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					                 School of Education, Communication and Language Sciences




Primary
School Experience 2
SE2 - Term 2

2010 – 2011
Providing opportunities for investigative
and research-informed practice
Our vision statement

We believe learning is an adventure. We aim for our students to have the
ability to enthuse pupils with their own love of learning.

As well as acquiring a repertoire of teaching strategies, we aim to develop
teachers who have the skills, understanding and attitudes necessary to work
with other professionals in the practice of subjecting education, learning and
teaching to critical enquiry. In developing the teacher as a researcher, we
position our students as transformative professionals able to unite theory and
practice in a dialectical relationship.

Education is not a value free context independent activity. We aim therefore
to enable students to locate their practice within the wider socio-cultural,
political and moral contexts of education.

Finally, we aim to develop students with the ability to become thinking
professionals who acknowledge the central importance of communication and
relationships in the learning process.


Primary PGCE Partnership
Newcastle University
                                    Contents

                                                               Page
Our vision statement

Overview of SE2 placement                                        2

Summary of Placement Expectations                                3

SE2 Placement Aims                                               4

The School Placement Environment                                 5

Preparation Visits                                               6

Teaching and Learning and MARRA                                  7

Preparation Visit Directed Tasks for SE2                         8

SE2 Overview in Table Format                                     9

SE2 Directed Tasks - MARRA                                      10

SE2/3 English Tasks                                             15

SE2/3 English Task Checklist                                    18

The School Placement Files                                      34

Pupil Assessment                                                35

Daily lesson Planning                                           36

Reflections on Teaching and Weekly Reviews of Progress          39

Assessing and Grading Trainees                                  40

Tutorial Guidelines                                             42

Cause for Concern Form                                          43

Checklist for School-based Tutor (teacher) and Trainee          44

Contact details for staff based at Newcastle University         45




                                                                     1
                                                          SE2 Handbook
                                        Overview of placement SE2
                                            07/03/11 – 01/04/11
                                                                      th
Initial Cluster Group Meeting prior to the start of   Wednesday 16 February
the placement during                                  Schools will be informed of the venue and the exact time of
                                                      this meeting. Host Class Teachers (school-based tutors)
                                                      should attend this meeting. Training Co-ordinators are
                                                      welcome if they wish to attend.
                                                                th
Student Placement Briefing                            Friday 25 February
                                                      Trainees will be informed of the placement requirements.
Preparation Visits                                    Monday 7th March and Tuesday 8th March
Assessed Block Placement (approx 4 weeks)             Wednesday 9th March – Friday 1st April

Week 1                                                Teaching, group activities for literacy and/or numeracy
                                                      Observation of Teaching and Learning, Preparation Work,
                                                      completion of directed MARRA Tasks

Weeks 2- 4                                            Teaching, whole class and group activities for literacy,
                                                      numeracy, Science, ICT and PE and other Foundation
                                                      Subjects, as negotiated. In addition trainees will be involved
                                                      in the observation of teaching and completion of directed
                                                      MARRA tasks.
Observations
Trainees should be formally observed at least once a week in each of the Assessed Weeks of the block
placement. Lesson observations do not all have to be of a full lesson. An observation schedule contained in the
School-based Professional Development Record (yellow booklet) should be completed each time and the
corresponding grade descriptors highlighted to show the trainee’s progress during a placement.
                                                                           th                 th
Moderation Meeting                                   Either on Tuesday 29 or Wednesday 30 March
A moderation meeting will be held at one point
                              th
during the week beginning 28 March
Placement Report Forms                               The Initial Report is to be completed and returned by
                                                                   th
Placement Report Forms are contained in the          Thursday 17 March.
                                                                                                             st
School-based Professional Development Record         The Final Report is to be completed and returned by 1
and are to be completed at two points during the     April.
placement. The trainee must see and sign each        Schools should please return a copy to the University sent
completed report.                                    by fax to 0191 222 6546, marked for the attention of the
                                                     Deborah Elliott
Receipt of the Final Report Form triggers payment    By email to d.elliott@ncl.ac.uk
to the school.                                       or by post to:-
                                                     Deborah Elliott
                                                     Newcastle University Primary PGCE
                                                     School of Education Communication and Language Science
                                                     King George VI Building
                                                     Queen Victoria Road
                                                     Newcastle upon Tyne
                                                     NE17RU




                                                                                                             2
                                                                                                  SE2 Handbook
Summary of Placement Expectations
Prior placement experience
By the start of this second assessed block placement the trainees will have undertaken a seven week,
assessed block placement (which may have been paired with another trainee in the same class) in the first
term of their training and a range of focused placements. These are designed to ensure that all trainees have
the opportunity to observe and reflect upon the practice of experienced teachers in specific areas.
Trainees will have written an individual Pen Sketch, which will reflect their prior experience in schools,
personal learning and current stage of development. This should be shared with the Training Co-ordinator /
School-based Tutor at the start of placement so that it provides the basis for the trainee’s individual targets
for the start of the assessed part of the placement. It is important targets are continually revisited and revised
throughout the placement. The Professional Development Form, Weekly Review of Progress Form and
Weekly Tutorial Form contained in the School-based Professional Development Record constitute a record
of the training provided during the assessed weeks of the placement.

Preparation Visits
The preparation visits are to allow the trainees to get to know the class, to familiarise themselves with the
curriculum and to get themselves prepared and ready to teach. During these 2 days, trainees will be
observing the class teacher; supporting class groups and collecting information about 3 ‘focus’ children.
Trainees are to teach Literacy, Numeracy, Science, ICT, PE and selected Foundation subjects on this
placement.

Planning
Trainees have had limited experience of planning at this stage and therefore need to become more aware of
the planning process early on in this placement. They need to have sight of teacher plans and be able to
discuss the rationale behind them with the class teacher. Trainees will be working from the teacher's medium
term planning. Trainees need to have School-based Tutor support and guidance in order to develop their
own lesson plans for teaching. All group activities and class lessons must be planned using the planning pro-
forma in the back of this booklet.
Trainees need to begin, with class teacher support, to develop their own lesson plans for group work in the
first week. Trainees will take responsibility for planning and teaching whole class lessons in subsequent
weeks.
Trainees will be working from the school’s medium term plans. There is no expectation on this placement
that trainees should generate their own medium term plans. Trainees should assist the class teacher with
weekly planning so they understand the rationale behind their daily lesson plans.

Lesson Observations
A t least one formal lesson observations of the trainee should be completed by the class teacher on each of
the assessed week. These observations should be a mixture of core and foundation subject lessons. The
lesson observations do not all have to be of full class lessons. Occasionally some observations may last for
only 10-15 minutes.

Placement Requirements
During the assessed placement weeks trainees teach approximately 70% of the timetable.
The remaining 30% of the timetable must allow time for trainees to observe the class teacher, work on
personal targets, investigate and select resources to support their teaching and to ensure that all placement
directed tasks and placement files are completed appropriately. This remaining 30% of the timetable must
take place in school.

Weekly Tutorials
Trainees should meet each week with the School-based Tutor / Training Co-ordinator to evaluate and review
their placement experience. A Weekly Tutorial Form should be completed for each assessed week. Tutorial
Guidelines to support and focus weekly tutorial meetings with trainees are available in the back of this
booklet. Where a school has more than 1 student it may well be possible to bring all trainees together for a
single, weekly session. It is, however, important to acknowledge the differing needs of individual trainees.
There may be a need to speak briefly with each trainee to ensure that there are no concerns or anxieties
which they feel unable to voice in the larger group

Monitoring the placement
As with all placements we welcome the views of schools and trainees and therefore, at the end of each
placement, a professional review form will be sent to schools and distributed online to trainees. This review is
then used to inform future placements in school.

                                                                                                             3
                                                                                                  SE2 Handbook
SE2 Placement Aims

Outline of the Placement
The SE2 placement enables trainee teachers to develop their understanding of how children learn, how to
effectively teach an effective curriculum and the professional role of the teacher. Trainees use this
knowledge in the practical context of the classroom. They will create a classroom environment that reflects
the learning-taking place, one which stimulates and motivates children and which demonstrates an
appreciation of children’s work. Trainees will take responsibility for teaching and assessing Core and some
Foundation subjects. They are expected to develop their skills in evaluation by working closely with the
school-based mentors and other colleagues in school. In order to monitor and facilitate the work of the
trainees against the Standards for QTS trainees are required to attend a weekly review meeting with their
school-based mentor. Trainees undertake a number of directed placement tasks, e.g. to develop their
understanding of assessment practices. Trainees placed in KS1, will need to be observed teaching early
reading, including phonics and receive subject specific feedback on this.

