FINAL 11 12 handbook New Grading descriptors

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FACULTY OF EDUCATION & SPORT
Partnership Office




                               SCHOOL PLACEMENT BOOKLET

                                              YEAR 1

                                           2011 - 2012


                                     Serial School visits:
                         Thursday 29th March and Friday 30th March
                        Dates of assessed period of school placement:
                         Monday 16th April to Friday 15th June 2012




                    BA (Hons) Primary Education with QTS (3-7 Years)
                   BA (Hons) Primary Education with QTS (5-11 Years)
                           BA (Hons) KS2/3 Education with QTS




                                Year 1 School Placement Handbook 2011-12
                                                   -1-
USEFUL INFORMATION

PiE- Partnership in Education
TDA- Training and Development Agency (will become the Teaching Agency (TA) from 1st April 2012.)
QTS- Qualified Teacher Status
PDP- Professional Development Profile
ITDP- Individual Training & Development Programme
IEP- Individual Education Plan
Pebblepad- e-portfolio system

Forms*:
PA- Observation and feedback form- completed after each observation
PB- Interim placement report form- completed at the interim review
PC- Final placement report form- completed at the end of the placement
PD- Cause for Concern- completed when a student is not making sufficient progress and is at risk of not
passing the placement.

*NB. Revised versions of these forms that reflect the new Teachers’ Standards should be used for this
placement. These are all marked ‘Year 1, 2012’ in the top left hand corner (see Section 9). Electronic copies
of these forms can be downloaded from www.brighton.ac.uk/education/placements.


School Contacts (for students to complete):

School:

Address:




Telephone:                                      E-Mail:


Website:


Classteacher:                                   Headteacher:


School mentor:                                  Placement Tutor:




                                  Year 1 School Placement Handbook 2011-12
                                                     -2-
University Contacts:
Partnership Office:            Website: www.brighton.ac.uk/education/placement/resources


Debbie Unsworth                                    Jo Blake
D.Unsworth@brighton.ac.uk                          J.Blake@brighton.ac.uk
01273 641895                                       01273 643411

Programme Leaders:

Malcolm Anderson, Programme Leader,                Tel: 01273 643449
BA (Hons) Primary Education (QTS)                  M.J.Anderson@brighton.ac.uk

Jackie Hannay, Programme Leader,                   Tel: 01273 643317
BA (Hons) KS2/3 Education (QTS)                    J.Hannay@brighton.ac.uk

University Tutors:

Kevin Fossey, Joint Year 1 Leader /1P2             Tel: 01273 643790
BA (Hons) Primary Education (QTS)                  K.Fossey@brighton.ac.uk

Adella Osborne Joint Year 1 Leader                 Tel: 01273 643978
BA (Hons) Primary Education (QTS)                  A.C.Osborne@brighton.ac.uk

Sue Lynch – 1E1                                    Tel 01273 6433385
BA (Hons) Primary Education (QTS)                  S.M.Lynch@brighton.ac.uk

Erica Evans 1E2                                    Tel: 01273 643454
BA (Hons) Primary Education (QTS)                  Ee24@brighton.ac.uk


Hilary Westlake – 1P3                              Tel: 01273 642761
BA (Hons) Primary Education (QTS)                  H.J.Westlake@brighton.ac.uk

Tim Coxon 1P4                                      Tel: 01273 643370
BA (Hons) Primary Education (QTS)                  T.Coxon@brighton.ac.uk

Dr Dave Simpson – English                          Tel: 01273 643376
BA (Hons) KS2/3 Education (QTS)                    d.simpson@brighton.ac.uk

Richard Burnett – Maths                            Tel: 01273 643791
BA (Hons) KS2/3 Education (QTS)                    r.g.burnett@brighton.ac.uk

Jeremy Burton – ICT                                Tel: 01273 643507
BA (Hons) KS2/3 Education (QTS)                    J.P.Burton@brighton.ac.uk


Sarah Fitzjohn-Scott                               sfs1@brighton.ac.uk
For any Pebblepad queries once help protocol has
been used.

                                    Year 1 School Placement Handbook 2011-12
                                                       -3-
CONTENTS


                Introduction                                                           5

SECTION ONE     Significant Dates                                                      6

SECTION TWO     General Information                                                    7
                    Purpose of the Placement                                           7
                    Assessment of Students                                             7
                    Personal and Professional Conduct                                  7
                    Professional Development Profile (PDP)/PEBBLEPAD (the e-           8
                    portfolio)
                    Individual Training & Development Programme (ITDP)/ACTION PLAN     10
                    Weekly Evaluations                                                 11

SECTION THREE   Serial School Days& Actions to be Undertaken Early in Placement        12

SECTION FOUR    Professional Development Required Tasks                                15
                     Task 1 Phonics                                                    15
                     Task 2 Behaviour Management                                       17
                     Task 3 Special Educational Needs and Disabilities (SEND)          17

SECTION FIVE    Working in the Classroom                                               21

SECTION SIX     Requirements for your school placement file                            24

SECTION SEVEN   Frequently Asked Questions                                             26

SECTION SEVEN   Teachers’ Standards 2012 (DfE)                                         28

SECTION EIGHT   Grading Descriptors for BA Primary & KS2/3 first placement (2011/12)   31

SECTION NINE    Assessment Forms for BA Primary & KS2/3 first placement (2011/12)      40




                             Year 1 School Placement Handbook 2011-12
                                                -4-
INTRODUCTION

In this booklet you will find details that are specific to this placement. These details are supplemented by
information in the Partnership in Education (PiE) Agreement and Handbook 2011-12 which you are provided
with and is sent to all schools in the Partnership. This includes information such as:

       principles underpinning student’s teaching across the curriculum;
       the proformas** that are used to assess and give feedback to students;
       criteria for assessing students**;
       the roles and responsibilities of all within the partnership;
       cause for concern procedures
       the nature and purpose of Professional Development and the Individual Training and Development
        Programme** for the student.


**NB. This booklet also updates these aspects of the PiE Handbook 2011-12, as these Yr 1 student teachers
are the first cohort to be working towards the new Teachers’ Standards (DfE, 2012) and will be using an e-
portfolio (Pebblepad) in place of the traditional Professional Development Profile (PDP).


Copies of all school placement documents including handbooks, feedback sheets and assessment forms can
be downloaded from the Partnership website: www.brighton.ac.uk/education/placements


Assessment forms PB (Year 1, 2012) and PC (Year 1, 2012) should be emailed to:
EducationPrimaryReports@brighton.ac.uk




To colleagues in School
Thank you for welcoming Year One students into your school for their first assessed school placement.
This is a paired placement and students should have the opportunity to work in a variety of ways. This
should include:
 Individually with a single group (of about 6 children)
 In pairs, supporting each other, with the whole class
 Individually with the whole class.




                                  Year 1 School Placement Handbook 2011-12
                                                     -5-
SECTION ONE: SIGNIFICANT DATES

 Date                    Event
 Tuesday 20th March       Twilight session: Refreshments at 4pm with the meeting from 4.30pm
 Mentors and advisers     The Checkland Building, Falmer,
 only                    Includes: Use of Pebblepad (the e-portfolio) /new standards/ new forms
                         and grading criteria for the assessment of Yr 1 student teachers.
 Thursday 29th March
                         Serial School Days- see pages 12-15 for full details
 and Friday 30th March

 Two weeks preparation
                         Please use the Open Learning Centre/Library for resources
 time –Easter Break


 Monday 16th April       Week 1- See page 21 for details


 Monday 23rd April       Week 2 – See page 21 for details


 Monday 30th April       Week 3- See page 22 for details


                         Interim evaluation completed and Form PB returned to the Partnership
        th
 Friday 4 May            Office. See pages 27 and 78-9 of the PiE Handbook.
                          www.brighton.ac.uk/education/placements/resources/primary

 Monday 7th May          May Bank Holiday

 Tuesday 8th May         Week 4 – See page 22 for details


 Monday 14th May         Week 5- See page 22 for details


 Monday 21st May         Week 6 – See page 22 for details

                         University day: All students will be returning to Falmer.
                         Final report completed and Form PC (Year 1,2012) (see Section 9)
 Friday 25th May
                         returned to the Partnership Office. See pages 27 of the PiE handbook
                         www.brighton.ac.uk/education/placements/resources/primary

 Monday 28th May         Week 7 – See page 22 for details


 Monday 4th June         Half Term

 Monday 11th June        Week 8 - See page 22 for details


 Friday 15th June        Placement Ends



                               Year 1 School Placement Handbook 2011-12
                                                  -6-
SECTION TWO: GENERAL INFORMATION

PURPOSE OF PLACEMENT

This placement should provide the student with the opportunity to develop their knowledge and
understanding of the role of the teacher in a school setting: that the education of their pupils is their first
concern and that they are accountable for achieving the highest possible standards in work and conduct.
They should develop and demonstrate developing subject knowledge, develop strong relationships with
pupils and act with honesty and integrity. Students should reflect upon and evaluate their experiences,
identify their professional strengths and development needs and set targets for improvements.


ASSESSMENT OF STUDENTS

Formal assessment of the students’ placement is on a pass/fail basis. Students are also graded on their
progress towards meeting the Teachers’ Standards (2012) (see Section 7) using Grading Descriptors
linked explicitly to these standards (see Section 8). These judgements are based on observations of
teaching, discussions with the student, scrutiny of professional files and elements of their e-portfolio
(Pebblepad). To pass the placement a grade of at least satisfactory must be achieved.


