SCHOOL OF EDUCATION AND PROFESSIONAL
DEVELOPMENT
PRIMARY / MIDDLE YEARS TEACHING STUDIES
PROGRAMME
POST-GRADUATE CERTIFICATE IN
EDUCATION 3-8 ROUTE
PHASE 3
SCHOOL EXPERIENCE HANDBOOK
2001-02
CONTENTS
Introduction 3
Letter to headteachers and mentors 4
School experience dates and contact numbers 6
Professional expectations of all trainees on practice 7
Module title and outline 9
Standards 12
General guidelines and weekly guidelines 26
Roles and responsibilities 29
School Experience file 31
Planning for teaching and learning 32
Planning for Foundation Stage 33
Medium Term Plan 34
Weekly Plan 37
Day Plan 38
Short term Plan 39
Planning for KS1 / Y3 40
Planning for Teaching and Learning 41
Curriculum Areas 43
Medium Term Planning 44
Weekly Timetable 49
Day Plan 50
Short Term Plan 51
Evaluation 52
Assessing and recording learning 54
Monitoring and recording progress 56
Formative assessment record 58
Summative assessment record 60
Weekly evaluation 62
School experience action plan 63
Final thoughts 50
School Experience Summary 51
Formative and summative teaching experience report 52
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INTRODUCTION
This handbook relates to the PGCE school experience at Leeds Metropolitan University. It is
intended primarily for trainees but also for Mentors, Teachers, Heads and Link Tutors.
School experience forms three modules in the PGCE programme. The aims of school experience are
set out in the module descriptions, together with more detailed objectives and information on the
curriculum content and the assessment of the module.
It is of course unlike other modules in the way it requires a special combination of theoretical
understanding and practical competencies. Trainees will find it both a challenging and rewarding
experience; it certainly gives every trainee the chance to demonstrate their capacity for hard and
focused work!
The wish of everyone concerned is that trainees will successfully complete their School Experience.
However, in Phase 3 assessment of trainees as PASS / FAIL in relation to listed TTA Standards
must be made in the final two weeks of School Experience. Supervising mentors have
responsibilities for supporting and assessing trainees and liaising with the Link Tutor.
Trainees are asked to keep a copy of the Handbook in their School Experience file. The Mentor will
be given a copy of the Handbook, as will Link Tutors.
The central message to trainees is to enjoy their School Experience. Preparation in depth and detail
will help them to do so. If difficulties do arise, as they may do, they should go for advice and
support to either the Mentor or Link tutor, or both.
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Dear Colleague
Thank you for the continuing support being given to PGCE students in your school. The trainees are
now beginning to anticipate their final School Experience.
We hope that this booklet, „The Phase Three School Experience Handbook‟, will help the trainees,
but will also provide an understanding for you of what we hope they will achieve during this second
phase of their professional development.
In Phase Three the trainees are currently completing their courses in the Core Subjects and
Professional Studies and have some outstanding tasks to undertake in the Directed Activity
Booklets, “Investigating the Core Curriculum”.
Mentors should facilitate opportunities to complete the tasks and simply sign the booklets on
completion. The booklets must be submitted, as evidence of trainees‟ professional development,
with their end of year statement.
The block School Experience is between Monday April 29th - Friday 28th June and you will
appreciate that trainees need early information about the subject content or topics they will
teach. They must show clear evidence of planning by April 19th 2002 though final detailed
plans must be shown to Mentors and Link Tutors before Friday 26 th April. Trainees have been
asked to provide information about their targets for development in Phase Three and discuss their
Phase One / Two School Experience Report with you.
During the School Experience trainees should plan and teach the whole class a broad curriculum for
a 75% teaching timetable to include Core (particularly Reading and Number) and all other
Foundation subjects where feasible though the teacher can be in support working with groups or
individuals during the initial week or two as appropriate. The remaining 25% professional
development time should be used to assist, observe and for marking, planning, display. Before half
term outstanding directed activities should also be completed.
We hope that in Phase Three, trainees will continue to develop professionally. We want trainees to
particularly develop their understanding and skill in the Assessment Process. In addition to
the ongoing formative and diagnostic assessment of teaching and learning in relation to
planned objectives, we want trainees to make specific formative and summative assessment of
2 pupils in Core subjects relating to learning objectives drawn from Programmes of Study and
to the appropriate level descriptions.
They should also write a brief profile statement about two different pupils each evening during the
School Experience.
We should also like trainees to shadow staff involved in Teacher Assessment, National Tests,
preparation of Reports and a ‘Parent Interview’.
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In Option 2 schools, Mentors should observe trainees for a substantial teaching session each week
and give written and verbal feedback after each occasion utilising the revised Formative Teaching
Session Report forms provided. As agreed the Link tutor will make one paired observation with any
new Mentor and will give additional support if any trainee is giving cause for concern.
Any trainee whose progress has given some cause for concern and who is considered likely to
fail to meet the Standards necessary to achieve a PASS must be sent a letter stating this,
during week commencing 27th May. The letters are issued by the School Liaison Office and
the Course Leader must be informed by the Link Tutor or Mentor by Wednesday 29 th May.
This is to enable trainees to address the issues prior to assessment in week 7.
Trainees must be assessed as PASS or FAIL in the seventh week of the School Experience so
that the recommendation is available to arrange the External Examiner’s programme of visits
in the final week prior to the Exam Board.
External Examiners visit a range of trainees but must see all students who are likely to fail.
In making an Assessment of Practical Teaching Mentors must judge trainees in relation
to the general criteria for the module but more SPECIFICALLY IN RELATION TO
TTA STANDARDS WHICH NEWLY QUALIFIED TEACHERS SHOULD
DEMONSTRATE. THESE ARE IDENTIFIED IN THE SCHOOL EXPERIENCE
HANDBOOK AND ON THE REPORT FORMS.
Towards the end of the practice, Mentors should compile a final Summative Report on the forms
provided as these reports are needed to rewrite interim References held on file.
In Option 1 schools, a Leeds Metropolitan University Tutor will assume responsibility for observing
and assessing practical teaching as outlined above.
A Mentor Meeting will be held for all Mentors (date to be arranged), to discuss trainee progress and
assessment. Meanwhile, if you have any queries or concerns please do not hesitate to contact us.
Yours faithfully
Chris Belcher
Route Leader - PGCE Primary Course
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SCHOOL EXPERIENCE DATES 2001 / 2002 POSTGRADUATE (PRIMARY)
Phase 1
Initial School Experiences
10th September – 28th September 2001 (2 weeks 3 days)
6 additional visits by arrangement between 15th October – 5th November 2001
Three weeks practical teaching 12th November – 30th November 2001.
Phase 2 Nursery
5 additional visits by arrangement prior to 18th January 2002
Nursery Practice Monday 21st January – 18th February (3 weeks).
Phase 3
6 Day visits by arrangement in weeks prior to April 20th
Block Experience Monday 29th April – Friday 28th June 2002 (8 weeks + half-term)
NB. Day visits should be arranged on trainees non-contact ‘study’ days.
