Cass School of Education &

Communities

Postgraduate Certificate in Education

Secondary PGCE & School Direct Training

School Based Training Handbook

Academic Year 2017-18

Cass School of Education & Communities UEL Stratford Campus

Water Lane, STRATFORD E15 4LZ

Fax 020 8223 2882

3 KEY STAFF; CONTACT DETAILS AND STAFF ROLES

Administrative Staff

Name Role Email Telephone

Karen Holland Partnership k.holland@uel.ac.uk 020 8223 6287

Academic Staff

Name Role Email Telephone

Annette Cast Dean – College of Professional

Services

Carrie Weston Head of Cass School of Education

and Communities c.e.weston@uel.ac.uk 020 8223 6369

Head of Teacher Education

Neil Herrington Biology n.herrington@uel.ac.uk 020 8223 2247

Erica Cattle Modern Languages e.cattle@uel.ac.uk 020 8223 2782

Catherine Conner Drama cconner@uel.ac.uk 020 8223 4335

Christopher Dalladay Music c.dalladay@uel.ac.uk 020 8223 4204

Declan Hamblin Physical Education d.hamblin@uel.ac.uk 020 8223 6280

Sba Shaikh Design Technology Sba.shaikh@uel.ac.uk 020 8223 2407

Aniqa Khaliq Mathematics a.khaliq@uel.ac.uk 020 8223 2346

Warren Kidd Humanities and Social Sciences w.kidd@uel.ac.uk 020 8223 6475

Elicia Lewis Religious Education e.lewis@uel.ac.uk 0208 223 4551

Lizana Oberholzer Programme Leader for School Direct /

English l.oberholzer@uel.ac.uk 020 8223 6378

Stephen Palmer English swpalmer@uel.ac.uk 020 8223 2843

Sheeba Viswarajan Chemistry s.viswarajan@uel.ac.uk 020 8223 2269

Alan Weller Physics a.v.weller@uel.ac.uk 020 8223 6372

David Wells Programme Leader/ Computer

Science d.wells@uel.ac.uk 020 8223 4686

Simon Woodage Mathematics s.woodage@uel.ac.uk 020 8223 2903

Contents

1. THE UEL INITIAL TEACHER TRAINING PROGRAMME

2. THE PARTNERSHIP TRAINING PROGRAMME

3. ASSESSMENT AND MONITORING PROCEDURES

4. PARTNERSHIP RECORDS OF PROGRESS

5. ADVICE ON OBSERVING AND DEBRIEFING

6. DIRECTED TASKS

7. SCHOOL BASED TRAINING REPORTS

8. GENERAL OBSERVATION GUIDANCE

9. SCHEMES OF WORK

10. LESSON PLANNING ADVICE FOR TRAINEES

11. LESSON PLANS

12. TEACHERS’ STANDARDS

13. COURSE CALENDAR 2017 - 18

1. UEL Secondary Teacher Training Programme

Welcome to our Initial Teacher Training programme. Basic to our training is the model of a flexible and reflective teacher able to respond positively to change and willing to accept responsibility in the school and in the wider community. The Trainee is therefore required to profile and reflect on their own development and set appropriate targets for themselves throughout the course. UEL works closely with partner schools to design an Individualised training plan for each Trainee.

This training year is, in effect, the first stage of a two-part process of qualifying, and, we

hope, of a long career. It will provide a firm foundation for work as a beginning teacher. It

will also make trainees aware of the need to plan for continuing professional

development, and to keep abreast of current local and national initiatives, and recent

research evidence. Updating these skills and maintaining competence and confidence

will be a continual process.

The Benefits for the school

Through involvement in teacher education schools are able to recruit and train their own teachers.

All school staff become more aware of the Teachers’ Standards.

Having a trainee observe and question can make experienced teachers think about what they are doing and why.

Contact with universities and other agencies provide access to opportunities for continuing professional development.

By working in partnership a network of support is created where teachers, lecturers and trainees can share their skills and ideas.

Working with trainees – setting targets, analysing their skills, writing their Career Entry and Development Profile (CEDP) – can help schools understand what to expect and aim for during the induction year.

Core Principles

To help schools recruit and retain staff;

To contribute to combating teacher shortages in an area of challenge;

To provide a programme with an emphasis of the agenda for inclusion;

To support schools in their development as training institutions;

To ensure that the programme trains quality teachers for schools.

This handbook includes resources to support tracking the progress of trainees and the

pupils they teach over time, grade descriptors and overviews of assessment processes

and expectations for trainees.

