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									 PGCE (Flexible Route)


    Primary Programme


School Experience Handbook



                   2008 – 2009

School Partnership Office Website address: www.chiuni.ac.uk/partnership
     CONTENTS                                                                                                Page

     1    INTRODUCTION                                                                                        2–7
     2    SCHOOL EXPERIENCE                                                                                      8
          School A                                                                                              15
          School B                                                                                              22
     3    GENERAL INFORMATION FOR ALL STUDENT TEACHERS                                                      31 – 37
     4    ASSESSMENT OF SCHOOL EXPERIENCE AND PDP                                                           38 – 45
     5    ROLES AND RESPONSIBILITIES                                                                        46 – 51
     6    GUIDED TASKS                                                                                      52 – 54

     APPENDICES                                                                                                 55

     A    Structure of PGCE (Flexible Route) Programme                                                          56
     B    Aims and Intended Learning Outcomes of Selected University-based Modules                              57
     C    The Newly Qualified Teacher                                                                       64 – 65
     D    Primary Programme: Mentor Weekly Review Sheet                                                         66
     E    Guidance on Lesson Planning                                                                       67 – 73
     F    Observing Teaching and Learning                                                                   74 – 75
     G    Primary School Experience Comment and Review Sheet                                                    76
     H    Formal Warning / Notification of Concern                                                          77 – 82
     I    Guidance for Student Teachers on Implementing Diversity
          Issues in the Classroom                                                                           83 – 88
     J    Guidance on implementing support for pupils with English as an
          Additional language (EAL) in your classroom practice                                              89 – 92
     K    Lesson Observation: Guidance for Link Tutors and Mentors                                          93 – 96
     L    A Practical Guide to School Experience for Student Teachers                                       97 – 115
     M    Three Key University of Chichester Policies: Health & Safety,
          Equal Opportunities and Race Equality                                                            116 – 120
     N    School Experience contact numbers                                                                     121
     O    School Partnership Agreement                                                                          122

NB   CRB check – please ready carefully
     The University requires that all student teachers apply for a Criminal Records Bureau
     (CRB) check before starting their course. Prior to the beginning of school experience,
     all student teachers are required to obtain an Enhanced Disclosure (CRB) check. This
     MUST be checked by the University. Failure to obtain your CRB Enhanced Disclosure
     will, in most cases, result in your not being permitted to begin your school
     experience. You MUST ensure that your Enhanced Disclosure is readily available
     should a Headteacher request to see it.

     The information given in this Handbook is intended as a guide only. It should not be
     regarded as a definitive document, nor should it be deemed to form a contract or the terms
     of a contract between the University, school and student teacher.



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         INTRODUCTION




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Dear Student Teacher


Welcome to the PGCE [Flexible Route] Primary Programme at the University of
Chichester.

Before arriving on the programme, you will have received a booklet: ‘Preparatory
Work for PGCE [Flexible Route]’ and also your non-assessed assignment. We trust
that these will have helped you to prepare yourself effectively for the level of study
you will meet on the programme.

You hope that you will receive this Handbook at our pre-Induction day on 8th
September 2008, which will give you some time to familiarise yourself with it before
the main Induction Period from 15th – 17th September.

Your University-based courses will all take place on the Bognor Regis Campus [BRC]
and your school experiences and in-school training will take place within our
partnership schools, which are spread out across the region. The University-based
and school-based elements of your programme are carefully designed to help you to
integrate them and to support your progress towards successfully meeting the
Standards. Note that, when at University, your modules will normally be taught on
Fridays and Saturdays, the main exception to this being the three-day Induction
Period. There will also be Conference days throughout the year when Guest
Speakers will lead you through some key issues that will complement your other
courses.

In addition to this Handbook, you will receive a Professional Development file that
includes an Academic Advice booklet.

The Flexible programme is demanding and requires your active participation in
managing, organising and monitoring your learning. You are expected to form Study
Groups to optimise collaborative support and enable you to learn from others. If you
engage positively with the modules at University and on school placements, we are
confident that you will enjoy the programme and its professional and academic
challenges. You will learn to become well-prepared for a demanding, worthwhile role
in helping children to learn and become confident, independent learners themselves.

We wish you a happy and successful time on this route into teaching.




Route Leader




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1        INTRODUCTION AND OVERVIEW OF PROGRAMME

         Dear Colleagues

         Thank you for supporting the postgraduate student teachers in their School
         Experience. This is obviously a crucial time for teachers in training and the
         support of all partnership colleagues is vital. There are three recent changes,
         details of which are set out in this section:

         (a)   The revised standards
         (b)   M-level studies
         (c)   The Every Child Matters agenda

         The revised standards for the recommendation for qualified teacher
         status (QTS).

         Any school joining the partnership needs to be aware of the implications of the
         revised 2007 training standards which apply to all of those who began their
         training for QTS on or after 1 September 2007. The standards are:

         Professional Standard 1: Professional Attributes

         Relationships with children and young people
         Frameworks
         Communicating and working with others
         Personal Professional Development

         Professional Standard 2: Professional Knowledge and Understanding

         Teaching and learning
         Assessment and monitoring
         Subjects and Curriculum
         Literacy, numeracy and ICT
         Achievement and diversity
         Health and well-being

         Professional Standard 3: Professional Skills

         Planning
         Teaching
         Assessing, monitoring and giving feedback
         Reviewing teaching and learning
         Learning environment
         Team Working and Collaboration


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         Masters level PGCE and Research in School

         An important change to the PGCE Primary Programme is that, in line with
         most other training providers, the University of Chichester, in consultation with
         partnership colleagues, has taken the decision to offer PGCE training at
         Masters (M) level. We believe that good teaching is substantially enhanced by
         a lively interest in the academic research that challenges, reconceptualises or
         provides underpinning evidence to support teaching and learning strategies
         and broader pedagogical approaches.

         Partnership colleagues can facilitate the research studies of student teachers
         on the PGCE (Flexible Route) Primary Programme by enabling them to carry
         out small school-based investigations and other educational research activities
         during their placements. To accommodate this change, over the period of
         School A and B experience, student teachers are allocated the equivalent of
         seven days research time in school (see sections on Schools A and B for
         details) This allocation draws upon our experience of teachers and student
         teachers researching whilst in schools, including teachers undertaking
         Masters modules and BA(PET) student teachers undertaking an Independent
         Project.

         Every Child Matters

         The revised PGCE primary programme also places an emphasis on the Every
         Child Matters agenda which is now being embedded into primary schools. We
         hope that you will be able to help the student teachers by explaining to them
         how this is being implemented in your school.

         THE HANDBOOK

         This handbook provides guidance on:

             School Experience A
             Special Interest Placement
             School Experience B
             Carrying out School-based Research
             Qualifying to teach in two consecutive age ranges.
             The Revised Standards for Qualified Teacher Status, 2007
             Career Entry and Development Profile

         This handbook is intended for use by student teachers, class teachers,
         Mentors and Link Tutors.

         We would ask Mentors and class teachers to allow student teachers to
         undertake particular tasks and experience particular situations that will help
         them attain the Standards required by the Secretary of State.



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         In addition, each student teacher on the Flexible Route will acquire an
         Individual Training Plan after an initial needs assessment within their
         Diagnostic period within School A. This will guide the selection of tasks and
         experiences within both school placements.

         While the teaching situations in which student teachers are placed will always
         vary considerably, it is nonetheless necessary to achieve a uniformity of
         purpose. To this end, Mentors, class teachers and Link Tutors are asked in
         particular to consult the appropriate sections prior to and during the school
         experience to ensure a commonality of approach for all student teachers.

         We are required to grade student teachers on a four point scale. We are also
         required to pay attention to the monitoring of their learning and teaching
         across the whole curriculum.

         Age Range requirement

         The revised 2007 standards require that all providers ‘prepare all student
         teachers to teach across two or more consecutive age ranges selected from
         the following’:

         FS    Foundation stage     (ages 3-5)
         IS    School years 1-2     (ages 5-7)
         LJ    School years 3-4     (ages 7-9)
         UJ    School years 5-6     (ages 9-11)

         Student teachers on the Flexible Route access either IS + LJ or LJ + UJ
         age ranges.

         All student teachers should keep a copy of this handbook in their school
         experience files so that it is readily available for reference.

         Your commitment to this partnership in the training of Primary teachers is
         greatly appreciated.




     Head of School               Head of Primary PGCE                              PGCE (Flexible Route)
      Partnership                      Programme                                       Route Leader




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         PARTNERSHIP

         The University has worked closely with local schools for a number of years.

         The Programme has been designed by teachers and University tutors working
         together. The result is a carefully thought out experience for student teachers
         that is founded on our knowledge of developing needs at different points;
         where, in school or university, they can be most appropriately met and by
         which part of the partnership.

         In this way, and through partnership in jointly managing, monitoring and
         evaluating the Programme, we have attempted to provide a coherent,
         integrated and phased experience that is both flexible in response to need or
         external requirement and sensibly structured, with clear roles and intentions.

         Partnership has been established by:

              Teachers and tutors working together on the Development Team;

              Teachers and tutors involvement in the interviewing process;

              Teachers and tutors co-writing courses;

              Mentors and Link Tutors identified as members of the Programme
               Board, Management Group and Exam Board;

              Headteachers and University tutors working together through the
               Primary Partnership Advisory Committee




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           SCHOOL
         EXPERIENCE




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2        SCHOOL EXPERIENCE IN SCHOOLS A & B

2.1      Summary of requirements

         As student teachers on the Flexible Route, you are placed in two schools
         during your PGCE. You will undertake two blocks of extended school
         experience (ESE) during the year. You will also spend one week in a Special
         Interest Placement (SIP), which contributes to your meeting the standards.

         Whilst on school placements, you are required to undertake guided
         professional activities / school-based investigations and carry out
         research towards your University assignments.

         Your Mentor will supervise you in school, in conjunction with a University Link
         Tutor, according to a schedule of classroom observation visits, as well as
         planning other school-based training activities as indicated on your individual
         training plan. This ensures that you have access to a wide range of
         experiences, including meeting parents in a professional context and fully
         using and contributing to the school's system of assessment, recording and
         reporting, whilst meeting the requirements of the 2007 Professional
         Standards.

         Mentors maintain a weekly review sheet summarising strengths and
         achievements over the past week and targets set for the week ahead.
         Relevant parts of your individual training plan are discussed and then targets
         are set to be reviewed in the following week’s meeting; progress against the
         targets and the Individual Training Plan are.

         Your class teacher is responsible for offering you regular support to develop
         your teaching skills, with the opportunity to observe others and to discuss your
         own practice, as well as providing feedback and advice. This teacher will
         liaise closely with your mentor and your University link tutor.

         Your University link tutor will work with you throughout your placement in
         conjunction with your mentor and class teacher. In order to provide a uniform
         pattern of support, your link tutor will follow a schedule of visits to the school
         to observe teaching, sometimes jointly with the Mentor, and to discuss your
         progress, including agreeing action plans for the future.

         All reviews of your progress against the standards carried out with your
         mentor, link tutor, or both, must be followed up with a written record on the
         University’s School Experience Comment Sheets – these are available either
         as self-duplicating sets or downloads to be photocopied from the following
         link: http://www.chiuni.ac.uk/Partnership

         These reviews often centre on a specific teaching session or lesson
         observation, but the review and comments sheet covers all of the evidence
         gathered to date to give you a clear indication of your current level of
         performance in each Professional Standard, and you are graded on the scale
         1-4 against each of the three broad standards.


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      The focus of lesson observation can be on any subject area but care should
      be taken to ensure a range of subjects are covered in the course of the
      experience and note should be taken of a student’s prior experience in that
      particular subject area. Mentors and link tutors should observe the core
      curriculum subjects at least once per placement.

      Any student teacher at risk of failing a placement will receive a written
      warning and agreed action plan, with well-defined, short-term targets
      and a clearly specified review date. (See Appendix H)

      The Primary Partnership Model for all Routes on the PGCE Primary
      programme reflects the close association between schools and the University.
      It includes briefing meetings, introductory days, lesson observation by Mentors
      and Link Tutors both singly and jointly, profile and review meetings. The
      profile meetings must be conducted through triangulation with all three
      parties present: Student Teacher, Mentor and Link Tutor.

2.2   School Experience within the Context of the Whole Programme

      As a student teacher on the Postgraduate Primary Flexible Route, you will
      follow modules in professional studies, the core curriculum, and a module on
      researching in the workplace, which leads directly into your school-based
      research. University training in the foundation subjects establishes the basis
      for a workbook approach, which you then build up into a portfolio of evidence
      using the experiences gained in all three placements and through your wider
      studies. The learning objectives for all of these modules indicate what you
      may be expected to know and understand at this stage in your training.

2.3   Teaching Loads

      Student teachers are expected to assume specific teaching loads during their
      school experiences. These periods of contact time are calculated to give you
      the best opportunity to develop your teaching skills while allowing time for
      preparation, evaluation and other tasks, such as research for assignments
      and completion of guided professional activities / school-based investigations.
      The normal expectation is for student teachers to build up to 55% (or
      approximately 14 hours maximum) by the end of School A, and 70% (or
      approximately 17 hours maximum) by the end of School B.

      This load should be achieved through a mix of group and whole class teaching
      in the early stages of the first placement. Teachers and Mentors should judge
      the balance of teaching in the light of circumstances within their class, and
      your needs as expressed in your Individual Training Plan. Your teaching must
      include all core curriculum subjects, RE, PE and other Foundation Subjects. If
      indicated within your ITP, by the end of your two school placements you must,
      with the help of other staff, plan and [if possible] implement, opportunities for
      pupils to learn in out-of-school contexts.




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2.4   Planning, preparation, assessment, observation and research time

      It is vital that all student teachers are provided with clearly defined periods of
      non-contact time which are set aside for you to engage in non-teaching
      activities such as research towards your assignments, undertaking guided
      tasks, planning, evaluation, completing display work, and to observe others
      teaching. For these professional activities, student teachers are normally
      allocated at least one hour per day.

      Where indicated and agreed, non-contact time should be used for observation
      of experienced practitioners in the base class and throughout the school.
      When feeding into the ITP, Mentors should help you to plan a schedule of
      visits to see other teachers teach across the curriculum, so enabling you to
      gain further experience. This may also include opportunities for planning for,
      teaching and assessing pupils in different age-groups, with the help of their
      class-teacher.

      STUDENT TEACHERS MUST NOT BE USED FOR SUPPLY COVER.

      It is suggested that you negotiate a realistic schedule for your research time
      within each school. This is in addition to your non-contact time as specified
      above. Time in school for research towards assignments is vital to your
      success. It is often beneficial if your research time is arranged in longer
      periods, as short periods of less than an hour are rarely an efficient way of
      allocating this.

      2.4.1 Special Interest placement

            This week can be organised at any point during your progress through
            the Flexible Route. Many student teachers choose to place it prior to
            beginning their experience in School B, but you can equally organise it
            afterwards. This placement gives you the opportunity to gain some
            professionally relevant experience in an issue of interest to you. For
            example, you might choose to work with children with Special
            Educational Needs, or with the bi-lingual support services. Although
            this experience is non-assessed, it contributes to your evidence of
            meeting the Standards.


2.5   Training Sessions

      The school environment presents rich opportunities for enhancing your
      training. Where indicated in your ITP, opportunities for training sessions within
      your school placements are arranged with your Mentor and other school
      colleagues. These training sessions will have a specified focus and be
      indicated on a personalised basis.




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2.6   Flexibilities within the Flexible Route

      A major flexibility in the route lies in the two different pathways through
      Schools A and B. Also your SIP can be timed either before or after your
      School B. All decisions about these options must be made as early as
      possible.

      In School A, after the full time Diagnostic Period, you can opt for different
      patterns of completing the remaining 20 days. The Full Time Pathway (FT)
      involves four more weeks, while the Part Time ‘4’ Pathway (P4) allows five
      weeks of 4 days per week.

      In School B there are two standard starting points, with Pattern V1 starting on
      30th March and ending week beginning 22nd June, while Pattern V2 (4 days a
      week) starts on 26th March and ends week beginning 6th July 2009. Note
      that, either way, you will need to plan ahead effectively for finalising the
      research conference presentations you will be giving on Saturday, 28th
      March 2009.

      The other flexibilities within this route are enshrined in your Individual Training
      Plan, which determines your learning needs, and this is regularly reviewed
      and updated.


2.7   School Experience on the PGCE (Flexible Route) Primary Programme

      Student teachers are expected to arrive in school in sufficient time to take part
      in the initial preparation of the classroom. They should make sure that all
      resources necessary for the planned activities are available at the start of the
      day. They will also need to be aware of the location and availability of
      teaching resources, including the use of a photocopier (see Checklist).

      During school experience, student teachers will need to familiarise themselves
      with a range of whole school issues including rules, sanctions, staff
      responsibilities for specific areas, and gain a clear understanding of the
      school’s ethos and how it impacts on pupils and staff (see Checklist).

      From the outset, you should make every effort to establish yourself as a
      beginner teacher, making clear professional links with other adults in the
      classroom; these include teaching assistants, parents and other helpers.




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Students: Please photocopy the Checklist below and put in front of your teaching
          file for your Link Tutor and Mentor to check.

  Flexible Route Checklist for student teachers at the start of school placements:
 during Diagnostic Period in School A, and Induction & Research Week in School B
1. Names of staff and their areas of responsibility
2. Make yourself known to Head Teacher, Administrative staff
3. General school ethos
4. Expected time of arrival and departure each day
5. Inform school of University training to date in curriculum areas and of
    University-based days that occur during your placement, when you will not
    be in school
6. Obtain a copy of school prospectus and of relevant policies* – see 22-25
    below
7. Clear about teaching responsibilities – what and when?
8. Participation in meetings: planning, staff meetings, INSET, special events,
    parents evenings
9. School community links
10. Classroom rules / expectations
11. Completed timetable for teaching
12. Copies of timetable given to class teacher / Mentor
13. Lists of names of the class / groups
14. Seating plan of room
15. Discuss children in class with the class teacher
16. Relevant ‘need-to-know’ information on levels of support children require
17. Names of statemented children or children with IEPs or IBPs
18. Resources available for each curriculum area
19. ICT equipment and software available in school
20. Photocopier use
21. Familiar with school’s approach to teaching literacy and mathematics
22. *Marking and recording policy
23. *Assessment policy and procedures
24. *Health and Safety policies – see overleaf
25. *Legal requirements – Please read and note the implications for you as a
    student teacher regarding the school’s policies on the following:
    [i] Race equality and racial harassment – location of racial incident book /
          log
    [ii] Equal opportunities
    [iii] Bullying - Appropriate restraining of pupils
    [iv] Behaviour management
           Behaviour management policy in the classroom
           Rewards and sanctions
           Referral of pupils if need arises


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Health and Safety


In addition to the preparation for teaching, it is vital to ensure that you are                        
familiar with policy and procedure regarding health and safety. Please
check that you:

    know and have introduced yourself to the site manager / caretaker;

    know the location of First Aid box and of qualified first aiders;

    know and understand the arrangements for administering first aid to
     children and staff;

    know the emergency procedures including fire procedures, location of
     exits and fire extinguishers;

    understand the accident reporting procedure and location of accident
     book;

    are familiar with manual handling procedures regarding lifting and
     strenuous activity;

    are familiar    with   procedures         regarding             potentially           hazardous
     substances;

    know the smoking policy;

    have read the safety policy and know its location.

    Understand the school rules and procedures regarding:

     o     Staff absence

     o     Non-participation

     o     Changing for PE etc.

     o     Registration of pupils

     o     Rules relating to dress and appearance

     o     Parking arrangements (where applicable)

     o     Break and lunch arrangements




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          School A




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     PATTERNS OF SCHOOL EXPERIENCE WITHIN THE FLEXIBLE ROUTE


                                         SCHOOL A


       IDEAL
                                       FULL TIME                                            PART TIME ‘4’
       WEEKS
                                        Pathway                                               Pathway
     [beginning]

 16/17 OCTOBER                                                                       Preliminary Visit Days




                                                                                             Diagnostic Period
 23/24 OCTOBER                Preliminary Visit Days                                                              1




                                                                                                 Full time
                                  Diagnostic Period


   3 NOVEMBER                                               1                                                     2
                                      Full time




  10 NOVEMBER                                               2                                                     3

  17 NOVEMBER                                               3                                                     4




                                                                                             Development Period
                                                                                             Four days per week
  24 NOVEMBER                                               4                                                     5
                                  Development Period




   1 DECEMBER                                               5                                                     6
                                       Full time




   8 DECEMBER                                               6                                                     7

  15 DECEMBER                                               7                                                     8


NOTE:        School half term is week beginning 27th October 2008.


The placement normally involves 35 days, plus two Preliminary Visit days. Later
adjustments will be made to cover ‘lost’ days e.g. taught days.


DIAGNOSTIC period:

This period leads up to the creation of an Individual Training Plan. Its purpose is to
agree what specific and general training the student teacher needs, as well as
existing knowledge and skills previously acquired. A university Initial Needs Assessor
will visit during this period and following discussions with the mentor and student
teacher will complete the Initial Needs Analysis. This then forms the basis for the
Individual Training Plan. Within this period there is initial indication of Professional
Attributes – and student teachers must show sufficient evidence of these to continue
on the route.



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DEVELOPMENT Period:

This period focuses upon the development of teaching skills and the deepening of
professional knowledge and understanding, supported within schools and through
continuing university course days. In parallel, it focuses upon the research in the
workplace that student teachers must undertake in order to succeed in their first
major academic assignment, due just before Christmas.