CONTACT TELEPHONE NUMBERS AND ADDRESSES
School Liaison Admin Office 0113 283 1761
Jean Nossiter email: j.nossiter@lmu.ac.uk
PGCE Route Leader 0113 283 2600 ext. 3584
Chris Belcher email: c.d.belcher@lmu.ac.uk
Address for Correspondence
Schools Liaison Office
School of Education and Professional Development
Carnegie Hall
Beckett Park Campus
Leeds
LS6 3QS
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Professional Expectations Of All Students On School Experience
Dress
- adhere to school policy on dress
Professional persona
- demonstrate a professional approach to the experience
- work as a temporary member of staff under the authority of the Head Teacher, adhering
to school policy on all matters
- show correct professional relationships towards school staff, pupils, parents and other
adults in the school
- refrain from gossip and express any opinion in a professional manner
Whole school involvement
- get involved in extra-curricular activities
- attend Parents' Evenings
School ethos and policies
- become familiar with the school policies, handbooks and codes of conduct
- get involved in staff/ departmental meetings when appropriate
Observation
- spend time observing and acquainting yourself with the school
- observe different teachers and their approach to different classes and aspects of the
curriculum
File
- a compulsory document which must contain evidence of planning and evaluation for all
lessons
Teaching
- take an active role and practise teaching in a thoroughly committed way
- work under the supervision of the school staff
Interviews with Pupils
If a trainee needs to see an individual pupil privately at any time this should be in a „public‟ place,
e.g. a corridor or even the playground (rather than an enclosed classroom) where the conversation
can be seen, but not necessarily overheard, by other members of staff. This will prevent any
possibility of later allegation of improper conduct.
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Trainees should ask for advice on the school‟s approach to physical contact with young children and
follow this guidance.
Any breach of the minimum standards of professional behaviour will be the cause of great concern .
It calls into question the suitability of the trainee teacher to work with pupils and staff in the school.
Definition of such breaches will be in relation to
* any written code of conduct which teachers in the school are required to follow
* the code of conduct for trainees as set out here
Should a trainee teachers‟ behaviour be judged to be unprofessional through breaching codes of
conduct, the Scheme Leader will be required to act in accordance with the regulations and
procedures of the University. Action may include :
formal warning
temporary suspension from the course
withdrawal from the course
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MODULE TITLE: PG.TP2: SCHOOL EXPERIENCE PHASE 3
MODULE TITLE: PG: School Experience Phase 3
AIMS
The third and final phase of the course culminates as did Phase One and Two with a block of
sustained School Experience in another local school. Trainees will be expected to build upon their
earlier experiences in school and their University studies so that they can demonstrate beginning
teacher competence at the end of the course. Following review of Phases One and Two School
Experience the third phase of School Experience supported by further course work and school-based
directed activities will enable the trainees to:
- develop and extend their classroom confidence and competence and consolidate their skills and
strategies in teaching and securing learning across the curriculum;
- assume increased responsibilities for children‟s learning and development, paying attention to
teaching, assessing and recording progress across a range of curriculum activities and judging
performance against criteria relating to National Curriculum requirements;
- begin to consider and share curriculum expertise and work collaboratively with colleagues.
OBJECTIVES
On successful completion of these modules trainees should be able to:
- demonstrate enthusiasm, interest and involvement in classroom practice and establish effective
working relationships with colleagues and parents;
- demonstrate further knowledge and understanding of the whole curriculum and National
Curriculum requirements in Core and other Foundation subjects appropriate to their chosen Key
Stage;
- exploit opportunities to develop language, reading, numeracy and information handling in their
teaching;
- demonstrate further skill in planning to ensure continuity and progression to meet the learning
needs of pupils of different abilities and backgrounds;
- teach effectively and in a stimulating manner the whole class, groups or individuals so as to
maintain pupil interest;
- demonstrate a range of teaching skills, strategies and techniques to secure effective learning;
- test, assess and systematically record progress of individual pupils, judge pupil performance
against criteria, use testing and assessment for subsequent planning and teaching to provide
feedback for children and evidence for reports to parents;
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- demonstrate further executive skills in classroom management, organisation and control and
capacity to maintain discipline and manage pupil behaviour and create a purposeful learning
environment;
- appraise their own professional competence at the end of the course and establish targets for their
professional development in the induction phase.
OUTLINE OF SYLLABUS
Focus
Trainees as developing and analytical professionals will extend their skills and understanding in
relation to planning, organising, implementing, assessing and recording for effective learning in
relation 1) to the whole curriculum and National Curriculum requirements 2) to the needs and
abilities of pupils within their chosen age range. They will involve themselves in the life of the
school and extend their understanding of co-operation and collegiality in relation to curriculum
development and also understanding the wider context of Primary Education.
Nature of Placement
Trainees will be attached to School B
Phase Three
School Based Activity
5 visits in Semester 2
School Experience
Block Experience - 8 weeks
During this time trainees will plan and teach a class the whole curriculum for a 75% timetable. The
remaining 25% Professional Development time will be utilised to assist and observe experienced
teachers and to fulfil professional responsibilities.
Trainees will be placed in Key Stage 1
Reception, Year 1, Year 2
or Key Stage 2, Year 3
University Link Tutors will liaise with mentors who will support and assess trainees in school.
NB Trainees are expected to take Early Learning Goals or National Curriculum into account
during this Experience, as appropriate.
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ASSESSMENT
The assessment of teaching will occur in the last two weeks of the Block Experience so that trainees
have time to extend and consolidate their teaching skills and demonstrate beginner teacher
competence.
Trainees will be judged against assessment criteria providing the final part of a developmental
framework for each phase of School Experience in relation to module objectives and TTA
Standards: Knowledge and Understanding, Planning, Teaching and Class Management, Monitoring,
Assessment, Recording, Reporting and Accountability and Other Professional Requirements.
Formative Reports will inform the Summative Report. Whilst the assessment will be a PASS or
FAIL in relation to the criteria for Phase Three, it is anticipated that qualitative comments i.e.
Outstanding, Very Good, Good, Satisfactory, Weak will be contained in the Report. These
comments will be utilised in the compilation of the trainees final reference. A personal statement
and action plan will be contained in the Trainee Interactive Profile which will be utilised for the
Induction Phase.
Trainees assessed as having failed their School Experience in Phase Three will be given one
opportunity to redeem their failure by undertaking a period of extra practice.
RELEVANCE TO THE NATIONAL CURRICULUM
Trainees will demonstrate knowledge of and skill in implementing the whole curriculum and
National Curriculum requirements.
ICT
Trainees will be expected to utilise ICT at every opportunity whilst in school to support Teaching
and Learning.
EQUAL OPPORTUNITIES
Trainees will be expected to apply theoretical perspectives to classroom practice and investigate
school policy.
