· Web viewBEd (Primary) Programme. Year 2. Part 2. School Experience. Summer. Term . 201. 8. Notes of Guidance for . Student Teachers, School …

BEd (Primary) ProgrammeYear 2 Part 2

School Experience

Summer Term 2018

Notes of Guidance for Student Teachers,

School Based Tutors, University Visiting Tutors and Mentors

ITE Placements Team and Partnership Office

Plymouth UniversityPlymouth Institute of EducationRoom 109, Roland Levinsky Building Drake CircusPlymouthPL4 8AA

Tel: 01752 585324E-Mail: [email protected]

mailto:[email protected]

BEd (Primary)Year 2, Part 2 School Experience

Summer Term 2018

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus.

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus.

University visiting Tutors and Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing.

UVT / UM contacts the school via email to ensure that the expectations and requirements of BEd Year 2, Part 2 are clear.

Student teachers must contact University visiting Tutor or University Mentor.

n/a n/a

w/c 30th April 2018(Week 1)

School experience begins

Early Alert may be used up until Friday 4th May 2018.

Those student teachers who were issued with Cause for Concern at the end of Part 1 will need to demonstrate that they have addressed their targets by the end of week 1 or Cause for Concern will be re-issued.

Focussed observation (1) SBT - Focussed observation

SBT - Focussed observation

Page 1 of 23BEd Yr 2 Part 2 Summer Notes of Guidance

w/c 7th May 2018(Week 2)

Observation and completion of Monitoring & Evaluation Form (M&EF).[1]

Cause for Concern issued no later than Wednesday 9th May 2018.

Focussed observation (2)

Interim grades to SE.

SM


UM


w/c 14th May 2018 (Week 3)

Joint observation and completion of Monitoring & Evaluation Form (M&EF).[2]

File Moderation Meetings by request during this week.


Insufficient Progress should be issued no later than Friday 18th May 2018.

UVT

SM - Focussed observation

UM


w/c 21st May 2018 (Week 4)


End of school experienceReports should be completed electronically by this date and emailed together with a Word document of the final profile towards the Teachers’ Standards to the Partnership Office by Friday 25th May 2018.

SM UM


1. Introduction

The Summer Term Year 2 School Experience, is a solo placement which provides opportunities for the student to demonstrate that they can teach in the same class with greater independence and with a heightened awareness of pupil’s progress. Student teachers are expected to build on outcomes from the Year 2, Autumn Term Placement and consolidate their learning by working with the same children.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

In the Year 2, solo placement, the Partnership expects a school based training programme to include:-

undertaking observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year;

planning , assessment and provision for individual differences (including EAL);

planning for pupils who have particular education needs, working within the Code of Practice, implementing individual education plans, knowing where to get help in order to give positive and targeted support;

opportunities to observe good practice across the curriculum;

opportunities to observe good practice in their specialist subject where possible and appropriate;

how the school implements SMSC and promotes fundamental British Values;

support in planning individual lessons and sequences of lessons which have clear learning objectives where the student teacher continues to develop a growing awareness of the impact of their teaching;

opportunities to work alongside experienced TAs;

opportunities for teaching individuals, groups and whole classes and develop further awareness of pupil progress;

opportunities to teach spelling and/or grammar to groups and whole classes and receive structured feedback;

opportunities to discuss Behaviour Management policy, and the opportunity to observe/discuss its implementation in a range of classrooms;

opportunities to consider and implement assessment of children’s learning and to begin to use assessment to inform further planning;

in light of the current focus on the teaching of mathematics, have opportunities to explore the impact of this in school;

opportunities to address targets identified during earlier school experiences and university based modules and detailed in the student teacher’s professional development profile;


Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Students are told that:

‘We will not normally release data about you to your parents, partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

2. Information relevant to all placementsAll student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all partners.

a) Leave of Absence During School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the ITE Placements Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate


mailto:[email protected]

in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence Form. This will be considered and may or may not be granted.

It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments; school visits and interviews for first teaching posts; the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes matters of safeguarding, if they have concerns that the progress of the pupils in the school is being hampered by poor attendance, or disruption caused by unnecessary or unauthorised absence. The appropriate documentation and procedures can be found on page 37 of the Proformas document (14b) which can be found in the Primary Partnership Portfolio.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio and student teachers will have prepared their files in advance and had them checked by their Professional Tutors.

The maintenance and upkeep of these files, which are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop their awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.


