university of brighton primary twilight meeting welcome ba hons primary education year 2 placement...

University of Brighton

Primary Twilight Meeting

WELCOME

BA Hons Primary Education Year 2 Placement

Thank you for hosting students on placement


Year 2 Students

BA Primary:

Have had an 8 week paired school placement in Year 1

Have a developing subject knowledge

Have just begun subject study

They are a work in progress!


Experience so far…

Spend a few minutes talking together about your experience to

date…

Year 1 student placement and mentor career experience

Specific areas of expertise that can be offered by the school and

student

Hopes and aspirations of the student and school

Student subject specialism / school curriculum priorities

National priorities


Expectations for all students (p15)Each student will have ‘Contact Task’ time building up to 75% of the timetable.

During the 75% contact time they will engage primarily with:

Teaching and leading learning with the whole class

Focus group teaching and assessment within the class

25% of the time is designated as non-contact and should enable students to:

Assess and record pupil achievement

Evaluate pupil learning and their teaching

Plan future learning

Reflect on personal progress and update their ITDP and files

This time should be clearly timetabled and carried out in school at times agreed with the

class teacher


Expectations (p19)

Students in KS1 and KS2 are expected to have theopportunity to teach:

Maths; English (including SSP); Science; ICT

Negotiate to teach Physical Education* plus a maximum of two other subjects chosen from: History, Geography, Art & Design, Design & Technology, Music and Religious Education.

* PE must not be taught unsupervised! A teacher must be present.


Expectations (p19)Students in a Foundation Stage Setting are expected tohave the opportunity to

Engage learners in:• The three prime areas of learning and development :

communication and language; physical development; personal, social and emotional development

Support learners in:• The 4 specific areas of : literacy, mathematics,

understanding the world and expressive arts and design

Any form of physical education must not be taughtunsupervised! A teacher must be present.


Week by week at a glance

Week 1: Team teaching and group work (page 16)

Weeks 2 and 3: Working in pairs leading and supporting (page 17)

Weeks 4 and 5: Becoming more independent (page 18)

Weeks 6 and 7: Working ‘independently’ (page 18)

Expectations for Planning and Preparation: see pages above


Planning

Students are expected to be involved in medium term / weekly

planning discussions although lesson planning is often raised as

an area for development

•Please share and critically evaluate this lesson plan

•In an EYFS setting look at the ‘session plan for adult intended

learning’

•Critique the planning and consider how it will work alongside the

school’s own planning formats


Assessment Number required Proforma Filing More details

Profile Child assessments- one child only

Individual assessments over the period of the placement (e.g. one per week)

Complete the Primary Language Record three times.

‘Child Profile’ document*

Section 4 of File See page 14

Whole Class assessments

At least once a day over the course of the placement.E.g. Series of maths lessons

Whole class Records’*

Section 2 of file :appended to evaluated lesson plans in file

See page 21

Whole class profile Ongoing throughout the placement.

‘Class Profile’* Section 5 of File See page 22

Assessing Pupil Progress: Expectations

*Downloadable from studentcentralNB. Please ensure that all information is anonymous


Profile child: documentation

Students can access these via Student Central, Forms For Your Files : School Placement


Whole Class Records

Assess and record achievement of whole class for one lesson each day

This should provide an overview achievement for the whole class in relation to the LOs

Please attach the assessment to the relevant lesson plan

Subject/area of learning: Date:Learning objective (s)

Group ‘Names’ Please assess each group’s achievements)

Commentary: To what extent have the learning objectives been achieved by this group?Note anything of significance about attainment e.g. individual children

Ways forward:What are the ways forward for the group and /or specific individuals?

Green Group In relation to LO1 this group...

In particular, TP and SY showed...

In the next lesson this group needs to... TP needs to ....

Red Group In relation to LO1 this group...

In particular, AA showed...

This group needs to develop the skill of....

Blue Group Assessed by TA

In relation to LO1 this group... In the next lesson, TI needs to

Purple Group In relation to LO1 this group...

Pink Group In relation to LO1 this group...

ST and FS showed...

