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Brunel University LondonDepartment of Education

Initial Teacher Education

General Professional Education

ED5617 PrimaryED55019/20/21 Secondary

Professional Learning Activities Handbook2016-17

Professional Learning Activities Handbook 2016-17 1

Professional Learning Activities: Guidance

In recent years there have been increasing expectations on schools involved in Initial Teacher Education to

take more of a lead role in providing professional learning activities for Student Teachers during school

based work. Within the Brunel Partnership, school colleagues have developed many innovative and

effective methods of helping Student Teachers meet and provide evidence for the Teachers’ Standards.

These may be set and undertaken as part of university taught sessions or set and undertaken within school

placements. Each Student Teacher should file their Professional Learning Activities (PLA) and these should

be divided into 2 sections- section 1, GPE PLAs and section 2, Subject PLAs. This handbook is concerned

with GPE PLAs only and guidance for subject PLAs will be given within the relevant subject modules. All

PLAs should be written up in a relevant and appropriate format, the Standards reference(s) noted at the top

and filed as above. The PLAs can also be accessed via BBL and via the Partnership pages of the Brunel

website.

PLAs are to be used for the following:

1. As a focus for enquiry based learning prior to a GPE session. This type of PLA may be used again if

identified by the Student Teacher and Mentor as being able to support the target setting process.

2. To help Mentors devise a Professional Learning programme for their Students Teachers based on the

Teachers’ Standards with particular reference to targets identified within their action plan.

3. To enable the Student Teacher to gather evidence of progress in a particular Teachers’ Standard area

as part of a Best Evidence Record to support the Profile (Secondary students only)

Reference is to be made in the WPLR when the mentor and Student Teacher have worked collaboratively

on selected PLAs. Further guidance on this can be found in the School Experience Guidance. It is the

responsibility of the Student Teachers to keep the evidence of these PLAs together with Mentor

comments/signatures in the relevant section of their file.


GPE PLAs: (These must be carried out prior to each GPE session)Autumn Term ED5617/ED55019

Session DateUniversity

Week Focus PLA1 5.9.16 51 Professionalism, Values and

EthicsPLA 1: Professionalism

2 6.9.16 51 Safeguarding and E-safety PLA 2: Safeguarding, Child Protection and E-Safety

3 12.9.16 52 Child and young people’s development

PLA 3: The developing child

4 19.9.16 0 Theories of learning and teachingEquality, Difference, and Diversity

PLA 4: Equality, difference and diversity

5 26.9.16 1 Curriculum and National Curriculum; historical and current contexts of education.

PLA 5: Curriculum and National Curriculum – the historical and current contexts of education

6 26.9.16 1 Block preparation (Part 1) N/A

7 3.10.16 2 Principles of Planning, teaching and assessment

Block preparation (Part 2)

Alternative Setting input

PLA 6: Understanding effective medium and short term planning

8 10.10.16 3 Supporting learning and behaviour management 1

PLA 7: Supporting Learning and Behaviour Management

9 17.10.16 4 SEND and SEBD PLA 8a: SEND and SEBDPLA 8b: Use of support assistants with S.E.N.D. pupils

10 17.10.16 4 Supporting pupils with EAL

Supporting and challenging able pupils

PLA 9: English as an Additional Language (EAL)

PLA 10: Supporting more able pupils

11 24.10.16 5 Assessment PLA 11: Assessment


GPE PLAs: (to be carried out prior to each GPE session)Spring Term ED5617/ED55020

Session DateUniversity

Week Focus PLA12 9.1.17 16 Applying for first posts N/A

13 16.1.17 17 Pupil progress and data PLA 12: Pupil progress and data analysis

14 16.1.17 17 Block preparation (Part 3) N/A

15 23.1.17 18 Supporting learning and behaviour management 2

PLA 13: Supporting Learning and Behaviour Management – Behaviour Policies

16 30.1.17 19 Pupil Premium,

Homophobia and bullyingPLA 14: Pupil Premium

17 6.2.17 20 Safeguarding 2 (Prevent Agenda)

PLA 15: Safeguarding 2 PREVENT

18 30.5.17 36 Professional Learning, Transition and Induction

N/A

19 12.6.17 38 Leadership pathways and NQT

N/A

NB At the end of this document you will find a lesson observation sheet that can be used in conjunction with several of the PLAs


PLA 1 : Professionalism Teachers’ Standards Reference(s):

Activity 1

Carry out a lesson observation, either in school or using a suitable video clip. Focus on the ways in which the teacher’s behaviour demonstrates their professionalism. If possible discuss your observations with the teacher you have observed at a convenient time afterwards. Write a reflective paragraph of around 250 words, describing the ways in which the teacher shows their professional values in their conduct.