STANDARDS
The Teacher Training Agency (TTA) has set out standards which trainees when assessed must
achieve by the end of their course to be awarded Qualified Teacher Status.
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STANDARDS
The Teacher Training Agency (TTA) has set out standards which trainees when assessed must achieve by the end of their course to be awarded Qualified Teacher Status.
As the course progresses you will visit these standards on each placement but where it is boxed it will be more specifically addressed within that experience. Where you
can identify evidence relating to a particular standard note it down and refer to it in the space provided and discuss this with your mentor. It is expected that the evidence
base will increase as you progress through the course.
A KNOWLEDGE AND UNDERSTANDING
YEAR STANDARD EVIDENCE GRADE
PGCE a) understand the purposes, scope, structure and balance of the National
2+2 Curriculum Orders as a whole and, within them, the place and scope of the
1 2 3 4 primary phase, the key stages, the primary core and foundation subjects and
Religious Education;
PGCE b) are aware of the breadth of content covered by the pupils‟ National
2+2 Curriculum across the primary core and foundation subjects and Religious
1 2 3 4 Education;
PGCE c) understand how pupils‟ learning is affected by their physical, intellectual,
2+2 emotional and social development.
1 2 3 4
PGCE d) for each core and specialist subject covered in their training,
2+2 i) have, where applicable, a detailed knowledge and understanding of the
1 2 3 4 relevant National Curriculum programmes of study and level descriptions or end
of key stage descriptions across the primary age range;
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YEAR STANDARD EVIDENCE GRADE
PGCE ii) for RE specialists, have a detailed knowledge of the Model Syllabuses for
2+2 RE;
1 2 3 4
N/A
PGCE iii) cope securely with subject-related questions which pupils raise;
2+2
1 2 3 4
PGCE iv) understand the progression from SCAA‟s “Desirable Outcomes for
2+2 Children’s Learning on Entering Compulsory Education”(Early Learning
1 2 3 4 Goals) to KS1, and the progression from KS1 to KS2, and from KS2 to KS3;
PGCE v) are aware of, and know how to access, recent inspection evidence and
2+2 classroom-relevant research evidence on teaching primary pupils in the subject,
1 2 3 4 and know how to use this to inform and improve their teaching;
N/A
PGCE vi) know pupils‟ most common misconceptions and mistakes in the subject;
2+2
1 2 3 4
PGCE vii) have a working knowledge of IT to a standard equivalent to Level 8 in the
2+2 National Curriculum for pupils and understand the contribution that IT makes to
1 2 3 4 the subject.
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YEAR STANDARD EVIDENCE GRADE
PGCE viii) are familiar with subject-specific health and safety requirements, where
2+2 relevant, and plan lessons to avoid potential hazards.
1 2 3 4
PGCE e) for English, mathematics and science, have a secure knowledge and
2+2 understanding of the subject content specified in the ITT National Curriculum
1 2 3 4 for primary English, mathematics and science.
PGCE f) for any specialist subject(s), have a secure knowledge of the subject to at
2+2 least a standard approximating to GCE Advanced level in those aspects of the
1 2 3 4 subject taught at KS1 and KS2;
PGCE g) for any non-core, non-specialist subject covered in their training, have a
2+2 secure knowledge to a standard equivalent to at least level 7 of the pupils‟
1 2 3 4 National Curriculum. For RE, the required standard for non-specialist training
is broadly equivalent to the end of Key Stage statements for Key Stage 4 in
SCAA‟s Model Syllabuses for RE.
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3. Additional standards relating to early years (nursery and reception) for Trainees on 3-8 and all 3-11 courses.
Those to be awarded Qualified Teacher Status must, when assessed, demonstrate that they:
YEAR STANDARD EVIDENCE GRADE
PGCE Have a detailed knowledge of SCAA‟s “Desirable Outcomes for Children‟s
2+2 Learning on Entering Compulsory Education” (Early Learning Goals);
1 2 3 4
PGCE Have knowledge of effective ways of working with parents and other carers;
2+2
1 2 3 4
PGCE Have an understanding of the roles and responsibilities of other agencies with
2+2 responsibility for the care of young children;
1 2 3 4
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B PLANNING, TEACHING AND CLASS MANAGEMENT
YEAR STANDARD EVIDENCE GRADE
PGCE a) plan their teaching to achieve progression in pupils‟ learning through;
2+2
1 2 3 4
PGCE i) identifying clear teaching objectives and content, appropriate to the subject
2+2 matter and the pupils being taught, and specifying how they will be taught and
1 2 3 4 assessed;
PGCE ii) setting tasks for whole-class, individual and group work, (including
2+2 homework), which challenge pupils and ensure high levels of pupil interest;
1 2 3 4
PGCE iii) setting appropriate and demanding expectations for pupils‟ learning,
2+2 motivation and presentation of work;
1 2 3 4
PGCE iv) setting clear targets for pupils‟ learning, building on prior attainment, and
2+2 ensuring that pupils are aware of the substance and purpose of what they are
1 2 3 4 asked to do;
PGCE v) identifying pupils who:
2+2 * have special educational needs, including specific learning difficulties;
1 2 3 4 * are very able;
* are not yet fluent in English,
and knowing where to get help in order to give positive and targeted support;
PGCE b) provide clear structures for lessons, and for sequences of lessons, in the
2+2 short, medium and longer term, which maintain pace, motivation and challenge
1 2 3 4 for pupils;
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YEAR STANDARD EVIDENCE GRADE
PGCE c) make effective use of assessment information on pupils‟ attainment and
2+2 progress in their teaching and in planning future lessons and sequences of
1 2 3 4 lessons;
PGCE d) plan opportunities to contribute to pupils‟ personal, spiritual, moral, social
2+2 and cultural development;
1 2 3 4
PGCE e) where applicable, ensure coverage of the relevant syllabuses and National
2+2 Curriculum programmes of study.