Within the school, there is a Professional Coordinating Mentor who is normally a senior

member of staff who oversees the partnership arrangements and has a key quality

assurance role. The Subject Mentor is an experienced subject teacher who has an

immediate responsibility for providing support and training within the subject department.

UEL supports the training and exercises a quality assurance role through the Head of ITE

and the UEL Subject Tutor.

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Inevitably the responsibility for the effective training of teachers will fall on a wider group

of people on the school staff than the mentor. This group will include such people as the

SENCO, the PSHE/Citizenship Co-ordinator, the KS3 Strategy team, Learning Support

Assistants etc. These members of staff will need briefing as to the relevant requirements

for those undertaking teacher training.

In addition, other subject teachers will observe the Trainee at work. They will need

access to the Assessment Toolkit and lesson observation proforma.

Timetabling

School Direct Salaried (SDS) trainees should normally be timetabled from Tuesday to

Friday only; with Mondays left free for UEL or school based training activities, assignment

writing and portfolio development.

PGCE and School Direct training trainees are timetabled according to the placement

block.

The timetable must include teaching at two key stages: Key Stage 3 (11 – 14yrs) and Key

Stage 4 (15 – 16yrs) N.B. Yr 9 students are not considered to be KS4 even if they are

being taught GCSE content. For an inexperienced trainee this contact time is typically

25% in term one, 50% in term two and 80-90% in term three. Where trainees are

supernumerary these classes should normally be the responsibility of another teacher

e.g. the Mentor who can take over the class if necessary. Trainees should start by

observing, then team teaching until they are ready to take over the classes on their own.

The timetable may be staged so that the trainee focuses on one key stage to begin with,

perhaps for the first term, then adding a second key stage in the second term.

Alternatively it may be more appropriate for the trainee to have classes in two key stages

from the first term. If the school is only able to offer experience of one key stage then

there must be a link with a second suitable school. A named mentor must be assigned in

the second school.

Second School Experience

All trainees are required to spend time in a contrasting second school placement.

For SDS trainees this would normally be for a minimum four-week block in the spring

term. However, in the case where trainees are in a special school context, second

placements are extended to 8 weeks, and trainees are also expected to engage with

mainstream teaching once a week. During this time there are no SDS taught sessions at

UEL giving further training opportunities.

The key to a second school experience is that trainees demonstrate their ability to meet

the standards within another contrasting school. This experience should provide trainees

with teaching experience and an opportunity to collect evidence against the standards

which may not have been available within their employing school. Trainees need to have

knowledge of the key stages before and after the ones in which they are training to teach.

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The second school experience should focus on the particular aspect(s) of the trainee’s

needs, as highlighted in the End of Placement 1 report.

Primary and Post 16 Experience

Trainees will need to gain the necessary awareness of the key stages before and after

those covered in their training. We recommend that this should be for a minimum of 2

days. In the case of a trainee qualifying to teach in KS3 and 4 this experience will include

a visit to a primary school at the start of the programme and possibly a visit to a sixth

form. Visits should be structured and include focused discussions with teachers and

pupils. It will be necessary for trainees also to research and read relevant texts to

heighten their awareness of the issues related to transition from one phase to another.

Possible activities that could be included in this experience are:

Researching how pupils are prepared for transition

Interviews with pupils on about what transition has meant for them

Interviews with key staff on how pupils needs are taken into account during

transition

Teaching and learning strategies that are used to ensure pupils feel comfortable

with this major change

Other areas that might be covered are:

Understanding the pastoral issues related to this process

Parental involvement in this process

Documentation related to the process

Researching the role of outside agencies in this process

Detailed tasks are available on the web-site for both Key Stage 2 and Post 16 visits.

These are not compulsory, but trainees may find them to be a useful format for structuring

the collection of evidence for their portfolio.

Mentoring Support

Trainees are attached to a named Subject Mentor. Mentors should provide as a minimum,

one time-tabled weekly mentoring session which should last for at least one hour. The

content of these sessions will be based on the individual needs outlined in the Weekly

Professional Development Summary. Further information is available in the Mentor and

PCM Handbooks.

Within the meeting time should be given to:

time-table observations and agree the focus

assess the progress towards the Teachers’ Standards

review planning, teaching, monitoring and assessments that have taken place

review lesson evaluations

plan for tasks and activities that follow on from observations and targets

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review outstanding targets

discuss session and content covered by university experience

The session should not be restricted to lesson feedback and needs to be viewed more

as a check on progress/tutorial. The agreements during the meeting need to be noted

and signed/dated by both Mentor and Trainee, on the Weekly Professional Development

Summary. Both should hold a copy on file for future reference and a third copy given to

the UEL tutor.