Prompt questions:o How would you describe teacher/pupil relationships and interactions? How do these change

during the course of the lesson?o How does the teacher’s management of the learning demonstrate their professionalism?o In what ways does the teacher’s management of resources demonstrate their professional

knowledge, based on prior experience and formal learning?o Are there things which the teacher actively refrains from doing which indicates their

professionalism?

Activity 2

Write an autobiographical account about your ‘journey’ into teacher education on one side of A4. Upload to Blackboard Learn into your folder.

Activity 3

Take any opportunities which arise to talk to teachers in the schools about their ‘bio-pedagogies’ i.e. how their personhood informs their pedagogy. Be diplomatic and sensitive in doing so.

Write a reflection of around 300 words on how the people you talk to have formulated their ideas about teaching and teachers.

Activity 4

Ask family, friends, acquaintances about whether they view teachers as professionals and what has informed their views and perspectives. Reflect upon the diversity of views you have encountered and the extent to which these may be held by the wider public.

Activity 5

Access literary or media representations of teachers, for instance from television series or newspaper articles. Select some contrasting representations of teachers and consider the different views of (un) professionalism in teachers represented in them. Do these ideas fit into the typology set out in the PLA on Professionalism (1)?

PLA 2: Safeguarding, Child Protection and E-Safety

Teachers’ Standards Reference(s):


Guidance notesSchool-based may be done on intermittent visits OR during block experience by primary and secondary students. School-related are additional tasks and activities which do not have to be completed in the school context but are related to school policy and practice.

The aims of the Safeguarding, Child Protection and E-Safety’ General Professional Education sessions and PLAs are to: 1. Develop an awareness of Safeguarding and Child Protection policies 2. Explore the concepts of Safeguarding, Child Protection, E-Safety within the school context 3. Understand the role of a student teacher in Safeguarding, Child Protection and E-Safety.

Through your activities you will need to answer the following key questions:1. What is the definition of Safeguarding?2. What is the difference between Safeguarding and Child Protection, if any?3. According to the statutory requirements related to Safeguarding and Child Protection:

What is the role of the school or college? What is the role of school and college staff? What should school and college staff should look out for?

School-related Tasks and Activities

Directed reading tasks include:1. DfE, (2014). Keeping children safe in education: Statutory guidance for schools and colleges. April 2014.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/350747/Keeping_children_safe_in_education.pdf

2. DfE (2014). Keeping children safe in education: Information for all school and college staff. April 2014.https://www.google.co.uk/url?url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300319/KCSIE_FINAL_8PG.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=TcgWVMn9BZXcavLFgpgF&ved=0CCUQFjAD&usg=AFQjCNG8Qw7Rhv_sKxXosb29MfufY5oz6A

3. Explore the information available on the NSPCC websitehttp://www.nspcc.org.uk/

School-related/School-based tasksVisit/meet with a Child protection officers/Safeguarding staff in a school context and/or Local Authority and/or local NSPCC office. (Period of 2 hours max – am/pm):

Talk to the Safeguarding lead at School/LA/NSPCC office What does their role entail? What other agencies/ professionals does your safeguarding lead work with?

If within a school context, explore the school policy documents and any other documents related to Safeguarding and Child protection.

How are the statutory requirements/policies embedded in these documents? What other strategies are used by the school, or if any other processes are adopted?

Are there any hurdles or issues in implementing these policies in the school context? What are the key issues faced within the local school settings?

Is there any key advice for you as a student teacher?

E-Safety School-related tasks

It is now recognised that that e-safety risks are posed more by behaviours and values than the technology itself. Adults working in this area must therefore ensure that they establish safe and responsible online behaviours. This means working to local and national guidelines on acceptable user policies.

