PR4918 Y1 SBL... · Web viewThe contribution of Physical Development and PE, and the role of fundamental movement skills in the promotion of appropriate health enhancing physical

BA QTS School-based Learning Guide

Appendix 1:Y1 Phase Guidance and Professional Development Activities

2018 – 2019

University of Chester Year 1 SBL Professional Development Activities BA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

Y1 UNIVERSITY-BASED LEARNING 2018/19

Below is information for our ITE Partnership colleagues based in school outlining the university-based learning undertaken by the BA (Hons) ATs (ATs) across all modules throughout the year. As all modules are ongoing at the placement start, only some of the content will have been covered prior to this.

Education and Professional Studies – Outline of module contentIntroduction to learning, teaching and assessment

An introduction to the concepts of learning, teaching, education, school and curriculum;

A brief introduction to the history, sociology and philosophy of education; Learning theories and their application in Primary and EYFS classrooms/settings;

the role of play in supporting learning and development; Key theories of child development (social, moral, motor and cognitive); An introduction to Early Years pioneers; Factors influencing motivation and learning; Classroom management and organisation; behaviour management and

engagement; Theory into practice: planning for effective learning in primary or EYFS settings; An introduction to Safeguarding/e-safety and Child Protection; Personal and professional conduct.

The teacher as researcher: Research in education; Brief introduction to ethics in research; Observation and the reflective practitioner; reflecting on practice; Case studies and child profiles; Interviewing professional colleagues.

School-based Learning Preparation - Outline of module content The role of the teacher; Professionalism (focus on Part 2 of the Teachers' Standards); Time management; Planning and assessment skills; Articulacy and the use of the voice; Target setting.

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University of Chester Faculty of Education and Children’s ServicesYear 1 SBL Professional Development Activities BA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

CORE SUBJECT LEARNING

ENGLISH - Outline of module content English in the statutory documents for the EYFS and Primary phases (with a focus on

spoken English and reading); Early language acquisition; Spoken English with a focus on the use of standard English; The Rose Review and the Simple View of reading; The role of Systematic Synthetic Phonics in the teaching of early reading and spelling; Teaching reading comprehension; Reading for pleasure; Technology to support the teaching of reading; The application of reading and spoken language across subject boundaries.

MATHEMATICS - Outline of module content Introduction to the EYFS and National Curriculum for mathematics; Exploration of attitudes towards mathematics; Early number – counting; Place Value and other number systems; Mental and written methods for the four rules of number calculations.

SCIENCE - Outline of module content The nature of science and why we teach it; Early years science experiences - early explorations; Children's ideas in science; Constructivism; Science in the National Curriculum at Key Stage 1 and Key Stage 2; Scientific Enquiry (working scientifically); Selected topics from the NC programmes of study for physics, chemistry and biology; Introduction to lesson planning in science.

OTHER MODULES

PE and Outdoor Learning in the EYFS and Primary Phases - Outline of module content An introduction to Physical Development and PE in the statutory frameworks for

EYFS and Primary phases; Learning and teaching through core PE activities, such as games, gymnastics and

dance, health related exercise and outdoor activities; An introduction to developmentally appropriate Physical Education and the motor

skills which underpin fundamental movement; A review of a range of teaching strategies that can be used in practical Physical

Education contexts; The contribution of Physical Development and PE to learning across the Early Years

and Primary phases; The promotion of Health and Safety and management of risk in Physical Education

lessons and out-of-school contexts; An introduction to teaching and learning Physical Development and PE in out-of-

school contexts; The contribution of Physical Development and PE, and the role of fundamental

movement skills in the promotion of appropriate health enhancing physical activity.

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Learning and teaching in the Arts - Outline of module content Key skills and concepts in relation to arts education, including gaining experience and

expertise in a range of techniques for teaching children; Approaches to planning, learning, teaching, assessment, evaluation, classroom

management and inclusion in art and design, design and technology and music; The potential for working collaboratively with a variety of art forms; Creative learning and teaching opportunities across the arts; The place of art and design, design and technology and music in a child’s curriculum; To explore cultural diversity through the arts; Meaningful cross-curricular links between the arts.

Computing, Primary Foreign Languages and Intercultural Perspectives - Outline of module content

The essential knowledge, skills and understanding to teach Computing and use technologies to enhance learning;

The Computing curriculum for key stages one and two and ICT in the EYFS; Progressions in programming; Selecting, using and combining technologies for creative purposes; Digital citizenship: safe, responsible and sensitive use of technologies and media; Choosing when and when not to use technologies for learning; Using technologies to support the teaching of languages and to explore intercultural

perspectives; Auditing of cultural journeys – global links and language experiences; Exploring the notion of different heritages and cultures; The contributions of different cultures and heritages to British culture and values; 'Self and Other’ - articulation of own culture/heritage as a pre-requisite for

understanding another; Language as part of culture - learning from other languages; Multicultural and intercultural education – practice and development, similarities and

differences; The role of languages in developing children’s interculturality; The intercultural classroom, including school linking locally and globally; Introduction to the global dimension to the curriculum – global learning; Language teaching pedagogy, including cross-curricular approaches; Language teaching pedagogy, including planning for micro-teaching and resources.