PERSONAL and PROFESSIONAL CONDUCT

Attendance and Punctuality
Whilst recognising the difficulties involved in organising transport to and from schools you should arrive
in the morning in time to prepare for the day, (at least 30 minutes) before school begins. Time must also
be left at the end of the day to meet with teachers and to attend to other tasks, e.g., putting up displays,
organising resources and preparation before leaving school.

If you are unwell and therefore unable to attend school you MUST contact the school and the
Partnership Office by 8.30 in the morning. Email: EducationPlacementAbsence@brighton.ac.uk
 or there is a dedicated answer phone service for placement absences which can record messages 24
hours a day. The number is 01273 641041.
If you are being given a lift it is only courteous to inform your fellow student.

You should however be aware that after three days absence you will require a doctor’s note and after
five days the placement may be terminated. Please read page 75 of the PiE Handbook and Agreement for
further details.

Presentation
It is worth remembering that you are presenting yourself as a role model for young children, as well as
an ambassador for the University of Brighton. As such it is important that you dress accordingly. Students
should avoid clothing that is ‘too revealing’. As a general guide, please ensure your shoulders, cleavage
and midriff are adequately covered. It is also worth remembering that teaching can be very physical
business. It makes sense to choose clothing that is both practical and comfortable: to avoid
embarrassment, it is worth checking to see how easily you can crouch, stretch and bend without
revealing too much. Formal suits may not be appropriate. If in doubt dress smartly for your serial days
and then judge the dress code of the school. If you have long hair or nails it’s best to tie your hair back
and ensure that your fingernails cannot cause injury. As a matter of professionalism at this early stage in

                                Year 1 School Placement Handbook 2011-12
                                                   -7-
your career, you should consider the removal of facial piercings and the covering of tattoos. Please also
refer to page 31 of the PiE Handbook and Agreement.

Confidentiality
Confidentiality must be maintained regarding information shared in school. Student teachers are often
given access to confidential and sensitive information and data to assist in their teaching and
professional development. You should ensure that neither the school nor any individual can be
identified should you draw on this information in university assignments.

You should also be aware of the school’s policies with regard to data protection and the use of social
network sites. It is vital that you do not share information that would allow schools and/or individuals to
be identified on such sites.

Ethical Issues
Students must not take images of pupils without the written permission of the Headteacher and be
aware of the school’s policy on the taking and distribution of images. The images should not be retained
or used following a placement without the written consent of the Headteacher. Similarly you should seek
permission from the school to retain samples of children’s work which should be anonymised.

Equality and Diversity
You are advised to become familiar with the school’s policies for Equality and Diversity. See also page 12
of the PiE Handbook and Agreement.

Health and Safety
You should become familiar with the school’s Health and Safety policies and procedures and adhere to
these throughout your placement.




PROFESSIONAL DEVELOPMENT PROFILE (PDP)/PEBBLEPAD (the e-portfolio system)

You now all have a Pebblepad account and should have already started to write about yourself and
should have looked at the new standards. This is a tool to encourage and assist you to reflect critically on
your practice and your professional development. As well as evaluating your teaching and the children’s
learning you should start to be selective in the evidence you present to indicate your progress.

Primarily evidence to support your progress towards the Standards should come from:

       Feedback forms from formal observations (PA)
       The interim assessment form (PB)
       The final assessment form (PC)
       Observational evidence to support additional activities such as making a display, taking part in a
        staff meeting, talking to parents etc

Your evidence might also be supplemented to a limited extent with:

       Lesson plans and evaluations
       Samples of whole class, group and individual assessments.


                               Year 1 School Placement Handbook 2011-12
                                                  -8-
  Your Pebblepad e-portfolio should be available to your mentor at the start of the placement and
  throughout your placement.

*Remember to share your professional e-portfolio with your mentor
    Log onto your account
    Find your named e portfolio in your asset store and highlight
    Choose send to web
    Check the comment box
    Use the calendar to share until June 29th
    Click “click here to copy your url to the clipboard”
    Click on the green tick to save
    Paste the url from your clipboard into the body of a new email (right click your mouse and select
      paste)
    Address the email to your mentor, including your name, your course and the University of
      Brighton in the subject header
    Send




  It is important to be selective when gathering evidence. In the main this should be from the first
  section above. It may be useful from time to time to reflect on your evidence so far and decide if
  anything can be reduced or removed.




                                Year 1 School Placement Handbook 2011-12
                                                   -9-
INDIVIDUAL TRAINING & DEVELOPMENT PROGRAMME (ITDP)/ACTION PLAN

The ITDP/ACTION PLAN is part of your Pebblepad professional development e-portfolio and is intended
to be a significant element of your placement through which you plan opportunities for extending your
range and level of competence. During your serial day visits to school you should negotiate your
ITDP/ACTION PLAN with your school mentor. This may be based on experiences gained prior to starting
the course e.g. Teaching Assistant (TA) and progress made during your first year. Appropriate actions
should be identified to enable you to further your professional development and achievements towards
meeting the standards.

The ITDP/ACTION PLAN should be reviewed regularly, normally each week, but especially after formal
observations and the interim evaluation.

You have been shown how to create ITDP/action plans within the Pebblepad.
The Action Plan tool can be found in “create new” from the Pebblepad front screen.



                                      Click create new
                                      Click action plan
                                      Add a clear, dated title,
                                         including the term ITDP to indicate that this relates to
                                         your placement
                                      Tag your action plan to Action plans (it will then
                                       immediately appear on your action plans page in your e-
                                       portfolio).
                                      REMEMBER you can also tag it with one of the eight
                                       standards or any of the other tags.
                                      Use the scaffolds to complete your action plan (just use
                                       those relevant to you or those required by
                                       mentors/tutors)
                                      Don’t forget you can ask Pebblepad to remind you about
                                       both completing and reflecting upon your action plan
                                      SAVE your action plan by clicking the green tick when you
                                       get to pad 7.
                                      You will now see this both in your asset store and on the
                                       Action Plans page of your e-portfolio




                              Year 1 School Placement Handbook 2011-12
                                                 - 10 -
   WEEKLY EVALUATIONS

   At the end of each week you must evaluate your progress in the placement by writing a Weekly
   Evaluation in your Reflective Journal within your e-portfolio.
            View your named e-portfolio
            Select the Reflective Journal page
            Select post new




                 Reflective Journal




               A new window opens


                                                             Complete the reflection by writing in the
                                                             message box, ensure you include a clear
                                                             title, (e.g Week One Evaluation w/b
                                                             16.4.12) and select submit at the bottom of
                                                             the window.




Your Weekly Evaluation should include reflections on:

      Progress made in relation to your ITDP/Action Plan
       Try to avoid simply describing what you have done instead the comments you make should be
       enable you to reflect on your achievements, opportunities and overall progress in relation to the
       targets set in your Action Plan and previous weekly evaluations.

      Areas for improvement
       Consider your progress, the feedback you have received together with your own lesson evaluations
       and identify specific areas that you need to work on in the following week. This might mean revising
       your ITDP/Action Plan.

      Actions for next week
       In order to address the areas for improvement you have identified consider the specific actions that
       you now need to take.

   Your weekly evaluations should be referenced to the Standards and subsequent actions fed into your
   lesson plans as and when appropriate throughout the week. Try to ensure that you do not include all your
   actions in each lesson plan.

                                      Year 1 School Placement Handbook 2011-12
                                                         - 11 -
Year 1 School Placement Handbook 2011-12
                   - 12 -
  SECTION THREE: SERIAL SCHOOL DAYS & ACTIONS TO BE UNDERTAKEN EARLY IN PLACEMENT

  These days have been designed to enable you to gather and use information from your school that will
  help you to plan towards the achievement of the learning outcomes of this placement. You should then
  return to University and use the Open Learning Centre and the Library to further prepare.


Details of Tasks, Questions and Actions                                        Initial when
                                                                                completed

Questions:

How is the school and your class organised?
Consider:
    Size of school, year groups and number of classes
    Teaching staff and Teaching Assistants
    Support staff including volunteers
    How the school day is organised.
    How is the curriculum organised? Discrete subjects, cross curricular
        learning journeys.
    Start and finish times of the school day and break and lunch times
    Assemblies and Acts of Worship
    The number of children in your class and their names
    How the children are grouped. Consider different subjects and time of
        day.
    The strategies employed in order to manage pupil behaviour and to
        create an effective and inclusive learning environment.
    The individual needs, strengths and interests of the children in the
        class
    The class timetable (obtain a copy)

What resources are available in and around the school?
Consider:
    The physical environment such as rooms and facilities.
    How the classroom is set out.
    The resources available to staff and children.

What are the medium term plans for the period of the placement?
Consider:
    Maths, English, Science, ICT
    Foundation subjects & RE- Art & Design, Design & Technology,
       History, Geography, and Religious Education

Those in a Foundation Stage (FS) setting should consider the setting’s plans
to cover the six areas of learning.




                                 Year 1 School Placement Handbook 2011-12
                                                    - 13 -
Actions:

Begin to build relationships with children and colleagues involved in the
children’s learning. Being a part of the school team is an important and
effective aspect of your work in the school. Talk with colleagues in and out the
classroom, staffroom and around school. Introduce yourself in a clear and
polite manner.

Work in and around the classroom in a supporting role. Take opportunities to
work with groups, under the direction of the teacher and get to know the
children in the class.