Aims of the Placement
The SE2 placement aims to give trainees opportunities to:
    work within a supportive, challenging school to develop their knowledge and experience of teaching
      and learning in the core subjects and the Foundation Subjects across the placement age range;
    work within a supportive, challenging classroom to develop their knowledge and experience of
      teaching and learning;
    sustain effective personal relationships with children and teachers and other adults over the period of
      the placement;
    enhance their competence in planning and teaching lessons and develop their understanding of the
      processes of classroom management;
    build upon prior experience, review and set new targets and training based upon their individual
      professional development needs;
    develop their ability to reflect upon and evaluate their professional development as a basis for
      modifying and improving effectiveness;
    experience the corporate life of the school: clubs, social aspect with staff, out of school activities,
      development days, organising visits/clubs, staff meetings and participating in the staff room;
    work within and gain more knowledge about school approaches to planning, teaching, target setting
      and assessment strategies;
    work within an environment where teachers have knowledge of the Standards for QTS and where
      trainees are encouraged to demonstrate evidence of achievement against the Qualifying to teach
      Standards.

Learning Outcomes of the Placement
During this placement trainees will develop their understanding and practice of the placement age range and
will:
       be able to recognise and respond to the learning needs of all children whatever their social, cultural,
        linguistic, religious or ethnic background in the chosen age range;
       be able to plan, organise and manage activities for individuals and for groups, taking into account all
        children’s interests, experience and achievements;
       be able to evaluate their own learning and articulate constructive feedback/self evaluation orally or in
        writing;
       be able to formulate plans on the basis of evaluations and professional dialogue with the class
        teacher and mentor;
       have extended their ability to create a learning environment, taking account of children’s interests,
        language and cultural background and be able to manage the movement and behaviour of
        individuals, groups and the whole class;
       have extended their range of practical teaching strategies, including ICT, relevant to the chosen age
        range;
       have developed their ability to work as part of a team and to recognise the contribution that support
        staff and other professionals make to teaching and learning;
       demonstrate and promote positive values, attitudes and behaviour that they expect from pupils;


                                                                                                           4
                                                                                                SE2 Handbook
       have extended their ability to identify evidence of achievement of the National Curriculum levels in
        standards in children’s work;
       have extended their ability to identify evidence for QTS standards in their own practice;
       have developed their ability to keep organised files and a record of activities and progress for
        children and their own development.

The School Placement Environment
Comments from Primary PGCE students about their previous school placement experiences:
“There is no end to the great things that I could say about the school and I feel incredibly fortunate to
have had a placement there. All of the staff were so welcoming, helpful and supportive, especially my
class teacher. The Head Teacher was so friendly and approachable, and no matter what information
we asked for, it was never any trouble. I believe that the participation of this school in the PGCE
programme is a real asset to trainee teachers and the Newcastle PGCE course.”

“The school was a brilliant school, and made me feel very welcome and part of the team. Support
was given when necessary, but I was also allowed to use my initiative and own ideas.”

The SE2 placement should:
       be a comfortable, positive environment;
       acknowledge prior experience;
       develop a training plan for the trainees which takes into account their own action plans for
           subject and pedagogic knowledge, understanding and skills;
       provide opportunities for risk-taking, investigations, trials and research into practice;
       support trainees into the age being taught;
       challenge;
       model quality teaching and self- evaluation;;
       provide trainees with the status of being a valued member of staff;
       provide trainees with knowledge of resources and support;
       treat trainees with respect as a fellow colleague who has many strengths but also concerns
           which may make them nervous and anxious;
       offer trainees experience of the corporate life of the school: clubs, social aspect with staff, out of
           school activities, development days, marking, organising visits/clubs, staff meetings, the staff
           room;
       provide school based training which helps to prepare them for their NQT year – length of the
           school day, insight into school systems, issues relating to joining a new school;
       allow trainees, under supervision to carry out such tasks as collecting money for school lunches,
           trips and marking the register;
       encourage trainees to spend time in the staff room, talking to staff and taking part in the ‘social
           life’ of a school;
       allow trainees to meet parents and develop a working relationship with parents where parents
           see the trainee as another teacher working in the class;
       be where trainees are referred to by staff as the ‘teacher’, not the ‘student’ which can undermine
           the trainee in the classroom and with other children in the school;
       provide opportunity to use appropriate resources already in school;
       encourage trainees to reflect carefully on why a resource supports teaching;
       encourage trainees to be involved in professional development days;
       provide opportunities to observe good practice in different key stages and across subjects;
       provide opportunities to liaise with the subject leaders and to have time to talk with core subject
           leaders – including ICT;
       share with the trainee school approaches to target setting and marking strategies;
       regularly set and review targets with the trainee;
       be carried out in an environment where teachers have knowledge of the Standards for QTS and
           are familiar with the criteria for assessment.




                                                                                                          5
                                                                                               SE2 Handbook
Preparation Visits
                                                                                       th
The 2 preparation days take place during the first week of SE2, week commencing 7 March 2011.

The aims of the preparation visits are:

    1. To enable trainees to discuss their priorities for professional development and record a training plan
       using the formats provided in the School–based Professional Development Record;
    2. To enable trainees to understand the range of planning, organisation and classroom management
       strategies that teachers carry out so that they become aware of the complexities of the teacher's role
       and are able to teach the class for the placement;
    3. To familiarise trainees with policies and practices of the host school, that facilitate effective teaching
       and learning and ensure that teachers fulfil their legal requirements;
    4. To prepare trainees for teaching and assessment within the host class during SE2.

To achieve these aims the school has been asked to ensure that trainees:

    1. Meet with the Training Coordinator/School-based tutor to discuss their priorities for professional
       development and record a training plan;
    2. Are given a guided tour as an introduction to the school;
    3. Are introduced to the key policy documents including health and safety and the accepted
       conventions of the school, e.g. dress code, time keeping;
    4. Are supported in the completion of placement directed tasks;
    5. Are placed in a host class and observe the class teacher teaching a broad range of subjects;
    6. Are provided with medium term plans and support trainees with their weekly and daily planning
       in weeks 1 to 4 of the placement.

Planning to meet the trainee’s needs during the placement
“The school-based tutor and training co-ordinator were excellent with providing timely coaching and
mentoring, always helping me to identify my strengths as well as my areas for development. I was
able to act upon advice and feedback and engage in discussion with the staff as to how well things
had gone.”

During the preparation visits of SE2, trainees need to share with their teacher the following information:

1. Their pen sketch
2. Their subject knowledge action plans for curriculum areas;
3. Their report form relating to SE1, in the SE1 School-based Professional Development Record (Yellow
   booklet).
4. The School-based tutor/Training Co-ordinator and trainee should review the targets set at the end
   of SE1 at the first weekly tutorial meeting. Action to be taken to address these targets during the
   placement should be recorded in the School-based Professional Development Record on the
   Discussion of School Experience One Placement Report and Target Setting form. A training plan
   should then be recorded using the Timetable for your Professional Development form and copies
   of these forms brought by the trainee to the Progress Review Tutorial, scheduled in university for
             th
   Friday 11 March 2011.




                                                                                                            6
                                                                                                 SE2 Handbook
Teaching and Learning and MARRA
The SE2 placement is organised over four weeks as follows:

       Week One: 2 Preparation Days, Teaching of Literacy and/or Numeracy for 3 days, Observation of
        Teaching and Learning, Preparation Work, completion of directed MARRA Tasks
       Weeks Two, Three and Four: Teaching across the curriculum. In addition trainees will be involved in
        the observation of teaching and completion of directed MARRA tasks.

The MARRA tasks are designed to develop trainees’ understanding of the monitoring, assessment,
recording, reporting and accountability policies and procedures across the school.

If possible, trainees are to work in pairs to conduct the MARRA tasks.

Trainees will need to access a range of documents to conduct the tasks and to spend some time during SE2
with the Assessment Co-ordinator.

Trainees are expected to keep 3 files during the placement and MARRA documentation will be placed in the
Pupil Assessment File.

Throughout this placement, when not directly teaching, trainees may be:

       Carrying out MARRA tasks (this may take place outside the placement classroom, e.g. in a specified
        location such as staffroom or library)
       Working under the direction of the class teacher
       Involved in preparation activities


The Philosophy for Children directed task.
As part of the SAPERE Level 1 course undertaken by most trainees, a Philosophy for Children enquiry must
be carried out. We would encourage trainees to do so, where possible, in either SE2 or SE3 in order to
qualify for SAPERE accreditation during their PGCE year. If you have any queries, please contact Hanneke
Jones at h.jones@ncl.ac.uk




                                                                                                       7
                                                                                            SE2 Handbook
Preparation Visit Directed Tasks for SE2
The following programme has been devised to ensure that Trainees are fully prepared for their teaching
commitments during School Experience Placement Two.

