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BA3 Non-assessed Internship PlacementTE6670 (2019-20)
Guidelines for Students, Mentors and Link Tutors
Module Leader: Debbie MyersEmail: [email protected]
CONTENTS
Vision Statement p. 3
Aims of the Non-assessed Internship Placement p. 3
Key Information
Campus-based placement briefings p. 4 Dates of non-assessed placement p. 5 Expectations of placements:
Early Years Foundation Stage Placementsp. 6
Primary Placements KS1 and KS2p. 9
Lesson planning and preparation checklist p. 12 Prompts for lesson evaluations p. 13 Weekly Reflections p.13 Weekly Review Meetings p.13 Assessing Pupil Progress: Expectations of placement p. 14
Example of pupil progress trackers (EYFS)p. 15
Example of pupil progress tracker (KS1/KS2)p. 18
Questions to support accurate assessmentp. 19
Monitoring your impact on pupil progress p. 20
Record of observations of qualified teachers p. 21 Further information for mentors p. 22
Weekly Review of Progress Meeting p.23 Procedure at the end of the non-assessed placement p.23 Concerns about a student p. 23
FORMSWeekly Review of Progress Proforma p. 24Teacher Training Profile Report p. 26The School Placement Files p. 28School Placement File Template 1 p. 29School Placement File Template 2 p. 31School Placement Pen Portrait p. 33Primary Lesson Planning Proforma p. 34EYFS Lesson Planning Proforma p. 36KS1/KS2 Primary Lesson Observation Feedback Proforma p. 38EYFS Lesson Observation Feedback Proforma p. 40
University Contacts List p. 42
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Welcome to your BA3 Internship and your initial non-assessed placement Handbook.
Vision
Our vision is to:
‘Create excellent 21st Century educators who can lead and inspire children and young people to reach their full potential. We do this through outstanding partnership working, high aspirations, and having raising achievement at the heart of all we do.’
Aims of the BA3 Non-assessed Internship Placement
The aim of the two-part BA3 internship placement is to enable you to spend time in one school over the course of a year whilst also allowing you to gain valuable experience of whole class teaching across the breadth of the curriculum. You will have the opportunity to become involved in the life of the whole school and to become a visible and highly valued presence.
In this initial non-assessed placement you will have the following foci:
Students placed in reception (EYFS) classes: To develop expertise in planning, teaching, assessing and evaluating children’s
development through teacher-initiated and child-initiated activities in in the prime areas of development and the specific area: Understanding the World.
To design contexts to enable children to learn through play in both indoor and outdoor environment to enhance children’s physical, intellectual, emotional and social development.
To set up a whole class tracking system to record your impact on pupils’ learning in the seven areas of development.
To design continuous provision to support learning opportunities indoors and outdoors in the specific area ‘Understanding the World’ eg role-play and ‘little explorers’ areas where children can handle materials, explore and observe similarities, differences.
Students placed in primary classes: To develop expertise in leading planning, teaching, assessing and evaluating whole
class lessons in science and foundation subjects. To co-teach English and mathematics with your class teacher. To set up a whole class tracking system to record your impact on pupils’ learning in
science and foundation subjects.
All students will gain experience in tracking the progress of a whole class across the primary curriculum, or seven areas of development in the Early Years Foundation Stage. Placement expectations on assessment are given on pages 15 – 17 and an example of a tracking system is given on pages 18.
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All students will use 20% of non-teaching time to carry out a series of focused observations of teachers across EYFS, KS1 and KS2 to develop understanding of progression in how teachers promote positive behaviour for learning, progression in phonics, mastery in mathematics and questioning. These observations will support your professional development and you are required to reflect on these in your weekly meeting with mentors, to understand how teachers apply their knowledge and skills in their daily practices.
Key Information
Campus-based trainingPrior to your non-assessed placement you will receive three placement briefing lectures to explain the expectations of the placement and to discuss the documentation that will be used throughout the initial phase of your internship.
On receiving the details of your placement please access the school’s website and carry out research to gain an informed view of the school’s context. Read through the latest Ofsted report and the publically available documents accessed via the website.
Dates of Non-assessed Placement Briefing LecturesSession Date Time Cohort
GroupsTutor/
LocationFocus
1 27.09.19 9.00 –12.00 All Groups A107 Introduction to the internship placement
2 11.10.19 9.00 –12.00
1.00 – 4.00
Groups 9 – 16
Groups 1- 8
A002
A002Expectations of the non-assessed placement
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17.11.19 9.00 -12.00 All Groups Hall D Documentation
1.00–2.00 All Groups A107 TE6673 Prof Studies
14.00-16.00 All Groups JDu G112KH B001AL G107DM G101
Professional Guidance Tutorials
Pre-Placement review of targets and support
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Dates of BA3 Initial Non-assessed Placement
Half term holidays will fall in one of two weeks depending on your school Trust/ local authorities. These half-term breaks replace reading week and should be used for preparation and placement related activities.
Academic Week/Date
Placement Week
Your Location What will I be doing?
Week 1Mon 21st – Fri 25th Oct
Half-term or Week 1
Preferred preparation site or placement school.
Preparing or teaching.
Week 1Mon 28th – Fri 1st
NovHalf-term or Week 1
Preferred preparation site or placement school.
Preparing or teaching.
Week 2Mon 11th – 15th Nov
Week 2 Placement school Teaching to 50%
Week 3Mon 18th – Fri 22nd Nov
Week 3 Placement school Teaching 50%
Week 4Mon 25th – 29th Nov 2019
Week 4 Placement school Teaching 50%
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Expectations: Early Years Foundation Stage Placements
Day 1During the first day of placement you should discuss the setting and the children who you will be teaching and assessing. You should spend time observing and becoming familiar with the routines and arrangements for children including groupings. Begin to support the teacher with groups to get to know your class. Set up a whole class pupil progress tracker to enable you to evaluate your impact on pupils’ progress.Support the teacher initiated and child initiated activities in the Prime areas of learning under the direction of your host class teacher.
Date Key Expectations of Student Teacher Notes for MentorWeek 1 Day 1- induction into school - safeguarding policies and procedures.
Class lists, groupings, routines, timetables. Timetable for student: whole class teaching, co-teaching, observation.Student and mentor to discuss BA2 targets/ support plan targets in order to seek ways to address these.In EYFS students will make observations of children’s learning responses to both child-initiated and teacher-initiated activities. Use these observations and the school’s medium term plans to inform planning with a particular focus on Understanding the World.
Each day the student will also support teacher initiated activities in Communication and Language, Literacy and Mathematics.
Prepare and read a story to the class.
Using the school’s whole class pupil progress tracking system begin to monitor the progress of the whole class in achieving each lesson objective and with reference to the Teachers’ Standards. Analyse in depth the progress of four focus pupils. You may find it helpful to create ‘assessment reflective narratives’ for each child and develop these over the coming weeks.
Use 20% of non-contact time to carry out focused observations within your base classroom using the templates provided by Northumbria University.
10% of the teaching timetable should be used for planning preparation and assessment. This may take place in
Support EYFS student with assessing, planning, teaching and evaluating teacher directed tasks in Understanding the World.
Help students to set up a whole class pupil progress tracking system based on the system used in school. This will help them to evaluate their impact on pupil progress.