Collect copies of the medium terms plans outlined above.

Meet with your class teacher and mentor to:
    Discuss and clarify the nature and purpose of the placement
    Begin to discuss possible ways of paired working
    Share your e-portfolio , negotiate and finalise your ITDP/Action Plan.
    Discuss which parts of the curriculum you will be responsible for
      teaching.


Decide on plans and teaching responsibilities for week 1 of the placement.




After your serial days you should, together with your placement partner:
     Prepare yourself for the lessons you will be teaching in week 1 (you have a 2 week
        Easter break in which to return to the University and use resources from the Open
        Learning Centre/Library). Preparation for the placement is essential.
     Consider your subject knowledge of the topics you will be teaching during the
        placement.
     Produce a colour coded/highlighted copy of the timetable to indicate lead/support
        teaching roles and responsibilities for both students and teacher.

In addition you should personally:
     Ensure that you have started to organise your school placement file. This will be
        scrutinised as part your observations.
     Familiarise yourself with all the placement forms you need to complete whilst on
        placement (available on …my course…studentcentral)
     Make an initial ‘Serial School Evaluation’ entry in your Reflective Journal within your e-
        portfolio (see p.11 for how to do this).




                                  Year 1 School Placement Handbook 2011-12
                                                     - 14 -
Observation contact tasks for early in the placement.

The following observation tasks should feed into the Professional Development Required Tasks discussed in
the following section. You should record your responses to these tasks in your Reflective Journal within your
e-portfolio either as part of your Weekly Evaluation (see p. 11) or within the Placement 1 Tasks (see p. 15).

    1. Beginning with your own class, observe and reflect on strategies used by staff to manage the
       transition of pupils from one situation to another around school. For example: Coming into school in
       the morning; registration; assemblies; dinner times; playtimes; wet breaks; home-time (allow a
       minimum of ten minutes observation time if you can).
        This will now appear in your reflective journal and as a thought in your asset store. TAG this
        thought with TS7 ‘Managing behaviour effectively to ensure a good and safe learning
        environment’



    2. Observe & reflect on the use of rules, praise & sanctions in your class and around the school.
        This will now appear in your reflective journal and as a thought in your asset store. You might
        TAG this thought with TS1‘Setting high expectations which inspire, motivate and challenge
        pupils’ and/or with TS7 ‘Managing behaviour effectively to ensure a good and safe learning
        environment’

            TS7 & reflect on the interactions and behaviour good and safe learning environment’
    3. Observe ‘Managing behaviour effectively to ensure a of children in unstructured situations, such as
       playtime or mealtimes. Listen to them talking; watch how they engage with one another.
        This will now appear in your reflective journal and as a thought in your asset store. TAG this
        thought with TS5 ‘Adapting teaching to respond to the strengths and needs of all pupils’



    4. Observe & reflect on ‘behaviour for learning’. How do different children engage themselves in given
       tasks? How do they seek help or reassurance?
         This will now appear in your reflective journal and as a thought in your asset store. TAG this
         thought with TS2 ‘Promoting good progress and outcomes by pupils’


    5. Discuss with your class teacher any pupils whose learning needs seem different to other members of
       their class: How are they supported? Observe these pupils and reflect on what you see.
         This will now appear in your reflective journal and as a thought in your asset store. TAG this
         thought with TS5 ‘Adapting teaching to respond to the strengths and needs of all pupils’



    You will need to set up focussed observations throughout the placement. These should be built into your
    ITDP.


    You can use the Reflective Journal tool to record your thoughts on professional matters throughout the
    placement.




                                  Year 1 School Placement Handbook 2011-12
                                                     - 15 -
    SECTION FOUR: PROFESSIONAL DEVELOPMENT REQUIRED TASKS
    Record your responses to the following tasks. You must add each of them to the Placements, Year 1,
    tasks page.

    Here’s how to do it…

             Log onto your account
             Make sure you have created a tag called Placement 1 Tasks
             Find the webfolio called Year 1, edit this asset, go to section 4
             Add the tag Placement 1 Tasks as a tagged page to the Year 1 webfolio (you did this for the
              Action Plan tagged page for your e-portfolio during the Pebblepad training session). N.B. You
              will need to remove the original Tasks page.
             Ensure the file is clearly named, for example, Phonics Task
             If you have already uploaded the file to your asset store, tag it with Placement 1 Tasks and
              save.
             If not, upload from your computer into your asset store, tag it with Placement 1 Tasks click
              and save
             You will now see the link in your named e-portfolio when you view the Year 1 page.



    Task 1: Phonics

TAG your responses when you upload them to your e-portfolio. TAG this task as TS3: ‘Demonstrating
good subject and curriculum knowledge’. Add it to the Year One tasks page in placements as detailed above.

          Task                            Student’s role                         Teacher’s role
                                Arrange to make at least one close       Demonstrate key strategies and
Phonics observation and          observation of the teacher                approaches whilst teaching
informal feedback                explicitly teaching phonics.              phonics to the whole class.

   Develop and review          Note the strategies and                  Engage the student in some
    the teaching of              approaches used and in                    discussion about the lesson and
    phonics by observing         agreement with the class teacher          the strategies employed in
    an experienced               use the headings ‘Subject                 teaching phonics.
    teacher.                     Knowledge and Skills; Use of
                                 motivating... and Role of talk’ on
   Plan and teach at            the ‘Phonics Observation’
    least one phonics            proforma to guide note taking.
    lesson that is
    observed by the             As a follow up to this, plan at least    The teacher/subject
    teacher.                     one phonics session and ask the           coordinator to feedback to the
                                 classteacher/subject coordinator          student. This should be
                                 to feedback. This should be               recorded on the ‘Phonics
                                 recorded on the ‘Phonics                  Observation’ proforma.
                                 Observation’ proforma. See page
                                 12.

                             Please note this is not one of your formal observations but is additional.

                             Those placed in a KS2 class may need to request and arrange a visit to a KS1
                             colleague to conduct these activities. This may mean that you need to visit a
                             KS1 feeder school.

                                   Year 1 School Placement Handbook 2011-12
                                                      - 16 -
     PHONICS OBSERVATION

Phonics Observation                                    Student teacher                                   Date

Context: discrete/contextualised          Yr group     No. of Pupils       School                        Observer
( underline & give details)

Subject knowledge and skills
e.g. Phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds; sight vocabulary;
use of correct terminology; structure of phonics session ( revisit and review, teach, practise and apply); learning
objective appropriate to age phase /school’s phonics framework.




Use of motivating and appropriate resources and teaching strategies
e.g. Suitability of texts; modelling of reading skills; application of phonic knowledge and skills (in real contexts e.g
reading & writing); interactive opportunities; the print environment.




Role of talk/ opportunities for language comprehension
e.g. Use of speaking and listening opportunities; vocabulary enrichment and reading comprehension; speaking and
listening central to the teaching phase.




Assessment
e.g. targeted intervention for individuals; constructive use of pupils’ misconceptions through the assessment of oral
and written work.




Strengths                                                 Ways forward




                                        Year 1 School Placement Handbook 2011-12
                                                           - 17 -
    Task 2: Behaviour management

  TAG your response when you upload it to your e-portfolio. TAG this task as TS7: ‘Managing behaviour
  effectively to ensure a good and safe learning environment’. Add it to the Year One tasks page in placements
  as detailed above.

           Task                              Student’s role                            Teacher’s role
                               Make yourself familiar with the ‘Behaviour        Informally observe and
Behaviour                       Management’ policy for the school                  give feedback on the
management                     Discuss the practical application of the           management of the
                                policy with your classteacher                      classroom with a specific
                               Observe, identify and evaluate the range           focus on behaviour
                                of strategies being used                           management.
                               Identify how these can be categorised
                                (proactive/reactive)
                               As part of your weekly evaluation include
                                your reflections of critical behaviour
                                management incidents, strategies used,
                                reasons for good/challenging behaviour.

    Support materials can be found at: http://www.education.gov.uk/schools/pupilsupport/behaviour


    Task 3: Special Educational Needs and Disabilities
TAG your responses when you upload them to your e-portfolio. TAG this task as TS5. ‘Adapting teaching
to respond to the strengths and needs of all pupils’. Add it to the Year One tasks page in placements as detailed
above.


            Task                              Student’s role                           Teacher’s role
                                Find out in detail about the educational
SEND personalisation             needs of one pupil with special              Briefing by the classteacher or
task.                            educational needs.                           support from the SENCO will
                                Form a teaching relationship with that       support the student teacher to
                                 pupil and gain experience of how they        complete this task. Please see
This is the ‘profile child’      learn.                                       guidance that follows
activity                        Start to develop skills in planning and
                                 teaching to meet the pupil’s identified
                                 educational needs, monitor the
                                 progress that the pupil makes as a
                                 result and collect information about the
                                 pupil through reading pupil records;
                                 observing the pupil in various teaching
                                 and learning contexts; meetings with
                                 the SENCO and/or class teacher; and
                                 making individual assessments (i.e.
                                 using the proformas in the ‘Child
                                 Profile’ document. This document can
                                 be downloaded from...
                                 studentcentral...my course...course
                                 information...school placement
                                     Year 1 School Placement Handbook 2011-12
                                                        - 18 -
SEND PERSONALISED LEARNING PRIMARY TASK
(adapted from http://www.tda.gov.uk/upload/resources/sen/personalisedlearning/taskbrief.pdf)

Support materials can be found at: http://www.brighton.ac.uk/education/environment/sen.php?Pageld=310


This task has been designed to develop students’ knowledge, understanding, skills and attitudes.