     Preparation Day 1                       Preparation Day 2                    Friday 11th March
              7/03/11                                08/03/11                    (Progress Review Tutorial, in
                                                                                          university)
Introduction to school brochure,        Trainees carry out a classroom        During the Progress Review
routines etc, key policy documents      management task with the whole        Tutorial, in university, trainees
– e.g. Health and Safety,               class. e.g. going in to assembly      discuss their COMPLETED SE2
Assessment, SEN, Equal                                                        training plan with their tutor and
Opportunities and Behaviour.                                                  present the following:
                                        Trainees make arrangements to
Specific health and safety and          teach whole class elements of                ‘Discussion of School
child protection issues and             literacy and/or numeracy lessons              Experience One
procedures discussed with               on 9th , 10th and 11th March                  Placement Report and
trainees.                                                                             Target Setting’ form

Trainees find out information           Trainees observe the teaching of             ‘Timetable for Your
about their class and collect           other curriculum subjects                     Professional
record keeping and assessment                                                         Development’ form
information.
                                                                                     Medium term
Trainees given complete staff list                                                    planning/sequences of
and responsibilities.                                                                 lessons

Trainees gather planning                                                             Weekly planning for
information related to the              Alongside the class teacher                   Literacy, numeracy,
curriculum areas that they will be      discuss the termly, half-termly and           science, ICT and PE
teaching during the rest of the         weekly planning for curriculum
placement.                              and look at the planning that will           Daily planning: - Lesson
                                        be in place for the period of the             plans for first two days of
Trainees make arrangements to           SE2 placement.                                week 2 (We acknowledge
discuss targets set at the end of                                                     that lessons will change in
SE1. (Trainees need to record a                                                       light of formative
training plan for SE2 with School-                                                    assessment and it is
based tutor/Training Co-ordinator                                                     expected that pre-planned
                           th
no later than Thursday 10                                                             lessons will be annotated
March.)                                                                               and altered to reflect this.)
Trainees make arrangements to
plan, resource and teach a small        Trainees carry out their literacy        TRAINEES MUST COME
group activity (e.g. guided reading     and numeracy activities with a          PREPARED AND BRING ALL
in literacy) on day 2 in literacy and   small group of children                 DOCUMENTATION STATED
numeracy.                                                                         ABOVE IN ORDER TO
                                                                                   CONTINUE THE SE2
Trainees arrange to observe a                                                         PLACEMENT
science and a PE lesson during
the first week.

Trainees negotiate a teaching
timetable for the SE2 teaching
placement. (See grid on page 5
for SE2 expectations)




                                                                                                             8
                                                                                                  SE2 Handbook
                                                              This week trainees need to discuss and                                                          OFSTED INSPECTION OF NEWCASTLE
                                                                record a training plan for SE2 with                                                                UNIVERSITY PRIMARY PGCE
                                                             School-based tutor/Training Co-ordinator                                                          PARTNERSHIP – A number of schools
                                                                no later than Thursday 10th March                                                                           will be visited
Overview                                                                Week beginning 7/3                                Week beginning 14/3                           Week beginning 21/3                          Week beginning 28/3
                                                                 (Teacher in classroom with                     Teacher observation of trainee one day this   Teacher observation of trainee one day this   Teacher observation of trainee one day this
 of SE2                                                                                                                           week                                           week                                         week
                                                                      trainee all week)                           (Observations entered in School-Based         (Observations entered in School-Based        (Observations entered in School-Based
                                                                                                                    Professional Development Record)              Professional Development Record))            Professional Development Record)
                                                             Preparation day 1 tasks (see page 6)               Teaching literacy and numeracy*               Teaching literacy and numeracy*               Teaching literacy and numeracy*
Monday
                                                             Preparation day 2 tasks (see page 6)               Teaching literacy and numeracy*               Teaching literacy and numeracy*               Teaching literacy and numeracy*
Tuesday
                                                             Teaching whole class elements of literacy          Teaching literacy and numeracy*               Teaching literacy and numeracy*               Teaching literacy and numeracy*
Wednesday                                                    and/ or numeracy
                                                             Teaching whole class elements of literacy          Teaching literacy and numeracy*               Teaching literacy and numeracy*               Teaching literacy and numeracy*
Thursday
                                                             and/ or numeracy
                                                             Progress Review Tutorial, in university            Teaching literacy and numeracy*               Teaching literacy and numeracy*               Teaching literacy and numeracy*
                                                             Trainees will attend the University for a
                                                             progress review tutorial at a given time. For      Weekly review with trainee and school-        Weekly review with trainee and school-        Final review with trainee and school-based
Friday                                                       the remainder of the day, trainees will be in      based tutor. Complete Initial Report and      based tutor. Update ROPD at tutorial.         tutor. Complete Final Report and return
                                                             school teaching whole class elements of            return copy to university by Thursday 17th                                                  copy to university by end of week. Update
                                                             literacy and / or numeracy                         March. Update ROPD at tutorial.                                                             ROPD at tutorial.
                                                                               All week                                           All week                                      All week                                       All week
                                                             Undertaking planned Professional                   Undertaking planned Professional              Undertaking planned Professional              Undertaking planned Professional
    Teaching and other responsibilities to be completed at




                                                             Development or conducting MARRA and                Development or conducting MARRA and           Development or conducting MARRA and           Development or conducting MARRA and
                                                             English tasks (see pages 10, 15) or PPA            English tasks (see pages 10, 15) or PPA       English tasks (see pages 10, 15) or PPA       English tasks (see pages 10, 15) or PPA
                                                             time                                               time                                          time                                          time

                                                                                                                Teaching literacy and numeracy                Teaching literacy and numeracy                Teaching literacy and numeracy
                 various points each week




                                                             Planning for week 2 and the remainder of           *Teaching a Foundation subject instead        *Teaching a Foundation subject instead        *Teaching a Foundation subject instead of
                                                             the placement.
                                                                                                                of two lessons of literacy or numeracy        of two lessons of literacy or numeracy        two lessons of literacy or numeracy
                                                                                                                Teaching Science (If Science is not being     Teaching Science (If Science is not being     Teaching Science (If Science is not being
                                                                                                                taught in host class, make arrangements to    taught in host class, make arrangements to    taught in host class, make arrangements to
                                                                                                                teach it in another class, where possible)    teach it in another class, where possible)    teach it in another class, where possible)
                                                                                                                Teaching ICT (the subject) Where              Teaching ICT (the subject) Where              Teaching ICT (the subject) Where
                                                                                                                appropriate, using ICT to support subject     appropriate, using ICT to support subject     appropriate, using ICT to support subject
                                                                                                                teaching                                      teaching                                      teaching
                                                                                                                Teaching a PE lesson (accompanied by the      Teaching a PE lesson (accompanied by the      Teaching a PE lesson (accompanied by the
                                                                                                                teacher)                                      teacher)                                      teacher)

                                                                                                                Recording Professional Development            Recording Professional Development            Recording Professional Development
                                                                                                                and reviewing one lesson in depth per week    and reviewing one lesson in depth per week    and reviewing one lesson in depth per week
                                                                                                                (entered in School-Based Professional         (entered in School-Based Professional         (entered in School-Based Professional
                                                                                                                Development Record ) in addition to           Development Record ) in addition to           Development Record ) in addition to
                                                                                                                evaluations on daily lesson plan              evaluations on daily lesson plan              evaluations on daily lesson plan
Legend                                                         Preparation Tasks        Progress Review            *TWO OF THESE LESSONS SHOULD BE                Weekly review with class teacher. Teacher doing observation/           External
                                                                                       Tutorial in University                                                                        completing report form.                           Observation of
                                                                                                                       REPLACED BY A FOUNDATION
                                                                                                                                                                  NB Trainees placed in KS1, need to be observed teaching             specific trainees
                                                                                                                     SUBJECT AT SOME STAGE OF THE
                                                                                                                                                                 early reading, including phonics and receive subject specific
                                                                                                                                 WEEK
                                                                                                                                                                                        feedback on this

                                                                                                                                                                                                                                                9
                                                                                                                                                                                                                                     SE2 Handbook
Directed Tasks - MARRA (Monitoring, Assessment, Recording, Reporting and Accountability)
              Task 1 (By end of week 1 SE2)                 Task 2 (By middle week 2 SE2)                                                                   Task 3 (By middle of week 3 SE2)