    PATTERN OF FORMAL OBSERVATIONS BY INA, LINK TUTORS AND MENTORS:

         IDEAL
                                   FULL TIME                                            PART TIME ‘4’
         WEEKS
                                    Pathway                                               Pathway
       [beginning]

    16/17 OCTOBER                                                                Preliminary visit days

                                                                                     LT (1 hour)
    23/24 OCTOBER            Preliminary visit days                                                       1
                                                                                          M
                                LT (1 hour)
     3 NOVEMBER                                                1                              M           2
                                    M
                                                                                          INA
    10 NOVEMBER                      M                         2                                          3
                                                                                       (3 hours)
                                    INA
    17 NOVEMBER                                                3                              M           4
                                 (3 hours)
                                                                                LT / M Joint
    24 NOVEMBER                      M                         4                                          5
                                                                             Observation (1 hour)
                                LT / M joint                                    LT / M Joint
     1 DECEMBER                                                5                                          6
                                 (1 hour)                                    Observation (1 hour)

     8 DECEMBER                      M                         6                              M           7
                           LT Observation and                                LT Observation and
    15 DECEMBER             Profiling (2 hours)                7              Profiling (2 hours)         8
                               See below*                                        See below*

KEY: M         =     Mentor Observation
     LT        =     Link Tutor Observation
     INA       =     Initial Needs Assessor visit, which includes a short observation

Mentors are involved in each visit by the Initial Needs Assessor and the Link Tutor. In
particular, they share in the joint observation with the Link Tutor, and in the profiling.
Mentors can be flexible with the timing of their formal observations, spreading them
as evenly as possible. They must complete three formal written observations, not
counting the joint observation. There is no restriction on informal observations.
Student Teachers need written feedback as rapidly as possible in order to develop
their practice.
*    The Profiling involves a two-hour visit by the Link Tutor, incorporating a final
     observation by the Link Tutor, which may take 40-60 minutes, followed by the
     profiling of standards meeting, with the Mentor and Student Teacher.


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      2.7.1 Weekly Overview School A (Flexible Route)

           The equivalent of three days research time needs to be arranged to
           enable you to gather information for Assignments 1 and 2.

           Assignment 1 is a research study into one of the core curriculum
           subjects which due in December and is based upon research in the
           workplace (school context).

           Assignment 2 is a presentation at a research conference in late March,
           for which you will to gather some data from the School A placement.

           There can be no hard and fast rule about the rate at which you can take
           on greater responsibility in the classroom. All student teachers are
           different and vary in initial confidence. Therefore, you will be ready to
           progress at your own rate. However, it may be useful for you to consult
           the following guidelines about ‘average’ student teacher progress.

           The ‘weeks’ are indicative as this is a Flexible Route. The length of
           your School A placement will be 35 days, but its duration will vary
           depending upon individual needs and the Pathway agreed, spanning
           from three to six school weeks. Therefore, if you are following
           Pathway P4 in School A, this schedule will need to be extended
           and adjusted.




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                    See Checklist items:                                  University Link Tutor
                                                                          Initial visit to discuss the placement,
                       Introductions – Head Teacher, Class
                                                                          paperwork and expectations with Mentor
                        Teacher, Mentor, Subject Leaders
                                                                          and Student Teacher.
                       Become familiar with whole school
                        issues, policies (see Checklist)                  Class teacher
                                                                          Support student teacher in getting to know
                       Obtain copy of school documents, e.g.             the class, and its groups; prepare a draft
                        prospectus, policies.                             timetable for student teacher for the
                       Obtain school targets for literacy and            diagnostic period.
                        mathematics.
                                                                          Mentor
                       Talk to Mentor, Subject / Learning and            Plan times for weekly one hour meetings
                        Teaching Co-ordinators about teaching             with   student    teacher;   light    touch
                        resources.                                        observation towards end of week, checking
                                                                          on Standard 1: Professional Attributes.
                    In addition:
                                                                          Class Teacher / Mentor
                       Work with teacher in base class.                  Help student teacher with familiarisation
                        Familiarise yourself with all the groups
DIAGNOSTIC PERIOD




                                                                          process within the school.
                        in the class. You will be teaching some
                        groups, based upon the teacher’s
                        planning. By the end of the week you
     Week 1




                        should have planned for at least two
                        groups.
                       Set up your school experience file, to
                        use for collecting and organising the
                        above and future documents.
                       Discuss M&A requirements; set up and
                        start the M&A file.
                       Find ICT resources in school and class.
                        Plan their appropriate use.
                       It is advisable, in order to establish
                        your classroom presence, that you
                        take the whole class for a story, or
                        some other short class activity.
                       Discuss your research time and GPA /
                        SBI, if possible establishing a schedule
                        for the diagnostic period.
                       Start to collect and record evidence for
                        the Profile of Professional Standards.
                       Start to organise and write in your
                        reflective journal.




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                        40% teaching in the core curriculum                 Mentor
                         (split between group and whole class                Observation on Standard 1: Professional
                         teaching).                                          Attributes; check teaching and M&A files
  DIAGNOSTIC PERIOD


                        Maintain files and reflective journal.              are established and progressing; hold
                        Establish display areas for own use.                weekly review meeting with student
                        Arrange specific non-contact time for               teacher.
       Week 2




                         your research assignment.
                        Pursue GPA / SB1 and other
                         professional non-contact activities.
                        Start to collect and record evidence for
                         the Profile of Professional Standards.
                        Observe some classes and reflect upon
                         these experiences.
                                                                             Mentor
                        40% teaching in the core curriculum
DIAGNOSTIC PERIOD




                                                                             Check teaching and M&A files, and
                         (the balance may shift as between
                                                                             standards evidence so far to prepare for
                         whole class teaching and group work,
                                                                             INA visit; hold weekly meeting with student
                         compared to Week 2).
      Week 3




                                                                             teacher.
                        Maintain files and reflective journal.
                                                                             Initial Needs Assessor
                        Continue to collect and record evidence             Short observation, then analysis meeting
                         for the Profile of Professional                     with Mentor and Student Teacher, leading
                         Standards.                                          towards ITP.

                          45% teaching in the core curriculum               Mentor
                          Maintain files – teaching, M&A – and              Check     files: teaching     and    M&A;
                           reflective journal.                               observation covering all standards; hold
  DEVELOPMENT PERIOD




                          Plan display area and start displays.             weekly meeting with student teacher.
                          Plan for classroom assistants.
                          Research time: continue gathering
        Week 4




                           evidence towards assignments
                          Work on guided tasks
                          Continue to collect and record evidence
                           for the Profile of Professional
                           Standards.
                          Observe teaching in other classes e.g.
                           in English / Maths / Science / ICT /
                           PHCSE.
                          50% and should include some                       Mentor – check files: teaching and M&A;
                           foundation subject teaching.                      hold weekly meeting with student teacher.
                          Maintain files – teaching, M&A – and
  DEVELOPMENT PERIOD




                           reflective journal.                               Link Tutor and Mentor – joint observation
                          Continue displays.                                covering all standards.
                          Extend       planning  for    classroom
                           assistants and gain feedback.                     Link Tutor and student teacher – review
        Week 5




                          Research time: continue gathering                 record of mentor meetings, files, reflective
                           evidence towards assignments                      journal, research underway and guided
                          Work on guided tasks                              professional activities / school-based
                          Continue to collect and record evidence           investigations.
                           for the Profile of Professional
                           Standards.
                          Observe teaching in other classes for
                           English / Maths / Science / ICT / PSHE.




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                         55%, mainly focused on whole class.                Mentor
                                                                             Check     files: teaching     and    M&A;
                         Increase teaching on the foundation
                                                                             observation covering all standards; hold
                          subjects.                                          weekly meeting with student teacher.
                         Maintain files – teaching, M&A – and
                          reflective journal.                                Link Tutor
                                                                             Observation; followed by Final profiling
                         Continue displays.                                 meeting involving student teacher, Mentor
DEVELOPMENT PERIOD




                         Extend     planning    for   classroom             and Link Tutor.
                          assistants and gain feedback.
                         Research time: continue gathering
      Week 6




                          evidence towards assignments
                         Work on GPA / SBIs
                         Continue to collect and record evidence
                          for the Profile of Professional
                          Standards.
                         Observe teaching in other classes for
                          English / Maths / Science / ICT / PSHE.
                         Prepare for Profiling by completing self-
                          evaluation proforma and collating and
                          cross-referencing evidence for the
                          Profile of Professional Standards.




                         Please make adjustments for 4-day Pathway if doing 7 weeks.




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          School B




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SCHOOL B

The final eight weeks in V1, or 10 weeks in V2, are called the Synoptic Period.

  IDEAL WEEKS                                                 IDEAL WEEKS
                               PATTERN V1                                                             PATTERN V2
    [beginning]                                                 [beginning]

                                Preliminary                                                                Preliminary
  30/31 MARCH                                                  26/27 MARCH
                                Visit Days                                                                 Visit Days
                            Induction and                                                         Induction and
         1 APRIL               Research          1                30 MARCH                           Research            1
                              LT [1 hour]                                                           LT [1 hour]

     20 APRIL                     M              2                 20 APRIL                                 M            2


     27 APRIL                     M              3                 27 APRIL                                 M            3

     5 MAY                                                       5 MAY
    th                                                            th
  (4 May – Bank             LT [1½ hours]        4            (4 May – Bank                      LT (1½ hours)           4
     Holiday)                                                    Holiday)

         11 MAY                   M              5                     11 MAY                               M            5

                             LT [2 hours]
                               + M joint
         18 MAY                                  6                     18 MAY                               M            6
                            observation &
                            Interim Profile
                                                                                                   LT [2 hours]
                                                                                                     + M joint
         1 JUNE                   M              7                     1 JUNE                                            7
                                                                                                  observation &
                                                                                                  Interim Profile

         8 JUNE             LT (1½ hours)        8                     8 JUNE                               M            8


         15 JUNE                  M              9                     15 JUNE                   LT (1½ hours)           9

                            LT [2 hours]
         22 JUNE              Profiling         10                     22 JUNE                              M            10
                             *See below

                                                                       29 JUNE                              M            11

                                                                                                 LT [2 hours]
                                                                                                 Observation &
                                                                       6 JULY                                            12
                                                                                                   Profiling
                                                                                                  *See below


KEY:               M    =       Mentor Observation
                   LT   =       Link Tutor Observation




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Mentors are involved in each visit by the Link Tutor. In particular, they share in the
joint observation and interim profiling with the Link Tutor, and in the final profiling.
Mentors can be flexible with the timing of their formal observations, spreading them
as evenly as possible. They must complete five formal written observations, in
addition to the joint observation. There is no restriction on informal observations.
Student Teachers need written feedback as rapidly as possible in order to develop
their practice.

*   Each Profiling involves a two-hour visit by the Link Tutor, incorporating an
    observation by the Link Tutor, which may take 40-60 minutes, followed by
    the profiling of standards meeting, with the Mentor and Student Teacher.
    Incorporated in this will be a check on the completion of Guided Tasks.




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2.7.2 Weekly Overview School B

                         The equivalent of four days of research time needs to be arranged, during
                         the eight-week Synoptic Period, to gather further information for Assignment
                         3. Assignment 3 is a Personal Study focused on a personal interest of the
                         student teacher.


                         See Checklist Items:                                  University Link Tutor
                                                                               Initial visit to discuss the placement,
                            Introductions – Head Teacher, Class
                                                                               paperwork and expectations with Mentor
                             Teacher, Mentor, Subject / Learning
                                                                               and Student Teacher.
                             and Teaching Co-ordinators.
                            Become familiar with whole school                 Mentor
                             issues e.g. rules, sanctions, ethos etc.          Introduce     student    teacher  to    the
                                                                               environment,         organisation      and
                            Obtain copy of school documents, e.g.             administration of the school; familiarise
                             prospectus, policies.                             them with resources and facilities relating
                            Obtain school targets for literacy and            to their curriculum areas; hold weekly
                             mathematics.                                      meeting with student teacher, agreeing
                                                                               initial targets for placement that take
                            Establish lesson planning, evaluation             account of previous experience and
                             and record-keeping procedures.
INDUCTION AND RESEARCH




                                                                               learning, including ITP.
                            Find ICT resources in school and class.
                                                                               Class teacher and mentor
                            Familiarise yourself with pupils through          Discuss teaching requirements for the
                             working with groups within teacher’s              consolidation week and the first weeks of
         Week 1




                             lessons in base class.                            the Synoptic Period.
                            Discuss GPA / SBI and ITP with Mentor
                             and Class teacher                                 Student teacher
                                                                               Agree your research and observation
                            Obtain school targets for Literacy and            schedule for the first two weeks, with
                             Mathematics.                                      Mentor / Class teacher.
                            Talk to Mentor, ICT Co-ordinator and
                             mathematics subject / learning and
                             teaching co-ordinator about teaching
                             resources.
                            Start to collect and record evidence for
                             the Profile of Professional Standards
                            Extend (V1) or Finalise (V2)
                             gathering of data for Assignment 2 –
                             organise / arrange opportunities for
                             further data gathering
                            Agree      research     focus    for
                             Assignment 3 with Mentor / class
                             teacher, agree research schedule




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                     40% teaching in the core curriculum,               Mentor
                      mainly groups / some whole classes.                Observe teaching session; hold weekly
                                                                         meeting with student teacher; check files
                     Discuss M&A requirements; set up and
                                                                         are established: teaching and M&A.
                      start the M&A file.
                     Work with teacher in base class.
                  
CONSOLIDATION




                      Plan work for classroom assistants.
                     Establish display area for own use and
   Week 2




                      start displays.
                     Schedule non-contact time tasks.
                     Observe teaching in other classes for
                      English / Maths / Science / ICT / PSHE.
                     Collect / record evidence for the Profile
                      of Standards.
                     Work on GPA / SBI if applicable.
                     Extend research – gathering of data
                      for Assignments (2 and) 3.



                     50% teaching in the core curriculum                Mentor
                      with    some    foundation teaching,               Hold weekly meeting with student teacher;
                      including some group work.                         check files are established: teaching and
                                                                         M&A.
                     Continue to plan work for classroom
                      assistant.
                  
SYNOPTIC PERIOD




                      Continue developing files: teaching,
                      M&A, and reflective journal .
                  
    Week 3




                      Work on GPA / SBI tasks.
                     Start displays.
                     Observe teaching in other classes for
                      English / Maths / Science / ICT / PSHE.
                     Schedule non-contact time tasks.
                     Collect and record evidence for the
                      Profile of Standards.
                     Continue research - gathering of
                      data for Assignments (2 and) 3.




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                     50% teaching in the core curriculum               Link Tutor
                      with    some    foundation teaching,              Observe     teaching   session;    review
                      including some group work.                        Standards; check on research progress.
                     Continue to plan work for classroom
                                                                        Mentor
                      assistant.
                                                                        Hold weekly meeting with student teacher;
                  
SYNOPTIC PERIOD




                      Continue developing files: teaching,              check files: teaching and M&A.
                      M&A, and reflective journal.
                  
    Week 4




                      Work on GPA / SBI.
                     Continue displays.
                     Observe teaching in other classes for
                      English / Maths / Science / ICT / PSHE.
                     Schedule non-contact time tasks.
                     Collect and record evidence for the
                      Profile of Standards.
                     Continue research – gathering of
                      data for Assignments (2 and) 3.



                     55% teaching in the core curriculum               Mentor
                      and foundation subjects.                          Hold weekly meeting with student teacher;
                                                                        check files: teaching and M&A.
                     Full involvement in class management
                      and pastoral activities related to class
                      or year group.
                     Ensure that you are working with a wide
                      range of attainment in English and
                      Mathematics.
SYNOPTIC PERIOD




                     Continue to plan work for classroom
                      assistant.
    Week 5




                     Continue developing files: teaching,
                      M&A, and reflective journal.
                     Work on GPA / SBI.
                     Continue displays.
                     Schedule non-contact time tasks.
                     Observe teaching in other classes for
                      English / Maths / Science / ICT / PSHE.
                     Collect and record evidence for the
                      Profile of Standards.
                     Continue research – gathering of
                      data for Assignments (2 and) 3.




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                   55% teaching in the core curriculum                 Link Tutor and Mentor
                    and foundation subjects.                            Joint observation of teaching session; give
                                                                        feedback; continue to Interim Profiling
                   Full involvement in class management
                                                                        meeting – review Standards; check on ITP
                    and pastoral activities related to class            progress.
                    or year group.
                   Ensure that you are working with a wide
                    range of attainment in English and
                    Mathematics.
                   Continue to plan work for classroom
SYNOPTIC PERIOD




                    assistant.
                   Continue developing files: teaching,
    Week 6




                    M&A, and reflective journal.
                   Work on GPA / SBI.
                   Continue work on displays.
                   Observe teaching in other classes for
                    English / Maths / Science / ICT / PSHE.
                   Schedule non-contact time tasks.
                   Collect and record evidence for the
                    Profile of Standards.
                   Finalise Assignment 2 (V1 only).
                    Continue research – gathering of
                    data for Assignment 3




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                     60% teaching in the core curriculum               Link Tutor and Mentor
                      and foundation subjects.                          Joint observation of teaching session; give
                                                                        feedback; continue to Interim Profiling
                     Full involvement in class management              meeting – review Standards; check on ITP
                      and pastoral activities related to class          progress (for Pattern V2).
                      or year group.
                     Ensure that you are working with a wide           Mentor
                      range of attainment in English and                Hold weekly meeting with student teacher.
                      Mathematics.
                  
SYNOPTIC PERIOD




                      Continue to plan work for classroom
                      assistant
                  
    Week 7




                      Continue developing files: teaching,
                      M&A, and reflective journal
                     Work on GPA / SBI.
                     Continue displays
                     Observe some teaching in other
                      classes for English / Maths / Science /
                      ICT / PSHE.
                     Schedule non-contact time tasks
                     Collect and record evidence for the
                      Profile of Standards
                     Continue research – gathering of
                      data for Assignment 3



                     70% teaching in the core curriculum               Mentor
                      and foundation subjects.                          Hold weekly meeting with student teacher;
                                                                        check files: teaching and M&A.
                     Full involvement in class management
                      and pastoral activities related to class
                                                                        Link Tutor to observe.
                      or year group.
                     Ensure that you are working with a
                      wide range of attainment in English and
SYNOPTIC PERIOD




                      Mathematics.
                     Continue to plan work for classroom
    Week 8




                      assistant.
                     Continue developing files: teaching,
                      M&A, and reflective journal.
                     Work on GPA / SBI.
                     Continue displays.
                     Schedule non-contact time tasks.
                     Collect and record evidence for the
                      Profile of Standards.
                     Continue research – gathering of
                      data for Assignment 3.




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                     70% teaching in the core curriculum and              Mentor
                      foundation subjects.                                 Observe teaching session; hold weekly
                                                                           meeting with student teacher; check files:
                     Full involvement in class management
                                                                           teaching and M&A; prepare with student
                      and pastoral activities related to class or          teacher for final profiling and CEDP
                      year group.                                          completion.
                     Ensure that you are working with a wide
SYNOPTIC PERIOD




                      range of attainment across the
                      curriculum.                                          Possible External Examiners’ visits*
    Week 9




                     Continue to plan work for classroom
                      assistant.
                     Work towards completing files: teaching,
                      M&A, and reflective journal.
                     Work on GPA / SBI.
                     Work towards completing displays.
                     Schedule non-contact time tasks.
                   Collate evidence       for the Profile of
                    Standards



                     70% teaching in the core curriculum and              Link Tutor and Mentor
                      foundation subjects.                                 Final Profiling meeting with student
                                                                           teacher; discussion of CEDP draft.
                     Full involvement in class management
                      and pastoral activities related to class or
                      year group.
SYNOPTIC PERIOD




                     Ensure that you are working with a wide
                      range of attainment across the
    Week 10




                      curriculum.
                     Continue to plan work for classroom
                      assistant
                     Complete files: teaching, M&A, and
                      reflective journal
                                                                           NOTE:
                     Complete work on displays.                           You will share your targets for NQT year
                     Complete evidence for the Profile of                 with your academic adviser on next visit
                      Standards, preparing files of evidence for           to University campus, in order to facilitate
                      profiling meeting.                                   updating of reference.




                      Please make adjustments for Pattern V2 for weeks 11 and 12.




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 GENERAL INFORMATION FOR
  ALL STUDENT TEACHERS




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3     SCHOOL EXPERIENCE FILE

      The file is an important working document. You should keep it available for
      consultation at all times in school. The file must contain full details of
      planning, class organisation and assessment and evaluations. It should be
      noted that as a student, you have ownership of your file and may organise it in
      a way that best supports your professional development over the SE.

      Your file acts both as a record of development and as a resource for teaching.
      It should be detailed and professionally acceptable in style and content. All
      copies of School Experience Comment and Review Sheets, and other written
      comments on teaching should be kept in the file adjacent to the lesson or
      session observed. You may wish to keep a separate resources file for
      teaching resources used.

3.1   Organisation of the file

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

          your Individual Training Plan
          the checklist
          details about the context of teaching: i.e. school size, catchment, location
           and organisation (include school brochure or prospectus, if available);
          classroom details, i.e. pupil numbers, names, seating plan, notes on
           class groupings
          a timetable showing main teaching sessions and fixed points in pupils’
           day
          your reflective journal
          medium-term plans and schemes of work
          weekly plans
          lesson plans organised in clear curriculum or weekly sections
          evaluations of teaching and learning (these should be kept with the
           lesson plans)
          guided professional activities / school-based investigations
          observations of teaching across the school (see appropriate Appendix for
           the schedule)




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3.2   Planning

      (a)   Lesson plans

            NB Lesson Plan guidance and planning pro forma in the appropriate
               Appendix

            Planning is generally completed in line with established school
            procedures. However, you are expected to complete, in good time, a
            lesson plan, using the advised University format for every lesson
            taught. It is important that you adopt a systematic approach to
            planning. The sample lesson plans provided in Appendix J offer a
            format that should be used as a model for the development of lesson
            plans in the context of specific teaching situations. Mentors and class
            teachers are strongly advised to check the lesson plans, in good time,
            before you start teaching from it. Mentors and class teachers are
            asked to initial and date the lesson plans and make comments or
            amendments. This constitutes evidence of checking the plans.

            The planning section of your file should include schemes of work,
            medium term plans, weekly plans and daily lesson plans. These should
            be prepared in close collaboration with the class teacher and Mentor.