The aims of this task:
    To find out in detail about the educational needs of a pupil with special educational needs
       (SEND)
    To learn more about the origins of additional educational needs and the interaction between the
       pupil’s difficulties/disabilities and environmental factors
    To learn how to assess the additional educational needs of a pupil
    To develop skills in planning and teaching to meet the pupil’s identified educational needs,
       monitoring the progress that the pupil makes as a result, and form a teaching relationship with a
       pupil with a special educational need/disability and gain experience of how they learn.



How to carry out the task (Guidance)
During the placement:
     make arrangements to meet with the school’s classteacher/SENCO
     Identify a pupil in your class/setting who is on one of the three stages of the SEND Code of
        Practice (school action, school action plus or with a statement of SEND)
     Discuss and agree your choice of pupil.
     Where possible, the classteacher/SENCO can brief you about the pupil's strengths, difficulties,
        educational needs, IEP, targets etc. and the provision that is already in place to meet her/his
        needs.
     The selected pupil needs to have an individual educational plan (IEP) and/or be receiving some
        additional provision either in-class, from the class teacher/ assistant or withdrawn by assistant,
        specialist teacher.

The task
The majority of your task will be conducted via the normal teaching allocation for whole class and group
work. Though your focus is an individual pupil, this does not mean individual tutoring. It is preferable to
work as closely as possible to typical classroom settings and use withdrawal from class as little as
possible. Be sensitive to how your pupil might feel about any individual teaching and their visibility to
their peers. The exact pattern of sessions will need to fit with the class and school routines and timetable
and these will vary from school to school.




                               Year 1 School Placement Handbook 2011-12
                                                  - 19 -
Duration
You will be expected to undertake the Task for between 4-6 hours during the time you are in the school.
Of this time you will be providing learning opportunities (via the usual small group/class work) for at
least 3-4 hours.



Carrying out the Task
Step 1: Discuss the concerns/problems, the targets, strategies etc with the SENCO, class teacher and/or
teaching assistant. What are the current main targets for the child?

Step 2: If appropriate, engage the pupil in a ‘learning story’ (i.e. to gain some history / perspectives on
their learning thus far)

Step 3: Observe the pupil in various contexts (classroom, assembly, lunch time, any special sessions)

Step 4: Over the placement, ensure you have reflected and acted upon the pupil’s targets and consider
how your work has supported the learning towards these targets. This should be evident in your planning
in (at least) the core subjects. Liaise with the SENCO, class or subject teacher about your plans. On at
least 2 occasions each week, briefly record how the pupil responded, signs of learning and progress, any
changes that you have made to support the learning.

Step 5: What have you found out about how the school, the organisation, the teaching approaches, the
resources and targets (objectives, goals) relevant to and supporting the pupil’s progress in learning?

Learning from the Task and writing the report
Towards the end of the work with your selected pupil, you should bring together your notes detailed in
the ‘Profile Child’ document to evaluate what you have done. You should then complete a short report
(using the format below). This can be in the form of numbered paragraphs; it is not an essay or
assignment, more like a professional report and should be no more than two sides of A4, including any
recommendations you may have for future interventions. You may want to keep the report in
Pebblepad as evidence against the standards. Please remember to use pseudonyms when writing about
the pupil and any staff involved, so the anonymity of all concerned is preserved.

Summary of key points
    This task is the Child Profile expectation (see page 25).
    Most of the work with this pupil will be integral to the ‘normal’ expectations for the placement.
     There may be occasions where the pupil is withdrawn for specialist /other support and some
     observation and participation here is helpful.
    The key outcome of the task is to enhance confidence and insights into mainstream inclusive
     practice/s.
    The final ‘report’ is not assessed, though any feedback from school colleagues will enhance its
     status as evidence against the standards.




                                Year 1 School Placement Handbook 2011-12
                                                   - 20 -
 SEND Personalised Learning Task Report
 (Writing frame devised and shared by University of Exeter via TDA)


Student teacher name                                                  Date
Course group:
School name
Background information about the pupil
(gathered from pupil and school documentation, discussion with SENCO/class/subject teacher, observations)
Age:                        Gender:
Relevant past information (e.g. school attendance, previous specialist reports):


Strengths and difficulties :


Current factors supporting learning and barriers to learning:


Current provision made to support this pupil:


Current IEP targets (if appropriate) and relevant progress
How were the recorded targets, approaches etc on the pupil’s IEP being used? Was the pupil making progress
towards these targets? What was the relevance of the setting to the pupil’s progress in learning? eg where, when,
with whom, teaching strategies used, resources used?



How you planned and undertook the work with the pupil
Did you support learning broadly along the lines of the IEP targets or did you examine how the pupil's targets might
be reviewed?

What did you do? What setting? How often? What teaching approaches/strategies did you use? From where did you
gain your ideas for teaching? (eg SEN website, other websites, school materials, discussion with SENCO, reading)
How did you monitor the pupil’s progress? What records did you keep?


Evaluate the impact of the strategies you used on the pupil’s progress against the target/s set. Discuss any difficulties
you encountered in teaching and learning and the reasons for these.



Conclusions
What recommendations do you suggest for the next steps in teaching this pupil in the future? Give reasons for these.


What have you learned from the task – knowledge, understanding, skills, attitudes?




 This layout is for information only; an electronic expandable version is available to download on
 studentcentral.



                                      Year 1 School Placement Handbook 2011-12
                                                         - 21 -
SECTION FIVE: WORKING IN THE CLASSROOM

You will usually work in a pair during this first placement with 50% of a normal teaching load being
shared between the two students. The remaining 50% should be non-contact time for you to record
achievements, evaluate your teaching, reflect on your progress and undertake future planning.

NB In the event that you are placed in school without a partner, this 50% should be divided between you
and the class teacher.

It is envisaged that whilst most of the 50% contact time will be spent teaching the class/engaging with
the children, some of this will also be utilised to make observations of the class teacher and other
colleagues. ‘Working in the classroom’ includes observations of experienced teachers as well as teaching
and these observations are considered to be ‘contact’ experiences rather than non-contact activities. In
the serial days, you should plan to make observations (as agreed with the class teacher and mentor) in
the context of the allocated ‘contact time’.

When the block placement begins, you are still encouraged to make use of your non-contact time to
make observations throughout the placement (in light of your weekly evaluations, priorities on the ITDP
and feedback from mentor/adviser).

During this first placement you should have the opportunity to work with pupils in three main settings:

   Individually with a single group (of about six children);

   In pairs with the whole class (or group in the Foundation Stage);

   Individually with the whole class (or large group in the Foundation Stage).

It is envisaged that these opportunities could fall into the pattern described below although the precise
timing will need to be negotiated in school since you will have varying degrees of previous experience.
You will also need to complete your set tasks and should negotiate your time accordingly. As a guide the
following is suggested:


WEEKS 1 and 2

During the first two weeks of the placement, it is suggested that you will work collaboratively in a
number of ways:
     With groups of children (about six) with clear guidance and direction from the class teacher.
     Leading a whole class starter session with support and guidance from the class teacher
     Leading a whole class plenary session with support and guidance from the class teacher

On a weekly timetable you will indicate the range of teaching responsibilities throughout the week.

In the first two weeks, your timetable should reflect a balance between observing the class teacher and
other colleagues (contact time), planning and teaching groups (contact time) and planning, assessments
etc (non-contact time). During the first two weeks of the placement, you should have your non contact
time together with your partner. This will enable you to feedback observations; discuss judgements
made about pupil achievements and plan future sessions.

You will need to submit plans for weeks 3 and 4 to your mentor/class teacher.
                               Year 1 School Placement Handbook 2011-12
                                                  - 22 -
WEEKS 3 and 4

During the second two weeks of the placement you should work in pairs. In consultation with the class
teacher plan and teach the whole class collaboratively, with both assuming the roles of ‘lead’ and
‘support’ teacher.

The ‘lead teacher’ will take overall responsibility for the teaching, management and organisation of the
session. The ‘supporting teacher’ will be expected to: support group work; assess individual pupils;
observe the teaching; and provide feedback to inform future planning. Typically, you may negotiate with
the class teacher that one, Student A, ‘leads’ the teaching (with Student B in ‘support’) in some sessions,
with these roles reversed in the others, ensuring that the overall two weeks are balanced.

You will need to submit plans to your mentor/class teacher on an ongoing weekly basis over the rest of
the placement.


WEEKS 5, 6, 7 and 8

During the final weeks of the placement, you and your class teacher should negotiate a teaching
programme that is manageable and appropriate for all, where each of you can gain experience of
teaching the class independently.

This programme should enable you to teach at least one session per day independently. These do not
always have to be whole lessons. These sessions can relate to core curriculum subjects and / or the
foundation subjects and RE. If there are two of you in the class, it is advised that when one takes sole
responsibility for the class, it would be extremely beneficial if your partner could observe teachers
working with other pupils in parallel and / or different age groups or use this for non-contact time.

At this point, each of you would normally be teaching the whole class (including working with groups etc)
for their negotiated session/s, completely independently of each other. For example, student A might
teach the literacy session (whilst student B is attending to non contact matters or observing another
teacher in the school). Student B may then teach the numeracy session whilst the partner takes non-
contact time. During the final weeks of the placement, your non-contact time can be timetabled
separately.