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PHASE 1 TRAINING MODEL (PR4918) (Y1 SBL Serial Days and 6 week Block)

Induction and Beginning Teaching and Learning

This phase of undergraduate Initial Teacher Education covers the earliest stages of the Programme, where Associate Teachers (ATs) initially observe teaching and learning in action. ATs are principally concerned with gaining greater insight into children’s learning and understanding how very good teaching meets individual needs. There is also emphasis on ATs developing positive attitudes and high standards of professional behaviour, and becoming aware of their duties, roles and responsibilities within the school environment. They will be starting to consider the application of their emerging subject knowledge, skills and understanding within the National Curriculum framework and statutory requirements, and sharing with mentors their Subject Knowledge Audits to help identify priorities and develop weekly training plans. ATs will be performing focused observations and reflecting on how experienced colleagues manage the classroom environment and behaviour of pupils, and plan and prepare for their lessons. From the outset, ATs should be engaged working across the age range they are training to teach, not only through observation, but by working with small groups under the guidance of mentors. During the placement, this should progress to team teaching parts of lessons with experienced colleagues, and then, by the block placement, some whole class teaching. They should be responding to advice and feedback and be able to evaluate and reflect in order to improve their understanding and practice.Programme Guide:The placement pattern in Phase 1 allows undergraduate ATs to gain a good understanding of a school year, and to gain an insight into children’s progression in learning over this period. Expectations of ATs should move very quickly from participant observation / support to very focused teaching of small groups during the serial days. During the block placement, there should be some whole class teaching, and the extent of this will be determined by the AT’s progress. Expectations of planning and assessment are exemplified in the Professional Development Activities booklet, and summarised here.

Planned Teaching Time: 40% of the timetable (serial days); 50-60% (block)To include:

Supporting the Class Teacher Mentor by working with smaller groups of pupils (who may have particular educational needs); Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher; Whole class teaching (during the block placement, as appropriate to the AT’s progress; in all circumstances, very focused teaching of groups

should continue during the block placement).

Planned Directed Time: 30% of the timetable (serial days); 20-25% (block)To include:

Observation of learning and teaching across the whole curriculum (across different age phases); Working with teacher in pastoral capacity; Professional Development activities (detailed in Professional Development Activities Guide); Attending an aspect of extra-curricular activity work; Attending staff meetings and other professional workshops.

Planned Protected Time: 30% of the timetable (serial days); 20-25% (block)To include:

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Non-contact protected time for ATs to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

AT MentorGeneral

During the serial days, meet the Professional Mentor on a monthly basis to ensure that training is meeting needs, and that opportunities are being provided for completion of the Professional Development Activities. The review of progress form should be completed during the monthly meetings.During the block placement, meet Professional Mentor on a weekly basis for (to include completion of the Review of Progress Form).Share pre-programme audit against the Teachers’ Standards and pre-SBL PAT form with the Professional Mentor and/ or class teacher, as soon as possible at the start of the placement serial days. Use as a basis for forming initial training plans.Ensure there is a learning timetable in place which has a focus on developing skills and abilities as a Primary teacher. (Part 5 of the Review of Progress during block placement).

Planned Directed TimeAccess and read school policies (Safeguarding, Behaviour, Inclusion, Health and Safety, Assessment).Ensure there has been discussion about the Safeguarding Policy with staff and awareness of school procedure.Complete Professional Development activities.Attend staff meetings, as guided by the school.Attend extra-curricular activities.Consider learning theory and practice links.Using the observation schedule as a guide, spend part of the daily/ weekly timetable observing outstanding teaching/learning – this could be across age phases 3-5, 5-7, 7-9, 9-11. In this first phase Primary ATs should spend at least 2 days in EYFS, and Early Years-Primary ATs should spend at least 2 days in lower KS2.Record observation notes and engage in reflective dialogue with Mentors.Observe teaching in relation to the targets set in your review of progress meetings.Observe the work of SENCO.

Planned Shared Teaching with an experienced Class teacherPlan and teach small groups of pupils and complete evaluations (teaching to be based on the teacher’s plans during the serial days). You are expected to complete your own session/ lesson plans, using the University lesson planning format, and based on the class teacher’s planning, from January – see PDAs booklet for additional guidance). Planning should take a graduated approach. Early on, this may include only some of the

Planning/designPlan induction for AT covering e.g. safeguarding; school policies (particularly in relation to health and safety); inclusion; assessment for learning; behaviour management. (Professional Development Activities Booklet gives additional guidance for the placement ‘induction’).Plan meeting times for AT with relevant colleagues.Plan a learning timetable for AT, including opportunities for completing Professional Development Activities (see booklet), observation, shared teaching, meeting times with Mentors, protected time, extra-curricular opportunities.Ensure there are opportunities for AT to develop subject knowledge in relation to his/her audits.