Encourage the student to reflect more deeply when they encounter difficulties using the Teachers’ Standards to identify the causes of pupils facing difficulty in achieving lesson objectives/meeting success criteria.
Help to build the student’s confidence to plan and direct the work of more experienced adults including teaching assistants and support staff.
Set up a timetable of focused observations to enable students to observe progression in how teachers promote positive behaviour for learning, progression in phonicsand conceptual understanding of number across school. In week 1 these observations will take place within their base classroom but should be extended to their Key
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partnership with colleagues in planning teams.
Stage and then to the adjacent Key Stages over the four weeks of placement.
Week 2In EYFS students will plan and teach a series of phonics lessons and teacher initiated activities in Understanding the World and Arts and Expressive Arts and Design.
Support staff with teacher initiated/child initiated activities in all other areas.
Continue to monitor the progress of all pupils using the class pupil progress tracker. Analyse in depth the learning progress of your four focus children in science and your taught foundation subject. Add to your ‘assessment narratives’ you have created for each child over the next fortnight.
Use 20% of non-contact time to carry out focused observations within KS1classrooms using the templates provided by Northumbria University.
Use 10% of the teaching timetable as time for planning preparation and assessment. This will take place in partnership with colleagues in planning teams.
Observe the student teaching whole class lessons and encourage them to deconstruct both strengths and weaknesses drawing on the Teachers’ Standards to support their own self- evaluation.
During the weekly review meeting help the student to set professional targets based on their self evaluation and your professional judgement of their observed lesson.
Ensure 20% of non-teaching time is used to carry out a series of observations of teachers in the adjacent key stages: EYFS, KS1 and KS2 to develop understanding of progression in how teachers promote positive behaviour for learning, progression in phonics, mastery in mathematics across the age phases.
Week 3Plan and teach a series of lessons of phonics, a number activity and an investigation to support children’s development in Understanding the World.
Continue to monitor the progress of all pupils using the class pupil progress tracker. Analyse in depth the learning progress of your four focus children in science and your taught foundation subject. Continue to build on your ‘assessment narratives’ for each child.20% of your non-contact time to carry out focused observations of experienced staff in KS2.
Ensure students continue to record whole class progress on the tracking system they have set up.
Ensure students continue to carry out focused observations in the adjacent key stage this week.
Ensure 10% of the teaching timetable is used for planning preparation and assessment. This will take place in partnership with colleagues in planning teams.
Ensure student engages in focused observations in adjacent Key Stages to develop awareness of progression in behaviour management/ behaviour for learning; questioning techniques, phonics, modelling steps in mathematical procedures, depending on professional development targets of student.
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Week 4Over this final week try to teach, assess and evaluate one activity in each area of the EYFS prime and specific areas to enable you analyse the holistic development of your four focus children.
Evaluate your impact on the progress in learning of your four focus children drawing on evidence of their work, your pupil progress tracker, discussion with your host class teacher and your assessment narratives.
Identify three professional development targets for your final placement.
At the end of this placement the placement mentor will complete a Teacher Training Profile Report with the student. An electronic copy of this should be given to the student teacher who will submit this to the University through Turnitin on BlackBoard (Northumbria’s e-learning platform).
Ensure students complete their focused observations across the Key Stages by the end of this week to have a better understanding of progression in behaviour for learning, phonics, number and enquiry.
Please help students identify targets that identify areas for development across the Teachers’ Standards.
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Expectations: Primary Placements - KS1 and KS2
Day 1During the first day of placement you should discuss the setting, your base class and children in class. You should spend time observing and becoming familiar with the routines, arrangements for children including seating and groupings. Begin to support the teacher with groups to get to know your class. Set up a whole class pupil progress tracker to enable you to evaluate your impact on pupils’ progress.Observe pupils and informally assess their responses in lessons. Together with your class teacher design a timetable that will enable you to teach lessons in science and foundation subjects and to co-teach English and mathematics by the end of Week 1.
Date Key Expectations of Student Teacher Notes for MentorWeek 1 Day 1- induction into school - safeguarding policies and procedures
Class lists, groupings, routines, timetables.Timetable for student: whole class teaching, co-teaching, observation.Student and mentor to discuss BA2 targets/ support plan targets in order to seek ways to address these.Primary students will co-teach English and mathematics with their class teacher.
Observe pupils and informally assess their responses to the lessons you are supporting.
Discuss pupils’ progress with your host class teacher/mentor using assessment and tracking data. Use this to begin to plan group activities on Wednesday. Aim to teach a whole class lesson on Thursday and Friday.
Observe and take part in playground duty.
All students should use 20% of their non-contact time to carry out focused observations within your base classroom using the templates provided by Northumbria University.
10% of the teaching timetable should be used for planning preparation and assessment. This may take place in partnership with colleagues in planning teams.
Read key school policies.Undertake a learning walk around school with mentor.
Support primary student teachers with planning of lessons in science and foundation subjects.
Help students to set up a whole class pupil progress tracking system based on the system used in school. This will help them to evaluate their impact on pupil progress.
Encourage the student to reflect more deeply when they encounter difficulties using the Teachers’ Standards to identify the causes of pupils facing difficulty in achieving lesson objectives/meeting success criteria.
Help to build the student’s confidence to plan and direct the work of more experienced adults including teaching assistants and support staff.
Set up a timetable of focused observations to enable students to observe progression in behaviour management/ behaviour for learning; questioning techniques, phonics, modelling steps in mathematical procedures, depending on professional development targets of student.In week 1 these observations will take place within their base classroom but should be extended to their Key Stage and then to the adjacent Key Stages over the four weeks of placement.
Week 2
Co-teaching, supporting in English and mathematics.
Drawing on school medium term plans students placed in primary classes will be supported to take a lead in planning, teaching, assessing and evaluating whole class lessons in science and one foundation subject.
Using the school’s whole class pupil progress tracking system monitor the progress of the whole class in achieving each lesson objective and with reference to the Teachers’ Standards. Analyse in depth the progress of four focus pupils. You may find it helpful to create ‘assessment narratives’ for each child and develop these over the coming weeks.
Continue to monitor the progress of all pupils using the class pupil progress tracker. Analyse in depth the learning progress of your four focus children in science and your taught foundation subject. You may find it helpful to create and add to ‘assessment narratives’ for each child over the next fortnight.
Observe the student teaching whole class lessons and encourage them to deconstruct both strengths and weaknesses drawing on the Teachers’ Standards to support their own self- evaluation.
During the weekly review meeting help the student to set professional targets based on their self evaluation and your professional judgement of their observed lesson.
Ensure 20% of non-teaching time is used to carry out a series of observations of teachers in the adjacent key stages: EYFS, KS1 and KS2 to develop understanding of progression in how teachers promote positive behaviour for learning, progression in phonics, mastery in mathematics across the age phases.
Week 3Co-teaching, supporting in English and mathematics.
With support plan, prepare, teach and assess lessons in science and foundation subjects.
Continue to monitor the progress of all pupils using the class pupil progress tracker. Analyse in depth the learning progress of your four focus children in science and your taught foundation subject. Continue to build on your ‘assessment narratives’ for each focus child.