It is expected that 50% of the teaching is shared between the two of you (or exceptionally, for those
students working alone, with the class teacher). The class teacher is responsible for 50% of the teaching.


PREPARING and PLANNING TO TEACH

You will have received guidance relating to the principles of planning within the taught modules of the
course.

In the foundation subjects and Religious Education at Key Stages 1 and 2 you must show that you can
plan and teach a series of lessons across a range of subjects with advice from an experienced colleague
as necessary. To achieve this, you should use the medium term plans of the school and create lesson
plans arising from these which are discussed with the class teacher. During serial visits you will need to
negotiate which curriculum areas you will be teaching (a maximum of three, including the subject
specialism if appropriate) and gather information about the school’s medium term planning in those
subjects.

                               Year 1 School Placement Handbook 2011-12
                                                  - 23 -
   STUDENTS IN A FOUNDATION STAGE SETTING

   If you are placed in a Foundation Stage setting you need to develop a play environment through which
   you support and extend all six areas of learning and to present your planning to your setting mentor. You
   should choose an area of interest from, or consistent with, the teacher’s/lead practitioner’s medium
   term planning from which to plan and teach all six areas of learning. The serial visits should enable you
   to acquire the necessary background information in order to prepare your plans. The guidance offered in
   the Partnership in Education Agreement and Handbook 2011-12 should be used to support you in your
   planning. Two medium term proformas will be completed: one to indicate the centre of interest which
   will be attached to another which will indicate the acquisition of knowledge, attitudes and skills in each
   area of learning.


   GUIDELINES FOR MONITORING AND ASSESSMENT

   Assessment is an essential element of the cycle of planning and teaching. You should gain as much
   experience as you can about the procedures and recording strategies adopted within the school and
   negotiate an opportunity towards the end of the placement to discuss with the class teacher how your
   records will inform those kept by the class teacher.




                                         For colleagues in school

Exceptionally, a student may find themselves without a partner. In this situation, it would be helpful if
the class teacher could work collaboratively with the student.

*Student teachers must not teach any area of physical education.




                                 Year 1 School Placement Handbook 2011-12
                                                    - 24 -
SECTION SIX: REQUIREMENTS FOR YOUR SCHOOL PLACEMENT FILE

In addition to your Pebblepad /e-portfolio, you are required to keep a PLANNING & ASSESSMENT file
throughout the placement. This will include details of all plans, evaluations, assessments and records.
During the placement the file must be available at all times for the class teacher, mentor, Headteacher
and university placement tutor. This file will provide evidence of your professional development towards
meeting the Teachers’ Standards (2012). You can select what evidence from this file you would like to
upload to your pebblepad/e-portfolio.

Electronic copies of all proformas can be found on Studentcentral in:
Primary- My course: BA Hons Primary Education>Placements-all years>Year 1>Forms for your files.
KS2/3- My course: BA Hons Key Stage 2/3>Course information>School Placement




How to organise your PLANNING & ASSESSMENT FILE

Section One: Professional Development
     Record of Mentorship. This should be completed as and when appropriate. It should be
        uploaded to the Year One placement tasks page on Pebblepad at the end of your placement.

      Copies of all observation/feedback forms (PA and PB).         You should also upload these to
       pebblepad.

   The following items should be recorded on your e-portfolio during the placement but it is essential
   that they are accessible to your mentor, classteacher and university placement tutor at all times.

         Individual Training and Development Programme/ Action Plan.
   This must be updated regularly to track your achievements against the targets you set. (See p.10)

         Weekly evaluations- these should refer to the standards and inform actions in the following
   week. These are recorded via the Reflective Journal in your Pebblepad e-portfolio. (See p. 11)

Section Two: Lesson Plans and Evaluations
    This section must contain all lesson plans and evaluations. The plans must be organised in
    chronological order and subdivided week by week. A timetable (indicating the student’s teaching
    responsibilities) should be placed at the beginning of each weekly section.

   Lesson plans must include:
   1. Learning objectives and outcomes that identify the criteria for success
   2. Details of the teacher’s role that indicates the strategies and opportunities for assessment (it is
       helpful to mark these clearly marked with a highlighter)
   3. How you will make effective use of the Teaching Assistant and any other adults.
   4. Evaluative judgements about the quality of the pupil’s learning
   5. An overview of what needs to be taught next, based on the assessment information gained.


                              Year 1 School Placement Handbook 2011-12
                                                 - 25 -
   N.B It is essential that the evaluation section of each lesson plan is completed shortly after each
   lesson.

Section Three: Medium Term Plans
    This section should include all medium term planning and any school plans that are used to inform
    short term (or lesson) planning.

Section Four: Profile of one child (SEND Task)
            This section must contain the ‘profile child’ document detailing information on your SEND
      child. As you add to the profile (IEPs, Assessments of individual Achievements and Primary
      Language records for reading, you will start to build a more detailed profile of him/her as a learner.
      Collect and photocopy annotated samples of work, which demonstrates the ability to: interpret
      pupil achievement; provide constructive feedback and involve the pupil in the process of self-
      assessment. These should be annotated with contextual detail and outcomes. They may of course
      include samples that have been used in assessment you have carried out above.

    At the end of the placement:
           Complete the SEND Personalised task report (details on page 17).
    Please ensure you upload this task to your Pebblepad e-portfolio as detailed on page 15.

Section Five: Pupil Records
    Group Assessment of Four-Six Pupils: Whilst working with groups of pupils, record judgements
    about their learning at least three times per week. These assessments should reflect the balance of
    teaching undertaken and include as many different pupil groupings as possible.
    1. For each group assessment undertaken, identify the key learning outcomes for assessment.
        Record judgements on the proforma entitled ‘Group Session Records’.
    2. You should cross reference these Records of group assessments in your evaluations of your
        lesson plans.

Section Five:       Additional Information

   This section will contain any additional information about the achievements of the pupils that is
   provided by the school.




                               Year 1 School Placement Handbook 2011-12
                                                  - 26 -
SECTION SEVEN: FREQUENTLY ASKED QUESTIONS (FAQs)

What should I wear in school?
See page 7 of this booklet

How much of the week should I be teaching?
See page 21-22 of this booklet

I’m not getting on very well with my fellow student. What can I do?
This sometimes, regrettably, happens, but is also part of the world of work. We will not always see eye to
eye with everyone we work with. However you have a professional job to do and need to come to an
agreement about any differences you might have to ensure that the children do not in any way suffer.

How should my files be organised?
See pages 24-25 of this booklet.

I’ve been told that I might be a cause for concern. What does this mean?
See page 31 of the PiE Handbook and Agreement.

Do I need to be able to access pebblepad all the time?
Yes to reflect on your practice and share with your mentor/placement tutor.

When should I write a lesson plan?
Essentially you should prepare and write a lesson plan for any lessons or part of lessons (such as group
activities) for which you are responsible.

Is it OK to sit in the staffroom at breaks and lunchtime?
You are encouraged to take a full and active part in the school. This includes spending time with
colleagues in the informality of the staffroom.

Who is responsible for marking the children’s work?
Whoever plans and teaches the lesson or focus group should take responsibility for marking the work.
This will enable you to assess and evaluate your teaching which will in turn inform your planning.

Is it OK to spend my non-contact time working away from school?
Although some school colleagues may work elsewhere during their PPA time you should work in school
so that you can plan, assess and evaluate with your fellow student. This is best achieved in school. See
page 30 of the PiE Handbook and Agreement for guidelines and professional code of conduct. In
addition, this time may provide useful opportunities for you to talk with other members of the staff, as
well as to observe the school as a whole ‘in action’.


What if I’m ill during my placement?
See page p7 of this booklet

How much should I involve myself in other activities and duties in school?
Throughout your placement you should show initiative and offer to assist with a wide range of duties and
other activities, e.g. break-time duties (alongside a qualified member of staff, but not by yourselves);
meetings and parents evenings (at the discretion of the school); after school extra-curricular activities
(just remember that your involvement is limited to the weeks that you are there and that starting a ‘new’
club may be impractical). Overall seek opportunities to involve yourself in this important aspect of school
life.

                                 Year 1 School Placement Handbook 2011-12
                                                    - 27 -
What time should I arrive at and leave school?
See page 7 of this booklet

I’m working with children for whom English is an Additional Language, where can I find out
more?
Talk to your colleagues in school. Your classteacher, mentor or local authority EAL support service should
be able to give you some help, advice and practical ideas.

What about displays in the classroom?
Displays are an important aspect in creating a learning environment. You should take every opportunity
to assist with or create your own displays which may be interactive, informative or celebratory!

How do I complete the record keeping paperwork?
This is part of the course briefing to introduce the placement. If you want to look at the presentation
again it is in the BA Primary>Placements-all years>Year 1Placement area of StudentCentral. All forms are
on studentcentral in...my course




                              Year 1 School Placement Handbook 2011-12
                                                 - 28 -
SECTION EIGHT: NEW ‘TEACHERS’ STANDARDS’ 2012


These standards for teachers were published by the DfE in July 2011 and will be effective from 1 st
September 2012. They replace the TDA’s existing ‘Standards for QTS’ and the ‘Core Professional
Standards’. They define the minimum level of practice expected of teachers from the point of being
awarded QTS onwards.



Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.




PART ONE: TEACHING

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

       establish a safe and stimulating environment for pupils, rooted in mutual respect
       set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
       demonstrate consistently the positive attitudes, values and behaviour which are expected of
        pupils.

