ba (hons) primary education and teaching school …d3mcbia3evjswv.cloudfront.net/files/sere year 3...

University of Chichester

BA (Hons) Primary Education and Teaching

School Experience

Requirements and

Expectations Year 3

i

Contents

Introduction• Schedule of Dates• School Experience Contact Numbers• DBS Check / TRN Numbers / Teacher Support / Comments and

Suggestions• Attendance and Absence Information for Students• School Experience Checklist for Student Teachers

234

57

School Experience in Year 3• Summary of Requirements - Roles and Responsibilities• Aims and Learning Outcomes for Year 3 SE• Year 3 SE within the Context of the Whole BAPET Programme• Teaching Loads• Intervention Time• Planning, Preparation, Assessment (PPA) and Observation Time• School-Based Training Tasks• Independent Project (IP)

811121414151619

Weekly Overview• PV Days• ESE 1• ESE 2• ESE 3• ESE 4• ESE 5• ESE 6• ESE 7• ESE 8• ESE 9• ESE 10

2020212122222323242425

Planning, Teaching, Monitoring, Assessment, and Evaluation• School Experience File• Pupil Progress File• Development Profile

262727

School-Based Learning Tasks• English• Maths• Science

293132

2

This SERE is to be read in conjunction with the Generic School Experience Handbook. Both of these documents can be downloaded from our website: http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience or the School Experience Moodle page.

The information given in this handbook is intended as a guide only. It should not be regarded as a definitive document nor should it be deemed to form a contract or the terms of a contract between the University, school and student teacher.

Year 3 Schedule of dates 2014-15Key:

• WMML = Weekly Mentor Meeting Log!! ! !

• POF = Phonics Observation Form (in student’s Becoming a Teacher of Reading Booklet)

• LOS = Lesson Observation Sheet! ! ! !

• FAR = Final Assessment Review

Week Date Venue Link Tutor Mentor Activity RecordMeeting for link tutors

Briefing meetings for all Year 3 student teachersStudent teachers to meet link tutors

1 December 20143-4pm

1 December 20144-5.30pm

TBC

Preliminary Visit Days to schools

8-10 December 2014(3 days)

SchoolPV days – all student teachers visit schools

None

ESE 1 5-9 January 2015 School WMML

ESE 2 12-16 January 2015 School Observation

Mentor observation*Early Reading / Phonics

WMML/POF

ESE 3 19-23 January 2015 School Observation Observation Joint observation –

Maths WMML/LOS

ESE 4 26-30 January 2015 School WMML

ESE 5 2-6 February 2015

Observation Mentor observation – Science

WMML/LOS

ESE 6 9-13 February 2015 School Observation Observation

Joint observation – *Early Reading / Phonics

WMML/LOS

16-20 February HALF-TERM16-20 February HALF-TERM16-20 February HALF-TERM16-20 February HALF-TERM16-20 February HALF-TERM16-20 February HALF-TERM16-20 February HALF-TERM

ESE 7 23-27 February 2015

23 February Oasis Day at UniversitySchool

Observation Mentor observation – Literacy

WMML/POF

ESE 8 2-6 March 2015 School Observation Mentor observation WMML/LOS

ESE 9 9-13 March 2015

School Observation Mentor observation10 & 11 MarchExternal Examiners’ visits

WMML/LOS

ESE 10 16-20 March 2015 School

Final Assessment Review

Final Assessment Review

Final Assessment Review FAR

Top-up week 23-27 March 2015

Top-up week

Section 1

Introduction

http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience




3

It is important to maintain a regular pattern of observations so that advice and guidance is provided throughout the experience. The weeks indicated above for observations are meant as a guide. Link tutors may feel it appropriate to move the second joint observation to an earlier point in the SE. However, the number and purpose of visits must not be altered.

Note: There will be additional visits by the Partnership Quality Assurance [QA] team and/or External Examiners.

*For students in KS2 classes, phonics observation and teaching may take place within another class or with a small group of KS2 pupils for whom the teaching of phonics is developmentally appropriate.

School Experience Contact Numbers1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff

Co-ordinator for School ExperienceCo-ordinator for School Experience Wayne StallardWayne Stallard Tel. 01243 812040E-mail [email protected]

Head of School Partnership Head of School Partnership Jane EvansJane Evans Tel. 01243 812025E-mail [email protected]

Director of EducationDirector of Education Dr. Jon SpenceDr. Jon Spence Tel. 01243 812034E-mail [email protected]

Programme Co-ordinator for BA PETProgramme Co-ordinator for BA PET Dr. Carole BignellDr. Carole Bignell Tel. 01243 812088E-mail [email protected]

Year 3 Co-ordinator for BA PETYear 3 Co-ordinator for BA PET Glenn StoneGlenn Stone Tel. 01243 812084E-mail [email protected]

2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staffa) School Experience

Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Glyn Saunders (am)Glyn Saunders (am) Tel. 01243 812172E-mail [email protected] Tel. 01243 812172E-mail [email protected]

a) School Experience Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Louise Mahoney(Mondays,

Wednesdays and Thursdays am)

Louise Mahoney(Mondays,

Wednesdays and Thursdays am)

Tel. 01243 812182E-mail: [email protected]. 01243 812182E-mail: [email protected]


Nancy Egleton (pm)Nancy Egleton (pm) Tel. 01243 812173E-mail [email protected]. 01243 812173E-mail [email protected]


Vicky BowmanVicky Bowman Tel. 01243 812174E-mail: [email protected]. 01243 812174E-mail: [email protected]

a) BA [PET] Programme Administrator F2 St Michael’s HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGISWest SussexPO21 1HR

Debbie HallDebbie HallTel. 01243 812065Fax: 01243 812127E-mail [email protected]

Tel. 01243 812065Fax: 01243 812127E-mail [email protected]

3 School Partnership Office Fax: 01243 812153 Bognor Regis campusFax: 01243 812153

Bognor Regis campus E-mail [email protected] E-mail [email protected]

4

DBS check – please read the following extract from The Partnership AgreementIt 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.