Subject Tutor visits

Subject Tutor visits will be arranged through the Professional Coordinating Mentor,

Subject Mentor and the Trainee. Visits should occur at least once per half term and are

the means by which assessments and moderation across the course take place. When

the Tutor is in school a suitable room will be required for the Tutor to speak with both the

Mentor and Trainee. The Tutor will carry out joint observations with the mentor. UEL

Tutors will complete a Tutor Checklist which is copied to the Mentor and the Trainee

which evaluates the school based training programmes, mentoring arrangements,

Trainee’s progress and any other issues that have arisen. These are copied to both the

Trainee and Mentor so that action can be taken as necessary.

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2. The Partnership Training Programme

Overview

The programme is mapped to the ITT Core Framework, and has been designed to enable

trainees to meet the Teachers’ Standards, which are contained in this handbook:

everyone is required to be familiar with them in detail. The programme lasts for three

terms and has a number of different components consisting of:

Individual training plan based on SWOT analysis

Attendance at training programme and other external courses

Weekly mentoring sessions

Second School Experience

Observations of and discussions with more experienced colleagues

Completion of Standards Tracker for evidence of Teachers’ Standards

Course related assignment and tasks

Course reading

Lesson observation and feedback

Visits to other schools and settings

Consecutive key stage experience

Individual progress reviews and termly reports/action planning

Key components of the School Direct Salaried programme are the UEL based

programme and school based training which is guided by the Professional Coordinating

Mentor and the Subject Mentor. Attendance at all taught sessions is mandatory to the

award of QTS, unless your Individual Training Plan identifies strengths in certain areas

of the Standards. Attendance is monitored and schools are informed of absence. All UEL

sessions run from 9.00am until 4.30pm. Detailed information for both subject and core

professional studies sessions is in the Teaching and Learning Guides and on module

Moodle pages, which are provided by Subject Tutors. These guides, alongside the

Mentor and PCM Handbooks, are a useful reference for planning school based training

as Mentors can link to the training programme and provide additional complementary

training opportunities in school.

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3. Assessment and Monitoring Procedures

Criteria

The criteria by which we assess progress are the Teachers’ Standards. By the date of

final assessment in June/July, trainees must meet all the Standards. The Assessment

Toolkit is the main guidance document for assessment of trainee progress.

Grades

The partnership uses the following grades for both individual lessons and termly school

experience reports:

1 Outstanding

2 Good

3 Requires Improvement

4 Fail

The Assessment Process

The partnership monitors and assesses the trainee’s performance through:

School based training plans

Half-termly training plans describe the range of activities that trainees will undertake to

ensure that all the standards are being addressed and to meet individual training needs.

Further guidance will be given during mentor training and trainee induction arrangements.

Observation of teaching

During both school placements, trainees are expected to be informally observed each

lesson, with formal observations at least once a fortnight. Formal observations should

have a reasonable time between them, so that trainees can evidence progress against

targets set. Observations should be carried out primarily by the Mentor, but also by other

school-based members of staff (sub-mentors), such as class teachers, Head of

Department, PCM, etc. The UEL Tutor will also carry out formal observations of trainees

at both school placements.

Each observation is designed to support improvement and should leave the trainee with

a set of targets to meet before the next observation. Verbal as well as written feedback

is expected and the trainee is required to act upon the targets set by the observer. If

there are any concerns about the trainee’s performance these will be raised with the

Trainee.

Subject Tutor Review Meetings

The Subject tutors will meet once per half-term to review the progress of each trainee

and schools to date. During this meeting tutors will be required to discuss lesson

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observations, individual targets and professional portfolio development. UEL tutors will

also discuss school based training and mentoring provision within this meeting.

School Based Training Reports

The Professional Coordinating Mentor/Subject Mentor are required to submit reports

outlining progress to date against the Teachers’ Standards with recommendations on

how the trainee can improve their performance in the following term. These should be

fully discussed with the trainee before submission.

Professional Development Portfolio

The Professional Development Portfolio is the key document that provides evidence for reaching the Standards. It is a cumulative document made up of a number of parts (see below). The main document is the PDP Training Record. This provides the type of evidence and the location for the evidence of meeting the standards. The PDP should be actively used and discussed in mentor meetings and in tutorials. It should be an aid to reflection on progress and achievements so should be completed as throughout the training. It is preferable that the PDP is electronically completed (as shown below) so that it can easily be updated and shared over the year.