Seek an opportunity to observe, a series of lessons of phonics lessons across EYFS and KS1.
Ensure students continue to record whole class progress on the tracking system they have set up.
Ensure students continue to carry out focused observations in the adjacent key stage this week.
Week 4Co-teaching, supporting in English and mathematics.
With support plan, prepare, teach and assess in science and foundation subjects.
Continue to monitor the progress of all
At the end of this placement the placement mentor will complete a Teacher Training Profile Report with the student. An electronic copy of this should be given to the student teacher who will submit this to the University through Turnitin on the electronic Learning Platform
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pupils using the class pupil progress tracker. Analyse in depth the learning progress of your four focus children in science and your taught foundation subject. Evaluate your impact on the progress in learning of your four focus children drawing on evidence of their work, your pupil progress tracker, discussion with your host class teacher and your assessment narratives.
Identify targets for your final placement (three).
BlackBoard.Ensure students complete their focused observations across the Key Stages by the end of this week to have a better understanding of progression in behaviour for learning, phonics, number and enquiry
Please help students identify targets that identify areas for development across the Teachers’ Standards.
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Lesson Pl a n n ing a n d P r e p a r a t i o n Ch eck l i s t (TS4)
Students should present a copy of their lesson planning to mentors or host class teacher for advice before teaching the lesson. This should be made available in good time. You must also use the Teaching Assistant planning tool to ensure additional adults are purposefully engaged eg in assessing your four focus children during the introduction to lessons or during plenaries. Have you referred to the relevant programme of study (National Curriculum) or
Development Matters/Early Learning Goal or school scheme of work? (TS3) Do you know exactly what you want the children to l e arn in each part of the
lesson/activity? (TS3) Have you thought about how you will make sure children know and understand the
learning objectives? Success criteria? (TS4, TS6) How will you formatively assess children’s prior learning? (TS2, TS6) Have you considered the kind of questions the children may ask and the
misunderstandings they may have? Will you target differentiated questions at pupils? (TS6, TS5,)
Have you thought about the key information you will need to explain and how you will do this? Explaining, Modelling, scaffolding? (TS3)
Are you confident in your subject knowledge? Have you considered a range of pedagogical strategies to make this subject knowledge accessible to children? Have you discussed these approaches with your class teacher/mentor? (TS3)
Have you thought about the key vocabulary you need to teach and key questions you need to ask? How will this vocabulary be shared? Vocabulary mats? (TS3)
Do you know what the children will DO in each part of the lesson/activity? How will you differentiate? By use of scaffolds eg writing frames, vocabulary mats, support
from peers, or a TA with a script of probing questions that encourage the child to think differently? (TS5, TS8)
Have you prepared and checked the resources you will need? (TS4, TS8) Have you thought about how you will ensure that all the children are all
involved in the lesson/activity? (TS2, TS5) Will you use talk partners to enable children to orally rehearse their ideas?
(TS3, ) Will you encourage interactions using mini-whiteboards to share their ideas and
formatively assess responses (TS2, TS6) Have you considered how you will support learning (children with learning needs
needs) or extend learning (more able children)? (TS2, TS5) Have you thought what your role, and possibly that of other adults, will be during
each part of the lesson/activity? (TS2, TS5, TS8) How can the plenary be used to support reflection on how children worked hard to
achieve the lesson objective/success criteria – where did they persist, show resilience or a growth mind-set? (TS2, TS6)
When assessing pupils’ success in learning have you identified WHO? WHAT? HOW? (TS2, TS6)
Prompts for Lesson Evaluations
All lessons taught must be evaluated. There is a section on the lesson plan where you can evaluate each lesson. Evaluations should be in the form of lesson plan annotations, linked to the Teachers’ Standards and should address:
achievement of learning outcomes/ lesson objectives, success criteria (TS2, TS5, TS6) pupils’ progress in learning and their work, discussions, questions, misconceptions relationships (TS1, TS2, TS5, TS6, TS7) organisation and management of the whole lesson (TS4) organisation and management of a particular phase within the lesson (TS4) the effectiveness of individual, pair, group, whole class activities/discussions (TS2, TS4,
TS6) use and effectiveness of resources (TS4) use of teaching strategies eg modelling, scaffolding (TS3, TS6) developing your use of formative assessment to support responsive teaching (TS6) discipline and control of class or groups (TS7) management of or behaviour of individual pupils (TS7) aspects of delivery, such as pace of lesson (TS4) aspects of the lesson, such as the appropriateness of the content and its
match with the pupils’ needs (TS2, TS5, TS6) introductions and conclusions to teaching episodes (TS3, TS6) work with teachers, with and within teams (TS8) work and relationships with other adults in the classroom / in the school (TS8) use of questioning, explaining, discussion, instruction (TS3) awareness and use of the learning environment (TS1) the use of time - the student’s and the pupils (TS4)
Weekly ReflectionsAt the end of the week please complete a weekly reflection to review the impact of your teaching on pupils’ learning progress. Critically analyse the outcomes of your pedagogical decision-making and your success in meeting your targets or next steps. Upload these to PebblePad.
Weekly Review MeetingsAt the end of each week you should have a weekly review meeting in which you reflect upon your progress and your progress in addressing your professional development targets. In preparation for these meetings you should gather together sources of evidence to inform these professional discussions. You may choose to draw on evidence of lesson planning, lesson evaluations, assessment data, weekly reflections, and evidence of children’s work (work scrutiny) and any lesson observations. At these meetings you should identify further targets for your professional development.
Assessing Pupil Progress: Placement Expectations14
On this placement you should continue to receive appropriate guidance and support in order to continue to improve your planning, teaching and assessment skills to evaluate the impact of your teaching on pupils’ progress in learning. As a result, you should be able to demonstrate progress against Teachers’ Standard 6:
Review how assessments are carried out and introduce the Student Teacher to the whole school pupil progress tracking system.
Help students to set up/maintain their whole class pupil progress tracking system based on the system used in school. This will help them to evaluate their impact on pupil progress.
Ensure you update pupil trackers for all children in the class across all subjects taught. Ensure you carry out detailed assessment of 4 focus children. These children should be
representative of other groups of children in your class, thereby providing you with a clearer idea of the breadth of attainment in this class. This will support your ability to differentiate your teaching and enable you to plan more effectively for learning. What has their attainment over time been in the subjects taught? Through observation and discussion with your focus children build up a useful, detailed and representative picture of their achievements, attitudes, interests and dispositions, both inside and outside school. Consider the behaviour of your focus children. When are they engaged in the lesson? Is there any point in a lesson when the child becomes disengaged? Does your focus child work well with others? Consider different areas of the curriculum; which areas does each child have strengths in? In which areas of the curriculum do they experience difficulties?
Use the weekly review meetings to ensure you monitor pupils’ progress using the evaluation questions on page 13.
Discuss individual pupil progress and groups/individual pupils who may benefit from interventions.
Examples of whole class pupil trackers for KS1 (science) and EYFS Nursery/ Reception, based on Development Matters are provided below:
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An example of a whole class pupil progress tracking system in EYFS Reception/NurseryUnderstanding the World (Development Matters/Early Learning Goal)
KeyNot met LO
Met LO
Exceeded LO
Development Matters30 – 50 months
Early Learning GoalUnderstanding the World
40 – 60+ months
ChildrenComments and asks questions
about aspects of
their familiar world such as
the place where they live or the
natural world.