TrainingShare models of good planning practice with the AT.Discuss the planning process.Support and guide the AT to plan effective and appropriate learning.Share assessment documents with the AT and discuss how the information is used to inform planning, teaching and learning.Model good teaching practice.

Monitoring and Assessment AT progressEstablish weekly review of progress meeting during the block placement which follows the guidance set out in the PJF. Monthly review of progress meetings should be arranged for during the serial days.Check AT files and planning.

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planning format being completed, as appropriate to requirements.Plan, teach and review starter or plenary for groups of children or the class (using planning documents).Plan and teach larger groups of children - this could be team teaching lesson / lessons.Plan, teach and review a solo lesson(s) (when ready), in negotiation with the class teacher. We expect that you are engaged in whole class teaching by the third week of the block placement, but at an earlier stage of the block placement if appropriate.Paired Placements – plan, teach and review as above, but also using the Driver/Navigator model during the block placement (see guidance on Paired Placements).

Planned Protected TimeResearch and plan teaching (using planning documents).Evaluate teaching and assess pupils’ learning.Child Profiles – track progress, collect and annotate samples of work. (See PJF Section 4).Record meetings with Mentors – including reference to targets met and targets set in relation to Teaching Standards.Update PJF (general).Review Subject Knowledge Audits and set appropriate targets for your professional development and teaching.Prepare for Interim Review (May).Prepare for Final Review (June).

Overall Teaching Expectations – minimum requirements Regular teaching of core subjects (English – must include discrete teaching of SSP and at

least 2 formal observations; Mathematics – must include at least 2 formal observations; and Science – must teach at least 2 whole lessons and receive formal observation of at least 1 of these).

At least 3 PE lessons (ideally including one within 2-3 weeks of the micro-teach at University).

Experience of teaching at least 2 of Art, Design & Technology and Music.

Observe AT teaching pupils.At least once per week during the block placement, formally record observation (using lesson observation sheet).Discuss lesson observed – focussing on the dialogue that followed the observation and set targets with the AT.Complete Interim Review and Final Review formal report.

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Y1 Professional Development Activities (PDAs) have been created to support the bringing together of university and school-based learning. The school-based learning activities have been designed within the ITE Partnership to provide guidance to ATs and Mentors on the types of activities that ATs should engage in in order to meet, to a good or outstanding level, key aspects of the Teachers’ Standards. This set of activities is by no means exhaustive and as with all aspects of ITE Partnership school colleagues and ATs are encouraged to seek other related and bespoke opportunities for development in these areas. Feedback from mentors and ATs is as always very welcome and can be given either to the University Link Tutor, programme tutors or noted on the relevant SBL evaluation form.

Some professional development activities are mandatory and are detailed in the table below. The SBL placement cannot be passed if these activities have not been completed.

Y1 Mandatory Professional Development Activities (to be checked at final review)

Brief description Professional Development Activity

Page Number

Signature to confirm checked and verified by Mentor / ULT

Autumn Term Professional Development Activities.English – all activities need completing.Mathematics - all activities need completing.Science - all activities need completing.Overall Teaching Expectations – minimum requirements.

INDUCTION TO THE SCHOOL

M aking the most of the first 2 days The first 2 serial days of the placement should enable ATs to orientate themselves with the class / classes and schools they will be based in, collecting key information and documents about the class / classes, and about school policies and procedures. Opportunities for meeting the class teacher and Professional Mentor will greatly enhance this process.

Key information and documents to collectKey Policies: e.g. Safeguarding and Child Protection; e-safety; subject-specific policies; behaviour management; anti-bullying; Equality.

School information: School prospectus and mission statement; roles and responsibilities of all staff; resources available in school and any procedures for booking them.

Class information: Class list; details of groupings; key assessment data and tracking information about children in class (including targets); information about children with additional needs (e.g. EAL; SEN and disability (access to IEPs); medical needs); class timetable (including access to hall and other facilities, e.g. ICT Suite); topics/ areas to be covered during SBL; sketch classroom layout.

School routines: Lunchtime arrangements; playground duty rota; staff meetings; staffroom protocol.

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Age-phase enhancement and enrichment Discussion should focus on requirements for this over the course of the year. This year,

Primary ATs should spend at least 2 days in EYFS, and Early Years-Primary ATs should spend at least 2 days in lower KS2.