            The schemes should show:

                detailed lesson plans;
                intended pupil learning outcomes related to the National
                 Curriculum;
                teaching and learning methods to be used;
                subject content in each curriculum area taught;
                specific references to the teaching of literacy and mathematics;
                resources for teaching;
                an indication of how ICT will be incorporated, where appropriate;
                intended approaches to monitoring and assessment.

      (b)   Health and safety considerations:

            Before teaching any lesson with a potentially hazardous content, such
            as Science, Design Technology or PE, you have to take responsibility
            for making sure that you understand the safety implications. Careful
            planning and risk assessment will ensure that neither children nor
            adults will be harmed when taking part in lessons. You should add a full
            risk assessment to medium term and lesson plans for these lessons.
            The H&S implications of all lessons should be considered prior to
            teaching.




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      (c)   Observation of teaching and learning:

            Besides learning through teaching, you will spend some of your time in
            school learning through observing experienced practitioners. To support
            these observations, you should complete a Teaching & Learning form
            for each session formally observed. These sessions may occasionally
            be participant observations, which the teacher has planned or you have
            planned with support from the teacher, so that you may be working with
            some or all of the children during the session. At other times you may
            be a non-participant observer. In either case, you should define your
            own training focus, related to the standards.

            NB Permission should be obtained from those being observed
               through the Mentor and you must be prepared to share your notes
               in a professional dialogue. Please also note that you are NOT
               assessing or judging the teaching you observe. This would be
               both impolitic and unprofessional. A pro forma for observations
               can be found in the appropriate Appendix.

      (d)   Working with teaching assistants:

            All student teachers need to work effectively with teaching assistants
            (TAs) during school experience. You should find out the background
            experience and expertise of any adults working with you in the
            classroom. The class teacher and/or Mentor can be asked about this.
            Some TAs may have specific training as learning support assistants
            (LSAs), nursery nurses, etc.     Planning may appropriately make
            considerable demands of them but you need to know what to expect
            beforehand.

            It is important to build a relationship with TAs as soon as possible. You
            should share your aspirations with them and make it clear that you
            value the TA’s presence and expertise. You should establish a routine
            of including TAs in your planning. They will need to know in advance
            what is intended for the lesson, what is expected of them, and how and
            when you will get information from them after the lesson about how
            their group or groups responded to the tasks set.

            Lesson plans should make explicit references to the role of any other
            adults working in the classroom with you. If you can rely on their
            presence and effectiveness it may mean that you can plan for two
            teacher-intensive group activities in the middle section of literacy or
            mathematics lessons rather than one. It is appreciated that matters
            may be more complicated if the adult is there because an SEN child
            with very specific needs is present in the class.

            You should always have back-up plans, which enable the lesson to be
            offered effectively in the absence of the TA.




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            Permission should be sought from the teaching assistant and
            classteacher if you want to involve the assistants in assessing the
            pupils within their group. If they are happy to do this, then the
            assessment criteria should be discussed and a proforma provided
            which is quick and easy to complete. Remember that the TA is a
            valuable member of the teaching team.

3.3   Evaluation of teaching

      All teaching must be evaluated. You are required to write detailed, analytical,
      evaluations of lessons or teaching sequences on every occasion that you
      teach. These may be written as a series of bullet points. This is in order that:

           you evaluate pupils’ responses and learning and so, in the light of this,
            inform your future teaching plans.

           you are able to analyse and reflect on your own teaching, and to learn
            from that purposeful process of reflection.

           other professionals can retrospectively ‘catch up’ with lessons which
            they did not see for themselves, and draw information about your
            professional practice for discussion with you.

      You are expected to evaluate your own contribution to the lesson as a teacher
      and the effect on the pupil as a learner. Evaluation is best handled
      systematically by addressing specific questions. Please see evaluation format
      in the appropriate Appendix.

3.4   Evaluating pupils’ learning

      In order to gain any useful idea about the effectiveness of your teaching on
      pupil learning, you need to become a practised observer. This means gaining
      and recording systematically as much useful and relevant information as
      possible. You need to make notes, talk with pupils and gather evidence
      whenever you see something which may help you to illustrate or explain what
      is happening in terms of pupil response, attitude or learning. Analysis and
      significant example are much more useful to you, the Mentor, teacher and
      Link Tutor, than simple description.

      It helps to name individual pupils in each evaluation (at least three per day)
      and say what they did, or said or produced that was interesting, or that
      illustrated a point. This information provides vital evidence, which should
      inform subsequent lesson planning, differentiation, groupings, classroom
      organisation and assessment strategies.

3.5   Assessment, monitoring and giving feedback

      Professional knowledge & understanding:
      Assessment and monitoring (Q11-13)



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      Professional Skills:
      Assessing, monitoring and giving feedback (Q26-28)

      All students undertake taught sessions on assessment, monitoring and giving
      feedback in the Professional Studies module. In this module, you are taken
      through the following procedures: the meaning of monitoring and assessment;
      target setting; NCTs; teacher assessment; assessment for learning, record
      keeping; reporting requirements.

      Monitoring and assessment information should be kept in a separate file. It
      should reflect your involvement in the assessment, recording and discussions
      of pupils’ work with the class teacher, Mentor and with the pupils themselves.
      The file should also contain your own records and assessments of pupil
      progress over the period of your school experience. Your ITP may include
      specific training in assessment, monitoring and target setting to help you to
      improve your knowledge and skills in this area.

      3.5.1 Monitoring & Assessment requirements
            on the PGCE Primary Programme

      You should:

           Read and copy the school’s latest Ofsted report and raise results
            online. These can be found on the Ofsted website www.ofsted.gov.uk
            or outside the School Partnership Office.
           Note the Ofsted recommendations with reference to the core subjects.
            Check the school’s progress with your Mentor. Your planning and
            teaching should be designed to help the school to meet its targets.
           Read and copy the school’s assessment policy. Take particular note
            of Assessment for Learning Techniques. This will give you an
            indication of the expectations for staff regarding M&A. Monitoring,
            assessing and recording children’s work, and reporting this to parents is
            a fundamental part of the teacher’s role. You should become familiar
            with the techniques involved and the whole school approach to M&A.
           Make notes on the class in terms of assessment data, such as NCT
            results, and any relevant social, emotional and SEN information.
           Keep whole class records – to track and monitor the progress of the
            class in the core subjects, including ICT, PE and in the Foundation
            subjects taught. Keep detailed reading and writing, speaking and
            listening records. This recording and your lesson evaluations should
            inform your subsequent lesson planning and target setting for the
            class, groups and individual children.
           Lesson Evaluations may be kept in your teaching file or M&A file;
            they contribute to improving the quality of your teaching and learning.
           Keep detailed records on six children in School A and 10 in School
            B. These children should represent the range of children in the class
            and are your target profile children.


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      Records should include:

      o         Observational notes about the children, their learning, behaviour,
                socialisation, curriculum strengths and areas for development;
      o         Examples of these children’s work in the core subjects, ICT and the
                foundation subjects. The work should be annotated to give the context
                in which the work was done, the level achieved and reasons why this
                level was awarded. Do not just collect pupils’ work in your file; the work
                should be assessed and provide information to enable subsequent
                planning;
      o         Keep regular notes on each child’s progress.
      o         At the end of School B, choose two of these children and write a short
                report on each of them. Check the accuracy of the report with the class
                teacher well before the profiling meeting.
      o         Orally, report on these children’s progress to the class teacher, as if
                s/he were the child’s parent / carer.

      3.5.2 Assessment, monitoring and giving feedback checklist

      The checklist below indicates those Standards relating to M&A that must be
      completed during School Experience by the end of the course. The M& A file
      should be organised in such a way to facilitate reference to the Standards. At
      the same time all lesson plans need to indicate how and where pupil
      assessment informs planning. The M&A information in the checklist may be
      used to make sure that each Standard is being met through appropriate
      planning and teaching.

                     Know the assessment requirements and arrangements for the
                     subjects / curriculum areas in the age ranges they are trained to
          Q11
                     teach, including those relating to public examinations and
                     qualifications.
                     Know a range of approaches to assessment, including the
          Q12
                     importance of formative assessment.
                     Know how to use local and national statistical information to
          Q13        evaluate the effectiveness of their teaching, to monitor the
                     progress of those they teach and to raise levels of attainment.
                     Make effective use of a range of assessment, monitoring and
          Q26(a)
                     recording strategies

                     Assess the learning needs of those they teach in order to set
          Q26(b)
                     challenging learning objectives

                     Provide timely, accurate and constructive feedback on learners’
          Q27
                     attainment, progress and areas for development.
                     Support and guide learners to reflect on their learning, identify the
          Q28        progress they have made and identify their emerging learning
                     needs.


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   ASSESSMENT OF SCHOOL
    EXPERIENCE AND PDP




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4     ASSESSMENT OF SCHOOL EXPERIENCE AND THE PROFESSIONAL
      DEVELOPMENT PROFILE, INCORPORATING THE PROFILE OF
      DEVELOPING PROFESSIONAL STANDARDS

      You will develop a Professional Development Profile, and Profile of
      Developing Professional Standards. This document tracks the progress of
      your professional and academic development throughout the PGCE
      Programme.


4.1   Checking Previous Experience in School, i.e. from School A to School B

      Please share your ITP, achievements and previous targets from School A with
      your Mentor in School B. In this way, your new school will be better able to
      provide focused support in response to earlier comments and help you to build
      on your experiences. All Mentors and Link Tutors will be asked to complete
      profiles and reports for each school experience. Self-duplicating forms will be
      provided for the final profile or these can be downloaded from the School
      Partnership Website: http://www.chiuni.ac.uk/partnership

      You are recommended to update your profile of developing standards
      regularly - at least every two weeks. It should not be left until the last
      week.


4.2   School Experience Comment and Review Sheets

      School Experience Comment and Review Sheets are completed by Mentors,
      class teachers and Link Tutors (jointly on some occasions) after each formal
      observation of teaching or any other aspect of your work in school. Over time,
      the foci of lesson observations should span across the curriculum, ensuring a
      range of teaching is observed. See the appropriate Appendix for sample copy.

      You will also receive verbal reports and comments from teachers and Mentors
      during your time in school. Such information is vital to you, as you need to
      discuss your practice frequently, but it only supplements the essential core of
      formal written comments. It is helpful if teachers summarise any important
      discussions with you on a comment sheet.

      The design of the comment and review sheets takes into account your need
      for focused feedback. Mentors and Link Tutors will give you a grade on each
      Standard after every formal observation and review visit; these grades relate
      not just to what teaching has been observed but also the bigger picture of the
      evidence you have in relation to meeting the Standards at that stage of your
      placement; grades must be matched to the comments on the sheet. An
      extension sheet is available should the need arise for more extended
      comments.

      Each Standard must be graded on the 1-4 scale.



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            Grade                   Standard                                         Assessment

               1                  Outstanding                                                Pass

               2                       Good                                                  Pass

               3                  Satisfactory                                               Pass

               4                  Inadequate                                                  Fail

      NB All grades given are a single number. There should not be any + or
         - grades and no amalgamated / split grades, such as 2/3 or 3/4.
         Comments may make clear when a grade is near the borderline with
         a higher or lower grade.

      The schedule of Mentor, Link Tutor and moderation visits is provided in the
      tables covering School A and School B in section 2.6 above. This has been
      planned to make sure that you receive regular support and written feedback.

      It is important to note that the written evidence on comment and review sheets
      will be used to form judgements about your teaching and will ultimately
      contribute towards your final assessment. They also provide an important
      source of information for references.

      Performance criteria are provided for each pass grade. These should be
      consulted in order to provide accurate, honest information about the standard
      of teaching and progress towards the standards observed. It is important to
      put on record any serious concerns, including cases where performance
      persistently is barely satisfactory.


4.3   Weekly Mentor Review Sheet

      The purpose of the Mentor review sheet is to maintain a record of all sessions
      that you spend with your Mentor, whether in the classroom or in any other
      formal context. Copies should be retained by both you and the Mentor. All
      written records should be signed and dated by the staff concerned. Review
      sheets record strengths and areas for development, and agreed targets set.
      Each weekly meeting should review progress in achieving the set targets.


4.4   Assessment of School Experience

      Assessment is carried out in the Profile meeting at the end of each ESE. This
      is based on the criteria for the Profile of Professional Standards. All
      components in the Profile must be passed, including satisfactory completion
      of Guided Tasks. An overall grade of 3 or better must be achieved in all three
      standards.


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      Profile Grades:

          Grade       Standard                        Description                                     Assessment
                                   Mostly very good or excellent
           1        Outstanding                                                                         Pass
                                   features. Other features are good
           2           Good        Mostly good features                                                 Pass

           3        Satisfactory   All features at least satisfactory                                   Pass

           4         Inadequate    Not reaching the quality required                                     Fail

      4.4.1 The Profile of Professional Standards: All student teachers have a
            Profile of Professional Standards which is completed after School A and
            School B. This tracks your professional and academic development,
            referring to your achievements in profile components, action plans, self-
            appraisals and comments by Mentors and Link Tutors.

      4.4.2 Profile and Review Points: Profile meetings report on the achievement
            of Professional Standards. They involve a triangulation meeting between
            you, your Mentor and your Link Tutor. Guidelines for the profile meeting
            are provided in the appropriate Appendix.

               At regular intervals you should review your written evidence of meeting
               the standards, cross-referencing this to your lesson plans, evaluations
               and files. This will be checked by your Mentor within weekly review
               meetings in order to plan training opportunities for you.

               The Grading the Standards document should be used for self-grading.


4.5   Student Teachers on School Experience
      with weakness in Literacy or with Dyslexia

      Requirement R1.5 (c) of the revised standards states that all ITT
      providers must ensure that all entrants: can read effectively, and are able
      to communicate clearly and accurately in spoken and written Standard English

      We ensure that all entrants to ITT programmes have English GCSE (or
      equivalent) at grade C or above; we require applicants to complete a literacy
      task at interview to inform the selection process. Applicants with significant
      weakness in English are identified at this stage and most are rejected, but
      some are offered a place and additional support to ensure that they can meet
      the standards required. Applicants diagnosed as dyslexic may be offered a
      place if it is felt that with reasonable adjustment and support, they will be able
      to achieve the Standards. Although we aim to support all student teachers
      with special needs, there is no requirement for us to lower our academic
      standards to accommodate student teachers with significant literacy
      weaknesses.



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      During the college-based modules, we monitor student teachers thoroughly.
      However, it is only when we see how student teachers’ use of English impacts
      on their teaching that we can fully evaluate their ability to meet the standards.
      Student teachers may fall into two categories:

           those who have been recognised as having dyslexia or other specific
            language weakness and who are on support programmes. Schools will
            normally be notified of any special need identified and any particular
            adjustments that have been or need to be made to support the student;

           student teachers who demonstrate weakness in literacy during their
            practice in school.

      All students therefore, should be monitored in school for their effective use of
      literacy. Any student teacher finding difficulty in using English must have this
      recorded in their weekly reports and observations as appropriate, and this
      must be taken into account in the assessment, particularly of revised standard
      Q14. Student teachers making errors in their written English or failing to
      identify errors in children’s work should be set targets by both the Mentor and
      Link Tutor involved in the assessment. Should the student teacher’s English
      provide cause for concern the full procedure should be initiated and an action
      plan set for support. Future success depends on the student teachers taking
      responsibility for their own learning and working in partnership with the class
      teacher, Mentor, Link Tutor and University Student Support to address their
      needs.

4.6   Review of Student Teacher Progress

      If during school experience there are any concerns (expressed by the link
      tutor, mentor or headteacher) regarding a student teacher’s progress on
      school experience (including any aspect of professional attributes, and/or,
      professional knowledge, understanding and skills) then a ‘Notification of
      Concern’ form (see School Experience Generic Handbook) should be
      completed, discussed with, and issued to the student. The completion of a
      ‘Notification of Concern’ form should involve the mentor, link tutor and student
      (please note that any refusal on the part of a student to acknowledge the
      nature of the concern, sign the form and/or agree and respond to the identified
      actions will, normally, be regarded as a failure of the Professional Attributes
      QTS Standard). It is important to note that the completion and issuing of a
      ‘Notification of Concern’ form does not automatically trigger a Primary School
      Experience Action Plan and can be used to identify and notify concerns that
      are not yet of a ‘grade 4’ (fail) level of seriousness.

      If during school experience a student teacher is formally judged to be
      operating at a grade ‘4’ (i.e. ‘fail / inadequate’) level of performance then an
      interim assessment will be made, which could lead (ultimately) to the
      termination of the placement if there is no improvement. For example, any
      student teacher who formally receives a ‘fail’ grade for an observation lesson
      or is formally judged as displaying inappropriate (i.e. fail / inadequate’)
      professional conduct, would normally be subject to such an assessment.


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      In such a situation this interim assessment will normally take the following
      form (see also the flow chart in this section):

           a completed Notification of Concern form and a Formal Warning Letter
            is given to the student teacher, accompanied by an Action Plan (these
            can both be printed out from Appendix H of the School Experience
            Generic Handbook;

           the Action Plan containing clear and appropriate targets is discussed
            with the student teacher, to help her/him understand how to redeem the
            situation (copies of all warning letters and action plans issued by the
            link tutor should be sent to the School Partnership Office);

           a formal assessment is made at the end of the action plan period, at
            which point the student teacher may be allowed to continue in school if
            sufficient improvement (grade ‘3’ in all areas) of the Action Plan is
            noted;

           the mentor and/or link tutor should signal the need for a visit by an
            external examiner and/or internal moderator with the Head of
            Programme if they are not satisfied with the progress made (i.e. if any
            aspect of the Action Plan is still of ‘grade 4’ / fail level);

           the external examiner and/or internal moderator will review the
            judgement of the mentor and/or link tutor although they do not have
            the power to change it.

      NB    Mentors and/or link tutors must record details of meetings,
            support and advice given on the Weekly Review Sheet (Appendix
            D), and the Notification of Concern Form (Appendix H).

4.7   School Experience Moderation Procedures

      PLEASE NOTE: Further guidance and copies of all documents referred
                   to in this section can be found in Appendix H of the
                   School Experience Generic Handbook

      A grade of ‘4’ is indicative of a poor standard of performance. Under current
      procedures such performance is assessed as a ‘fail’. The University has in
      place support and moderation procedures to deal with such a situation. These
      procedures are designed to give the student teacher every opportunity to
      redeem the situation, while at the same time working to safeguard children
      from poor teaching / professionalism. In the event that any Standard is
      formally graded ‘4’, the following sequence of support and moderation
      procedures would be triggered.




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 A Notification of Concern form and
 Formal Warning Letter are issued
 by the link tutor and/or mentor.

                  

 A written action plan is set which
 must be implemented within a
 stated and appropriate time-span.

                  
                                                          If this formal assessment is graded
                                                          ‘3’ or better in all areas of the action
 A formal assessment is made at the
                                                         plan, no further action is required
 end of the action plan period.
                                                          on this occasion, but the student
                                                          teacher will be monitored closely.
                  
 If graded ‘4’ for any area of the
 action plan, then a visit by an
 External Examiner and/or internal
 moderator     to      confirm     the
 assessment by the partnership will
 be arranged. If the ‘fail’ assessment
 is confirmed, the practice will
 normally be terminated by the
 partnership.

      Copies of all Notification of Concern forms, Formal Warning
      Letters and Action Plans issued by the link tutor and/or mentor
      should be sent to the School Partnership Office (SPO).

4.8   Re-assessment of School Experience

      All failures have to be confirmed by the Board of Examiners, normally after a
      student teacher has been seen in school by a moderator or an external
      examiner. In exceptional cases it may not be possible or necessary to
      arrange for an external visit, for example, when the student teacher decides to
      withdraw before the end of a placement as this action would constitute a fail.
      Schools may wish to terminate the placement if, for example, the quality of
      pupil learning is seriously in jeopardy, or, if in the case of a poor professional
      attitude and behaviour. If a school terminates a placement, this would
      constitute a fail.

      The Board of Examiners may offer the opportunity to resit school experience
      in the case of failure. However, a student teacher will normally be allowed only
      one opportunity for re-assessment of school experience. Student teachers will
      only be offered a resit if certain criteria are met relating to:


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           previous performance and support

           their own understanding of the relevant issues

           their ability to act upon advice and attempt to rectify problems

           advice from the school

           evidence of circumstances beyond the student teacher’s control such
            as personal trauma or the school context which mitigated against
            success. (Mitigating circumstances rules may apply here which, if
            agreed, would lead to a deferred practice. Mitigating circumstances do,
            however, require independent corroborative evidence to support the
            claim).

      The length of a resit is determined by the Board of Examiners. Normally a
      student teacher will be required to repeat the length of the failed block of ESE.
      The dates for the resit are arranged by the Head of School Partnership in
      conjunction with a Partnership school.

       All re-assessments of school experience are subject to the availability of
      suitable schools and classes. Placements are also subject to satisfactory
      progress and performance in the first two weeks of the resit period.

      In line with University policy on re-examination, student teachers must finance
      any re-assessment themselves. In the case of school experience, this will
      include the cost of the partnership fee and administrative charges made by the
      University based on the cost of a single module.

4.9   Withdrawal from School Experience

      In the absence of medical or other evidence, where the student teacher
      decides not to complete their school experience and withdraw before a
      profiling point, they will normally be deemed to have failed that specific block
      of school experience. A student teacher who has withdrawn from school
      experience will not normally be offered a resit of a School Experience.

      However, it should be noted that in some instances student teachers withdraw
      from school experience for reasons others than unfitness for teaching (e.g.
      personal / domestic circumstances). If there is evidence that circumstances
      beyond the student teacher’s control (e.g. personal trauma, medical
      circumstances, school context) mitigated against their success then another
      school experience may be offered, if mitigating circumstances are submitted
      and if these are accepted by the Board of Examiners. In the case of medical /
      health issues, the Programme will require that proof of fitness to return to
      school experience be provided as a condition to offering a resit. If mitigating
      circumstances are accepted by the Board of Examiners, the offer of sitting
      school experience as for the first time may be made.