Can talk about
some of the things they have observed such as plants,
animals, natural and
found objects.
Developing an
understanding of growth, decay and
changes over time.
Shows care and concern
for living things and
the environment.
Children know about similarities
and differences
in relation to places, objects,
materials and living
things.
They talk about the features of their own
immediate environment
and how environments
might vary from one another.
They make observatio
ns of animals
and plants and
explain why some
things occur, and talk about changes.
SallyAli
ZofiaMaisyDaisy
SalmanLuka
Development Matters Tracking Sheet for 30-50 months. NAME: D.O.B. PRIME AREA OF LEARNING AND DEVELOPMENT – 1. Personal, Social and Emotional Development
Making relationships Self-confidence and self-awareness Managing feelings and behaviour 30-50 months
•Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. • Initiates play, offering cues to peers to join them. •Keeps play going by responding to what others are saying or doing. •Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
•Can select and use activities and resources with help. •Welcomes and values praise for what they have done. •Enjoys responsibility of carrying out small tasks. • Is more outgoing towards unfamiliar people and more confident in new social situations. •Confident to talk to other children when playing, and will communicate freely about own home and community. •Shows confidence in asking adults for help.
•Aware of own feelings, and knows that some actions and words can hurt others’ feelings. •Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. •Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. •Can usually adapt behaviour to different events, social situations and changes in routine.
PRIME AREA OF LEARNING AND DEVELOPMENT – 2. Communication and Language Listening and attention Understanding Speaking
30-50 months
•Listens to others one to one or in small groups, when conversation interests them. •Listens to stories with increasing attention and recall. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. •Focusing attention – still listen or do, but can shift own attention. • Is able to follow directions (if not intently focused on own choice of activity).
•Understands use of objects (e.g. “What do we use to cut things?’) •Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. •Responds to simple instructions, e.g. to get or put away an object. •Beginning to understand ‘why’ and ‘how’ questions.
•Beginning to use more complex sentences to link thoughts (e.g. using and, because). •Can retell a simple past event in correct order (e.g. went down slide, hurt finger). •Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. •Questions why things happen and gives explanations. Asks e.g. who, what, when, how. •Uses a range of tenses (e.g. play, playing, will play, played). •Uses intonation, rhythm and phrasing to make the meaning clear to others. •Uses vocabulary focused on objects and people that are of particular importance to them. •Builds up vocabulary that reflects the breadth of their experiences. •Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.
PRIME AREA OF LEARNING AND DEVELOPMENT – 3. Physical Development Moving and Handling Health and self-care
30-50 months
•Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. •Mounts stairs, steps or climbing equipment using alternate feet. •Walks downstairs, two feet to each step while carrying a small object. •Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. •Can stand momentarily on one foot when shown. •Can catch a large ball. •Draws lines and circles using gross motor movements. •Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors. •Holds pencil between thumb and two fingers, no longer using whole-hand grasp. •Holds pencil near point between first two fingers and thumb and uses it with good control. •Can copy some letters, e.g. letters from their name.
•Can tell adults when hungry or tired or when they want to rest or play. •Observes the effects of activity on their bodies. •Understands that equipment and tools have to be used safely. •Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. •Can usually manage washing and drying hands. •Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.
SPECIFIC AREA OF LEARNING AND DEVELOPMENT – 1. Literacy Reading Writing
30-50 months
• Enjoys rhyming and rhythmic activities. •Shows awareness of rhyme and alliteration. •Recognises rhythm in spoken words. • Listens to and joins in with stories and poems, one-to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. •Beginning to be aware of the way stories are structured. •Suggests how the story might end. • Listens to stories with increasing attention and recall. •Describes main story settings, events and principal characters.
•Sometimes gives meaning to marks as they draw and paint. •Ascribes meanings to marks that they see in different places.
Example 2 An individual progress tracking record based on Development Matters for EYFS Pupils
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Development Matters Tracking Sheet for 40-60 months. NAME: D.O.B. PRIME AREA OF LEARNING AND DEVELOPMENT – 1. Personal, Social and Emotional Development
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
40-60 months
• Initiates conversations, attends to and takes account of what others say. •Explains own knowledge and understanding, and asks appropriate questions of others. •Takes steps to resolve conflicts with other children, e.g. finding a compromise. Early Learning Goal Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
• Confident to speak to others about own needs, wants, interests and opinions. • Can describe self in positive terms and talk about abilities. Early Learning Goal Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
•Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them. •Aware of the boundaries set, and of behavioural expectations in the setting. •Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy. Early Learning Goal Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
PRIME AREA OF LEARNING AND DEVELOPMENT – 2. Communication and Language Listening and attention Understanding Speaking
40-60 months
•Maintains attention, concentrates and sits quietly during appropriate activity. •Two-channelled attention – can listen and do for short span. Early Learning Goal Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
•Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes. •Able to follow a story without pictures or props. •Listens and responds to ideas expressed by others in conversation or discussion. Early Learning Goal Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
•Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. •Uses language to imagine and recreate roles and experiences in play situations. •Links statements and sticks to a main theme or intention. •Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. Early Learning Goal Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
PRIME AREA OF LEARNING AND DEVELOPMENT – 3. Physical Development Moving and Handling Health and self-care
40-60 months
•Experiments with different ways of moving. • Jumps off an object and lands appropriately. •Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. •Travels with confidence and skill around, under, over and through balancing and climbing equipment. •Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. •Uses simple tools to effect changes to materials. •Handles tools, objects, construction and malleable materials safely and with increasing control. •Shows a preference for a dominant hand. •Begins to use anticlockwise movement and retrace vertical lines. •Begins to form recognisable letters. •Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. Early Learning Goal Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
•Eats a healthy range of foodstuffs and understands need for variety in food. •Usually dry and clean during the day. •Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. •Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. •Shows understanding of how to transport and store equipment safely. •Practices some appropriate safety measures without direct supervision. Early Learning Goal Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently
SPECIFIC AREA OF LEARNING AND DEVELOPMENT – 1. Literacy Reading Writing
40-60 months
• Continues a rhyming string. • Hears and says the initial sound in words. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the alphabet. •Begins to read words and simple sentences. •Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. • Enjoys an increasing range of books. •Knows that information can be retrieved from books and computers. Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
•Gives meaning to marks they make as they draw, write and paint. •Begins to break the flow of speech into words. •Continues a rhyming string. •Hears and says the initial sound in words. •Can segment the sounds in simple words and blend them together. •Links sounds to letters, naming and sounding the letters of the alphabet. •Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. •Writes own name and other things such as labels,captions. •Attempts to write short sentences in meaningful contexts. Early Learning Goal Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are
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Example of a possible whole class pupil progress tracker KS1/KS2 (Set up in Excel and populated with data from Science lessons)
KeyNot met LO
Met LO
Exceeded LO
To distinguish between an object and the material from which it is made.
To describe the simple physical properties of a variety of everyday materials.
To compare and group together a variety of everyday materials on the basis of their simple physical properties.