Read (www.becta.org.uk/publications/aupsincontext )

E-Safety School-based task


http://www.becta.org.uk/publications/aupsincontext

http://www.nspcc.org.uk/

https://www.google.co.uk/url?url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300319/KCSIE_FINAL_8PG.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=TcgWVMn9BZXcavLFgpgF&ved=0CCUQFjAD&usg=AFQjCNG8Qw7Rhv_sKxXosb29MfufY5oz6A





AUPs in Context: Establishing safe and responsible online behaviours

This means that schools/services should:Have in place an Acceptable Use Policy (AUP)Continually self-review e-safety policies in the light of new and emerging technologies

Within the school context explore documents related to E-Safety (if there are separate ones in the school). If there is only one Safeguarding policy document- then identify points related to E-Safety. Note and consider the E-Safety guidance given to staff. Lastly, ask the Safeguarding lead if there is any further advice, especially for a student teacher

related to E-Safety?

PLA 3: The developing child Teachers’ Standards Reference(s):


Imagine that you will be working with this child (Please select an age of a child between Key Stage 1 and Key Stage 4), who is physically and emotionally healthy.

From your knowledge of child development, what would you expect that child to be doing? (Physically,

socially, emotionally, linguistically, cognitively, mathematically – anything that you can think of!)

And what would they not be able to do?

If you can relate any point to the work of a theorist that you have studied/ read about, please note that.

Record your thoughts, bring them to the session and file them in your Professional Learning Activity file.

PLA 4: Equality and Diversity Teachers’ Standards Reference(s):


1. Find out the meaning of the following terms:a. Social stratificationb. Inequalityc. Oppressiond. Intersectionalitye. Discrimination

2. Look at the Equality Act 2010 http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf

What are protected characteristics under the Equality Act 2010?

School-related tasks (to be completed prior to the relevant GPE session):PLA 1 – ‘Your school’s context’: Research your FSE school or the school you went to, to identify its age,

catchment and recent history

PLA 2 – ‘Getting to grips with the National Curriculum’

a) For each of the following, focus on your relevant subject (secondary) or phase (primary)

i. Research the core aims of the relevant subject/phase of the national curriculum

ii. Identify any common themes across the subject/phase

iii. Research the assessment approaches, including any statutory arrangements

School-based tasks (to be completed after the relevant GPE session):PLA 1 – ‘Becoming an academy?’

All schools were set to become academies before a recent change in government policy. Find out whether

your school is an academy and talk to colleagues within your school to explore their rationale for and/or Professional Learning Activities Handbook 2016-17 9

http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf

against converting to academy status.


PLA 6: Understanding effective medium and short term planning


School-based tasksTask A: Preparing for planning in the medium term (compulsory for all PGCE Primary and Secondary

student in preparation for block school experience)

1. Obtain a copy of a scheme of work for a particular Key Stage (KS) in your placement school.

Discuss with your mentor or a member of the department/KS using this scheme the following

questions:

o How does the scheme of work map to meet the requirements of the National Curriculum

or an examination board syllabus and mark scheme?

o How does the scheme of work build on prior learning and connect to intended future

learning in terms of continuity and progression?

o What assessment strategies and mechanisms are associated to this scheme of work to

track pupil progress over time? How are these recorded? How are the outcomes of this

assessment process used to inform future planning for that group of pupils?

o How do teachers use the schemes of work available to them to plan their specific units of

work (medium term plans) and lesson plans (short term plans) for a group following the

scheme?

Task B: Exploring the ‘ingredients’ of good lesson planning proformas (compulsory for all PGCE Secondary

students in preparation for the GPE session on planning, teaching and assessment)

1. Gather from various sources, including a school/your placement school if possible, examples of

lesson planning proformas.

2. Design a proforma of your own based on these examples. Make notes on why you have included

certain ‘ingredients’ in your proforma and be prepared to offer a rationale and justification for your

content and design.

3. Organise to observe an experienced teacher teaching a group or class of interest to you and one

which might address aspects identified in your initial needs analysis. As you observe the lesson,

complete your designed lesson plan proforma. Consider the following questions and make

associated notes:

o What informed your choice of ‘ingredients’ in your designed proforma?

o What would you change now and why?

o What did you have to adapt on your proforma as you observed the teacher teaching? Were

there any elements that needed to be developed further or which were missing on your

designed proforma?

o Make a list of recommendations for effective lesson planning based on engaging with this

process.

