few minutes talking together about your experience to
date…
Year 1 student placement and mentor career experience
Specific areas of expertise that can be offered by the school and
student
Hopes and aspirations of the student and school
Student subject specialism / school curriculum priorities
National priorities
University of Brighton
Expectations for all students (p15)Each student will have ‘Contact Task’ time building up to 75% of the timetable.
During the 75% contact time they will engage primarily with:
Teaching and leading learning with the whole class
Focus group teaching and assessment within the class
25% of the time is designated as non-contact and should enable students to:
Assess and record pupil achievement
Evaluate pupil learning and their teaching
Plan future learning
Reflect on personal progress and update their ITDP and files
This time should be clearly timetabled and carried out in school at times agreed with the
class teacher
University of Brighton
Expectations (p19)
Students in KS1 and KS2 are expected to have theopportunity to teach:
Maths; English (including SSP); Science; ICT
Negotiate to teach Physical Education* plus a maximum of two other subjects chosen from: History, Geography, Art & Design, Design & Technology, Music and Religious Education.
* PE must not be taught unsupervised! A teacher must be present.
University of Brighton
Expectations (p19)Students in a Foundation Stage Setting are expected tohave the opportunity to
Engage learners in:• The three prime areas of learning and development :
communication and language; physical development; personal, social and emotional development
Support learners in:• The 4 specific areas of : literacy, mathematics,
understanding the world and expressive arts and design
Any form of physical education must not be taughtunsupervised! A teacher must be present.
University of Brighton
Week by week at a glance
Week 1: Team teaching and group work (page 16)
Weeks 2 and 3: Working in pairs leading and supporting (page 17)
Weeks 4 and 5: Becoming more independent (page 18)
Weeks 6 and 7: Working ‘independently’ (page 18)
Expectations for Planning and Preparation: see pages above
University of Brighton
Planning
Students are expected to be involved in medium term / weekly
planning discussions although lesson planning is often raised as
an area for development
•Please share and critically evaluate this lesson plan
•In an EYFS setting look at the ‘session plan for adult intended
learning’
•Critique the planning and consider how it will work alongside the
school’s own planning formats
University of Brighton
Assessment Number required Proforma Filing More details
Profile Child assessments- one child only
Individual assessments over the period of the placement (e.g. one per week)
Complete the Primary Language Record three times.
‘Child Profile’ document*
Section 4 of File See page 14
Whole Class assessments
At least once a day over the course of the placement.E.g. Series of maths lessons
Whole class Records’*
Section 2 of file :appended to evaluated lesson plans in file
See page 21
Whole class profile Ongoing throughout the placement.
‘Class Profile’* Section 5 of File See page 22
Assessing Pupil Progress: Expectations
*Downloadable from studentcentralNB. Please ensure that all information is anonymous
University of Brighton
Profile child: documentation
Students can access these via Student Central, Forms For Your Files : School Placement
University of Brighton
Whole Class Records
Assess and record achievement of whole class for one lesson each day
This should provide an overview achievement for the whole class in relation to the LOs
Please attach the assessment to the relevant lesson plan
Subject/area of learning: Date:Learning objective (s)
Group ‘Names’ Please assess each group’s achievements)
Commentary: To what extent have the learning objectives been achieved by this group?Note anything of significance about attainment e.g. individual children
Ways forward:What are the ways forward for the group and /or specific individuals?
Green Group In relation to LO1 this group...
In particular, TP and SY showed...
In the next lesson this group needs to... TP needs to ....
Red Group In relation to LO1 this group...
In particular, AA showed...
This group needs to develop the skill of....
Blue Group Assessed by TA
In relation to LO1 this group... In the next lesson, TI needs to
Purple Group In relation to LO1 this group...
Pink Group In relation to LO1 this group...
ST and FS showed...
