University of Chichester

BA (Hons) Primary Teaching with Specialisms

School Experience

Requirements and

Expectations Year 1

Summer Term

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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

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School Experience in Year 1• Summary of Requirements - Roles and Responsibilities• Aims and Learning Outcomes for Year 1 SE• Year 2 SE within the Context of the Whole BAPET Programme• Teaching Loads• Intervention Time• Planning, Preparation, Assessment (PPA) and Observation Time• School-Based Training Tasks

8111215151617

Weekly Overview• PV Days• ESE 1• ESE 2• ESE 3• ESE 4

1919202021

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

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School-Based Learning Tasks• English• Science

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This Year 1 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 1 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 Record2014201420142014201420142014

PV Day 5 Nov1 ESE1 Mon, Tues, Wed 10-14 Nov School

1 ESE2 Mon, Tues, Wed 17-21 Nov School

1 ESE3 Mon, Tues, Wed 24-28 Nov School

1 ESE4 Mon, Tues, Wed 1-5 Dec School

Top-up week 8-10 Dec School2015201520152015201520152015

Link tutor meeting: for link tutors to gain information about student teachers

15 May None

Briefing meeting: Briefing for student teachers & link tutors BRC

15 May

Introduction to Year 1 school experience None

PV Days 21-22 MaySchool Visit Days Re-Orientation or

orientation if in a new school

1 ESE1 1-5 June

School Observation Check student’s Weekly Self Assessment & Review Mentor observation

LOS/WMML

1 ESE2 8-12 June

School Observation Observation Check student’s Weekly Self Assessment & Review Joint observation

LOS/WMML

1 ESE3 15-19 June School Observation Mentor observation LOS/WMML

1 ESE4 22-25 June[Thurs end]

School Final Assessment

Final Assessment Review

Final Assessment Review

FAR

PDP

26 JuneEvaluation of School ExperiencePreparation for Year 2

University BRC for all students

Evaluation of school experience & preparation for Year 2

Top-up Week

29 June-3 JulyAll absences to be made up this week

Section 1

Introduction

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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. 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 in weeks 2 or 3 of the summer term school experience if required.

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 W.Stallard@chi.ac.uk

Head of School Partnership Head of School Partnership Jane EvansJane Evans Tel. 01243 812025E-mail J.Evans@chi.ac.uk

Director of EducationDirector of Education Dr. Jon SpenceDr. Jon Spence Tel. 01243 812034E-mail J.Spence@chi.ac.uk

Programme Co-ordinator for BA PTSProgramme Co-ordinator for BA PTS Dr. Carole BignellDr. Carole Bignell Tel. 01243 812088E-mail C.Bignell@chi.ac.uk

Year 1 Co-ordinator for BA PTSYear 1 Co-ordinator for BA PTS Carol HughesCarol Hughes Tel. 01243 812098E-mail C.Hughes@chi.ac.uk

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 G.Saunders@chi.ac.uk Tel. 01243 812172E-mail G.Saunders@chi.ac.uk

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: L.Mahoney@chi.ac.ukTel. 01243 812182E-mail: L.Mahoney@chi.ac.uk

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

Nancy Egleton (pm)Nancy Egleton (pm) Tel. 01243 812173E-mail N.Egleton@chi.ac.ukTel. 01243 812173E-mail N.Egleton@chi.ac.uk

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

Vicky BowmanVicky Bowman Tel. 01243 812174E-mail: V.Bowman@chi.ac.ukTel. 01243 812174E-mail: V.Bowman@chi.ac.uk

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

Debbie HallDebbie HallTel. 01243 812065Fax: 01243 812127E-mail BAPTS@chi.ac.uk

Tel. 01243 812065Fax: 01243 812127E-mail BAPTS@chi.ac.uk

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

Bognor Regis campus E-mail partnership@chi.ac.uk E-mail partnership@chi.ac.uk

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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/key-documents-ba-hons.

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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 BAPTS@chi.ac.uk 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

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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 1 Top-up week.

School Experience Checklist for Student teachers:At the start of your SE please print the Checklist (on pg. 6 and 7), and put in the front of your Teaching File(s). Ensure you complete each point (tick when complete).