Task C: Discussing the relationship between planning, teaching and assessment with an experienced

teacher (compulsory for all PGCE Secondary students in preparation for the GPE session on planning Professional Learning Activities Handbook 2016-17 11

teaching and assessment and for all PGCE Primary students while on block school experience)

1. Arrange a discussion with an experience teacher at some point after the above lesson or another

lesson. If this can be a teacher identified as an outstanding practitioner by the school that would be

ideal. Examples of questions you might like to ask the teacher are:

o How did you design this lesson to take account of prior learning and to plan for future

learning? How did it fit into a bigger picture of learning in terms of a scheme and unit of

work?

o What key aspects of subject knowledge did you need to draw on to design this lesson and

how was this represented in intentions for learning and the key learning points you selected

to reinforce during the lesson?

o How did you utilise your planned learning intentions during the lesson to support pupil

learning? Did you adapt these during the lesson at any point and why? Would you want to

revisit any of the intentions in another lesson and why?

o What informed the amount of time you spent on each of the learning activities? Did you

adjust the timing of any activities? Why was this?

o What informed the structure of your selected learning activities? Were they in that order for a

particular reason? If you were to teach this lesson again, would you alter any of the learning

activities you selected? Why?

o How did you identify any pupils during the lesson who you thought needed to have tasks

adapted for them? What particular techniques/approaches did you use to differentiate for

these pupils?

o What informed your decisions to make key learning interventions relating to your intentions

and learning points at certain key phases of the lesson? Did you use certain strategies to

reinforce and consolidate these?

o How did you monitor pupil learning during the lesson and how did this monitoring process

inform interventions you then made?

o What informed the ways in which you organised the environment, equipment, facilities and

resources for this lesson? Did you group pupils in particular ways and why? What behaviour

management strategies did you use to maximise pupil activity and progress in learning?

o Did you make specific choices about the teaching and learning strategies you employed in

the lesson? On what basis?

o How did you plan to take account of any additional adult support in the lesson?

o What would you do next to build on any evidence you have of pupil learning from this lesson

and why? How do you record this evidence of learning and use this information before

planning your next lesson?

Task D: Preparing to plan in the medium and short term for block school experience (compulsory for all

PGCE Primary and Secondary students in preparation for block school experience)


1. Use the list of information provided on the slides from your GPE session on planning, teaching and

assessment to gather key information to support unit and lesson planning for your groups/classes

prior to starting block school experience.

School-related tasksTask A: Gathering key information to inform medium and short term planning (compulsory for all PGCE

Primary and Secondary students in preparation for the GPE session on planning, teaching and

assessment)

1. Create a list of key information you think might be essential in helping you to plan for a group/class

of pupils you have been allocated to teach.

Task B: Exploring the ‘ingredients’ of good lesson planning proformas (to be completed by all PGCE

Primary students in preparation for the GPE session on planning, teaching and assessment)

1. Gather from various sources e.g. by conducting a search on the internet, examples of lesson

planning proformas.

2. Design a proforma of your own based on these examples. Make notes on why you have

included certain ‘ingredients’ in your proforma and be prepared to offer a rationale and

justification for your content and design.

3. Compare the proformas you have researched, the one you have designed and the Brunel

University lesson planning proforma in your School Experience Handbook. Identify any key

similarities and differences.


PLA 7: Supporting Learning and Behaviour Management


PLA 1 - ‘Creating a positive learning environment’

a) Provide examples of the things teachers do to create a positive learning environment with their

groups to create a positive learning environment

b) Provide examples of the things you have done to create a positive learning environment, such as

with small groups in school, within your groups at Brunel, or any other educational setting

PLA 2 - ‘Behaviour Policies’

a) Read the following behaviour policies relevant to your phase:

a. Primary

b. Secondary

b) What do the policies tell you about the school and their processes?

c) How does the policy you’ve reviewed compare with “Getting the simple things right: Charlie Taylor’s

behaviour checklists”? (Available on BBL and here)

PLA 3 – ‘Managing challenging behaviour’

a) Register and log on to Teachers Media (http://www.teachers-media.com/)

b) Watch the video relevant for your phase (primary: http://www.teachers-media.com/page/71011

secondary: http://www.teachers-media.com/page/51181)

c) Click on each pupil and consider the effects of each approach to managing the situation.

d) Write a short reflection below about the effect of different approaches.