General organisation Arrange with your Professional Mentor or Class Teacher a suitable time each month

(during the serial days) to hold a review of progress meeting; this is an important opportunity to touch base and ensure that the training during the serial days is enabling a range of opportunities, as well as completion of the PDAs;

With your Class Teacher and, if appropriate, your paired placement partner, establish your responsibilities and activities for the second and third serial days.

Observation Observe a range of both core and foundation subjects, including at least one Literacy

lesson and one Numeracy lesson. From your observations and discussions with the class teacher make a note of the

strategies used to manage children’s behavior; record exactly how they are used; the rationale behind them; the impact they have.

Child Profiles By December, contrasting children should be selected as a focus for child profiles by the

class teacher. ATs should then work closely with these children throughout the year, gaining insight into their learning needs and supporting their learning appropriately. Regular reviews or progress in this activity will take place in university sessions throughout the year.

Breaking the ice with the whole class (suggestions)Whilst this is not mandatory, it is a good idea to do some activity that you feel confident with, very early in the placement.For example, you could: Begin to read aloud to the class on a regular basis and continue for the rest of the

placement. Team teach an oral/mental starter for a numeracy lesson.

KEY AREAS OF FOCUS FOR THE WHOLE PLACEMENT

Classroom management and behaviour managementMany of the suggested Professional Development Activities for the autumn term focus on this area, and are detailed later in this document. Review of progress meetings should regularly review progress in this area and identify opportunities for professional development.

Presence in the classroomATs should be aware of the importance of this from the start of the placement, and regular feedback and support should be given to enable them to develop greater self-awareness of the impact of aspects such as body language, positioning and voice. Where there are any concerns about classroom presence, these should be shared with the University Link Tutor, so that additional support can be provided.

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Working with parents and carersDeveloping confidence for communicating with parents and carers has been identified as a programme priority. During the course of the year, ATs should be given the opportunity to do each of the following on at least one occasion: Write a letter to parents, introducing themselves as an AT. A template for this is

provided on the Professional Journey website; Communicate with parents to give praise about a child’s achievement (s); Communicate with parents to respond to concerns about a child’s progress or well-

being; Engage in at least one communication with parents that involves technology (e.g.

Twitter, text, blog); Attending and, if deemed appropriate, contributing during a consultation with parents

and carers (e.g. parents’ evening); Make a phone call to parents; Communicate to parents about a child’s progress in reading (e.g. through reading

record/ diary); Attend an extra-curricular event organised for parents, and talk to the parent (s) of at

least 3 children during this.

Core subjectsMany of the suggested Professional Development Activities for the spring term focus on this area. Review of progress meetings should review progress in subject knowledge and identify opportunities for professional development, taking account of ATs’ subject knowledge audits.

PlanningATs need to gain an insight into levels of planning in a primary school (long term, medium term and short term), and support in this area should be provided throughout the year. Suggested progression is as follows:

Autumn Term ATs should be engaged in discussion about the planning process, and shown good examples. ATs should engage in teaching of small groups, as directed by the class teacher and from his/ her planning.

Spring Term (1)Using the university lesson planning format, and under the direction of the class teacher, ATs should plan lessons, or parts of lessons for groups. ATs should be shown examples of medium term planning and how this translates to weekly and/ or lesson plans.

Spring Term (2)As Spring Term (1) + ATs should be given the opportunity to engage more with medium term planning, and how short-term planning is derived from this.

Summer Term (1)ATs should be completing lesson plans with increasing independence, and preparing plans and teaching the whole class in some lessons, as deemed appropriate.

Summer Term (2, block placement)As Summer Term (1).

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Child Profiles

GuidanceAims: Enable ATs (ATs) to gain a greater understanding of assessment, target setting and tracking of

children’s progress. Enable ATs to gain a greater understanding of factors that affect children’s attainment.

Outstanding ATs will: Demonstrate a degree of autonomy and initiative in addressing the above Liaise with the appropriate colleagues in school in support of the child’s learning.

Child profiles are NOT the same as pupil tracking exercises commonly undertaken at the beginning of a placement. Child profiles are best completed once you have familiarised yourself with your classes, taught some lessons and developed a relationship with the pupils you are teaching.

In selecting appropriate pupils for child profiles, it advised to consider the pupils who are frequently mentioned in your lesson evaluations. Why do they appear so often? Why have the efforts you have made so far, to address the issues, not been successful?The Child Profiles are your opportunity to: examine more closely the circumstances of these pupils; develop an understanding of the school data regarding them, which should in turn enable your own pedagogical decision-making, in relation to these children, more informed and evidence-based.

The proforma enclosed is a suggested starting point for documenting this process. Please note that you must complete at least TWO per placement.

