Postgraduate Certificate in Educationd3mcbia3evjswv.cloudfront.net/files/SERE PGCE B Final C Sh 20.7.11.pdfPostgraduate Certificate in Education Primary Programme School Experience

Postgraduate Certificate in Education

Primary Programme

School Experience Requirements and Expectations: School B

T o b e r e a d i n c o n j u n c t i o n w i t h t h e G e n e r i c S c h o o l E x p e r i e n c e H a n d b o o k

S c h o o l B : 2 0 1 1 - 2 0 1 2

This document can also be downloaded from our website:

www.chi.ac.uk/partnership

PGCE School B Schedule of Dates 2011-12 REV = Weekly Review SEC = School Experience Comment Sheet FAR = Final Assessment Review

Week Date Venue Link tutor Mentor Activity Record

Briefing Meeting for students

Monday 5 Mar 3.30 – 5.00

Preliminary Visit days 7 – 9 Mar School

Week 1 12 – 15 Mar 16 Mar

School Bognor Regis Campus

REV

Week 2 19 – 22 Mar 23 Mar


Observation Observation REV/SEC

Week 3 26 – 30 Mar School Observation + QA Observation Joint observation + QA REV/SEC

Easter Holiday 2-13 April

Week 4 16 – 20 Apr School

Week 5 23 - 27 April School Observation Observation REV/SEC

Week 6 30 Apr – 4 May School Observation Observation REV

Week 7 7 May - May Day 8 – 11 May

School Observation Observation Joint observation + QA REV/SEC

Week 8 14 – 18 May School Observation Observation REV/SEC

Week 9 21 - 25 May School

REV

Week 10 28 - 31 May 1 June – Oasis Day


Observation Observation Joint observation REV/SEC

Half Term 4 - 8 June

Week 11 11 - 15 June School Observation Observation REV/SEC

Week 12 18 - 22 June School Final Assessment Review

Final Assessment Review

Final Assessment FAR

Week 13 25 – 29 June School

30 June Bognor Regis Campus

2 - 6 July Top up time in School

Mentors are asked to observe students 8 times over the course of the School B placement – 3 of which should be joint observations with the Link Tutor. The timings of these can be spread out as appropriate. The Final Assessment Review can happen in either the penultimate or final week. It is important to maintain a regular pattern of visits so that advice and guidance is provided throughout the experience. The weeks indicated above for visits, observations and profiling are meant as a guide. However, the number and purpose of visits must not be altered. Please note: there will be additional visits to some schools by the Partnership Quality Assurance Team (QAT) and/ or external examiners. Student teachers and Schools will be notified in advance.

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CONTENTS

Page

Schedule of dates 2

Contact Details 4

1 Summary of Requirements 5

2 School Experience Files 8

3 Checklist for School Experience 9

4 Weekly Overview 10

5 School Based Training Tasks 15

6 School Based Learning Tasks 16

7 Attendance & Absence 18

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School Experience Contact Details

[1] Academic Staff Head of School Partnership Jane Evans 01243 812025 [[email protected]]

Head of Initial Teacher Education Tony Weaden 01243 812034 [[email protected]]

PGCE Primary Programme Co-ordinator Chris Shelton

01243 812028 [[email protected]]

Deputy PGCE Primary Programme Co-ordinator

Steven Popper 01243 812023 [[email protected]]

[2] Administrative Staff

a) School Experience Administrators University of Chichester Bognor Regis Campus Upper Bognor Road Bognor Regis, West Sussex PO21 1HR

Cathy McGuigan 01243 812174 [[email protected]]

Glyn Saunders (am)

01243 812172 [[email protected]]

b) PGCE Programme Administrator Address as above

Mel Hopkins 01243 812043 [[email protected]]

Fax: 01243 812153 (BRC) School Partnership Office Fax: 01243 812127 (BRC)

Programme Office

Any advice or suggestions for improving this guide will be welcomed. All comments and enquiries should be sent to: Jane Evans, Head of School Partnership, at the BRC address above

Absence

Procedures to follow if absent - if you cannot attend school on a particular day, for example because of illness, you should follow these procedures: a) inform the school by 08.00am at the latest by telephone and where possible by email (marked

‘urgent’). b) inform other student teachers involved in your planning that you will be absent (particularly

important on paired placements). c) if your link tutor is due to visit e-mail her/him AND phone School Partnership Office (01243

812174) before 08.00am. d) notify the Programme Administrator of your absence, again by telephone or e.mail and complete

a school absence form (available at www.chi.ac.uk/partnership). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have “signed on” again.