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Teaching Profile

This Teaching Profile sets out the expectations of the Teachers’ Standards that trainees must reach in order to be recommended for QTS. It is the central document used to record a trainee’s progress. It provides opportunities for professional dialogue between trainees, school based trainers and UEL tutors. Although four summative reports are submitted, the profile enables formative assessment with a focus on targets for progression. Before completing the profile school based trainers should review the Training Records in Section 2 of the trainee’s Professional Development Portfolio (PDP) – in particular the Standards Tracker and Weekly Professional Development Summary. At the end of each period of School-Based Training, school based trainers are asked to assess the trainee’s development against these standards and provide a grade on a 1 to 4 scale using the grade descriptors. Awarding a Grade 4 for any area indicates that despite opportunities and support, the trainee has made insufficient progress and has therefore failed the School Based Training. Grade 4 must not be awarded unless the Requires Improvement process has been instituted.

Evidence bundles

The overall quality of your teaching will be judged by the impact you have on pupil progress over time. The impact on pupils’ learning and progress will result from the skills and knowledge you have in terms of each of the Standards brought together as you teach. A lack of skill in any Standard can result in limited progress for pupils. In this, it is how the TS work together that is critical.

Evidence bundles are used to identify: how your skills against each of the TS has enabled you to support pupil progress; how strong your teaching is in relation to each of the TS and to support target setting for further development. Further information will be provided by your subject tutors in sessions.

Assessment evidence

To include the school’s assessment policy and any assessments made in line with this,

e.g. schools performance information, class information on summative test scores, whole

class records, individual pupil records and profiles, samples of marked work (pupils), and

reports to parents.

Subject Knowledge evidence

In order to meet the requirements of TS3, trainees need to demonstrate a secure

command of their specialist subject. All trainees will be given a Subject Knowledge Audit

at the start of the programme which is a working document and will be regularly checked

by both the Subject Mentor and Subject Tutor. Subject Knowledge development will be

guided to some extent by the demands of the schemes of work for the various classes

taught by the Trainee.

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Assignments

The tasks and assignments set during the programme are designed to help the Trainee

examine in greater depth the relationship between effective classroom performance and

theoretical reflection. They have been selected so that as well as calling upon knowledge

of the subject area, the Trainee is also required to demonstrate his/her understanding of

how the subject can be successfully taught. Self-assessed tasks will be set following a

related session delivered on the partnership training programme. These should be

discussed with the school mentor or another member of staff as well as the Trainee’s

UEL tutor during their visit.

All trainees (SDS, PGCE and SDT) undertake a professional practice module, School Based Learning: PG6006, assessed through the creation of the Professional Development Portfolio (PDP) and the associated lesson observations and School Based Training Reports (1-4).

In addition, trainees formally undertake written assignments:

SDS

1. Developing Subject Expertise and Subject Specialism: PG6106

PGCE / SDT

1. Developing Subject Expertise and Subject Specialism: PG6107

2. Research Informed Practice: PG6009

3. Active Enquiry and Intervention: PG7008 (M level)

4. Securing Pupil Progress: PE7001 (M level)

All modules have their own dedicated Moodle pages where you will find further information, resources and the Turnitin submission links.

The recommendation for QTS from the University of East London, at the end of a successful SDS and PGCE /SDT year programme, requires satisfactory completion of BOTH the practical teaching elements, successful school based training reports and also the written assignment(s) components as detailed above.

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Assignment Deadlines

Research Informed Practice PG6009: Thursday 26th October 2017 by 16.00 via Turnitin link on module Moodle page (PGCE and SDT)

Active Enquiry Poster Presentation: Friday 9th February 2018 (PGCE and SDT)

Active Enquiry and Intervention PG7008: Thursday 15th February 2018 by 16.00 via Turnitin link on module Moodle page (PGCE and SDT)

Securing Pupil Progress PE7001: Thursday 12th April 2018 by 16.00 via Turnitin link on module Moodle page (PGCE and SDT)

Developing Subject Expertise and Subject Specialism PG6107: Thursday 31st May 2018 by 16.00 via Turnitin link on module Moodle page (SDS, PGCE & SDT)

School Based Learning PDP PG6006: Friday 15th June (SDS, PGCE & SDT) to Subject Tutors

Further guidance will be given to trainees in an assignment guide and the assignment

itself will be formally assessed and graded.