• 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

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• 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.

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Summary of Requirements Student teachers are normally placed in a group in school where they will undertake one four-week block for three days per week of school experience during the Autumn term. This is the first formal period of school experience in the BA (Hons) Primary Teaching with Specialisms programme.

There are two preliminary visit day prior to the second school placement in the Summer. This second placement may be in the same school as in the Autumn Term or in a different school and year group. Student teachers should familiarise themselves with the school and class in which they will be based on the visit days to establish the schedule for that placement with their mentor.

In the summer placement student teachers will be normally be placed in pairs. The preference is for two student teachers to be placed in a class so that learning, teaching and evaluation can be shared and the placement with a colleague is mutually

supportive. However, on some occasions one student may be placed on their own in a class and/or a school. Please refer to the Generic School Experience Handbook for guidance on paired placements.

The first placements are designed to orientate students to the expectations of them as beginning student teachers and for the Partnership to assess their suitability to teach within a classroom context.

Student teachers are required to:

• Have read all the documentation associated with the Year 1 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

Section 2

School Experience in Year 1

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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.

• Make every effort to establish him/herself from the outset as beginner teacher, making effective use of other adults in the classroom including teaching assistants, parents and other helpers where appropriate.

• 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).

• 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.

• 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.

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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.

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

The class teacher is responsible for:

• offering regular support and advice to the student teacher;

• providing the opportunity to observe and discuss their own practice;

• and providing feedback and advice to the student teacher.

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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 pg.2, and for examples 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:

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

Aims and Learning Outcomes for Year 1 School ExperienceThis school experience aims to enable student teachers to:

• Develop the knowledge, understanding and skills necessary to become an effective primary teacher.

• Build upon the student teacher’s prior teaching experiences and skills and support them within the partnership of school-based and university-based training and support.

• Develop the student teacher’s knowledge and understanding of primary schooling and learning.

• Assess the student teachers’ potential and ability in the long term to become a teacher and in the short term to achieve a pass in this module and progress to the next school experience and the other parts of the programme.

On completion of the school based learning and training tasks, this module and the Professional Studies 1 and 2 module student teachers will:

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• Know the structure and requirements of the National Curriculum/EYFS and begin to use this knowledge to identify and articulate pupil learning outcomes and assessment criteria.

• Demonstrate satisfactory or better subject knowledge and teaching competence in the core subjects and PE.

• Reflect upon and understand principles of teacher professionalism and how they relate to children’s experiences in the classroom and the Teachers’ Standards.

• Understand the relationship between planning, teaching, task design, and differentiation and how this enables student teachers to meet the needs of all learners and maintain a learning-focussed classroom.

• Identify and apply the principles of effective teaching and learning as evidenced in their planning, including shaping learning objectives, differentiation and task design.

• Begin to plan, teach, evaluate and assess lessons with the support of the Mentor and paired placement student partner.

• Observe the use of different behaviour management strategies and begin to develop own strategies for promoting a learning-focussed classroom environment.

• Demonstrate how assessment for learning and self-evaluation informs next steps for both child and student.

• With support, evaluate own teaching to identify areas for personal and professional development and respond appropriately to advice given by Mentors, tutors and other professionals.

In terms of transferable skills student teachers are expected to:

• Organise an effective work pattern so as to be able to work to and meet deadlines.

• Work effectively as part of a team, incorporating and effectively planning for and deploying other adults.

• Communicate effectively in written and spoken English.

Year 1 School Experience within the Context of the Whole ProgrammeThe structure of the course is based on the understanding that theory informs practice and practice informs theory. In Year 1 all student teachers follow two Professional Studies modules – ‘Learners and Learning’ as well as modules in the core curriculum and an introduction to the foundations subjects.

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Before the Autumn term placement in school students will have started the Professional Studies modules and the Core Curriculum Science module. They embark on the other core and foundation modules as well as subject study after Christmas.

To see what a student teachers can be expected to be able to know, understand and do in English, Mathematics, Science and Professional Studies please refer to the Good Practice Guide for Mentors and Link Tutors.