The key questions to consider are:1. What appear to be the challenges these pupils face? (S5b)2. How exactly is this affecting their work and attainment? (S5b)3. What does attainment data over time suggest? (S6c)4. What do the pupils themselves say when you speak to them? Are they asking for any support

directly, or indirectly? (S2c)5. How far have other colleagues involved in the teaching or pastoral care of these pupils noticed

similar challenges? (S8b)6. Is there a coordinated whole school plan for supporting these pupils? (S5d)7. What research might relate to these issues and what does it recommend for practitioners facing

these difficulties? (S5b; S5d)8. Have you engaged the pupils in conversations to generate a more trusting relationship? (S1a)9. What are the implications for planning for this pupil? (S5b)10. Can I show the impact of this in my lesson planning and in improved outcomes for these pupils?

(S2d)11. Is there scope and interest for a more developed focus on this as a case-study in a practitioner

enquiry or research investigation? (S3b)

Child Profiles – examples of possible additional content Records of pupil tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and / or targets.

The evidence in the Child Profiles should enable ATs to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. ATs should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

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Child Profile Proforma

GuidanceThis is a suggested proforma. Please also make reference to, or enclose, additional supplementary documentation that relates to the child (e.g. annotated examples of his / her work; actions from any individual education plan; key quotations from relevant research etc)

Pupil’s identifier: (initials or alias)

Year group and date of birth: (younger or older in year group?)

Summarise what appears to be the difficulties this child faces from your experience.(Refer to your lesson evaluations if relevant)

How exactly is this affecting their attainment?(Refer to examples of pupil work if relevant)

What does attainment data the school holds imply in relation to the child?(Check in other subject areas or where there is available data)

What does the school know about the child that might be relevant?(Is there any SEND? Are there other relevant circumstances?)

What insights have you gathered from speaking with the child that might affect directly or indirectly the challenges they have?

What insights are there from other colleagues who teach the child?

What findings are there from relevant research into this area or these difficulties?

In dialogue with your mentor, how might you need to approach your teaching now?(Please annotate lesson plans to show

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your adjustments and record in your evaluations the impact it is having)

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AUTUMN TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS: CLASSROOM ORGANISATION, BEHAVIOUR MANAGEMENT AND TEACHING PEDAGOGY

The following are suggested activities, which will help structure your time in school during the autumn term. The emphasis is on enabling you to gain a greater insight into classroom organisation, behaviour management and teaching pedagogy, and to make links between theory introduced in the university to practice observed in school.

1. Track a full day for one class of childrenRecord your observations during the day in your own diarised format. Try to consider why particular class management and teaching strategies are being used to support children’s learning. You should take opportunities to support individual children / groups as directed by the Class Teacher throughout the day. Observation should be participatory!

Some suggestions of what to look for: Transitions; Routines, including at the start and end of the day; Behaviour management strategies; How questioning is used to find out what children know and understand, or to

challenge their thinking; Strategies used to engage children in discussion; Ways in which children are grouped and why; Ways in which children’s learning is assessed.

Date to undertake Task Signature Date

completedw/c19th

November 1.Observation of class for full day

2. Safeguarding and Child Protectiona. Read the school’s Safeguarding/ Child Protection Policy and talk to the designated

teacher and/ or the Head Teacher to find out more about Safeguarding and Child Protection.

b. Find out who the Designated Safeguarding Officer is, and if possible talk to them to find out more about their role, and about Safeguarding and Child Protection.

c. Make sure that you know what to do if you are worried about the welfare of a child – so that you can help to protect children from maltreatment

d. Identify and record what is happening in the school, and what is done to: prevent impairment of children’s health or development; provide safe and effective care; enable children to have the best life chances. Explore the role of the curriculum.

e. Gather evidence of how your placement school/setting ensures children use technology, including the internet, safely. Evidence may include school policies, e-safety rules and/or planning which illustrates appropriate e-safety practice.

Date to undertake Task Signature Date completed

w/c 12th November 2aw/c 12th November 2bw/c 12th November 2cw/c 12th November 2dw/c 12th November 2e

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3. Observe and note the types of questions asked of children in the classroom. Consider what makes effective questioning and the impact that high quality questions have on the learning in the lesson. How is questioning used? Is it to illicit answers; to check understanding; for assessment purposes? Using Bloom’s taxonomy, consider the types of questions asked.

4. Keep a reflective diary of your observations in classrooms, particularly in relation to classroom management and organisation; behaviour management; and teaching strategies, including differentiation.

5. Write a reflective commentary (500 words approx.). This should focus on the extent to which you have seen a particular learning theory evidenced in classroom practice, and the impact on children’s learning. Submit your reflective commentary to Moodle as directed by Friday 14 th December 2018 at 6pm. You may find the model of reflective writing on Moodle (PR4918) useful to help structure your thoughts.