              Understanding the school’s MARRA              Record Keeping, Pupil Tracking and Target Setting.                                              Using Assessment for School Improvement
              policy and procedures.
Preparation   Trainees prepare a pupil assessment           Trainees collect information on the assessment and record keeping methods used by the           Trainees search the internet for basic information
              file, with dividers etc. prior to beginning   class teacher for each of the subjects they will be teaching.                                   relating to Assessment that they are unfamiliar with
              this placement.                                                                                                                               (see example list below) and place in their Assessment
                                                                                                                                                            File, prior to and during the placement.
Outcomes      By the end of this placement, trainees        By the end of this placement, trainees will have:                                               By the end of this placement, trainees will have:
              will have:                                         1. gathered information on the record keeping systems used by the school for                    1. read the school documentation relating to the
                    1. read and understood the                       curriculum subjects                                                                             use of various assessment packages for
                         school documentation                    2. discussed issues and questions with the assessment co-ordinator                                  school improvement
                         relating to MARRA                       3. identified and tracked the progress of three 'focus' children                                2. made notes relating to the key points in the
                    2. made notes relating to the                4. employed and evaluated record keeping systems for the subjects taught                            documentation
                         key points in the                           during the placement.                                                                       3. discussed issues and questions with the
                         documentation;                                                                                                                              assessment co-ordinator
                    3. discussed issues and                 (NB In the final placement (SE3) trainees will discuss the school’s approach to writing              4. clarified and extended personal
                         questions with assessment          annual pupil reports before writing a pupil report using the schools’ reporting format.)                 understanding of issues, procedures etc.
                         co-ordinator;                                                                                                                               related to the use of the packages as part of
                    4. clarified and extended                                                                                                                        the school assessment procedures
                         personal understanding of                                                                                                               5. developed an understanding of the role of the
                         issues, procedures etc.                                                                                                                     packages in relation to use by the school, LA
                         related to assessment                                                                                                                       and OFSTED
                         across a school.
The task      Trainees will study, make notes,                   1.   Trainees find out and make notes about the recording system used by the               Trainees access assessments across the school and
              annotate and raise questions                            school and will gather evidence and formal summative records for three ‘focus’        discuss these with assessment co-ordinator, e.g.:
              regarding:                                              children, representative of the range of ability in English and mathematics in             1. National Tests – Optional and Statutory
                    1. school policy documents;                       the class, (one child from each of these ability groups: High, Average, and                2. Reporting and Analysis for Improvement
                    2. observation guidelines;                        Lower, where possible).                                                                         through School Self-evaluation - RAISE
                    3. material relating to                      2.   Trainees collect samples of work in English, and in mathematics for each of                     Online and how this feeds into the SIP
                         behaviour policies;                          the focus children. Trainees will be asked to comment, in writing, saying what             3. APP - Assessing pupils' progress, or an
                    4. material relating to marking                   each sample of work indicates the child CAN do in relation to the lesson’s                      equivalent system used in the school.
                         procedures;                                  learning objective; whether the work was independent or indicating how much                     Trainees work alongside the class teacher or
                    5. information on different                       support the child needed in order to achieve the learning objective. Trainees                   assessment co-ordinator to review target(s)
                         external assessments used                    will need to assess each sample or draw conclusions from the notes they have                    for a pupil using APP, or LA assessment
                         within the school;                           made to assist in subsequent planning for the class. This work will be added to                 packages
                    6. school data e.g. National                      each focus child’s profile in the Assessment File.                                         4. Early Years Foundation Stage Profile
                         Tests, Examples of IEPs,                3.   Trainees include evidence from observations and discussion with the class
                         IBPs                                         teacher as to each child’s ability, learning style and social skills. This evidence   Trainees find out :
              Once trainees have read necessary                       should form the basis of each child’s Pupil Profile and should be kept in the         How different assessment packages are used in the
              documentation, made notes and                           Pupil Assessment File.                                                                school
              prepared questions they meet with                  4.   Trainees will develop records using the school’s system by collecting and             What information they can provide about individual
              Assessment Co-ordinator to discuss                      annotating samples of pupils’ work relating to their achievements in Science,         children
              assessment across the school                            ICT, PE and chosen Foundation subjects. Trainees will highlight progress              How individual teachers use the information
                                                                      made.                                                                                 Trainees evaluate:
                                                                 5.   Further information should be added during the rest of the placement to give          Strengths of each of the different assessment packages
                                                                      trainees a better understanding of each of the three children, which should           Problems of each of the different assessment packages
                                                                      help inform trainees’ planning and teaching during the assessed weeks.
                                                                 6.   Trainees will reflect on the appropriateness of the systems used.                     Trainees make notes using the format provided.


                                                                                                                                                                                                          10
                                                                                                                                                                                                SE2 Handbook
MARRA TASK 1 - Understanding the school’s MARRA policy and procedures.

Checklist                    Yes   No   Target                 Notes
I have read a copy of
the assessment policy
and made notes from
reading this document


I have read a copy of
the marking policy and
made notes from
reading this document


I have discussed
assessment issues with
school-based staff, e.g.
Assessment
Coordinator
I have seen the records
of the children I will be
teaching



I know what the key
objectives are that I will
be teaching during the
placement


I know the school’s
targets for the subjects I
will be teaching and
how they relate to the
class I will be teaching
I have a plan of the
assessment strategies I
will use during the
placement


I have formats for
record keeping that I
want to evaluate during
the placement


I have discussed
whether or not there will
be opportunities for
being involved in
statutory and/or non-
statutory testing
I know how assessment
of peripatetic teaching,
e.g. music feeds into
the holistic view of the
child
(This form is available electronically on Blackboard)
                                                                                   11
                                                                         SE2 Handbook
MARRA TASK 2 - Complete the following table for each of the subjects you will be teaching
How does the class teacher
assess the children’s
learning?




How are children involved in
the assessment process?




How are other adults involved
in assessing children during
lessons?




What materials are used to
assess the children in the
specific curricular area?




How are children who require
specific intervention strategies
identified?




What information is kept?




How is the information
recorded?




(This form is available electronically on Blackboard)




                                                                                                      12
                                                                                            SE2 Handbook
MARRA TASK 3 - Using Assessment for School Improvement
Which assessment packages
are used in the school?




What information can they
provide about an individual
child?




Are they good predictors of
future achievement?




How are records passed
between schools, when pupils
leave or new pupils arrive?




Do the packages enable the
school to indicate ‘value
added’ information?




Are there some aspects of the
school’s work that are more
effective than others?




Is it possible to identify why
these areas are more
effective?




What characterises the
success of these areas?




                                                                   13
                                                         SE2 Handbook
Are some groups doing better
than others?




How do the school’s
achievements compare with
previous achievements?




How does the school’s
performance compare with
that of similar schools in its
benchmarking group and
nationally?


Are there other factors that
need to be considered that
have an effect in the
performance of the school?




What aspects of a child’s
development don’t the
packages assess?




How do individual teachers
use the information?




What are the strengths of
each of the different
assessment packages?




What are the problems of
each of the different
assessment packages?




(This form is available electronically on Blackboard)

                                                                  14
                                                        SE2 Handbook
SE2/3 English Tasks
Title                          Outcomes                    The task
Task A                         By the end of SE2              1. A i. Systematic teaching of phonics
Teaching of phonics.           trainees will have:
It is essential for trainees                                      1.Trainees arrange to observe systematic phonics being taught to include
who are in KS1 in SE2             1. observed                     demonstration of both blending and segmentation so that the children begin to
that they complete the               systematic                   see these as reversible processes.
tasks related to the                 synthetic phonics
teaching of at this                  being taught to              2.Trainees make notes and raise questions regarding the assessment of
stage. If this is not                include
                                                                  phonics.
possible for any reason              demonstration of
the trainee must alert               both blending and
                                                                  3.Trainees plan their own session in phonics (with appropriate support from
their tutor by e-mail so             segmentation so
that arrangements can be             that the children            class teacher)
made for the tasks to be             begin to see these
completed at a later date.           as reversible                4.Trainees are observed teaching the session and receive subject
                                     processes                    specific feedback (Please use school-based professional development
This task is essential for        2. been observed                record lesson observation with reference to the ‘prompts’ sheet which
any trainee who has                  teaching phonics             follows).
already had their SE1             3. received written
placement in KS1 but                 subject specific             5.Trainees incorporate the feedback from the formal observation in order to
has not fully completed              feedback on their            improve the quality of teaching and teach at least two more sessions in
the requirements                     teaching of phonics
                                                                  phonics. This lesson MUST be included in the weekly review of lessons.
related to this task              4. taught phonics on
presented here.                      at least 2 more
                                                                  6.Trainees receive written feedback on their phonics teaching of a further
                                     occasions
(trainees should provide                                          lesson in phonics and points for further action (this may be recorded in the
evidence to SBT that this                                         ‘prompts’ sheet provided)
task has been completed
on SE1 at the initial                                         2. A ii Assessment of phonics
tutorial during week 1 of
SE2)                                                              1.Trainees observe how phonics is assessed and discuss the process with the
                                                                  teacher

                                                                  2. Trainees carry out assessment with the support of an experienced teacher,
                                                                  discussing their experiences and, in particular, reflecting on the speaking and
                                                                  listening demands inherent within phonic tasks. They record the information as
                                                                  required by the class teacher.

                                                                                                                                                      15
                                                                                                                                            SE2 Handbook
Title                          Outcomes                    The task
Task B                         By the end of SE2           B Using assessment evidence to support identification of a range of pupils’ strengths
Essential task for SE2         trainees will have:         and areas for development in relation to the dimensions of word recognition and
for all trainees                                           language comprehension on the Simple View of Reading model.
Using assessment                  1. Discussed with and
evidence to support                  worked alongside      NB this task overlaps with aspects of MARRA task 1 i.e. the same 3 pupils one
identification of a range of         an experienced        HA, MA and LA will be used for both tasks.
pupils’ strengths and
                                     teacher who has
areas for development in
relation to the dimensions           modelled how s/he         1.Trainee has 3 children identified who are HA, MA and LA and who offer potential
of word recognition and              uses a variety of         for some differing needs in reading
language comprehension               data gathered to
on the Simple View of                make judgements           2.Trainee discusses evidence gathered on first child with class teacher and
Reading model.                       about a pupil’s           observes the child being taught
                                     strengths and
                                                               3. The teacher models how the evidence used informs the decision about where
                                     areas for
                                                               the pupil could be placed on the SVoR quadrants and discusses the resulting
                                     development in            implications for future teaching.
                                     relation to the
                                     dimensions of word        4. Trainee uses data on two remaining pupils including observation to provide
                                     recognition and           summary evidence to support their decision about placement on the quadrants
                                     language                  which will be recorded in proforma B which follows.
                                     comprehension.