The assessment of the trainee’s work and developing teacher competence is a crucial

element contributing to success. All elements have been planned to enable the trainee

to reflect critically on their development and to share in the responsibility of evaluation.

They have also been designed to assist the trainee in linking the components of the

course and to inter-relate theory and practice. It is vital that the Trainee submits all work

on time and brings required evidence of completed tasks whenever required. There is

careful monitoring and moderation of all aspects of course assessment.

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4. Partnership Records of Progress

The School Based Training Plan is developed between the Trainee and Subject Mentor, based

on a pro-forma provided by UEL. The Professional Coordinating Mentor and the UEL Tutor

check that the plan is appropriate and fully supported.

Trainees are expected to be formally observed by school staff once a fortnight, and this is

recorded on the Lesson Observation Feedback Form. Targets set should be regularly reviewed

in mentoring sessions and progress noted on the Weekly Professional Development Summary.

The UEL Tutor observes trainees twice per term and completes the Lesson Observation Form

and the Tutor Review Checklist.

Progress is summarised by the Subject Mentor/Professional Coordinating Mentor in mid-

placement and end of placement School Based Training Reports, which note strengths and

areas for development to inform the training plan for the next term. These reports also give an

overall grade using the appropriate Grade Descriptors.

The trainee keeps a Standards Tracker which is regularly reviewed in mentoring sessions and

presented to the Mentor/Professional Coordinating Mentor, as appropriate, in preparation for

reports.

In preparation for the final assessment trainees will have a final meeting with the Professional

Coordinating Mentor to present the Professional Development Portfolio which includes their

evidence bundle.

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CASS SCHOOL OF EDUCATION AND COMMUNITIES

Secondary ITE Lesson Observation Feedback Form

Trainee’s Name: Date:

School: Subject:

Class/Year Group: Number in Class:

Lesson Theme: Lesson Time:

Observer: Joint Observer:

Focus for observation (to be informed by previous targets)

1. Lesson Observation Summary of Key Features

Impact of teaching on pupil progress

Is the teacher aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these?

To what extent do pupils make progress?

Is pupil progress at expected levels?

Does the teacher have a positive impact on the outcome of pupils’ progress?

Outline the key points of discussion and refer to significant evidence that has informed judgments in this area.

(For example - pupils’ verbal contributions, pupil group work, written work scrutiny, quality and impact of marking, observation, pupil performance,

differentiated learning for all pupils, interpersonal skills, creativity, impact of trainee’s questioning, decision making)

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Strengths and what went well? (What did the trainee do to impact on pupils’ learning? Please reference to Teachers’ Standards)

Areas to develop? (What could the trainee have done to improve the quality of teaching and learning further? Please reference to Teachers’

Standards)

2. Personal and Professional Conduct (Part 2 two of the Teachers’ Standards)

Outline the key points of discussion with trainee, and mentor if UEL tutor completing. (For example –following the school’s

policies and procedures, maintaining high standards of attendance and punctuality, acting within the statutory frameworks.)

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3. Post Observation Feedback

Teachers’ Standards

TS1: high expectations TS2: good progress and outcomes TS3: good subject knowledge TS4: planning and teaching

well-structured lessons TS5: response to pupils’ strengths and needs TS6: accurate and productive use of

assessment TS7: effective behaviour management TS8: fulfil wider professional responsibilities Pt2: high standards

of personal and professional conduct

Agreed New Targets (Targets should be SMART, fit for

purpose, trainee and pupil progress driven and written using the

language of the Standards and grade descriptors and used to

inform the targets set in the weekly professional development

plan.

TS

Reference

Training activities/tasks to support

progress towards targets

(How are you going to meet your targets?)

1.

2.

3.

Evidence trainee has received this document:

Reviewed and sent by email within one working day of observation ☐

Or, reviewed and hardcopy signed by trainee:

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CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Commentary

This form is for use during the observation, if needed, as a commentary on the lesson.

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5. Advice on Observing and Debriefing

School based training: Observing and Debriefing a trainee

In the early stages, do some collaborative planning and teaching (planning and

delivering a starter/plenary activity, working with a small group, making a point to a

whole class, dismissing pupils etc.). Review the plan for the agreed part of the

lesson they will carry out with the trainee before observing and give feedback on

performance. Gradually build the commitment up to ‘trainee delivery of a whole

lesson’.

For the first full observation allow the trainee to choose which lessons are observed.

Be aware of the importance of being sensitive and impartial when undertaking

observation of the trainee. (All your comments and judgements will be based on

the evidence you have seen).