To identify and compare the suitability of a variety of everyday materials, including metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
May
Focus Child A
Ali
Sarah
Harry
Focus Child B
Shareen
Laura absent
Milly
Austin
Focus child C
Danny
Sam
Farzana absent absent
Focus child D
David
Assessing children’s progress
Which children are working towards this expectation?
Which children are meeting this expectation?
Which children are exceeding this expectation?
How do you know? What are they capable of? So what do they still need to achieve? What activities and resources will support them in making progress? If they cannot access these resources and activities, what will you do? If children achieve, how will you extend or deepen their learning?
How do you know? Is their understanding secure? So do they need to consolidate, extend or deepen their learning? What activities and resources will support them in making progress? If they cannot access these resources and activities, what will you do? If children achieve, how will you extend or deepen their learning?
How do you know? How do you plan to deepen children’s learning so the children are able to apply it to new contexts? What activities and resources will support them in making progress? If they cannot access these resources and activities, what will you do? Is your task open ended? If not, what provision have you made to extend their learning/provide additional challenge?
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Monitoring your impact on pupil progress (Informs your Teachers’ Standards Portfolio for Presentation)
Evidence: Evidence found in: Initial/date if seen by CT/M
Annotated lesson plans show that you have made direct observations of pupils during a lesson.
Planning and Assessment file
Informal observation of all pupils, which contributes to your understanding of how they learn/interact.
You may not have all of this evidence written down, but you will be able to draw upon it in discussions.
Focus children- you have a selection of samples of work and records, which create a clear baseline at the start of placement.
Planning and Assessment fileSchool’s tracking system
Work scrutiny - you have discussed the focus children’s work with the teacher at the start and end of the placement.
Planning and Assessment file
Marking (where appropriate) and feedback to pupils.
Planning and Assessment file (4 focus children); Children’s books
During the weekly review of progress and informally-Discussions about learning/ progress with teacher.
Planning and Assessment file
Contribution of teaching assistants- you collect their assessments/ notes after a lesson and discuss learning/progress with them between lessons.(See also TA/Teacher planning tool).
Planning and Assessment file
Lesson observations identify the level of pupil engagement, interest and progress.
Planning and Assessment file
Lesson observations identify effective use of questioning and discussions with individuals /groups/whole class to move learning on.
Planning and Assessment file
Lesson observation show that work and resources are matched to pupils’ differing needs and abilities.
Planning and Assessment file
Your lesson plans, lesson observations and assessments show evidence of your subject knowledge.
Planning and Assessment file
Record of observations of qualified teachers modelling exemplary practice across EYFS, and Key Stages 1 and 2 and curricular subjects.
Date
Timings of lessons
Observation Focus
Age Phase
Signature of Mentor/ Teacher
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Further Information for Mentors
What does the school need to do?
With reference to Standard 1 of the National Standards for School Based Initial Teacher Training Mentors (2016).https://www.gov.uk/g o ve r nment/uploads/ sy s tem/ u ploads/ a tta c h m ent_data/ f il e / 53 6 89 1 / M ento r _ s tan a nd a r d s_ r epo rt_Fi n al . pd f
o On arrival in school the Student Teacher will need to be fully inducted and introduced to key staff. They should be provided with a Staff Handbook and key policies including Safeguarding, Behaviour, Marking and Feedback, Mathematics and Calculation, EYFS Handbook, Planning and Assessment.
o Provide information about the class including a class list, seating/ groupings plan, pupil progress data and an outline of daily routines / timings for the class.
o Explain procedures for welcoming, registering pupils, break, lunchtimes and hometime routines.
o Prepare a weekly timetable for the Student Teacher indicating when they will be either teaching, supporting their class teacher, planning or observing other teachers. Focused observations of qualified teachers provide a valuable source of professional development enabling students to observe progression in promoting positive behaviour for learning and behaviour management; progression in phonics. In week 1 these observations will take place within their base classroom but should be extended to their Key Stage and then to the adjacent Key Stages over the four weeks of placement.
o Students should be supported to plan and evaluate lessons using the university lesson planning template. Reference should be made to the school’s own planning documentation to support the student in the development of planning skills eg thematic/ year group or class planning, teachers’ weekly planning documentation.
o Observe the Student Teacher delivering whole class lessons in science and foundation subjects twice during the placement. Record their progress on the university lesson observation form and provide informal feedback to guide their development.
o Encourage the student to reflect more deeply if they encounter difficulties using the Teachers’ Standards to identify the causes of pupils facing difficulty in achieving lesson objectives/meeting success criteria.
o Help to build the student’s confidence to plan and direct the work of more experienced adults including teaching assistants and support staff. A Teaching Assistant Planning Tool is provided in this booklet.
o Students should be invited to attend planning meetings, age phase meetings, staff meetings and staff training if appropriate.
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o Students should observe and take part in playground supervision at breaks as required.
o Students should undertake a learning walk around school with a mentor.
Weekly Review of Progress MeetingsA weekly progress meeting should be scheduled throughout the placement. This will allow the trainee, mentor and/or class teacher to review the progress made so far against the Teachers’ Standards and to allow an opportunity to set SMART targets for professional development. The review of progress proforma is available at the end of this booklet.
Procedure at the end of non-assessed placementThis initial phase of the BA3 non-assessed placement is not assessed however a brief summary of performance is required to inform reference writing and discussions with future schools in the form of the Teacher Training Profile Report attached below. Please provide the student with an electronic copy of this report to forward to the university.
Concerns about a studentWe expect all of our students to work within Part Two of the Teachers’ Standards (DfE, 2012). If you feel this is not the case or you have any additional concerns please contact the placement lead on: 0191 215 6850 or [email protected]
By working in partnership with schools our aim is to support students’ understanding of what is required to be assessed as an outstanding trainee teacher against Standard 6, and in turn, what it will take to demonstrate an outstanding level of practice as an NQT and beyond.
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25
Weekly Review of Progress with school based mentor or class teacher
Name of trainee: _______________________________
Review of week beginning: ____________________
Discuss the targets that have been agreed following the formal observation of your teaching. Use this format to record the discussion of your progress and the focus for the development of practice during the next week of the placement.
Points for discussion with school based mentor/ class teacher. (Before the weekly meeting, trainees should note areas they wish to discuss here.)
In which areas of your teaching do you feel you have made most progress during the last week? (Before the weekly meeting, trainees should note areas of strength here.)
In which areas of your teaching do you feel you have made least progress during the last week? (Before the weekly meeting, trainees should note areas of development here.)
Summative comments for the week ( to be completed by school based mentor)
Standard(s)
Please comment on personal and professional conduct Part 2
What specific targets need to be addressed in the coming week? (Use lesson observation proforma/ grade descriptors to support next week’s targets)
Target: Standard:
If applicable, use this box to generate a target for personal and professional conduct
Part 2
What specific actions need to be taken next week in order to address these targets?
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Please remember to relate all targets to the Teachers Standards.