6. Design and make an interactive resource to be used in supporting learning on Visit Day 4, 5 or 6. You will need to discuss the resource with your base class teacher on Day 1 or Day 2, identifying what kind of resource it will be and which children it will be used with. How will the resource complement the children’s learning? You have free choice as to what to design and make, but ideas could include an IT resource, problem-solving activity, role-play activity, story-sack, number game, puppet etc. It should be interactive. You should use the resource to support the learning of a group of children or the whole class, and evaluate its effectiveness. Use your interactive resource to support teaching a small group or the whole class and write a short evaluation (up to 500 words) of your teaching and the effectiveness of the resource in enhancing the children’s learning. Submit your reflective commentary to Moodle as directed by Monday 21 st January 2019 at 6pm.

7. Meet with 2 children (selected for child profiles), to find out about their interests and attitudes to learning. Identify any factors that may affect the children’s motivation and learning. Write a brief report of what you have found out about each child, ensuring that this is done anonymously (e.g. referring to the children as Child A and Child B).

8. Through informal discussion, find out more about the professional roles of adults working in the school.

9. Observe an assembly or whole-school gathering led by the Head Teacher or Deputy Head Teacher and try to identify how this relates to the school ethos.

10. Identify differences in the physical classroom environment in two different classes (e.g. one in KS1 and one in KS2, or one in EYFS and one in KS1). You may find it useful to sketch and label a detailed plan of the classrooms.

11. Accompany a teacher on break duty and observe the children interacting in an informal context.

12. Observe a PE lesson in EYFS, KS1 or KS2 (where possible).

13. Investigate and report on the use of displays to support learning in the classroom. Have a close look at the ways in which displays support children’s learning. For example, displays of vocabulary lists, book reviews, role-play areas, topic webs, working walls, displays of children’s work across the curriculum, thematic displays etc.

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14. Observe how 1 unfamiliar classroom resource is used to support children’s learning and record some findings.

15. Take any opportunities to assist with extra-curricular activities.

Date to undertake Task Signature Date completed

w/c 26th November 3Ongoing 4w/c 7th January 5w/c 7th January 6w/c 10th December 7w/c 10th December 8w/c 26th November 9w/c 3rd December 10w/c 7th January 11w/c 26th November 12w/c 3rd December 13w/c 3rd December 14w/c 7th January 15

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SPRING TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS: ENGLISH, MATHEMATICS AND SCIENCENote, this section also contains information pertinent to the block placement.

ENGLISH

English Focus 1: Teaching reading

1A. Systematic Synthetic Phonics (SSP) as the prime approach to word-reading and spelling.

Required Grades: As you know, Teachers’ standard 3d relates to your ability to demonstrate your SSP subject knowledge. At no point during SBLs 1-3 may your overall grade for TS 3 be higher than your grade for TS 3d. At the end of SBL3 you cannot be awarded QTS without a minimum grade Good for TS 3d. A grade Good/Outstanding achieved at the end of SBL2 may be carried forward to SBL3 as long as the requirements below have been achieved by the interim point of SBL 3.

Required SSP teaching experience across the three years of the programme: Having observed and supported teaching, all ATs must teach sequences of discrete

SSP lessons. TWO out of the following three options should suffice:

1. A sequence of Phase 2/3 lessons (probably in Reception - 4-5 year olds); 2. A sequence of Phase 4/5 lessons (Y1 – 5-6 year olds); 3. A sequence of Phase 6 lessons (Y2) OR SSP teaching in a KS2 intervention group.

When in an EYFS or KS1 SBL placement, all ATs should plan opportunities for the application of SSP skills in other English lessons and in other areas of the curriculum. Seize unplanned opportunities to do likewise.

In addition, all Early Years/Primary ATs must observe/support/teach Phase 1 pre-reading skills (Aspects 1-7) in a Nursery/reception setting. As these are unlikely to follow the 4-part structure of a discrete SSP lesson, use the usual university observation form (LO1: Colleague Observation, p.53 of the PJF) to make your notes, taking care to use appropriate terminology when recording information.

For all SSP lessons you may use the specific discrete SSP lesson proformas available on Moodle: ‘AT observing teacher’ and ‘SSP discrete lesson planning’.

A minimum of 2 formal observations of your teaching are required to support final grades awarded during SBL 3. When being formally observed by an experienced SSP teacher, consider the use of the ‘Teacher Observing AT Grid’ (Moodle) which contains detailed graded criteria to support the identification of teaching strengths and areas for development.

The number of lessons that constitutes a ‘sequence’ in the required tasks above is dependent on a range of factors such as your prior SBL experience and your level of expertise. Therefore, by the interim review point of SBL 3, you must have taught as many SSP lessons as is necessary to demonstrate that you have exceeded the requirements of TS 3d.

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SBL 1 - Specific SSP guidance: Whilst you have three years to achieve a Good/Outstanding grade for TS 3d, you must seek SSP teaching experience this year because teaching reading is the main focus of English in Year 1. You should observe, support and teach as many SSP lessons as you can.