Consider what is to be the main focus of the observation. Use the diagram summary

of the Standards to help you identify and find the focus of the observation from the

full Standards. Observe and debrief against the new Standards using the evidence

of what you, the observer, have seen in a lesson.

Give the trainee some immediate feedback after the lesson, even if only for a couple

of minutes.

Ensure that you observe the trainee teaching at least once a week with any of your

classes that they are taking. Observers should give feedback using the Assessment

Toolkit. They should address the identified focus for observation but also other

areas of the lesson, which are praiseworthy, or of concern.

Try to make the observation and debriefing a learning situation for the trainee.

Be positive as a first step and never give negative feedback in a public place (e.g.

staff room). If you give some negative feedback always show how things could be

improved. Make your suggestions specific and offer alternatives if possible. Note

suggestions and ‘SMART’ (Specific, Measurable, Achievable, Realistic, Time

Limited) targets in the box on the lesson observation form.

Do not avoid negative feedback or focusing on things which didn’t go well in the

lesson. It is sometimes tempting to avoid tackling unsatisfactory work but it is

necessary in order to give the trainee an opportunity to improve.

Work with your trainee not on him or her. Avoid a power struggle. Use positive and

warm non-verbal communication. Avoid suggesting that there are simple right

answers. Encourage a dialogue. Get ideas and comments on the lesson from the

trainee. Use lots of open questions.

Prioritise issues to be addressed by the trainee - don’t tackle too many things at

once. Try to encourage a sense of progress.

Remember you are not trying to produce a ‘clone’ teacher but to help the trainee

develop their strengths and work on their weaknesses within professional

parameters.

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Clarity is paramount- if you have asked a trainee to change the way they do

something, get them to explain in their own words what you want them to do so you

know that they have understood.

If the trainee defends their point of view/actions, don’t become confrontational. Try

to see it from their point of view. Show that you will consider what they have said

but illustrate with evidence from your observation notes. (If the trainee does not

have the same view of the lesson as you, sometimes video debriefing can help).

The most difficult problems arise when the trainee does not recognise that they are

not succeeding. In these cases you must be firm and clear in your records.

Give a clear, unambiguous assessment of the lesson observed. Ensure there is

consistency between the comments made and the grading. Go for a ‘best fit’ when

choosing the level in order to give the trainee an idea of the grade band within which

they are performing.

Set clear targets for improving the situation.

Ask the trainee to sign and date the copy of your observation notes and give

them a copy as well as a copy to the Subject mentor.

Keep notes of any other things you have said advice you have given and how

you have tried to help.

Keep the Subject Mentor informed about how the trainee is getting on with your

class/group. It is especially important to alert the Subject Mentor and

Professional Coordinating Mentor as early as possible if there is a problem and

potentially a ‘failure’ situation. The Professional Coordinating Mentor/Subject

Mentor will advise the university immediately as part of the procedures for when

a trainee is not making required progress and action can be taken. (The

Partnership has a duty to give a written warning and targets so that the trainee

has a chance to rectify the situation).

6. Directed Tasks

At times it might be difficult to demonstrate a secure achievement of a Standard through

day to day work. Directed tasks are designed to enable trainees, in consultation with tutor

and/or mentor, to provide more secure evidence for particular Standards. The tasks are to

be found in the document “Supporting School based Training: A Resource for Mentors and

their Trainees”. There is a series of questions to consider for each standard which are

intended to guide trainees and mentors to understand the expectations of each standard.

It also gives an indication of the likely sources of evidence to draw upon to demonstrate

that you meet the Teachers’ Standards. Trainees and mentors will both find the links to

supporting resources particularly useful in developing professional knowledge and

practice.

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7. School Based Training Reports

Mentors must complete a mid-placement report, and a more detailed end of placement report.

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Mid-Placement and End of Placement 1 Reports (SBT1 and SBT2)

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8. General Observation Guidance

Trainees are expected to record observations of good practice. The following is a

suggested checklist of key areas to comment on:

The Classroom

How does the teacher:

start the lesson?

introduce tasks / activities to the pupils?

organise transition points during the day?

help pupils progress from one activity to another?

organise pupils – is there whole class teaching? group work? paired work?

collaborative tasks? individual work?

establish routines – register taken at start of lesson, homework set at particular

point in the lesson, whole class discussion time, silent working times etc.?

meet pupils’ individual needs?

Management of Pupils Learning & Behaviour

Are pupils engaged / involved / interested in the activity?