Teacher Reference Number (TRN)Student teachers should be aware that the University will share Teacher Reference Numbers with their SE schools. Professional bodies (including Schools, the National College for Teaching and Learning, OfSTED, Teacher Training Institutions) can use this information to gain information about the individual’s eligibility to teach (whether they have QTS, have completed their induction, been barred from the profession etc.). This information is made available by the Department for Education through a secure website and is not available to the general public.

As well as the “Troubleshooting” and “Guidance for student teachers in Difficulty” sections included in this 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

Any advice or suggestions for improving this guide will be welcomed. All comments and enquiries should be sent to:

Wayne StallardCo-ordinator for School PartnershipArran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Further copies of this document may be accessed via the School Partnership Office website at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience.

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




5

Attendance and Absence information for studentsStudent 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 (i.e. your mentor) MUST be consulted and their permission obtained.

Procedures to follow if absentIf you cannot attend school on a particular day, for example because of illness, you should follow these procedures:

• Inform the school by 8am at the latest by telephone and, where possible, by e-mail (marked URGENT).

• Inform other student teachers involved in your planning that you will be absent.

• If your link tutor is due to visit e-mail her/him AND telephone the School Partnership Office on 01243 812174 before 8am.

• Notify the Programme Administrator of your absence, by telephoning 01243 812065 or by e-mailing [email protected] and complete a school absence form (available at http://www.chi.ac.uk/department-education/school-partnership-

office/primary-school-experience and on Moodle). 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 illnessYou 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 Programme Co-ordinator if one absence is for more than five days.

Prolonged absence from school – Deferred assessmentOne of the requirements of successfully completing your course is the satisfactory completion of the prescribed period(s) of school experience (SE). In cases of substantial absence from

mailto:[email protected]

mailto:[email protected]







6

school which is supported by medical evidence, assessment will be deferred and student teachers will be required to undertake a further period of time in school to compensate for the lost days. If it is not possible to complete the deferred SE before the end of the academic year, student teachers will be deemed to have failed the SE which will be presented to the Board of Examiners.

Top-up daysAll absences must be made up. Final assessment may be deferred until these days have been completed. A running total of number of days of absence should be kept on the Weekly Mentor Meeting Logs. All absences must be made up in the Year 3 Top-up week.

Visiting Schools As Y3 students will be seeking employment in teaching in September, they may request time to look around schools where they hope to apply for a job. Students are advised to select the schools they visit carefully and not to assume that they will be able to visit each school in the working day. Student teachers and mentors are advised that time to visit

schools should come out of the PPA allocation for that week (see Weekly Overview on page 20).

School Experience Checklist for Student teachers:

At the start of your SE please print the Checklist (on pg.7), and put in the front of your Teaching File(s). Ensure you complete each point (tick when complete).

7

• Make a list of names of staff and areas of responsibility

• Read the School Prospectus and relevant policies

• Make yourself known to Head Teacher, administrative staff and Site Manager

• Obtain your timetable for teaching

• Ensure class teacher / mentor have copies of your timetable

• Discuss children in class with the class teacher

• Obtain / make lists of names of the class/groups

• Obtain / make a seating plan of the room

• Obtain baseline assessment/ tracking data for your class

• Obtain adequate information on levels of support children require

• Identify any children with specific learning needs (e.g. special educational needs) and ensure that you have access to any relevant IEPs, etc.

• Ensure you are clear about teaching responsibilities – what and when?

• Ensure you are familiar with the school’s approach to teaching literacy & numeracy

• Ensure you are familiar with the school’s procedures for assessment

• Ensure you are familiar with the school’s marking and recording policy

• Ensure you are familiar with the school’s classroom rules / expectations

• Ensure you are familiar with the resources available for each curriculum area

• Find out the meetings you need to attend – planning, staff meetings, INSET, special events, parents evenings

• Ensure you are familiar with the ICT equipment and software available in school

• Find out requirements / expectations for photocopier use

• Clarify your expected time of arrival and departure each day

• Inform school of University training to date in curriculum areas

• Ensure you have discussed the following with your mentor:• Your Training Plan• The school-based learning tasks (which you need to schedule in)• The school-based training tasks (which you need to schedule in)• Conducting IP research • The weekly overview

• Legal requirements: please read and note the implications for you as a student teacher regarding the school’s policies on the following:• Race equality and racial harassment – location of racist incidents log• Equal opportunities• Bullying• Appropriate restraining of pupils• Behaviour management• 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 to do so.• Child protection: Ensure that you are aware who the Child Protection

Officer is.

Headteacher or Deputy Headteacher to provide short input and guidance on safeguarding procedures for student teachers in their school on Day 1 of the SE.

8

Summary of Requirements Student teachers are placed singly in a particular classroom in a school where they will undertake 10 weeks of school experience during the Spring Term.

Student teachers are required to:

• Have read all the documentation associated with the Year 3 SE.

• Have written an introductory letter to the headteacher prior to their PV day.

• Familiarise themselves with a range of whole school issues (outlined in checklist above) and the school’s ethos and how this impacts on pupils and staff.

• Conduct all their communications with pupils and all staff in a professional manner; the school will normally regard the student teacher as a temporary member of staff and they will be treated as such. It is essential that both staff and pupils perceive the student teacher as fulfilling this professional role. The introductory letter, punctuality, courtesy and suitable dress can all help towards creating an appropriate professional image.

• Arrive in school in sufficient time to take part in the initial preparation of the classroom – at least 1 hour before the start of the school day. They should make sure that all resources necessary for the planned activities are available at the start of the day.

• Stay up to 1 hour after the end of school to tidy up and prepare for the next day. This may have implications for any paid employment that student teachers undertake. They are asked to make adjustments to their working hours to meet the professional requirements and expectations of their initial teacher education programme.

• Dress appropriately and professionally. There are no hard and fast rules here (although guidance will usually be given by University tutors prior to the start of SE).

Section 2

School Experience in Year 3

9

• Observe school and staff room protocols, for example before picking up the nearest mug, check on the staffroom procedures. Students may be required to pay for refreshments.

• Share previous SE reports with their mentor and link tutor (and if required, their class teacher).

• Ensure that they have planned their lessons in good time (negotiated with the mentor and or class teacher) and checked their planning with their mentor / class teacher).

