FACULTY OF EDUCATION & SPORT
Document Sample
rtpSS FINAL 28. 2.2011
FACULTY OF EDUCATION & SPORT
SCHOOL OF EDUCATION
SCHOOL PLACEMENT HANDBOOK
PGCE PRIMARY EDUCATION
(5–11 years)
FINAL SCHOOL PLACEMENT
Summer 2011
Soo Sturrock, PGCE Primary Course Leader Tel: 01273 643362
Fax: 01273 643555
e-mail S.Sturrock@brighton.ac.uk
Dr John Smith, Partnership Co-ordinator 01273 643396
Tel: 01273 643396
Fax: 01273 643218
e-mail: john.smith@brighton.ac.uk
e-mail: j.smith@bton.ac.uk
CONTENTS
SECTION ONE
1.1 At a glance: key dates and expectations 4
1.2 Introduction and Significant Dates 5
SECTION TWO
2.1 Purpose and Requirements of the Final Placement 9
Enrichment experiences 10
SECTION THREE
3.1 Serial School Days: Purpose and tasks 11
SECTION FOUR
4.1 Block Placement: Overview 14
4.2 Absence 18
SECTION FIVE 5.1 Requirements for school placement files 19
SECTION SIX 6.1 Subject Expectations 24
SECTION SEVEN 7.1 Requirements for Supervision and Assessment 29
APPENDIX 30
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At a Glance: Key information and Dates.
Mentor Twilight Wednesday April 6th 2011 4pm for 4.30 start. At the same time, there
meeting will be a satellite
version of this event in
Hasting (venue and
time to be agreed and
individual schools
approached).
Student placement Weeks 1 & 2 (50% teaching class-whole class and
responsibilities group work as negotiated with classteacher)
Weeks 3-7 (75% teaching: assumes complete role
of classteacher)
Week 8 (pre-qualificatory week at NQT status 80%
continuing role of classteacher)
Please help students to Students should observe teachers in relation to:
arrange an 1. The core subjects
‘observation timetable’ 2. A foundation subject
in weeks 1 and 2 (with 3. The creative use of ICT
a range of 4. Discreet phonics teaching(KS1)
classteachers if 5. Effective behaviour management.
possible)
There are 3 changes to 1. Students will begin with 2 weeks at 50% contact.
be aware of. There are specific activities that must be undertaken
at this time.
2. The subsequent 5 weeks will entail a 75% contact
time and the final week will mimic the NQT contact
expectation of 80%.
3. If the student is making satisfactory progress,
expectations for individual lesson planning should
reduce after week 4 (in accordance with the interim
evaluation).This can revert should circumstances
change.
There are 2 new 1. SEND task
placement tasks for
students (but they also 2. Phonics observation and feedback
involve school
professionals)
Mentors need to Suggest in week 2, week 4 (interim) and week 6/7 of The placement tutor will
assess and feedback to the placement. arrange a joint
students on 3 observation for one of
occasions (and these.
complete a PA form)
Mentors need to PB (INTERIM EVALUATION) 13/05/11 Email
provide students with educationprimary
feedback that is also PC (FINAL EVALUATION) 17/06/11 reports@
sent to the University brighton.ac.uk
(interim evaluation,
form PB and final
report, form PC)
Students in University 1. Twilight session 13/5/11 (3.45pm start)
2. Professional Studies day 27/5/11
(out of school all day)
External examiner June 13th,14th,15th 2011
visits
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SECTION ONE
1.1 Introduction
Thank you for welcoming Post Graduate Certificate in Education (PGCE) student teachers to
your school. This is the final sustained period of school experience before the NQT year.
Therefore, it is expected that students will take major responsibility for the teaching of English,
Mathematics, Science, ICT and a range of work across the foundation subjects and RE. We
expect that students will be proactive and prepared to take on a professional teaching role
from the serial days onwards.
Course provision is organised into six key strands, the structure of which is designed to enable
students to develop an increasing depth of understanding through the provision of a coherent
and progressive curriculum both within and across modules. These key strands are underpinned
by the equality, diversity and inclusion agendas evident in the Every Child Matters legislation and
the TDA Professional Standards for QTS. Students will have completed modules in English,
Mathematics, Science, ICT, Education Studies and Foundation Subjects.
In this booklet you will find details that are specific to this placement such as:
contact details;
dates and significant stages through the placement,
purpose and learning outcomes of the placement,
assessment of students, and
students‟ requirements for planning, teaching and assessing.
CHANGE! We have adjusted the overall programme for this final school placement for 2011.
There are 3 small though notable differences:
1. Students will experience a progressively challenging timetable beginning with 2 weeks at 50%
contact. There are specific activities that must be undertaken at this time.
2. The subsequent 5 weeks will entail a 75% contact time and the final week will mimic the NQT
contact expectation of 80%.
3. If the student is making satisfactory progress, expectations for individual lesson planning
should reduce after week 4 (see Appendix). This can revert should circumstances change.
SATS! NB We appreciate that students working in YR 2 / YR 6 classes may need to be more
flexible in the weeks leading up to / including SATS but should stress that expectations and
timetabling should be agreed to ensure the student has the specified amount of contact.
Students must gain some whole class teaching experience as well as any necessary group /
support work.
As for the Initial Placement, there are 2 new activities that students should complete (they have
done these before but in the opposite key stage)
SEND task: see Appendix
Phonics observation and feedback : see Appendix
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Further information of a generic nature related to placements can be found in the handbook
entitled Partnership in Education Agreement and Handbook (PiE) which is sent to all schools
in the Partnership. This includes information such as:
principles underpinning students‟ 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.
* Please note that you can find the Partnership in Education Agreement and Handbook*(PiE)
document and all electronic versions of the Placement forms at
www.brighton.ac.uk/education/placements/resources/primary.php
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The PGCE Primary course structure
September – November - January – April (Semester 1 / April - June
November ( Semester December Semester 2)
1)
EV381 Education ET281 Initial EV381 Education Studies ETM81
Studies (10 credits) School EE382 English (ET381)
EE382 English (10 Placement (20 EM382 Mathematics *
credits) credits) ES382 Science Professional
EM382 Mathematics EI380 ICT in the Curriculum Studies
(10 credits) EP382 Foundation Subjects and (including
ES382 Science (10 RE Final School
credits) Placement)
EI380 ICT in the School- School- School- (40 credits)
Curriculum (10 based based based
credits) training training training
EP382 Foundation week week week
Subjects and RE (10 (Science (Maths) (English)
credits) )
„Professional Studies‟ spans the year and includes Professional Development, Study
skills, Course Briefings and culminates in the final school placement and submission of
PDP & M level submission task.