In addition student teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work. Details can be found on the POPPI website for student teachers.

d) Mathematics

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition:

a. Student teachers on BEd Year 1 school experience or PGCE Placement 1 a) should focus on the teaching of geometry whilst

b. Student teachers on BEd Year 2 school experience or PGCE Placement 1 b) should focus on number.

e) Specialist Subjects

As potential specialist subject leaders or leaders in the field of Early Childhood Studies (see additional guidance in the Primary Partnership Portfolio), student teachers should discuss the role as fully as possible with appropriate colleagues in school. Student teachers will need to address at least the following:-

all aspects of planning;

the contribution their specialism makes to the whole curriculum;

how resources are used to support teaching and learning;

the management of resources and equipment throughout the school;

how developments in the specialism relate to the whole school/setting development

plan.

f) Foundation Subjects (the Boarder Curriculum)

Although student teachers’ experience in foundation subjects has been more limited than in the core, the university programme has included at least a taster course in each subject and a further opportunity to explore one subject in a little more detail. All student teachers have been involved in preparation that has begun to consider cross curricular planning; this has a strong foundation subject focus. Through negotiation student teachers should try to include as many foundation subjects (including RE) as possible in their teaching during this final placement, particularly where previous experience is limited. All student teachers should teach PE during Final School Experience and have one graded observation.

The Teachers’ Standards require student teachers to show that they can teach a range of work across the non-core subjects with advice from an experienced colleague, where this is appropriate. Whilst student teachers will lead the teaching of these subjects in their


classrooms their work will often be supported by other colleagues, for example at the planning stage and when identifying objectives, differentiating tasks, selecting resources or assessing pupils’ progress. Student teachers have a framework for recording details of their teaching experience in foundation subjects. Student teachers in the Early Years Foundation Stage will lead the teaching in all the main areas of learning and development.

The School Based Training element of School Experience facilitates the student teachers’ opportunity to ensure that this breath of knowledge and understanding can be achieved.

g) The 3 Rs of the Behaviour Curriculum – Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.

h) The Professional Profile

All of these elements can be exemplified in the levels and stages within the Teachers’ Standards as set out in the professional profile and the professional profile gives a clear indication of the progress being made by the student teacher whilst on placement.

In preparation for each school experience placement the student teacher will meet with their Professional Tutor to discuss their personal targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.

A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented.

When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files they will initial the element and it can be “greened”.

The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.

i) The Monitoring and Evaluation Record Form


This is a document which the Partnership has developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress.

It includes:

a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;

a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take

forward; comment on files, preparation and professionalism as exemplified in Part 2 of the

Teachers’ Standards; an agreed overall weekly grade which the student teacher uploads, and gives the

campus based staff, including their Professional Tutors an indication of their progress;

a narrative box to ensure that targets set and advice given have been responsed to.

Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section.

j) Reflective Weekly Overview and Progress Record, Part 1, 2 and 3

For BEd Year 1 Summer term; BEd Year 2 and BEd Year 3; and PGCE Placement 1 a, 1 b and Placement 2

Part 1 – requires the student teacher to reflect on all of the Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement.

Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning.

Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.

It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include in their Practical Teaching File, in each tabulated weekly section.

The Self Review Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. It can be found on page 19.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust.


k) Daily Reflections

For the first week BEd Year 1 and PGCE student teachers on Placement 1 a, student teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice. The mentor may require for it to be completed for a further week to assist the student teacher.

The Self Review Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 19).

Those student teachers who are issued with Insufficient Progress may also be required to complete daily reflections in order to support them through this intervention on the advice of the mentor.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

l) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teacher’s planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Student teachers must include appropriate evaluations, assessment and annotations for school planning to ensure a secure understanding of the teaching and learning process.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

m) Focussed Observations

The purpose of these is threefold:

1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to


targets for progress as previously identified in weekly reviews and learning conversations.

2. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed

outcomes.

3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

Completed focussed observations should be kept in the clearly identified and tabulated section of the Practical Teaching File.

n) Progress during School Experience

Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

the Monitoring and Evaluation Report Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades form which are uploaded electronically at specific points in the placement by the student teacher. Failure to do so may result in Cause for Concern being issued;

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files.

3. The First Week in School

The purpose of this week is to enable student teachers to refamiliarise themselves with the children, staff and school.

If a Student Teacher is returning to Part 2 Bed Y2 school experience having been issued with a Cause for Concern at the end of Part 1, they will share their Action Plan, preparation and steps taken to address concerns immediately on return to placement. They must be able to demonstrate that their targets are met by Wednesday 9th May or Cause for Concern will be issued.