Updated June 2017
Teacher Training Profile Report BA Year 3 Internship Placement Report
Students should be graded with either a tick or cross in the boxes
Name of Student
Dates of Placement
Name of School/Setting
Number of Days attended
INDIVIDUAL PROFILE FOR THIS STUDENT
Aspect Inappropriate Requires improvement
Good Outstanding
Attendance PunctualityPersonal presentationUse of spoken EnglishAbility to manage behaviour File organisation Observation skillsKnowledge of EYFSAbility to reflect accuratelyEnthusiasmRapport with childrenAbility to work as part of a team
Please comment further:
Signature of mentor: Date:
Signature of trainee teacher: Date:
Please email an electronic copy of this report to:[email protected]
Comments by school based mentor/link tutor
Signed……………………………………….. Date………………………………… 28
Th e Sc h o o l Pl a ce m en t F i l e s
You will set up two files prior to beginning placement and are e x p e c ted t o h a v e these in sc h o o l And available for viewing at a l l t i me s .
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The files should be well organised, clearly divided into sections and regularly updated. The files constitute an evidence base documenting your growth and development on placement. The files are particularly useful as a source of evidence documenting your ability to plan, assess and evaluate lessons and to organise your documentation. They therefore provide evidence of recording the impact of your teaching on enhancing pupil progress and personal progress. The files are working documents and may contain annotations, post-it notes and additional material from the student, teachers and University Link Tutor. Files may be shared with other schools at parity meetings to be arranged by the link tutor towards the end of the placement
Co nt e n t o f t h e F i l es
File 1The Planning and Assessment File - a daily working document, containing all planning and assessment information, including annotations and resources as appropriate. (Content list follows).
File 2The School Context File – contains all relevant contextual information, including required school policies. (Content list follows).
File 1
THE PLANNING AND ASSESSMENT FILE30
Print this form and insert at the front of your planning and assessment file.This checklist is to be used to by the class teacher, the training coordinator and the link tutor Children’s initials should be used in place of their names on any documentation kept in this file.
Section:
Signed/dated by:-Class teacher (CT) Mentor, Link Tutor (LT)
Required Content:
Title Page CT M LT Student name Name of class teacher Name of Training Co-ordinator Name of University Link Tutor Class name and year group
Placement feedback and support information
At least 2 completed observation per week A completed weekly review of progress for
each week in school Standards Progression Document highlighted
each week
Medium term planning
The school’s medium term plans, indicating subjects/ curriculum areas the student will be responsible for teaching during the placement.
Daily planning and formative assessment
Detailed daily lesson plans for all taught sessions (group / whole class) incorporating opportunities for formative assessment and any planned future intervention
All lesson plans need to be annotated with comments about strengths of the lesson, points for development and assessment of the learning of 4 focus children
School based assessment information
How does the school track the progress of the childrenthroughout the year? e.g. Data tracking systems, Assessing pupil progress schedules, baseline assessment, Foundation Stage Profiles, practise SATs, other test data.
Grouping of children
Grouping systems used in the class and the rationale as to how the groups have been established for Reading/Writing/ Mathematics/Other
Identification of children supported by teaching assistants.
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Pupil progress – whole class
How does the class teacher monitor individual pupil progress? E.g. reading records, spelling test results, guided reading records, Assessing pupil progress schedules, test data etc.
Individual Education Plans. Key issues from existing records of the children e.g. those with, specific issues such as health problems, behavioural difficulties
Pupil progress – individual
Examples of work completed by 4 focus pupils during theplacement incorporating baseline data and annotated assessment data from each lesson taught indicating evidence of assessment against learning objective and next steps identified.
How did you choose to track your 4 focus pupils? examples of student’s personal record keeping / tracking systems (see examples).
Evaluations and target setting.
Weekly evaluations summarising strengths and areas for development during the next week; this should be reflective, analytical and not purely descriptive Sig ne d Clas s T e ac he r:
Sig ne d Mentor:
Sig ne d L ink T ut o r:
THE SCHOOL CONTEXT FILEPrint this form and insert at the front of your file.Children’s initials should be used in place of their names on any documentation kept in this file.This checklist is to be checked by the class teacher, the training coordinator and the Link Tutor.
Section
Signed/dated by:Class teacher (CT),
Mentor, Link tutor(LT)
Required Content
Title Page CT M LT Student nameName of class teacherName of MentorName of University Link Tutor if allocatedClass name and year group
Personal information
Updated personal pen portraitPrevious placement reports
Key information about the school
Pen portrait of the school.Whole school daily routines / timings.Copies of school policies, including behaviour and safeguarding.School prospectus
Key information about the class
Class timetable / placement timetableSize, groupingsChildren with Special Educational NeedsSupport staff, adults other than teachers working in the class.
Modelling exemplary practice
I have begun to complete the modelling exemplary practice form, including details of key stages and subjects observed and/or taught.
A school report An example of a school report with all personalinformation concealed.
Notes from meetings
Notes from meetings with class teacher, mentor, or link tutor.
SafeguardingPolicy declaration
I have read the school safeguarding policy, including the Prevent documentation and am fully aware of their content.
I have identified the safeguarding lead within school and know who to approach with any questions or potential issues
Student signature:
Sig ne d Clas s T e ac he r: 32
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SCHOOL PEN PORTRAITName of schoolName (e.g. Initial Assessed) and Date of PlacementType of school (Academy, Free, Faith)Local AuthorityAge phase (e.g. primary)Number of pupilsNumber of teachersNumber of support staffPhilosophy/vision of the school (see website or prospectus)
General comments (see website or Ofsted report)
What have you learned from the non-assessed placement in preparation for your final assessed placement?
Lesson Plan Key Stage 1 / 2 Name: Date:
Placement: Class: School:
Subject: Time of lesson: Number of children:
My targets / focusbased on feedback from previous lessons:
Assessment of prior learning related to this lesson:
Learning Objective/Intention:What do I want children to learn?
Make reference to NC Guidelines as appropriate
Success Criteria:What will children be able to do?
Support and ChallengeHow will I organise the lesson to ensure all children make progress?How will I support children? Which children will I support?How will I challenge all children, including the more able?
AssessmentWhat strategies will you use to monitor and support learning during the lesson?Key vocabulary that I want children to use during the lesson:
Resources required for the lesson (including use of other adults).
Key questions that I want to ask the children during the lesson:
Guidance: Please amend this structure to make it appropriate to the intricacies of your lesson. Approx.Timings
Introduction (Explain to the group/class what they’ll be doing in this lesson, share the objective, your expectations, use questioning to link to previous lesson or assess prior learning)
Main/Development of lesson(Ensure children understand what they will be doing: modelling, group organisation etc.)
Early Years Lesson Plan Proforma
EYFS Planning Sheet- Teacher Led
Name
Activity: Date:
Learning Intentions (to be shared with the children):
Main link to Development Matters:
Success Criteria (to be shared with the children)
Main teaching focus Resources (including other teachers)
Teacher led activity Resources (including other teachers)
Child led activity Resources ( including other teachers)
Key Questions Support and Challenge
Do I have high expectations for all?36
KS2/ KS2 Lesson Observation Feedback
2012 Standards Grade 4 Grade 3 Grade 2 Grade 1
Lear
ning
, Tea
chin
g &
Asse
ssm
ent
1b4a
Learning objective may be appropriate but not explained or put into context sufficiently.
Appropriate learning objective and success criteria visible ( if age appropriate). These may not be fully explained or referred to during the lesson.
Appropriate and clear learning objective with success criteria explained. These are visible and referred to throughout the lesson.