In keeping with the minimum number of M level credits required in Postgraduate Certificate
awards, and as indicated by the University‟s Common Academic Framework, the award includes
40 M level credits.
Prior to the final placement, students have
a. Had taught sessions in the modules (as above) and submitted a level 6 assignment for
each. These have focused on effective teaching and learning in relation to that area;
b. Have passed an initial 6 week paired placement in the opposite key stage (you should
ask to see their initial placement report);
c. Spent an additional 3 weeks in schools with a designated focus on the planning, teaching
and assessment of Science, Maths and English
The course (in common with all Initial Teacher Education [ITE] provision) is funded and
accredited by the Training and Development Agency for Schools (TDA). All student teachers
must achieve the Secretary of State‟s Professional Standards before they can be awarded QTS,
and therefore the course has been designed to provide students with appropriate opportunities
and experiences to meet these Standards.
These can also be found in the Partnership handbook and are reflected in the „grading
descriptors‟ for the school experiences.
These Standards are organised into three inter-related sections which describe the criteria for the
award of QTS. These are:
Professional attributes
Professional knowledge and understanding
Professional Skills
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1.3 DATES AND SIGNIFICANT STAGES OF THE FINAL PLACEMENT
Serial School visits: 31st March, April 1st, 4th-6th 2011
Dates of assessed period of school placement: April 26th – June 24th 2011
University based sessions (Professional Studies) May 13th and May 27th 2011
(all students to attend please)
Individual Training and Development Programme:
Discussed and drafted by April 6th 2011
Reviewed and updated at the Interim evaluation by May 13th 2011
Formal Assessments of students to be returned to the university:
Interim (FORM PB) 13/05/11 Email
educationprimaryreports@brighton.ac.uk
Final (FORM PC) 17/06/11 Email
educationprimaryreports@brighton.ac.uk
Mentor twilight meeting Wednesday April 6th 4pm
If you are new to mentoring or have never mentored
NEW TO MENTORING? before, please contact the Partnership Office direct.
D.Unsworth@brighton.ac.uk or
J.Blake@brighton.ac.uk
Please note that the Course Leader / Partnership
office should be contacted at any time if you have a
query / question or worry.
e-mail: S.Sturrock@brighton.ac.uk
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SECTION TWO
2.1 Purpose of placement and learning outcomes
The final school placement should enable the student to gain experience of planning, teaching,
evaluating and assessing the teaching of English, Mathematics, Science, ICT and a range of
work across the Foundation Subjects and RE within the whole class setting.
The placement is the final part of the year-long Masters level „Professional Studies‟ module (see
Appendix) which is intended to provide students with the skills, knowledge and understanding
necessary for the role of the reflective and critical teacher. Students will be equipped to reflect
upon and critically evaluate their experiences, identify professional strengths and needs as the
basis for continued professional development.
With reference to the final placement module outline, the content of the placement will be
determined by the individual needs of the student in relation to the Professional Standards for
Qualified Teachers (TDA 2007) and the content of the placement would normally include:
observation of teaching arrangements, expectations of learning / behaviour and curriculum
provision;
identification and analysis of effective practice including collaborative teaching and
opportunities offered by observation;
implementation of the planning, teaching, assessment and evaluation and cycle;
implementation of appropriate and effective organisational and behaviour management
strategies;
appropriate and effective communication with parents / carers;
awareness of expectations, curricula and teaching arrangements in their given Key Stages;
understanding of responsibilities under the SEN Code of Practice, seeking advice when
appropriate;
support for those who are learning English as an additional language, seeking advice when
appropriate;
engaging in wider professional activities (contribute to the life of the school);
engaging with and working within general school policies and practices [including behaviour
management, inclusion and race; bullying; the Every Child Matters agenda; multi-agency
work];
students are expected to continue to be proactive in consolidating their Professional
Development Profile and Career Entry and Development Profile.
Within the context of the final placement expectations, students must achieve at least a
satisfactory grade (see Grading Descriptors) in relation to:
Professional attributes
Professional knowledge and understanding
Professional skills
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Placement enrichment activities
We know that all schools are able to offer a bespoke experience for students in relation to their
own unique provision and we recommend that students are directed to gain experiences unique
to the placement. These context-specific professional development opportunities might include
learning about e.g. extended services, EAL, or perhaps an aspect of practice that a school is
implementing e.g. „Talk for Writing‟.
Students are advised that they may take advantage of a range of other „professional
development opportunities‟ during the placement (eg observations of teaching, attendance at
staff meetings / INSET, discussions about specific key stage teaching and learning policy,
annotation of key curricular documentation and key stage specific group work. Students are
advised to use the „PD Opportunity‟ pro-forma (appendix) to record these additional activities.
These can provide valuable evidence for meeting specific professional standards.
1. Students are advised, in accordance with the allocated key stage for the placement, to
make provision to ensure they comply with the TDA requirement to “engage with the
expectations, curricula, strategies and teaching arrangements in the age phases
immediately before and after the ones they are trained to teach” (TDA , R2.7, Q.14 &
Q.22). In relation to the Foundation Stage, (KS1) students are advised that this
engagement may include a range of activities including observations of teaching (real and
virtual, i.e. Teachers TV), discussions about specific key stage teaching and learning
policy and transition, annotation of key curricular documentation (e.g. Foundation Stage
Curriculum Guidance) and key stage specific group work. Students are advised to use the
„PD Opportunity‟ pro-forma (appendix) to record these additional activities.
2. Learning about PMFL. All students should make provision to observe (and where
possible in KS2, teach) primary languages. Students should attend to how this was
organised, how this was taught and by whom.
3. Please note that all students are required to attend the University on 2 occasions. They
are expected to attend a short „early placement twilight‟ on May 13th as well as a non-
contact Professional Studies day on Friday May 27th.
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SECTION THREE
3.1. Serial days
DATES:
Student teachers will visit schools before they begin the placement:
3.2. Purpose
The serial school days are intended to enable students to:
consider the management and organisation of the school and class in which they are
working;
to prepare and plan for their teaching throughout the block placement.
develop professional relationships with the pupils, school colleagues and parents/carers.
3.3 Tasks
Students will be required to carry out a range of tasks during the serial school days. It is
important that these are negotiated with the class teacher but that the expected protocol for a
supportive induction to the school / class is followed as far as possible.
It is assumed that students will observe literacy and numeracy each visit and it is assumed that
students will learn more about the school-specific arrangements for the teaching of the core
subjects and ICT whilst visiting in serial days. Some of the tasks may necessitate students
meeting with staff and collecting documentation outside school hours (e.g after 3.30). Students
are advised to work with groups in every literacy and numeracy session.
The following diary provides details of the tasks and suggested dates for completion.
Students are encouraged to use the ‘PD Opportunity’ pro-forma (appendix) to record
these additional activities where appropriate.