• Plan and evaluate all lessons, assess and monitor pupils in all lessons, marking all pupil work that has been completed in the lessons taught.

• Plan for and professionally direct the work of TAs and other adults.

• Maintain up-to-date planning and teaching files and a pupil progress file.

• Plan an out-of-school trip for their class.

• Attend and contribute to a Parents’ consultation event, if possible. If not possible, then report on the progress of four children to the class teacher as if (s)he were the parent / carer of each child.

• Complete all school based learning and training tasks before the FAR; these must be completed satisfactorily to pass the SE.

• 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:

• Oversee and supervise all aspects of the student teacher’s SE including the monitoring of their files.

• Assess student teachers in school in conjunction with a University link tutor, according to a schedule of classroom observation visits.

• Plan opportunities for the student teacher to complete the school-based learning and training tasks; as well as opportunities for the student teacher to complete research for their independent project (IP).

• Ensure that student teachers have a wide range of experiences, for example observing good teaching in other classrooms. There is a schedule of five classroom observations in addition to the 2 joint observations with the link tutor. In addition the mentor will assume responsibility for

10

advising the student teacher on planning, teaching, assessment and evaluation, as well as ensuring that student teachers gain a wide range of professional experience, including the opportunity to: undertake observations in other classrooms to extend his/her knowledge and understanding of teaching and learning; meeting parents in a professional context; and fully using and contributing to the school's system of assessment, recording and reporting.

• Closely monitor and agree the Weekly Mentor Meeting Log (for requirements see p2, and for example/video see Good Practice Guide for Mentors and Link Tutors or Student Teachers) summarising strengths and achievements over the past week and targets set for the week ahead. The student teacher’s ESE training plan and the targets set each week as part of the weekly review should be reviewed in the following week and progress against the targets and the training plan noted. It is the student teacher’s responsibility to complete the Weekly Mentor Meeting Log in preparation for the weekly meeting. As part of this meeting mentors are asked to ensure to check the training plan at regular intervals.

• Take part in the Final Assessment and Review (FAR) meeting with the link tutor and the student teacher in the final week.

• Offer regular support and advice to the student teacher, providing the opportunity to observe and discuss practice and giving feedback and advice to the student teacher. The class

teacher should liaise closely with the mentor and link tutor about the student teacher’s progress.

The University link tutor will:

• Work in conjunction with the mentor, class teacher and student teacher to ensure that the quality of the SE meets the requirements of the student and the University quality assurance guidelines.

• Follow a schedule of visits to the school to observe teaching, sometimes jointly with the mentor, and to discuss the student teacher’s progress and agree action plans for the future.

• 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 SE and provide training as appropriate to support the mentor in the development of their role.

• Ensure all lesson observations are followed up with a written record on Lesson Observation Sheets (for requirements see p2, and for example see Good Practice Guide for Mentors and Link Tutors). These can be downloaded from the School Partnership website for those wishing to complete the forms electronically from the following link:

11

http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience/key-documents-ba-hons

Aims and Learning Outcomes for Year 3 School ExperienceThis school experience aims to enable student teachers to:

• Gain proficiency in whole class teaching and teaching subjects across the primary curriculum.

• Develop students’ knowledge about school management and target setting.

• Meet Teachers’ Standards (DfE, 2012).

• Identify key areas for inclusion in their NQT year.

• Increase understanding of the relationship between theory and practice in education.

• Develop students’ professional confidence and competence within a school setting.

This Year 3 school experience has been designed so that on completion of the SE, the associated school-based learning and training tasks student teachers will:

• Be able to identify, articulate and deploy a range of inclusive strategies in their teaching.

• Know the structure and requirements of the EYFS, the National Curriculum and other relevant documentation as they relate to teaching in the Foundation Stage and Key Stage 1 and 2.

• Understand some theories of learning and be able to select and employ such theories as appropriate in a school environment.

• Be able to plan, teach, assess and evaluate lessons at a level that meets the Teachers’ Standards.

• Be able to use ICT for subject specific lesson delivery and other educational purposes.

• Plan for and deploy other adults effectively.

• Set and monitor targets for pupils.

• Know and understand the role of the subject manager in relation to the curriculum and school management systems.

• Identify their professional strengths and areas for development.

• Meet the Teachers’ Standards at a minimum or better level.





12

• Communicate effectively in written and spoken English.

• Demonstrate skills of co-operation and consultation, and the ability to work within an equal opportunities framework when working in the school environment.

• Manage time and resources effectively.

• Demonstrate flexibility, purpose and self-knowledge, self-confidence, independence, self-motivation and problem-solving through self-appraisal and target setting.

• Take responsibility for on-going professional development by responding to professional advice and targets within a limited time-span, and working with mentor, link tutor, school and University staff as part of a team.

Year 3 School Experience within the Context of the Whole ProgrammeAll student teachers follow the Professional Studies Module – Developing as a Professional – as well as modules in the core curriculum and the Independent Project. The Learning Journeys for professional studies are detailed on page 13 and they indicate what student teachers may be expected to know and understand at this stage in their training and education. Please

refer to Good Practice Guide for Mentors and Link Tutors for English, Mathematics and Science Learning Journeys.

14

Teaching LoadsStudent teachers are expected to assume specific teaching loads during their third year. These periods of contact time are calculated to give them the best opportunity to develop their teaching skills while allowing time for preparation, evaluation, assessment and other non-teaching tasks. The normal expectation is for student teachers to build up to 80% or four hours per day teaching load. This load should be achieved through whole class teaching. Teaching must include the core curriculum subjects, ICT, MFL (if possible), PE and other foundation subjects. Student teachers must try to teach or observe foundation subjects which they have been unable to teach to date. As part of the requirements for this final SE, student teachers must, with the help of other staff, plan and (if possible) implement opportunities for pupils to learn in out-of-school contexts, e.g. a class or school visit to a museum or theatre, or field work.

Teaching of Early ReadingStudents should teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson. If the student is based in a KS2 class with already competent readers, (s)he should teach in another class or with a group of children for whom the teaching of phonics is developmentally appropriate.