The students will come to the placement with their files prepared ready to begin using so that by the end of week 1 there is clear evidence that they have:-

discussed the Safeguarding and Ethics proforma and have a signed copy in their Practical Teaching File;

re-established an understanding of the school’s routines, procedures and the general management routines of their specific classroom/s;


re-familiarised themselves with the children, their capabilities and needs, through working with individuals and groups including working with those pupils with additional needs;

established an overview of pupil progress since the autumn term placement;

reintroduced themselves to the TAs in their particular classroom;

discussed and recorded medium term planning for subject areas they will teach;

agreed detailed planning in some areas (preferably Core subjects) for their teaching in the second week;

discussed and begin to implement a School Based Training Programme with school based colleagues;

agreed a detailed timetable for specific teaching responsibilities,focused observations and professional learning activities outlined in their School Based Training Programme for the first week;

participated in individual or group work during English (including phonics) and mathematics sessions;

prepared for the first Monitoring and Evaluation with their School/University Mentor;

undertaken observations of the School Based Tutor working with the pupils in a range of differing situations, focusing specifically on the teaching of the Core subjects and on more general classroom management routines;

in consultation with the School Based Tutor identify 4 pupils for profiling.

4. For the remainder of the placementFor the remainder of the placement, the student teachers should work with children for 75% of the day. Student teachers should teach each of the core subjects within individual, group or whole class situations as appropriate.

For 75% of the school week student teachers are expected to:-

Continue to familiarise themselves with the school’s policies, routines, procedures and the general management routines of their specific classroom/s;

discuss the school’s behaviour management policy and how it is implemented in their particular classroom;

by working with individuals and groups, get to know the pupils, their capabilities and needs;

discuss those pupils supported by IEPs with the class teacher and other colleagues in order to enable appropriate planning;

take sufficient responsibility in the classroom to establish themselves as members of the school’s teaching team by undertaking further duties;


begin to take the lead in at least one whole class introduction for both English and mathematics;

begin to keep records and information for pupils’ profiles. It is very important that this begins early in order to inform teaching and learning.

teach English and mathematics in whole class situations on a regular basis - preferably daily - and in the final two weeks take full responsibility for teaching these. When working with children in the EYFS, student teachers should ensure they provide appropriate activities in the Prime and Specific Areas of Learning (see Notes of Guidance – Early Years – Section 10 of the Primary Partnership Portfolio);

teach as wide a range of curricular areas as possible;

plan and teach PE;

make use of a variety of strategies and resources and select evidence of pupils’ progress to enable them to differentiate their teaching;

embrace the school’s implementation of SMSC and promotion of fundamental British Values;

where possible and appropriate work alongside experienced TAs either in their own or another classroom, focusing on English and mathematics;

undertake monitoring and assessment of pupils’ achievement;

observe, plan and teach phonics and be observed;

negotiate and discuss specific focused observations linked to personal targets by school staff.

5. The School Based Training Programme

This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

undertaking focused observations across the school of the teaching of English (including phonics and SPAG) and mathematics, science and their specialist subject. These observations should wherever possible include the use of ICT;

developing an awareness of the TAs’ role in their particular classroom, or in another classroom focusing on English and mathematics;

developing an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;

develop an awareness of and keep a record of how the school is implementing support for children with EAL, SEN, PP and what strategies and systems the school uses, and reflect this in weekly reviews;

undertake observations of PE, music and practical sessions;


discussion with the School Based Tutor , and other colleagues as appropriate, concerning planning, assessment and provision for individual differences (including EAL);

observing good practice across the school – especially in the Core and their own specialist subject;

discussing their work and holding profiling conferences about their work and progress with school based colleagues, including engaging in the profiling process with the School/University Mentor and/or University Visiting Tutor;

undertaking assessment and monitoring activities.

Please note this time should not be allocated for planning, marking or private study.

6. Beyond the School Day

Student teachers are expected to:

analyse and reflect on their teaching daily. Each lesson plan should be annotated to indicate children’s learning and progress in relation to learning objectives. It is important that student teachers discuss ‘next steps’ and evaluate their teaching and the impact on pupils learning;

plan and resource lessons;

participate fully in the life of the school by attending staff meetings or INSET, meeting with parents, including attending parents evenings and participating in extra-curricular activities;

complete a Weekly Reflection and Evaluation Record highlighting targets for progress and email to their School/University Mentor;

consider their progress in their Professional Profile.

7. Pupil Progress

Assessing Learning Outcomes in Sessions

All students will prepare a Pupil Progress File – the layout and content will be organised as set out in the proforma section of the Primary Partnership Portfolio. Student teachers will continue to collect evidence of the progress of the 2 pupils selected in autumn term Part 1, and an additional 2 pupils – making a total of 4.