Serial days Details of Specific Tasks Notes / link to QTS
standard
Days 1 & 2 Meet with your class teacher and mentor. Q20 Know and understand
the roles of colleagues
Collect and read the school and class with specific
timetable and note assembly times and responsibilities, including
playtimes. those with responsibility
for learners with special
Make a copy of the class register and educational needs and
arrange to take the register by the end of disabilities and other
the week. individual learning needs.
Arrange to shadow the designated TA (if
there is one)
AFTER SCHOOL Q3(b) Be aware of the
Collect, read and summarise the key policies and practices of
points from the school policies* for the workplace and share
1. Child Protection in collective responsibility
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2. Teaching & Learning for their implementation.
3. Behaviour Management
Establish planning and assessment files
(see section 5)
Day3 Observe the class teacher across all SEND TASK: Make
subjects. arrangements in to meet
with the school‟s SENCO.
Negotiate some whole class teaching
(e.g. reading aloud, teaching a plenary)
FOR DAYS 4/5
Day 4 Further to the „*policy task‟, (day1/2) Q26, Q27
students must now:
a) Read and annotate the school‟s
assessment policy
b) Make arrangements, via your
mentor, to observe / talk to 3
teachers (in weeks 1 / 2 of
placement) with a view to gaining
insights into providing verbal /
written feedback to pupils, peer
and self assessment, SATS and
APP)
Days 4 & 5 Discuss planning requirements with the Q10, Q25
classteacher and collect any existing
school plans for the core subjects (Units
of work, medium term plans).
Q7
Draft ITDP ready to share with mentor.
3.4. Observing teaching
Inherent in the serial days and first 2 weeks is an expectation that students will further their
thinking about generic themes and issues related to teaching and learning. Student teachers
should be afforded time to make observations of staff in both generic ways (as a tool for
familiarising themselves with class and school expectations for management etc), and specific (in
relation to their own ITDP). Guidance about best practice in observation can be found in the
Partnership in Education Agreement and Handbook.
3.5 Preparation Activities
Students are expected to (generally) prepare for their teaching of all subjects in line with the
School‟s medium term plans & forecasts. Students should have an opportunity to teach all
subjects if possible.
They will confer with the class teacher in order to prepare for the teaching of English,
Mathematics, Science and ICT and produce weekly plans / overview (as directed by the subject
teams) in order to fully assume the role of classteacher in week 3. These should be shown to and
be approved by school mentors.
3.6 Professional Development and the ITDP
Professional Development is a significant strand throughout the university and school-based
elements of the course and is a central part of the Masters level „Professional Studies‟ module.
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Before this placement, students will have
Reviewed their Improvement Plan.
Reviewed their progress against the Professional Standards for QTS.
Identified areas for development (to be addressed during the final placement).
The ITDP links with the PDP and is intended to be a significant document in which students
record opportunities for extending their range and level of competence. At the start of the
placement students will create their ITDP from evidence logged in their PDP.
At the start of the placement, the ITDP will be presented for discussion with the mentor and
arrangements made for these areas to be addressed through formal lesson observations if
appropriate. The ITDP should be addressed and then updated at the interim evaluation. It is vital
that the student takes responsibility to update this (in light of feedback and experiences) and that
mentors use this as a basis for discussion with the student in relation to their practice (see QTT
Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting
their developing professional needs and Q9 Act upon advice and feedback and be open to
coaching and mentoring.)
The following table provides an overview of Professional Development throughout the final
placement.
Timing Focus
Initial meeting Discuss student‟s previous experiences/achievements (see
(during serial initial placement report)
school days)
Identify level of preparedness for final placement.
Develop an individual training and development programme.
Interim Identify achievements thus far.
Evaluation
Update / adjust the ITDP.
Set targets for reminder of placement.
Sharing Confirm strengths and areas for development.
contents of
final Identify future targets.
evaluation and
report
Students will review and evaluate the outcomes of the placement in relation to the Professional
Standards for QTS. Evidence of achievements will be recorded in the Professional Development
Profile (PDP) and will be used to inform the completion of the Career Entry Self-Evaluation.
Feedback forms from formal observations plus the final report will be crucial evidence for
the student to include in the PDP.
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SECTION FOUR
4.1. Block Placement
TEACHING RESPONSIBILITIES
It is expected that students will prepare for the block placement during the serial days in
readiness to assume the role of class teacher for 75% of the school day for the majority of
the block placement (apart from weeks 1 & 2 and the final week, see below).
The other 25% of the time should be dedicated to non-contact activities (i.e. planning,
assessment and recordkeeping). We advise students to establish a (planned) routine to ensure
that non-contact time is fully utilised to
Review and record pupil achievements
Evaluate their teaching, reflect on their progress and undertake future planning.
Make observations of other teachers, subject specialists etc
SPECIAL NOTE ABOUT WEEKS 1 & 2 OF THE BLOCK PLACEMENT.
One of the most complex aspects of the placement is the development of a comprehensive
knowledge of all pupils and their learning needs. Students need to demonstrate that they are
able to analyse children‟s learning and consider the implications of their needs in future planning
and to show how they are personalising learning for pupils.
In the first 2 weeks, students are expected to teach 50% of the school day i.e. approximately 2
lessons.
The other 50% should be dedicated to these assessment activities and should build on the
informal acclimatisation established in the serial days.
To complement the placement expectations for assessment of the class, in week 1 all students
should complete the following tasks that will enable them to develop a more comprehensive
knowledge of individuals. This will also enable students to confidently meet the TDA Standards
(listed below). All this information should be stored in section 1 of the Monitoring and
Recording File. Most of these tasks can be conducted in the classroom though some may
necessitate meeting with pupils in quiet areas outside the class (to be agreed with the
classteacher). By the end of week 1, students will have a more detailed overview of every child‟s
learning needs and this will ensure they are better placed to maximise the use of assessments
made in the normal „teaching and learning cycle‟.
Please note that this is in addition to the on-going role (when teaching in the other 50% of the
time in week 1) to „plan to assess’ (via the identification of appropriate success criteria / learning
outcomes, via identification of „what / who / where / when / how‟ on the lesson plan, via
annotation of the plan and via a comprehensive evaluation of children‟s learning. This is in
keeping with the expectations for placement 1.