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            ROLES AND
          RESPONSIBILITIES




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5.    ROLES AND RESPONSIBILITIES

      The PGCE Programme is based on the principle of partnership between local
      schools and the University. Within this partnership colleagues have different
      but complementary roles and responsibilities.


5.1   The school and the Mentor

      The school hosting the placement is responsible for:

          Arranging the supervision of the teaching placement and school
           experience.

          Providing a Mentor with timetabled periods in order to carry out the role.

      The role of the Mentor

      Your Mentor is responsible for guiding, supervising and training you in all
      aspects of your teaching during school experience and will meet regularly with
      you to discuss all aspects of school life. They will observe your classroom
      practice, offer critical feedback and take part in your profiling. Your Mentor
      may or may not be your class teacher. If not, s/he will liaise with the class
      teacher and others in the school.

      Your Mentor takes responsibility for your supervision through:

           Familiarising themselves with course requirements.
           Liaising with the head teacher and negotiating with staff in the school.
           Preparing other members of staff for working with you.
           Familiarising you with school support services.
           Briefing you on school policies, procedures and resources.
           Arranging a timetable for you, including opportunities to observe
            lessons modelling good practice.
           Arranging sufficient time for you to engage productively with ‘Research
            in the Workplace’ by timetabling appropriate spaces.
            NOTE:         Additional to your allocated non-contact time
           Arranging to meet weekly with you, as detailed in the Weekly Review
            Sheet.
           Completing the Weekly Review Sheet arising from these meetings.
           Arranging for the provision of training in line with your Individual
            Training Plan.
           Checking your progress on any GPA or SBI related to school
            placements, giving feedback and initialling them when satisfactory.



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           Training you to:

            o      Manage a class effectively
            o      Assess learners accurately
            o      Use ICT appropriately within lessons

           Assisting you with the preparation of schemes of work, lesson planning
            and maintaining an effective file.

           Formatively monitoring and assessing your evidence towards meeting
            Professional Standards and your wider professional development.

           Carrying out joint observations of your lessons according to the
            published schedule for the Flexible Route.

           Assessing and profiling you (with the Link Tutor) against the
            professional standards and signing these in relation to evidence
            collated in your files; writing up the Profile of Development and
            Professional Standards and assessing your performance.

           Returning copies of all documentation to the School Partnership Office
            promptly. (These are used to compile references for student teachers
            and to track students’ progression).

           Liaising as required with:

            o      The University’s Initial Needs Assessor (school A only)
            o      The University’s Link Tutor
            o      The Flexible Route Co-ordinator


5.2   The Class Teacher

      The class teacher is responsible for offering you regular support and guidance
      while they are in your class. Specifically the class teacher’s involvement will
      include the following:

           giving you the opportunity to observe their own good practice;

           giving you the opportunity to discuss the teacher’s own planning as well
            as your own;

           giving you opportunities to take full responsibility for the class, with
            regular discussion and feedback;

           liaising with your Mentor.




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5.3   The Link Tutor

      The Link Tutor is the bridge between the University and your school. Normally,
      the Link Tutor will have responsibility for a number of schools and will visit
      your school at each specified point during school experience. Link Tutors have
      specified hours available for each school visit.

      Your Link Tutor is responsible for:

           being familiar with programme requirements;

           ensuring that your school is fully briefed about the Partnership
            requirements for student teachers;

           providing guidance and, where appropriate, some training for your
            Mentor;

           liaising with and supporting your Mentor and class teacher;

           monitoring your progress through discussion with your Mentor and
            class teacher;

           reviewing all planning, lesson notes and evaluations in your files;

           reviewing the development of teaching standards with the you and your
            Mentor;

           monitoring your wider professional development with your Mentor;

           observing you teach and providing you with written feedback;

           making formative and summative assessments of your progress with
            your Mentor;

           ensuring that you receive your entitlement.


5.4   Quality Assurance Tutor

      A QA team of experienced tutors and mentors will be involved in the
      moderation and assessment of student teachers. They liaise closely with the
      Heads of Programme, the Head of Primary Education and Head of School
      Partnership. The purpose is to monitor standards within the Partnership, often
      with a particular focus on an aspect of school experience, e.g. addressing the
      standards relating to pupils for whom English is an additional language; to
      support Link Tutors and Mentors through additional guidance and advice; and
      to moderate grades in borderline cases.




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5.5   The Student Teacher

      You are expected to demonstrate commitment to your studies both in the
      University and in school. You are also expected to demonstrate a responsible
      and professional attitude to all staff in the University and school, to fellow
      student teachers and to children.

      During your school experience, it is your responsibility to ensure that you:

           Familiarise yourself with the school experience handbook and
            requirements for the placement.
           Dress smartly and in appropriate attire and footwear, taking into
            account the school’s dress code. Check the school’s policy for
            changing for PE / Games.
           Are courteous and polite at all times.
           Ensure that all files related to school experience (e.g. M & A, Profile of
            Standards, teaching file) are regularly updated and available in school
            at all times.
           Present updated Profile of Standards booklet, all files and ongoing
            guided professional activities (GPA) / school-based investigations (SBI)
            at weekly review meetings to inform professional dialogue with Mentors.

      You should attend school punctually and at the times laid down by the
      headteacher or Mentor. You are expected to remain after school, within
      reason, to attend planning meetings and other functions as required by the
      school. However, it has to be accepted that travel arrangements may impose
      some restrictions, particularly at the end of the school day.

      You must submit guided professional activities / school-based
      investigations for checking promptly. It is important to remember that staff
      need time to go through your tasks, and also that delays in submission or sub-
      standard work could result in failure.


5.6   Academic Advisers on the Flexible Route

      You are reminded to attend tutorials and keep your academic advisor
      informed of your achievements and strengths as well as any problems
      encountered over the year.        You should give your adviser copies of self
      appraisal sheets to keep them informed of your progress. This material will
      assist in the writing of your reference. You should ensure that your academic
      adviser has as much information as possible about school experience, as they
      will need to write a substantial section in the reference on achievements
      during the year to date. You can help in this by checking with your adviser
      that they have copies of joint summative appraisal pages and school
      experience comment sheets.




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      Academic advisers may write student teacher references at any time during
      the year. They are updated after your final extended school experience in
      School B.

      Please refer to your Academic Advice Handbook within your Professional
      Development Profile file for details of meetings with your academic adviser.


5.7   External Examiners

      External examiners are responsible to the Board of Examiners for reporting on
      standards and processes within components of a Programme. They play an
      important role in moderating and checking overall standards of course
      provision and student teacher performance through visiting schools to see a
      sample of student teachers.

      The external examiner for school experience is specifically concerned with
      standards of classroom teaching and the professional development of
      students in school. Therefore it is appropriate for the school experience
      examiners to focus on those aspects of the course that relate to students’
      practical teaching. The main areas for the attention of external examiners in
      relation to school experience would normally include:

           moderating a sample of assessment grades against the Standards;
           collecting evidence from a range of sources, particularly: observation of
            teaching; checking teaching files; discussion with student teacher,
            class teacher and Mentor;
           assessing student teacher level of preparation: teaching files and M &
            A, interview;
           observing teaching to judge standards of classroom practice;
           monitoring the effectiveness of supervision and support by Mentors and
            tutors: lesson reports and discussion;
           confirming grades including all fail grades at the final assessment point
            through discussion and, where possible, school visits and observation;
           providing verbal feedback to students teachers and tutors / Mentors.
            External examiners are not obliged nor expected to provide written
            feedback to the student teacher.
           submitting an annual report on overall standards at the end of each
            year to the Academic Standards Unit.

      In the case of any difficulty over a student teacher placement in a particular
      class or school, examiners are asked to report the matter to the Head of
      School Partnership and/or Head of the Programme who will be able to
      consider an appropriate course of action. Examiners are asked not to refer
      any such issues directly to the school concerned.




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          GUIDED TASKS




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6.    GUIDED TASKS

6.1   Guided professional activities and school-based investigations are a required
      component of the partnership programme and your ITP. They are designed to
      help you enhance and deepen your studies about the teaching and learning
      of English, Mathematics, Science, Foundation Subjects and Professional
      Studies in both University and school phases of the Flexible Route. These
      are provided as a bank of activities and investigations – when composing your
      Individual Training Plan, a decision will be made about which of these you
      need to complete. They are not formally assessed, i.e. given a grade, but
      they should be presented professionally and carefully proof-read. Completing
      the guided professional activities / school-based investigations, and having
      them initialled by your Mentor and/or Link Tutor, is required if so indicated on
      your ITP and this is reviewed formally at profiling.

      It is your responsibility to ensure that your ITP is updated consistently,
      and that you obtain initials on your ITP as required to confirm your
      progress.

6.2   Some of these activities are best undertaken while in school, especially the
      school-based investigations, but also some of the guided professional
      activities that include gathering direct data – e.g. materials or observation or
      pupils’ work samples. Each activity or investigation includes prompts on
      points to consider. In preparing for this, you should decide on the approximate
      length of time you need to devote to each activity / investigation and the key
      questions you need to address, seeking guidance as necessary. Once each
      activity / investigation is completed, you should arrange to engage in a
      professional dialogue about your studies and findings with your Mentor or Link
      Tutor. You should use the dialogue sheet, where one is provided, to enable
      your Mentor or Link Tutor to comment on your directed task.

6.3   You will need to plan for the completion of these activities / investigations,
      spreading them across your overall time in school on the route, unless the
      brief specifies a time frame for completion of a particular task. Some may
      require a longer period of study e.g. for collecting data, but most can be
      completed at any time. Remember to investigate relevant research and other
      literature to support understanding, perhaps using module bibliographies as a
      starting point.

6.4   To further personalise your route, bring your notes from guided professional
      activities and school-based investigations to University to enable you to
      contribute to interactive phases of appropriate seminars. Use your lecture and
      seminar notes to support your studies and completion of the activity /
      investigation.

      You will receive a separate booklet containing your three formally assessed
      assignments and details of all guided professional activities and school-based
      investigations.




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      Specific guidance about tasks will be given to student teachers in University
      seminars. If you are in any doubt about expectations, please seek further
      advice from your module tutors and, where necessary, your academic adviser.

      Mentors and Link Tutors may wish to seek further advice or clarification from
      relevant University tutors.




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          APPENDICES




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APPENDIX A


          The Structure of the PGCE (Flexible Route) Programme




                                                                             Number of
                       Modules                                                                     Level
                                                                              Modules

English                                                                              1½             4


Mathematics                                                                          1½             4


Science                                                                              1½             4


Foundation Subjects (including PE)                                                   2¼             4


ICT                                                                                   ¾             4


Professional Studies                                                                 1½             4


Researching in the Workplace                                                          1             4

Extended School Experience in School A (35 days) and
                                                                                      1             4
Special Interest Placement (5 days)

Extended School Experience in School B (50 days)                                      1             4


                                            Total Modules                            12             4




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APPENDIX B

    Aims and Intended Learning Outcomes of selected University-based Modules

Module Title:             Core Curriculum Mathematics [Flexible], 1 (¾ of a module)

Tutor responsible:        Adrian Pinel

Aims:

This is one of two ¾ modules, which together aim to produce reflective, analytical,
critical and effective classroom practitioners; developing students’ perception of
mathematics. They foster a positive approach to mathematics, introduce the
purposes and place of mathematics in the curriculum; understanding, skills and
knowledge necessary to:

[a]     become an effective teacher
[b]     deepen their personal understanding of mathematics.

Through mediation of experiences in partnership schools, these modules provide
opportunities to learn to teach mathematics effectively.


Learning Outcomes:

Through this module, GPAs, SBIs, and school experiences, personalised within ITPs,
students will learn to:

       analyse critically and evaluate approaches to number, calculation and the
        broader mathematics curriculum; starting to apply this ability effectively to their
        teaching;
       show systematic understanding of purposes and principles of the mathematics
        curriculum and approaches to mathematics planning, teaching and
        assessment;
       research sources independently to extend / apply understanding of
        mathematics, its curriculum and pedagogy; develop critical awareness
        informed by papers and journals.

Transferable skills of:

       effectively communicating           information             to     specialist and                  non-specialist
        audiences;
       exercising initiative in pursuing their studies, decision-making in dealing with
        complex and unpredictable situations within practical teaching contexts.




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Module Title:          Core Curriculum Mathematics [Flexible], 2 (¾ of a module)

Tutor responsible:     Adrian Pinel

Aims:

This is one of two ¾ modules, which together aim to produce reflective, analytical,
critical and effective classroom practitioners; developing students’ perception of
mathematics. They foster a positive approach to mathematics, introduce the
purposes and place of mathematics in the curriculum; understanding, skills and
knowledge necessary to:

[a]     become an effective teacher
[b]     deepen their personal understanding of mathematics

Through mediation of experiences in partnership schools, these modules provide
opportunities to learn to teach mathematics effectively.


Learning Outcomes:

Through this module, DPAs, SBIs, and school experiences, personalised within ITPs,
students will learn to:

       show systematic understanding of the mathematics curriculum, including its
        lines of progression and mathematical processes;
       evaluatively apply relevant DfES / QCA recommendations for mathematics,
        with understanding and ability to utilise such documentation and resources
        effectively;
       develop critical awareness of current problems and fresh insights, informed by
        papers from recent international/national conferences and refereed journals.

Transferable skills of:

       self-direction in tackling and solving problems, and in planning and
        implementing plans professionally;
       enhancing their independent learning ability required to continue their
        professional development as teachers of mathematics, advancing their
        knowledge and understanding, and extending skills.




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Module Title:                                 Core Curriculum English 1 (¾ module – 27 hours)

Module Code:                                  CCEN1 Part A

Level:                                        4/M

Home school and subject area:                 School of Teacher Education
Programmes to which the modules
                                PGCE Primary all routes
contribute:
Tutor responsible:                            Lizzie Smart


Entry requirements:

Normally an honours degree, with relevant subject content, at 2:2 or above. English, Maths
& Science GCSE as specified on the Programme Specification.


Aims:

This is the first part of a module and a half, taught prior to School Experience A, which aims
to develop student teacher enthusiasm for and enjoyment of English; develop student
teacher subject, curriculum and pedagogical knowledge in English; prepare student
teachers to plan, teach and assess communication, language and literacy / English in the
foundation stage and primary classroom, and prepare student teachers to take a critical
and reflective view of the curriculum and associated learning and teaching methodologies.


Learning Outcomes:

On completion of this part module, directed study, school-based investigations and the
school A placement, student teachers will be able to:

        systematically identify the range of knowledge, skills and understanding children
         need to develop to become competent and confident speakers, listeners, readers
         and writers, and know how to synthesise this into a holistic and creative approach to
         learning and teaching
        Critically evaluate pedagogical approaches, making reference to current research in
         the field to support their evaluations
        Critically evaluate a range of resources, including children’s books, short films and
         other media used to promote learning and motivate pupils.

Transferable skills:

        Evaluate and reflect on their own subject knowledge and plan strategies to develop
         it further, including the creation of a training plan for the subject for their school
         experience A.
        Present their research to their peers and tutors using a variety of media and
         appropriate meta-language.



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Module Title:                                                     Core Curriculum Science (1 Module)
Module Code:                                                      PGCCS1
Level:                                                            4/M
Home school and subject area:                                     School of Teacher Education
Programmes to which the modules contribute:                       PGCE Primary all routes
Tutor responsible:                                                Sally Hawkins
Entry requirements:
Normally an honours degree, with relevant subject content, at 2:2 or above. English, Maths
& Science GCSE as specified on the Programme Specification.
Aims:
This module builds upon the study and research provided in the previous module, Starting
Core Curriculum Science. Student teachers will continue to demonstrate a systematic
understanding of knowledge and use and apply their growing critical awareness and
understanding of current issues relating to primary science.
Student teachers will continue to develop a critical analysis of their own knowledge and
understanding of less familiar, but important, concepts in science and current issues in
primary science practice and research, e.g. ‘constructivist’ theory and practice.
Student teachers will be expected to apply their learning from the module in interpretation,
planning and evaluation of some specific topics for science teaching at an appropriate age
range.
Learning Outcomes:
On successful completion of the Core Curriculum Science module, self-audit of subject
study, directed study, school experience and school based investigations student teachers
will have learned to:
     show interest and enthusiasm for tackling elements of science teaching
     develop good classroom management for science (e.g. organisation, resources and
      health & safety)
     apply principles of assessment in science to ensure progression, differentiation and
      response to experience
     critically evaluate elements of recent issues in primary science education
     critically evaluate the use of teacher tools such as modelling, concept cartoons and
      maps etc.
     research at a personal level to advance their own knowledge and understanding and
      to develop new skills to a high level, and
In terms of transferable skills:
     demonstrate self-direction and originality in tackling and solving problems and act
      autonomously in planning and implementing tasks at a professional or equivalent
      level
     communicate effectively (using appropriate techniques) information, ideas, problems,
      and solutions to both specialist and non-specialist audiences
     use ICT to extend their learning in, and about, science and science education, as well
      as in the preparation of course work.




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Module Title:                                                 Researching the Workplace
Module Code:
Level:                                                        4/M
Home school and subject area:                                 School of Teacher Education
Programmes to which the modules contribute:                   PGCE Primary all routes
Tutor responsible:                                            Barbara Thompson

Aims:

This module aims to enable student teachers to develop:

    a systematic understanding of knowledge, and a critical awareness of current
     problems and new insights, much of which is at, or informed by, the forefront of
     educational research
    a comprehensive understanding of techniques applicable to educational research or
     advanced scholarship
    to evaluate critically current research and advanced scholarship in educational
     research; and to evaluate methodologies and develop critiques of them
    prepare themselves for their Research Conference and their personal study Project
     (Assignment 2 & 3)

Intended Learning Outcomes

Through successful completion of the module, its directed study, school based
investigations and the related assignments, student teachers will demonstrate the skills of:

    dealing with complex educational issues both systematically and creatively, making
     sound judgements and communicate their conclusions clearly to specialist and non-
     specialist audiences;
    to evaluate critically current educational research and advanced scholarship in the
     discipline; and
    to evaluate methodologies and develop critiques of them.
    continuing to advance their knowledge and understanding, and to develop new skills
     to a high level;
    demonstrating self-direction and originality in tackling and solving problems involved
     in undertaking educational research in the field.

Indicative Curriculum content:

    the major issues involved in current education research agenda
    methods for analysing educational research articles from the forefront of the
     discipline;
    Connecting theoretical perspectives with lived realities in the classroom
    the nature of the various major qualitative and quantitative educational research
     approaches, and their related methodologies
    field research techniques
    ethical and legal issues to be considered when undertaking educational research
     preparing for their Masters Level Research conference and Personal Study.




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Module Title:                                                     Professional Studies 1 (¾ module)
Module Code:
Level:                                                            4/M
Home school and subject area:                                     School of Teacher Education
Programmes to which the modules contribute:                       PGCE Primary all routes
Tutor responsible:                                                Barbara Thompson

Entry requirements:

Normally an honours degree, with relevant subject content, at 2:2 or above. English, Maths
& Science GCSE as specified on the Programme Specification.


Aims:

This is the first of one and a half professional studies modules. It enables students to
develop a critical and rigorous understanding of the principles which underpin primary
education; with reference to the Every Child Matters agenda and other relevant initiatives. It
will develop students’ knowledge of pertinent curriculum frameworks and advance their
abilities to critically analyse and apply them in a professional context.


Learning Outcomes:

On completion of this ¾ module, directed tasks associated with Professional Studies and
school experience, students will be able to demonstrate and uphold all the required
Professional Studies elements as set down in the revised 2007 standards. In particular,
they will:

    be able to identify and critically evaluate the values which underpin primary education
    have substantive knowledge of the structure and requirements of the Early Years
     Foundation Stage document, the National Curriculum, the Primary National Strategy,
     the SEN Code of Practice and Every Child Matters
    have a substantive knowledge of the statutory and non-statutory guidance for PSED
     and PSHE
    critically evaluate principles of good practice and how to appropriately apply them in
     the workplace
    critically evaluate approaches to planning, teaching, assessing learning and
     evaluating professional practice.

Transferable skills:

    Communicate effectively in written and spoken English
    Oral presentation
    Working effectively as a team
    Research skills
    Self knowledge



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Module Title:                                                  Professional Studies 2 (¾ module)
Module Code:
Level:                                                         4/M
Home school and subject area:                                  School of Teacher Education
Programmes to which the modules contribute:                    PGCE Primary all routes
Tutor responsible:                                             Barbara Thompson

Entry requirements:

Normally an honours degree, with relevant subject content, at 2:2 or above. English, Maths
& Science GCSE as specified on the Programme Specification.


Aims:

This is the second of 1½ professional studies module. This module aims to develop and
extend the knowledge and understanding achieved by students in module one, through
revisiting elements of the module one content, in light of their school experience to further
enhance and deepen students’ critical knowledge and understanding and practice. The
module has a particular focus on issues of inclusion and also aims to prepare to develop
students to be able to express their knowledge and understanding of issues at interview.


Learning Outcomes:

On completion of this ¾ module, directed tasks associated with Professional Studies and
school experience, students will be able to demonstrate and uphold all the required
Professional Studies elements as set down in the revised 2007 standards. In particular,
they will:

    be able to identify and critically evaluate the principles and values which underpin the
     concept of inclusion
    further develop their substantive knowledge of the structure and requirements of
     statutory and non-statutory documentation to include child protection procedures and
     rationale
    critically evaluate the principles of multi-professional practice and how they impact of
     the well-being of children, young people and their families
    to be able to fluently express their understanding of the issues raised by the PS
     modules in an interview situation.

Transferable skills:

    Communicate effectively in written and spoken English
    Oral presentation
    Working effectively as a team
    Research skills
    Self knowledge




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APPENDIX C

                          The Newly Qualified Teacher


The Programme aims to develop reflection, professionalism and effectiveness
commensurate with levels appropriate to NQTs and is cognisant of the requirements
of the curriculum for Initial Teacher Training and national standards for new
teachers. The explanations make clear that professionalism should not be narrowly
interpreted; it should include such qualities as creativity, commitment, enthusiasm,
and intellectual liveliness, all of which have the power to energise teaching and
galvanise learning.