Rather than using a generic University of Chichester Lesson Observation Sheet, the mentor should give the student feedback on his/her phonics teaching using the observation form of the student’s Becoming a Teacher of Reading booklet. In light of this feedback, the student should reflect upon the learning journey in his/her Becoming a Teacher of Reading booklet to ascertain progress against the learning outcomes for the Beginning, Developing and Extending phases.

Intervention TimeStudent teachers will have 10% of their teaching load directed by the school to undertake work that will directly have an impact on pupil progress. The school may wish for the student teacher to work with pupil premium, SEN, EAL, or a gifted and talented child or small group of children. It must be made clear to the student teacher why this child or small group of children have been selected, including any key targets which the student teacher must work on. The student teacher will keep a record of the interventions carried out and at the end of the SE produce a detailed report, for the head teacher, on the child’s or children’s progress to meeting the targets set. The Primary Partnership Advisory Committee felt that the report should be for the head teacher so they would have this record for Ofsted purposes. Examples of record keeping formats can be found in the Good Practice Guide for Student Teachers.

15

When considering which child or children the student teacher will work with it may be useful to consider:

• The year the student teacher is currently in e.g. Year 1 BA PTS or PGCE A student teachers may require less complex tasks (for example hearing readers) or greater guidance / support to deal with complex issues.

• The speciality or strengths of the student teacher e.g. if the student teacher is a Year 3 Mathematics specialist you may want them to work on specific maths issues.

• Whether it is a specific intervention (e.g. Wave 3) and whether the student teacher has knowledge of it. If not, whether the student teacher would be able to have access to the materials/training in order to become familiar with the intervention.

Planning, preparation and assessment (PPA) and observation timeIt is most important that student teachers are provided with clearly defined periods of planning, preparation and assessment. It is suggested that they are allocated one hour PPA time per day.

Final year student teachers must not be used for supply cover.

The PPA time should be used for observation of experienced practitioners in the base class and throughout the school, as well as planning, preparation and assessment. The requirement for student teachers to train in two key stages means they need experience of all age groups within this phase. Mentors should help plan a schedule of visits to enable student teachers to gain this experience. This time should include opportunities for planning, teaching and assessing pupils in these new age groups. Observations and teaching outside of the class base should be focused on the core subjects.

Please note that PPA time is IN ADDITION to research time for the Independent Project. Student teachers are STRONGLY ADVISED to complete their research for their IP in the first five weeks of the SE.

20% of the whole week is for PPA. Teaching time is per the Weekly Overview (see page 20). Any remaining time should be spent in classrooms observing aspects of reaching e.g. early reading / phonics; behaviour management, or observing provision for SEN or more able pupils. Final year students will also need to conduct their IP research within this remaining time.

16

Observing the teaching of ReadingStudent teachers must ensure that they observe the teaching of early reading. This is applicable to all student teachers regardless of whether they are in Early years, Key Stage 1 or Key Stage 2. The observation schedule in the Becoming a Teacher of Early Reading booklet should inform notetaking in these observations. Each student has a copy of this booklet. If early reading is not taught as part of the whole class routine (this may well be the case in some junior / middle schools), then the student should observe reading intervention sessions which may be taught by a TA and/or the SENCo.

School-based Training TasksTraining tasks are an essential means of preparing student teachers for ESE and for linking University-based subject study and professional courses with classroom teaching. These tasks are also a significant way of introducing student teachers to the life of schools over an extended period. The training tasks will have a specified focus, for example in Year 1, planning and assessment; in Year 2 levelling/baselining pupils' work and the role of the SENCO; and in Year 3 the role of the subject manager, target setting and the use of school performance statistics (RAISE online, or another more suitable system) etc. The training tasks are matched to the content of

the Professional Studies and the core curriculum modules in each year.

Mentors are provided with information about the training tasks and the content of the relevant modules in the section of Good Practice Guide for Mentors and Link Tutors marked Learning Journeys. The training tasks are instrumental in extending student teachers' subject and pedagogical knowledge. 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 the topics below or to arrange for another experienced colleague with expertise in the specified areas to provide opportunities for the student teacher to complete the school-based training tasks associated with this SE. The school-based training tasks acknowledge the fundamental and important role of the mentor in the training process. It is not expected that the mentor spends the whole day with the student teacher but it is expected that the mentor will spend at least one hour with them. Student teachers may be given directions on completion of the tasks for the rest of the day related to the topic of the training as long as a period of feedback and review is conducted on completion of the training tasks. This could be scheduled for discussion in a weekly review meeting.

The school environment presents rich opportunities for developing student teachers’ knowledge and understanding.

17

Below is a suggested format for assisting student teachers with the training tasks. Mentors and student teachers should adapt and change the tasks according to the school situation. However, mentors should ensure that student teachers are given time in order to complete these tasks.

Student teachers must keep notes, hand-outs and observations related to their training tasks in a dedicated section within their planning files.

The training tasks provide evidence for the Development Profile. The training tasks should be completed in the first three weeks of the ESE in January. However, where schools cannot accommodate this they must ensure that student teachers receive their entitlement for time to complete these tasks before the end of SE.

The content for the Year 3 training tasks contribute to the development of professional knowledge and understanding of:

• Behaviour Management

• Assessment

• The school performance data

• The role of the TLR

Task 1 (wk 2) Behaviour Management

Meet with your mentor or class teacher to discuss the school’s approach to behaviour management. Use the following questions to structure your discussion and subsequent notes:• What ethos and values underpin pupil management of

behaviour across the school?• How do ‘core routines’ (e.g. tucking under chairs, ’pens

down, eyes up’, lining up quietly for transitions) underpin good behaviours across the school?

• What ‘strategies for settling/gaining attention’ work most effectively in your class/year group?

• What strategies for ‘teacher presence’ and ‘teacher positioning’ and ‘use of teacher voice’ are most effective in your class/year group?

• How is pupil acknowledgement, praise, reward and parallel praise used to motivate good learning behaviours?

• What sanctions are used for off-task learning behaviours and when would moderate use of such sanctions be appropriate?

• How are children encouraged to be responsible for their behaviour?