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Overview of weeks 1 and 2 non-contact activities
(50% teaching and
50% designated tasks ( A & B) as below)
(A) Professional development/ Observing teachers
Students should agree an ‘observation’ timetable to observe teachers in relation to:
1. The core subjects (3 different teachers)
2. A foundation subject
3. The creative use of ICT
4. Discreet phonics teaching (KS1)
5. Effective behaviour management.
(B) Professional development/ Assessing pupils
First You could: Q10 Have a knowledge and
understanding of a range of
You need to get to know every -Conduct class based teaching, learning and behaviour
child in the class. observations of the child. management strategies and
know how to use and adapt
Students find that having a 1:1 is -lead a „learning circle‟ with them, including how to
the best way of learning more small groups / a sample of pupils personalise learning and provide
about the pupil. Consider how to talk with them about what they opportunities for all learners to
best to achieve this. enjoy learning at school, what achieve their potential.
they find hard, what they‟d like
to change.
-Look at recent samples of
written / recorded work for each
pupil. This may be the last piece
in e.g. their numeracy book or a
piece of topic work. Take a
sample and level this piece
using the National Curriculum
website or existing APP
materials.
Second So in your file…. What are the implications for
your subsequent planning?
Establish a section for a detailed There should a „thumb-nail
class list / overview in sketch‟ for every pupil that SEND TASK: Identify a pupil
(File 2 monitoring and recording) contains information about their who is on one of the three
interests, their friendships, stages of the SEN Code of
Handwrite notes- no more than engagement at school and any Practice (school action, school
half a page of A4- on each child. specific learning needs. action plus or with a statement of
Carefully consider your SEN), and someone in one of
vocabulary choices, use of the classes you will teach.
language and articulate your
insights completely
professionally.
Third Make a focused observation of Ask the class teacher for any
each pupil in an area of interest / existing records s/he has
Identify (at least) 2 profile concern (this may be in / out of collated since the start of term.
children with differing „learning the classroom context). Is there any available data to
profiles‟ and needs. scrutinise?
You will be expected to keep
In addition, you should have more detailed records for So in your file….you should have
agreed your SEND TASK pupil these 3 pupils. a designated section for each of
too. these 3 children. You will store
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individual assessments here.
Overview of Weeks 3-8
(75% teaching and 25% non contact time)
By the start of week 3 students should be well-placed to assume the role of class teacher
IN EVERY DOMAIN and should be given responsibility for 75% of a normal teaching
load. Students should take on full responsibility for planning, teaching and assessment.
We expect that students will utilise existing school medium term plans and forecasts as a
basis for their planning and teaching and are not expected to prepare these
independently if they don‟t exist.
We expect that students will create detailed weekly plans in accordance with the school‟s
medium term foci and incorporate the appropriate objectives. The university template for
weekly planning or a suitably similar school version must be used.
We expect that students will be encouraged to plan alongside colleagues (or as is the
usual school protocol) and to share any responsibility for materials and necessary
resources.
The remaining 25% should be non-contact time for them to record achievements and
continue their assessments, evaluate their teaching, reflect on their progress and
undertake future planning.
Weeks 3 and 4
There are exemplars and templates
Each day in the placement folder on Student
Individual daily subject lesson plans with clear Central. These look the same as on
objectives and success criteria initial placement (lesson plan,
group assessment, individual
Annotation of individual lesson plans assessment).
Daily lesson evaluation (assessment of learning
and of teaching) At the end of week 4 (interim) : If
students are making ‘expected
progress’ then the expectations for
Each week planning should be adjusted to
Analysis of 3 children in depth (students should ‘detailed weekly plans’ for core
use the „Assessment of Individual Achievement‟ subjects and individual lesson
template for detailed assessments in plans for ‘yet to be taught’
mathematics, science and two selected Foundation Subjects.
foundation subjects and/or RE and to use the
PLR for English.
Analysis of group learning- using group records
(across all subjects).
Weekly evaluations.
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Weeks 5,6,7,8 We advise that for the purposes of
formal lesson observations,
Each week students should provide a
Detailed weekly plans with clear objectives and ‘traditional’ lesson plan regardless
success criteria (University template to be used) of the subject being taught.
Annotation of planner and daily lesson evaluation
(assessment of learning and of teaching)
NB in week 8, student teachers
Analysis of 3 children in depth (students should should adopt the 80% contact
use the „Assessment of Individual Achievement‟ expectation common to NQTs.
template for detailed assessments in
mathematics, science and two selected
foundation subjects and/or RE and to use the
PLR for English.
Analysis of group learning- using group records
(across all subjects).
Weekly evaluations.
STUDENT PROGRESS
NB If mentors have any concerns about the student complying with these recommendations
please note the procedures for „cause for concern‟.
Week 3: assuming the role of classteacher (and independent of the current teacher)
If you are unhappy about the student taking on this responsibility, this could be indicative of their
progress thus far. For the majority of this placement, students should be completely in role
as class teacher replacing (rather than adding to) the normal class teacher.
Wherever possible, the student teacher should assume the role of teacher in every aspect, from
registration to end of day routines, and should conduct these independently.
If the classteacher feels it is inappropriate for the student to assume the role of classteacher, this
should be raised formally with the mentor and placement tutor.
SATS! NB We appreciate that students working in YR 2 / YR 6 classes may need to be more
flexible in the weeks leading up to SATS but should stress that in these weeks, students must
gain some whole class teaching experience as well as any necessary group / support work.
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NB. Student teachers must not be left unsupervised when teaching any area of physical
education.
4.2 ABSENCE
If, for any reason, students are absent from school through illness or any other cause, it is their
responsibility to inform the school before the start of the school day. It is helpful to indicate how
long the absence is likely to be. They must also inform the Course Leader and Partnership Office
(01273 643411) both at the beginning of the absence and on return to school.
Interviews and School visits
NB It is not uncommon for students to be invited for interview at some point in the placement. We
suggest that the student „compensate‟ for any time missed by amending any subsequent non-
contact time to „make this up‟. Students often request time off for visiting schools and this should
be agreed at the discretion of the school and in lieu of the guidance detailed below. Students
need to fulfil the requirements of the placement, adopting the role of class teacher and persistent
requests for time off may be declined. Please contact the Partnership Office / Course Leader
with any queries.
Extract from the PIE handbook re : Absence from placement (p71)
Students are required to complete a number of days on placement in schools or other
suitable settings in order to meet the requirements for Qualified Teacher Status (QTS).
Students must attend all placement days. Where students are absent whilst on
placement they must inform the placement setting or school and the Partnership Office as
soon as possible.
Failure to inform the placement setting or Partnership Office on the day of absence will be
deemed unprofessional, may lead to the termination of the placement and may be
reflected in any subsequent reference provided for the student by the University.
Students‟ performance on placement must be assessed over a sustained period of time.
If the absence lasts for three or more consecutive days then a doctor‟s certificate must be
provided to the Partnership Office covering the period of absence. If a student, for any
reason (excluding absence due to interviews or school closure), misses a total of more
than 5 days of the placement, the placement will ordinarily be terminated and the student
will be deemed to have failed.