The University of Chichester student teacher will:

      show a high level of professional competence in the classroom and with
       colleagues:

      will employ research and reflection to continually improve their teaching and
       pupils’ progress;

      be committed to their academic and professional development;

      actively seek to improve their personal and professional qualities in order to
       provide the best level of teaching;

      be committed and enthusiastic, having reached all the Standards required of a
       newly qualified teacher during training;

      seek ways to improve the quality of their teaching through reflective practice
       and acting appropriately on advice;

      have the ability to produce a challenging and effective learning environment
       for pupils of all abilities in order to achieve the highest quality learning.

The Learning Outcomes of the PGCE (Primary) programme are encapsulated in the
description of the Newly Qualified Teacher (NQT). The University of Chichester’s
description of the newly qualified teacher is a practitioner who is effective, analytical,
critically reflective, professional and one who demonstrates a continuing openness to
new ideas. The following provides a detailed description of each of these essential
qualities.

An effective newly qualified teacher

      has knowledge and understanding of the requirements of the National
       Curriculum subjects / Early Learning Goals and areas of learning within the
       Foundation stage as applicable to their specialist age-range;




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     will be able to use the National Curriculum Programmes of Study and the non-
      statutory guidance imaginatively in order to construct and resource schemes
      of work;

     will be able to manage, organise the classroom and manage and control
      pupils’ behaviour in order to facilitate effective learning;

     will be able to provide a stimulating environment to facilitate and enable
      learning;

     will be able to provide appropriate learning for each individual pupil in the
      class through continuous and systematic observation and assessment of their
      abilities;

     will be able to intervene in and extend activities as appropriate for each pupil,
      thereby offering a flexible and broad curriculum;

     will be able to work alongside parents as partners to develop the quality of the
      learning environment both at school and at home,

     will be able to communicate effectively with parents and liaise with other
      agencies;

     will be able to collaborate with other colleagues to provide high quality
      learning;

     will able to manage other adults within the classroom.

An analytical and reflective newly qualified teacher:

     will be aware of the range of social, cultural and political issues, which may
      affect a pupil’s learning and achievement;

     will be able to critically analyse their own practice in relation to social, cultural
      and political issues;

     will able to reflect upon and develop strategies in response to such issues, in
      the interests of pupils’ education;

     will be familiar with research findings and inspection evidence, and realise
      their significance in informing classroom and school practice.

A newly qualified teacher who is professional:

     will be able to respond professionally to pupils’ pastoral as well as curriculum
      needs, and know how to gain access to other appropriate agencies;

     will fit successfully into a staff team and be a valued and committed member
      of staff.


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APPENDIX D

                                                  EDUCATION
                      Primary Programmes: Mentor Weekly Review Sheet

Mentors should hold weekly meetings with student teachers during the school experience to discuss and
record achievements and targets against the Standards. Specifically the review should be used to: check
progress against the Profile of Standards, plan opportunities in the forthcoming week for student teachers to
address new Standards, or those where there is little evidence to date; help them improve their experience
through rigorous reflection; identify specific targets; monitor the quality of planning and assessment and
ensure that student teachers receive their entitlement in terms of support. Attendance / absence should also
be logged. Please use an extension sheet where necessary. Please refer to the TDA Guidance regarding
the scope of the Standards (http://www.tda.gov.uk/partners/ittstandards /guidance_08/qts.aspx)

 Student Teacher:                                            Programme:
 ……………………………………………………….                                                              PGCE (Flexible Route)
 School:                                                     Please circle as appropriate:                     Class:
 ……………………………………………………….                                                      KS1 / KS2                         ……………………..

 Strengths and achievements over the past week in relation to the Standards and previous targets
 set: (Please note previous targets and comment on the extent to which they have been addressed)




 Targets for development in the week ahead in relation to the Standards, including reference to
 previously set targets that have not yet been met, with suggested action:




 Files (quality of planning, evaluations, monitoring and assessment etc.):




 Record of Attendance for week :                               days              Absences:                              days

                                                                                                     Date:
 SIGNED:     ……………………………………………....... (Mentor)

             …..…………………………………………….. (Student Teacher)                                                ………………………………

 COPIES:   White – Student teacher   Green - Programme Office              Pink – Mentor                     Yellow – Link Tutor
                                      [Room F2, St Michael’s                                         [Mentor or Student: please give to
                                           House, BRC                                                  link tutor on next school visit]



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APPENDIX E

                          Guidance on Lesson Planning

The following notes give you some guidance on how to fill in a University lesson plan
and the kinds of things your Mentor and Link Tutor will expect to see. The form can
be accessed electronically at www.chiuni.ac.uk/partnership. Remember this plan
could be used for a single lesson or a short sequence of related lessons.

Date:          1/4/2006                               Time:                 9.00 am
Class / Set:   This may be the class name Number:                           The number of pupils you will
               (e.g. 2C) or if your school                                  be responsible for. On early
               sets, the group (Year 2                                      practices this may be just a
               Lower ability Maths group)                                   small number of children.
Lesson Focus:
This will probably include the subject, topic or curriculum area (e.g. Maths: Properties
of 3D shapes, History: Local Study – using primary sources)
Target for Student Learning:
This will be a target for you: it will probably be something that helps you to address an
issue raised in an observation, weekly review meeting or action plan (e.g. to improve
pace in the lesson introduction, to target questions, to challenge the most able).
Pupils’ prior experience and learning:
What information from previous lessons or assessments is relevant to today’s lesson?
How did the class cope last time they did something similar? Does this lesson fit into a
sequence of lessons? (e.g. Red group had trouble using punctuation properly last
week, or, AB, FT and YT can multiply 2 digit numbers confidently)
References:
Briefly list the key references from relevant documents. These may include the
National Curriculum, Curriculum Guidance for the Foundation Stage, National Literacy
or Numeracy Documents, or QCA Schemes of Work (e.g. ICT NC KS1 2ab, or NLS Y5
T1)
Learning Intentions / Learning Outcomes / Objectives (use the term preferred by
the school):
What do you intend the pupils to learn? This is not the same as what they will do
(the activity). The objectives set here should represent the next step for the pupils and
follow on from their previous learning. Although your lesson may address lots of
objectives, here you should focus on the key intentions for your lesson. For some
lessons, particularly those following Literacy or Numeracy Strategies you may have
different intentions for different parts of the lesson and you should make clear which is
which (e.g. to be able to use the past tense in writing, to understand the importance of
the Qu’ran to Muslims).
Do your learning intentions need to be differentiated?
You will need to differentiate your lesson to meet the needs of all learners. There are
many ways of doing this but if you have different learning intentions for different groups
you should make this clear here.


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Resources / Materials / ICT

You should include details of resources you will need to prepare, set up or collect.
You don’t usually need to include things that you use in every lesson – exercise
books, pencils.

Where necessary you should include details of how you will manage the resources,
e.g. sharing out / collecting materials.



Health & Safety / Risk Assessment

This section should be included whenever there are particular health and safety risks
e.g. in science, DT, PE.



Inclusion

Here you should give details of the specific support you will provide for the following
groups of pupils for this lesson:

      Those with Special Educational Needs – probably relating to their Individual
       Education Plan (IEP)
      Those who speak English as an Additional Language
      Those who are very able, gifted or talented
      Those with physical difficulties e.g. asthma

You will also need to consider any gender or cultural differences that may affect your
lesson.

You will need to differentiate your lesson to meet the needs of all learners.

If your differentiation is by outcome this should be reflect in differentiated success
criteria written in the Assessment box.

If your differentiation is by task or by adult support this should be reflect in
differentiated activities described in the Lesson Content box.




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Assessment: Evidence for Learning

Here you must describe your assessment methods – how will you know what the
children have learnt? How will you feed back to them?

You should consider formative assessment – the ongoing assessment for learning,
and any forms of summative assessment e.g. marking written outcomes.

Your expected outcomes as to what the children should know / understand / be able
to do. This may be written in the form of success criteria and should clearly relate to
your learning intentions and activities:

     All children will be able to write a letter to persuade the mayor to build a new
      playground.

     Most children will be able to structure their letter into paragraphs following a
      writing frame.

     Some children will also write their letter using only formal language.

You should also say how you expect to use your assessment to inform future
lessons.



Lesson Content, Organisation and Management

Here you will describe what you will do and what the children will do.

This section should include full details of what and how you will be teaching so that
anyone reading it would be able to follow your lesson. You should include
approximate timings for each section, describe key questions and notes on particular
language issues e.g. introduction of new vocabulary.

Where there are transitions from whole class to group work etc, consider how this will
be managed – which group will move first?

When you describe independent activities you should state what you and any other
adults will be doing to support or observe / assess children during this part of the
lesson.

Plan carefully for the lesson ending, including plenary where relevant.

You will describe any homework activities that might be set.




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                                 Lesson Plan

Date:                                            Time:

Class / Set:                                     Number:
Lesson Focus:


Target for Student Learning:



Pupils’ prior experience and learning:



References:



Learning Intentions:



Resources / Materials / ICT



Health & Safety / Risk Assessment



Inclusion and Differentiation



Lesson Content, Organisation and Management




Assessment: Evidence for Learning / Implications for Future Planning




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                     Lesson Evaluation Form: Guidance
This can be completed in note form, using bullet points for example where useful.
Avoid just describing the lesson – the lesson plan does that. This is for your critical
reflection on the lesson, the children’s learning and your teaching.

 Date:                                           Time:

Evaluation of Pupils’ Learning / Implications for Future Planning:

This should relate to the learning intentions: Did the children learn what you set out
for them to learn? Was the level accurate? Too high? Too low? How do you know?
Was the differentiation accurately targeted? Did some children need more / less
support than planned?
If children did not learn as expected, what has affected this? How will your
assessment of their learning today impact on future teaching?
You could also evaluate the motivation enjoyment / behaviour of pupils
You will need to finish by stating what the pupil’s need to do next and how you could
move them on.
Your evaluation of pupils’ learning must inform your planning so part of your
evaluation may involve you annotating the next day’s lesson plans to reflect the
assessment information you have collected.

Target for Student Learning:



Evaluation of Student’s Teaching:

Comment on your achievement against your target/s. How well did you meet the
target? Do you need to consolidate this or do you need further advice / support?
List at least two strengths of your lesson.
Evaluate your own teaching and the impact of this on children’s learning. What were
the strengths of the lesson? Were there particular aspects that did not go so well?
Why was that? What can you do to improve? What further action do you need to take
e.g. reading through college notes, speaking to subject co-ordinator, Mentor, SENCO
etc?
Make notes of any issues you need to discuss with your Mentor or Link Tutor
following this session.

New Target for Student:

You should finish by setting yourself a small target to address over the next week.




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                           Lesson Evaluation Form

Date:                                          Time:
Lesson Focus:



Target for Student Learning:



Evaluation of Pupils’ Learning:




Evaluation of Student’s Teaching:




Target for Student:




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ASSESSMENT NOTES


               WHO ARE THE TARGETED CHILDREN?

                                                                               How will your future
                    Were the                                                  planning for this child
      Name                                    Comments
                   ILOs met?                                                   be affected by your
                                                                                  assessment?




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APPENDIX F


                          Observing Teaching and Learning
Where available, include a copy of any notes / plans provided by the teacher for the lesson

Date / Time:                                         Class / Age / Teacher:



What is the main curriculum focus?                   Which aspects of the Foundation Stage /
                                                     NC / NLS / NNS are being addressed?




What are the key learning objectives for the lesson for the children?




What are your own key targets? (Show reference to Qualifying to teach)




How will the children be assessed? What evidence for learning is there? Note any
feedback on attainment to the children, and the form of any recording.




What resources are being used? Where are they from? How are they organised?
(Classroom, central school stock, on loan, specially prepared etc.)




How is the teacher differentiating to meet children’s individual needs? Are there
targets set for particular pupils or groups? Are any children on IEPs? How are the
needs of children with EAL being met?




                                                                                                       Continued …..


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What other staff are involved in the lesson? What are / have been their roles?




What was your role in the lesson?




What Health and Safety issues were taken into consideration for this lesson?




What behaviour management strategies were used?




Make notes as appropriate on the following, relating to your own learning needs and
targets, using sub-headings and additional sheets where necessary:
Classroom organisation for the lesson, starting the lesson, managing transitions, questioning
and other teacher talk, such as facilitating strategies for speaking and listening, teaching
strategies, including interactive techniques, the plenary, clearing up and finishing the lesson.




Note here any questions you would like to ask, or points for clarification, and record
the outcomes of any discussion with the teacher following the lesson.




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APPENDIX G
                                                                                                                    Student Teacher:                                                                  Review Grades
UNIVERSITY OF CHICHESTER
                                                                                                                                                                                                      1    Outstanding
Primary School Experience                                                                                           School:                                              Class/Year:                  2    Good
                                                                                                                    Course: PGCE (Flexible Route)                                                     3    Satisfactory
Comment and Review Sheet for 2007 Standards                                                                         Phase: (Please circle) Foundation / KS1 / KS2 / Specialist KS2                    4    Inadequate (Fail)
AREAS FOR COMMENT (Subject:                                                               )      Indicative Grade           STRENGTHS AND ACHIEVEMENTS                           POINTS FOR DEVELOPMENT
1      PROFESSIONAL ATTRIBUTES
Q1-2   High expectations / supportive relationships / model positive
       values
Q3     Aware of statutory framework / school policies and practices
Q4-6   Communicates effectively with pupils and colleagues /
       respects contribution of all colleagues / collaborative working
Q7-9   Reflects on and improves practice / adapts practice in order
       to improve delivery / acts on advice
2      PROFESSIONAL KNOWLEDGE AND UNDERSTANDING
Q10    Range of strategies: teaching and learning, behaviour
       m a n a g e m e n t , p e rs o n a l i s e d l e a rn i n g
Q11-13 Knowledge of National Curriculum / age ranges /
       assessment requirements / range of formative assessment
       a p p ro a c h e s / s t a t i s t i c a l d a t a
Q14-15 Secure knowledge of curriculum subjects and pedagogy for
       teaching / Primary National Strategy / CGFS
Q17    Use of ICT, Numeracy, Literacy to support teaching
Q18-20 Knows how to take practical account of diversity and promote
       equality and inclusion (e.g. developmental, social, religious,
       ethnic, cultural and linguistic) and ECM: well-being, EAL,
       SEN
3      PROFESSIONAL SKILLS                                                                                          Indicate evidence of what learning is taking place
Q22-24 Plans for progression: sequences of lessons / out-of-class
       work / Literacy, Numeracy and ICT
Q25    Uses a range of teaching strategies / resources / builds on
       prior knowledge / develops concepts / appropriate level of
       language / effective explanation, questioning, discussion,
       p l e n a ri e s , s t ru c t u re o f l e s s o n
Q14-15 Effective use of range of assessment, monitoring and
       recording strategies; sets challenging learning objectives
Q17    Timely, accurate, constructive feedback to learners /
       a p p ro p r i a t e t a rg e t s f o r l e a rn e rs ; re f l e c t s o n t h e i r l e a rn i n g a n d
       e m e rg i n g l e a rn i n g n e e d s
Q18-20 Effective evaluation, leading to modified planning and
       practice / purposeful and safe learning environment
Q30    Clear framework for classroom discipline
Q32-33 W orks collaboratively with colleagues, TAs and other adults
FURTHER COMMENTS
(e.g. context of lesson / class or group size / use of adult helpers / voice and
language / flexibility and adaptability / use of ICT / file and overall progress)
Signature of Student Teacher:                         Signature of Mentor / University Link Tutor:                                      Date                                           Date of next visit:

……………………………………………………………                                                  ……………………………………………………………                                        ……………………………………………………………                        ……………………………………………………………

COPIES:                                 White – Student Teacher                                           Green – School Partnership Office                        Pink – Mentor                   Yellow – Link Tutor
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APPENDIX H

                Formal Warning / Notification of concern


If at any time in any of their school placements, the student teacher is deemed to
raise ‘cause for concern’, for example if they receive a fail grade, they will under
normal circumstances receive a formal warning letter and an action plan. The
Programme has felt it prudent to implement such a mechanism so that all parties are
aware of the situation and the risk of misunderstanding is minimised.

The Link Tutor will give a formal letter of warning to the student teacher, together
with an action plan and targets to address, with copies for the Link Tutor, Mentor,
Head of Programme and the Head of School Partnership. The formal letter of
warning and the action plan can be photocopied from this handbook. The letter will
state that if the action plan is not addressed, and targets are not met within a
specified time, then the practice is at risk of failure. The Link Tutor, Mentor and
student teacher will then sign the letter.




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Notification of Concern Policy

Notification of Concern regarding a student’s progress against the Professional
Standards for Teachers - Qualified Teacher Status (QTS) (TDA 2007) is indicative of
a standard of teaching (including professional knowledge, understanding and skills)
and/or professional attributes below that expected for the relevant stage of school
experience. The University of Chichester has in place procedures for moderation and
subsequent action to deal with this situation. They are designed to give the student
teacher every opportunity to redeem the situation, whilst at the same time working to
protect children from poor teaching. It is important to note that the completion and
issuing of a ‘Notification of Concern’ form does not automatically trigger a Primary
School Experience Action Plan and can be used, instead, to identify and notify
concerns that are not yet of a ‘grade 4’ (fail) level of seriousness. For example, an
unsatisfactory formal lesson observation, failure to take on the required level of
responsibility for the particular stage of the placement, or a display of inappropriate
professional conduct might result in the completion and issuing to the student of the
Notification of Concern form.

The first indications of the need for a Notification of Concern regarding student
weakness should normally be evident in the written records on the Weekly Review
Sheets based on evidence from lesson observations, file review and/or professional
conduct. Concern might initially be expressed by the mentor or other staff in school
and/or the link tutor. These concerns should normally be expressed in writing before
they become severe in order, where possible, to support progress and prevent
failure. Once the concern is identified, whether by the mentor in school and/or by the
link tutor during a visit, this should be communicated to all three parties: mentor, link
tutor and student teacher.

Where the concern is expressed at the time of a link tutor visit, the link tutor will
assess the relevant aspects of the student’s performance and, if the concern is
confirmed, the Notification of Concern form will be completed. Where the mentor in
school raises the concern, the link tutor should normally arrange a support visit as
soon as practicable. In some cases the purpose of this support visit may be to verify
the concern and initiate the Notification of Concern process with the mentor. Should
the link tutor not be available for a support visit at short notice, the School
Partnership Office and Head of Programme should be informed and an alternative
link tutor, (usually the relevant Head of Programme or, if this is not possible, a
member of the Quality Assurance Team), will be asked to visit.

Once the concern is confirmed, the student should be informed of the concern via
the issuing of a Notification of Concern form. Where the concern involves a ‘grade 4’
(fail) this form should be accompanied by a Formal Warning Letter. The Standards
that are not being met should be identified and recorded on an Action Plan providing
evidence of the student’s particular areas of weakness and issued to the student.
Clear targets should be set with realistic timescales for achieving them and advice
and appropriate support provided on how these might be achieved.




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Where necessary, the link tutor may make additional visits as necessary and an
Internal Moderator may be involved to review progress. Copies of the Notification of
Concern form, Formal Warning Letter and Action Plan should be given to the
student, mentor, link tutor, School Partnership Office and Head of Programme. It is
vital that the School Partnership Office and Head of Programme are kept fully
informed of the student’s progress. Should, unusually, the link tutor and mentor not
reach agreement on whether there is concern about a student’s progress, then the
Head of Programme, Head of Initial Teacher Education and Head of School
Partnership should be informed and an independent visit may be made by an
appropriate University colleague in order to moderate.

When the targets are reviewed, on the date specified in the action plan, if the student
has made progress and is no longer at risk of failing (i.e. no ‘grade 4s’ in any of the
areas identified on the action plan), then normal procedures for supporting the
student should be resumed, but the link tutor should maintain regular contact with the
mentor to monitor progress. This may include the Head of School Partnership’s
authorisation of additional visits by the link tutor or other relevant link tutor as above.
Should any of the targets not be met (i.e. achieved at ‘grade 3’ or above), then the
student will be deemed to have failed. The link tutor should review with the mentor
whether the student will continue to work in school to gain experience or whether the
placement should be terminated immediately. The Head of Programme and/or Head
of School Partnership should be involved in this decision and should be informed of
the outcomes of the review.

Students who have failed or are deemed to be at risk of failing will normally receive a
visit from the external examiner or internal moderator to verify the decision made by
the link tutor and mentor and review specific evidence for the judgements made. It is
not the role of the external examiner to make decisions about whether a student
passes or fails: this is the responsibility of the relevant University and school staff,
and, ultimately, the Board of Examiners.

The fail grade will be reported to the Board if Examiners and the Board may offer the
opportunity for the student to resit school experience, although any such offer is not
automatic.

Following this process, student teachers who have failed their school experience will
be expected to set up and engage actively with an action plan with appropriate
targets and time scale to work to in preparation for any possible resit.




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Copy of letter of concern


Date:



                                                   School Partnership Office: 01243 812174
                                                                     Fax No 01243 812153
                                                             E-mail: g.saunders@chi.ac.uk



Dear

Formal Warning

We are writing to give you formal notice of concern relating to the assessment of
your current school experience. Following advice from your Link Tutor and Mentor,
we now confirm that you are at risk of failure as you are not deemed to be satisfying
the Standards set out in Professional Standards for Teachers – QTS (TDA 2007) to
the level required of you at this stage.

In order to help you redeem this situation, you will be provided with a notification of
concern and an action plan by your Link Tutor and/or Mentor. The action plan will
provide you with specific advice on how to improve your practice normally over the
period of approximately one working week. Occasionally however, the timescale for
improvement may be shortened if, for example, pupils’ learning is in jeopardy or their
behaviour is becoming too disruptive.