• What is the relationship between differentiation, task design and good learning behaviours?

18

Task 2 (wk 3) Assessment and Target Setting

Gain information on how the school organises the completion of NCTs. How are teacher assessments recorded and reported? How does the school moderate its judgments?

Find out what summative assessment tool the school is using and its rationale for this choice. What are the advantages / disadvantages of the school’s preferred assessment tool system? What are the implications for how pupils’ assessment and progress data are recorded and tracked? Consider how this assessment tool supports a curriculum without levels?

Discuss teacher assessment, levelling (where appropriate e.g. Year 2 and 6) and moderation in core subjects. How are portfolios of children’s work used to ascertain pupils’ attainment? How does this inform pupil target setting in core curriculum subjects?

Using the school’s assessment system, assess the attainment of pupils’ work in English, Maths and Science. Discuss the evidence used to make your judgements and the accuracy or inaccuracy of your assessments with your class teacher / mentor?

Look at examples of targets for your base class and they impact on daily / weekly planning. Reflect upon how targets enable your focus pupils to make progress in the core subjects.

Task 3 (wk 5) The school performance data and indicators

You will need time to talk to the Headteacher or Deputy in order to complete this task. Find out about the school performance data and indicators:• How is the data obtained?• How is the data recorded/monitored?• How is the data used by the school for school

improvement planning and target setting?• How does this impact on daily classroom teaching and

teachers’ planning and assessment?

Task 4 (wk 6)Role of TLR post holder in primary schools

You will need to talk to/observe the TLR point holder/Subject Leader for your main subject.• Read the school policy for subject / aspect and examine

long and medium term.• Observe the subject manager teaching or leading the

subject / aspect they manage. Consider what aspects of their knowledge and understanding about the subject / aspect did they demonstrate?

• Interview the Head teacher or Deputy Head teacher and find out how the role of the TLR point holder for your main subject contributes to the management of the school and school improvement. Find out the following:• What is his/her role/responsibilities?• What part does the TLR post play in school

management?• What professional knowledge, skills, and personal

qualities are required to become a TLR point holder in this subject?

• Ask the relevant TLR point holder to observe you teaching your specialist subject / aspect and to provide feedback (observation Week 8 or 9).

19

Independent ProjectStudent teachers should discuss their project title and methodology with the headteacher, mentor and class teacher on their PV days or as soon as possible in Week 1. A senior member of staff is required to read and sign the student teacher’s IP Headteacher Consent Form.

Student teachers will undertake independent project fieldwork such as data collection during the SE in the Spring Term. The

equivalent of five full days should be allocated for this work. Student teachers must agree and plan these times with their mentors and link tutors at the beginning of their ESE.

It is recommended that students try to complete their research within the first five weeks of the SE. The fieldwork should be undertaken at the SE school and student teachers should not ask to take time from the SE to do their research in another school.

Teaching the class is a priority on the ESE but it is also essential that student teachers have time to complete their research. Some student teachers may successfully combine classroom teaching with some research. However, in cases where there are any concerns about the progress a student teacher is making in the development of teaching standards, it is more important to allow them to concentrate on class teaching and leave completion of the research later in the Spring Term. Student teachers, mentors and link tutors should liaise to ensure that research is built in to the student teacher’s programme whilst on their SE.

Task 5 (wk 8) Writing a record of pupil progress

This task asks you to focus on the impact of your teaching upon the pupils in your pupil intervention time group. You should work with your class teacher to discuss pupil progress. Use your pupil intervention time logs to help you consider:• What were the longer term learning goal(s) for these

pupils?• Which pupils achieved the learning goals set? To

what extent?• What evidence of pupil progress against these

learning goals do you have?• How did your teaching impact positively upon pupil

learning?Draft a one-page report on pupil progress as an outcome of this discussion. This should be added to as necessary, and finalised in Week 9 to be passed to your Headteacher.

20

The Weekly Overview has been drawn up to provide guidance for student teachers, mentors and link tutors. The phasing of teaching loads should reflect specific circumstances. However, it is most important that all student teachers undertake whole class teaching from the start of the SE.

PV Days

ESE1ESE 1

5-9 January 2015ESE 1

5-9 January 2015TeachingYour overall teaching load for week 1 should be approximately 40%:• 10% of this will be your intervention time (record information on the intervention

time log) • 30% will be planning and teaching in your base classThe first days should be spent familiarising yourself with all the groups in the class, but you should do some whole class teaching by the end of the first week

TeachingYour overall teaching load for week 1 should be approximately 40%:• 10% of this will be your intervention time (record information on the intervention

time log) • 30% will be planning and teaching in your base classThe first days should be spent familiarising yourself with all the groups in the class, but you should do some whole class teaching by the end of the first weekFiles and preparation• Maintain files• Identify your 6 profile children for your Pupil Progress file• Complete the tasks on the checklist • With mentor, agree timetable for Week 2• Start collecting evidence against the Teachers’ Standards in your

Development Profile Training• Visit 2 different classes to observe the teaching of early reading (see

‘Becoming a Teacher of Early Reading’ for observation record grid)• Arrange with mentor to continue to observe excellent behaviour

management approaches in other classes (as needed)• Agree with mentor IP research dates/times and ensure that

Headteacher Consent form has been signed off• Agree with mentor dates/times for completion of IP research• Discuss with mentor school-based learning tasks & school-based

training tasks to be completed in weeks 2, 3, 5, 6 and 8 of the SE• Mentor to arrange a timetable for a range of lesson observations

across the SE (for subjects see weeks 2-7 below)Review • Evaluate all lessons taught on the university form• Ensure that all work is marked/annotated and records of pupil progress

are up-to-date• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (one hour meeting). • Email your completed Weekly Mentor Meeting Log to your Academic

Adviser • Mentor to monitor that files have been set up and started

Section 3

Weekly Overview

PV days8-10 December 2014 Tick

TeachingFor the PV days you will be working mostly with groups. You may undertake some whole class tasks e.g. reading a story or taking registration. You will want to make sure that, by the end of the PV days, you have introduced yourself to the Headteacher, Site Manager and subject co-ordinators.