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Teaching LoadsStudent teachers are expected to assume specific teaching loads during their second school experience. These periods of contact time are calculated to give student teachers the best opportunity to develop their teaching skills while allowing time for preparation, evaluation and other non-teaching tasks. The normal expectation is for student teachers to build up to 40% each. This load should be achieved through a mix of group and whole class teaching in collaboration with their placement partner. Teachers and mentors should judge the balance in the light of circumstances within their class. In the summer term student teachers must teach the core curriculum subjects and PE.

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.

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.

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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 which is set aside for the student teacher to engage in activities such as planning, evaluation, assessment and undertaking directed tasks. It is suggested that student teachers are expected to teach for one hour per day at the start of the experience, have one hour per day for planning, preparation and assessment and one hour per day for observing teaching across the school.

In the summer term the teaching time will increase to 1-2 hours per day, student teachers should also be provided with one hour per day for planning, preparation, assessment and one hour per day for and observations of teaching across the school. Mentors are asked to organise these observations in liaison with colleagues. Student teachers should note their responses on an Observing Teaching and Learning pro-forma (see the Generic Handbook). Mentors are asked to monitor and provide feedback to student teachers on these observations. Mentors may ask students the following:

• How is their understanding of teaching and learning enhanced?

• Did they use any observed teaching strategies they would use in their teaching?

• Did they critically evaluate their teaching in light of strategies observed?

20% of the whole week is for PPA. Teaching time is as per weekly schedule, the remainder is time to be spent in classrooms observing aspects of teaching eg: early reading and phonics, behaviour management, provision for SEN or more able pupils.

Student teachers must not be used for supply cover.

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, KS1 or KS2. The observation schedule in the Becoming a Teacher of Early Reading booklet should inform note taking 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.

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School-based Training TasksTraining tasks are an essential means of preparing student teachers for their school placement, and for linking professional courses with classroom teaching. These sessions 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, behaviour management, planning and assessment.

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 in this handbook. The training tasks are instrumental in extending the student teacher’s subject and pedagogical knowledge. The school based training tasks acknowledge the fundamental and important role of the mentor in the training process. Student teachers will work with key school personnel and pupils. 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 oversee the completion of these training tasks. It is not expected that the mentor spend a lot of time setting up the opportunities for student teachers to complete these tasks. It is expected that the mentor will spend some time with the student teachers checking the completion of these tasks. Student

teachers may be given other tasks related to the topic to meet the requirements of their training plan.

The school environment presents rich opportunities for training. The training tasks can be seen on page 18. Mentors or other staff assisting student teachers to complete the training tasks are advised to consult the Good Practice Guide. Mentors and student teachers should adapt and change it according to the school situation. However mentors should ensure that student teachers receive their entitlement to complete the tasks. Student teachers must keep notes, handouts and observations related to their training sessions in a dedicated section within their teaching files.

There are three Training Tasks to be completed, in June. In order to pass the school experience all school-based training tasks should be completed to a good standard within the specified period.

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Task 3Monitoring & AssessmentWeek 2

In discussion with the mentor, student teachers should understand how assessment is used to inform planning and monitoring of pupil progress.

In their own time student teachers should research Assessment for Learning (AfL) and identify when and how their class teacher is using AfL strategies in his/her classroom. Student teachers should also observe their 3 selected profile pupils, making notes on: • What progress have they made since the last SE (If in the

same school/class). If in a different school//class find out about the children’s progress from your class teacher.

• Where is the evidence to support the progress in these pupils’ learning? In other words how do you know they have made progress?

Class teachers should discuss the 3 pupils, which the student teacher has been observing, assessing and tracking. Student teachers can then compare their own assessment of the pupils’ progress with the information provided by their class teacher.

Student teachers should identify the next steps in the children's learning for reading, writing, speaking, listening, mathematics and science. They should discuss any observations of these 3 children (in these subjects) and the next steps they have identified for their learning with their placement partner and class teacher and consider:• Are there any modifications that need to be made to initial

judgements? If so, identify what and why. If not, then identify why you were successful in your judgements.

• How have observations and discussions helped you to understand the plan-teach-assess cycle?

• Ways to improve your own monitoring and assessment (M&A) processes and your M&A file. Implement these new processes and report on them in your weekly review for Week 3.