Your assessment and placement will be reviewed in the context of your response to
the action plan and the overall standard of your classroom teaching and professional
development.

I hope this letter makes the position clear. If you have any queries please contact
your Head of Programme or the Head of School Partnership.


Yours sincerely



Jane Evans
(Head of School Partnership)                 (Link Tutor)                                     (Mentor)


[This to be issued by the Mentor and/or Link Tutor, and copied to the School
Partnership Office]




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          If you have any concerns about a student teacher, please complete
              and send a copy of this form to the School Partnership Office

                           NOTIFICATION OF CONCERN
                              Primary Programmes

NAME OF STUDENT TEACHER

SCHOOL

MENTOR

LINK TUTOR

DATE

Nature of Concern




Action agreed:




Signed:

              ……………………………………………                                      MENTOR

              ……………………………………………                                      LINK TUTOR

              ……………………………………………                                      STUDENT TEACHER

All signatories are required to keep a copy of this document. A copy must be
given to the student teacher as soon as possible after completion of this form.



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                                                       PRIMARY SCHOOL EXPERIENCE ACTION PLAN
                                             (Following Warning letter / Grade 4. May follow Notification of Concern)
 STUDENT TEACHER:                         Course:           PGCE (Flexible Route)                        SCHOOL:                         PHASE:   Please circle
 ………………………………………….                    Year:   1 / 2 / 3/ 4                                               ……………………………………………….                Foundation / KS1 / KS2
        TARGET               ACTION TO BE TAKEN   ACTION TO BE TAKEN                                                              EVIDENCE OF            ACHIEVED
                                                                                                            INTENDED OUTCOME
 (Related to Standards)          BY STUDENT      BY WHOM IN SUPPORT                                                             ACHIEVING TARGET     (Signature & Date)




 ACTION PLAN AGREED:
 Signed:  Mentor:                                         Link Tutor:                                        Student teacher:          Date:
           …………………………………….                         …………………………………….                                         …………………………………….             …………………………………….

 Targets in the Action Plan will be reviewed on: (date) ………………………………..
 If the targets have not been met by the due date, the student will be deemed to have failed the placement. In that event, an External Examiner will be asked to
 verify the decision. For implications of a failed placement, see the relevant Programme Handbook)
 Action Plan achieved / not achieved (delete as appropriate)
 Signed:     Mentor:                                      Link Tutor:                                        Student teacher:          Date:
           …………………………………….                         …………………………………….                                         …………………………………….             …………………………………….

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APPENDIX I

            Guidance for Student Teachers on Implementing
                  Diversity Issues in the Classroom


It is important to define the term ‘diversity’ in order to understand the implementation
of these guidelines in your classroom on ESE. You should also recall the sessions
on race and gender equality, which you have attended at the University and show
how the guidance provided has been implemented in your classroom. You should
be able to demonstrate the link between the taught course and your practice in
school.

What do we mean by diversity?

Diversity can have different meanings. For example in Biology we talk about the
diversity of living things in terms of their physiology and genetics. In Science
diversity is seen as positive. It enables species, whether plant or animal to adapt
and survive in differing environments. In sociological terms, diversity is an umbrella
term, which recognises that everyone is different. It promotes respect for, and
recognition of, this difference. Promoting diversity in your classroom should involve
celebrating (as appropriate to the age group) those aspects of our lives that make us
unique, for example:

      gender
      ethnicity religion
      language
      physical ability
      age
      lifestyle
      family circumstances (social class)
      sexuality.

We all have an ethnicity – under this category we should celebrate the cultural
diversity evident in our school, the locality and most importantly beyond our locality to
ensure that our pupils are aware that they live in a multicultural, multiracial and
multilingual Britain, Europe etc.

Remember pupils from Roma/Gypsy, Irish traveller and traveller communities and
their cultural heritage. This group of pupils are probably the most discriminated
group with the lowest level of school attendance and attainment. If you have pupils
from this community remember that the community is not homogeneous find out
about the child and his/her specific needs –social, emotional, personal and cultural.
This is of course true for ALL pupils in your class. But the work of the Primary
Quality Assurance team within the School of Teacher Education at the University has
shown that student teachers have unintentionally overlooked the needs of minority
ethnic pupils and those that have EAL. They have also not worked proactively to
promote all children’s knowledge and understanding of the multicultural nature of
society in Britain.


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The aspects related to pupils’ social, emotional, personal and cultural needs are
particularly important if you have pupils from refugee or asylum seeking families,
indeed they may not be with their whole family. It is important to find out about these
children’s needs, be sensitive to their current situation and inform yourself with an
overview of the political and cultural issues associated with their situation.

In some schools issues of social class and achievement are very pertinent. You
must be aware of your own position and ensure you do not inadvertently promote a
particular personal perspective above that of others. We have to ensure that we do
not project that one cultural perspective is superior and one that we should all aspire
to. This applies to using gender-neutral language and ensuring you do not provide a
one-sided view or your teaching is appealing only one gender.

Whilst the term diversity encompasses linguistic diversity, it should be noted that
‘race’ is not synonymous with pupils who have English as an additional language
(EAL). There is often confusion amongst some students about these two terms.
Simply, pupils with EAL are not always of African, Bangladeshi, Chinese, Indian or
Pakistani origin. Pupils who have EAL can come from a wide range of cultural
backgrounds e.g. Polish, Slovakian, Russian, Lithuanian, Hungarian, Malaysian,
Mexican, Iranian etc.

Guidance on implementing diversity issues in your classroom practice

This specific guidance should be read in relation to the TDA Qualifying to
teach Handbook of Guidance (QTS Standards).

In all cases you should discuss and observe good practice in all areas.




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          Standard                         What can I do?                                   Improving practice
Q18                                Do you know the social,                          Remember that ethnic origin
Understand how children            cultural, linguistic, religious and              does not necessarily denote
and young people develop           ethnic background of the pupils                  the        language      e.g.
and that he progress and           in your class?         You should                Bangladeshi-Bengali,    many
well-being of learners are         collect this information on your                 pupils from Bangladesh tend
affected by a range of             preliminary visit to the school to               to speak Sylethi so make an
developmental,           social,   enable you to undertake                          effort    to    ensure   this
religious, ethnic, cultural and    background research about                        information is correct.
linguistic influences              pupils and their specific needs
                                   and the national issues that                     You     record    achievement
                                   may relate to the pupil(s) in                    levels on your first visit to the
                                   your      class      e.g.     about              school. You use achievement
                                   attainment. In this way you can                  data positively. You know the
                                   begin to identify, with the help                 targets for each pupil set by
                                   of your class teacher, ways in                   the school and in your
                                   which to improve achievement.                    subsequent practice you can
                                                                                    demonstrate progress against
                                   How do you demonstrate you                       these targets, which, will be
                                   show respect?                                    due     to    your     informed
                                                                                    interventions.
                                   It is important that you are
                                   aware of the major religious                     You use the information
                                   festivals e.g. Divali, Christmas,                gathered      about     pupils
                                   Hannakah, Orthodox Christian                     positively to develop other
                                   Christmas and New Year,                          children’s    knowledge      of
                                   Chinese New Year, Ramadan,                       diversity issues and to affirm
                                   Eid, Vaisakhi, Easter, Passover                  other children’s cultural and
                                   etc. Is there an opportunity for                 religious identity to promote
                                   you to integrate these within                    self-esteem and a positive
                                   the curriculum, assembly, RE,                    classroom climate.
                                   in a classroom display?
                                                                                    You use and address pupils
                                   Do classroom displays and                        by their given name rather
                                   resources show cultural and                      than to give them an
                                   physical diversity?                              anglicised version of their
                                                                                    name or to substitute their
                                   Are you aware of the issues                      name with a more easily
                                   that pupils from different                       pronounced English name.
                                   backgrounds may face in                          Does this still really happen?
                                   school and society?                              Yes!




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          Standard                   What can I do?                                  Improving practice


Q25(a)                         You use achievement data,                Do you show sensitivity in your
Use a range of learning        your own assessments and                 groupings of pupils?    Are you
strategies and resources,      observations of pupils to set            sensitive to pupils in correcting
including        e-learning,   high expectations, which do              misconceptions    and   incorrect
taking practical account of    not replicate stereotypical              answers?
diversity and promoting        expectations of different
equality and inclusion         groups of pupils but are                 Are you proactive, intellectually
                               appropriately     challenging            curious and do you seek advice to
                               for the individual pupil.                improve practice and provision when
                                                                        pupils do not make expected
                               You encourage all pupils to              progress?
                               do their best and go
                               beyond.                                  For example, is it acceptable to say
                               Do all pupils in your class              ‘He always has to have the
                               work well with each other in             instructions repeated because he is
                               groups?                                  naughty; he understands perfectly
                                                                        well!’?
                               Do you encourage a
                               climate of mutual respect                What evidence do you have to
                               for all?                                 support this? Is this a persistent
                                                                        behaviour? If so, question where the
                                                                        child sits, which subjects does s/he
                                                                        ask for instructions to be repeated
                                                                        in?

                                                                        Is it reassurance, misunderstanding
                                                                        or lack of understanding that
                                                                        underlies this behaviour?




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          Standard                         What can I do?                                   Improving practice

Q18                                                                                  Is this a natural and integral
                                   Do you use the experience of
Understand how children                                                              part of your practice?
                                   your pupils outside school to
and young people develop           acknowledge achievement in
and that he progress and                                                             Do you draw pupils’ attention
                                   areas outside the taught school
well-being of learners are                                                           (as appropriate to the age
                                   curriculum and use these in
affected by a range of                                                               group) to the inclusion of say
                                   your teaching or examples for
developmental,           social,                                                     women scientists in the
                                   curriculum tasks, e.g. story
religious, ethnic, cultural and                                                      lesson?     That is do you
                                   settings / starters, PE, DT etc?
linguistic influences                                                                encourage a questioning
                                   Do you ensure that the                            attitude with pupils.      For
                                   curriculum      reflects     the                  example, who can name
                                   achievement of men and                            famous scientists?        How
                                   women, those from other                           many of these are women?
                                   cultural and religious groups?                    Why is it that we don’t know
                                   For example, the achievement                      of as many women scientists
                                   of women scientists such as                       as we do for men? (If that is
                                   Marie Curie, Jane Goodall, Dian                   the case!)
                                   Fossey, Mary Leakey, Wangar
                                   Maathi (Kenyan conservationist                    Why is it we did not know
                                   and Nobel prize winner) etc and                   about       Mary     Secole’s
                                   scientists from other cultures                    contribution to the Crimean
                                   e.g. Elijah McCoy, Charles Drew                   War and knew more about
                                   (pioneered research in blood                      that of Florence Nightingale?
                                   transfusions)                                     I wonder why?
                                   The contribution of Chinese and
                                   Arabian / Islamic science to the
                                   development      of     scientific
                                   knowledge; the origins of our
                                   numbers; the contribution of
                                   different cultures in the two
                                   World Wars. The achievements
                                   of Mary Secole, (Jamaican
                                   nurse) in a topic on the
                                   Victorians.
                                   Do      your    resources      and
                                   approach       show     a     non-
                                   stereotypical view of gender,
                                   disability, cultural and ethnic
                                   groups? If you are teaching a
                                   topic about ‘People who help us’
                                   then, if possible, can you invite a
                                   woman dentist to talk to the
                                   children? In a socially deprived
                                   school can you get a role model
                                   from the locality, who has
                                   succeeded academically?




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          Standard                       What can I do?                                   Improving practice


Q25(a)                           Have you consulted or copied                      Are you vigilant about EO
Use a range of learning          the school’s equal opportunities                  issues    when     teaching
strategies and resources,        and race equality policies? Are                   subjects  such    as    DT,
including e-learning, taking     you able to show that you can                     Science and ICT?
practical account of diversity   implement the policies in
and promoting equality and       practice and provide pertinent                    Do you provide clear signals
inclusion                        examples?                                         in your teaching about equal
                                                                                   opportunities? For example,
                                 Are you aware of gender issues                    use      of    gender-neutral
                                 in your planning of groups /                      language, good examples
                                 tasks?                                            used in your teaching, which
                                                                                   reflect a non-stereotypical
                                 Do you ensure that you do not                     stance?
                                 make stereotypical assumptions
                                 about the interest of boys and                    Are you aware of bullying
                                 girls and those from different                    based on social background /
                                 cultural groups?                                  class differences?     What
                                                                                   actions have you taken to
                                 Do you seek advice from your                      prevent it?
                                 class teacher about observed
                                 discriminatory behaviours and                     Are you proactive in ensuring
                                 how to deal with them?                            that any harassment or
                                                                                   bullying issues are pre-
                                 Do you deal with sexual or racial                 empted and dealt with
                                 harassment or bullying with                       sensitively through teaching,
                                 sensitivity following    school                   circle time etc?
                                 processes and procedures?
                                                                                   Are you aware that Gypsy /
                                                                                   Roma pupils are covered
                                                                                   under the Race Relations
                                                                                   Amendment        Act    2000?
                                                                                   Incidents of      harassment
                                                                                   involving this group of pupils
                                                                                   should be recorded as a
                                                                                   racial incident.

                                                                                   Do you explain why sexual /
                                                                                   racial    harassment     and
                                                                                   bullying are unacceptable?




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APPENDIX J

     Guidance on implementing support for pupils with English
     as an additional language (EAL) in your classroom practice


This specific guidance should be read in relation to the TDA Qualifying to
teach Handbook of Guidance (QTS Standards).

This guidance is intended to help student teachers who have pupils with EAL in their
class and those who do not. If you find yourself in the latter position you will still
have to demonstrate your competence to achieve these Standards.

Discuss and observe good practice across the school – consult Mentor, class
teacher and teacher in charge of pupils who have EAL. If there is a pupil or pupils
with EAL in the school, but not in your class you should arrange to work with one of
these pupils for a period of time across the duration of your practice to develop your
teaching skills. If there are no pupils with EAL in your school then you must use
secondary materials to demonstrate your competence in these Standards. It is
suggested that you use material from assignments and the analysis of video
materials (NLS EAL materials used in the Curriculum English sessions). In addition,
it is advised that you may ‘adopt’ one of the case study pupils in the Marking
Progress materials and plan for this pupil on at least three occasions across the
curriculum. Whilst this is not ideal it does provide you with the opportunity to show
your understanding of the issues.




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           Standard                        What can I do?                                   Improving practice


Q19                                 Have you got a copy of QCA                      You have read the DfES
Know how to make effective          ‘A Language in Common’?                         materials, Marking Progress
personalised provision for          Have you used it to assess the                  and used them to support your
those they teach, including         pupil(s) in your class?                         planning, differentiation and
those for whom English is and                                                       assessment of activities.
additional language or have         Ensure that one of the pupils
special educational need and        with EAL features in your                       You make effective use of
disabilities and other individual   profiles. In your profile you                   bilingual support, whether
learning needs.                     note     the    pupils’    home                 from a bilingual assistant or
                                    language,      proficiency    in                helper.     You also make
                                    reading, writing and speaking                   effective use of advice gained
                                    their home language, note                       from Local Authority Ethnic
                                    other languages they may                        Minority Achievement and
                                    speak / read / write note                       Support services (EMAS).
                                    language proficiency in each
                                    aspect of each language. In                     You use the levels in A
                                    your profile you note the level                 Language in Common’ to help
                                    of proficiency in English.                      you analyse the language
                                                                                    demands of a task and set
                                    Do you encourage the child to                   appropriately    challenging
                                    show their understanding of                     language related learning
                                    concepts in their home                          tasks and targets for pupils
                                    language, which later can be                    who have EAL.
                                    translated for assessment
                                    purposes by a bilingual                         You are aware that pupils who
                                    teacher or assistant?                           may appear to be orally
                                                                                    proficient in English may
                                    You place pupils in groups                      require support with academic
                                    according to their cognitive                    language and tasks.
                                    ability  rather   than their
                                    language ability.                               You are aware of the theories
                                                                                    of       second       language
                                                                                    acquisition (Cummins – BICS
                                                                                    and CALP – see Multiverse
                                                                                    website) and can apply them
                                                                                    effectively to support pupils in
                                                                                    the early and latter stages of
                                                                                    learning English.




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           Standard                        What can I do?                                   Improving practice


Q19                                 Ensure      you    know     the                 You know that a child who is
Know how to make effective          child(ren)’s oral and written                   newly arrived may remain
personalised provision for          proficiency in their home                       silent for sometime and know
those they teach, including         language. Talk to the child’s                   that it is not necessary to
those for whom English is and       parents, seek advice from                       make them speak.
additional language or have         EMAS, Seek support from
special educational need and        bilingual teacher or assistant.                 You clearly know how to
disabilities and other individual   Get the child to write in their                 support pupils who are orally
learning needs.                     home language (if they can)                     proficient in English to improve
                                    you can assess control,                         their academic attainment
                                    fluency, observe punctuation                    through:        explaining the
                                    and delineation of sentences.                   structure of language e.g.
                                                                                    grammar, nature of text,
                                    You are aware that a newly                      explanation      of    specialist
                                    arrived child who has English                   language, implied meanings,
                                    as an additional language                       context etc.
                                    often remains silent (the silent
                                    phase). You are aware that                      You know that you cannot
                                    the child should be provided a                  insist that pupils speak English
                                    good language role model /                      at school and at home. Home
                                    ’buddy’ within the class and in                 language      proficiency   will
                                    the playground who will look                    support English language
                                    after them.                                     learning.

                                    You provide dual language                       You can distinguish language
                                    texts, tapes, visual aids / cues,               needs from special needs for
                                    bilingual      support,      ICT                pupils who have EAL.
                                    additional teacher input well
                                    structured group work where
                                    they work collaboratively and
                                    adult support to help the pupils
                                    who have EAL with their
                                    learning.




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          Standard                         What can I do?                                  Improving practice


Q18                                In addition to the above                        Do you in your teaching
Understand how children and        guidance, you are able to                       indicate the origins and
young people develop and           provide materials to support                    meaning of words to show that
that he progress and well-         pupils who have EAL e.g.                        the     English     language
being of learners are affected     pictorial / text support, dual                  comprises words from other
by a range of developmental,       language texts, word banks.                     languages.
social,    religious,    ethnic,
cultural     and      linguistic   NB You can still have dual                      For example, punch from the
influences                            language books in your                       Hindi ‘panj’ meaning five
                                      classroom even if there                      related to five fingers on the
                                      are no pupils with EAL in                    hand,     pyjamas       (Hindi),
                                      your class.                                  bungalow (Hindi), synthesis
                                                                                   (Greek origin) means to put
                                   Your classroom demonstrates                     together hence photosynthesis
                                   that you value linguistic                       to combine using light.
                                   diversity, this is applicable in
                                   low diversity settings where                    Do you develop an intellectual
                                   there may be no pupils with                     curiosity amongst pupils with
                                   EAL, but some of your pupils                    respect to language and
                                   may       have      parents    or               provide a perspective which
                                   grandparents who speak, or                      shows that language is always
                                   spoke another language. Why                     changing and influenced by
                                   not find out the linguistic                     cultural aspects?
                                   diversity in your classroom
                                   and make a display. Your
                                   awareness         of    linguistic
                                   diversity      is     particularly
                                   important as we move towards
                                   the teaching of MFL in KS2 in
                                   2010.

                                   Are there posters in your
                                   classroom, which say ‘hello’ or
                                   ‘welcome’     in      different
                                   languages and scripts?

                                   Do you have labels on
                                   classroom equipment in other
                                   languages?

                                   Can you encourage pupils to
                                   say     ‘good    morning’   in
                                   response to the register in a
                                   language relevant to the
                                   linguistic diversity you have
                                   already established.




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APPENDIX K

                                       Lesson Observation: Guidance for Link Tutors and Mentors
   Duration                                          Activity                                                                        Further comment
 (approximately)

   5 minutes       Discuss plan and check file - make notes for comments on School                        The focus would normally be discussed on the previous visit.
                   Experience Comment Sheet.

                   Discuss and agree which Standards will be the focus of the
                   observation.

  35 minutes       Observe teaching and learning- make notes. Check areas of                              It is important to prioritise the observation of English and Maths lessons.
                   concern from previous observations.                                                    Refer to indicative performance criteria to help gauge quality of teaching.

                   Make sure observation of teaching focuses on Standards and                             Observe and question pupils about their work to ascertain their
                   previously identified areas of concern. Most observations in core                      understanding of what is required of them.
                   curriculum.

  10 minutes       Assess teaching against criteria - grade teaching and record on                        Poor lessons must be graded 4. They should not be graded 3 as this
                   comment sheet (after discussion with the Mentor if joint                               grade indicates satisfactory.
                   observation).
                                                                                                          NB     There is no ¾ grade

  15 minutes       Provide verbal and written feedback to student teacher. It should be                   Use appropriate language in written comments e.g. "Excellent" should
                   balanced and honest. Always identify areas of concern.                                 only apply to a "1" standard lesson. The letter of concern is a mandatory
                                                                                                          requirement if a student teacher is "at risk" of failing.
                   If there is any risk of failure (normally after a Grade 4) then the
                   formal letter of warning must be issued with an action plan.                           Note conditions under which letter is issued in appropriate SE handbook.
                                                                                                          Always use the proforma action plan to accompany the letter.

   5 minutes       Discuss progress with Mentor and/or class teacher. Note agreement                      Link Tutors should clarify University requirements e.g. Directed Task, IP
                   for action plans and how they will be monitored.                                       work, cross phase teaching etc. Liaise with the Mentor over the next
                                                                                                          visit.

   5 minutes       Consider any further actions that may be required e.g. arranging for                   Moderation visits are normally made by the appropriate Link Tutor who
                   a moderator to observe the student teacher.                                            will be nominated by the Head of School Partnership.




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NOTES

1.    The purpose of these notes for guidance is to help Link Tutors and Mentors focus on the full range of their responsibilities when
      working with student teachers in partner schools.


2.    In order that we can demonstrate a uniformity and standard of purpose within the partnership, all the University primary Link Tutors and
      Mentors should use this working model.