Lesson evaluations will include assessment of pupils’ learning in relation to objectives and expected outcomes as detailed in lesson plans. Evaluations will contain some references to particular pupils, their learning or responses and should be used to inform further planning. Review of lesson evaluations on a daily basis contributes to evidence of pupils’ progress. All student teachers have been made aware of a range of assessment strategies both on campus and through other school experience placements. The Primary Partnership Portfolio contains a format for class list records for use by student teachers if this is appropriate and recommended by the school.

Formative Assessment


Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils’ learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral comments. Giving pupils appropriate feedback, both oral and written, will be part of the planning and assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning. This will help them consider targets for individual pupils’ development.

Student teachers are also expected to:

prepare for their work in AM through discussing the school’s approach to monitoring, assessment and record keeping with key members of staff as such as the School Based Tutor, School Mentor and senior staff. Records should be kept of the key points of these discussions;

undertake formative marking – taking into account pupils’ individual targets and considering next steps;

monitor and assess the achievements of the whole class across those aspects of the Core subjects and their specialist subjects for which they have teaching responsibilities;

maintain records which can contribute to planning and reporting;

make a detailed Core and specialist subject profile for four pupils based on a variety of assessment strategies (in consultation with school based colleagues and pupils as appropriate). When working with children in the EYFS, student teachers should ensure they provide appropriate records of attainment in the Prime and Specific Areas of Learning based on a variety of assessment strategies. (see Notes of Guidance - Early Years – Section 10 of the Primary Partnership Portfolio);

complete a child profiling sheet for each profile pupil at the beginning and towards the end of the school experience. The student should focus on the impact of their teaching on the child’s learning and be able to explain this in discussion.

prepare actual or simulated reports for parents, relating to attainment in literacy and numeracy, science and their specialist subjects for ONE of the profiled pupils. The reports must be discussed with school based colleagues.

Summative Assessment

Student teachers should include outline information on assessment that is used in the school at key points throughout the year and what this tells them about the learning that has taken place.

8. Moderation Meetings and Quality Assurance

Prior to file moderation, School Mentors are required to send an interim grade to the University Visiting Tutor. Supply cover, travel expenses and lunch are provided in order for all quality assurance processes to take place within the partnership.

The meetings are a crucial part of the Partnership’s rigorous quality assurance procedures and are held at a variety of locations across the Partnership. Most importantly, they form a key element of the on-going student support and feedback process. Schools who are required to attend moderation will be notified well in advance so that either the School Mentor (AP schools) or University mentor (TP schools) can attend. This will happen on a


two yearly cycle. The moderation process is supported by a member of academic campus based staff.

Student teachers whose files are selected for moderation should not be overly concerned about the process. However, they should ensure that their Practical Teaching Files are well presented and fully reflect the standard of work they have completed in school.

9. Identification of Areas of Concern

The Primary Partnership Portfolio (Section 7) details the procedure to be adopted.

Weekly written feedback in the Weekly Review and Monitoring Report must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 4th May 2018.

The Partnership Office must be notified by Wednesday 9th of May 2018 if there are serious concerns about a student teacher’s ability to complete the school experience satisfactorily by completing a Cause for Concern proforma.

If concerns persist the Insufficient Progress formal notification should be given to the student teacher no later than Friday 25th May 2018.. The appropriate pro-forma is provided in the proforma Section of the Primary Partnership Portfolio. In exceptional circumstances, formal notification of insufficient progress may be given at a later date.

10. Evaluation

At the end of the school experience, all partners are invited to contribute to our on-going quality assurance process by completing an evaluation form.


Quality Assurance Record BEd 2 Year Summer School Experience

Checklist and Weekly Monitoring and Evaluation Record for School Based Tutors, School/University Mentor and University Visiting Tutor. (Copies of this QA record should be placed at the front of student teachers’ Practical Teaching Files).

Observation Feedback RecordStudent teachers should be observed and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.

WeekTutor (School Based Tutors,

School Mentors, University

Visiting Tutors/Mentors

Monitoring &

Evaluation Report

Focussed ObservationFeedback

Given

Initials Student teacher’s

initialsDate

Week 1w/c 30 April

Week 2w/c 7 May

Week 3w/c 14 May

Week 4w/c 21 May


Self - Review: Assessment for Learning

Learning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established

Notes for my profiling/weekly review

I always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning Developing Established Notes for my profiling/weekly reviewMy oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedback My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback


I have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established


I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each others work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning

Developing Established


I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning Beginning Developing

Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well


as celebrating achievement


School Experience checklist for all partners

These checklists are designed to be an aide memoire for all partners supporting students as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

Week 1

By the end of week 1 in school has the student teacher:-

discussed the Safeguarding and Ethics proforma and have a signed copy in their Practical Teaching File?

