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					A brief overview of each School Experience
This section aims to give a further explanation on the basic components of each School Experience, including team
teaching and where specialist subject are required. When we receive your request form and have allocated
trainees we will send you more detailed information on the actual trainees you have chosen along with a
confirmation letter.

Four year routes
Year One BA Primary Education (5-11)                              (serial visits, preparation week and three week block)

Trainees will find this experience both challenging and rewarding as they come to recognise and face the
responsibility of class teaching. We would like trainees to be placed together in pairs in classrooms.

      For the three-week block period, we would like trainees to act as both teacher and teaching assistant in the
       Core subjects. It is envisaged that whilst one trainee has responsibility for the class the other will be acting as
       teaching assistant. The remaining time should be for trainees to work at the direction of the classteacher in the
       classroom and to work outside the classroom to plan and evaluate together.

Year One BA Early Child Education (3-7)

      Trainees are placed in a variety of Early Childhood settings in Foundation Stage.
      Normally they will be in pairs, but not necessarily in the same class.
      The placement comprises nine weeks in total (plus observation days) in the same setting for the year, made up
       of a two week block, a three week block and a four week block.
      Block placements are directly linked to modules taught at University. Trainees have directed tasks to complete
       in each block which form the basis for further work at the University.
      Whilst trainees are encouraged to interact with children, class teachers and parents, THERE IS NO
       REQUIREMENT FOR FORMAL TEACHING IN THIS YEAR. These blocks are for observation, analysis and
       familiarisation and interaction purposes. Where trainees exhibit confidence and aptitude, there is no reason
       why they may not be involved in some small group or individual teaching on occasions.
      Traditional requirements of planning, teaching and assessment do not apply to this year.

Year Two BA/BSc Primary Education (5-11)                               (serial visits, preparation week and four week block)

During this experience trainees will be expected to:
 Produce detailed medium and short-term plans for maths, English and science;
 Teach and manage the Core subjects for half a day every day (including one story time per week);
 Observe and support the class teacher in Foundation subjects for a further 2 half days;
 Assess children’s learning against objectives;
 Engage with the teacher in assessing against the level descriptors in the Core subjects for 2 children;
 Evaluate their own performance;
 Review progress against the standards for QTS outlined in ‘Qualifying to Teach’.


Year Two BA Early Childhood Education (3-7)

      Trainees are placed in a variety of Early Childhood setting in Key Stage One.
      Normally they will be in pairs, but not necessarily in the same class.
      The placement comprises nine weeks in total (plus observation days) in the same setting for the year, made
       up of a two week block, a three week block and a four week block.
       Block placements are directly linked to modules taught at University. Trainees have directed tasks to complete
       in each block which form the basis for further work at the University.
      Whilst trainees are encouraged to interact with children, class teachers and parents, THERE IS NO
       REQUIREMENT FOR FORMAL TEACHING IN THIS YEAR. These blocks are for observation, analysis and
       familiarisation and interaction purposes. Where trainees exhibit confidence and aptitude, there is no reason
       why they may not be involved in some small group or individual teaching on occasions.
      Traditional requirements of planning, teaching and assessment do not apply to this year.




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Year Three BA/BSc Primary Education (5-11) & BA Early Childhood Education (3-8)

(serial visits, preparation week and five week block)

During this experience trainees will be expected to:
 Produce detailed medium and short term plans to teach 70% of the timetable including (communication,
    language and) literacy, numeracy (mathematical development) and science (knowledge and understanding the
    world) and (3-8 route only) work with children on other Early Learning Goals.
 Teach their specialist subject, either History, English, French, Maths, PE or DT (for trainees on the 5-11 route);
 Assess children’s learning against objectives;
 Engage with teacher assessment of children against the level descriptors in the Core subjects of the National
    Curriculum (Key Stage 1) or against the Stepping Stones and Early Learning Goals (Foundation Stage);
 Evaluate their own performance;
 Assume some class teacher responsibilities;
 Utilise ICT to support teaching and learning;
 Review progress against the standards for QTS outlined in ‘Qualifying to Teach’.

Year Four BA/BSc Primary Education (5-11) & BA Early Childhood Education (3-8)

(serial visits, preparation week and seven week block)

During this experience trainees will be expected to:
 Negotiate permission for undertaking research for their dissertation with the Head teacher, or a designated
    member of staff;
 Produce detailed medium and short term plans and teach 75% of the timetable with a full class including
    (communication, language and) literacy, numeracy (mathematical development) and science (knowledge and
    understanding the world) and 25% professional development time out of the classroom;
 Teach their specialist subject, either History, English, Maths, PE or DT (for trainees on the 5-11 route) or work
    with children on other Early Learning Goals (Foundation Stage).
 Assess children’s learning against objectives;
 Engage with teacher assessment of children against the level descriptors in the Core subjects of the National
    Curriculum (Key Stage 1) or against the Stepping Stones and Early Learning Goals (Foundation Stage);
 Evaluate their own performance;
 Assume class teacher responsibilities;
 Utilise ICT to support teaching and learning;
 Review progress against the standards for QTS outlined in ‘Qualifying to Teach’.