                                  2. Have used a similar
                                     process to support
                                     identification of a
                                     range of pupils’
                                     strengths and
                                     areas for
                                     development in
                                     relation to the
                                     dimensions of word
                                     recognition and
                                     language
                                     comprehension for
                                     two further pupils.
                                                                                                                                                       16
                                                                                                                                             SE2 Handbook
Title                        Outcomes                        The task
Task C                       By the end of SE2               Obtain a copy of the school’s scheme for teaching phonics (including the teacher’s
Essential for all trainees   trainees will have:             handbook) and make comments against the core criteria presented (see proforma C
who are placed in KS1        scrutinised the school’s        which follows).
and for all trainees who     scheme for teaching
have had their SE1           phonics against the core
placement in KS1             criteria for published phonic
                             materials and have
Useful for all trainees      completed the checklist C
yet to be placed in KS1



Task D                       By the end of SE2               Observing and teaching guided reading.
Essential for all trainees   trainees will have:                    1.The trainee will observe the teaching of guided reading and discuss the
who were not able to                                                teaching before and after using the reflection sheet and prompt sheet for
observe and teach                1. observed a teacher              guidance
guided reading in SE1               who is experienced
                                    in teaching guided              2.The trainee will then teach guided reading on at least two other occasions
Desirable for all trainees
                                    reading.
in order to focus on the
assessment opportunities
                                 2. Taught guided
inherent within guided
reading and to discuss              reading on at least
different ways in which             two other
rigorous assessments                occasions
might be made within the
taught time available.




                                                                                                                                                       17
                                                                                                                                             SE2 Handbook
Checklist for English tasks SE2
For trainees who are in KS1 in SE2 it is essential that they complete tasks A and C at this stage .
Task also essential for any trainee who has already had their SE1 placement in KS1 but has not fully
completed the requirements related to this task.

If task A cannot be completed by the above groups for is not possible for any reason the trainee must alert
their tutor by e-mail so that arrangements can be made for the tasks to be completed at a later date.


Name                                                      Comments


Task Ai

Has observed the teaching of phonics to include
demonstration of both blending and segmentation so
that the children begin to see these as reversible
processes.

Discussed their understanding with teacher and
completed the reflection sheet which follows
Has taught phonics whilst being observed and has
received written subject specific feedback on their
teaching on a lesson observation form


Has taught a phonics ‘lesson’ on at least 2 more
occasions using the input from the subject specific
feedback, discussions with the teacher and their own
preparation to improve upon their practice
 – the first of these lessons should be reviewed in
the weekly review of lessons




Has received written feedback and points for further
action on their phonics teaching of a further lesson in
phonics
(recorded feedback on ‘prompts’ sheet)


Task A ii
Has observed the assessment of phonics




Has assessed phonics




Has completed the reflection sheet which follows




                                                                                                        18
                                                                                              SE2 Handbook
B Using assessment evidence to support identification       Comments
of a range of pupils’ strengths and areas for
development in relation to the dimensions of word
recognition and language comprehension.


Task B
Has carried out the task related to identifying a child’s
skills in relation to the simple view of reading model



        Trainee discussed evidence gathered on first
        pupil with class teacher and observed the child
        being taught




        The teacher modelled how the evidence used
        informed the decision about where the pupil
        could be placed on the SVoR quadrant and
        discussed the resulting implications for future
        teaching.


        Trainee used data, including observation, on
        two remaining pupils to make decisions about
        where the pupils could be placed on the SVoR
        quadrant and suggested the implications for
        future teaching.


        The summary of evidence to support
        judgements for second and third pupil has been
        recorded in proforma B which follows.




Task C
      Completed the proforma C




Task D
Trainee has observed and discussed guided reading



Trainee has taught guided reading on at least 2 other
occasions




                                                                                 19
                                                                       SE2 Handbook
Task A (i): trainee reflection on the teaching of phonics.               Date:
(Complete and append within record of professional development booklet).

Discussion with:
Age group referred to:

    1. Important points raised prior to the observation of teaching systematic synthetic phonics being
       taught




    2. Reflections on observation of the teaching of systematic synthetic phonics




    3. Key points for your own future teaching of systematic synthetic phonics



    4. Outcomes from your observed teaching of systematic synthetic phonics teaching (see record of
       professional development for lesson observation proforma).




    5. Second teaching of phonics – remember to complete a lesson evaluation for your own teaching.




    6. Points for further action from observation of a further phonics lesson (taken from summary
       observation with teacher using checklist provided if helpful)




Please consider here your own reflections based on discussions, observations and your own teaching
on the key issues within the review which extend beyond the emphasis on a prescribed approach to
systematic phonics teaching but also include the following

       how to balance phonics teaching with other aspects of teaching reading and fostering a love of
    reading;




                                                                                                       20
                                                                                             SE2 Handbook
      how significant difficulties in reading might be responded to effectively;




       the interrelationship between language development and a rich curriculum focused upon developing
    children's abilities.




                                                                                                    21
                                                                                          SE2 Handbook
TASK A: PROMPTS TO SUPPORT THE OBSERVATION OF PHONICS TEACHING.
The proforma can be used by the trainee to discuss their observation of the experienced teacher’s teaching.
It can also be used by the observing teacher to comment on trainee’s teaching.
Class                               No of children                        No of adults

Date
                                    Prompt                                Comment
Quality of teaching                     The session is clearly
                                           planned and focused on
                                           appropriate objectives


                                            The learning is introduced
                                             effectively



                                            children can all hear/ see
                                             the teaching input and the
                                             resources used



                                            prior learning is
                                             consolidated



                                            session is interactive for
                                             most of the chdn most of
                                             the time


                                            Phonemes are articulated
                                             correctly by the teacher


                                            the children articulate
                                             phonemes too


                                            the chdn are taught to
                                             blend and / segment



                                            the teaching is multi-
                                             sensory



                                            new learning is introduced




                                            additional adults are used
                                             effectively




                                                                                                       22
                                                                                             SE2 Handbook
Application of phonic knowledge                The children are given
and skills                                     opportunities to apply their phonic
                                               knowledge and skills in purposeful
                                               reading and writing activities.


                                               There is evidence of differentiation


                                               The activities planned promote:
                                                   Speaking

                                                         Listening


                                                         Reading

                                                         Writing

Assessment of phonic knowledge                 Assessment opportunities are
and skills                                     clearly referred to on the planning
                                               sheet




                                               Assessment is carried out during /
                                               after the session




Ways in which trainee could                    The trainees could improve their
improve his/her practice                       practice by focusing on:



                                               improving their own subject
                                               knowledge



                                               More detailed planning



                                               Ensuring that the teaching is more
                                               interactive and engaging



                                               Considering how and when to
                                               assess the children’s progress in
                                               more detail



Signed ...................................................................................(Literacy Co-ordinator /Class teacher/ SE tutor

(adapted from an original idea from the PNS)


                                                                                                                                   23
                                                                                                                         SE2 Handbook
TASK A: PROMPTS TO SUPPORT THE OBSERVATION OF PHONICS TEACHING.
The proforma can be used by the trainee to discuss their observation of the experienced teacher’s teaching.
It can also be used by the observing teacher to comment on trainee’s teaching.
Class                               No of children                        No of adults

Date
                                    Prompt                                Comment
Quality of teaching                     The session is clearly
                                           planned and focused on
                                           appropriate objectives


                                            The learning is introduced
                                             effectively



                                            children can all hear/ see
                                             the teaching input and the
                                             resources used



                                            prior learning is
                                             consolidated



                                            session is interactive for
                                             most of the chdn most of
                                             the time


                                            Phonemes are articulated
                                             correctly by the teacher


                                            the children articulate
                                             phonemes too


                                            the chdn are taught to
                                             blend and / segment



                                            the teaching is multi-
                                             sensory



                                            new learning is introduced




                                            additional adults are used
                                             effectively




                                                                                                       24
                                                                                             SE2 Handbook
Application of phonic knowledge                The children are given
and skills                                     opportunities to apply their phonic
                                               knowledge and skills in purposeful
                                               reading and writing activities.


                                               There is evidence of differentiation


                                               The activities planned promote:
                                                   Speaking

                                                         Listening


                                                         Reading

                                                         Writing

Assessment of phonic knowledge                 Assessment opportunities are
and skills                                     clearly referred to on the planning
                                               sheet




                                               Assessment is carried out during /
                                               after the session




Ways in which trainee could                    The trainees could improve their
improve his/her practice                       practice by focusing on:



                                               improving their own subject
                                               knowledge



                                               More detailed planning



                                               Ensuring that the teaching is more
                                               interactive and engaging



                                               Considering how and when to
                                               assess the children’s progress in
                                               more detail



Signed ...................................................................................(Literacy Co-ordinator /Class teacher/ SE tutor

(adapted from an original idea from the PNS)


                                                                                                                                   25
                                                                                                                         SE2 Handbook
Task A (ii): Trainee reflection on the assessment of phonics.                  Date:

(Complete and append within record of professional development booklet).
Discussion with:
Age group referred to:

   1. Important points raised prior to the observation of the assessment of phonics




   2. Reflections on trainee’s observation of the assessment of phonics - refer to prior discussion and
      some areas of the check list.