2. Promote good progress and outcomes by pupils

       be accountable for pupils’ attainment, progress and outcomes
       be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
       guide pupils to reflect on the progress they have made and their emerging needs
       demonstrate knowledge and understanding of how pupils learn and how this impacts on
        teaching
       encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

       have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
        pupils’ interest in the subject, and address misunderstandings
       demonstrate a critical understanding of developments in the subject and curriculum areas, and
        promote the value of scholarship
       demonstrate an understanding of and take responsibility for promoting high standards of
        literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist
        subject
       if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
       if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
        strategies.


                              Year 1 School Placement Handbook 2011-12
                                                 - 29 -
4. Plan and teach well structured lessons

       impart knowledge and develop understanding through effective use of lesson time
       promote a love of learning and children’s intellectual curiosity
       set homework and plan other out-of-class activities to consolidate and extend the knowledge
        and understanding pupils have acquired
       reflect systematically on the effectiveness of lessons and approaches to teaching
       contribute to the design and provision of an engaging curriculum within the relevant subject
        area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

       know when and how to differentiate appropriately, using approaches which enable pupils to be
        taught effectively
       have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and
        how best to overcome these
       demonstrate an awareness of the physical, social and intellectual development of children, and
        know how to adapt teaching to support pupils’ education at different stages of development
       have a clear understanding of the needs of all pupils, including those with special educational
        needs; those of high ability; those with English as an additional language; those with disabilities;
        and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

       know and understand how to assess the relevant subject and curriculum areas, including
        statutory assessment requirements
       make use of formative and summative assessment to secure pupils’ progress
       use relevant data to monitor progress, set targets, and plan subsequent lessons
       give pupils regular feedback, both orally and through accurate marking, and encourage pupils to
        respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

       have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
        good and courteous behaviour both in classrooms and around the school, in accordance with the
        school’s behaviour policy
       have high expectations of behaviour, and establish a framework for discipline with a range of
        strategies, using praise, sanctions and rewards consistently and fairly
       manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
        involve and motivate them
       maintain good relationships with pupils, exercise appropriate authority, and act decisively when
        necessary.

8. Fulfil wider professional responsibilities

       make a positive contribution to the wider life and ethos of the school
       develop effective professional relationships with colleagues, knowing how and when to draw on
        advice and specialist support
       deploy support staff effectively
       take responsibility for improving teaching through appropriate professional development,
        responding to advice and feedback from colleagues communicate effectively with parents with
        regard to pupils’ achievements and well-being.

                               Year 1 School Placement Handbook 2011-12
                                                  - 30 -
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
The following statements define the behaviour and attitudes which set the required standard for
conduct throughout a teacher’s career.

              Teachers uphold public trust in the profession and maintain high standards of ethics and
        behaviour, within and outside school, by:

        o   treating pupils with dignity, building relationships rooted in mutual respect, and at all times
            observing proper boundaries appropriate to a teacher’s professional position
        o   having regard for the need to safeguard pupils’ well-being, in accordance with statutory
            provisions
        o   showing tolerance of and respect for the rights of others
        o   not undermining fundamental British values, including democracy, the rule of law, individual
            liberty and mutual respect, and tolerance of those with different faiths and beliefs
        o   ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
            might lead them to break the law.

   Teachers must have proper and professional regard for the ethos, policies and practices of the school
    in which they teach, and maintain high standards in their own attendance and punctuality.

   Teachers must have an understanding of, and always act within, the statutory frameworks which set
    out their professional duties and responsibilities.




                              Year 1 School Placement Handbook 2011-12
                                                 - 31 -
SECTION 8
Grading Descriptors for the BA Primary and KS2/3 first placement (Year 1)       2012

                                 Working Towards the new ‘Teachers’ Standards 2012’
Preamble

This document comprises the descriptors to be used to assess and grade Yr 1 BA Primary and KS2/3 student teachers’
level of competence towards the end of their placement in May 2012. These replace the Stage 1 Grading Descriptors
(against the QTS Standards 2007) that appear in the Primary PIE Handbook 2011/12.

The new Teachers’ Standards, effective from 1st September 2012, introduce some significant changes in terms of
structure, content and application. Most importantly, they replace both the existing standards for Qualified
Teacher Status (QTS) and the Core Professional Standards for experienced teachers 2007. Thus, unlike all previous
versions of QTS Standards, the new Teachers’ Standards apply to all teachers regardless of their career stage by
‘defining the minimum level of practice expected of teachers from the point of being awarded QTS’. As they stand,
the new Teachers’ Standards (see Section 7) are not appropriate for assessing student teachers’ progress, especially
in the early stages of their training.

These Grading Descriptors have been designed to assess students teachers against the standards in a way that is
consistent with what could reasonably be expected of a trainee at the end of the first school placement on the
University of Brighton’s 4 Year BA Primary and KS2/3 courses. They should be used in the following ways:

  Formatively, by students and by mentors/class teachers, throughout the placement to help students reflect on
   their practice (via Pebblepad), identify the actions needed to make progress and to refine their Individual
   Training & Development Programme (ITDP)

  Formatively, by mentors with students, at the mid-way point when completing the ‘Interim Placement Review’ (Form
   PB - Year 1 2012 - see Section 9). At this point, identifying a standard as a ‘strength’ would suggest that they
   are on track to achieve a grade of ‘very good’ by the end of the placement, as defined in these grading
   descriptors; ‘sound’ would suggest that they are on track to achieve a grade of ‘good’ and identifying a
   standard as an ‘area for development’ would suggest that they are on track to achieve a ‘grade of satisfactory’.
   If a student is not on track to achieve a grade of at least ‘satisfactory’ on each of the standards by the end
   of the placement, this must be indicated by ticking the ‘cause for concern’ box on the Interim Placement Review
   and by issuing a formal ‘Cause for Concern’(Form PD - Year 1 2012) so that additional support can be put in
   place.
   (N.B. A Cause for Concern can be issued at any point in the placement, not just at the mid-point review.)

  Summatively, when completing the ‘End of placement report on teaching competence’ (Form PC - Year 1 2012)

                                                                                                                     31
For each of the 8 sections, the intention is to use a best fit approach to the descriptors to determine a grade of ‘very good’,
‘good’ or ‘satisfactory’ at the end of the placement.   However, a student teacher who demonstrates any of the bulleted
characteristics in the unsatisfactory column will normally lead to an ‘unsatisfactory’ grade for that standard. A grade of
‘unsatisfactory’ at the end of the placement for any of the 8 standards will indicate a failed placement.


Expectations for BA Primary and KS2/3 first placement (Year 1)

  1. Working towards TS1: ‘setting high expectations which inspire, motivate and challenge pupils’
            1:Very Good                                2:Good                           3:Satisfactory   4:Unsatisfactory




                                                                                                                              32
They can establish and maintain a   They can establish and        They are able to maintain   They make little attempt
stimulating environment that        maintain a purposeful         an environment conducive    to establish an
enthuses and motivates pupils in    environment that engages      to learning in most         environment conducive to
their learning.                     most pupils in their          teaching situations.        learning.
                                    learning.

Relationships with their pupils                                   Relationships with pupils   They fail to develop
are very positive and rooted in     They develop good,            are generally mutually      appropriate
mutual respect.                     constructive relationships    respectful.                 relationships with
                                    with pupils.                                              pupils

They set appropriate expectations                                 They set expectations       They have limited
that stretch and challenge their    They set appropriate          that are broadly            expectations of pupils
pupils.                             expectations, recognising     appropriate for most        and/or of themselves;
                                    the need to stretch and       pupils
                                    challenge all pupils.
                                                                                              They display
They provide a very positive role                                                             inappropriate attitudes,
model for pupils through            They provide a positive       They demonstrate            values, and/or
consistently demonstrating          role model for pupils         appropriate values,         behaviour;
positive values, attitudes and      through the demonstration     attitudes and behaviour
behaviour.                          of positive values,           in the classroom.
                                    attitudes and behaviour.




      Working towards TS2: ‘Promoting good progress and outcomes by pupils’
           1:Very Good                      2:Good                  3:Satisfactory            4:Unsatisfactory




                                                                                                                         33
They assume responsibility for    They assume some            They are beginning to       They   fail    to   accept   any
ensuring that their pupils make   responsibility for pupil    take responsibility for     responsibility     for     pupil
progress as a result of their     outcomes in their           some pupil outcomes in      outcomes   in   their   teaching
teaching.                         teaching sessions.          their teaching sessions.    sessions.


                                                                                          Planning takes no account of
They are proactive in gaining     Planning usually takes      Planning takes some         what   pupils   know and are
information about pupils’         account of pupils’          account of what pupils’     already capable of.
capabilities and prior            capabilities and prior      already know and are
achievements and make good use    achievements.               capable of.
of this to inform their
planning.                                                                                 They   shows   little    or   no
                                                                                          understanding    of     pedagogy
                                  They employ suitable        They are able to use        (teaching and learning).
                                  strategies to help pupils   basic strategies to
They use a range of strategies    evaluate their own          involve pupils in
effectively to help pupils        progress.                   evaluating their own
evaluate their own progress.                                  progress.


                                  They employ appropriate
                                  pedagogical approaches      They are beginning to use
They employ a range of            effectively.                appropriate pedagogical
pedagogical approaches                                        approaches.
effectively.