Please read Section 7 of this document for information about making up for missed days

As well as the “Troubleshooting” and “Guidance for student teachers in Difficulty” sections included in the Generic School Experience handbook , there is also the following:

Teacher Support Line is a free information, support and counselling service which is open 24 hours for teachers and

student teachers and is totally confidential.

08000 562 561 www.teachersupport.info

http://www.chi.ac.uk/partnership

http://www.teachersupport.info/

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1 Summary of Requirements for School Experience B

1.1 Roles and Responsibilities

The student teacher is required to: 1. Have read all the documentation associated with the placement; 2. Familiarise themselves with the school’s rules, policies and ethos; 3. Conduct all their communications with pupils and all staff in a professional manner; 4. Share their training plan for the school experience with their mentor, class teacher and link tutor; 5. Arrive in school in sufficient time to prepare the classroom: they should be in school at least 1

hour before school starts and 1 hour after it finishes; 6. Ensure that they have planned their lessons at least 48 hours in advance of the session; 7. Check their planning with their mentor or class teacher; 8. Ensure all necessary resources are available at the start of the day; 9. Plan and evaluate all the lessons they teach and assess and monitor pupils in these lessons; 10. Plan for and professionally and effectively direct the work of TAs and other adults; 11. Mark all pupils’ work that has been completed in the lessons taught; 12. Maintain up-to-date school experience files; 13. Complete a Weekly Review of their progress summarising strengths and achievements over the

past week and targets for the week ahead and share this with their mentor; 14. Complete all school based learning and training tasks; 15. Plan for all pupils in the class (and where there are no pupils with EAL, refer to the University

guidance to plan for a case study child from ‘Marking Progress’); 16. Be proactive in advancing their own professional development seeking to improve all aspects of

their preparation to become a teacher and a professional; 17. Be involved in the preparation and planning for an out-of-school trip 18. If possible, attend and contribute to a Parents’ consultation event; 19. If point 17 is not possible to report on the progress of 4 children to the class teacher as if s/he

were the parent/carer of each child. The mentor is required to:

1. Oversee and supervise all aspects of the student teacher’s placement including monitoring of their files;

2. Assess student teachers in school in conjunction with a University link tutor, according to a schedule of classroom observation visits and provide written feedback within 24 hours of the observation;

3. Plan opportunities for the student teacher to complete the school-based learning and training tasks;

4. Ensure that student teachers have a wide range of professional experiences, for example observing good teaching in other classrooms, meeting parents in a professional context;

5. Advise the student teacher on planning, teaching, assessment and evaluation, including contributing to the school's system of assessment, recording and reporting;

6. Closely monitor and agree the weekly review sheet. The student teacher’s training plan and the targets set as part of the weekly review should be reviewed in the following week and progress against the targets and the training plan noted. This is the student teacher’s responsibility but mentors are asked to ensure they check the training plan at regular intervals;

7. Take part in the Final Assessment and Review (FAR) meeting with the link tutor and the student teacher at the end of the practice.

The class teacher will:

1. Offer regular support and opportunities to observe and discuss their own practice and provide feedback and advice;

2. Liaise closely with the mentor and link tutor.

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The University link tutor will 1. Work in conjunction with the mentor, class teacher and student teacher to ensure that the

quality of the placement meets the requirements of the student and the University quality assurance guidelines;

2. Observe teaching, sometimes jointly with the mentor, and discuss the student teacher’s progress and agree targets for the future;

3. Monitor the quality of student teacher support in order to help them meet their targets. To this end the link tutor will need to monitor mentor’s supervision of the placement and provide training as appropriate to support the mentor in the development of their role;

4. Ensure all lesson observations are followed up with a written record on School Experience Comment Sheets. Every observed teaching session must also be graded on the scale 1 to 4 to give student teachers a clear indication of their current level of performance in each Professional Standard.