1 2 3 4
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TEACHING AND CLASS MANAGEMENT
YEAR STANDARD EVIDENCE GRADE
PGCE f) ensure effective teaching of whole classes, and of groups and individuals
2+2 within the whole class setting, so that teaching objectives are met and best use is
1 2 3 4 made of available teaching time;
PGCE g) monitor and intervene when teaching to ensure sound learning and
2+2 discipline;
1 2 3 4
PGCE h) establish and maintain a purposeful working atmosphere;
2+2
1 2 3 4
PGCE i) set high expectations for pupils‟ behaviour, establishing and maintaining a
2+2 good standard of discipline through well focused teaching and through positive
1 2 3 4 and productive relationships;
PGCE j) establish a safe environment which supports learning and in which pupils
2+2 feel secure and confident;
1 2 3 4
k) use teaching methods which sustain the momentum of pupils‟ work and keep
all pupils engaged through:
PGCE i) stimulating intellectual curiosity, communicating enthusiasm for the subject
2+2 being taught, fostering pupils‟ enthusiasm and maintaining their motivation;
1 2 3 4
PGCE ii) matching the approaches used to the subject matter and the pupils being
2+2 taught;
1 2 3 4
PGCE iii) structuring information well, including outlining content and aims,
2+2 signalling transitions and summarising key points as the lesson progresses;
1 2 3 4
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YEAR STANDARD EVIDENCE GRADE
PGCE iv) clear presentation of content around a set of key ideas, using appropriate
2+2 subject-specific vocabulary and well chosen illustrations and examples;
1 2 3 4
PGCE v) clear instruction and demonstration, and accurate well-paced explanation;
2+2
1 2 3 4
PGCE vi) effective questioning which matches the pace and direction of the lesson
2+2 and ensures that pupils take part;
1 2 3 4
PGCE vii) careful attention to pupils‟ errors and misconceptions, and helping to
2+2 remedy them;
1 2 3 4
PGCE viii) listening carefully to pupils, analysing their responses and responding
2+2 constructively to take pupils‟ learning forward;
1 2 3 4
PGCE ix) selecting and making good use of IT and other learning resources which
2+2 enable teaching objectives to be met;
1 2 3 4
PGCE x) providing opportunities for pupils‟ to consolidate their knowledge and
2+2 maximising opportunities, both in the classroom (and through setting well
1 2 3 4 focused homework) to reinforce and develop what has been learnt;
PGCE xi) exploiting opportunities to improve pupils‟ basic skills in literacy, numeracy
2+2 and IT, and the individual and collaborative study skills needed for effective
1 2 3 4 learning, including information retrieval from libraries, texts and other sources;
PGCE xii) exploiting opportunities to contribute to the quality of pupils‟ wider
2+2 educational development, including their personal, spiritual, moral, social and
1 2 3 4 cultural development.
PGCE xiii) setting high expectations for all pupils not withstanding individual
2+2 differences, including gender, and cultural and linguistic backgrounds;
1 2 3 4
PGCE xiv) providing opportunities to develop pupils‟ wider understanding by relating
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YEAR STANDARD EVIDENCE GRADE
2+2 their learning to real and work-related examples.
1 2 3 4
PGCE l) are familiar with the Code of Practice on the identification and assessment of
2+2 special needs and, as part of their responsibilities under the Code, implement
1 2 3 4 and keep records on individual education plans (IEPs) for pupils at stage 2 of
the Code and above;
PGCE m) ensure that pupils acquire and consolidate knowledge, skills and
2+2 understanding in the subject;
1 2 3 4
PGCE n) evaluate their own teaching critically and use this to improve their
2+2 effectiveness.
1 2 3 4
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Additional standards relating to early years (nursery and reception) for trainees on 3-8 and 3-11 courses
For all courses those to be awarded Qualified Teacher Status must, when assessed, demonstrate that they:
YEAR STANDARD EVIDENCE GRADE
PGCE a) Plan activities which take account of pupils‟ needs and their developing
2+2 physical, intellectual, emotional and social abilities, and which engage
1 2 3 4 their interests;
PGCE b) Provide structured learning opportunities which advance pupils‟:
2+2
1 2 3 4
Personal and social development;
Communication skills;
Knowledge and understanding of the world;
Physical development;
Creative development
PGCE c) Use teaching approaches and activities which develop pupils‟ language
2+2 and provide the foundations for literacy;
1 2 3 4
PGCE d) Use teaching approaches and activities which develop pupils‟
2+2 mathematical understanding and provide the foundation for numeracy;
1 2 3 4
PGCE e) Encourage pupils to think and talk about their learning and to develop
2+2 self-control and independence;
1 2 3 4
PGCE f) Encourage pupils to concentrate and persevere in their learning for
2+2 sustained periods, to listen attentively and to talk about their
1 2 3 4 experiences in small and large groups
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YEAR STANDARD EVIDENCE GRADE
PGCE g) Use teaching approaches and activities which involve planned adult
2+2 intervention, which offer opportunities for first-hand experience and
1 2 3 4 co-operation, and which use play and talk as a vehicle for learning;
PGCE h) Manage, with support from an experienced specialist teacher if
2+2 necessary, the work of parents and other adults in the classroom to
1 2 3 4 enhance learning opportunities for pupils
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C. MONITORING, ASSESSMENT, RECORDING, REPORTING AND ACCOUNTABILITY
YEAR STANDARD EVIDENCE GRADE
PGCE a) assess how well learning objectives have been achieved and use this
2+2 assessment to improve specific aspects of teaching;
1 2 3 4
PGCE b) mark and monitor pupils‟ assigned classwork and homework, providing
2+2 constructive oral and written feedback, and setting targets for pupils‟ progress;
1 2 3 4
PGCE c) assess and record each pupils‟ progress systematically, including through
2+2 focused observation, questioning, testing and marking, and use records to:
1 2 3 4
PGCE i) check that pupils have understood and completed the work set;
2+2
1 2 3 4
PGCE ii) monitor strengths and weaknesses and use the information gained as a basis
PGCE for purposeful intervention in pupils‟ learning;
2+2
1 2 3 4
PGCE iii) inform planning;
2+2
1 2 3 4
PGCE iv) check that pupils continue to make demonstrable progress in their
2+2 acquisition of the knowledge, skills and understanding of the subject;
1 2 3 4
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YEAR STANDARD EVIDENCE GRADE
PGCE d) are familiar with the statutory assessment and reporting requirements and
2+2 know how to prepare and present informative reports to parents;
1 2 3 4
PGCE e) where applicable, understand the expected demands of pupils in relation to
2+2 each level description or end of key stage description;
1 2 3 4
f) not applicable to Primary.
PGCE g) recognise the level at which a pupil is achieving and assess pupils
2+2 consistently against attainment targets, if necessary with guidance from an
1 2 3 4 experienced teacher;
PGCE h) understand and know how to use national, local, comparative and school
2+2 data, including National Curriculum test data, to set clear targets for pupils‟
1 2 3 4 achievement.
PGCE i) use different kinds of assessment appropriately for different purposes,
2+2 including National Curriculum and other standardised tests, and baseline
1 2 3 4 assessment, where relevant.
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D. OTHER PROFESSIONAL REQUIREMENTS
YEAR STANDARD EVIDENCE GRADE
a) have a working knowledge and understanding of:
PGCE i) teachers‟ professional duties as set out in the current School Teachers‟
2+2 Pay and Conditions document, issued under the School Teachers‟ Pay
1 2 3 4 and Conditions Act 1991
PGCE ii) teachers‟ legal liabilities and responsibilities relating to:
2+2 * health and safety procedures and responsibilities;
1 2 3 4 * duty to maintain reasonable care towards pupils;
* anti-discrimination legislation;
* child protection, including the Children Act;
* detention, physical restraints and chastisement;
PGCE b) have established, during work in schools, effective working relationships
2+2 with professional colleagues including, where applicable, associate staff;
1 2 3 4
PGCE c) set a good example to the pupils they teach, through their presentation and
2+2 their personal and professional conduct;
1 2 3 4
PGCE d) are committed to ensuring that every pupil is given the opportunity to
2+2 achieve their potential and meet the high expectations set for them;
1 2 3 4
PGCE e) understand the need to take responsibility for their own professional
2+2 development and to keep up to date with research and developments in
1 2 3 4 pedagogy and in the subjects they teach;
PGCE
2+2 f) understand their professional responsibilities in relation to school policies
1 2 3 4 and practices, including those concerned with pastoral and personal safety
matters, including bullying;
PGCE g) recognise that learning takes place inside and outside the school context, and
2+2 understand the need to liaise effectively with parents and other carers and with
1 2 3 4 other agencies with responsibility for pupils‟ education and welfare;
PGCE h) are aware of the role and purpose of school governing bodies.