                                                                                                                             34
Working towards TS3: ‘Demonstrating good subject and curriculum knowledge
     1:Very Good                      2:Good                  3:Satisfactory   4:Unsatisfactory




                                                                                                  35
They demonstrate a secure          They demonstrate a sound    They demonstrate a basic    They demonstrate little or no
understanding of teaching early    understanding of teaching   understanding of            understanding of synthetic
reading and writing, including     early reading and           synthetic systematic        systematic phonics and how it
the use of systematic synthetic    writing, including the      phonics in the context of   impacts on reading development.
phonics.                           use of systematic           the stages of reading
                                   synthetic phonics.          development.
                                                                                           They demonstrate very weak
                                                                                           skills, knowledge and
They demonstrate a secure          They demonstrate a sound    They demonstrate a          understanding of mathematics
understanding of the principles    understanding of the        developing understanding    and/or knowledge of appropriate
and practices of teaching and      principles and practices    of the principles and       pedagogy.
learning mathematics.              of teaching and learning    practices of teaching and
                                   mathematics.                learning mathematics.
                                                                                           They make little attempt to
                                                                                           develop their knowledge and
                                                                                           understanding of the broader
They have been proactive in        They have developed a       They have sufficient        curriculum and related
developing their knowledge and     secure knowledge and        knowledge and               pedagogy.
understanding of other             understanding of most       understanding of most
subject(s)/curriculum areas and    other                       other
related pedagogy to enable them    subject(s)/curriculum       subject(s)/curriculum
to teach these confidently and     areas and related           areas and related           They display very weak oral
effectively.                       pedagogy to teach these     pedagogy to teach these     and/or written literacy skills.
                                   confidently and             with some confidence.
                                   effectively.

They exploit opportunities to
develop pupils’ oral and written                               They can model an
literacy skills across the         They model a good           acceptable standard of
curriculum.                        standard of oral and        literacy (oral and
                                   written literacy and make   written) and is pro-
                                   efforts to promote this     active in strengthening
                                   with their pupils.          their own literacy
                                                               skills.




                                                                                                                             36
Working towards TS4.   Planning and teaching well structured lessons
    1:Very Good                       2:Good                  3:Satisfactory   4:Unsatisfactory




                                                                                                  37
Independently, they plan well      They plan learning          With some support, they     Planning lacks detail
structured and well paced          sequences within lessons    can plan structured         leading to poor use of
learning sequences within          using a range of teaching   learning sequences within   learning time in lessons.
lessons, using a wide range of     strategies, paying due      lessons effectively but
teaching strategies.               regard to structure and     use a limited range of
                                   pace.                       teaching strategies.

                                                                                           They fail to select or
                                                                                           employ appropriate teaching
They plan and teach                They plan and teach         They plan and teach         and learning and strategies
imaginatively so that pupils are   learning sequences that     learning sequences that     to engage pupils in
stimulated to learn.               engage pupils’ interest.    usually engage pupils’      learning.
                                                               interests.

                                                                                           Their planning and teaching
                                                                                           fails to engage their
They evaluate the impact of        They evaluate the impact    They evaluate their         pupils.
their teaching perceptively and    of their teaching           teaching conscientiously
use this to improve teaching and   thoughtfully in order to    but need support in order
learning.                          improve teaching and        to use this to improve
                                   learning.                   teaching and learning.
                                                                                           They pay insufficient
                                                                                           attention to evaluating
They contribute some useful                                    They take part in           their teaching.
and/or creative ideas to           They make some thoughtful   discussions about
planning provision for their       contributions to planning   planning provision for
class/year group.                  provision for their         their class/year group.
                                   class/year group.




                                                                                                                         38
Working towards TS5. ‘Adapting teaching to respond to the strengths and needs of all pupils’
     1:Very Good                      2:Good                  3:Satisfactory               4:Unsatisfactory




                                                                                                              39
They are proactive in getting to   They know their pupils      They have a basic           They rarely take account of
know their pupils’ needs &         well and they               understanding of the need   their pupils’ learning needs in
strengths and they differentiate   differentiate planning      to differentiate and,       their planning.
planning effectively to meet the   effectively to meet the     with support, make some
leaning needs of the pupils they   leaning needs of most of    use of this in planning.
teach.                             the pupils they teach.
                                                                                           They show a serious lack of
                                                               They are beginning to       awareness of factors that may
They are developing a good         They show a basic           understanding how their     inhibit their pupils’ learning.
understanding of how pupils’       understanding of factors    pupils’ progress can be
progress & well-being can be       that can inhibit their      affected by a range of
affected by a range of factors     pupils’ progress and they   factors and, with
and they take account of this in   take some of these into     support, take account of
their planning and teaching.       account in their planning   some of these in their      Planning and teaching is
                                   and teaching.               planning and teaching.      generally inappropriate for
                                                                                           their pupils’ stages of
                                                                                           physical, social and
They are aware of their pupils’    Their planning and          Their planning and          intellectual development.
different stages of physical,      teaching is usually         teaching shows some
social and intellectual            appropriate for their       awareness of their          They show no interest in
development and adapt their        pupils’ stages of           pupils’ physical, social    learning about how to support
planning & teaching effectively    physical, social and        and intellectual            and engage pupils with SEN/D.
to take account of this.           intellectual development.   development



They have developed a good         They are beginning to       They are beginning to
understanding of a child with      understand how to support   understand how to support
SEN/D and, have made good use of   and engage pupils with      and engage pupils with
advice from the SENCO to provide   SEN/D, and recognise role   SEN/D, and recognise role
for their needs in planning and    of the SENCO.               of the SENCO.
teaching.


They have exploited                They have developed some    With considerable
opportunities to develop their     understanding of the        support, they are able to
understanding of how to engage     needs of any pupils of      provide for the needs of
and support pupils of high         high ability and/or those   pupils of high ability
ability and/or EAL and to take     with EAL who they teach     and/or those with EAL in
practical account of diversity     and are able to engage      the groups that they
and promote equality in their      and support them.           teach.
planning and teaching.
                                                                                                                             40
Working towards TS6: Making accurate and productive use of assessment
     1:Very Good                      2:Good                  3:Satisfactory   4:Unsatisfactory




                                                                                                  41
They know and understand the       They are beginning to      They have a basic           They lack awareness of basic
assessment requirements and a      develop a good             knowledge of assessment     assessment requirements, the
range of approaches to             understanding of           requirements.               use of assessment
assessment, including the          assessment requirements.   They recognise the          strategies, and/or the
importance of formative            They understand how        difference between          importance of formative
assessments to help raise the      formative and summative    formative and summative     assessments;
attainment of pupils.              assessments can be used    approaches and are aware
                                   to raise the attainment    of how these are used to
                                   of their pupils.           raise attainment.
                                                                                          They fail to employ basic
They employ a range of                                                                    assessment strategies in
strategies to assess the           They use appropriate       They are beginning to use   lessons;
learning needs and progress of     strategies to assess the   appropriate strategies to
pupils and make good use of        learning needs and         assess the learning needs
these assessments to plan          progress of pupils and     of pupils and make some
subsequent lessons.                make use of these          use of these assessments
                                   assessments to plan        to plan subsequent          They are unable to judge the
                                   subsequent lessons.        lessons                     needs of pupils;
With support, they are able to
give accurate and constructive
feedback on pupils’ attainment,    With support, they are     With support, they are
progress and areas for             able to give useful        able to give some
development.                       feedback on pupils’ work   feedback on pupils’ work
                                   and identify areas for     and recognise their areas   They fail to provide any
                                   development.               for development.            appropriate feedback to
                                                                                          pupils;

Their records of small group
assessments contain accurate and
often astute judgements of         Records of small group     They keep very basic
pupils’ learning.                  assessments are kept       records of small group      They fail to keep any useful
                                   conscientiously and        assessments.                records of small group
                                   contain largely accurate                               assessments.
                                   judgements of pupils’
                                   learning.




                                                                                                                         42
Working towards TS7: ‘Managing behaviour effectively to ensure a good and safe learning environment’
        1:Very Good                      2:Good                  3:Satisfactory                 4:Unsatisfactory




                                                                                                                   43
They manage behaviour well         They use clear rules and    The can maintain the        They regularly fail to
through establishing very clear    routines to manage          rules and routines          manage behaviour
rules and routines with small      behaviour effectively in    already established in      effectively.
groups and the whole class.        most situations.            the class to manage
                                                               behaviour of small groups   Their expectations of pupil
                                                               effectively. With some      behaviour are very
                                                               support, they can manage    inappropriate.
                                                               the whole class.
They promote high expectations     They have high
of behaviour, which are met by     expectations of behaviour                               They do not understand
employing a range of appropriate   which are usually met by    They understand the         and/or make use of the
strategies in line with the        employing appropriate       schools’ behaviour          schools’ behaviour
schools’ behaviour management      strategies in line with     management policy and are   management policy.
policy.                            the schools’ behaviour      beginning to implement
                                   management policy.          this effectively through
                                                               the use of appropriate
                                                               strategies.                 Their teaching sessions are
Their lesson planning,             Their lesson planning,                                  often poorly organised,
organisation and management and    organisation and                                        resulting in pupils becoming
teaching approaches result in      management and teaching     They organise most          disengaged in their
pupils being engaged in their      approaches usually          teaching sessions           learning.
learning.                          results in pupils being     sufficiently well for
                                   engaged in their            most pupils to be engaged
                                   learning.                   in learning.                They fail to develop
                                                                                           appropriate teacher-pupil
They have developed strong                                                                 relationships.
teacher – pupil relationships      They have developed
and exercise appropriate           appropriate teacher –       They are developing
authority in the classroom.        pupil relationships and     appropriate teacher-pupil
                                   can exercise suitably       relationships with most
                                   authority in the            pupils and, with support,
                                   classroom.                  can exercise appropriate
                                                               authority.