If you are based in an EYFS or KS1 class, you should ‘teach’ at least 3 discrete SSP lessons in addition to observing and supporting the teacher regularly. You may, of course teach many more. You ought to aim for a minimum grade ‘Developing’ for TS 3d by the end of SBL1. Grades ‘Good’ and ‘Outstanding’ are possible.

If you are based in a Key Stage 2 class for SBL1, you could observe, support and teach any existing KS2 SSP intervention groups, and you must observe and support at least 5 SSP lessons in total across Reception, Y1 or Y2. A grade ‘Developing’ (or higher) is not possible without teaching SSP.

1B: Reading Comprehension Read with individual children. Use questioning to teach and assess literal, inferential and

evaluative aspects of comprehension (Associated UBL session: 8) Observe group guided reading sessions and later lead a sequence of group guided

reading sessions following the structure outlined on the university ‘guided reading structure’ doc’ on Moodle. (Associated UBL session: 9)

Note how reading comprehension is applied in other English lessons and in other areas of the curriculum.

1C: Reading for Pleasure Read whole fiction book(s) to a group/class purely for the purpose of promoting a love of

reading. Develop an element of the school reading environment e.g. create an exciting reading

area. Collate examples of whole school or class-based attempts by teachers to promote

reading for pleasure. E.g. World Book day events, visiting authors, reading-based rewards etc. Comment on the impact of such activities. (Associated UBL session: 6)

N.B. WritingThe teaching of writing is not the focus of university based learning in year 1 of the programme. However, observing and supporting writing lessons this year (and possibly teaching aspects of writing if you feel confident) will be extremely valuable in preparation for the year 2 English module in which teaching writing will be the focus of your UBL.

Post SBL 3 Essential task to support the identification of areas for development - ensure that you have updated the following:

Your ‘English Subject Knowledge Confidence Audit’ – your hard copy in section 3 of your PJF and, simultaneously, via the electronic tool on Moodle.

The ‘Teaching SSP Experience’ record (Moodle). Submit to Turnitin (date tbc).

MATHEMATICS

1. Observe maths teaching outside your base class in at least one other class in school. Write a descriptive account of the lesson that would allow you to use your notes to teach the same lesson. Note the learning objectives, structure of the lesson, questions the teacher asks in whole class session and of individuals or groups as the children completed the tasks set. Pay particular attention to any misconceptions that occur with

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pupils or that the teacher may introduce to teach from. Include these misconceptions in your written account. Include your perceptions of what the pupil’s learnt.

2. Teach the starter activity you taught and evaluated in maths session in University to your peers to pupils. You can teach a whole class, group or pair of pupils. Write a reflective account of the teaching episode. Include as a minimum, what went well, what you would change if you used the task again and what the pupil’s learnt.

3. Obtain a copy of the school’s calculation policy. Read this and document any discussions you have with staff in school re clarification of ideas within the policy that you are not clear about.

4. Complete the ‘Resources for Teaching Place Value evaluation document’ (Available on Moodle to download).

5. Spend the minimum of a morning observing the teaching of mathematics in Nursery/Reception and document your observations.

Immediately following SBL, complete the ‘Teaching Mathematics Experience Log’ and upload this to Moodle (as will be explained). Also, update your ‘Mathematics Subject knowledge Confidence Audit’ (electronic and hard-copy).

SCIENCE (Serial Days)

Science Activity 1The place of science as a core subjectDiscuss with your mentor and/or science co-ordinator the rationale for how science is ‘positioned’ in the curriculum in your school. What is the pattern of delivery in the timetable (e.g. regular slots twice a week) and why has that approach been adopted? Compare the place of science alongside the other core subjects of English and Mathematics. Policy and curriculum planning documents might also help you to explore this if available to you. Make notes of your findings.

Science Activity 2Observation of science lessonsObserve at least three full science lessons across different year groups in your school.

Focus your observations on these key aspects: Identify when and how a constructivist approach is applied in the lessons. Note the

features you observe where this happens (i.e. what it looks like) and observe the impact on pupils’ progress in conceptual understanding within individual lessons.

Analyse which types of scientific enquiry you see being taught in the lessons and discuss with the teacher concerned their rationale for selecting that type of enquiry for the given learning opportunity.

Identify the specific skills of scientific enquiry being taught, practised and extended in the lessons you observe. How are they matched to the age and experience of the children?

What techniques does the teacher use to manage classroom organisation and pupil behaviour in practical science sessions?

To support your focused observation of science lessons, you can use the prompts in the science lesson observation pro-forma (Appendix 1) to record your analysis of the selected features. Complete one pro-forma for each of the science lessons you observe. You can do this electronically if you prefer so you can expand boxes. If you don’t observe any of these features, make notes of the approaches that you see being used in the lesson instead.

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SCIENCE (Block Placement)

Science Activity 3Continue to observe a range of science lessons in different year groups, including observation of the science co-ordinator teaching where possible. Continue to use the science lesson observation pro-forma to record your observations. Work alongside teachers during these lessons to support groups or individuals.