3.    The model should not be regarded as a blueprint for all observational visits. Staff should be flexible and adapt the model for specific
      occasions and circumstances.


4.    The emphasis remains on classroom observation and assessment, but recognises the wider role of the Link Tutor in the partnership as
      a quality assurance manager.




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                                            Profile Meeting: Guidance for Link Tutors and Mentors
   Duration                      Activity                                                                       Further comment
 (approximately)
                   Pre-meeting planning – Mentor and                  Discuss the range of provisional grades; refer to lesson observation reports and grades. Draw up
                   Link Tutor                                         agenda for meeting.
                                                                          Remind student-teacher to complete all relevant sections, including self-grading, in the Profile of
                   Pre-meeting preparation – student-                      Academic and Professional Standards, giving dates for the evidence.
                   teacher      to    be  advised   of
                                                                          Advise that all directed professional activities / school-based investigations must be submitted to
                   responsibilities in preparation for
                                                                           the Mentor for checking before profiling.
                   profiling meeting.
                                                                      Advise the student-teacher to bring the teaching and M&A files to the meeting.
   5 minutes       Purpose of meeting – student-teacher,              To produce assessment profile with grades based on evidence from lesson observations, teaching and
                   Mentor and Link Tutor                              M&A files and other evidence collected. Note that comments and grades should reflect overall
                                                                      achievement, improvement and targets for further development. Grades must conform to the published
                                                                      Indicative Performance Criteria.
  10 minutes       Complete Profile for Standard 1                    Discuss and report on strengths, achievements and targets for Standard 1. Summarise on pro forma
                   Professional Studies                               and agree final grade.
                                                                      NB Refer to Indicative Performance Criteria to ensure a close match between written comments and
                                                                           grade.
  10 minutes       Complete Profile for Standard 2                    Discuss and report on strengths, achievements and targets for Standard 2. Summarise on pro forma
                   Knowledge and Understanding                        and agree final grade.
                                                                      NB Refer to Indicative Performance Criteria to ensure a close match between written comments and
                                                                           grade.
  10 minutes       Complete Profile for Standard 3.1                  Discuss and report on strengths, achievements and targets for Standard 3.1. Summarise on pro forma
                   Teaching                                           and agree final grade.
                                                                      NB Refer to Indicative Performance Criteria to ensure a close match between written comments and
                                                                           grade.
  10 minutes       Complete Profile for Standard 3.2                  Discuss and report on strengths, achievements and targets for Standard 3.2. Summarise on pro forma
                   Monitoring and Assessment                          and agree final grade.
                                                                      NB Refer to Indicative Performance Criteria to ensure a close match between written comments and
                                                                           grade.
  10 minutes       Complete Profile for Standard 3.3                  Discuss and report on strengths, achievements and targets for Standard 3.3. Summarise on pro forma
                   Teaching and Class Management                      and agree final grade.
                                                                       NB Refer to Indicative Performance Criteria to ensure a close match between written comments and
                                                                           grade.
   5 minutes       Setting targets and checking Directed              Discuss and set appropriate targets for next phase in training or NQT year. Check that ALL Directed
                   professional activities / school-based             professional activities / school-based investigations have been completed satisfactorily. Mentor / Link
                   investigations                                     Tutor to sign and acknowledge that these tasks have been read.


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NOTES


1.    The purpose of these notes for guidance is to help Link Tutors and Mentors focus on the full range of their responsibilities when
      working with student teachers in partner schools.


2.    In order that we can demonstrate a uniformity and standard of purpose within the partnership all The University primary Link Tutors
       and Mentors should use this working model when completing the Profile and Assessment of Standards.


3.    A key requirement is that profiling takes place at a triangulation meeting, and that the assessment is understood and agreed with the
      student teacher.


4.    The model should not be regarded as a blueprint for all Profile meetings. Staff should be flexible and adapt the model for specific
      occasions and circumstances. However, the length of time set aside for profiling should be regarded as part of student-teacher
      entitlement.



                         NB      Link Tutors have available a notional 1 hour per student / triangulation meeting.




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APPENDIX L


     A Practical Guide to School Experience for Student Teachers




CONTENTS PAGE


1     About this Guide                                                                              2


2     Understanding Key Terms                                                                       2


3     Student Teacher Entitlement                                                                   3


4     Roles and Responsibilities in the Partnership                                                 4


5     School Placements (including Attendance and Absence Procedures)                               5


6     Travel and Transport                                                                          9


7     Troubleshooting                                                                               14


8     Guidance for Student Teachers in Difficulty                                                   15


9     Letters of Introduction                                                                       16


10    Equal Opportunities                                                                           17


11    School Partnership Office                                                                     18




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1     ABOUT THIS GUIDE

      During your course you will spend a substantial amount of time in school. The
      actual number of weeks for school-based training, (referred to as ‘School
      Experience’) will vary according to the type of course you are registered on.

      This guide offers you practical information about your school experience. It
      should be used in conjunction with the appropriate information for your
      programme. It is important that you have a good understanding of how school
      experience operates, and what your responsibilities are while you are
      undertaking it.

      During your course you will be placed in more than one partner school. How
      schools are selected, how you find out about placements, who supervises you
      in school, how you get to school each day, what costs are recoverable, what
      your entitlements are in school and other practical matters are all dealt with
      here.

2     UNDERSTANDING KEY TERMS

      A considerable amount of jargon is used in initial teacher-training (ITT). You
      will need to familiarise yourself with this language at an early stage as it is
      used widely by tutors and teachers as well as in course documents. It should
      help you develop a clear understanding of what ITT in partnership with
      schools is all about.

      School experience refers to any period of time when student teachers are in
      school. Extended school experience (or block experience) refers to periods
      of continuous time in school for teaching and the completion of directed tasks.

      You will be visited in school by a University link tutor. Your work will be
      monitored and reviewed by both your link tutor and a school mentor, who
      works in the school you are placed in.

      Lesson observations by your mentor and link tutor are a key aspect of
      school experience. The schedule of visits by your link tutor and formal
      observations by your mentor varies across programmes. Each formally
      observed lesson / session should followed up with both oral and written
      feedback using the school experience comment sheet.

      The process of formally reporting on your progress towards meeting the ITT
      Standards for QTS is referred to as profiling. You will be given a profile
      document (The ‘Profile of Standards’) on which to record your progress in
      relation to meeting the Standards.




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      A regular series of meetings is required to discuss and review your progress
      against the Standards. The specific meeting between student teacher, mentor
      / class teacher and link tutor to discuss the profile of standards is known as
      a triangulated profile meeting which provides an opportunity to discuss and
      record progress, and agree areas of development for the future. In this way
      you should receive a full range of advice and gain a clear understanding of the
      progress you have made.

      School experience is assessed formally at the end of each period of extended
      experience graded according to criteria laid down in programme handbooks.
      The assessment may be moderated by another link tutor or external
      examiner if the University thinks it appropriate.

      All teacher-training is done in partnership with schools. The basic
      requirement for all partner schools is their ability to provide a secure,
      effective base for the school-based elements of the training programme and to
      provide suitably experienced and trained mentors to work with Student
      teachers.

      Further details about the selection of partnership schools, the roles and
      responsibilities of those at the University and in schools responsible for your
      training and other related information can be found in the Primary Partnership
      Agreement (available at www.chi.ac.uk/partnership.) You are strongly
      recommended to read this document).


3     STUDENT TEACHER ENTITLEMENT

      As a student teacher in school you are entitled to specific teaching loads and
      levels of support from your mentor and link tutor. It is necessary to clarify
      entitlement in this way to ensure that as far as possible you are exposed to
      comparable opportunities to develop your teaching skills in each of the
      schools in which you are placed. There are five key aspects to entitlement.
      You should:

          be placed in an appropriate age-phase class;

          receive agreed teaching loads and periods of non-contact time in school;

          expect full mentor and link tutor support according to that specified in
           course documents (including the Primary Partnership Agreement);

          be assessed in accordance with agreed indicative criteria as set out in
           course documents;

          not be used to cover the absence of a teacher for any substantial period
           of time;




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      What you may normally expect on school experience is set out in detail in your
      course documents. Your entitlement may be defined in the following terms:

           Lesson observations by the mentor:
            Agreed frequency and duration of visits
           Link tutor visits:
            Agreed number of lesson observations and profile meetings
           Written feedback:
            Using pro formas for all formally observed lessons
           Profile meetings:
            Formative or summative assessment point with clear areas for
            development being identified
           Teacher support:
            Given according to the stage in training
           Class contact time:
            An agreed % teaching load
           Non-contact time:
            An agreed % of time for non-teaching activities


4     ROLES AND RESPONSIBILITIES

      It is extremely important that you are clear about the roles and responsibilities
      of the people you will be working with on school experience. The descriptions
      below are designed to clarify the major areas of responsibility and help you
      work out who you should contact on specific matters (for further detail on
      these roles, including the specific responsibilities of each, see the Primary
      Partnership Agreement, available at www.chi.ac.uk/partnership).

      Head of School Partnership

      The Head of School Partnership has overall responsibility for the management
      of the partnership with schools. S/he oversees the running of all primary
      placements in conjunction with link tutors, Programme Co-ordinators, and the
      Head of Initial Teacher Education. S/he contributes towards the development,
      management and implementation of policies relating to all school-based work
      in the partnership.

      The Head of Programme / Programme Co-ordinator

      The Head of Programme / Programme Co-ordinator has overall responsibility
      for the programme / course, and acts as the chairperson to both the
      Programme Board and Management Group. They have a senior ‘problem
      resolution’ role in relation to school experience.




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      Head of Initial Teacher Education

      The Head of Initial Teacher Education (ITE) takes responsibility for all
      programmes and activities associated with ITE within the School of Teacher
      Education. S/he has a senior ‘problem resolution’ role in relation to school
      experience, oversees the delivery of Partnership Training and, with the Head
      of School Partnership, the general enhancement and development of school
      experience.

      Link Tutor

      The Link Tutor has overall responsibility for you during your placement in
      school. This is your first and main contact person during school experience.
      The Link Tutor liaises with you, your mentor and other staff in school
      concerned with your experience. S/he will attend profile meetings and agree
      areas for development (and action points arising from these) and, with your
      mentor, the assessment of your school experience.

      Mentor

      The Mentor is normally an experienced teacher who has undergone, or is
      undergoing, mentor training. S/he is responsible for supporting and monitoring
      your work in school. S/he will help you plan and organise your teaching,
      observe lessons, give you feedback and review your progress with you and
      your Link Tutor.

      Class Teacher

      The Class Teacher has day-to-day responsibility for the class you are placed
      in, and will help you with your planning and teaching. You will be directly
      responsible to the Class Teacher who, in some cases, may also be your
      Mentor. The Class Teacher is best placed to advise you on the pupils and the
      curriculum you will be teaching.

5     SCHOOL PLACEMENTS

      Organisation

      All placements are arranged through the School Partnership Office (SPO),
      based at the Bognor Regis Campus, by the Head of School Partnership and
      SPO staff in conjunction with Programme Co-ordinators.

      Display of placements

      Lists of placements are displayed on the notice boards outside the School
      Partnership Office for all student teachers. Initially a provisional list is
      displayed to allow you to check your placement before it is confirmed with the
      school. In the event of a possible difficulty, you should see the Head of School
      Partnership or the appropriate course tutor immediately. They will then
      consider what action, if any, may be taken.


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      Student Teacher Information

      The process of finding you (and your peers) a suitable school placement is
      complex. You will be asked to complete a school placement form which will
      provide us with the basic information we require in order to place you in a
      suitable school. All student teachers are placed in schools according to a few
      (but important) principles:

            compliance with the ITT Requirements (TDA 2007) and the
             requirements of the ITT programme you are registered on
            your residence / course-time base during the period of school
             experience and the requirements of the ITT programme you are
             registered on
            offers of places by schools
            previous placements you have had
            feasibility of travel arrangements

      Some partner schools are located quite a distance from the University and
      from your course-time base. As far as possible (please note, this is not a
      guarantee) any student teacher making a long journey (i.e. in excess of 55
      minutes each way, excluding traffic delays) will be compensated by a shorter
      journey on a subsequent school experience placement.

      Student teachers must disclose on the school placement form if they are
      dyslexic or have any other specific learning difficulty / disability so that
      University staff and school colleagues can be informed and appropriate
      support (including reasonable adjustments) provided

      Communications

      Remember to check the School Partnership notice boards prior to school
      experience. You will see details of your placement there. You will not receive
      individual notification of your travel arrangements unless they are exceptional
      or there have been last minute changes. It is your responsibility to keep
      yourself well-informed about your placement and travel arrangements.

      You should note carefully how you are travelling to school, i.e. details and
      method(s) of transportation (e.g. train, bus, own vehicle, lifts with other student
      teachers) Make sure you are thoroughly aware of departure points and times.

      Your school placement form provides the office with vital details of how you
      can be contacted during periods of school experience. Please keep the office
      informed of any changes of address and telephone. The SPO will generally
      contact you through your Portia / University e-mail address (which it is
      important you check regularly), or by telephone (at school or home).




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      Protocol

      Student Teacher

      When in school you will be regarded as a temporary member of staff and
      treated as such. It is essential that both staff and pupils perceive you as
      fulfilling this professional role. Your introductory letter, punctuality and suitable
      dress can all help towards creating an appropriate professional image.

      Letter of Introduction

      Schools appreciate an introductory letter from student teachers. The letter
      should be sent before the start of your school experience, as soon as your
      placement has been confirmed by the School Partnership Office. School
      addresses are available from the School Partnership Office. There is advice
      on what to put in this letter in Section 9 of this Guide.

      Arrival and Departure Times

      As far as is possible arrive early on your first day and report to the school
      office. Find out from our Mentor when you are expected to arrive and if there
      are likely to be problems, for example as a result of travel delays, make sure
      your teachers know this in advance. Most teachers and student teachers
      need to stay on after the end of the ‘formal’ school day; again you should
      discuss and agree with your Mentor what is appropriate in this regarding
      involving your Link Tutor in the discussion if you have any queries or
      concerns.

      Dress

      Dress appropriately and professionally. There are no hard and fast rules here
      (although guidance will usually be given by University tutors prior to the start of
      school experience) so, if you are in any doubt, take advice from your teachers.

      Photocopying

      You are bound to need to photocopy material during school experience.
      Schools have very tight budgets and are not expected to supply paper or
      materials for student teachers. The best approach here is to arrange your
      photocopying in the University. If you need to make copies in school, check
      that it is alright to use the photocopier and, if necessary, supply your own
      paper.

      Refreshments

      Light refreshments are usually available in staff rooms. Before picking up the
      nearest mug, check on the staffroom protocol procedures. You may be
      required to pay for refreshments and even bring your own mug / utensils.




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      Attendance and Absence

      Student teachers are expected to attend school throughout the day whether or
      not specific lessons are being taken. If the need for temporary absence arises
      during the day, then the head teacher or another appropriate member of staff
      (i.e. your Mentor) must be consulted and their permission obtained.

      Procedures to follow if absent

      If you cannot attend school on a particular day, for example because of
      illness, you should follow these procedures:

      a)     Inform the school by 8.00 am at the latest by telephone or e-mail
             (marked ‘urgent’).
      b)     Inform other student teachers involved in your planning that you will be
             absent (particularly important on paired placements).
      c)     Inform your link tutor not later than 8.00 am and (again, by telephone or
             e-mail marked ‘urgent’).
      d)     Notify the school partnership office of your absence, again by telephone
             or e-mail (to partnership@chi.ac.uk) and complete a school absence
             form (available from the SPO and at www.chi.ac.uk/partnership). You
             also need to notify the SPO when you return to school; you will be
             recorded as absent until you have “signed on” again.

      Returning after illness
      You must use your own professional judgement over length of absence from
      school. It is important that you should not stay away from school for too long
      after a ‘trivial’ illness. On the other hand it is senseless to return prematurely,
      exposing pupils and staff to the possibility of infection and delaying your own
      recovery. You should not return to school until you are fit to do so and, if in
      doubt, should consult your Link Tutor and/or Programme Co-ordinator for
      guidance.

      Prolonged absence from school
      One of the requirements of successfully completing your course is the
      satisfactory completion of the prescribed period(s) of school experience. In
      cases of substantial absence from school, normally more than one week,
      student teachers will be required to undertake a further period of time in
      school to compensate for the lost days. A medical certificate must be sent to
      the Head of School Partnership and/or relevant Programme Co-ordinator if
      absence is for more than five days.

      Deferred assessment
      Student teachers who miss a substantial number of days teaching, normally
      more than five, may have their assessment deferred until a further period of
      teaching has been completed. The length of the deferred experience is
      normally related to the number of days missed.



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      Failure

      Any student teacher who fails final school experience is normally, unless there
      are concerns about the professional values and practice of the student
      teacher, offered a re-sit of comparable duration. However, the offer of a resit
      is not automatic; this is a matter decided by the Board of Examiners. You
      should note that student teachers are required to pay the resit fee to the
      school plus a charge made by the University, normally the cost of a module.

6     TRAVEL AND TRANSPORT

      (a)   General arrangements

            The schools in which student teachers are placed cover a large part of
            the South of England (including the Isle of Wight) and, in some cases,
            beyond. Every effort is made to ensure that student teachers do not
            have to travel long distances for more than one extended school
            experience. Occasionally student teachers are provided with lodgings
            (paid for by the University) near their school in order to avoid long daily
            journeys.

      (b)   Use of Own Car / Vehicle

            Student teachers using their own vehicles for transporting themselves
            and their fellow student teachers to/from their school experience
            placement do so entirely of their own choice and at their own risk. The
            University accepts no liability of any kind for any accident, injury and/or
            damage caused in any situation relating to school experience where the
            student is using their own vehicle. Students choosing to use their own
            vehicles on school experience must ensure that the vehicle is
            maintained in full road-worthy and legal condition. Student teachers
            must be appropriately insured and make sure that their vehicle is taxed
            and has a valid MOT certificate.

      (c)   Criteria Regarding Travel Claims: please read this carefully!

            No travel fees will be paid to PGCE students unless your daily return
            journey to/from your term-time / home base to school is in excess of 50
            miles. Under this system the University will only pay a travel fee if your
            daily return journey to/from school is in excess of 50 miles after your
            regular term-time journey from home to BRC / BOC has been deducted
            from the distance travelled.

            Any travel fee paid will be calculated on the basis of the number of
            miles above 50 travelled on a daily basis after the term-time / home
            base to BRC / BOC deduction (e.g. if 56 miles have been travelled,
            then a fee based on 6 miles will be paid). Please note that University
            travel fees paid to students are always only a contribution towards the
            cost of the journey.



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            Distance:

            Normally during full-time school experience (Monday to Thursday) or
            serial experience (Monday to Wednesday) students are entitled to claim
            for mileage costs incurred on the journey to and from their
            accommodation to the school each day only where they are travelling a
            distance that is in excess of 50 miles per day and, in addition to this
            distance is still in excess to that between their normal term-time
            accommodation and the relevant University campus where their course
            is based.

            Where this is the case, students will be paid a contribution towards
            the cost of the excess distance travelled only (based on a calculation
            using the University's of the number of miles above 50 travelled on a
            daily basis after the term time / home base to BRC / BOC deduction.)

            In addition, and on the same basis outlined above, students are able to
            claim for mileage incurred from their weekend accommodation to their
            school experience accommodation on Sunday evening or Monday
            morning and for journeys made from school / accommodation on Friday
            afternoon / evening to their weekend accommodation but in both cases
            only if it is in excess of 50 miles per day and, in addition to this
            distance, is still in excess to that between their normal term-time
            accommodation and the relevant University campus where their course
            is based. Again, where this is the case, students will be paid a
            contribution towards the cost of the excess distance travelled only
            (based on a calculation of the number of miles above 50 travelled on a
            daily basis after the term time / home base to BRC / BOC deduction.)
            A contribution will be made by University of Chichester to those
            students transporting other students to a school at the request of the
            School Partnership Office and/or relevant Programme Co-ordinator.

            Please note: Contributory payments will only be made per actual
            journey made. Claims are regularly monitored by the School
            Partnership Office and students will be held accountable for the
            accuracy and validity of all claims made (e.g. If students are travelling
            back to the relevant University campus on a regular basis from their
            temporary school experience accommodation they must provide both
            details of the purpose of this journey and evidence that it has been
            made on their claim form; the nature of this evidence should be
            discussed with and approved by the School Partnership Office on an
            individual student basis).

      (d)   Agreed Principles for the Calculation of Trainee Accommodation
            and Related Travel Payments

            Sometimes student teachers are placed in lodgings closer to their
            placement school. The need for this only arises where the school is a
            long way from University, making a daily journey impractical.



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           When accommodation has been arranged for a student teacher, the
           trainee will be given a copy of an accommodation questionnaire and an
           information sheet entitled Information for Accommodation Providers and
           Student teachers. If a trainee has not received a copy of the
           information sheet, then s/he must contact the School Partnership Office
           to obtain a copy. The completed questionnaire must be returned to the
           School Partnership Office as soon as possible after the start of the
           accommodation period.

           This is very important from the point of view of ensuring the safety of
           student teachers and that the accommodation used is suitable for them.

           Although every reasonable attempt is taken to ensure that
           accommodation is suitable, the University takes no responsibility for the
           acts or omissions of any landlord. The University accepts no liability for
           any damage to any student or landlord and their property. Student
           teachers are responsible for their own property and should make sure
           that they have adequate insurance.

           If a trainee experiences any problems while in accommodation, they
           should ring the School Partnership Office on 01243 812181 / 812174
           as soon as possible. Any issues should also be discussed with his/her
           link tutor when a visit takes place.


           Amount:

           Normally £18.00 per night in accommodation arranged by the School
           Partnership Office. Normally £7.50 per night in accommodation
           arranged by trainee, typically when they are lodging with their friends or
           family members. (This payment is for accommodation and breakfast
           only and does not include any other costs or meals).