1.2 Learning Outcomes from the School B Placement This final school experience is intended to enable student teachers to gain proficiency in whole class teaching of subjects across the primary curriculum. By the end of the placement, students will be able to demonstrate that they have met all of the TDA Professional Standards for Qualified Teacher Status. They will have a broader understanding of the relationship between theory and practice in education, the wider context within which schools operate. They will be able to identify areas for future development during their teaching career. On completion of this school experience student teachers will:

• have met all of the TDA Professional Standards for Qualified Teacher Status at a satisfactory level or above.

• be able to identify, articulate and deploy a range of inclusive strategies in their teaching; • know the structure and requirements of the Early Years Foundation Stage, the National

Curriculum and other relevant national strategies as they relate to teaching in their age range • have a working knowledge of Every Child Matters • critically analyse and research some theories of learning and be able to select and employ such

theories as appropriate in a school environment; • be able to plan, teach, assess and evaluate lessons through a sound professional knowledge and

understanding of pupil learning, assessment and monitoring In terms of transferable skills student teachers are expected to:

• communicate effectively in written and spoken English; • demonstrate skills of co-operation and consultation, and the ability to work within an equal

opportunities framework when working in groups • manage time and resources • be able to pursue their own professional learning • demonstrate the professional attributes required for employment as a teacher.

1.3 CRB check – please read the following extract from The Partnership Agreement

It is the responsibility of the student to inform the Deputy Vice-Chancellor if there is any change in their criminal record (for instance additional convictions / reprimands / warnings / pending convictions) during the programme of study. In addition, Initial Teacher Education students must immediately inform the programme co-ordinator of any such changes.

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1.4 Teaching Loads Student teachers are expected to assume specific teaching loads during their school experiences. These periods of contact time are calculated to give student teachers the best opportunity to develop their teaching skills while allowing time for preparation, evaluation and other non-teaching tasks. The normal expectation is for student teachers to build up to a 70% teaching load by the end of School B. Class teachers and mentors should judge the balance in the light of circumstances within their class. Teaching must include PE, RE, other foundation subjects as well as core curriculum subjects. By the end of the School B placement students must, with the help of other staff, plan and [if possible] implement opportunities for pupils to learn in out-of-school contexts, such as a class or school visit to [e.g.] museums or theatres, or field work. Please note that student teachers must not be used for supply cover.

1.5 Planning, Preparation and Assessment Time (PPA) It is very important that student teachers are provided with clearly defined periods of planning, preparation and assessment time. This should make up approximately 20% of their timetable. The student and mentor can decide how best to organise this. It may be that some of the PPA time coincides with that of the classteacher for joint planning while the rest is spread out over the week. Students are not expected to be in the classroom during PPA time but should remain on the school premises. They should use this time for lesson planning and preparation, monitoring and assessing pupils’ work, maintaining their school experience files and profile of standards, completing school based tasks, etc.

1.6 Remaining time in school At the start of the placement students will have a 40% teaching load and 20% PPA time. The remaining 40% of the timetable should be spent in the classroom on the following:

Working as a Teaching Assistant in the base class (following the class teacher’s plans)

Observing teaching (both in the base class and in other classes in the school)

Observing pupils

Collecting observational data for the Professional Studies assignment

Completing the classroom based aspects of the school based tasks This time should be used for observation of experienced practitioners in the base class and throughout the school. The requirement for student teachers to train in two key stages means that they need experience of all age groups within this phase. Mentors should help plan a schedule of visits to enable students to gain this experience. This time should also include opportunities for planning, teaching and assessing pupils in these new age groups, with the help of the class-teacher. Observations and teaching should be across the curriculum and must include observations of the teaching of reading throughout the school. Over the course of the placement, the teaching load increases from 40% to 70% and so the time available for the tasks above will reduce from 40% to 10%. Therefore we encourage students to complete their school based tasks early in the placement when there is more time available.

1.7 School Experience Evaluations Each school experience is evaluated by students and mentors and these evaluations are reviewed by the programme team. Summaries of school experience evaluations are available on Moodle for students and accessible via the partnership website for school based mentors. Changes made to School Experience B due to last year’s evaluation included adjusting the pattern of attendance at the start of the placement, reviewing the content and wording of school based tasks and changing the guidance on teaching loads and PPA time.

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2 School Experience Files

During the placement, students must keep up-to-date records in three files: the School Experience File, Monitoring and Assessment File, and the Development Profile.