Challenging and appropriate learning objectives are contextualised. Links are made with other aspects of pupils’ learning. Success criteria are used effectively to evidence progress.
4a6d
No defined plenary or opportunity created for pupils to reflect on their learning.
Minimal or rushed plenary time. This may be used as an opportunity for self-assessment against the learning objective but may not explore how the teaching has supported pupil progress. No reference made to future learning.
Plenaries are used to recap and extend learning or address misconceptions. Pupils are beginning to explain what they have learn and are supported as they consider how this links to future learning.
Plenaries are used effectively as an opportunity for pupils to assess their own learning and consider the work of others. Pupils are given opportunities to explain how they have made progress. Trainee sums up by making explicit links to the next lesson.
6d Little evidence of questions being used to support pupil learning.
Trainee beginning to use questions to support understanding and encourage learning.
Open and differentiated questioning used to encourage full responses, with opportunities for pupils to justify their thoughts.
Learning is supported by a high quality dialogue and the confident use of differentiated questioning. All pupils are challenged to think and fully supported as they are encouraged to contribute to the discussion
2d 4b5a
Learning objective is not reflected by the planned activities. Little evidence of learning being supported by interactive teaching strategies. Pupils are generally passive.
Teaching and learning activities reflect the intended learning objective. Pupil learning and engagement is supported by interactive teaching strategies.
Pupils are engaged and eager to learn. Activities and teaching input support pupils of all abilities in making progress.
Pupils are consistently and effectively supported and make progress as a result. Outstanding teaching and stimulating resources promote engagement and a love of learning.
Pupi
l pro
gres
s &
Lear
ning
2b,c 4a 5a,b,c,d
Little or no awareness of pupils’ capabilities or how to develop knowledge through effective use of lesson time.
Some awareness of pupils’ capabilities and prior learning. Trainee demonstrates an ability to use the lesson to extend pupil knowledge and understanding.
Pupil learning is supported by teaching that is responsive and adaptable. Feedback to learners helps them to understand what they need to do to move improve.
Lesson time is used to maximum effect. Pupil learning and progress is assured by teaching that is responsive and adaptable. Feedback to pupils reflects the trainee’s understanding of individual capabilities and their next steps to learning.
1a2c5a,b
No evidence to suggest that the trainee understands how and when to differentiate appropriately. Pupil learning and progress are inhibited.
Trainee understands the needs of individuals and groups, and how to provide differentiated support that enables learning.
Consistently uses a range of differentiated approaches to enable pupil learning. Trainee is able to use strategies to challenge and motivate where attainment might be low.
Consistent and effective differentiation ensures that all pupils make progress. Well planned activities are inclusive of all pupils showing the trainees’ ability to give them access to the lesson as well as extending their current stage of development.
2d, 4a Learning is not supported by effective teaching strategies. Pupils often passive.
Strategies and activities modelled support pupil learning. The classroom environment and resources support pupil progress.
Trainee is confident in modelling a range of strategies that support learning. Creative use of resources ensures that pupils are engaged and able to make progress.
Learning is supported throughout the lesson by effective modelling that scaffolds and supports all pupils. High quality resources are differentiated and ensure all learners make progress.
Subj
ec t 3a & b Trainee’s knowledge of the subject/curriculum area is weak and inhibits pupil learning.
Pupil learning is supported by secure subject/curriculum knowledge. Trainee is able to foster an interest in the subject and address misconceptions.
Pupil learning and interest is enhanced by the trainee’s subject knowledge and curriculum expertise. Trainee draws on this to provide a range of explanations so that pupils develop a body of knowledge and skills.
Pupil learning and understanding is extended by the trainee who draws confidently and enthusiastically on their own subject/curriculum knowledge. The trainee recognises where misconceptions may arise and is proactive in addressing these to ensure all pupils make expected progress.
Beha
viou
r for
Lea
rnin
g
7a & b Learning is inhibited as the trainee does not demonstrate high expectations of behaviour or employ effective strategies.
Trainee has high expectations of behaviour and uses a range of strategies including praise, sanctions and rewards to maintain the learning environment.
Pupils clearly understand expectations and respond well to the consistent and effective use of praise, support and behaviour management strategies. A calm working environment conducive to learning.
Sustained and targeted use of praise, support and behaviour management strategies. High quality dialogue engages all pupils resulting in a purposeful learning environment.
7c Pupils unaware of what they have to do/what they are learning.
Pupils understand what they are learning and are generally focused on the task.
Pupils are motivated to learn and engage enthusiastically with the tasks and activities.
All pupils are fully engaged in their learning. The trainee channels this enthusiasm effectively and ensures that pupils understand the purpose of the lesson and how this builds on what they already know.
8c Additional adults not used consistently or effectively during the lesson.
Resources are prepared and used appropriately throughout the lesson. This includes the deployment of additional adults working in the classroom.
Pupil learning is supported by the effective use of resources and involvement of additional adults working in the classroom.
Pupil learning is fully supported by additional adults who contribute to maximum effect in different phases of the lesson. The trainee works collaboratively to ensure all pupils are supported in making progress.
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Lesson Observation Feedback
Lesson Observation Number:
Trainee Name
Date
Observer Time
Subject Focus
KS/Year
Teachers’ Standards
Focus and context of observationMentor will have discussed this with the trainee prior to observation. Reference should be made to current targets (lesson or weekly review as appropriate), expectations and Teachers’ Standards.
Summary of key strengths following observation:
Learning, Teaching & Assessment:
Pupil Progress & Learning:
Subject Knowledge & Pupil Learning:
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Behaviour for Learning:
Specific targets for future teaching on this placement to enable trainees to make progress (including subject specific targets). Please include any strategies you recommend.
(During teaching, students should consistently demonstrate appropriate behaviours and attitudes as identified within Part 2 of the 2012 Teacher Standards)
Signed (Trainee): Signed (Observer):
Early Years Lesson Observation Feedback
2012 Standards
Grade 4 Grade 3 Grade 2 Grade 1
Lear
ning
, Tea
chin
g &
Asse
ssm
ent
1b4a
Learning objective/ purpose for learning may be age appropriate but not explained or put into context sufficiently.
Learning objective/ purpose for learning is age appropriate with relevant success criteria. These may not be fully explained or revisited during the lesson. Planning does not refer to previous learning.
Age appropriate and clear learning objective/ purpose for learning with developmentally appropriate success criteria explained. Expectations for learning are shared. These are referred to throughout the lesson. Planning is clear and makes reference to previous learning.
Challenging and age appropriate learning objective/ purpose for learning is very clear. Expectations for learning are shared and referred to throughout the lesson. Success criteria are used effectively to evidence progress and to identify next steps. Planning is adapted to the needs of the children and takes account of previous learning and annotated plans, to make links to assessment.
4a6d
No opportunity for pupils to reflect and self- review their learning. No reference made to prior learning or next steps.
Minimal opportunity for pupils to reflect and self-review their learning. Some reference is made to prior learning and next steps but does not explore how the teaching has supported pupil progress.
Trainee explores prior learning and pupils are encouraged to make links to their next steps. Learning is reviewed in order to address misconceptions and extend learning to support progress.
Learning is reviewed effectively at different stages of the lesson supporting pupils to make progress. Misconceptions are used to facilitate learning opportunities. Trainee makes explicit reference to next steps.