The days do not have to be consecutive. Half days contribute to the total. Any absence
of less than half a day will be counted as half a day. Any absence greater than half a day
will be counted as a whole day.
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SECTION FIVE
5.1 REQUIREMENTS FOR SCHOOL PLACEMENT FILES
Students will be required to keep two files throughout the placement. These will include details of
all plans, assessments and records. They must be available at all times for the class teacher,
mentor, head teacher and placement tutor during the placement because they will be used as
evidence to support assessment grades. It is imperative that these files are professionally
maintained and organised as the contents provide valuable evidence about your progress
towards the TDA standards.
FILE 1
Planning and Assessment File [See below for more on lesson planning expectations.]
This file must be organised into the following sections:
Section One: Professional Development
This section must contain the following information, organised in chronological order:
1. Record of Mentorship
2. Individual Training and Development Programme
3. Completed feedback forms (in chronological order)
4. Weekly evaluations
5. Final report
Section Two: Lesson Plans and Evaluations and related Group records.
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. Please note
that the expectations for planning could be adjusted at the interim evaluation.
Lesson plans must include:
1. learning objectives and success criteria;
2. details of the teacher‟s role that indicates the strategies and opportunities for assessment
3. evaluative judgements about the quality of the pupils‟ learning
4. an overview of what needs to be taught next, based on the assessment information
gained.
The above requirements are intended to develop assessment for learning as an integral part of
teaching and to raise awareness of assessment being central to teaching and learning.
We suggest that students undertake group assessments as described below and keep these with
the related lesson plan and evaluation. This will enable the student to make connections between
what has been taught and what has been learnt and to see how this impacts on future planning.
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GROUP RECORDS
Students will (handwrite) record judgements* about a (selected) group‟s learning at least five
times per week. These assessments should be planned so that information about achievements
in relation to a particular subject can be accumulated for the whole class. The main purpose of
this activity is for students to develop the skill of teaching, reflecting and capturing significant
learning in relation to the focus group. These should not be „written/typed up‟; rather written on
the spot and reviewed as necessary at a later point.
Students need to enhance this skill in relation to different groups and in different subject areas.
For example, students might focus on Maths for week 1, English for week 2, the History unit for
week 3 etc. For each group assessment undertaken, the key learning outcomes for assessment
should be identified. Record judgements on the pro-forma entitled „Group Session Records‟ (or
an equivalent template). These may be used by the TA as well. Students need to use this facility
to note progress and to inform subsequent lesson planning. These groups may differ from week
to week (see Appendix).
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.
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FILE 2
Monitoring and Recording File
Section 1
This file must contain information about ALL PUPILS (in alphabetical order) and should contain
information about the child as a learner, any photocopied and annotated samples of work and
any other information (e.g. IEP) available from the school. This is the main focus of weeks 1 and
2 in school.
Section 2
From week 3 onwards, the file will also include
INDIVIDUAL ASSESSMENTS (2 profile children and the SEND pupil )
Students should use the pro-forma entitled „Assessment of Individual Achievements‟ to target (3
selected) pupils for a more comprehensive overview of progress / attainment across the
subjects.
We suggest that this in-depth assessment is used so that their profiles are more substantial.
Students should aim to complete these for mathematics, science and two selected foundation
subjects and/or RE and to use the PLR for English. See Appendix for a suggested planning
approach here.
In the final week of the placement, for the 2 profile children, students must provide some
summative assessment information. Students should return to the detailed overview correlated in
week 1 and review the profile pupils‟ learning
Update the thumbnail sketch: What is most significant to note about the child‟s learning
over the last 8 weeks?
Update the thumbnail sketch: Using the level descriptors and APP materials provide a
summative (and levelled) assessment in reading, writing, maths and science. Provide
annotated work samples where appropriate.
GROUP RECORDS
As previously stated, group records should be maintained but will be „stored‟ in the Planning file
alongside the related lesson plan.
*NB students are expected to record assessments for 5 groups each week, though undoubtedly
will also be analysing learning in lesson evaluations each session. These should be kept with the
correlating lesson plan (in the planning file) so it is evident how the assessment links with the
teaching and informs subsequent planning / teaching.
NB These should be kept with the lesson plan so it is evident how the assessment links with
the teaching and informs subsequent planning / teaching.
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PLANNING IN THE FINAL PLACEMENT
The expectations for planning in the final placement reflect the TDA standards, the outcomes for
the first placement and the grading descriptors (see the Partnership Handbook / website)
Planning (TDA QTT references) Teaching (TDA QTT references)
Q22 Plan for progression across the age and Q25 Teach lessons and sequences of
ability range for which they are trained, lessons across the age and ability range for
designing effective learning sequences within which they are trained in which they:
lessons and across series of lessons and
demonstrating secure subject/curriculum (a) use a range of teaching strategies and
knowledge. resources, including e-learning, taking
practical account of diversity and promoting
Q23 Design opportunities for learners to equality and inclusion
develop their literacy, numeracy and ICT
skills. (b) build on prior knowledge, develop
concepts and processes, enable learners to
Q24 Plan homework or other out-of-class apply new knowledge, understanding and
work to sustain learners‟ progress and to skills and meet learning objectives
extend and consolidate their learning.
(c) adapt their language to suit the learners
Q29 Evaluate the impact of their teaching on they teach, introducing new ideas and
the progress of all learners, and modify their concepts clearly, and using explanations,
planning and classroom practice where questions, discussions and plenaries
necessary. effectively
(d) demonstrate the ability to manage the
learning of individuals, groups and whole
classes, modifying their teaching to suit the
stage of the lesson.
In this final stage of the course, students are advised to:
Use the serial days to become acquainted with school expectations for Units of work,
Learning Journeys and medium term planning. Please take advice about appropriate
objectives (and the expectations in the National Strategies / Revised Frameworks etc) when
planning lessons.
In the first 2 weeks, work with the class teacher to devise subject plans for daily
lessons, adjusting objectives, activities and support (differentiate) when planning and
teaching. The teacher may advise and support the planning process here and utilise
the school’s medium term plans.
In the remainder of the placement (i.e. from week 3) the student should
a) Plan lessons independently;
b) Use any existing school / local authority plans as a basis for detailed weekly and (where
appropriate) daily lesson plans;
c) Work with any year group colleagues (as per the „normal‟ expectations for planning within
the school)
d) Take sole responsibility for planning sequences of lessons / a Unit of work in all subject
areas (where possible)
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Students welcome both the opportunity to work with the class teacher to talk through and listen to
„the process‟ of planning (weeks 1 & 2) as well as engage with this independently to try out ideas
(week 3 onwards) Engaging in the cycle of „what do I want the children to learn, what are the
success criteria / possible outcomes and how best will I facilitate this learning‟ is imperative and
students should be advised to work towards independence in this skill. Students are usually*
ready to embrace this cycle of planning and teaching independently by the end of the 2nd
week.