School Experience File This file is an important working document and should be available for consultation at all times in school. The file must contain full details of planning, class organisation and assessment and evaluations. It should be noted that the student has ownership of the files and may organise them in a way that best supports their professional development over the SE.

The file acts both as a record of development and as a resource for teaching. It should be detailed and professionally acceptable in style and content. Students may wish to keep a separate resources file for teaching resources used.

The file should be organised in sections, clearly headed, to facilitate ease of use. It should contain:

the checklist (see section 3)

details about the context of teaching: i.e. school size, catchment, location and organisation (include school brochure, if available);

classroom details i.e.: pupil numbers, names, seating plan, notes on class groupings

a timetable showing main teaching sessions and fixed points in pupils’ day

medium-term plans and schemes of work

weekly plans

lesson plans and evaluations organised in clear curriculum or weekly sections

school-based training tasks

school-based learning tasks

observations of teaching across school

school experience comment sheets and weekly reviews

Monitoring and Assessment (M&A) File The M&A file should contain assessment records that will inform your teaching. The file should include:

Notes from the school’s last Ofsted report. Read the report and note the recommendations especially with reference to the core subjects.

The school’s assessment policy. Particularly the expectations for assessment for learning.

General class information. E.g. baseline assessments/SATs information, relevant social, emotional and SEN information.

Whole class records Track the progress of all pupils in the subjects you teach and contribute to the class teacher’s records for reading, writing, speaking and listening.

Pupil Profiles for 8 children These 8 children should represent the range of pupils in the class. The records should include:

o Observational notes about the children, their learning, behaviour, socialisation, curriculum strengths and areas for development;

o Annotated examples of work. Annotations should include: the learning objective for the activity and whether or not it was achieved, the context in which the work was done, the level achieved and reasons why this level was awarded, a ‘next-step’ target.

Towards the end of School B write a short report on 4 of these children and check the accuracy of the report with the class teacher. Orally, report on these 4 children’s progress to the class teacher, as if s/he were the child’s parent/carer.

Development Profile The Development Profile contains the Training Plan for the School Experience that will need to be updated regularly. It also contains your evidence of meeting the Professional Standards for QTS. These should be updated regularly.

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3 Checklist for School Experience

Student teachers : At the start of your placement please print the Checklist below, and put it in the front of your School Experience File. Ensure you complete each point (tick when complete).

1. Make a list of names of staff and areas of responsibility 2. Read the school prospectus & relevant policies 3. Make yourself known to Head Teacher, administrative staff & site manager 4. Obtain your timetable for teaching 5. Ensure class teacher/mentor have copies of your timetable 6. Discuss children in class with the class teacher 7. Obtain/make lists of names of the class/groups 8. Obtain/make a seating plan of the room 9. Obtain adequate information on levels of support children require 10. Identify any statemented children or children with IEPs or IBPs 11. Ensure you are clear about your initial teaching responsibilities - what and when? 12. Ensure you are familiar with the school’s approach to teaching literacy & numeracy 13. Ensure you are familiar with the school’s procedures for assessment 14. Ensure you are familiar with the school’s marking and recording policy 15. Ensure you are familiar with the school’s classroom rules/expectations 16. Ensure you are familiar with the resources available for each curriculum area 17. Find out the meetings you need to attend – planning, staff meetings, INSET, parents evenings, etc 18. Ensure you are familiar with the ICT equipment and software available in school 19. Find out requirements/expectations for photocopier use 20. Clarify your expected time of arrival and departure each day 21. Obtain information about school community links

22. Inform your mentor of university training to date in curriculum areas 23. Ensure you have discussed the following with your mentor:

Your Training Plan

The school based learning tasks (and when you will schedule these)

The school based training tasks (and when you will schedule these)

Your Professional Studies assignment

The weekly overview

24. Legal requirements - Please read and note the implications for you as a student teacher regarding the following school policies: [i] Race equality and racial harassment – including the location of racial incident log [ii] Equal opportunities [iii] Bullying [iv] Appropriate restraining of pupils [v] Behaviour management

Behaviour management policy in the classroom Rewards and sanctions Referral of pupils if need arises

[vi] Health & Safety Safety issues (work/play areas, equipment, PE apparatus) Emergency procedures for fire, illness, accidents – location of first aid box & accident book, name of first aider, location of accident book Procedures for field trips and outings

Be aware of the school’s e-safety or internet safety policy and sign if requested [vii] Child protection: Ensure that you are aware who the Child Protection Officer is*

*We ask that Headteachers or Deputy Headteachers provide a short input and guidance on safeguarding

procedures for student teachers on placement in their school on Day 1 of the placement.