What factors contribute to this involvement?

Were the intended learning outcomes achieved?

How can the trainee measure this?

What arrangements are there in the school for managing pupils’ behaviour?

What strategies did the trainee observe the teacher using to maintain control –

with the whole class? with individuals?

What verbal and non-verbal techniques did the teacher use?

How is good work and behaviour rewarded?

Classroom Organisation

Draw a plan of the classroom the trainee is observing, noting:

how children are grouped

how the topic is introduced

how resources are managed

where and when assessment opportunities are built in

Around the School

Observe how children behave:

in assemblies

at break and lunchtimes

entering and leaving school

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Observation Guidance Notes

Keep these observations brief and to the point. Focussed observations which

concentrate on a particular aspect are more valuable – no more than one side of A4.

Trainees should:

decide what s/he will focus on, e.g. start of the lesson, repertoire of approaches

used, pace of lesson etc.

consider how s/he will conduct the observation – will s/he be a participant

observer and get involved in the activity or stand back and make notes?

record his/her observations – either at the time or soon after – make them

reflective

be aware of possible bias – we are all influenced by our own educational

experience, previous teaching experience, values and beliefs

record what s/he actually observed / heard / said / did. Try to use language

that is descriptive rather than judgemental

Remember that the trainee is focussing on important teaching skills when observing

rather than a teaching style. The trainee will need to understand the processes which

lead to the practice and it is therefore important to discuss the observation with the

class teacher / mentor as appropriate.

Finally, the most important question the trainee will need to ask of each observation is

‘What have I learnt from this experience which will help me develop my own practice?’

Points for further action can be included by the trainee.

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9. Schemes of Work

Thorough planning is vital to ensure targeted learning. As a trainee, it is necessary

for trainees to plan in greater depth than an experienced teacher. In order to meet the

Teachers’ Standards, trainees need to provide detailed evidence of their

understanding of the planning process.

Trainees will need to write their own schemes of work and lesson plans either from

their own ideas or based on the department’s plans. Trainees need to have a scheme

of work for each class that they teach. It is not sufficient for trainees to use

existing schemes of work without personalising them to show that they

are planning for the needs of the pupils they are teaching.

Subject tutors will give further guidance on aspects of medium-term planning which

are particularly relevant to their subject area e.g. health and safety in science/PE/D&T.

Trainees should refer to the following main principles which apply to all subjects.

Planning a scheme of work

Planning a unit of work is more than putting together a series of lessons. You need to

consider all aspects of effective learning including aspects of your own subject

knowledge which may need to be developed to enable you to teach the unit effectively.

1. Identify key features of the unit: outline the essential nature and rationale for

the unit. Include what knowledge, skills and understanding the unit will cover.

2. Identify where the unit fits in: outline the links with other units, previous and

future learning and other cross-curricular aspects.

3. Identify your expectations: What will pupils be able to know, do and understand

on completion of this unit? Identify your expectations for all pupils including

those who will attain levels above and below the required level. Consider

inclusion strategies which will ensure that all pupils are able to achieve the

expectations.

4. Consider prior learning: what has been the pupils’ previous experience in

relation to what has been learned through previous units and how have they

been taught i.e. teaching and learning styles?

5. Identify aims and objectives: outline the knowledge, skills and understanding

that pupils will learn by the end of the unit, including the assessment criteria.

6. Select and identify the content: state how the material is to be developed from

the initial starting point to the end result. The intention is to show progression.

Summarise the main pupil activities but do not write week one, week two etc at this

stage as it will detract from the main intention which is to outline your understanding

of how to make the learning more complex.

7. Identify learning across the curriculum: set out the relationship between the key

skills (communication; improving own learning and performance; application of

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number; working with others; ICT; problem-solving; Spiritual, Moral, Social and

Cultural opportunities.) How can you enhance these aspects of pupil learning?

8. Identify links to other subjects e.g. PSHE and Citizenship.

9. Identify safety issues.

10. Scheme of work evaluation: after you have taught the scheme you need to

evaluate its’ effectiveness

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10. Lesson Planning Advice for Trainees

1. Aim(s) of lesson

Take your aim(s) from the departmental Scheme of Work. They will be fairly broad e.g.

For a Modern Foreign Languages Year 7 lesson, the aims could be:

To be able to name common pets.

To be able to ask if someone has a pet.

To be able to answer the question themselves.