Some Foundation Subjects planning may need „approving‟ by the classteacher (in the 1st
instance) and students may need advice from an experienced teacher to ensure that the
objectives are matched to activities and resources and the intended outcomes take account of
the needs of different groups of pupils. Prior to this placement, students often have no / limited
experience with planning / teaching Foundation Subjects and support – initially - should be
offered to the student.
From week 3 onwards, offering students e.g. a weekly unit (school / QCA) or sequence of
lessons that the student can adjust / innovate and then teach is especially helpful as students
can plan a series of lessons and rehearse taking account of assessment / previous learning and
shaping subsequent plans in response to this. All students must gain experience of planning,
teaching and assessing ‘series of lessons’.
Please note that all students must meet TDA Standards for planning and assessment and should
be engaging in this work „in role as classteacher‟.
NB Where schools are developing / adjusting medium term plans and /or where there are no
existing plans for the student to work from, it is not expected that students take sole
responsibility to write these.
*Concerns about the student’s planning at any stage should be passed onto the
Partnership Office. A message will then be passed on to the course leader who will take
appropriate action.
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SECTION SIX
6.1 SUBJECT EXPECTATIONS FOR THE FINAL PLACEMENT
Overall progress will be assessed in relation to the Professional Standards for Qualified Teacher
Status (TDA 2007). Students will also be expected to demonstrate that they have met a number
of expectations related specifically to this placement. These are detailed under the following
headings:
Expectations for the teaching of English
Expectations for the teaching of Mathematics
Expectations for the teaching of Science
Expectations for the teaching of ICT
! NB All students have participated in 3 separate „core subjects‟ school based teaching weeks in
Partnership schools enabling them to further develop their teaching of English, Maths and
Science before the final placement. !
1. EXPECTATIONS FOR THE TEACHING OF ENGLISH
During the university sessions, students will have had an introduction to the expectations for
teaching literacy and the place of the daily literacy lesson, as well as the importance of teacher
reading aloud, quiet reading, reading with individuals and extended writing. There is also a strong
focus on the role of the text in the development of language and literacy. Students have all had
separate taught sessions in Drama as well as integrated elements into taught sessions. They will
be able to teach all aspects of the English curriculum.
Expectations for Reading
Students are expected to plan, teach and evaluate daily directed reading activities which should,
where appropriate, be related to other curriculum areas i.e.
shared reading with the whole class *Please note that all students in KS1 need daily
opportunities to plan and teach phonics lessons.
group reading (literature circles and guided reading)
In addition they should:
read aloud daily to the class at Key Stage 1 and at least 2/3 times weekly at Key Stage 2.
The books selected for this should be genres and authors which are new to the children and
present some challenge in terms of content, theme language etc.;
conduct daily unstructured reading time for book/ web browsing, quiet reading, paired reading
at Key Stage 1 moving towards sustained silent reading at least twice weekly at Key Stage 2.
Where possible the student should model quiet reading as an example to the children;
have one-to-one book sharing sessions with the profile children.
This should include reading/ researching electronic texts as appropriate.
Expectations for Writing
Students are expected to plan, teach and evaluate daily directed writing activities i.e.
shared writing with the whole class. This should include demonstration, scribing, supported
writing as preparation for independent writing;
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guided group writing. At Key Stage 1 this may sometimes include shared writing but ideally
pupils should all be writing independently with teacher support.
This should cover a range of writing activities both fiction and (where possible) non fiction, (50%
of each at Key Stage 2). These may be related to other curriculum areas.
Working in this way students are expected to cover the explicit teaching of:
aspects of composition from pre-writing through to publishing. This should include teaching
children how to conference with each other to improve their writing;
Spelling and the use of dictionaries and thesaurii;
Punctuation and grammar within meaningful context i.e. of the children‟s own reading and
writing, not de-contextualised work sheet/book exercises;
Handwriting (within the school‟s own policy);
Use of the word processor for all aspects of writing.
In addition they are expected to
At Key Stage 1 to set up and/or make an input in the writing corner and encourage children to
explore writing for their own purposes;
At both key stages give children opportunities to draw on their own experiences when writing
stories and poetry.
Expectations for Speaking and Listening
At Key Stages 1 and 2, plan opportunities to develop speaking and listening skills through:
informal exploratory paired, group and some whole class discussion for a range of purposes;
pupils reading aloud with expression;
opportunities for presentational talk.
In addition at Key Stage 1
opportunities for children to recognise and reflect upon how they adapt their speech;
use of drama, for example – role play, hot seating, freeze frame, in/outside the daily literacy
lesson.
In addition at Key Stage 2:
opportunities to learn about some of the differences between the spoken and written forms of
standard English;
use of drama techniques, hot-seating, freeze-framing, role play, forum theatre.
2. EXPECTATIONS FOR THE TEACHING OF MATHEMATICS
Specifically students will be expected to:
Place Ma1 at the heart of their planning and teaching
Take responsibility for planning, teaching and evaluating the mathematics lessons that
they lead whilst maintaining an overview of all the children‟s mathematical experience.
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Be flexible and imaginative in the pursuit of their learning goals, integrating a range of
assessment strategies in order to enhance children‟s learning
Ensure that their teaching strategies are inclusive thereby enabling all children to
participate and to develop their knowledge, skills and understanding
Devise engaging activities that are meaningfully differentiated to meet the needs of the
full range of abilities within the class, ensuring pace, challenge and clear expectations of
all the children
Use a range of resources imaginatively and effectively to support teaching and learning
Preparing for teaching mathematics
In order to be properly prepared to plan and teach mathematics, students should remember that
they need to consider the following questions:
What are the specific objectives for the unit of learning?
What are the key ideas which underlie the topic(s)? (Students should read and fully
understand what their subject knowledge text has to say about this).
What new words/symbols will the children have to use/respond to?
Looking at the objectives, what might the children misunderstand or find difficult?
How does children‟s understanding of the key ideas progress? What effective questions
could be asked to probe their understanding?
How will images / apparatus / ICT be used to develop the children‟s learning?
3. EXPECTATIONS FOR THE TEACHING OF SCIENCE
This final placement will develop further your portfolio of strategies in managing effective learning
and teaching of the whole class.
Specifically you are expected to:
Take responsibility for planning, teaching and evaluating all of the science lessons for the
duration of the placement with pace and challenge and with clear expectations of all the
children.
Be creative in your teaching of science.
Develop imaginative strategies for all children to develop their knowledge, understanding
and skills in science.
Plan, organise and manage a whole class science investigation with a clear focus for
assessing aspects of Sc1 across the whole class.