2+2
1 2 3 4
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GENERAL GUIDELINES
Trainees will take responsibility for the whole class for a 75% timetable (7½ out of 10
sessions). They should plan and teach across the curriculum to include core and all
other curriculum areas where this is feasible. There must be substantial time devoted
to the teaching of Reading and Number in relation to the School’s Numeracy and
Literacy strategy. Teachers can be in support with groups or individuals during the first
week or two as appropriate. The remaining 25% Professional Development Time should be
used as follows:
15% personal time, to make, plan, prepare display
10% to observe, assist and do Directed Activities
Assessment of the practice should occur in the final two weeks and be made in relation to
TTA standards.
GUIDELINES
PRIOR TO EASTER VACATION
1. Collect any information which you still need for your file. Use the School
Experience File Checklist.
2. Make notes about classroom rules, procedures and routines.
3. Discuss and finalise what you will be expected to teach during your School
Experience for a 75% timetable. NB Core Subjects and all other curriculum areas
should be included where feasible. Substantial time must be allocated for
teaching of Reading and Number in relation to the school’s Numeracy and
Literacy strategy.
4. Find out about pupils prior learning and attainments.
5. Find out about resources available to you in school or which can be acquired through
school, e.g. Library/Museum loan.
6. Discuss and finalise your timetable so that you can identify when you are
responsible, when you will assist and observe in class and when you can work
elsewhere.
7. Plan, prepare and deliver a „trial‟ teaching session with a group(s) and a whole class
session. Evaluate your teaching.
8. Discuss and show outline planning to your Mentor, Teacher and Link Tutor before
6th April and arrange to show your file to your Mentor and Link Tutor before Friday
19th April.
BEFORE YOU START SCHOOL EXPERIENCE
Ensure that you:
1 Plan thoroughly
- write up staged unit planners
- write up short term forecasts for the first day of teaching or first session in
each subject as appropriate
2 Prepare thoroughly
- find, collect, borrow and make appropriate teaching resources and materials
for stimulus display and teaching and learning
3 Get your file approved by your Link Tutor and Mentor by Friday 26th April.
YOU WILL NOT BE PERMITTED TO START THE SCHOOL EXPERIENCE
UNLESS YOUR PLANNING AND PREPARATION ARE ADEQUATE.
WEEK 1
Trainees should:
Make a daily plan of classroom activities indicating areas of trainee responsibility
Teach planned prepared sessions for a 75% timetable and use 25% Professional
Development Time appropriately
Write an evaluation (monitoring personal and pupil progress for each session planned
and taught in relation to learning objectives)
Begin to create assessment opportunities
Record evidence of learning in relation to objectives in Core for 2 pupils. Write a brief
paragraph about 2 different pupils each night
Develop a stimulus display and begin to display pupils work
Discuss progress with the Mentor
Write a weekly evaluation identifying strengths and targets for development
Plan and prepare for Week 2.
Arrange to shadow teachers doing teacher assessment, National Tests, preparation of
Reports and a Parent Interview
WEEK 2
Trainees should:
Continue with ongoing activities and develop planning and preparation to respond to
children‟s work and achievements and evaluation in Week 1
Continue to teach planned and prepared sessions
Continue to evaluate teaching and learning in relation to planned objectives.
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Continue to create assessment opportunities and collect evidence and some samples of 2
pupils. Continue to write a brief paragraph about two pupils each night
Continue to assess and record pupils‟ progress and achievement in Core Subjects and
Degree Subject
Develop display incorporating pupils‟ work
Utilise Professional Development Time appropriately
Discuss progress with the Mentor
Write up a weekly evaluation.
WEEK 3 - 6
Trainees should:
Continue with ongoing activities and develop planning and preparation to respond to
children‟s work and achievements and self evaluation in Week 2 - 5
Continue to teach planned and prepared sessions
Continue to evaluate teaching and learning in relation to objectives.
Continue to assess and record progress and achievement for 2 pupils in Core Subjects
and Degree Subject and write notes about two different pupils each night
Develop display areas
Utilise Professional Development Time appropriately
Discuss progress with the Mentor in relation to TTA Standards - evidence schedule
and set targets for the remainder of the practice
Write up a weekly evaluation.
WEEK 7 - 8
Trainees should:
Continue with ongoing activities and develop planning and preparation to respond to
children‟s work and achievements and self evaluation in Week 6
Plan to bring work to a satisfactory conclusion including marking and responses to
children‟s work
Create opportunities to summatively assess 2 pupils in Core Subjects, collect evidence
and record achievements in relation to level descriptions
Update notes about individual profiles where necessary
Pass relevant information to the class teacher
Ensure that all materials/resources borrowed from school are returned
Discuss overall performance and progress with the Mentor in relation to TTA standards -
evidence schedule
Write a Summary evaluation identifying personal strengths and targets for development.
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ROLES AND RESPONSIBILITIES OF SCHOOL AND UNIVERSITY STAFF IN
PHASE 3
OPTION 1 - Where Leeds Metropolitan University takes the responsibility for assessing
the trainee‟s performance.
MENTOR
Facilitate school based Directed Activities eg, Organising and Managing Learning,
Assessing Core Subjects and sign booklets on completion.
Attend a briefing session on the expectations of the practice.
Ensure that trainees are fulfilling their obligations whilst in school.
Liaise with class teachers and Leeds Metropolitan University Link Tutor to clarify
documentation requirements.
Ensure trainees have the required opportunities to teach the Core and specialist
Foundation subjects.
Ensure that trainees are supported in their professional development particularly prior to
School Experience.
Ensure that trainees are given informal feedback about their teaching and progress.
Ensure that a Summative School Experience Report is written in relation to module
objectives and Standards identified in the School Experience Handbook, and that copies
are returned to Leeds Metropolitan University as indicated on the Report Form.
Notify the Link Tutor about any trainee giving cause for concern.
LINK TUTOR
Liaise and support the Mentor and class teachers providing clarification where necessary.
Ensure that trainees receive the support to which they are entitled.
Check and approve file for each trainee before School Experience to ensure that Leeds
Metropolitan University requirements in terms of procedures and rigour have been
addressed and to ensure the appropriateness of content for the class in conjunction with
the class teacher. This should be done during week commencing April 15th 2002.