6d Limited use of open or differentiated questioning to support pupil learning.
Trainee is developing the ability to use open and differentiated questioning to support pupils learning and understanding.
Trainee uses open and differentiated questioning giving pupils opportunities to extend their learning. Trainee demonstrates the ability to support pupils’ responses when appropriate.
Pupils learning is supported through high quality dialogue and the confident use of a differentiated questioning strategy. Trainee encourages full responses from individuals and groups. Pupils are engaged in sustained discussion and thinking.
2d 4b5a
Learning objective/ Purpose for learning is not age appropriate with little use of interactive teaching strategies that engage or encourage the pupils.
Teaching and learning activities match purpose for learning and are age and developmentally appropriate. Some use of interactive teaching strategies, pupils are generally engaged and participating in lessons.
Teaching and learning activities match the purpose for learning and engage pupils. A range of interactive strategies are used consistently to support pupils varying stages of development.
Teaching and learning activities ensure that all pupils make consistently good progress through ensuring that activities ae stimulating, developmentally appropriate and match the intended learning. Consistently high expectations for pupils varying stages of development are evident.
Pupi
l pro
gres
s &
Lear
ning
2b,c 4a 5a,b,c,d
Little or no flexibility within the session despite pupil progress and understanding demonstrating its requirement.
Some flexibility demonstrated within the session taking into account progress and pupil understanding.
Flexibility /adaptability shown taking account of the progress made by pupils and matching teaching to it, including by matching pace to learning and using a variety of teaching strategies.
Teaching is consistently flexible and adaptable changing pace, approach and teaching strategies within a session in response to what pupils say and do.
1a2c5a,b
Teaching only sometimes responds to individual, groups of pupils’ needs or interests, and does not support their progress. Activities ae not clearly differentiated or followed up outdoors or through continuous provision.
Teaching responds to individual and groups of pupils needs to enable them to make progress and meet the learning expectations. There is little evidence of pupils being able to build on their learning using open-ended resources through continuous provision.
Teaching engages pupils’ interest so that they become fully involved in the session showing a good understanding of the pupils’ learning needs and current development. Some understanding of how to overcome barriers to learning across a range of activities. Learning is supported with a selection of resources both outdoors and through continuous provision.
Teaching and learning activities capture the interest of the pupils. They are inclusive of all pupils, showing the trainee’s ability to give them access to the session as well as extending their current stage of development through supporting purposeful planned outdoor and continuous provision, with a range of open ended resources that will encourage investigation, exploration and thinking as well as resources that are linked to pupils interests that will encourage engagement.
1a Lack of teacher modelling. Lack of age appropriate resources to support learning.
Some evidence of teacher modelling. Some age appropriate resources are used to engage children to support learning.
Clear teacher modelling with the creative use of age appropriate resources to support learning that are well prepared prior to the lesson and used effectively throughout.
Clear teacher modelling throughout session. A variety of teaching styles and age appropriate engaging resources reflect the trainees’ understanding of all pupils’ needs. Resources are well prepared and routines are in place for effective delivery throughout the lesson.
Subj
ec 3a & b Trainee demonstrates some understanding of EYFS practice but does not apply this when planning or delivering pupils activities.
The trainee demonstrates a good understanding of EYFS practice but this is not always applied appropriately in their planning and delivery. Little reference is made to outdoor learning or continuous provision.
Trainee uses their understanding of EYFS practice appropriately in all areas of the curriculum. They use this knowledge to plan developmentally appropriate child initiated and focussed activities. These are linked to both outdoor learning and continuous provision.
Trainee demonstrates their understanding of EYFS practice and can apply this knowledge in both focussed activities and child initiated learning. The enabling environment providing effective continuous provision both indoors and outdoors supports pupils to develop their characteristics of effective learning and reflects developmental needs and learning styles.
7a & b Pupils are not consistently focused/on task. Behaviour strategies are limited. The trainee does not yet make use of Speaking and Listening strategies.
Clear expectations for learning and behaviour set with some effective behaviour management strategies evident. Limited use of Speaking and Listening strategies used to maintain pupil focus.
Consistent and effective use of praise, support and behaviour management strategies. The trainee makes good use of Speaking and Listening strategies to engage pupils. Good use in variety of tone and pace in voice. Generally, a purposeful working environment.
Excellent use of praise, support and behaviour management strategies where needed. The high quality of stimulating teaching engages all pupils and there is a purposeful learning environment. Effective use of a wide range of Speaking and Listening strategies to maintain focus and engagement of pupils.
7c Pupils unaware of what they have to do/why they are learning. They are not actively involved in their learning.
Pupils understand the purpose of their activities and are mostly engaged.
Pupils understand the purpose of their activities. They remain motivated and are enthusiastic.
Pupils are motivated, enthusiastic and engaged. They understand the purpose of their activities. Activities are clearly linked to pupils’ level of understanding and
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Beha
viou
r for
experience.
8c Additional adults not used consistently and effectively across the setting and have little impact on supporting learning.
Plan and use resources including deployment of other adults, and other professionals to support pupils learning. Adults may need more direction to further enhance provision.
Works effectively with other adults and other professionals in planning, teaching, monitoring and reviewing pupils’ progress. Adults are deployed strategically by the trainee. Planning is shared and there is a mutual understanding of how to support pupil progress.
Additional adults used to maximum effect across the setting. The trainee, having been informed by other professionals, has fully informed the additional adults, planned stimulating activities and resources for the adult to support or teach and assess. Trainee evidences links with other adults and professionals.
Early Years Lesson Observation Feedback
Lesson Observation Number:Trainee Name Date
Observer Time
Subject Focus EYFS
Teachers’ Standards
Focus and context of observationMentor will have discussed this with the trainee prior to observation. Reference should be made to current targets (lesson or weekly review as appropriate), expectations and Teachers’ Standards.
Summary of key strengths following observation:
Learning, Teaching & Assessment:
Pupil Progress & Learning:
Subject Knowledge & Pupil Learning:
40
Behaviour for Learning:
Specific targets for future teaching on this placement to enable trainees to make progress (including subject specific targets). Please include any strategies you recommend.
(During teaching, students should consistently demonstrate appropriate behaviours and attitudes as identified within Part 2 of the 2012 Teacher Standards)
Signed (Trainee): Signed (Observer):
Key University Contacts
Each person has a specific role and we would ask that you contact the appropriate person with your query.
If your query is about: Contact Person Contact at: The partnership
handbook and Agreement
If there is an urgent issue and you are unable to contact other listed colleagues
Joanne Clifford SwanHead of Subject
(Education and LifelongLearning)
Tel: 0191 215 6457Mobile:07875529171
A trainee or trainees on placement in your school.
School visits or observation of trainees.
Referred or deferred trainees.
Mentor Training. Second opinion visits Cluster Meetings External Examiner
visits. Any urgent issue
Debbie MyersPlacement Module Lead
0191 215 6850
Placement offers. Partnership
Agreements. Allocation of
placements. Changes to offers. Finance.
Kevin SugdenPlacement Administrator [email protected]
Tel: 0191 215 6088
41
University-based content BA (Hons) Primary Education: Karen Hudson
0191 215 6648
42