Etc


Planning and Assessment File : Section 5 Class Profile

Year Name Learner’s Profile

3 L Good reader- confident with good understanding. Can lack confidence in other areas of work.

3 J Mild hearing impairment: may affect attention control & participation in class. Strong in maths (number)

3 B Good practical skills (model making/ 3-d shapes’ puzzles). Less confident with recorded tasks. Enjoys problem solving in science

3 S Prefers to work by himself. Interested in factual information but less motivated during group activities. V strong in formal maths but finds it difficult to apply skills to problems.

Confiden

tial

Start on first day and develop over course of placement


Mentor Responsibilities 1. Student Induction

Awareness of school policies and protocol

Safeguarding policies and key staff

2. Mentoring

To enable each student to make maximum progress through:

Regular meetings (weekly) to agree, monitor and challenge ITDP/action plan. Overview of ITDP

is in file, specific detailed action plans in student’s e-portfolio

Completion of three formal observations (one of which is shared with the placement tutor),

provide lesson grade, written and verbal feedback (PA form PIE Handbook p.82)

Identifying opportunities for meeting targets

Monitoring file and e-portfolio on a weekly basis and meeting with student each week to discuss

progress (student to keep record of meeting)

Completion of placement paperwork PB (Interim) and PC (Final) to capture the achievements of

individual students

*


Prior to an observation and on a weekly basis, look in student’s e-portfolio :

IDTP/Action plans and weekly evaluations: what are the current priorities for this

student? Is there a link between the two?

How do these reflect the feedback provided so far?

Is the student being proactive in setting targets and developing actions?

As part of an observation and feedback:

Observe lesson and use ‘Lesson Observation Criteria’ (p 27-28) to guide your

judgement. Record grade and formative feedback on PA form

Sample a sequence of lesson plans, class assessments and evaluations- does lesson

evaluation and assessment inform future planning?

Ask student to talk about their profile child and share their assessments for this child.

Check student’s progress in relation to key Placement Tasks e.g. phonics

A few reminders:


Planning & Assessment FileSection 1:ITDP/Action Plan

This overview needs to be reviewed and up-dated weekly in the e-portfolio and an updated copy printed out and in file each week.

The Action Planning tool in e-portfolio is then used to produce specific action plans to develop these actions

Targets linked to specific standards (identified prior to the placement)

Actions(negotiated with the mentor at the beginning of the placement and reviewed / amended at weekly intervals)

Review Date Further action needed

To establish a clear, positive ethos to classroom disciplineTS1TS7

Find out children’s needs and interests

Find out about school behaviour management policies

Develop methods of proactive behaviour management

Week 2 Need to work on my use of body language and positioning when resolving conflicts between pupils


Professional Development Tasks Behaviour Task (page 11)

Phonics Task (pages 11-12)

Primary Languages Task (page 12)

SEND Task (page 13)

EAL Task (page 14)

Profile Child (page 14)

Talk together about each of the tasks explained in the handbook and consider how to achieve

these:

Student: Previous experience, confidence and knowledge

School: How the school can facilitate engagement with these and develop students’

competence and confidence


A few reminders:

Role of university placement tutor

Quality Assurance and support for mentor decisions

Two visits : First one for joint observation with mentor. Second

for e-portfolio, paper file check and to agree placement grades

Absence from placement

Three or more consecutive days- doctor’s certificate sent to PO

More than five days total absence- usually results in

failed placement

See PiE Handbook and Agreement page 47


A few more reminders:

Cause for Concern (PD form PIE handbook p.86)

Please let us know of any students causing concern prior to interim grades if

possible so that appropriate support can be put in place

Grading descriptors

Students can be graded ‘High’ in the context of a Year 2 placement.

To help inform/confirm judgements and set targets throughout the placement

Highest grade is ‘High’

Use the grading descriptors in your handbook (pages 29-34) to inform your

judgements.

Use these as a best fit model. May be useful to highlight the descriptors on an

ongoing basis and/or at the interim/final stage.


Year 2 Placement: Interim and Final Reports

Friday 1st March Interim evaluation completed and Form PB returned to the Partnership Office.

Friday 22nd March Final report completed and Form PC returned to the Partnership Office.


Any Questions?

university of brighton primary twilight meeting welcome ba hons primary education year 2 placement...

Documents

university of brighton

university of brighton

placement slide

student placement

class teacher slide

students ba primary

students p15

hosting students