Observe a teaching session per week.
Write a Formative Feedback Report
Discuss progress with trainee and colleagues in school.
Check TP file to approve ongoing planning, evaluation and assessment.
Use Formative feedback to inform assessment of trainee as PASS or FAIL in relation to
module objectives and standards identified in the School Experience Handbook.
Discuss progress with trainee and colleagues in school.
Write the Summative School Experience Report in relation to module objectives and
standards identified in the School Experience Handbook.
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ROLES AND RESPONSIBILITIES OF SCHOOL AND UNIVERSITY STAFF
IN PHASE 3
OPTION 2 – Where the school accepts the responsibility for assessing the trainee‟s
performance.
MENTOR
Check and approve file before 26th April for content and appropriateness of pre-planning
for the school and class.
Where planning is unacceptable, the trainee should be directed to the Link Tutor at LMU
for tutorial support and arrangements made for starting the school experience at a later
date.
Facilitate opportunities for trainees to carry out understanding tasks in the Directed
Activity Booklets and sign booklets on completion of tasks
Inform and liaise with the class teachers to support planning and teaching, utilising
School Experience Handbook.
Check School Experience File to approve planning and evaluation each week
Observe 1 teaching session per week and outline a focus for that observation.
Write a Formative report utilising the forms provided and allocate copies as indicated.
Liaise and inform the Link Tutor about trainee progress
Alert the Link Tutor about any trainee progress.
Use Formative written feedback to inform Assessment of trainee as PASS or FAIL in
relation to TTA Standards as identified in the School Experience Handbook.
Write the Summative School Experience Report in relation to TTA standards for Phase
Three on the forms provided
Return to Leeds Metropolitan University copies of Summative School Experience
Reports as indicated.
LINK TUTOR
Liaise and support the Mentor, by visiting the school twice and providing clarification
where necessary.
Ensure trainees receive the support to which they are entitled.
Approve file for each trainee before School Experience and ensure that Leeds
Metropolitan University requirements (in terms of procedures and rigour) have been
addressed.
Liaise and support the Mentor by arranging visits during School Experience in those
terms which include Block Experience.
Liaise and consult with the Mentor concerning formative feedback and Report.
Arrange extra visits to assist and advise the Mentor in supporting and assessing
trainees likely to FAIL in relation to TTA Standards.
Liaise and consult with the Mentor in the ASSESSMENT of trainees as PASS / FAIL in
relation to module objectives and TTA Standards for Phase Three and in preparation of
the Summative School Experience Report.
Ensure that the Route Leader is provided with information related to the trainee‟s
progress during School Experience in Phase Three.
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SCHOOL EXPERIENCE FILE CHECKLIST
During School Experience you need to maintain your file.
An effective file will contain such things as:
A Title Page Name of trainee, name of school, the dates of
the practice, the Head‟s name, Mentor‟s
name, class teacher‟s name and Link tutor‟s
name
Background Information Catchment area, facilities school prospectus
etc
The School Plan of school, resources, type of building etc.
The Classroom Plan of classroom, class list, groupings,
seating plan.
Organisation of the School Day/Week Details of routines and procedures.
Personal Timetable and Day Plan a) Giving a clear indication of your teaching
and non-teaching time. b) Giving an overview
of sessions.
Staged Unit Planners For each curriculum area taking regard of
National curriculum requirements for the
practice
Short-Term Forecasts or plans For each session written daily
Appraisals/Evaluations These should be kept up to date and utilised
for subsequent planning
Records a) Write brief comments about 2 different
a) Pupils Profiles pupils each night (complete within 3 / 4
b) Ongoing Records for Reading and weeks).
Number. b) Establish on going records of progress for
c) Relating to Assessment and Samples of all pupils taught in Reading and number.
Work for 2 pupils c) Showing assessment and records of 2
pupils‟ achievement in Core and Degree
Subject
Comments from your Mentor These written comments should be attached to
the appropriate forecast
Any other relevant material
Remember your file must always be available for the class teacher, Mentor and Head
Teacher to read at any time. Make sure that it is always in order.
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PLANNING FOR TEACHING AND LEARNING
Identify and establish needs
and long-term aims
Evaluate the whole Decide on priorities
process
Assess results Set objectives and make
detailed plans
Monitor actions and Decide upon appropriate
activities methods
Implement plans
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PLANNING FOR
FOUNDATION STAGE
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MEDIUM TERM PLAN
Focus of interest / Theme /
Interactive display
Key Area(s) of Learning
Early Learning Goals
Identify a key learning objective for short term planning by selecting from skills and linking with knowledge where
appropriate (see guidance)
Skills Knowledge
Attitudes
Focused Activities and Experiences E.L.Gs
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Enhancement of Basic Provision and Interactive Displays Involvement of Parents/Carers
Resources: books, poems, songs, rhymes Resources: equipment, materials
Vocabulary Questions (present, future, past)
Risk Assessment
Observational Assessment Opportunities
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WEEKLY PLAN
Day Key focus or theme Six Areas Enhancement of Enhancement of Observation / Story Staff responsible Comments
of indoor provision outdoor provision Assessment
Learning
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Daily Planning Sheet
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Number of adults: Role play
Small World
FOCUS
Puzzles/games/ jigsaws
Construction
Mark making
Book Corner/Book of the Week
Music
Maths Area
Sand tray
Water tray
Malleable
Creative area
Outdoor
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SHORT TERM PLAN
Focus activity Adult responsible Time
Early Learning Goal Learning objectives Activity
Individual Need Expected Learning Outcomes Monitoring / Assessment
Key Vocabulary
Resources
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PLANNING FOR
KEY STAGES 1 AND 2
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PLANNING FOR TEACHING AND LEARNING
1. OUTLINE your ideas after consulting relevant National Curriculum Programmes
of Study.
2. Make notes about sections of Programmes of Study to be considered in discrete
CURRICULUM areas.
3. Develop the SEQUENCE of teaching/learning for each curriculum area into
STAGES on the Planner as evidence of MID-TERM PLANNING.
4. Prepare your first SHORT TERM FORECAST
POINTS TO CONSIDER
* What are your OBJECTIVES?
* What LEARNING OUTCOMES do you hope for?
* What ACTIVITIES are appropriate in relation to the children and your
objectives?
* What RESOURCES do you need?
* How will you STIMULATE INTEREST AND INTRODUCE the work?
* How will you and the children COMMUNICATE THAT LEARNING?
* How will you ORGANISE the children, the classroom, the time?
* How will you ASSESS AND EVALUATE
a) children‟s learning - what evidence will you want
b) your learning about your performance, planning and choice of
resources?
* How will you RECORD children‟s progress?