Devise activities that are inclusive in nature and are differentiated to meet the needs of
the full range of abilities within the class.
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Be confident in your use and selection of appropriate formative, diagnostic and
summative methods of assessing pupil‟s progress in science.
Use summative assessment methods in ascertaining (the profile child‟s)progress against
relevant criteria, e.g. NC descriptors.
Use ICT effectively to support teaching and learning in science.
Give children the opportunity to:
-Develop their understanding of the natural and man made world.
-Talk and think critically and creatively within science.
-Select and use appropriate materials and equipment
-Work collaboratively.
-Use technology to support their learning.
4. EXPECTATIONS FOR THE TEACHING OF ICT
Students will need to demonstrate that they have reached the standards of the National
Curriculum for ICT in subject teaching and are able to use ICT appropriately and effectively to
support subject teaching. Models of access to ICT resources, such as ICT suites, clusters of
networked computers or portables, will vary in each school and the planning and pedagogical
approaches will develop in negotiation with the school.
Students need to take the opportunity to use ICT to support the children's learning and their own
teaching through:
planning
organisation
teaching strategies
resource selection and management
monitoring and assessment
core subjects
professional efficiency and administration
discussion with co-ordinators/ teamwork in school
provision for the ICT experience of children with Special Educational Needs
Observations, planning, management, evaluation and assessment of the children's experience
and ICT capability will build on the previous School Experiences.
Assessment of children's ICT capability
Students should plan to assess pupils‟ ICT capability and children's self evaluation of their ICT
skills and capability could be included here.
The use of ICT to support professional efficiency and the administrative aspects of teaching
In addition to planning, organisation and assessment, students need to focus on professional
efficiency and role models of teaching with ICT.
Students need to see how teachers:
1.use ICT to aid their administration, record-keeping, reporting and transfer of information
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2. use ICT to locate and access teaching materials and other sources of help and support. They
also need to be aware of the ways in which the school uses ICT for:
general management and administration
communication
information transfer.
The role models of teachers using ICT in the classroom
Students need to be aware of the range of teaching approaches and strategies used by staff in
the school, whilst class teachers need to be aware that students might wish to try out different
approaches to using ICT in particular ways.
Students will need to identify their strengths and weak areas in the use of ICT in teaching and
learning. The ICT Action Plan (provided in the taught ICT sessions) should be updated to identify
areas for development.
NB: A word about Primary Languages
In addition to any PMFL teaching experience that students are advised to agree, they are
encouraged to observe the teaching of primary languages (either teacher-led / specialist –led/ in
PPA time). KS2 placement students are advised that this may be the only opportunity they have
to learn about the teaching of languages.
For more information, see http://nationalstrategies.standards.dcsf.gov.uk/node/85274.
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SECTION SEVEN
7.1 SUPERVISION AND ASSESSMENT PROCEDURES
Details of the responsibilities of students, mentors and placement tutors (and examples of all
the proformas used in the process of student assessment) are all included in the Partnership
In Education „Partnership Agreement and Handbook’.
Please note that all assessment of students should include feedback on the lesson taught as well
as the other requirements (including the student‟s ITDP and scrutiny of the planning and
assessment files - *see appendix) and that this should all be recorded using the University
feedback sheets and with reference to the standards. The grading descriptors can be
usefully referred to when qualifying judgements. Target setting is a vital part of this process.
The school mentor should make 3 formal assessments and one of these should be joint with the
placement tutor. The placement tutor should make one other visit which is predominantly
concerned with „quality assurance‟.
NB On some occasions, the Course Leader and / or University external adviser (John Wilson)
will make additional visits as will the University‟s external examiners (w/b 13.6.2011). Schools will
be contacted beforehand to make these bespoke arrangements.
The final school placement will be assessed on a pass / fail basis. The procedures related to
students who are a „cause for concern‟ are detailed in the „Partnership Agreement and
Handbook‟.
It should be stressed that where a student is showing cause for concern it is very
important that schools should:
1. inform John Smith 01273 643396 and contact the Course Leader.
2. work closely with the placement tutor and / or course leader
3. follow the formal procedures.
All formal observations by the mentor must be undertaken in time for all the feedback
forms including the final report to be returned to the University. These should be sent
directly to John Smith, Partnership Office and students should be given a copy of their
final report.
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APPENDIX
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SEN Personalised Learning Primary PGCE Placement Task
(adapted from http://www.tda.gov.uk/upload/resources/sen/personalisedlearning/taskbrief.pdf)
This task has been designed to develop students’ knowledge, understanding, skills and attitudes and help
them meet the standards for qualified teacher status in relation to teaching pupils with SEN and/or
disabilities (Q10, Q19, Q20, Q25).
The aims of this task:
To find out in detail about the educational needs of a pupil with special educational needs (SEN)
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
with a pupil with a special educational need/disability and gain experience of how they learn.
NB this is in addition to the placement expectation of tracking 2 profile pupils.
How to carry out the task
While you are in school in the serial days of the placement:
make arrangements in to meet with the school’s SENCO (you can do this in your ‘pair’) NB no
later than week 2 of the block placement.
Identify a pupil who is on one of the three stages of the SEN Code of Practice (school action,
school action plus or with a statement of SEN), and someone in one of the classes you will teach.
Discuss and agree your (individual) choice of pupil. Choose a pupil where you are going to learn
as well as help the pupil learn.
Where possible, The SENCO (or classteacher) 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.
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.
In addition to the normal planning and teaching the task includes collecting 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 suggested
templates for assessment of reading and writing (PLR) as well as the ‘assessment of individual
achievement template’.
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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 about doing
the Task to evaluate what you have done. The short report 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. The notes and records you
will have kept while doing the task will be integrated and analysed in writing this report. See suggested
format attached.
Please remember to use pseudonyms when writing about the pupil and any staff involved, so the
anonymity of all concerned is preserved.
Suggested structure and content to cover
1. Background information about the pupil (Age , Gender , School history , Strengths and difficulties
in areas of learning, Relevant past ‘environmental’ factors, Current factors supporting, and
barriers to, learning , Previous and current provision made to support this pupil , Current
IEP/record, progress towards targets etc)
2. How you approached, planned and undertook the work with the pupil (what helped or
challenged?)
3. Conclusions ( e.g. the contexts in which you taught, the teaching strategies you used, how you
monitored the pupil’s progress and the records you kept on the progress the pupil made, any
information about ideas and practices you used from the materials provided (if any) and any
reading you undertook that was related to the task. It is vital to 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
4. Next steps: your recommendations with reasons for the next steps in teaching this pupil in the
future as well as what you learnt from the task – knowledge, understanding, skills and attitudes.