      How does the assessment impact on what the child will then learn?




   3. Key points for your own assessment of phonics




                                                                                                      26
                                                                                            SE2 Handbook
Refection sheet task B

Using assessment evidence to support identification of a range of pupils’ strengths and areas for
development in relation to the dimensions of word recognition and language comprehension.

Task B
First pupil – using teacher’s evidence

Summary of evidence presented for position on the quadrant.


Language comprehension




Word recognition




                                                                                                        27
                                                                                              SE2 Handbook
Second pupil




Summary of evidence presented for position on the quadrant.


Language comprehension




Word recognition




                                                                        28
                                                              SE2 Handbook
Third pupil




Summary of evidence presented for position on the quadrant.


Language comprehension




Word recognition




                                                                        29
                                                              SE2 Handbook
Task C Resources for teaching phonics

Trainees will interrogate programmes for teaching systematic synthetic phonics using this checklist in order
to draw out how they meet the key features of effective phonics provision.

Name of programme:

Key aspect                            Note how defined in the         Specific teaching methods/
                                      programme                       approaches
Is it clear that it uses phonics as
the prime approach to word
recognition



Are grapheme-phoneme
correspondences taught in a
clearly defined, incremental
sequence?


Does it teach the skill of
blending phonemes from the
outset in order, all through a
word, to decode (read) it?


Does it teach the skill of
segmenting words into their
constituent phonemes to
encode (spell) from the outset?


Does it demonstrate that
blending and segmenting are
reversible processes?



Other specific features of the
programme, including:
Discrete, daily sessions
progressing from simple to
more complex phonic
knowledge and skills, and
including learning new learning
every day

Use a multi-sensory approach
so that children learn variously
from simultaneous visual,
auditory and kinaesthetic
activates
Ensure that, as early as
possible , children have
opportunities to read texts (and
spell words) that are within the
reach of their phonic knowledge
and skills

Reproduced from PNS Literacy Systematic synthetic phonics – Trainees’ Subject Knowledge for Teaching
Portfolio


                                                                                                        30
                                                                                              SE2 Handbook
Task D: trainee reflection on the teaching of guided reading.    Date:
(Complete and append within record of professional development booklet).
Discussion with:
Age group referred to:

Important points raised prior to the observation of guided reading:




Reflections on observation of the teaching of guided reading (refer to prior discussion and some areas of
the prompt sheet):




Key points for your own teaching of guided reading:




Reflections on observation of the assessment opportunities inherent within guided reading (refer to prior
discussion and some areas of the check list):




Key points for your own assessment within guided reading:




                                                                                                       31
                                                                                             SE2 Handbook
Task D Prompt sheet for observing guided reading - discuss with the teacher before and after the
observation
   Is the guided reading group well
   matched by need or ability?




   Are the objectives appropriate and
   clear?




   Do the children understand the purpose
   of the session?




   Is there a clear structure to the session
   which includes an introduction to the
   text, and independent reading, followed
   by discussion?




   Does the teacher support the children,
   for example through key questions,
   constructive comments, teaching at the
   point of reading?




   Does the teacher judge well when to
   intervene and when to allow the
   children to apply previously taught
   strategies?




                                                                                                32
                                                                                      SE2 Handbook
Does the teacher expect children to
blend words themselves when reading?




Is attention drawn to any key features of
the text type being studied, e.g. tense;
key vocabulary?




Does the session feature both word
recognition and comprehension




Is there evidence of new learning, not
just consolidation?




Is there evidence of appropriate
differentiation at the point of teaching?




Does the session achieve the
established purpose?




                                                      33
                                            SE2 Handbook
The School Placement Files
Trainees will keep 3 files for the entire placement:

    1. School Placement File, which is their daily working document.
    2. Assessment File, this contains assessment information and evidence in relation to the children they are
       working with.
    3. Resources File, containing copies of the resources and materials used with children.

The files are professional working documents kept by the trainee and must be accessible to all parties concerned with
the placement - teachers, Training Co-ordinator, School–Based Tutor, Head Teacher, University School Experience
Tutor, External Moderators and the External Examiner.

               Failure to keep adequate placement files may lead to a trainee failing a placement.

Although the presentation of the files will be important, it is the content, i.e. the detail and appropriateness of the
material that will be assessed. The files provide an evidence base for assessing the trainee’s planning, management
and organisation and other professional requirements.
Information given to the trainee about the nature and the content of the files:
         The trainee must establish their files before the start of the placement and ALWAYS have it available for
             scrutiny.
         The files are a working document; they may contain, for example, annotations, post-it notes and additional
             material.
         The files should be well organised and divided into sections.

Content of the Files
The School Placement File is a working document and therefore it is appropriate that the trainee, teachers and
University School Experience Tutor offers annotated comments on the content.

The following pages provide a table indicating what the School Placement File and Assessment File should contain,
however it is also useful to note that these files should not contain:
          multiple copies of resources;
          bulky information about the school e.g. school prospectus;
          photocopied material, except examples to support lessons;
          unnecessary material that ‘bulks’ the file out and suggests ‘quantity that is not necessarily quality!’

The School Placement File contains the following:

Title Page                                          trainee’s name;
                                                    school contact details;
                                                    name of class teacher (School Based Tutor);
                                                    name of Training Co-ordinator;
                                                    class name and year group.
Contents Page                                    The order of the file.
Key Information about the school and the          size, groupings;
class                                             children with SEN and EAL home language(s) and L1 Literacy.
                                                     (See D&E diary appendix A for example)
                                                  support staff, adults other than teachers
                                                  timetable.
Medium term planning                             The school’s medium term plans, indicating what the trainee will be
                                                 responsible for teaching during a sequence of lessons.
Daily planning and formative assessment          Detailed weekly and daily lesson plans, incorporating opportunities for
                                                 formative assessment and future planned intervention.
The School-Based Professional                    (The yellow booklet)
Development Record

The trainee is responsible for ensuring that all planning is approved.




                                                                                                                    34
                                                                                                          SE2 Handbook
Pupil Assessment

The trainee should create a separate file or folder for record keeping and assessment of children’s achievement and
target setting. The Pupil Assessment File provides an evidence base for assessing the trainee’s M.A.R.R.A.
(monitoring, assessment, recording, reporting and accountability) and other professional requirements.
This must be in school each working day. It may contain sensitive or confidential information; the class teacher might
need to remind the trainee not to leave it lying around.

Assessment should not be separate to teaching and learning but an integral part of the process and therefore the
results of assessment should appear in lesson planning.

The Pupil Assessment File contains the following:
Title Page                                  trainee’s name;
                                            school contact details;
                                            name of class teacher (School Based Tutor);
                                            name of Training Co-ordinator;
                                            class name and year group.
Contents Page                              The order of the file.
Assessment Information                     Overview of Assessment in the school
                                           Examples of recording, tracking and reporting systems already used in
Statistical evidence generated and used in the school and how these are relevant to the host class (teacher
school.                                    assessment, baseline assessment, Early Years Foundation Stage
                                           Profiles, SATs and comparative data are used within the school)
Grouping of children                       Grouping systems used in the class and the rationale as to how the
                                           groups have been established and any differentiation and access in
                                           teaching and learning for individual or groups of pupils (support for gifted
                                           and talented, SEN, external agency support, support from TA)
Existing records                           Key issues from existing records of the children e.g. those with IEPs,
                                           specific issues such as health problems, behavioural difficulties.
Examples of class teacher’s recording and Examples of existing class records for different subject areas indicating
tracking systems                           achievement and progression (daily/weekly observation / assessments,
                                           reading records, spelling test results, guided reading records etc) and
                                           linked to learning outcomes of lessons and evaluations of lessons
Trainee’s records and examples of pupils’  Examples of trainee’s personal record keeping / tracking systems.
work.                                      Pupil profiles containing marked, analysed and annotated pieces of
                                           pupils’ work / written observations showing what the child CAN do in
                                           relation to the learning objective(s) and where possible identifying next
                                           steps for planning
Copy / examples of reporting system to     Trainees should collect an example of how a school reports to parents
parents.                                   (where this is not possible it would be helpful if the class teacher could
                                           discuss the layout and content of a report with the trainee – the trainee
                                           should include notes on this discussion in their file)
MARRA directed task information            Notes from completed MARRA tasks




                                                                                                                  35
                                                                                                        SE2 Handbook
The Resource File
The trainee should create a separate file for keeping copies of all resources used. This will be a useful document in
the future but will also give an insight into the standard of the resources that are used with children.
This file should contain the following:

Title Page                                       trainee’s name;
                                                 school contact details;
                                                 name of class teacher (School Based Tutor);
                                                 name of Training Co-ordinator;
                                                 class name and year group.
Contents Page                                  The order of the file.
Subject Areas                                  Resources used to support each area, annotated with objective and date.
Displays                                       Photographs of resources used in displays


Record of Professional Development
Trainees are required to collect evidence of achieving QTS standards while on placement. Much of this evidence will
be collected through a trainee’s planning and teaching. Occasionally, however, a trainee will collect evidence in other
ways; e.g. through class outings, attending staff meetings, taking part in after school clubs etc. It is the trainees’
responsibility to record and date this evidence; identifying the appropriate QTS standards and asking the class
teacher/Training Co-ordinator to sign, to validate the appropriateness of the evidence. This can then be used to as
evidence of for the recommendation for QTS.