Task 1Behaviour ManagementWeek 1

Student teachers should observe their teacher in the classroom and in the playground; use the Teaching and Learning Observation Form for their observations. Student teachers should make notes on these areas and place them in a section marked ‘Training and Observations’ in their ESE teaching file. They should note how their class teacher (and later in the placement other teachers):• Engage with pupils;• Gain and maintain their attention;• Establish and maintain discipline in and out of the

classroom;• Structure lessons to progressively teach a key idea or

skill (and so keep the learners engaged);• Use skills such as questioning in a lesson (to check pupil

understanding before ‘moving on’);• Use the plenary at the end of the lesson and mini-

plenaries mid-lesson to check pupil understanding and remind pupils of learning/behaviour expectations;

• Demonstrate good knowledge and understanding of the subject (so that explanations and demonstrations are clear and succinct, keeping learners engaged).

The class teacher should discuss ways to improve the student teacher’s behaviour management strategies and provide targets for review in week 3.

Task 2PlanningWeek 2

The student teacher should find out how school planning is structured on a termly and weekly basis. They should gain an overview of the school’s medium term and weekly planning as follows:• Find out how the school approaches planning using

either the Early Years Foundation Stage Curriculum or the National Curriculum.

• Find out how the core subject medium term planning informs weekly and daily planning.

• Consider what are the similarities and differences between medium, weekly and your lesson planning. Why do schools have these two levels of planning?

• Write 2 daily lesson plans for the following days based on the weekly plan. Check this planning with the mentor or class teacher.

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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 begin some whole class teaching during the first two weeks, while continuing with their responsibilities for some group work.

PV Days

ESE1ESE 1

1-5 June 2015ESE 1

1-5 June 2015TeachingYour overall teaching load for week 1 should be approximately 20%:• 10% of this will be your intervention time (record information on the intervention time log) • 10% will be teaching in your base classThe first days should be spent working with groups in the class, but you should aim to do some whole class teaching by the end of the first week.

TeachingYour overall teaching load for week 1 should be approximately 20%:• 10% of this will be your intervention time (record information on the intervention time log) • 10% will be teaching in your base classThe first days should be spent working with groups in the class, but you should aim to do some whole class teaching by the end of the first week.

Files and preparation• Maintain files• Identify your 3 profile children for your pupil progress file (including a child for

whom EAL or a child who is making insufficient progress, a G&T child and a child with SEN)

• Complete the tasks on the checklist • With mentor, agree timetable for Week 2• 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)• 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) and complete behaviour management observations for training task 1 (keep a record of observations on observation form – see Good Practice Guide for Students)

• Undertake school-based training task 1 – behaviour management• Discuss with mentor school-based learning tasks (see Section 3) and what

support might be needed to complete these • Mentor to arrange a timetable for a range of lesson observations across the SE

(for subjects see weeks 2-4 below)• Mentor observation: English, mathematics or science focus (and behaviour

management)• Email your completed mentor Lesson Observation Sheet to your Academic

Adviser and to BAPTS@chi.ac.uk

Review • Evaluate all lessons taught on the university form• Ensure that all work from groups taught 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 days21-22 May 2015 Tick

TeachingFor the PV days you will be working 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, class teacher, mentor and the class.

TeachingFor the PV days you will be working 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, class teacher, mentor and the class.Files and preparation

• Collect class lists and information • Check class layout & seating plan for children• Check routine of school day• Check teaching resources • Observe teaching, note classroom organisation & behaviour

management strategies used by your class teacher• Ensure your SE files are available• Ensure you have updated your training plan.• 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.• 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 complete the training tasks outlined above)

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ESE2ESE 2

8-12 June 2015ESE 2

8-12 June 2015TeachingYour overall teaching load for Week 2 should be 30%:• 10% of this will be your intervention time (record information on the intervention

time log)• 20% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.