PLA4 – ‘Dealing with critical incidents’

a) Identify the most ‘critical’ incident (behaviour) with a pupil that you have encountered as an observer

or teacher. You may draw from any of your experiences to date. Provide brief details using the

guidelines as follows:

i. Context: Where did the incident take place?

ii. Incident: What happened? What was the problem? How did it arise?

iii. What was the pupil’s behaviour?

iv. What was the teacher’s response?

v. Outcome: Short Term (i.e. steps taken immediately)

vi. Outcome: Longer Term (i.e. action to prevent future difficulties)

vii. Reflections: What did you learn from the experience?


http://www.teachers-media.com/page/51181

http://www.teachers-media.com/page/71011

http://www.teachers-media.com/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/283997/charlie_taylor_checklist.pdf

https://fluencycontent-schoolwebsite.netdna-ssl.com/FileCluster/WexhamSchool/Mainfolder/Behaviour%20Policy.pdf

http://www.rabbsfarm.org.uk/hillingdon/primary/rabbsfarm/arenas/websitecontent/web/behaviourpolicy(1).pdf

PLA 8a: SEND and SEBD Teachers’ Standards Reference(s):

Activity 1Choose a pupil with whom you will be working who has a Special Educational Need or Disability and one

who has a Social Emotional and Behavioural Difficulty. Write a 300 to 500 word profile of each of the two

pupils, which should include the following:

• What sort of difficulty do your selected pupils experience? E.g. Autistic Spectrum Disorder

• What barriers to effective learning have you observed, or have colleagues described as, affecting

the pupil?

• How is home-school liaison regarding the pupil’s well-being and progress carried out?

• What strategies does the school adopt to support the pupil, and how are these enacted by

individual members of staff?

• What level of attainment have they achieved in different curriculum areas?

• Are there other (non-academic) success indicators which are also monitored?

Activity 2

Review the key requirements of the Equality (2010) Act and analyse their operationalisation in your

placement school. You should undertake a discussion with the SEND co-ordinator and at least one

Learning Support Assistant (LSA) as part of your analysis. Write a 600 word reflection on your findings and

write a short (200 word) executive summary, which you should share with your PCM.


PLA 8b: Use of support assistants with S.E.N.D. pupils Teachers’ Standards Reference(s):

Teaching Assistants/ Learning Support Assistants (support assistants) can be assigned to pupils to give

them additional support in accessing the curriculum.

Research the impact that Teaching Assistants/ Learning Support Assistants can have on the progress of

pupils with S.E.N.D.

Look at the evidence of impact ussing the Sutton Trust-EEF Teaching and Learning Toolkit

https://educationendowmentfoundation.org.uk/toolkit/

Possible resources might include:

The Education Endowment Fund’s report, available at:

https://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf

Blatchford, P., Russell, A. Bassett, P.,Brown, P. and Martin, C. (2004) The Role and Effects of Teaching

Assistants in English Primary Schools (Years 4 to 6) 2000 – 2003, Instiutute of Education, University of

London, available at: http://eprints.ioe.ac.uk/1366/1/Blatchford2007teachingassistants5.pdf

Annotate a lesson plan you have produced to show how you made effective use of a TA/ LSA in the lesson,

or (if you don’t have a TA/LSA) how you would make effective use of one for a pupil with S.E.N.D.

If possible, observe a classroom teacher working with a pupil with S.E.N.D. who has an assigned

T.A./L.S.A. Notice how many of the strategies described in the literature above are deployed during the

lesson. Discuss the ways in which the TA/ LSA is used in the lesson with both the teacher and the TA/ LSA

afterwards. Write a 400 word evaluation of the use of the strategies you have observed or heard about from

the staff.


http://eprints.ioe.ac.uk/1366/1/Blatchford2007teachingassistants5.pdf

https://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf

PLA 9: English as an Additional Language (EAL) Teachers’ Standards Reference(s): Researching the language and cultural dimensions of a bilingual pupil

Introduction and Context

This professional learning activity relates broadly to the broad area of inclusion and English as an additional (EAL), with a particular focus on TS5. Other Teachers' Standards (DFE, 2012) will be addressed through this research activity, and this will become more evident through the GPE session and your school-based experiences. You should set up a brief discussion/interview with the class teacher/ Inclusion Manager (or EAL Coordinator if your school has two inclusion leads). Discuss the requirements of this PLA and an appropriate pupil (in your class, or another class in the school if you need to). You should also discuss any potentially sensitive areas that you may need to be aware of, and behave professionally and ethically in line with the school's data policies and TS8. It would be sensible to table this PLA activity as a discussion point for one of your weekly professional learning meetings (WPLR).