TeachingFor the PV days you will be working mostly with groups. You may undertake some whole class tasks e.g. reading a story or taking registration. You will want to make sure that, by the end of the PV days, you have introduced yourself to the Headteacher, Site Manager and subject co-ordinators.Files and preparation• Collect class lists and information• Obtain copies of school documents e.g. prospectus, policies• Access and read the most recent Ofsted report• Become familiar with whole school issues, e.g. rules, sanctions,

ethos etc.• Share IP research topic and Consent Form with the Headteacher/

Senior member of staff/mentor• With your mentor/class teacher, share FAR & Standards Tracking

Document from Year 2• With your mentor/class teacher, identify whom you will be working

with during your intervention time and pupil learning targets and prepare resources for the first session

Training • With your mentor/class teacher, agree draft timetable for Week 1

(including opportunities to observe excellent behaviour management approaches and 2 early reading/phonics lessons)

21

ESE2ESE 2


12-16 January 2015TeachingYour overall teaching load for Week 2 should be 50%:• 10% of this will be your intervention time (record information on the intervention

time log)• 40% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.

TeachingYour overall teaching load for Week 2 should be 50%:• 10% of this will be your intervention time (record information on the intervention

time log)• 40% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan (from now onwards) for Teaching Assistants or other adults and

for meeting the range of pupil needs within your class• Collect initial samples of work in English, mathematics and science

(annotated for progress and next steps) for each of your profile children (Pupil Progress file)

• Ensure that you have an efficient record of pupil attainment (e.g. colour-coded record sheet) for all pupils you have taught this week (Teaching File) and that all work is marked in accordance with school policy

• Collect reading records as used by your school for your profile children (Pupil Progress File)

• Collect and record evidence against the Teachers’ Standards in your Development Profile

Training• Observe a core curriculum lesson and your specialist subject in a

different class (use the observation form)• Complete School-based Training Task 1: Behaviour Management• Mentor observation: early reading using the form in student’s

‘Becoming a Teacher of Early Reading’ booklet - if the first observation is not an early reading lesson, please arrange this for later in the SE)

• Email your completed mentor Lesson Observation Sheet to your Academic Adviser and to [email protected]

Review • Evaluate all lessons taught on the university form• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (one hour meeting)• Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

ESE 3ESE 3





time log)• 50% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range

of pupil needs within your class (checking that assessment from previous lessons is clearly informing planning)

• Collect samples of work in a foundation lesson (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)

• Ensure that you have an efficient record of pupil attainment (e.g. colour-coded record sheet) for all pupils you have taught this week (Planning File) and that all work is marked in accordance with school policy


• Collect and record evidence against the Teachers’ Standards in your Development Profile (ensure you are using the Grading Descriptors Booklet to inform your judgements)

Training• Observe a core curriculum lesson in a different class and a PE lesson

in your own class (use the observation form)• Complete School-based Training Task 2: Assessment • Joint observation: mathematics• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to [email protected] • Evaluate all lessons taught on the university form (ensure evaluations

focus on pupil progress)• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (focus: student’s ability

to evidence/explain pupil progress for profile and/or intervention children)

• Email your completed Weekly Mentor Meeting Log to your Academic Adviser

22

ESE4ESE 4






of pupil needs within your class (checking that assessment from previous lessons is clearly informing planning)

• Collect second samples of work in English, mathematics and science (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)




Training• Observe a core curriculum lesson and a PE lesson in a different class

(use the observation form)• There is no lesson observation this week (use the time with your

mentor to review your files)Review • Evaluate all group lessons taught on the university form (ensure

evaluations focus on pupil progress) • Mentor to check that student is making good progress with IP research

and school-based learning tasks (see Section 3)• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor (focus on the quality of evidence in your files and the ‘match’ to your Standards Tracking Document)

• Meet with your mentor for your Weekly Review (focus: quality of evidence in your files and the ‘match’ to your Standards Tracking Document)


ESE5ESE 5

2-6 February 2015ESE 5

2-6 February 2015TeachingYour overall teaching load for Week 5 should be 60%:• 10% of this will be your intervention time (record information on the intervention




of pupil needs within your class (check that assessment from previous lessons is clearly informing planning)

• Collect third samples of work in English, mathematics and science (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)




Training• Observe a foundation subject and, if possible, MFL lesson in another

class (use the observation proforma) • Complete School-based Training Task 3: the school performance data

and indicators • Mentor observation: science• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to [email protected] • Evaluate all group lessons taught on the university proforma (ensure

evaluations focus on pupil progress) • Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (focus: mid point

‘informal grading discussion’ using Standards Tracking document and Bridging the Gap document– set clear targets for student progress)


23

ESE6ESE 6

9-13 February 2015ESE 6

9-13 February 2015TeachingYour overall teaching load for Week 6 should be 70%:• 10% of this will be your intervention time (record information on the intervention

time log)• 60% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.


time log)• 60% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range


• Collect second samples of work in a foundation lesson (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)




Training• Observe lessons (in your own and other classes) in response to your

development needs as identified in Weekly Mentor Meeting Log (use the observation proforma)

• Complete School-based Training Task 4: TLR Responsibilities. • Joint observation: phonics (using the proforma in student’s ‘Becoming

a Teacher of Early Reading’ booklet• Email your completed mentor Lesson Observation Sheet to your



share with your mentor• Meet with your mentor for your Weekly Review • Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

ESE7ESE 7

24-27 February 201523 February meeting in University

Student teachers should bring their Standards Tracking Document and all SE files to this meeting

ESE 724-27 February 2015

23 February meeting in UniversityStudent teachers should bring their Standards Tracking Document and all SE files

to this meeting






• Collect fourth samples of work in English, mathematics and science (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)






• Mentor observation: literacy• Email your completed mentor Lesson Observation Sheet to your


evaluations focus on pupil progress) • Mentor to check that student has completed IP research and school-

based learning tasks (see Section 3)• Complete Weekly Mentor Meeting Log (prior to your meeting) and share

with your mentor• Meet with your mentor for your Weekly Review (focus: impact of

intervention time on pupil progress)• Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

24

ESE8ESE 8

2-6 March 2015ESE 8

2-6 March 2015TeachingYour overall teaching load for Week 8 should be 70%:• 10% of this will be your intervention time (record information on the intervention





• Collect third samples of work in a foundation lesson (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)






• Complete School-based Training Task 5: writing a record of pupil progress

• Mentor observation or, if possible, student to be observed by the subject expert in the school who most closely matches his/her subject expertise

• Email your completed mentor Lesson Observation Sheet to your Academic Adviser and to [email protected]

Review • Evaluate all group lessons taught on the university proforma (ensure


share with your mentor• Meet with your mentor for your Weekly Review • Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

ESE9ESE 9

9-13 March 2015You will be contacted directly if you are to be visited by an External Examiner

ESE 99-13 March 2015

You will be contacted directly if you are to be visited by an External ExaminerTeachingYour overall teaching load for Week 9 should be 80%:• 10% of this will be your intervention time (record information on the intervention time log)• 70% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.