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4 Weekly Overview of PGCE B The times and workloads indicated here should be negotiated between student, mentor and link tutor. There can be no hard and fast rule about the rate at which student teachers take on greater responsibility in the classroom as students will progress at different rates. The suggestions below provide guidelines about “average” student teacher progress but mentors can adapt these as needed.

Dates Focus for Student Tick Focus for Mentor, Class Teacher & Link Tutor

Preliminary Visit days 7-9 Mar

Introductions – Meet the head teacher, class teacher, mentor and subject/ learning and teaching co-ordinators

Collect class lists and information

Meet your base class and work with groups or individuals

Discuss school-based tasks and Training Plan with mentor and/or class teacher

Become familiar with whole school issues, eg rules, sanctions, ethos etc.

Know how to access key school documents eg prospectus, policies

Ensure that you are aware of the school child protection procedures

Class teacher/mentor-help familiarise the student teacher with the school.

Mentor/class teacher read student’s report & from School A

Class teacher-prepare draft timetable for student teacher

Mentor-set initial targets for the placement taking account of previous experience and learning.

Class teacher/mentor should arrange observation and teaching schedule.

Week 1 12 – 16 Mar

40% teaching load

Familiarise yourself with all the groups in the class.

Plan work with TAs

Discuss M & A requirements; set up and start the M & A file

Start to collect and record evidence against the Professional Standards

Set a timetable for completing school based tasks

Obtain school targets for literacy and numeracy

Complete Weekly Review and share with your mentor

16 March – Attend sessions at Bognor Regis Campus

Mentor – plan times for weekly one hour meetings with student teacher(s)

Class teacher/mentor – continue to help student teacher with familiarisation process

Mentor – monitor that all files have been set up

Mentor – ensure students have planned a timetable for completing the school based tasks

Mentor - agree with student teachers their teaching and observation schedule in the following week.

NB. Link tutor & mentor should observe lessons in core curriculum subjects and make observations in PE and the Foundation subjects during the School experience. This must include observations of the student teaching early reading, mathematics and science. (An early reader is a child working below NC level 3).

Week 2 19 – 23 Mar

40% teaching load across the curriculum

Plan work for TAs

Observe the teaching of reading in a different class

Complete first training task: SEN

Set timetable for completing School based Learning Tasks in English, Maths and Science

Maintain files including observations and samples of work for the M & A

Continue to collect and record evidence against the Professional Standards


23 March – Attend sessions at Bognor Regis Campus: you MUST complete the SEN school based task and bring it with you

Mentor – discuss Weekly Review (one hour meeting) with student teacher

Mentor – monitor that files are being kept

Mentor – support students with the school based training task: SEN

Mentor - observation (please return copies of the comment sheet to the University – via the link tutor or by email)

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Week 3 26 – 30 Mar

40% teaching across the curriculum

Work with teacher in base class

Plan work for TAs

Observe a core curriculum lesson in a different class

Complete second training task: Assessment

Begin School based Learning Tasks in English, Maths and Science






Mentor – support students with the training task on Assessment

Easter Holiday 2-13 April

Week 4 16 - 20 April

50% teaching across the curriculum.


Plan work for TAs

Observe a second core curriculum lesson in a different class

Continue School based Learning Tasks in English, Maths and Science






Mentor/ Link Tutor - joint observation (please return copies of the comment sheet to the University Programme Administrator – via the link tutor)

Week 5 23 – 27 April


Plan work for TAs

Ensure that you are working with a wide range of attainment in English and Mathematics

Observe a third core curriculum lesson in a different class







Mentor - observation (please return copies of the comment sheet to the University Programme Administrator via the link tutor)

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Week 6 30 April – 4 May


Teach a sequence of lessons in a core curriculum subject

Full involvement in class management and pastoral activities related to class or year group

Plan work for TAs

Observe a lesson in a different age group (and Key Stage where possible)







Week 7 7 May - May Day 8 – 11 May




Plan work for TAs

Ensure that you are working with a wide range of attainment across the curriculum