           Please note:

           Possible variations on these accommodation arrangements (e.g.
           student teachers wanting to arrange to lodge with a teacher from the
           same school they are completing their school experience in or a trainee
           wanting to arrange to lodge with the family or friends of a fellow trainee)
           should be discussed in advance by the trainee with the School
           Partnership Office which will make a final decision about the amount
           paid per night.

           It is in the interests of all student teachers who make claims to do so
           accurately and honestly. If there is any doubt about a claim, then a
           student teacher should consult the School Partnership Office before
           completing the form.




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           Duration:

           Normally (subject to distance and/or location) accommodation
           payments are made for five nights (Sunday to Thursday) during full-
           time school experience; this is subject to variation during serial school
           experience (e.g. Sunday to Wednesday only).

           Distance:

           Normally during full-time school experience (Monday to Thursday) or
           serial experience (Monday to Wednesday) student teachers are entitled
           to claim for mileage costs incurred on the journey to and from their
           accommodation to the school each day only where they are travelling a
           distance that is in excess to that between their normal term-time
           accommodation and the relevant University campus where their course
           is based. Where this is the case student teachers will be paid a
           contribution towards the cost of the excess distance travelled only
           (based on a calculation using the University’s ‘zone system’).

           In addition, student teachers are able to claim for mileage incurred from
           their weekend accommodation to their school experience
           accommodation on Sunday evening or Monday morning and for
           journeys made from school / accommodation on Friday afternoon /
           evening to their weekend accommodation but in both cases only if it is
           in excess to that between their normal term-time accommodation and
           the relevant University campus where their course is based. Again,
           where this is the case, student teachers will be paid a contribution
           towards the cost of the excess distance travelled only (based on a
           calculation using the University’s ‘zone system’). A contribution may be
           made, by the University, to those student teachers transporting other
           student teachers to a school at the request of the School Partnership
           Office and/or relevant Programme Co-ordinator.

           Please note:

           Contributory payments based on the University’s ‘zone system’ will only
           be made per actual journey made. Claims are regularly monitored by
           the School Partnership Office and student teachers will be held
           accountable for the accuracy and validity of all claims made (e.g. If
           student teachers are travelling back to the relevant University campus
           on a regular basis from their temporary school experience
           accommodation they must provide both details of the purpose of this
           journey and evidence that it has been made on their claim form; the
           nature of this evidence should be discussed with and approved by the
           School Partnership Office on an individual trainee basis).




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      (e)   Public Transport

            Always be aware of your personal safety when using public transport.
            When waiting for buses or trains, wait in open, well-lit and populated
            areas. Avoid isolated closed-in shelters and know your bus or train
            timetable to avoid waiting alone.

            Normally the same principles outlined for mileage claims apply to
            students incurring costs via use of public transport. Students are
            expected to provide a specimen receipt of each type of transport used.
            A student using public transport will need to include on/with their claim
            form the following:

            i)    an example of the train/bus ticket (or receipt) to/from the relevant
                  University campus where their course is based stating the
                  cost/charge for the journey, and

            ii)   an example of the train/bus (or receipt) ticket to/from their
                  school. The contribution made by the University to the cost of
                  the student journey will be based on the difference (excess only)
                  between the two costs as per the principles outlined above.

            Please note:

            Students will not be reimbursed for taxi fares unless prior permission
            has been given by the School Partnership Office for them to use a taxi,
            e.g. if it is agreed that a Bognor-based student will travel to a school
            with a Chichester based student the University will pay for a taxi to
            transport the Bognor student to the Chichester student’s home address
            (due to inter-site transport not leaving early enough to cover this
            situation) and/or may make a contribution towards any extra mileage
            incurred by the Chichester student in picking-up and transporting a
            passenger.

            It is in the interests of all student teachers who make claims to do so
            accurately and honestly. If there is any doubt about a claim, then a
            student teacher should consult the School Partnership Office before
            completing the form.


      (f)   Hire Cars

            Hire cars may be authorised by the Head of School Partnership in
            specific circumstances. In these cases the University will pay for the
            hire of the car. Cars are hired through the University. There is no
            passenger allowance for drivers of hire cars.




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           The following points should be noted:

                Student teachers should establish the mileage on the hire car
                 and replace the petrol before returning the car at the end of the
                 hire period.

                When a Student teacher collects a hire car, s/he must check the
                 car with a member of staff at the garage and sign a form which
                 confirms the condition of the car on collection. At the end of
                 the school experience, a form setting out the condition of the
                 returned car must also be signed by the Student teacher.

                During the school experience, any damage to a hire car must be
                 reported immediately to the Finance Department, Bishop Otter
                 Campus, Ext. 6104. The first £100 of making good any damage
                 to the car will be charged to the Student teacher. Non-payment
                 will result in the University refusing progression to the next stage
                 of the course or the withholding of a degree.

                The car must be returned in a clean condition. If the car requires
                 valeting, then the cost will be charged to the Student teacher or
                 deducted from any petrol claim made.

                Student teachers are only insured for journeys relating to
                 travelling to/from their School Experience placement. A trainee
                 who drives at any other time is uninsured and personally
                 responsible for any legal and financial consequences which may
                 result. It is an offence to drive without insurance.




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7     TROUBLESHOOTING

      Lines of communication
      Your school experience will usually run smoothly. However, it is important for
      you to understand how problems may be dealt with, and what lines of
      communication are open to you. The key to resolving most problems normally
      lies in close communication between the school and University. The flow
      diagram below shows the usual line of communication in such cases although
      it will depend on the nature and source of the problem.

                    Head of School
                      Partnership

                                                    Head of Standards
                                                        and Quality
                     Head of ITE



                     Programme
                     Co-ordinators

                                                            Academic
                                                              Adviser


                       Link Tutor / Mentor
                      [and/or Headteacher]


                  Student teacher in
                        school


                           
                   Raised by student
                         teacher


      An unsatisfactory situation or one that is adversely affecting you while in
      school should be raised in the first instance with your Link Tutor and/or
      Mentor. If the situation cannot be resolved, the issue should be brought to the
      attention of the Head of Programme / Programme Co-ordinator, who will
      arrange further discussions with senior staff (e.g. the Head of Initial Teacher
      Education).
      In exceptional cases, and at the discretion of the Head of School Partnership,
      you may have to be moved to another school if a placement becomes
      untenable. A change of school would have to be sanctioned by the Head of
      School Partnership, and would only be authorised when all other attempts to
      resolve the matter have been explored.


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8     GUIDANCE FOR STUDENT TEACHERS IN DIFFICULTY

           All student teachers are entitled to specific levels of support during
            periods of school experience. The amount of support is set out in
            school experience handbooks and relates to specified numbers of
            observation visits from the Mentor and Link Tutor.

           The first port of call for help in matters relating to school experience is
            the Mentor and/or Link Tutor.

           Other staff are available to consult with if necessary, including the
            Programme Co-ordinator and the Head of Initial Teacher Education.

      Additional support is available from the University in cases where a student
      teacher is experiencing difficulties. The following cases illustrate the kind of
      support that may be provided, and how it can be accessed.


      Learning difficulties

      Normally, student teachers will have disclosed specific learning difficulties in
      advance of a placement. At the point of disclosure the student teacher must
      secure specialist support from the Disability and Academic Skills Co-ordinator
      at the University. This information is passed on to schools who are asked to
      support the student teacher in an appropriate way.


      Teaching difficulties

      The Mentor and Link Tutor will identify any problems in the classroom as part
      of the normal process of supervision and feedback. These will be discussed
      with the Student Teacher and reported on in writing. In certain cases the
      student teacher will be referred to the University for further support, for
      example from a subject or age phase specialist tutor. Occasionally the advice
      will be to undertake further reading in order to gain a better understanding of
      an issue. If the student teacher has received a 4 / ‘fail’ grade in a formal
      assessment of their progress towards meeting the Standards, then an action
      plan will be provided with specific guidance on how to improve.

      It is important that the Student Teacher receives in writing an indication of any
      ‘cause for concern’ and the specific areas in which they need to develop. The
      procedures in the School Experience and Programme handbooks should be
      followed. Mentors should keep notes on student teacher progress against an
      action plan, for example, on the Weekly Review Sheet.




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      The following strategies may be considered as possible ways of supporting
      student teachers:

           Area of Concern                         Possible Support Strategy
                              Meet and discuss with Subject Co-ordinators; meet
       Subject
                              Subject Tutors from the University; carry out library
       knowledge
                              research.
                              Work alongside teachers. Show plans to Class Teacher /
       Planning
                              Mentor and modify if necessary.

       Classroom              Observe and discuss strategies used in other
       management             classrooms. Develop a range of behaviour strategies.

                              Observe other teachers and different questioning
       Questioning
                              techniques. Work in small groups at first.
                              Undertake small group teaching to establish basic
       Control                understanding of pupils' needs and how to modify
                              behaviour.


      Academic Adviser

      All student teachers are allocated an academic adviser who is available,
      usually by appointment, to discuss issues concerning Student Teacher
      progress.


9     LETTERS OF INTRODUCTION

      In writing a letter of introduction to schools, student teachers should bear in
      mind the following points:

      1.       The letter is a personal introduction and not a CV or an essay.

      2.       Keep the length of the letter within reason – teachers have plenty to
               read already, but they want to know about you.

      3.       Refer to your main teaching interests – subject study and main
               curriculum areas followed at the University.

      4.       Primary student teachers should give the age-range for which they are
               training to teach and, if appropriate, details of the year and key stage of
               any classes previously taught.

      5.       Mention any relevant outside interests that might help the school
               provide you with extra-curricular experience, e.g. helping with the chess
               club; teaching guitar etc.




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      6.    Briefly outline any relevant information from previous work in schools,
            e.g. ages taught, sports coached, use of computers etc.

      7.    Express your thanks for the offer of a placement for your school
            experience and how much you are looking forward to meeting the staff
            and pupils

      Remember that first impressions are important so do be sure that your letter is
      well-written. As a precaution ask a tutor to check it over or get a friend to read
      it through.

      NB     Primary student teachers should write to the Headteacher.


10    EQUAL OPPORTUNITIES

      The University is concerned that its equal opportunities policy should operate
      to give all student teachers a fair chance to learn and to show their potential
      on school experience, regardless of gender, ethnic background or disability.

      If a student teacher experiences harassment from an adult in connection with
      school experience, then they should contact the Head of School Partnership.

      Every effort will be made to match tutors with appropriate experience with
      student teachers who may need specific support. This is one of the priorities
      considered in the process of allocating school experience placements. In
      order to try and avoid abuse, name-calling or harassment of student teachers
      from children based upon gender, ethnic background or disability the following
      guidelines have been agreed:

      (1)   In the case of a student teacher who may be vulnerable to particular
            kinds of abuse, (e.g. a black student teacher in a completely white
            school) the issue will be discussed with the school before the
            preliminary visit. The discussion should include positive suggestions for
            avoiding, in particular, a negative initial reaction from pupils.

      (2)   Positive support and guidance will be given in advance to student
            teachers in dealing with this kind of situation, should it arise. Though
            they have different things to learn about the issues involved, all student
            teachers should in some way be included in this process.

      (3)   Some student teachers may, of course, wish to waive procedure (2)
            above for themselves. This will, of course, be respected.

      (4)   Responsibility for the implementation of this code of practice rests with
            the relevant Programme Co-ordinator, the Head of School Partnership,
            the Head of Initial Teacher Education and the relevant Link Tutors.




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             In the event of a student teacher finding her/himself in an intolerable
             situation in this context the University, having explored the matter with
             the school, will consider an alternative school placement.

            Further details on The University’s Equal Opportunities Policy can
            be found in Appendix N of this handbook and in the Primary
            Partnership Agreement in Appendix O (also available on our website
            at www.chi.ac.uk/partnership).


11    SCHOOL PARTNERSHIP OFFICE

      The School Partnership Office was set up to organise and manage school
      placements, to deal with enquiries and to support student teachers, tutors and
      schools across the University’s teacher-training programmes. The office is on
      the Bognor Regis Campus, Room G19, The Dome.




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APPENDIX M

             Three Key University of Chichester Policies:
       Health and Safety, Equal Opportunities and Race Equality



Health and Safety

It is the policy of the University of Chichester to ensure that it is meeting its legal and
moral responsibilities in respect of the health, safety and welfare of student teachers
while on placements arranged by the University.

The University will provide advice and written guidance, which will be made available
to student teachers at briefing meetings. This advice will seek to ensure that
students are able to minimise the risks to themselves when travelling and in
accommodation during school placements. Attendance at briefing meetings is
compulsory.

Headteachers / Principals of colleges in the partnership are asked, on an annual
basis, to complete and return to the School Partnership Office a Health and Safety
checklist in relation to the environment that student teachers will be working in whilst
on school experience. The Health and Safety checklist forms part of the School
Partnership Agreement.

Once students are on placement, whilst continuing to be designated as university
students, they are, for the purposes of insurance policies, perceived as ‘employees’
(under Health and Safety law) of the placement school / college. This means that
the school / college has the same duty of care towards them as any other employee.
The school / college:

      must assess risks, provide adequate information, instruction, supervision and
       training on the use of equipment
      is primarily responsible for the health and safety of the student whilst on
       placement
      must meet all its obligations in relation to the Health & Safety at Work Act
       1974 and other relevant legislation.

It is the responsibility of the Headteacher / Principal to have in place an
organisational structure that will ensure that:

      staff, including student teachers, receive suitable training;
      staff, including student teachers, can demonstrate competency to carry out
       their role in the placement procedures
      sufficient resources are allocated and they can implement appropriate
       procedures to ensure the health, safety and welfare of staff and students
       involved in the placement process.


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Equally, student teachers have the same responsibilities as any other
‘employee’, in relation to and including compliance with, local Health and Safety
rules:

     they must take reasonable care of their own health and safety

     If there are any medical or other factors which may cause the student to
      experience significant risk in the performance of their work in school, then this
      matter must be brought to the attention of the Head of the School Partnership
      Office prior to the start of the placement

     they must take reasonable care of the health and safety of other people who
      may be affected by their actions

     they must also co-operate with the employer

     they must report any unsatisfactory situations that arise in the workplace to
      their school-based Mentor and, if necessary, to their link or subject tutor.

     the University tutors must be competent to carry out their tasks, take
      reasonable care of themselves and others and have a duty to observe health
      and safety practices in the student’s workplace

     feedback information and comment to the University via the School
      Partnership Office

     take any necessary immediate action as appropriate.


Insurance

Any queries regarding insurance matters should be made to the Assistant Finance
Officer, telephone 01243 816103.


University policies

The University has appropriate policies for:

     employers liability
     public liability and
     professional indemnity.

When students are away from the University on placements, the organisations
accepting placed student teachers are required to cover them under their employers’
liability policy with regard to any personal injury which the student may suffer for
which the organisation in question is legally liable.




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Travel and Transport

Some student teachers may be asked to use public transport to reach school /
college. In most cases the fare will be refunded in full. A specimen ticket for the
journey must be attached to the appropriate claim form. Taxi fares will only be paid
for in exceptional circumstances, and only with the prior consent of the School
Partnership Office. Receipts for each journey must be attached to the travel claim
form.

Use of cars

It is helpful if car owners are willing to use their cars for travelling to school, with
passengers, if necessary. It is the responsibility of the student teacher to ensure
they have the necessary insurance for journeys to and from school and for carrying
passengers. They must ensure that the vehicle is maintained in full roadworthy and
legal condition. Students must be appropriately insured, taxed and have a valid MOT
certificate. Normally any passengers would be in your school or in schools along your
route. You are not expected to make long detours to drop off passengers.

Hire cars may be sanctioned in specific circumstances. In these cases the University
will pay for the hire of the car. Cars are hired through the University. There is no
passenger allowance for drivers of hire cars.

Students who use a hire car are only insured for journeys relating to the school
experience. A student who drives at any other time is uninsured and personally
responsible for any legal and financial consequences that may result. It is an
offence to drive without insurance.

Contributions towards travel costs

The University will make a contribution towards travel costs when the journey to
school is further than the student teacher’s route between the University and home.
There are separate forms to cover use of own car, hire car, public transport and
travel to and from digs. The school placements lists will indicate which student
teachers are eligible. In the case of car drivers, the University will pay a daily tariff
according to the travel zones in which the journey is made. A contribution is made
for passengers.

It is in the interests of all student teachers who make claims to do so accurately and
honestly. If there is any doubt about a claim, then a student teacher should consult
the School Partnership Office before completing the form.

Public Transport

Students should always be aware of personal safety when using public transport.
When waiting for buses or trains, students should wait in open, well-lit and populated
areas. Avoid isolated closed-in shelters and know your bus or train timetable to
avoid waiting alone.




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Equal Opportunities

The University of Chichester has an Equality and Diversity Policy which states that,
as fundamental to its principles and values, it:

       ‘is committed to building and maintaining an inclusive community
       which recognises and values the inherent worth and dignity of every
       person;fosters mutual respect, sensitivity and understanding among
       its members; and encourages every individual to reach his or her
       own potential. In pursuit of its goal of academic excellence, the
       University of Chichester seeks to develop and nurture its diversity.’

The University of Chichester’s policy is to ensure that there is equality of opportunity
for all members of its community. In pursuit of this goal, the University is committed
to eliminating both direct and indirect discrimination to ensure that no-one is unfairly
disadvantaged, either through individual action or through its policies or procedures,
on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age,
marital status, disability, social class, political or religious belief and activities, unless
these activities are contrary to the policies of the University of Chichester.
Schools wishing to join the secondary partnership will agree to employ all means
possible to ensure that University of Chichester student teachers are not harassed,
offended or insulted by anyone on the basis of the categories outlined above.
University of Chichester student teachers also have a responsibility not to harass,
offend or insult anyone else within the schools they are placed, on the same basis.

Examples of unacceptable conduct are as follows:

      Verbal abuse or insulting behaviour.
      Jokes about anyone on the basis of the above.
      Unwanted physical conduct, ranging from touching to serious assault.
      Display or circulation of offensive material.
      Bullying, coercive or menacing behaviour.
      Ridicule or exclusion of persons for any of the above reasons.

Note that offence is seen from the viewpoint of the offended person. It will not be a
defence for the offender to claim that the offending comments were ‘only meant as a
joke’ and that the offended person is being ‘too sensitive’.

Should anyone feel that they have been unfairly treated with respect to the above,
they should consult the University of Chichester’s published procedures concerning
the Equality and Diversity Policy, The Race Equality Policy, The Disability Policy and
procedure to follow in case of harassment. All are available on Portia, the
University’s web-based communication system.




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Race Equality Policy

The University of Chichester is strongly committed to:

      Eliminating unlawful racial discrimination in its employment, education,
       research and learning environment.
      Promoting equality of opportunity to enable staff and students to reach their
       full potential.
      Promoting good race relations between persons of different racial groups.
      Acknowledging and celebrating the breadth of experience and intellectual
       resources that people from diverse backgrounds bring to the life of the
       University and the Primary Partnership.

The University of Chichester will not tolerate any form of racial discrimination or racial
abuse by staff, students or anyone else connected with the University and its
activities. This includes collaborating institutions such as schools within the
partnership, which are required to have policies and practices that are consonant
with the Race Relations (Amendment) Act 2000.

All colleagues involved in ITT partnership with the University of Chichester will make
every effort to guard against institutional discrimination (including any discrimination
within the partnership relating to University of Chichester students), which is defined
in the Macpherson Report as: ‘the collective failure of an organisation to provide an
appropriate and professional service to people because of their colour, culture or
ethnic origin’ which can ‘be seen or detected in processes, attitudes and behaviour
which amount to discrimination through unwitting prejudice, ignorance,
thoughtlessness and racist stereotyping which disadvantage minority ethnic people’.




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 APPENDIX N

                      School Experience Contact Numbers

1. Academic Staff

                                                                          Tel.    01243 812025
     Head of School Partnership           Jane Evans
                                                                          E-mail: J.Evans@chi.ac.uk

     Head of PGCE Programme                                               Tel.    01243 812028
                                         Chris Shelton
                                                                          E-mail: C.Shelton@chi.ac.uk
     PGCE (Flexible Route) Leader               TBA                                              TBA

2. Administrative Staff

a)    School Experience                                                   Tel. 01243 812174
                                      Cathy McGuigan
        Administrators                                                    E-mail: C.Mcguigan@chi.ac.uk
      University of Chichester
      Bognor Regis Campus                                                 Tel. 01243 812172
                                     Glyn Saunders (am)
      Upper Bognor Road                                                   E-mail: G.Saunders@chi.ac.uk
      Bognor Regis
                                                School Partnership Office:
      West Sussex
                                                Fax: 01243 812153 (BRC)
      PO21 1HR
                                               E-mail: partnership@chi.ac.uk
                                                          Tel.    01243 812043
b)    PGCE Programme
                                      Melanie Hopkins     Fax: 01243 812127 (BRC)
      Administrator
                                                          E-mail: M.Hopkins@chi.ac.uk
c)    PGCE (Flexible Route)
                                                TBA                                              TBA
      Administrator
Any advice or suggestions for improving this guide will be welcomed.
All comments and enquiries should be sent to:
          Jane Evans
          Head of School Partnership at the BRC address above


Further copies of this document may be accessed via the School Partnership Office
website:     www.chi.ac.uk/partnership

As well as the Troubleshooting and Guidance for Students in Difficulty sections
included in this Handbook, there is also the following:

Teacher Support Line is a free information, support and counselling service which is
open 24 hours for teachers and students and is totally confidential: 0800 562 561
www.teachersupport.info

The current TDA ITT Standards can be found at:
www.tda.gov.uk/upload/resources/pdf/s/standards_qts.pdf or
www.tda.gov.uk/teacher/professional/standards/downloads.aspx

The Handbook of Guidance for the Professional Standards for Teachers can be found
at: www.tda.gov.uk/upload/resources/doc/q/qts.standards_guidance_2007.doc
Or www.tda.gov.uk/partners/ittstandards/guidance.aspx

or the copy given to Mentors.


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APPENDIX O

             School Partnership Agreement




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