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OUTLINE YOUR IDEAS AFTER CONSULTING RELEVANT NATIONAL
CURRICULUM DOCUMENTS
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CURRICULUM AREAS
SCIENCE MATHS ENGLISH
GEOGRAPHY HISTORY ART
PE MUSIC DT
IT RE
Fill in to show topics and sections of Programme of Study from Core and other Foundation
Subjects to be covered during practice. This gives you an indication of the breadth of the
curriculum you will be covering in your 75% teaching timetable and also will highlight
„Topic‟ links between subjects and separate subject teaching.
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MEDIUM-TERM PLANNING
UNIT PLAN
The purpose of the Unit Plan is to ensure :
(a) continuity and progression for each subject. - this should be demonstrated
vertically in the Plan,
(b) coherence in planning so that classroom provision addresses the learning
objectives - this should be demonstrated horizontally in the Plan.
THE PROFORMA ON THE NEXT TWO PAGES SHOULD BE USED, FILED
SIDE BY SIDE, TO PROVIDE A READILY ACCESSIBLE AND VISIBLE A3
SPREAD IN YOUR TP FILE.
IDENTIFY:
The subject (or curriculum/ area of learning and experience in Reception classes)
taught through topic involving more than one subject
taught as part of a continuing subject programme
taught as a blocked subject unit of study
Things to think through
GENERAL LEARNING OBJECTIVES: “I want the children to learn..........”
What do you want them to learn about, understand, learn how to, develop skills in, think
about / consider, experience, etc?
FOCUS QUESTIONS: What questions will you ask to develop their learning? What will
you ask to review children‟s understanding? Do they relate to the Programmes of Study and
learning objectives?
LEARNING ACTIVITIES : will the activities or tasks be meaningful and appropriate to
the children‟s stage of learning? Will the activities consolidate / stretch the children‟s
understanding? Will the tasks help the children achieve the learning objectives?
ASSESSMENT OPPORTUNITIES: what will you assess? Which activities or tasks
might be used for assessment? how will you make the assessment? When? How often?
How will you record the assessment during / after the session? do your assessment plans
address your learning objectives?
GENERAL EXPECTED OUTCOMES: what do you expect as learning outcomes? What
evidence will you collect to ascertain that your general learning objectives have been met?
What criteria will you apply? What will you be looking for?
RESOURCES: Have you identified the resources you will need to use?
DISPLAY: how will you use display as a) a stimulus to learning, b) an interactive teaching
and learning tool, c) a record of your curriculum in action?
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Medium Term Plan for ........................................................................... Year .................
LEARNING AREA OF FOCUS / KEY QUESTIONS LEARNING OBJECTIVES
STEP STUDY
This may be a See Literacy & What questions do you want to consider? What exactly do you want the
NNS unit in Numeracy What questions will help the children to children to learn? Children
maths or a Frameworks understand the structure in this step of should learn:
stage in other or PoS work? How is sound made? That / about (knowledge)
subjects What was life like in Tudor times? To understand (concepts)
How to / practise (skills)
To think about / consider
(attitudes)
Term ........................................... Class ................................ Number of Groups ............
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LEARNING ACTIVITIES LEARNING OUTCOMES USE OF ICT RESOURCES
What are the children going to do What do you expect the children to How can you use List and use as
and how will they do it? NB Tasks have learned? Children should be ICT to support the wide a range as
should match the learning able to: recognise, explain, identify, learning possible.
objectives. describe... What evidence are you objectives?
looking for to ascertain that your
objectives have been met. These are
the outcomes against which you
assessments must be made. Specific
assessment opportunities must be
indicated with an asterisk.
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Subject Knowledge and Misconceptions
You should describe here the subject knowledge involved in teaching this plan
and the common misconceptions that children might have.
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Differentiation - at the end of this work most children will:
some children will not have made so much progress and will:
some children will have progressed further and will:
Opportunities to make links with other subjects particularly numeracy and literacy (if applicable)
Non-statutory Guidance for Learning across the National Curriculum (Skills: Key Skills,
Thinking Skills. Promoting spiritual, moral, social and cultural development; personal, social and
health education and citizenship )
Risk Assessment
Display Intentions
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WEEKLY TIMETABLE
TO SHOW 75% TEACHING TIME - TO SHOW WHEN AND WHAT YOU WILL BE TEACHING AND ASSESSING.
25% PROFESSIONAL DEVELOPMENT TIME - TO MARK, PLAN, ASSIST, OBSERVE AND COMPLETE
DIRECTED ACTIVITIES
am pm
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
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Day Plan
Time Task / Activity Children
9.00 - 9.30 Assembly whole class
9.30 - 10.30 Maths - revise division, board work, whole class
oral work and follow up.
10.30 - 10.45 Playtime / Break
10.45 - 11.45 Literacy Hour a) yellow and green groups
Group reading and follow up work. (teacher target groups)
Also finish letter to Manager of b) red and blue groups.
Asda.
whole class
11.45 - 12.00 Singing
whole class
12.00 - 1.00 Lunch
whole class
1.00 - 1.15 ERIC (Everyone Reads In Class) -
personal, silent reading
whole class
1.15 - 2.00 P.E
red group
2.00 - 3.00 Write up Science investigation green group (target group) -
(shadows) (Assessment)
Do Science investigation (shadows) blue group
yellow group
Role play (Asda complaint)
Finish shadow puppets
whole class
3.00 - 3.15
Story
REMEMBER: John, Gillian, Usha - not started letters – away yesterday.
Wesley, Denise and Kanwaljit need new reading books.
CHECK: tape at correct place for singing
resources for Science investigation
amount of black powder and paint for puppet group
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SHORT-TERM PLAN
Complete one Short-Term Plan for each teaching and learning session. The headings below
provide the structure for your plan. Write in bullet points, show clarity, be succinct, be specific.
• Subject / Curriculum area ............................................ • Class Details .........................................
• Day / Date ................................................................... • Length of Session...................................
Prior Learning
Programme of Study / Numeracy / Literacy Framework Addressed
Specific Learning Objectives for the Session
“I specifically want the children to learn: HOW TO, TO PRACTISE / THAT, ABOUT / TO
UNDERSTAND / TO THINK ABOUT, CONSIDER.”
ICT: How can ICT be utilised to meet your objectives?
NUMERACY / LITERACY: How can Numeracy / Literacy be addressed?
Time a) Introduction
a) Learning Activities
b) Teaching Points / Questions
c) Differentation (as appropriate)
d) Organisational Strategies
b) Development
a) Learning Activities
b) Teaching Points / Questions
c) Differentation (as appropriate)
d) Organisational Strategies
c) Conclusion / Plenary
a) Learning Activities
b) Teaching Points / Questions
c) Differentation (as appropriate)
d) Organisational Strategies
Specific Learning Outcomes for the Session
“At the end of the teaching-learning session the children should / should be able to” e.g. EXPLAIN,
DEMONSTRATE, RECOGNISE.
Assessment
Resources (Human/Physical)
Risk Assessment
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EVALUATION OF SESSION
Following each session you must appraise your teaching and the children’s
learning.
Use the headings below to write up your appraisal.
What did the children actually do?