Observe a lesson in a different age group (and Key Stage where possible)

Complete School based Learning Tasks in English, Maths and Science






Mentor - observation (please return copies of the comment sheet to the University Programme Administrator – via the link tutor)

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Week 8 14 – 18 May



Plan work for TAs

Observe a lesson in a different class








Week 9 21 - 25 May




Plan work for TAs









Week 10 28 May - 1 June




Plan work for TAs



All School Based Tasks should now be complete




1 June – Oasis Day at Bognor Regis Campus




4 - 8 Jun Half Term

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Week 11 11 - 15 June



Plan work for TAs






From this week, students who are making good progress should be expected to adopt the school practice for planning. Individual lesson plans are not required. Should this have a negative impact on teaching or learning then mentors can require students to return to writing individual plans for some or all lessons.







Plan work for TAs










Up to 70% teaching across the curriculum


Plan work for TAs






Final Assessment Review (please return copies to the University – School Partnership Office)

30 June Back at University - Preparation for NQT year

2 -6 July Top up time for students needing to make up time in school.

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5 School-based Training Tasks

The training tasks are intended to help students develop their understanding of the policies and practices of their placement school. They are an essential link between university-based courses and classroom teaching and also provide evidence towards meeting the QTS Standards. The school based training tasks acknowledge the fundamental and important role of the mentor in the training process. Mentors are asked to arrange or initiate training and guidance on these topics or to arrange for another experienced colleague with expertise in the specified areas to support the students in completing the task. Much of each task will be completed independently by the student but it is expected that the mentor or a colleague will spend at least one hour with the student. Further advice on the training tasks can be found in the Good Practice Guide, available on the School Partnership Website (www.chi.ac.uk/partnership). Student teachers should keep the completed tasks in a dedicated section within their files and ensure that all are completed before the Final Assessment Review.

In School B, there are two tasks focussing on Special Educational Needs and Assessment.

Training Task 1: Special Educational Needs Professional Attributes: Relationships with children and young people (Q1) Professional Knowledge and Understanding: Teaching and Learning (Q10); Achievement and diversity (Q20)

Meet with SENCO to find out the following: o How are children statemented? Are other professionals involved? If so, who? and how?

How is a statement drawn up? How and when is it reviewed? o Which children are given IEPs? Who writes them? When and how are they reviewed?

Read the IEPs for the children in your class and create a series of lesson plans that show how you are meeting their individual needs.

Training Task 2: Assessing, Monitoring and Giving Feedback Professional Knowledge and Understanding: Assessment and monitoring (Q11-13) Professional Skills: Assessing, monitoring and giving feedback (Q26-28)

Meet with your mentor or the assessment co-ordinator to find out the following:

o What are the school policies for formative and summative assessment? Does the school use APP or any other assessment system? How do teachers select work for Teacher Assessments? How many pieces? How do they assess the work, annotate it, and moderate?

o How does the school set targets for pupils and for teacher? How are they reviewed and recorded? Do they involve parents or pupils?

o How does the school use national assessment data?

Assess some samples of work against the National Curriculum level descriptors and discuss these with your mentor.

Evaluate the impact of assessment for learning (AfL) techniques on your own teaching, focusing on the following:

o Setting and sharing specific learning intentions (refer to your reading from Shirley Clarke) o Devising success criteria (see SC reading again) o Including aspects of peer assessment, e.g. through response partners o Including aspects of self assessment o Using different strategies for marking, e.g. acknowledgement marking or quality marking

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6 School-based Learning Tasks

The learning tasks are intended to make links between university-based courses in English, Maths and Science and classroom practice and also provide evidence towards meeting the QTS Standards. Student teachers should keep the completed tasks in a dedicated section within their files and ensure that all are completed before the Final Assessment Review.

English

Part A: These two activities are intended for students in KS1 or lower KS2 classes only who did not complete these tasks in School A Finding out about the Teaching of Reading As part of developing your subject knowledge you should: Meet with class teacher or English Subject Manager to understand how the school has responded to the recommendations of The Independent Review of the Teaching of Early Reading (The Rose Review). Make notes on:

Any changes/adaptations the school has made to their reading curriculum in light of the recommendations of The Rose Review and the rationale for these changes

The teacher/English Manager’s reflections upon the impact of these changes on the pupils’ learning.