Daily Lesson Planning
The lesson planning proforma ensures that all relevant information needed for an effective lesson is considered.
 Lesson Planning embraces key teaching skills for trainees. Lesson plans provide essential (but not exclusive)
    evidence about a trainee’s capabilities in planning and other vital aspects of teaching.
   The trainee must offer a lesson plan for all activities / lessons that he or she is to teach.
   Lesson plans should always be available for inspection by the class teacher, school-based tutor and other relevant
    people and should be photocopied for any additional person observing the lesson.
   Each plan should be constructed so that it effectively communicates the scope, quality and relevance of the
    session. Lesson plans need to be updated with the formative assessment section completed following the lesson.

                                          Planning and preparation checklist

        Do you know exactly what you want pupils to learn in each part of the lesson/activity?
        Does your planning show what and how learning will be assessed?
        Have you thought about how you will make sure pupils know and understand the learning objectives?
        Have you considered the kind of questions the pupils may ask and the misunderstandings they may
         have?
        Have you thought about the key vocabulary/information you need to teach and the key questions you
         need to ask?
        Have you thought about key points you need to make?
        Do you know what the pupils will DO in each part of the lesson/activity?
        Do you know how you will manage transitions between sections of the lesson?
        Do you know how you will make the success criteria clear to the pupils, if appropriate?
        Have you thought about where and with whom the pupils will work?
        Have you checked the resources/ICT needed to support your teaching?
        Have you thought about how you will ensure that all pupils are involved?
        Have you considered how you will support learning (less able) or extend learning (more able)?
        Have you thought what your role will be during each part of the lesson/activity?
        Do you know how you will use any adult support?
        Do you know how you will make your expectations clear to the pupils?
        Do you have strategies planned to both consolidate and extend learning?
        Do you have strategies planned to introduce new learning?

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Activity/Lesson Plan Subject:                                              Year Group:    Date:                           Lesson number in sequence
Analysis of learning needs, based upon assessment of prior lesson(s)




Rationale (What are the short- and long-term reasons for learning this?)


Key Question (in child speak)


Learning Objectives (Make reference to NC, PNS where appropriate)


Success Criteria


Assessment strategies to show what and how learning will be assessed


Are there any specific Health and Safety issues?
   Lesson
                                                                                                         Organisation/Managing Pupils &
Structure and                            Activity (including Key Language & Questions):                                                               Resources
                                                                                                  Adults/Transition for each phase of the lesson
   Timings




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                                                                                                                                                                  SE2 Handbook
                                                                               Formative Assessment
To what extent were the learning objectives met? How do you know?




Were any of the learning objectives not met? Why?




What other learning took place?




How will the learning outcomes of this lesson inform the teaching and learning of the next lesson?




Children exceeding objectives:                                                               Children not meeting objectives:




Aspects of practice you are aiming to improve during this lesson (including standards)        Evidence of improvement made/future targets to discuss at review meeting.
To be completed before the lesson




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                                                                                                                                                                          SE2/3 Handbook
Reflections on Teaching and Weekly Review of Progress
Trainees should evaluate every taught lesson / part lesson by annotating their plans and outlining points for
future action for their teaching and the children’s learning.

Trainees should complete weekly evaluations focusing on a subject area or an aspect of teaching e.g.
assessment, inclusion, behaviour etc. identifying and reflecting on their own learning. This should be written
analytically and be an evaluative reflection of the teaching week. This evaluation should not be a description
of lessons / activities taught during the week. A format to help structure and record evaluations is available in
the School-based Professional Development Record. Please read the information below.

Reflections and evaluations are:
     Expected to highlight pointers for future action and to make clearly evident contributions to relevant
        future plans, where appropriate.
     Expected to focus upon outcomes of previously proposed strategies, where appropriate.

An evaluation should always involve analysis of an aspect of the teaching situation. This could relate to a
number of things such as:
     personal professional targets set by the trainee and or class teacher / school based mentor;
     the approach to, and development of, personalised training;
     pupils’ learning and their work;
     relationships;
     achievement of learning outcomes;
     organisation and management of the whole lesson;
     organisation and management of a particular phase within the lesson;
     use and effectiveness of resources;
     use of teaching methods;
     discipline and control of class or groups;
     management of or behaviour of individual pupils;
     aspects of delivery, such as pace of lesson;
     aspects of the lesson, such as the appropriateness of the content and its match with the pupils’
       needs;
     introductions and conclusions to teaching episodes;
     work with teachers and in teams;
     work and relationships with other adults in the classroom / in the school;
     use of questioning, explaining, discussion, instruction;
     awareness and use of the learning environment;
     the use of time - the trainee’s and the pupils’.

The evaluations that are included in the teaching file are:
    expected to eventually help the trainee do justice to herself/himself and to the associated thinking;
    not expected to cover every aspect of every lesson every day;
    expected to be specific rather than general;
    expected to include analysis of positive issues as well as negative issues;
    expected to refer back to previous evaluations in that, for example, they are relevant for
       demonstrating progression;
    not expected to include value judgements or blame of pupils for shortcomings;
    expected to draw on a number of sources of evidence - on observations, on pupils’ work, on teacher
       / tutor / child comments etc. and, importantly, the trainee’s own professional sense and judgement;
    expected to focus on issues that are significant to the training.




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                                                                                               SE2/3 Handbook
Assessing and Grading Trainees
The Grading System
The Partnership has adopted the OFSTED characteristics for grading trainees.

        Grade 1          Potential to be outstanding
        Grade 2          Exceeding the Standards
        Grade 3          Meeting the Standards
        Grade 4          Not meeting the Standards

Assessing trainees and collecting evidence of achievement
Trainees must be observed on a regular basis according to the ‘Partnership Agreement’ for this placement.
     All observations must be recorded and an observation sheet completed and grades given for each
       assessed observation. This provides part of the evidence base for the award of QTS. It also
       provides a vital source of information for those trainees in difficulty and in the event of an appeal.


Who should carry out assessed observations?
An assessed observation can be carried out by any teaching member of staff, for example:
     Training Co-ordinator
     School based tutor
     Head teacher
     Subject leader (e.g. literacy leader)
     Lead teacher (e.g. for science)
     University Link Tutor

During the final part of SE3 (after half term) trainees are to be observed teaching by the leaders of one core
subject
        Literacy OR
        Numeracy OR
        Science
         AND
        a foundation subject leader
And given subject specific feedback

How long should the observation be?
An assessed observation can vary in length, in some instances the trainee might be observed for:
     a whole session, for example, if the teacher wants to observe how well the trainee manages to
       sustain a lesson, classroom management and the flow of a lesson;
     the introduction – here the teacher might observe how the trainee introduces a lesson or manages
       the first part, of for example, the National Literacy Hour;
     the final part of a lesson, where the teacher and trainee negotiate to observe the plenary session,
       management of change-over to another lesson or, for example, a play-time;
     independent and group task – observation of trainee working with specific group or individual.

This means that an observation can vary from over an hour to just 10 minutes; it also means that the teacher
might observe different parts of the same session.

Negotiating and preparing for an observation
Assessed and non-assessed observations should always be negotiated between the member of staff
concerned and the trainee. The trainee should always know when he or she is to be assessed and the
trainee must provide the relevant support documentation, such as lesson plans, groupings, and resources for
the person observing to read through before or at the beginning of the session to be observed.
The focus of the observation should be discussed and whatever is chosen should relate to the trainee’s
personal targets as well as the standards for QTS. It is important that during the weekly observation the
same standards are not the main focus for every observation unless the trainee persists with a specific
difficulty.

Debriefing
This is undoubtedly the most important part of an observation session, since it is here that the teacher and
trainee make sense of what happened in the lesson. For this reason time must be set aside so that the
person observing and the trainee to discuss, without interruption the outcomes of the observation.
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                                                                                              SE2/3 Handbook
It can be very useful for the person observing to begin the debriefing by asking the trainee what he or she
thought of the session (or part of session) to begin with and then focus on the specific targets under review.

The trainee and the teacher can then share their thoughts and ‘deconstruct’ the session, looking at points
from the observations, analysing ‘What happened? ‘Why?’ and strategies for the future.
Before concluding the de-briefing there should be discussion about the following:
     whether the trainee has met his or her targets for the lesson, including or personal professional
        development;
     areas of strength to take forward;
     key issues for development in future lessons;
     specific targets for the next lesson in the sequence;
     generic targets relating to teaching and learning in general;
     grading should recognise that movement within the grades can occur throughout the placement.