TeachingYour overall teaching load for Week 9 should be 80%:• 10% of this will be your intervention time (record information on the intervention time log)• 70% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.

Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range of

pupil needs within your class (check that assessment from previous lessons is clearly informing planning)

• Collect fifth samples of work in English, mathematics and science (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)

• In preparation for your FAR, use your work samples and record keeping sheets (e.g. colour-coded records) to write an A4 summary of pupil progress for four of your pupil profile children (this, and your intervention time record, will help you to talk confidently about pupil progress at the FAR)

• In response to School-Directed Task 5, write a short report on the impact of your pupil intervention time




Training• Mentor observation or, if possible, student to be observed by the subject

expert in the school who most closely matches his/her subject expertise• Email your completed mentor Lesson Observation Sheet to your


evaluations focus on pupil progress) • Complete Weekly Mentor Meeting Log (prior to your meeting) and share

with your mentor• Meet with your mentor for your Weekly Review (focus: a ‘dummy run’

FAR)• Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

25

ESE10ESE 10

16-20 March 2015ESE 10

16-20 March 2015TeachingYour overall teaching load for Week 10 should be 80%:• 10% of this will be your intervention time (record information on the intervention





• Ensure files are fully prepared for your FAR and that you can quickly and easily find the evidence you intend to use to justify the FAR grade

Review • Final Assessment Review (ensure that you are well prepared to

evidence how your teaching has had a positive impact upon pupil progress)

• Evaluate all group lessons taught on the university proforma (ensure evaluations focus on pupil progress)

• Email your completed mentor FAR to your Academic Adviser and to [email protected]

ESE Top-up Week23-27 March 2015

All top-up days will need to be completed before FAR is signed off, so please do not make any other arrangements for this week

ESE Top-up Week23-27 March 2015

All top-up days will need to be completed before FAR is signed off, so please do not make any other arrangements for this week

26

During the SE, students must keep up-to-date records in three files: the School Experience File, Pupil Progress File, and the Development Profile.

School Experience FileThis 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. 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 clear sections with a contents page to facilitate ease of use. It should contain:

• A copy the school’s last Ofsted report results. These can be found on the Ofsted web site www.ofsted.gov.uk

• A copy of key school policies e.g. health and safety, child protection, assessment and marking, behaviour etc.

• The checklist (see p7)

• Class details (for base class and any sets taught), including: pupil names, seating plan, notes on class groupings

• Baseline assessment information for your class from the start of the year (or the start of your SE). This should include pupil attainment data and targets.

• Information about pupils’ individual needs e.g. SEN, EAL, social, emotional and behavioural information

• Medium-term plans and schemes of work

• Weekly plans

• Your weekly timetable showing clearly teaching, observation and PPA time

• Lesson plans, your pupil or group assessments for each lesson, and lesson evaluations organised in clear curriculum sections (lesson plans should be typed initially but will often have additional handwritten annotations)*

Section 4

Planning, Teaching, Assessment, Evaluation and Monitoring

http://www.ofsted.gov.uk

http://www.ofsted.gov.uk

27

• Whole class records for core and foundation subjects taught (e.g. tick sheets or colour-coded records)

• School-based tasks

• Observations of teaching across the school (using the observation form – see Good Practice Guide for Students)

• Lesson observation sheets from your mentor and link tutor

• Weekly mentor meeting logs

*In Years 2 and 3, it is expected that student teachers will plan in all lessons for a child for whom English is an additional language. If the class does not include a child for whom EAL, then the student teacher should plan to meet the needs of one of the profile children from the 'Marking Progress' document, which can be found on the School Experience Moodle page and School Partnership Website.

Pupil Progress FileThe Pupil Progress file should contain evidence of the impact of your teaching on pupil progress. The file should include pupil profiles for six children. These children should include where possible:

• a G&T child

• a child with SEN

• a child for whom EAL

• a child who is not making expected progress (but is not identified necessarily as having SEN).

Throughout the SE, make observation notes about each child’s learning, behaviour, socialisation, curriculum strengths and areas for development.

Over the SE, you should collect samples of work for each pupil that demonstrate pupil progress. The number/timing of samples of work is outlined in the weekly overview (5 each of English, Mathematics, Science and 3 each of Foundation curriculum plus reading records). Samples may be annotated photocopies of work, annotated photographs or detailed observation notes. The 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.

The intervention time record should also be kept in this file.

Development ProfileStudents should keep a Development Profile containing their Training Plan for the SE and evidence of meeting the Teachers’

28

Standards. These should be updated regularly throughout the SE and shared with their mentor and link tutor.

29

The directed tasks are planned carefully to extend the student teacher’s learning by giving them opportunities to explore key features of planning, resourcing, teaching and assessment in the school setting and to discuss these with expert practitioners in school.

Student teachers should plan at the start of the SE, with their mentor and class teacher, a timetable for completing and submitting their tasks. The timetable should include planned time for discussion of the tasks following completion as it is this professional dialogue that will help to develop student teachers to develop their skills and understanding. Tutors will be happy to offer advice to student teachers and mentors about tasks. ALL school-based learning tasks should be completed before the end of the SE and must be completed satisfactorily in order to pass the SE.