How the school plans for phonic work as part of the teaching of early reading and writing in the FS/KS1 and/or to support weaker readers in KS2. (This will depend on your placement setting. Try to get as broad a picture throughout the primary years as you can)

Your survey of the resources the school uses in teaching phonics systematically. For example, does the school use Letters and Sounds or a commercially available programme such as Jolly Phonics or Read, Write Inc? Ask why this particular resource was chosen.

This will help you to provide evidence for the following professional standards: Q3b, Q15 Observing the Teaching of Reading Observe at least 3 sessions of the teaching of reading in a Reception, Year One or Year Two class. You should observe three consecutive lessons in one year group. Make notes on:

The specific skill the teacher is trying to develop with the children e.g. segmenting and then blending CVC words for word reading or discriminating middle vowel sounds in CVC words.

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

How the teacher makes use of a multisensory approach to learning.

How the teacher makes use of a scheme of work (e.g. Letters and Sounds or Jolly Phonics) to support planning for progression.

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Part B: These activities are for all students Observing the Teaching of Writing Observe at least 2 sessions of the teaching of writing. Try to observe consecutive lessons in one year group. Make notes on:

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

How the teacher makes clear to the children what is expected in their writing e.g. through text analysis, sharing of other children’s work, modelled/shared writing, setting of success criteria.

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

Assessing Reading Undertake the follow reading assessment activities in the weeks directed. Carefully follow the instructions in your reading assessment booklet and complete the assessment booklet as you undertake each type of assessment. Week 1 undertake a one-to-one reading conference with a child of your choice (should be one of

your focus assessment profile children). Week 2 undertake a one-to-one phonics and sight word assessment with your focus child. Week 3 undertake a one-to-one miscue analysis with your focus child. Week 4 onwards teach a guided reading session weekly to a group that includes your focus child. Week 8/9 write a one page profile of your child to be shared with your mentor in your weekly review

meeting. Meeting the success criteria for the Teaching of Reading and Writing Evaluate your teaching of reading and writing in light of the School B success criteria below. Make brief notes and discuss these with your mentor. As part of the Final Assessment Review, students must be able to demonstrate they have met the following success criteria:

Use modelled and shared writing, making good use of talk partners for oral rehearsal and peer-assessment.

Mark children’s writing giving clear feedback with reference to the success criteria and identifying next steps.

Independently plan for, teach, assess and evaluate shared and guided reading/phonics and writing lessons drawing upon the principles of talk for learning. By the end of the SE be able to plan for and teach a series of reading and writing lessons, drawing upon assessment to inform planning.

Keep detailed reading records for all of your M&A file focus children and demonstrate how these are used alongside APP to inform to planning and pupil target setting.

Have a secure understanding of the key features of the full range of NC genres; persuasive, discursive, instructional, non-chronological, explanatory, recount and narrative texts which underpins effective explanations and modelling of writing.

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Maths This investigation forms a vital link between university and school and between theory and practice. As importantly, perhaps, it provides evidence that you have made progress towards achieving the teaching standards required by the DfE. The results may also be used to provide evidence at your profiling meeting at the end of the School B placement and will be valuable for your portfolio when applying for jobs. You will undertake a critical evaluation of how your school placement B implements the National Curriculum for Mathematics and monitors the progress of pupils through the Year or Key Stage. We suggest that, if possible, you interview a sample of the stake-holders e.g. Maths coordinator, Data Manager, SENCO to obtain some of your information. Investigate how data (N.C. Levels and the related point scores) are used to track pupil progress, inform teaching, identify underperforming children and set targets. Try to familiarise yourselves with the data which schools are required to keep and to submit to the DfE e.g.”Assessment Manager” or “Target Tracker”.

Science This task is designed to help you reflect on the Science curriculum in action in a particular school. You should avoid giving your school the impression that you, as a trainee, are judging (‘inspecting’) the systems you see. The task is rather to try to see some typical working practices from the inside and to relate them to your own learning about teaching.

1. Early in your experience in School B select three children of differing abilities in science whose progress you can track during the practice.

2. Discuss with your class teacher the methods used by the school to monitor, assess, record and report on children’s progress in science.

3. Assess these children’s ideas and process skills in an area of science that they are taught during the school experience. Explain the evidence you collect and analyse what it shows about the children’s current level. Please do not give pupils’ real names.