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Two Year Route

Year One 2 + 2 Early Childhood Education (3-7)

These trainees have successfully completed two years of HE study in an area associated with Early Childhood
prior to beginning this course. Trainees will carry out two placements in this year. Although the placements need to
be with different stages (Foundation Stage and Key Stage One), we would like the trainees to complete both
phases at the same school.

Phase 1: Two weeks, serial visits and a three-week block experience (Required in Foundation Stage)

During this experience trainees will be expected to:
 Take responsibility for some of the planning of the Foundation Stage curriculum as part of a team (up to 50%);
 Work with children on all aspects of Early Learning Goals;
 Monitor the children’s learning and assess two children’s learning in mathematical development,
    communication, language and literacy and knowledge and understanding of the world against the Early
    Learning Goals.

Phase 2: Two weeks, serial visits and a three-week block experience (Required in Key Stage 1)

During this experience trainees will be expected to:
 Plan, implement and evaluate the Core subjects (up to 50%);
 Monitor the children’s learning and assess two children’s learning in numeracy, literacy and science against the
    level descriptors of the National Curriculum.

Note: These two experiences are not PASS/FAIL as the learning from them is assessed through other course
modules. However, a non-final assessment report should be completed.

Year Two 2 + 2 Early Childhood Education (3-7)


Two weeks, serial visits and an 8 week block experience (Choice of Foundation Stage or Key Stage 1)

During this placement trainees will be expected to:
 Get to know the school, class, teachers and ancillary staff with whom they will work during the year during the
    initial block weeks. They will also begin their school-based directed activity work which will mainly be centred
    on the dissertation topic which they will be researching;
 Negotiate permission for undertaking research for their dissertation with the Head teacher, or a designated
    member of staff;
 Produce detailed medium and short term plans and teach up to 75% of the timetable with a full class including
    communication, language and literacy, numeracy (mathematical development) and science (knowledge and
    understanding the world) and 25% professional development time out of the classroom;
 Assess children’s learning against objectives;
 Engage with teacher assessment, against the level descriptors in the Core subjects of the National Curriculum
    (Key Stage 1) or against the Stepping Stones and Early Learning Goals (Foundation Stage);
 Evaluate their own performance;
 Assume class teacher responsibilities;
 Utilise ICT to support teaching and learning;
 Review progress against the standards and provide a summative statement of achievement at the end of the
    experience with targets and an action plan for the future;
 Review progress against the standards for QTS outlined in ‘Qualifying to Teach’.




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Postgraduate Route

PGCE (Full Time) Early Years

This is a 38 weeks course, which is intended to train specialist Early Years Primary Teachers (3-7).

For the initial experience, Phases 1 and 2, trainees are attached to the same school, which must be able to offer
a Foundation Stage placement. The initial experience seeks to provide trainees with an overall understanding of
the curriculum and ethos of Foundation Stage and Key Stage One.

Phase 1: Teaching experience in Foundation Stage, taking responsibility along with the Foundation Stage team, to
plan appropriate experiences with responsibility to teach up to a 50% timetable. This is a formative, non-assessed
experience.

Phase 2: Teaching experience is undertaken within a KS1 class with responsibility for up to a 50% teaching
timetable, focussing on the Core subjects. This is a formative, non-assessed experience.

Phase 3: The trainees are offered a personal choice of a Foundation Stage or KS1 class for their final assessed
experience. During this placement trainees will be expected to:

      Produce detailed medium and short term plans and teach 75% of the timetable with a full class including
       communication, language and literacy, numeracy (mathematical development) and science (knowledge and
       understanding the world) and 25% professional development time out of the classroom;
      Assess children’s learning against objectives;
      Engage with teacher assessment, against the level descriptors in the core subjects of the National Curriculum
       (Key Stage 1) or against the Stepping Stones and Early Learning Goals (Foundation Stage);
      Evaluate their own performance;
      Assume class teacher responsibilities;
      Utilise ICT to support teaching and learning;
      Review progress against the standards and provide a summative statement of achievement at the end of the
       practice with targets and an action plan for the future;
      Review progress against the standards for QTS outlined in ‘Qualifying to Teach’.




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Description: School placements