The Research Activity

You will research one bilingual pupil at any stage of language development - an early language learner (ELL) who has recently arrived in the school, a bilingual pupil who has been in the school for a couple of years, or an advanced/very capable bilingual learner who is fluent across 2 (maybe more) languages and is possible meeting or exceeding national expectations.

Make concise comments under the following headings and prompts

Age and year group of pupil

Place of birth

Length of time in the country (years and months)

Type of EAL learner and their language proficiency stage (the schools may use the new language proficiency scales: A-new to English; B-early language acquisition stage; C-developing competence; D-competent; E-fluent). If the child is a new arrival to the country, what kind of schooling or education have they previously experienced? How similar or different is it to the school they are in?

Religious background (if applicable and known). Are there any considerations that need to be planned for? What do you know about the key principles of the pupil's religion? Go beyond any stereotypes in the media.

Are there any cultural considerations that you should be aware of in order to enrich his/her learning experience at school in a more inclusive and respectful way?

What language/s does this child use with different people: parents, siblings, friends and the wider extended family? NB: they may speak more than one language outside of school.

As you explore the above questions with the school's consent, consider what the responses raise for you as a teacher who has to 'establish a safe and stimulating environment for pupils, rooted in mutual respect' (TS1).


Make concise comments under each heading (bullet points are fine)

Make brief comments about the child's achievements (this maybe in relation to tests) and position based on your observations, discussions/interviews with key staff (and parents possibly with the support and consent of the class teacher).

Speaking and listening skills

Reading ability

Writing ability

Numeracy/mathematical skills

Additional prompts (explore what you practically can within your placement school):

o Confidence, interactions with peerso Does the child attend any out-of-school language or religious classes at supplementary

school? These are sometimes held on a Saturday or during evenings. How is the child performing in those classes? (you may have to ask the parents/family/carers about this).

o How important is the supplementary school for the child/ family?o How does the child view the status of his/her additional/first language/s? (this is not an easy

question)o How does the school acknowledge the child’s cultural, religious and linguistic identities

outside of English?o Are there any opportunities for the child to use/draw upon their first language or culture

within the school environment/curriculum? If so, outline any areas.o Do any staff members or other pupils in the school speak the same language as the child? If

yes, how is this drawn upon?o What kind of data is held by the school to support how you (and other staff) work with this

child?

Data (looking at the whole school picture)

Understanding data is an important part of a teacher’s role. This part of the activity should engage you in discussions about data and how it is used to plan for good progress. Set up a meeting with the relevant member of staff to discuss what the school data reveal.

How is language and ethnicity data used in the school (and at broader levels - i.e. borough/local authority level)?

Are there any concerns in relation to particular groups of children and the progress they are making? (pupil premium group for example) Who are they and how are the school planning to support them? NB: They may not necessarily be children from minority ethnic backgrounds.


Personal Reflection (TS8)

Use the prompts below to help you reflect on the impact of this activity.

How has this professional learning activity impacted on your learning and thinking about working with bilingual learners and those from minority ethnic groups?

Has it enabled you to work differently in any way?How has it made you think about the complex influences that surround the notion of 'EAL' and this area of inclusion? Write a short piece of prose (around 150-200 words) to illustrate the impact of this activity on your learning as a beginning teacher (see TS8, parts 1 and 2).

This is an area of inclusion that you could be asked about at interview.

Signed (Link Tutor/University Tutor): _______________________________________

Signed (Mentor/PCM): _______________________________________________

Date:_____________________

Brief comment from Mentor/PCM (you should try to share your findings of this PLA with the appropriate member/s of staff):

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Alternative course of action if any of the above prove difficultIf you are in a situation where you have NO bilingual pupils in your class, do explore opportunities across the school. You may need to use some of your PPA time for this.

Contact your University Tutor if you encounter any difficulties in completing this activity.

A really useful website: http://www.naldic.org.uk/If you are on Twitter, follow NALDIC @EAL_naldic


PLA 10: Supporting more able pupils Teachers’ Standards Reference(s):

To prepare for the session on working with more able pupils, answer the following questions:

A. Identification Who is responsible for drawing up your (current) school's gifted and talented/able children's

register? Approximately how many students are on the register? What method or methods are used to identify the cohort? How is the register used?