re-established an understanding of the school’s routines, procedures and the general management routines of their specific classroom/s?

re-familiarised themselves with the children, their capabilities and needs, through working with individuals and groups including working with those pupils with special educational needs?

reintroduced themselves to the TAs in their particular classroom?

discussed and recorded medium term planning for subject areas they will teach?

agreed detailed planning in some areas (preferably Core subjects) for their teaching in the second week?

discussed and begin to implement a School Based Training Programme with school based colleagues?

agreed a detailed timetable for specific teaching responsibilities,focused observations and professional learning activities outlined in their School Based Training Programme for the first week?

participated in individual or group work during English (including phonics) and mathematics sessions?

prepared for the first Weekly Monitoring and Evaluation with their School/University Mentor?

undertaken observations of the class teacher working with the pupils in a range of differing situations, focusing specifically on the teaching of the Core subjects and on more general classroom management routines?

in consultation with the School Based Tutor identify 4 pupils for profiling?

Signed

Student................................................................

School Based Tutor...........................................

Date......................................................................


Teaching commitments and expectations for the remainder of the placement

continued to familiarise themselves with the school’s policies, routines, procedures and the general management routines of their specific classroom/s?

discussed the school’s behaviour management policy and how it is implemented in their particular classroom?

worked with individuals and groups, to get to know the pupils, theircapabilities and needs?

discussed those pupils supported by IEPs with the class teacher and other colleagues in order to enable appropriate planning?

taken sufficient responsibility in the classroom to establish themselves as members of the school’s teaching team by undertaking further duties?

begun to keep records and information for pupils’ profiles?

taken the lead in the introduction for both English and Mathematics and then taught English and Mathematics in whole class situations on a regular basis –preferably daily – and in the final two weeks take full responsibility for teachingthese?

taught as wide a range of curricular areas as possible?

planned and taught PE?

made use of a variety of strategies and resources and select evidence ofpupils’ progress to enable them to differentiate their teaching?

where possible and appropriate worked alongside experienced TAs either in their own or another classroom, focusing on English and mathematics?

undertaken monitoring and assessment of pupils’ achievement?

observed, planned and taught phonics and be observed?

negotiated and discussed specific focused observations linked to personaltargets by school staff?

Signed

Student................................................................


Date......................................................................

The School Based Training ProgrammePage 21 of 23

BEd Yr 2 Part 2 Summer Notes of Guidance

For approximately 25% of the week, has the student teacher negotiated a training programme which includes (indicate the weeks this has been achieved in the boxes below):-

undertaking focused observations across the school of the teaching of English and mathematics, science and their specialist subject? These observations should wherever possible include the use of ICT.

developed an awareness of the TAs’ role in their particular classroom, or in another classroom focusing on English and mathematics?

developed an awareness of other professionals who support children’s learning or development including, where possible, before and after school care?

developed an awareness of and keep a record of how the school is implementing support for children with EAL, SEN, PP and what strategies and systems the school uses, and reflect this in weekly reviews?

undertaken observations of PE, music and practical sessions?

discussed with the School Based Tutor , and other colleagues as appropriate, concerning planning, assessment and provision for individual differences (including EAL)?

observed good practice across the school – especially in the Core and their own specialist subject?

discussed their work and holding profiling conferences about their work and progress with school based colleagues, including engaging in the profiling process with the School/University Mentor and/or University Visiting Tutor;

undertaken AM activities?

Signed

Student................................................................


Date.....................................................................

Beyond the School DayPage 22 of 23

BEd Yr 2 Part 2 Summer Notes of Guidance

Has the student teacher:-

analysed and reflected on their teaching daily? Each lesson plan should be annotated to indicate children’s learning and progress in relation to learning objectives.

planned and resourced lessons?

participated fully in the life of the school by attending staff meetings or INSET, meeting with parents, including attending parents evening and participating in extra-curricular activities?

completed a Reflection and Evaluation Record highlighting targets for progress and emailed to School/University Mentor?

considered their progress on their online profile (SCROLL)?

Signed

Student................................................................


Date.....................................................................BEd Yr2 RECORD OF SCHOOL BASED TRAINING

All Professional Learning Activities


An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.

WeekSpecific Professional Learning Activities and

links to Teachers’ StandardsWeekly professional

learning activities and links to Teachers’ Standards e.g.

staff meetings

Week 1w/c 30 April

Week 2w/c 7 May

Week 3w/c 14 May

Week 4w/c 21 May


Documents

· Web viewBEd (Primary) Programme. Year 2. Part 2. School Experience. Summer. Term . 201. 8. Notes of Guidance for . Student Teachers, School …