5. Share your report with the SENCO and others as appropriate. Ask the SENCO to sign the report
form and then you can place this in your PDP as evidence.
Summary of key points
This task is in addition to the profile pupils expectation.
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.
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The final ‘report’ is not assessed, though any feedback from school colleagues will enhance its
status as evidence for the PDP.
SEN Personalised Learning Task Report
(Writing frame devised and shared by University of Exeter via TDA)
Student teacher name Date
PGCE 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 (eg 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?
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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?
(Writing frame devised and shared by University of Exeter via TDA
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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
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 34 www.brighton.ac.uk/education/placements/resources
Date of PD opportunity
Type (eg TV / VIDEO / BOOK / GOVT DOCUMENT / STAFF POLICY, MEETING & INSET)
Focus: Standards addressed:
Questions to be addressed:
Description of what Analysis of what this means Implications for your future practice
happened
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 35 www.brighton.ac.uk/education/placements/resources
Date of observations:
Year/Class:
Lesson
Duration:
Focus of observation: Standards addressed:
Questions to be addressed:
Description of what Analysis of what this means Implications for your future practice
happened
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 36 www.brighton.ac.uk/education/placements/resources
Organising for assessment (groups and individuals).
This is intended to provide (one) model of how to approach and PLAN for the variety of
assessments that you will need to make each week.
Weeks 1 and 2 50% time: Detailed assessments on all pupils
50% time (teaching class etc) Lesson plans, annotations, evaluations
Week 3 *Assessment of individual achievement Group assessments
(2 pupils) + SEND pupil
Group records across
subject areas x 5 times
each week.
Week 4 *Assessment of individual achievement Group assessments
(2 pupils) + SEND pupil
Group records across
subject areas x 5 times
each week.
Week 5 *Assessment of individual achievement Group assessments
(2 pupils) + SEND pupil
Group records across
subject areas x 5 times
each week.
Week 6 *Assessment of individual achievement Group assessments
(2 pupils) + SEND pupil
Group records across
subject areas x 5 times
each week.
Week 7 *Assessment of individual achievement Group assessments
(2 pupils) + SEND pupil
Group records across
subject areas x 5 times
each week.
Week 8 1. SEND pupil report (template in
Appendix)
2. 2 x profile children summative
assessments
Task 1: What is most significant to note
about the child‟s learning over the last 8
weeks?
Task 2: Using the level descriptors and any
APP materials provide a summative
assessment in each of the subjects taught
over the placement.
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 37 www.brighton.ac.uk/education/placements/resources
Professional standards for Teachers : Qualified Teacher Status
Professional attributes
Relationships with children and young people
Q1 Have high expectations of children and young people including a commitment to ensuring
that they can achieve their full educational potential and to establishing fair, respectful, trusting,
supportive and constructive relationships with them.
Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and
young people.
Frameworks
Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which
they work.
(b) Be aware of the policies and practices of the workplace and share in collective responsibility
for their implementation.
Communicating and working with others
Q4 Communicate effectively with children, young people, colleagues, parents and carers.
Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the
development and well-being of children and young people, and to raising their levels of
attainment.
Q6 Have a commitment to collaboration and co-operative working.
Personal professional development
Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting
their developing professional needs.
(b) Identify priorities for their early professional development in the context of induction.
Q8 Have a creative and constructively critical approach towards innovation, being prepared to
adapt their practice where benefits and improvements are identified.
Q9 Act upon advice and feedback and be open to coaching and mentoring.
Professional knowledge and understanding
Teaching and learning
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour
management strategies and know how to use and adapt them, including how to personalise
learning and provide opportunities for all learners to achieve their potential.
Assessment and monitoring
Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas
they are trained to teach, including those relating to public examinations and qualifications.
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 38 www.brighton.ac.uk/education/placements/resources
Q12 Know a range of approaches to assessment, including the importance of formative
assessment.
Q13 Know how to use local and national statistical information to evaluate the effectiveness of
their teaching, to monitor the progress of those they teach and to raise levels of attainment.
Subjects and Curriculum
Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related
pedagogy to enable them to teach effectively across the age and ability range for which they are
trained.
Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks,
including those provided through the National Strategies, for their subjects/curriculum areas, and
other relevant initiatives applicable to the age and ability range for which they are trained.
Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in numeracy, literacy and information and
communications technology (ICT).
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider
professional activities.
Achievement and diversity
Q18 Understand how children and young people develop and that the progress and well-being of
learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic
influences.
Q19 Know how to make effective personalised provision for those they teach, including those for
whom English is an additional language or who have special educational needs or disabilities,
and how to take practical account of diversity and promote equality and inclusion in their
teaching.
Q20 Know and understand the roles of colleagues with specific responsibilities, including those
with responsibility for learners with special educational needs and disabilities and other individual
learning needs.
Health and well-being
Q21 (a) Be aware of the current legal requirements, national policies and guidance on the
safeguarding and promotion of the well-being of children and young people.
(b) Know how to identify and support children and young people whose progress, development
or well-being is affected by changes or difficulties in their personal circumstances, and when to
refer them to colleagues for specialist support.
Professional skills
Planning
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011 39 www.brighton.ac.uk/education/placements/resources
Q22 Plan for progression across the age and ability range for which they are trained, designing
effective learning sequences within lessons and across series of lessons and demonstrating
secure subject/curriculum knowledge.
Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
Q24 Plan homework or other out-of-class work to sustain learners‟ progress and to extend and
consolidate their learning.
Teaching
Q25 Teach lessons and sequences of lessons across the age and ability range for which they
are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning, taking practical
account of diversity and promoting equality and inclusion
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new
knowledge, understanding and skills and meet learning objectives
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts
clearly, and using explanations, questions, discussions and plenaries effectively
(d) demonstrate the ability to manage the learning of individuals, groups and whole classes,
modifying their teaching to suit the stage of the lesson.
Assessing, monitoring and giving feedback
Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies.
(b) Assess the learning needs of those they teach in order to set challenging learning objectives.
Q27 Provide timely, accurate and constructive feedback on learners‟ attainment, progress and
areas for development.
Q28 Support and guide learners to reflect on their learning, identify the progress they have made
and identify their emerging learning needs.
Reviewing teaching and learning
Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their
planning and classroom practice where necessary.
Learning environment
Q30 Establish a purposeful and safe learning environment conducive to learning and identify
opportunities for learners to learn in out-of-school contexts.
Q31 Establish a clear framework for classroom discipline to manage learners‟ behaviour
constructively and promote their self-control and independence.
Team Working and Collaboration
Q32 Work as a team member and identify opportunities for working with colleagues, sharing the
development of effective practice with them.
Q33 Ensure that colleagues working with them are appropriately involved in supporting learning
and understand the roles they are expected to fulfil.
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