B. Provision / ChallengeIt is obvious that lessons for more able students will have a higher level of subject knowledge content. However, Ofsted often report that lessons for the able students are not sufficiently challenging.

What could be done to raise the level of challenge within these lessons?

You can answer this in either of 3 ways. Research the literature. Ask other practitioners . Ask the gifted students themselves. (It can be an interesting exercise to ask these students to rate

their overall perception of challenge within the curriculum. Use a scale of 1 to 5 with 5 being the highest level of challenge!)


PLA 11: Assessment Teachers’ Standards Reference(s):

School-Based Activity:Use the Lesson Observation Pro forma (below) to help you to focus on: identifying how the teacher ensures and knows that the learning objectives are met; identifying at which point in the lesson this happens; assessment strategies

Exploring departmental and school assessment and marking policiesSchool-Based Activity:Bring to the session a copy of the school and/or departmental assessment and marking policy.

Consider how the department policy on assessment and marking links with the whole school one (Secondary only)

How are they similar/different?

Exploring marked pupil workSchool-Based Activity:Bring to the session a marked (anonymised) piece of pupil work which exemplifies the assessment and marking policy of the department/school.

Is it clear how the marking links with the department/school assessment and marking policy? (Secondary only)

How does the feedback given help the pupils improve subsequent work?

Readings Assessment Reform Group 2002, Assessment for Learning: 10 principles research-based principles

to guide classroom practice, Assessment Reform Group, London, United Kingdom. Clarke, S 2005, Formative Assessment in Action: Weaving the elements together, Hodder Murray,

London, United Kingdom. Black, P.J. & Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom

assessment. King’s College, London.

Work Scrutiny and markingSchool based activity to be completed during DSE or CSE phase.

Select a teaching group and work on the following with another teacher, student teacher, or your mentor.• Look at pupils work in their books• Choose three dates. Are pupils doing the same or different work?• Note the improvements made between the three dates eg in subject skills, knowledge, understanding• How well is work presented? Does it conform to the expected literacy standards eg handwriting, spelling, punctuation, specialist vocabulary?• How well does the actual standard of work match pupils’ assessments and targets? How do you know?• How does the work scrutiny link to curriculum coverage and planning?• What are the key factors that promote pupils’ progress or appear to be barriers to progress?• How helpful and specific is marking and feedback?• How does the evidence from the work scrutiny compare with the evaluation of your impact as a student teacher on learning?


PLA 12: Pupil progress and data analysis Teachers’ Standards Reference(s):

Prepare to share a response to the following questions:

- What data have you already used in school A?

- What has been most useful?

- What has been least useful?

- What types of data reports / presentation have you seen and used? Can you bring any

examples?


PLA 13: Supporting learning and behaviour Teachers’ Standards Reference(s):management- behaviour policies

Read the following behaviour policies relevant to your phase:Primary - http://www.rabbsfarm.org.uk/hillingdon/primary/rabbsfarm/arenas/websitecontent/web/behaviourpolicy(1).pdfSecondary - https://fluencycontent-schoolwebsite.netdna-ssl.com/FileCluster/WexhamSchool/Mainfolder/Behaviour%20Policy.pdf

What do the policies tell you about the school and their processes?

How does the policy you’ve reviewed compare with “Getting the simple things right: Charlie Taylor’s behaviour checklists”? (Available on BBL)






PLA 14: Pupil Premium Teachers’ Standards Reference(s):

1. What is the Pupil Premium?a. A form of compensatory education.b. Additional funding for FSM students.c. Started at £400, increased to £935 currently for each FSM student each academic year

(SECONDARY).d. Ever 6 - any child who has been FSM and is now not, will still get the funding for 6

years.e. Pupil Premium Plus - increase to £1,900 per year for students in care (started in April,

2014).

2. Enhance your knowledge:a. Read the Government guidelines on Pupil Premium.b. Read the recent NFER document (November 2015) on their Pupil Premium research.

3. Explore Pupil Premium in your school:a. Look on the OFSTED data dashboard website to explore the data for school B.b. Look on school B's website to see the information they publish around pupil premium.c. Meet with your head of department/mentor to discuss pupil premium:

i. How might a pupil premium pupil be affected in your subject?ii. What considerations need to be made to cater for pupil premium students in

your subject?iii. What do you do and who do you talk to if you have any concerns around pupil

premium students?