English School-based TasksBy the end of the PTCCE3 Core English module, student teachers will have completed three subject knowledge audits and have been given feedback on strengths and areas for development. This feedback identifies next steps the student teacher needs to undertake in school, at University and through independent study. Following this s/he should:

• Draw up your personal action plan for developing your English subject knowledge.

• Discuss this with his/her Academic Advisor.

• Share this with his/her mentor in your first week in school and set dates for actions to be addressed (observations of colleagues, discussions, reflective journal notes, observed teaching sessions, personal research etc.).

• Keep ongoing learning notes in the bottom section of his/her action plan. The student should focus on what s/he has learned and not just what (s)he has done.

• (In preparation for final profiling) discuss with the mentor what (s)he has learned / how subject knowledge has developed.

• Ask the mentor to sign-off your Action Plan.

Section 5

School-Based Learning Tasks

30

• Take the signed-off Action Plan plan to his/her next AA meeting for discussion.

As part of developing the student’s subject knowledge s/he should meet with class teacher or English Subject Manager or a senior member of staff to find out about:

The school’s National Curriculum Test results / summative assessments or, for those in a Foundation Stage SE, the use of the EYFS profile. (S)he should make notes on:

• How test results and/or summative assessments are used to set targets, both for pupils (e.g. through a focus on areas of weakness arising from analysis of results) and for teachers (e.g. in terms of staff development).

• Results over the last three years. What are the trends?

• If in Foundation Stage SE, how teachers and support staff have used the EYFS profile and/or alternative summative assessments throughout the Foundation Stage to inform their teaching and receiving Y1 teachers and whether the profile a successful and manageable way of recording achievements.

• How results are reported e.g. to the local authority, parents, governors and in the school prospectus.

The school's Phonics screening check results and/or the English grammar, punctuation and spelling test results. For the Phonics screening, student teachers should find out how teachers and support staff have used the results to support the teaching and learning of the pupils in Year 2, and also inform their teaching and learning of the pupils in Year 1. Has their teaching of phonics changed since the introduction of the screening check? For the grammar, punctuation and spelling test, student teachers should find out the previous year's results and how teachers and support staff have used the results to inform the teaching and learning of the pupils in Year 6 for this year.

Notes should be kept alongside any documentary evidence in the Pupil Progress file.

Observing and Teaching Reading and Writing

Student teachers must ensure that they observe the teaching of early reading in a range of year groups within the school. This is applicable to all student teachers regardless of whether they are in Early Years, KS1 or KS2. In some KS2 classrooms, most of the children are already competent / confident readers. As such, if the teaching of reading for some children occurs out of the classroom setting (e.g. with group of children working with the SENCo) then the student teacher must ensure they observe

31

three of these sessions. Students should make careful notes about their observations on page 19 of their Becoming a Teacher of Reading booklet.

Students should also teach a sequence of phonics lessons using their own planning for a four-part phonics lesson. If the student is based in a KS2 class with already competent readers, s/he should teach in another class or with a group of children for whom the teaching of phonics is developmentally appropriate. Rather than using a generic University of Chichester Lesson Observation Sheet, the mentor should give the student feedback on his/her phonics teaching using the observation form on pages 20 and 21 of the student’s Becoming a Teacher of Reading booklet. In light of this feedback, the student should reflect upon the learning journey in his/her Becoming a Teacher of Reading booklet to ascertain progress against the learning outcomes (page 4) for the Beginning, Developing and Extending phases.

Maths School-based Task This task set in the Autumn Term and monitored at time of FAR. It focuses on effective task design in mathematics, particularly with differentiation in mind. It is designed to build on some of the open-ended approaches used in the delivery of the module. You could attach any evidence to this sheet and may use this to inform your final assessment review (FAR). Before this task, review session notes and any course reading associated with task design in mathematics.

Observe mathematics being taught, including in classes other than your own. Reflect on how the teachers address issues of differentiation, noting any particularly successful tasks for simple differentiation and inclusion (see S3).

Observe mathematics being taught, including in classes other than your own. Reflect on how the teachers address issues of differentiation, noting any particularly successful tasks for simple differentiation and inclusion (see S3).

Mentor / Teacher / Maths Co-ordinator:

Design some open-ended activities for use in your own mathematics teaching, relating to whatever your current maths topic is and aiming to meet the needs of all children (see S1, S2, S4 and S5). Evaluate the success of these tasks once used.

Design some open-ended activities for use in your own mathematics teaching, relating to whatever your current maths topic is and aiming to meet the needs of all children (see S1, S2, S4 and S5). Evaluate the success of these tasks once used.

Mentor/ Teacher/ Maths Co-ordinator:

After an observation focusing on mathematics, identify key points for your future professional development, especially in your NQT year:After an observation focusing on mathematics, identify key points for your future professional development, especially in your NQT year:After an observation focusing on mathematics, identify key points for your future professional development, especially in your NQT year:Signed:

Student

Signed:Mentor: Teacher: Maths Co-ordinator: Link Tutor:

Date:

32

Science School-based taskThis task requires the student teacher to develop and/or evaluate an innovative approach to some aspect of primary or early years science teaching (equipment, teaching approach, links to the real world, use of the outdoors, use of IT etc.). As just one example, s/he might create a science learning episode which makes effective use of outdoor play equipment to support important learning in science for forces, trial the innovation with a group or class, and then carefully evaluate the result. The student teacher should address the following questions:

• How do you consider your approach to primary science teaching to be innovative?

• What special considerations (i.e. planning, classroom management, health and safety) did you need to take into account?

• Give a brief description of your lesson.

Evaluate the lesson in terms of:

• Your teaching and meeting your ILOs

• Its effects on, and reception by, the children

• If, and how, it enhanced learning

• What you would like to change next time to improve this lesson

Your mentor will mark this directed task.

Here are some things mentors may look for when assessing your directed task:• Is a creative approach to primary science shown?• Has the lesson been explained in sufficient detail?• Has the student been critically reflective in her/his evaluation of the

lesson?• Are there any aspects you advise the trainee to consider or re-consider?• Is the spelling, presentation and grammar satisfactory?

ba (hons) primary education and teaching school …d3mcbia3evjswv.cloudfront.net/files/sere year 3...

Documents