2. Decide on your learning outcomes

Break down the broader aims into specific objectives to be covered in the lesson. What

do you want pupils to learn? This will depend on the content of the Scheme of Work

and/or GCSE requirements. Be specific.

e.g. For the MFL lesson these might be the objectives:

Name 8 pets (list these in target language),

Teach the question: What pets have you got? (in the language)

Teach possible answers: Yes/No….etc.

3. Consider your pupils’ prior knowledge and ability level

What do the pupils already know about this topic (from KS2/ previous lessons/other

settings)? Can you build on this knowledge? Take account of any Special Needs/

behavioural problems / individual differences.

4. Bear in mind any constraints

These could be: classroom location, availability of resources, time of day, ability of the

pupils, preceding lesson (Drama/PE), their responsiveness etc.

5. Decide on your learning activities and the sequence of delivery

What sorts of activity are appropriate? Ensure that there is a variety of activities and

that pupils are always productively engaged.

When planning a lesson, you must constantly refer back to your learning outcomes.

Decide on your introduction, starter activity and the main body of the lesson.

Consider an appropriate and productive plenary activity.

Be aware of timing for each area of delivery.

6. Identify the resources you need

What resources are available to you?

What additional resources are necessary or desirable?

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7. Consider how you will assess the pupils understanding of the

lesson

Almost every activity can be assessed, whether it be formally (a piece of written work)

or informally (through question and answer sessions). Monitor pupil learning

throughout the lesson. Use this information to plan your subsequent lessons.

8. Allow for differentiation

Can you differentiate the work to make provision for both weaker and more able

students? Is there sufficient variety, depth and breadth?

9. Reference to the National Curriculum (or the relevant GCSE/AS/A

level syllabus)

You should indicate which aspects of the National Curriculum or syllabus you intend

to cover in the lesson as well as identifying the Attainment target(s) and the level(s) at

which the lesson will be pitched.

10. Evaluate the lesson

You must be aware of pupil progress and how to evidence this; the effectiveness of

pupil learning and your own performance.

Did the pupils achieve the learning outcomes?

What do you need to develop or review in a follow up lesson?

What areas do you need to improve? e.g. Planning / timing / organisation / classroom

management / assessment etc.

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11. Lesson Plan and Evaluation Forms

Secondary ITE <insert subject> Lesson Plan 2017-18

Unit of work: NC (Programme of study)/Framework/GCSE references (Cross reference plan to the relevant documents)

Date: Period & Time: Lesson No: Teaching Group: No. of Pupils:

Boys: Girls:

Resources required: Pupil progress - areas for development identified from previous lesson(s):

Role of additional adults in the classroom:

Trainee progress – identify weekly professional development targets (WPDS) threading into lesson:

1. Pedagogy

2. SK 3. Personal

Numeracy & Maths; Literacy & Language; ICT opportunities; and other (eg. cross curricular) if applicable:

Overall Lesson Objective:

Specialist subject terminology that you will introduce to pupils:

Intended Differentiated Learning Outcomes/Success Criteria:

(What will pupils have achieved by the end of the lesson)

Experiments /Demonstrations List the experiments &/or demonstrations

you have planned for this lesson.

Health & Safety: (Risk assessment)

Lesson phase & time Teaching & Learning

Tasks/Activities

(Including organisation)

Pupil Activity

Teaching Points to Improve

Learning

(What will you tell them? How will you tell

them?)

Teacher Activity

Personalisation

(How will you adapt the lesson to the individual

strengths and needs of the pupils)

Assessment

Criteria / Strategies

(How do you know? What

will they show you?) Please identify:

(Who are the pupils and what are their needs?)

High achievers:

SEND:

EAL:

Lesson Introduction

Starter Activity

Main theme:

Teaching & Learning

Processes

Include mini-plenaries/

checkpoints/ assessment and

progress signposting

Plenary & Reflection

Homework

Initial evaluation (State if completed full evaluation):

To what extent did the pupils achieve the learning outcomes? How do you know they achieved them?

Ask yourself: What did they learn? How do you know? Was learning possible for everyone?

Personal targets and subject specific tasks / knowledge to develop as a result of this lesson.

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Lesson – Full Evaluation

Trainee: Topic:

Date: Period: Lesson No:

Positive aspects of today’s lesson:

To what extent did the pupils achieve the learning outcomes? What evidence do you have for this?

To what extent did pupils make expected progress? What evidence do you have for this?

What were your targets for this lesson? Did you meet them?

What would/could you have done differently to maximise or extend learning?

Professional development targets for next weekly professional development summary and subsequent

lessons:

12. Teachers’ Standards