PG SE3 2015 JS/CH 1

Introductions Reflective Portfolio – expectations Weekly Review meetings Expectations on School Experience 3 Action planning Part 2 of the Teachers’ Standards Assessment and grading Important dates External Examiner visits

PG SE3 2015 JS/CH 2

Organisation (file dividers) Bringing it to the weekly review meetings

PG SE3 2015 JS/CH 3

At weekly review meetings:Discuss progressThrough agreement with school mentor underline sub-Standards as you are meeting themHighlight sub-standards as you fully meet them (green)

PG SE3 2015 JS/CH 4

All trainees MUST have a DBS letter from University with them.

Complete school information sheet • Complete emergency contact information for

school office • Obtain copies of the school’s safeguarding,

behaviour, health & safety and e-safety policies. (May be available online)

• Obtain class timetable, basic pupil details etc.• Planning• Have an idea of arrangements for week 1 of your

SE Ensure you exchange emails/contact details with

your class teacherPG SE3 2015 JS/CH 5

Tutors carry out a tutorial before trainees go into school. No trainee will be able to start their placement until they have completed this.

Strengths and areas for development from the previous practice are discussed

Targets for School Experience 3 are set, based on the action plan which form the basis for the reviews in school.

The pre-practice tutorial record sheet, action plan for SE 3 and all planning documents should be shared with the class teacher

PG SE3 2015 JS/CH 6

At least one formal observation per week As this is the final practice, at least one joint

observation, with the tutor, is recommended; this will help with moderating and agreeing final grades

Observations should be linked to the Teachers’ Standards

Give time to discuss the observation and set targets

Students should reflect upon targets and comments, in their RPs

PG SE3 2015 JS/CH 7

Review the expectations in the booklet with your class teacher/student.

Any questions?

PG SE3 2015 JS/CH 8

Section 4 of the SE file should include:

Records of assessment for all subjects taught (more detailed for core subjects)

Detailed records for 3 children assessed against relevant assessment criteria

Evidence of feedback given to children

Evidence of using assessment to inform planning

PG SE3 2015 JS/CH 9

Building on your strengths from SE 2, discuss with your class teacher/student how you can move forward with each Standard.

What supporting evidence will you need in your RP?

Refer to the ‘Meeting the Standards’ booklet.

PG SE3 2015 JS/CH 10

Evidence you can include to show that you are meeting the Personal and Professional conduct Standard?

PG SE3 2015 JS/CH 11

Page 24 of Primary PGCE SE handbook

PG SE3 2015 JS/CH 12

Outstanding (OT1) - 4 plus Teachers’ Standards grades at (OT1) Outstanding overall.- No Teachers’ Standards graded at (OT3) Pass.- Met the Teachers’ Standards in Part 2.

Good (OT2) - 4 plus Teachers’ Standards grades at (OT2) Good with some features of (OT1) Outstanding.

- No Teachers’ Standards graded at (OT3) Pass.- Met the Teachers’ Standards in Part 2.

Pass (OT3) - 4 plus Teachers’ Standards grades at (OT3) Pass with some features of (OT2) Good.

- No (E) Emerging Teachers’ Standards.- Met the Teachers’ Standards in Part 2.

Fail - 1 or more (E) Emerging Teachers’ Standards or - Not met the Teachers’ Standards in Part 2.

PG SE3 2015 JS/CH 13

Students are invited to engage with these in order to develop practice further and prepare for transition.

These activities are particularly of value for students gaining OT1 at mid-point.

PG SE3 2015 JS/CH 14

School experience datesMonday 27th April –Wednesday 1st July 2014

Mid-point review submitted: By Friday, 5th June

Final School Experience report & copy of attendance sheet:By Wednesday, 1st JulyBoth emailed to schoolexperience@worc.ac.uk

PG SE3 2015 JS/CH 15

………………engage them with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before and after the ones they are trained to teach. ( NCTL, 2014)

Professional EnquiryTaskFind out about how the school manages the transition into the phase before the one you teach and how the transition is managed into the next phase after the one you teach.3-7 pathway (into EY and into KS2)5-11 pathway (into KS1 and into KS3)Write a reflective account of approximately 500 words – to be included in RP.

PG SE3 2015 JS/CH 16

School will be notified about an External Examiner’s visit The Examiner will be accompanied by a tutor The Examiner will observe the student teach, talk to the

trainee, the class teacher and the lead mentor The purpose of the visit is to see that our procedures are

being followed effectively and that the standards of our students, as reflected in the grades awarded, are in line with those of other institutions

In addition: Moderation visits (10%) Phonics observations by English tutor (10%)

PG SE3 2015 JS/CH 17

http://www.worcester.ac.uk Click on Discover Worcester; Academic

Departments Click Institute of Education; then select

Inspiring Partnership (bottom right) Final click: Primary Strategic Partnership

page is then displayed

PG SE3 2015 JS/CH 18

Thank you

PG SE3 2015 JS/CH 19