PLA 15: Safeguarding 2 PREVENT Teachers’ Standards Reference(s):



Directed Reading

Re-read the HM Government (2011) Prevent Strategy document, available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/prevent-strategy-review.pdf

Look at CONTEST: The United Kingdom’s Strategy for Countering Terrorism document, of which the Prevent Strategy document forms a part, available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97995/strategy-contest.pdf

Identify if and where there are links to/reference to radicalisation etc. within the following DfE Safeguarding documents:DfE, (2014). Keeping children safe in education: Statutory guidance for schools and colleges. April 2014.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/350747/Keeping_children_safe_in_education.pdf

DfE (2014). Keeping children safe in education: Information for all school and college staff. April 2014.https://www.google.co.uk/url?url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300319/KCSIE_FINAL_8PG.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=TcgWVMn9BZXcavLFgpgF&ved=0CCUQFjAD&usg=AFQjCNG8Qw7Rhv_sKxXosb29MfufY5oz6A

School Based Tasks

1. Find out how your school has operationalised the Prevent strategy, in terms of staff training and appointment of a responsible person for overseeing the implementation of the strategy. What should staff do if they suspect a pupil is being drawn towards terrorist views or activities?

2. Point 5.18 of the Prevent strategy states that, “In the Citizenship Survey, approval of violent extremism is higher amongst young people and for people from lower income and socio-economic groups…”. Discuss with staff which groups of pupils in your placement school fall into these categories, and the extent to which these potential causes of radicalisation have been successfully redressed by the Pupil Premium funding.

Lesson Observation Record to be used for several PLAs

Lesson Observation RecordStudent Teacher Teacher and class observed Date and lesson times

Lesson theme/topic

Introduction to the lessonHow does the teacher: Start the lesson, greet & welcome the pupils Make links to previous learning and further lessons Explain the objectives of the lesson Use a variety of teaching strategies (eg explanation, demonstration, questioning, effective use of

resources?) Provide opportunities for interaction and oral work Manage transitions between parts of the lesson

Teaching and learningHow does the teacher: Plan for differentiation Ensure all pupils understood the tasks Question pupils to check understanding Provide feedback to promote learning Correct errors and misconception Manage behaviour Use presence and body language to manage the learning environment Organise the learning environment Use resources (including ICT) Assess learning and progress Give pupils the opportunity to explore a range of learning styles


Directed Reading

Re-read the HM Government (2011) Prevent Strategy document, available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/prevent-strategy-review.pdf

Look at CONTEST: The United Kingdom’s Strategy for Countering Terrorism document, of which the Prevent Strategy document forms a part, available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97995/strategy-contest.pdf

Identify if and where there are links to/reference to radicalisation etc. within the following DfE Safeguarding documents:DfE, (2014). Keeping children safe in education: Statutory guidance for schools and colleges. April 2014.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/350747/Keeping_children_safe_in_education.pdf

DfE (2014). Keeping children safe in education: Information for all school and college staff. April 2014.https://www.google.co.uk/url?url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300319/KCSIE_FINAL_8PG.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=TcgWVMn9BZXcavLFgpgF&ved=0CCUQFjAD&usg=AFQjCNG8Qw7Rhv_sKxXosb29MfufY5oz6A

School Based Tasks

1. Find out how your school has operationalised the Prevent strategy, in terms of staff training and appointment of a responsible person for overseeing the implementation of the strategy. What should staff do if they suspect a pupil is being drawn towards terrorist views or activities?

2. Point 5.18 of the Prevent strategy states that, “In the Citizenship Survey, approval of violent extremism is higher amongst young people and for people from lower income and socio-economic groups…”. Discuss with staff which groups of pupils in your placement school fall into these categories, and the extent to which these potential causes of radicalisation have been successfully redressed by the Pupil Premium funding.

Pupils’ responsesTo what extent did pupils show: Concentration Interest in tasks Enjoyment Collaboration Independence Understanding of lesson objectives

ConclusionHow did the teacher: Finish off the activities Summarise the key points of the lesson – either at transition points or at the end Involve pupils in assessing how far learning objectives have been met Ensure a calm and smooth finish to the lesson Provide opportunities for follow-up activities or homework End the lesson and dismiss the pupils


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