TeachingYour overall teaching load for Week 2 should be 30%:• 10% of this will be your intervention time (record information on the intervention

time log)• 20% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.Files and preparation• Plan (from now onwards) for Teaching Assistants or other adults and

for meeting the range of pupil needs within your class (not forgetting to always plan for the needs of your 3 profile children)

• Collect second 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 (Planning 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 (you should have evidence against each of the standards by the time of your final assessment review - FAR)

Training• Put up a classroom display• Observe a core curriculum lesson and a foundation subject in a

different class and complete other subject observations in your class (keep a record of observations on observation form – see Good Practice Guide for Students)

• Undertake school-based training tasks 2 and 3 – planning and monitoring & assessment

• Joint observation: English, mathematics or science focus• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to BAPTS@chi.ac.ukReview • Evaluate all lessons taught on the university form• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor (focus: behaviour management, planning, teaching, assessment and the progress of your intervention and pupil profile children)

• 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

15-19 June 2015ESE 3

15-19 June 2015TeachingYour overall teaching load for Week 3 should be 30%:• 10% of this will be your intervention time (record information on the intervention

time log)• 20% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.

TeachingYour overall teaching load for Week 3 should be 30%:• 10% of this will be your intervention time (record information on the intervention

time log)• 20% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.Files and preparation• Plan (from now onwards) for Teaching Assistants or other adults and

for meeting the range of pupil needs within your class (not forgetting to always plan for the needs of your 3 profile children)

• Collect third samples of work in English, mathematics and science and a foundation subject (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 (Planning 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 (you should have evidence against each of the standards by the time of your FAR)

Training• Observe a core curriculum lesson and a foundation subject in a

different class and complete other subject observations in your class (keep a record of observations on observation form – see Good Practice Guide for Students)

• Mentor observation: English, mathematics or science focus• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to BAPTS@chi.ac.ukReview • Evaluate all lessons taught on the university form• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor (focus: planning, teaching, assessment and the progress of your intervention and pupil profile children)

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

Adviser

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ESE4ESE 4

22-25 June 2015ESE 4

22-25 June 2015

TeachingYour overall teaching load for Week 4 should be 40%:• 10% of this will be your intervention time (record information on the intervention time log)• 30% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.

TeachingYour overall teaching load for Week 4 should be 40%:• 10% of this will be your intervention time (record information on the intervention time log)• 30% will be teaching in your base classYou will mostly be working with groups in the class, but you should also aim to do some whole class teaching.

Files and preparation• Plan (from now onwards) for Teaching Assistants or other adults and for meeting the

range of pupil needs within your class (not forgetting to always plan for the needs of your 3 profile children)

• Collect fourth samples of work in English, mathematics and science and a foundation subject (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 (Planning 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 (you should have evidence against each of the standards by the time of your FAR)

• Ensure that notes from all school-based teaching tasks and school-based learning tasks are in your planning file ready to be signed off at the FAR

• Ensure that you have written a report (one-side of A4) on the progress of the pupils in your intervention time group (refer to your intervention time log) to be talked through and given to your mentor at the FAR

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

Training• Observe a core curriculum lesson and a foundation subject in a different class and

complete other subject observations in your class (keep a record of observations on observation form – see Good Practice Guide for Students)

Review • Evaluate all lessons taught on the university form• With mentor and link tutor, complete FAR with student teacher leading mentor and link

tutor through evidence collected against each of the Teachers’ Standards• Email your completed FAR to your Academic Adviser and to BAPTS@chi.ac.uk

ESE Top-up Week29 June-3 July 2015

All top-up days will need to be completed before the SE is deemed to be complete (passed), so please do not make any other arrangements for this week.

ESE Top-up Week29 June-3 July 2015

All top-up days will need to be completed before the SE is deemed to be complete (passed), so please do not make any other arrangements for this week.

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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

• 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

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• 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

Pupil Progress FileForms for assessment records can be found in the Good Practice Guide for Student Teachers. The Pupil Progress file should contain evidence of the impact of your teaching on pupil progress. The file should include pupil profiles for three children. These children should include where possible:

• a G&T child

• a child with SEN

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

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

2. 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. 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.

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

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The school-based learning 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 their school setting and to discuss these with expert practitioners in school. Student teachers should plan, with their mentor and class teacher, a timetable for completing and submitting their tasks at the start of the placement. 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. Student teachers should contact their seminar tutor. ALL school-based learning tasks should be completed before the end of the placement and must be completed satisfactorily in order to pass the placement.