Science Activity 4Plan, teach and evaluate a minimum of two whole science lessons. These may be team taught if it is a paired placement.

You should receive at least one formal observation of your teaching of a science lesson and science should feature as a focus for discussion within at least one weekly meeting.

Evidence of these learning activities should be retained in your SBL file and you will be asked to complete a record of science experience when SBL 1 is completed to enable science tutors to track your progress. You will be required to upload sample lesson plans and the formal observation of your science teaching.

You should make every effort to negotiate opportunities to meet these minimum expectations.

Science Activity 5At the end of SBL 1: Update your science confidence audit (hard copy in PJF and electronic version on

Moodle); Complete the science record of experience via Moodle, including upload of plans and

observation when prompted.

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SUMMER TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS (during serial days): THE BROAD CURRICULUMThe serial days in the summer term should enable ATs to gain further experience across the breadth of the curriculum. During the block placement, ATs should draw upon any of the Professional Development Activities in the booklet, as appropriate to support training needs.

1. ObservationsObserve at least one lesson for each National Curriculum area and/ or EYFS area of learning. For each lesson observed, track the content back to the curriculum and record this in your notes.

2. Researcha) Find out what cross curricular links are made through the teaching of foundation

subjects in KS1 and KS2. Ask to look at examples of medium term planning to support this. Investigate approaches used to teaching the curriculum (e.g. through topics or more ‘subject-specific’ approaches).

b) The following extract is taken from the statutory framework for the Early Years Foundation Stage. Investigate how the statement in bold is put into practice.

‘There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: communication and language; physical development; and personal, social and emotional development.

‘Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.

The specific areas are: literacy; mathematics; understanding the world; and expressive arts and design.’

3. Teachinga) Identify opportunities for supporting learning in non-core subjects, and keep a

record of experience. or

b) Identify opportunities for supporting learning across prime and specific areas of learning in EYFS, and keep a record of experience.

4. Identify time to meet with the SENCO. In your meeting, discuss how the school identifies children with Special Educational Needs and Disability (SEND) and how provision is made for these children in school. Identify what additional provision is made for the children and what the role of parents is.

5. How does the Outdoors Area support children in their learning? How do teachers plan for learning outdoors? What are the children’s perceptions of learning outdoors?

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6. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

Play is freely chosen by the child, and is under the control of the child. The child decides how to play, how long to sustain the play, what the play is about, and who to play with. There are many forms of play, but it is usually highly creative, open-ended and imaginative. It requires active engagement of the players, and can be deeply satisfying.

Child-initiated activity has many characteristics in common with play, as it is wholly decided upon by the child, based on the child’s own motivation, and remains under the child’s control. It may involve play of many types, or it may be seen by the child as an activity with a serious purpose to explore a project or express an idea which the child may not see as pure play. It is guided by certain expectations within an Early Years setting regarding responsible use of space, time and purposes.

Adult-led activities are those which adults initiate. The activities are not play, and children are likely not to see them as play, but they should be playful – with activities presented to children which are as open-ended as possible, with elements of imagination and active exploration that will increase the interest and motivation for children. As well as focused activities with groups of children, adult-led activities can include greeting times, story times, songs and even tidying up.

In a reception classroom there should be a range of learning opportunities through ‘play’.1. Observe and make a note of the different ‘play’ experiences the children enjoy.2. Observe the children working/playing outside.3. Follow/observe the play/work of one of your child profile children outside. What do

you notice about your profile child when they are outside?

Look at the AREAS of LEARNING IN THE EYFS (Check the Early Years folder on Moodle).4. Are these areas identifiable in the classroom/setting?5. Communication and language are a PRIME area of learning. What strategies can

you see practitioners using to support young children’s developing communication and language?

6. Children learn from other children who have more knowledge or experience.

What particular features of the learning environment can you see that might encourage children to work together?

What strategies might adults use in child-initiated time to encourage children to support each other?

7.

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Appendix 1A Science Lesson Observation Form

School: Year group: Date:

Science topic Time:

Learning Objectives:

Features of a constructivist approach observed:

What did this look like in this lesson?

What was the impact on pupils’ conceptual understanding?

Type of scientific enquiry taught:

Please circle:

fair test survey observation research

sorting/classifying problem-solving none

Specific skills of scientific enquiry/working scientifically being taught, practised or extended:

Please tick all that apply:

Raising questions Planning investigations Identifying and controlling variables Predicting Observing/measuring Presenting and analysing data Interpreting results and drawing conclusions Evaluating investigations

What did this look like in this lesson?

Notes on classroom organisation/behaviour management techniques used

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Documents

PR4918 Y1 SBL... · Web viewThe contribution of Physical Development and PE, and the role of fundamental movement skills in the promotion of appropriate health enhancing physical