What did you notice about individuals, groups, the whole class during the session?
Did the children respond in the way you expected? Why?
What did I actually do?
Explain any deviation from the intended plan.
What did you do? Why did you do this? How did you do it?
What did the children learn?
Did you notice any incidental learning? Were your objectives met? How do you
know? What difficulties did named individuals encounter? Who found the work too
easy or too difficult? What was the quality of the learning like?
What did I learn about:
e.g.
my ability to help the children to learn;
my planning
my own questioning/explaining/instructing techniques
my own use of resources;
my time management and pacing of session
my classroom organisation
my ability to engage, interest and motivate the children
the appropriateness of the learning activities and tasks in relation to ability
and my objectives
my abilities to anticipate and deal with problems
my flexibility and ability to be responsive to changed circumstances
the quality of my teaching?
The quality of the children’s learning and the standard of their work
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What do I intend to do next session?
How will I utilise this information to plan the next session? How will I move the
children forward in their learning? What targets do I need to set for my own learning?
What do I need to focus upon?
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ASSESSING AND RECORDING LEARNING
During the eight-week practice you will be expected to make an assessment of
children‟s learning in a variety of ways. You should also investigate the Assessment,
Recording and Reporting procedures used in your school.
Responding to children’s work
During the day you should assume responsibility for marking and responding to
children‟s work. This should be done where feasible at the time with the children
present; alternatively, as soon as possible.
Ask about school procedures about marking and responding to children‟s work, but
remember:
the criteria you apply when responding and marking work MUST be linked to your
objectives - you will be looking for evidence that they have been met. Using
appropriate language the work should be annotated in relation to these objectives.
try to give positive feedback in relation to objectives, e.g. things which were
addressed, good points, strengths to be developed
constructively critical feedback in relation to the objectives - things which might
have been addressed or that the child needs to be aware of in the future.
personal feedback - responding to that child as an individual e.g. use of name
Pupil Profiles
You will need to keep notes on all individual children in class which will provide
information about their learning and development, their approaches and attitudes to
learning. A notebook or file section with a page for each child should be used. Write
brief comments about 2 different pupils each night during practice. These should be
completed at the end of Week 4, and updated where necessary prior to the end of
practice.
Formative Assessment
A. During the practice you need to assess learning and monitor progress in relation
to your learning objectives for, English (Teaching Reading) and Maths
(Number).
A record sheet is provided and should be completed for all pupils taught.
B. Identify each week on your timetable, day plan and short term forecast when you
plan to utilise a teaching and learning session for a more focused assessment of
learning in English, e.g. Writing, Maths, e.g. Data Handling, Science eg. Experimental
and Investigative Science, and your degree subject. Identify 2 pupils of differing
abilities. Now:
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1) Observe these 2 pupils of differing abilities during tasks or activities in Maths,
English, Science each week and make notes in notebook. Add additional notes when
you mark their work. Using the Formative Record Sheet use your notes to write up
your
Account (What did you notice?) then add
Interpretations (What judgements will you make?) then add
Action (What will you do?)
2) Attach some marked and annotated samples of work in English, Maths, Science
from your 2 pupils to the relevant Formative Assessment Record as supporting
evidence. Otherwise identify where the work is held.
Summative Assessment
Summative assessment - in the final week of practice, scrutinise the Formative Record
Sheets and the sets of English, Maths, Science work you have collected for the 2
pupils, 7 for each subject, try to ascribe a level which best matches the evidence you
have.
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MONITORING AND RECORDING PROGRESS
R Y1 Y2 Y3 Y4 Y5 Y6
Subject: Maths (Number) Dates From................. To..................
Names Objectives taken from relevant Short-Term Forecast, “I want the children to
Class / learn........”
Group
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MONITORING AND RECORDING PROGRESS
R Y1 Y2 Y3 Y4 Y5 Y6
Subject: Maths (Number) Dates From................. To..................
Names Objectives taken from relevant Short-Term Forecast, “I want the children to
Class / learn........”
Group
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FORMATIVE ASSESSMENT RECORD
R Y1 Y2 Y3 Y4 Y5 Y6
Name: Date:
Nature of Task Activity:
LEARNING OBJECTIVES
Why have I planned this task / activity?
ACCOUNT INTERPRETATION ACTION
What actually happened? What does this tell me about the learner? How does this help
my next planning?
What does the child know, understand.
What did the child do, say, What is the child able to do? What does What might I plan
write, draw or make? the child not know? What is the child not next?
able to do?
COMMENTS : Add Additional Comments from the teacher, child, parents or other adults.
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FORMATIVE ASSESSMENT RECORD
R Y1 Y2 Y3 Y4 Y5 Y6
Name: Date:
Nature of Task Activity:
LEARNING OBJECTIVES
ACCOUNT INTERPRETATION ACTION
COMMENTS : Add Additional Comments from the teacher, child, parents or other adults.
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SUMMATIVE ASSESSMENT RECORD
R Y1 Y2 Y3 Y4 Y5 Y6
Name: Date:
Subject: Attainment Target:
Level Level Description
Comments in relation to Level Descriptions
Using the Formative Record and the Samples of Work consider which level description best
fits the evidence you have? What judgement will you make and why?
Level Ascribed
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SUMMATIVE ASSESSMENT RECORD
R Y1 Y2 Y3 Y4 Y5 Y6
Name: Date:
Subject: Attainment Target:
Level Level Description
Comments in relation to Level Descriptions
Level Ascribed
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WEEKLY EVALUATION
Make a weekly evaluation of your strengths, areas to investigate and find out about
and targets for next week.
MY TEACHING STRENGTHS
AREAS I NEED TO DEVELOP AND FIND OUT ABOUT
ACTION I INTEND TO TAKE NEXT WEEK
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ACTION PLAN
This sheet is intended to provide a record of key points discussed and action planned
during pre-visits and the Block Experience.
SCHOOL EXPERIENCE ACTION PLAN
Week Mentor Comments: Action Planned Date
Key Points Discussed
Visits and
preliminary week
School Experience
Preparation
Block Experience
Week One
Block Experience
Week Two
Block Experience
Week Three
Block Experience
Week Four
Block Experience
Week Five
Block Experience
Week Six
Block Experience
Week Seven
Block Experience
Week Eight
Debriefing Meeting
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FINAL THOUGHTS
REMEMBER
MANAGE YOUR TIME EFFECTIVELY
You need time to plan, prepare, respond to children‟s work, produce materials and
display.
You need time to reflect and evaluate, to assess and monitor pupils‟ progress.
ENJOY YOUR TEACHING
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SCHOOL EXPERIENCE SUMMARY
Use the module objectives and the TTA Standards together with weekly evaluations to
produce a summary of where you are now at the end of the final practice. This will
provide an aide memoire as you enter the Induction Phase of your career.
MY TEACHING STRENGTHS
AREAS I NEED TO DEVELOP AND FIND OUT ABOUT
ACTION I INTEND TO TAKE
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