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					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




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   2      www.brighton.ac.uk/education/placements/resources
                                    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
      ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   3   www.brighton.ac.uk/education/placements/resources
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



ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   4      www.brighton.ac.uk/education/placements/resources
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




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   5   www.brighton.ac.uk/education/placements/resources
      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


ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   6          www.brighton.ac.uk/education/placements/resources
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


ETM81 F/T 5-11PGCE Final School Placement Booklet 2011     7        www.brighton.ac.uk/education/placements/resources
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




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   8    www.brighton.ac.uk/education/placements/resources
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.




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   9   www.brighton.ac.uk/education/placements/resources
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
ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   10     www.brighton.ac.uk/education/placements/resources
                      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.


ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   11     www.brighton.ac.uk/education/placements/resources
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.




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   12       www.brighton.ac.uk/education/placements/resources
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.




ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   13    www.brighton.ac.uk/education/placements/resources
                              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
   ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   14         www.brighton.ac.uk/education/placements/resources
                                                                        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.

ETM81 F/T 5-11PGCE Final School Placement Booklet 2011   40   www.brighton.ac.uk/education/placements/resources

				
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