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                                                                                              SE2/3 Handbook
Tutorial Guidelines
At each tutorial of the placement it is important the trainees’ specific needs are addressed. The following
pointers are intended to support school-based tutors working with trainees in their classes. We ask that
tutorials during the Assessed Placement Weeks include a focus on the following topics:
         Classroom management and organisation in the host class;
         General Aspects of Planning;
         Literacy and Numeracy Planning
         Assessment in the Host Class
         Planning, teaching and assessing foundation subjects;

These are simply pointers – you may well have many other things you wish to prioritise for discussion during
tutorial time. It is important, however, that all trainees finish their placement having had the opportunity to
explore the areas indicated above. This will place them in a strong position to build upon this experience
prior in the final placement.

Classroom management and organisation in the host class.
Trainees have some understanding, regarding the resources and guidance available to teachers to assist
them in planning for the children they teach and managing the classroom. During this first tutorial it would be
extremely helpful if the following aspects were explained:
•       How is the classroom’s physical teaching space organised for learning?
•       How are high expectations for behaviour communicated?
•       What strategies are used to promote good behaviour?
•       What strategies are used to promote self control and independence?
General Aspects of Planning
•       What do the class medium-term plans look like? Where do they come from?
•       Which resources / schemes / guidance are used in developing medium term plans?
•       How are cross curricular links made between different subjects and what do these look like on the
plans?
•       Using science as an example how do medium term plans develop into individual lesson plans?
•       With reference to the planning pro-forma which the trainees are asked to use in their lesson plans
can you assist the trainee in completing one of these for a single science lesson.
•       How does planning differentiate for core and non-core subjects?

Literacy and Numeracy Planning
At this stage in their course trainees have experience of the Primary National Strategy for literacy and
numeracy. It will be extremely helpful for them to experience the process undertaken to plan literacy and
numeracy lessons. In particular please help the trainees understand the following:
•        To what extent do you, in your class, adhere to the teaching programme outlined in the strategies?
•        How are medium term objectives for literacy and numeracy arrived at?
•        Are there any specific resources/schemes/guidance used in developing medium term literacy and
numeracy plans?
•        How do medium term plans for literacy and numeracy translate into individual lesson plans?
•        Your own plans for individual lessons may not be as detailed as those required of trainees. Using the
information you have for a recent literacy lesson and a recent numeracy lesson please assist the trainee in
completing two of the forms they are required to use.

Assessment in the Host Class
Trainees will have some experience of assessing children. This placement re-introduces them to the idea of
analysing children’s work to establish what it suggests the child is able to do and what would be appropriate
for the child to learn next. This tutorial could very usefully focus on the various ways in which you assess
and record the children’s progress. In particular it would be useful to discuss:
•        How you decide which children are to be assessed and when
•        How you vary the ways in which you assess
•        How you arrive at criteria for success, if appropriate
•        How you record the outcome of your assessments
•        How you ensure that assessment evidence feeds into subsequent planning for the children’s
learning

Planning, teaching and assessing foundation subjects;
The class teacher and trainees should decide on the priority for this final session. The above heading is a
suggestion of an aspect which may benefit from further exploration during the tutorial.


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                                                                                              SE2/3 Handbook
 Cause for Concern Form
Trainee’s Name:                                   School /Setting and year group:


Trainee’s year group / week of placement:
Persons Present:


Date:
Summary of targets to be achieved (from lesson observations /              Targets met fully, in part, not at all.
previous plan) dated:                                                      1.
1.                                                                         ………………….………
                                                                           2.
2.                                                                         ………………………….
                                                                           3.
3.                                                                         ………………………….
                                                                           4.
4.
New targets and agreed support (Indicate the Standards):                                Time scale:
1.



What specific actions will you take next week in order to address these targets?

2.




What specific actions will you take next week in order to address these targets?

3.



What specific actions will you take next week in order to address these targets?

4.



What specific actions will you take next week in order to address these targets?

Signed:
(Trainee)
(School-based Tutor)
(School Experience Tutor)
Please note that the completion of a Trainee Support Form is not, in itself, an indication of likely failure. This
form is a statement of what targets the trainee needs to achieve, the timescale and support to be given in order
to ensure the trainee makes satisfactory progress.
If, however, a school / School Experience Tutor feels it appropriate to complete more than one form for a
trainee on a single placement, the Partnership Co-ordinator must be informed and the trainee should be aware
that this is a cause for concern and may possibly result in failure.
School Experience Tutors please ensure copies of this form are kept by you, the trainee and the school. Please
return one copy to the Partnership Officer. (Copies will be kept in the trainee’s personal file and sent to the
Programme Leader and Personal Tutor.)




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                                                                                                SE2/3 Handbook
Checklist for School-based Tutors (teachers) and Trainees
School-based tutors have requested a checklist to assist with placement tasks and duties. We hope the one
below is useful.
General                                                                                                   
Trainee provided with supportive information required for taking over the teaching of the class
Trainee offered experience of the corporate life of the school: clubs, social aspect with staff, out of
school activities, development days, marking, organising visits/clubs, staff meetings, the staff room
Trainee provided with school based training which helps to prepare them for their NQT year –
length of the school day, insight into school systems, issues relating to joining a new school
Trainee allowed, under supervision to carry out such tasks as collecting money for school lunches,
trips and marking the register
Trainee allowed to meet parents and develop a working relationship with parents where parents
see the trainee as another teacher working in the class
Trainee provided with opportunities to liaise with and observe subject leaders where possible, in
either core or foundation subjects
Trainee has developed a training plan with the School Based Tutor based on the trainees’ action
plans, RoPD and SE1 placement report targets
Trainee should keep a well-organised and complete planning file, assessment file and resources
file. These should be brought along to weekly reviews and discussed with the school-based tutor.
SE2 only
Trainee provided with guided tour of the school at the start of the placement
Trainee carries out and is supported with completion of their MARRA tasks
Trainee allowed to observe school-based mentor teaching a range of curriculum areas
Trainee provided with medium term plans and supported with their weekly and daily planning in
weeks 1, 2, 3 and 4 of the placement
On preparation day 1:
      trainees given information about the school, staff roles, policies, assessment
         documentation and records
      trainees given planning information needed for their teaching of curriculum over next four
         weeks
      trainees given information needed to plan and teach a small-group activity on preparation
         day 2
      school-based mentor and trainee arrange when trainee can observe PE during the first
         week
      school-based mentor and trainee negotiate the teaching timetable for the next four weeks
On preparation day 2:
     school-based mentor allowed trainee to carry out a classroom management task
     trainees and school-based mentors to make arrangements for trainee to teach literacy
        and/or numeracy lessons on 10th, 11th and 12th March
     school-based mentor and trainee discussed curriculum planning for next four weeks
     trainee carried out their teaching of small-group
Carry out a weekly tutorial at the end of each of the four weeks (School-Based Professional
Development Record and RoPD) where progress in trainee’s planning, teaching and assessment
are discussed and targets are reviewed
School-based tutor and trainee ensure trainee has had experience of teaching literacy, numeracy,
science, ICT, PE and some other foundation subjects by the end of the four weeks
Trainee to review one lesson per week in depth (School-Based Professional Development Record)
as well as evaluating every lesson taught
School-based mentor to formally observe trainee teaching once in weeks 2, 3 and 4
School-based mentor to write SE2 Interim report at the end of week 2 and final report at the end of
week 4
During SE2 and SE3 if the School Based Tutor (SBT) or Training Co-ordinator is concerned that a trainee
is failing to meet the standards required, they must alert the university immediately, Tel: 0191 222
6382).



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                                                                                                SE2/3 Handbook
Contact details for staff based at Newcastle University:

Primary PGCE Administrator (placement payments)
Deborah Elliott 0191 2226382 – deborah.elliott@ncl.ac.uk


University School Experience Tutors, Cluster Group Leaders
Gateshead West Cluster Group - Anthony Blake – 0191 2226565 - anthony.blake@ncl.ac.uk
North Tyneside Cluster Group - Fred Clark - 0191 2226382 - f.clark@ncl.ac.uk
Durham Cluster Group - Gail Edwards – 0191 2226591 - gail.edwards@ncl.ac.uk
Sunderland and South Tyneside Cluster Group - Sue Foggon (Partnership Officer) –
01914879168, 07975608328 –s.e.foggon@ncl.ac.uk
Northumberland West and Tyne Valley Cluster Group - Hanneke Jones – 0191 2225460 –
h.jones@ncl.ac.uk
Newcastle Cluster Group - Maria Mroz – 0191 2226585- m.a.mroz@ncl.ac.uk
Northumberland North and East Cluster Group - Marion Murray - murray614@btinternet.com
Gateshead East Cluster Group Heather Smith – 0191 6820 – h.smith@ncl.ac.uk




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                                                                               SE2/3 Handbook

				
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