English School-Based Learning Tasks TASK A: Grammar in the classroom

1. Speak to either the school's English co-ordinator or your mentor about your school's approach towards teaching grammar. For example, is grammar taught discretely, through a text or a combination of approaches? Take notes about the school's approach.

2. Plan and teach a shared reading or shared writing lesson that includes an aspect of grammar. Before teaching the lesson, share your lesson planning with your mentor or class teacher.

3. Reflect on how your profile children have progressed in their understanding of grammar having taught your lesson. Make notes and store these in your Pupil Progress file.

TASK B: Developing your Subject Knowledge

As part of your Core English module, you will complete a subject knowledge audit and be given feedback by your English module tutor. This feedback identifies next steps for you to undertake in school, at university and through your independent study. In the spring term you need to:

Section 5

School-Based Learning Tasks

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

2. Discuss this with your Academic Advisor.

3. Share this with your 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.).

4. Throughout your practice, keep ongoing learning notes in the bottom section of your action plan. Focus on what you have learned and not just what you have done.

5. In preparation for final profiling, discuss what you have learned/how your subject knowledge has developed with your mentor.

6. Ask your mentor to sign off your action plan as your English directed task.

7. Take your signed-off plan to your next AA meeting to discuss with your Academic Advisor.

TASK C: Observing and Teaching Early Reading/Phonics

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 2 of these sessions. Students should make careful notes about their observation in the ‘Beginning’ section of their ‘Becoming a Teacher of Reading’ booklet.

Students should also teach a phonics lesson to a small group of children using the teacher’s planning. 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 in the ‘Beginning’ section of the student’s ‘Becoming a Teacher of Reading’ booklet.

TASK D: Observe and Teach writing

Observe at least 2 sessions of the teaching of writing. Try to observe two consecutive lessons in one year group. Make notes on:

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1. The specific skill the teacher is trying to develop with the children e.g. using connectives to create compound sentences or impetrative (bossy) verbs in instructional writing.

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

3. How the teacher makes use of shared and modelled writing to scaffold the children’s developing writing skills.

Following these observations, you should feel confident to teach writing sessions.

Science School-Based Learning Tasks These tasks are designed to help you reflect on the Science curriculum in action during your school experience. You should avoid giving your school the impression that you, as a student teacher, are judging the systems you see. Rather, the tasks are an invitation to see some typical working practices from the ‘inside’ and to relate them to your own learning about teaching. All student teachers must carry out both tasks during school experience.

Task A: observe at least two Science lessons during your school experience

These might be successive lessons with the same class or Science lessons with different classes.

Task B: take part in the teaching of investigative science

Complete this task on the Summer placement. The task will be monitored by your mentor.

For those in a KS1 or KS2 setting

Take part in the teaching of an investigative science activity with a group of children and write a brief report on the experience. This could be a lesson you planned, in which case you should discuss the rationale for the activity. Otherwise, it may be a lesson that the school has planned, in which case you can analyse the school’s rationale for the activity. It would be beneficial to talk to your class teacher/mentor and/or science subject manager. After the lesson, use your understanding of Science Sc1 to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science. Some aspects you may want to consider are:

• How was the task introduced?

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• Did the teaching style fit the task?

• In what ways was the task ‘investigative’?

• Were the learning objectives met?

• Would you approach anything differently in the future?

For those in a Foundation Stage setting

Take part in the teaching of an investigative science activity with a group of children and write a brief report on the experience. This could be an activity you planned, in which case you should discuss the rationale for the activity. Otherwise, it may be an activity that the nursery/reception class teacher has planned, in which case you can analyse their rationale for the activity. It would be beneficial to talk about it to your teacher/mentor. After the activity, use your understanding of investigations to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science. Some aspects you may want to consider are:

• How was the task introduced?

• Did the teaching style fit the task?

• In what ways was the task ‘investigative’?

• Were the learning objectives met?

• Would you approach anything differently in the future?

For everyone

Try to make your report come to life by using brief examples of the children’s talk, writing and drawings as evidence to help make your points.

Note that in all directed tasks, mentors are asked to comment on presentation, spelling and grammar, where appropriate.