4. Provide a copy of up to three contrasting samples of children’s work that you have assessed. Describe the criteria upon which your decisions were made and justify the level of attainment given to the work. Reflect upon your learning from this assignment. How has your thinking about monitoring and assessment changed? How would you use the particular assessments to inform planning for future science teaching?

Suggestions of various things that you might want to focus on are:

techniques for gathering information about knowledge, understanding, skills and attitudes (‘KUSA’);

the use of questions – teacher’s and pupil’s;

the effects of inputs and learning environment – how do these enhance or constrain the levels the children can reach? E.g., lesson content; resources; classrooms; relationships;

the linking of formative assessment to planning;

differentiation in practice

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7 Attendance and Absence – information for students Student teachers are expected to attend school throughout the day whether or not specific lessons are being taken. If the need for temporary absence arises during the day, then the head teacher or another appropriate member of staff (ie: your mentor) must be consulted and their permission obtained. Procedures to follow if absent - if you cannot attend school on a particular day, for example because of illness, you should follow these procedures: c) inform the school by 08.00am at the latest by telephone and where possible by e.mail (marked ‘urgent’). d) inform other student teachers involved in your planning that you will be absent (particularly important on

paired placements). c) if your link tutor is due to visit e-mail her/him AND phone School Partnership Office (01243 812174) before

08.00am. d) notify the Programme Administrator of your absence, again by telephone or e-mail and complete a school

absence form (available at www.chi.ac.uk/partnership). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have “signed on” again.

Returning after illness. You must use your own professional judgement over length of absence from school. It is important that you should not stay away from school for too long after a ‘trivial’ illness. On the other hand it is senseless to return prematurely, exposing pupils and staff to the possibility of infection and delaying your own recovery. You should not return to school until you are fit to do so and, if in doubt, should consult your link tutor and/or Programme Co-ordinator for guidance. A medical certificate must be sent to the relevant Programme Co-ordinator if one absence is for more than five days. Top-up days. Student teachers must spend 90 days on school placement over the course. If any days are missed then additional days in school will be required. A running total of number of days of absence should be kept on the Weekly Self Assessment and Review sheet. INSET Days. Where appropriate, student teachers should attend INSET at their placement school. If it is not possible for a student to attend school on an INSET day then they should work on their files on campus or at home. Visits to schools. Students should not expect to be able to visit schools during the school day prior to being invited to interview. If you wish to visit a school before applying then this must happen during your non-teaching PPA time and you must ask permission from your mentor (or the headteacher) beforehand. They may refuse permission if they feel that the timing of the visit or the number of visits may be disruptive to your progress. Students will be permitted to miss a day in order to attend an interview for a job but will need to make this day up during top-up week. Prolonged absence from school – Deferred assessment. One of the requirements of successfully completing your course is the satisfactory completion of the prescribed period(s) of school experience. In cases of substantial absence from school, assessment will be deferred until the end of the top-up days.

http://www.chi.ac.uk/partnership

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Where to find other useful information

The following documents can be found your memory stick or the partnership website: Generic School Experience Handbook This includes:

Roles and responsibilities

Further information on school experience files

Assessment of School Experience (including process for failed observations, notification of concern and action plans)

Lesson planning guidance

Advice on working in paired placements

Travel, transport and accommodation policy

Key University policies Good Practice in School Experience: Support and Assessment This includes:

Learning journeys – overviews of student progress through the course in English, Mathematics and Science

Subject ‘placemats’ – guidance on giving subject specific feedback in lesson observations

Completing university documents – advice and examples of: o School experience comment sheets o Weekly self assessment review o Final Assessment Reviews

Grading student performance including the Ofsted grading criteria

Signalling concerns including example notification of concern forms and action plans

Examples of Development Profile forms Guidance for Student Teachers on Implementing Diversity Issues In The Classroom Guidance on implementing support for pupils with English as an additional language (EAL) in your classroom practice Working in the Foundation Stage? In addition, examples of Monitoring and Assessment proformas can be found on the Professional Studies moodle page

Documents

Postgraduate Certificate in Educationd3mcbia3evjswv.cloudfront.net/files/SERE PGCE B Final C Sh 20.7.11.pdfPostgraduate Certificate in Education Primary Programme School Experience