                                                                                                                          44
   Working towards TS8: ‘Fulfilling wider professional responsibilities’
           1:Very Good                      2:Good                  3:Satisfactory                 4:Unsatisfactory

They exploit opportunities to      They   make   some   useful   They are beginning to       They fail to uphold the
make meaningful contributions to   contributions     to    the   contribute to the wider     values and ethos of the
the wider life of the school       wider life of the school.     life of the school.         school.


They collaborate very              They collaborate              They collaborate            They fail to recognise the
effectively as a member of a       effectively with              effectively with            importance of collaboration
team and appreciate the            colleagues and recognise      colleagues and are aware    and co-operative working
contribution that others make to   the contribution that         of the contribution that
raising attainment                 others make to raising        others make to raising      They pay insufficient
                                   attainment.                   attainment.                 attention to evaluating
                                                                                             their practice.

They critically evaluate their     Their evaluations of          They evaluate their
practice in highly reflective      their practice are            practice conscientiously    They do not act upon advice
way and are keen to be proactive   constructively critical       but often need support      and feedback to improve
in pursuing their own              and they take increasing      from colleagues to          their practice;
professional development. They     responsibility for their      identify areas for
respond extremely well to          own professional              development and ways of     They have difficulty in
mentoring and coaching, giving     development. They             improving their practice.   taking any responsibility
thoughtful consideration to        respond well to mentoring     They are open to            for their own professional
advice and feedback before         and coaching, acting on       mentoring and coaching      development.
acting to improve their practice   advice and feedback in        but do not always act
                                   order to improve their        appropriately upon advice
                                   practice.                     and feedback                They fail to recognise the
                                                                                             importance of communicating
They can communicate with                                                                    with parents/carers in an
parents/carers in a professional   They are beginning to         They recognise the          appropriate, professional
and sensitive manner.              learn how to communicate      importance of               manner.
                                   with parents/carers in a      communicating with
                                   professional manner.          parents/carers but have
                                                                 yet to develop the skills
                                                                 and/or confidence to do
                                                                 so.




                                                                                                                           45
SECTION NINE




Form PA   Observation and feedback report                   Page 41

Form PB   Interim placement report on teaching competence   Page 42

Form PC   End of placement report on teaching competence    Page 44

Form PD   Cause for Concern                                 Page 46




                                                                      46
University of Brighton                                                                                      Form P A
PARTNERSHIP OFFICE
                                                                                           YEAR 1 2012
                                               Observation and feedback report

An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources

Student:                                                                       Date:
School:                                                            Subject being taught:

Feedback - This should arise from observation of the lesson and scrutiny of the files: reference should be made to relevant
Standards.




Progress and Future Actions (please make reference to the Standards in the commentary)
In discussion with the student, identify and comment upon:
      (i) Progress made in relation to actions identified on the ITDP and previous feedback report forms
      (ii) Additional points for discussion (e.g. significant achievements, issues arising from specific lessons)
      (iii) Ways forward and actions (including and suggested amendments to the ITDP)




As seen and discussed:

Signed (student):                                                                                 Date:
Signed (mentor/placement tutor):                                                                  Date:


                                                                                                                    Sheet ____ of ____
Please make two copies: (1) student's file (2) school mentor / placement tutor’s record




                                                                                                                                   47
University of Brighton                                                                                 Form P B
PARTNERSHIP OFFICE
                                              YEAR 1 2012
                                    Interim placement report on teaching competence
An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources

Student:
School:
Class age:                                                           Date of practice:
Education Group (1E2, 1E2, etc):                                     Placement Tutor:

      1. Working towards TS1: Setting high expectations which inspire, motivate and
                                    challenge pupils
    Please tick:      strength           sound             area for development            cause for concern




 2. Working towards TS2: Promoting good progress and outcomes by pupils
    Please tick: strength        sound        area for development    cause for concern




 3. Working towards TS3: Demonstrating good subject and curriculum knowledge
    Please tick: strength      sound          area for development     cause for concern




 4. Working towards TS4: Planning and teaching well structured lessons
    Please tick: strength        sound         area for development                        cause for concern




                                                                                                                  48
 5. Working towards TS5: Adapting teaching to respond to the strengths and needs of all pupils
    Please tick: strength        sound          area for development     cause for concern




 6. Working towards TS6: Making accurate and productive use of assessment
    Please tick: strength        sound         area for development    cause for concern




 7. Working towards TS7: Managing behaviour effectively to ensure a good and safe learning
 environment
    Please tick: strength       sound         area for development       cause for concern




 8. Working towards TS8: Fulfilling wider professional responsibilities
    Please tick: strength          sound         area for development         cause for concern




 With reference to Part Two of the Teachers’ Standards (2012), the standard of personal and professional
 conduct demonstrated by the student teacher on this placement has been:
   Please tick:    very high          high         acceptable        unacceptable

A cause for concern form (form P D) must be completed if graded cause for concern.

I confirm this report has been seen and discussed by the Headteacher ___________________________
mentor ___________________________ and student ___________________________ before being emailed to the
Partnership Office (please insert respective names).
Completed by: __________________________ Role: _________________ Date completed: _____________
Please          (1) email to: educationprimaryreports@brighton.ac.uk by the
Make            date shown in the PIE/School Handbook
three           (2) student’s file
copies          (3) school record

                                                                                                           49
University of Brighton                                                                                   Form P C
PARTNERSHIP OFFICE
                                             YEAR 1 2012
                                    End of placement report on teaching competence
An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources

Student:
School:
Class age:                                                           Date of practice:
Education Group (1E2, 1E2, etc):                                     Placement Tutor:

Information given may be used in a reference and to assist in the continuing professional development of the student either on a
subsequent placement or as a newly qualified teacher. Please acknowledge success and identify aspects that require further
development.
In relation to the expectations and grading descriptors of this placement, please tick the appropriate box
achieved.

      1. Working towards TS1: Setting high expectations which inspire, motivate and
                                    challenge pupils
    Please tick:      very good            good             satisfactory        unsatisfactory




 2. Working towards TS2: Promoting good progress and outcomes by pupils
    Please tick: very good        good        satisfactory    unsatisfactory




 3. Working towards TS3: Demonstrating good subject and curriculum knowledge
    Please tick: very good       good         satisfactory      unsatisfactory




 4. Working towards TS4: Planning and teaching well structured lessons
    Please tick: very good         good        satisfactory       unsatisfactory




                                                                                                                                   50
 5. Working towards TS5: Adapting teaching to respond to the strengths and needs of all pupils
    Please tick: very good         good         satisfactory     unsatisfactory




 6. Working towards TS6: Making accurate and productive use of assessment
    Please tick: very good        good         satisfactory     unsatisfactory




 7. Working towards TS7: Managing behaviour effectively to ensure a good and safe learning
 environment
    Please tick: very good        good         satisfactory      unsatisfactory




 8. Working towards TS8: Fulfilling wider professional responsibilities
    Please tick: very good           good         satisfactory      unsatisfactory




 With reference to Part Two of the Teachers’ Standards (2012), the standard of personal and professional
 conduct demonstrated by the student teacher on this placement has been:
   Please tick:    very high          high         acceptable        unacceptable

Recommended Result:                   PASS             FAIL
Number of full / half days absent:
Reasons other than illness:

I confirm this report has been seen and discussed by the Headteacher ___________________________
mentor ___________________________ and student ___________________________ before being emailed to the
Partnership Office (please insert respective names).
Completed by: __________________________ Role: _________________ Date completed: _____________
Please          (1) email to: educationprimaryreports@brighton.ac.uk by the
Make            date shown in the PIE/School Handbook
three           (2) student’s file
copies          (3) school record
Note: The student MUST provide copies of the PC form to their current Placement Tutor, PD tutor and the next placement school
and Placement Tutor
                                                                                                                                51
University of Brighton                                                                                 Form P D
PARTNERSHIP OFFICE
YEAR 1 2012
                                                   CAUSE FOR CONCERN
An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources
(To be completed by partnership placement school)

STUDENT:
                                                                                           st    nd
EDUCATION GROUP (1E2, 1E2, etc):                                        PLACEMENT: 1 / 2 / Final

SCHOOL:

MENTOR:

PLACEMENT TUTOR:                                                                  PD TUTOR:

CONCERNS RAISED BY:
Mentor Placement Tutor             Other – eg Headteacher /Classteacher            (please specify):

NATURE OF PROBLEM:
Part One: Teaching                  Part Two: Personal and professional conduct

Further Comments:




Unless the following targets are met you are unlikely to reach a satisfactory standard required for the
recommendation of QTS
Targets for action:




Review date/meeting (normally within 5 working days):

Student’s response (optional):




Student signature:                                                                        Date

Mentor signature:                                                                         Date


 I confirm that the above targets have been met to a satisfactory standard and you are no longer
 cause for concern

 Mentor signature:                                                            Date

Please          (1) fax to: Partnership Office, Checkland Building, University of Brighton, Falmer
make            Brighton, BN1 9PH (Fax 01273 643218)
three           (2) to be kept by school
copies          (3) to be given to student
                                                                                                                  52

				
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