Etc
University of Brighton
Planning and Assessment File : Section 5 Class Profile
Year Name Learner’s Profile
3 L Good reader- confident with good understanding. Can lack confidence in other areas of work.
3 J Mild hearing impairment: may affect attention control & participation in class. Strong in maths (number)
3 B Good practical skills (model making/ 3-d shapes’ puzzles). Less confident with recorded tasks. Enjoys problem solving in science
3 S Prefers to work by himself. Interested in factual information but less motivated during group activities. V strong in formal maths but finds it difficult to apply skills to problems.
Confiden
tial
Start on first day and develop over course of placement
University of Brighton
Mentor Responsibilities 1. Student Induction
Awareness of school policies and protocol
Safeguarding policies and key staff
2. Mentoring
To enable each student to make maximum progress through:
Regular meetings (weekly) to agree, monitor and challenge ITDP/action plan. Overview of ITDP
is in file, specific detailed action plans in student’s e-portfolio
Completion of three formal observations (one of which is shared with the placement tutor),
provide lesson grade, written and verbal feedback (PA form PIE Handbook p.82)
Identifying opportunities for meeting targets
Monitoring file and e-portfolio on a weekly basis and meeting with student each week to discuss
progress (student to keep record of meeting)
Completion of placement paperwork PB (Interim) and PC (Final) to capture the achievements of
individual students
*
University of Brighton
Prior to an observation and on a weekly basis, look in student’s e-portfolio :
IDTP/Action plans and weekly evaluations: what are the current priorities for this
student? Is there a link between the two?
How do these reflect the feedback provided so far?
Is the student being proactive in setting targets and developing actions?
As part of an observation and feedback:
Observe lesson and use ‘Lesson Observation Criteria’ (p 27-28) to guide your
judgement. Record grade and formative feedback on PA form
Sample a sequence of lesson plans, class assessments and evaluations- does lesson
evaluation and assessment inform future planning?
Ask student to talk about their profile child and share their assessments for this child.
Check student’s progress in relation to key Placement Tasks e.g. phonics
A few reminders:
University of Brighton
Planning & Assessment FileSection 1:ITDP/Action Plan
This overview needs to be reviewed and up-dated weekly in the e-portfolio and an updated copy printed out and in file each week.
The Action Planning tool in e-portfolio is then used to produce specific action plans to develop these actions
Targets linked to specific standards (identified prior to the placement)
Actions(negotiated with the mentor at the beginning of the placement and reviewed / amended at weekly intervals)
Review Date Further action needed
To establish a clear, positive ethos to classroom disciplineTS1TS7
Find out children’s needs and interests
Find out about school behaviour management policies
Develop methods of proactive behaviour management
Week 2 Need to work on my use of body language and positioning when resolving conflicts between pupils
University of Brighton
Professional Development Tasks Behaviour Task (page 11)
Phonics Task (pages 11-12)
Primary Languages Task (page 12)
SEND Task (page 13)
EAL Task (page 14)
Profile Child (page 14)
Talk together about each of the tasks explained in the handbook and consider how to achieve
these:
Student: Previous experience, confidence and knowledge
School: How the school can facilitate engagement with these and develop students’
competence and confidence
University of Brighton
A few reminders:
Role of university placement tutor
Quality Assurance and support for mentor decisions
Two visits : First one for joint observation with mentor. Second
for e-portfolio, paper file check and to agree placement grades
Absence from placement
Three or more consecutive days- doctor’s certificate sent to PO
More than five days total absence- usually results in
failed placement
See PiE Handbook and Agreement page 47
University of Brighton
A few more reminders:
Cause for Concern (PD form PIE handbook p.86)
Please let us know of any students causing concern prior to interim grades if
possible so that appropriate support can be put in place
Grading descriptors
Students can be graded ‘High’ in the context of a Year 2 placement.
To help inform/confirm judgements and set targets throughout the placement
Highest grade is ‘High’
Use the grading descriptors in your handbook (pages 29-34) to inform your
judgements.
Use these as a best fit model. May be useful to highlight the descriptors on an
ongoing basis and/or at the interim/final stage.
University of Brighton
Year 2 Placement: Interim and Final Reports
Friday 1st March Interim evaluation completed and Form PB returned to the Partnership Office.
Friday 22nd March Final report completed and Form PC returned to the Partnership Office.
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