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BEd Year 1 School Experience

BEd (Primary) Programme

Year 1 School Experience

Summer Term

2018

Notes of Guidance for Student Teachers, School Based Tutors,

University Visiting Tutors & Mentors

ITE Placements Team and Partnership Office

Plymouth University

Plymouth Institute of Education

Room 109, Roland Levinsky Building

Drake Circus

Plymouth

PL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

BEd (Primary)

Year 1 School Experience

Summer Term 2018

Date

Detail

Associate

Partnership Schools

Teaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus

n/a

n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

University visiting Tutors and Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing.

n/a

n/a

w/c 4th June 2018

(Week 1)

School Experience begins

Early Alert may be used up until Friday 8th June 2018.

Focussed observation (1)

SM & SBT meet with University Visiting Tutor (UVT) for a one hour briefing meeting in school.

UVT meets student teachers and conducts well-being and preparation check.

SBT Focussed observation

SBT meets with UM for a one hour briefing meeting in school.

UM meets student teachers and conducts well-being and preparation check.


w/c 11th June 2018

(Week 2)


Cause for Concern issued no later than Friday 15th June 2018.

SM / SBT Focussed observation


w/c 18th

June 2018

(Week 3)

Observation and completion of Monitoring & Evaluation Form (M&EF) [1]


Insufficient Progress should be issued no later than Friday 22nd June 2018.

UVT


UM


w/c 25th June 2018

(Week 4)

Observation and completion of Monitoring & Evaluation Form (M&EF) [2]


End of school experience. Reports should be completed electronically by this date and emailed together with a Word document of the final profile towards the Teachers Standards to the Partnership Office by 29 June

SM


UM


1. Introduction

Year One paired school experience in the summer term provides a supportive situation in which two student teachers, the School Based Tutor, and/or teaching assistant (TA) work together as a team. Within the team, discussion and negotiation of daily classroom experience allow the student teachers professional development to proceed within a secure structure. Working in pairs is designed to encourage student teachers to discuss the teaching situation encountered, to reflect on the learning opportunities provided and to learn to evaluate their professional development effectively. It is essential that both members of the pair take individual responsibility for agreed aspects of planning, preparation and delivery of work with children.

The student teachers learn much from the School Based Tutor, or TA. The importance of this first sustained classroom experience cannot be over-estimated in terms of the formative value that it offers. The School Mentor/University Visiting Tutor/Mentor has the role of monitoring the student teachers progress against the expectations for this school experience and adding further support and guidance to that offered throughout by the School Based Tutor or TA.

This school experience builds on previous work, both at university and in schools. Opportunities for observation of experienced teachers, analysis and professional discussion are essential elements in a student teachers education and training, enabling them to extend their growing understanding of teaching and learning.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

The student teachers will come to the placement with their files prepared and checked by their Professional Tutor (see proforma section of the Primary Partnership Portfolio) ready to begin using them so that by the end of the first week there is clear evidence that they have:-

discussed the school safeguarding procedures and have a signed copy of the safeguarding and ethics proforma in the front of their Practical Teaching File;

undertaken observations of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year;

had opportunities to observe and discuss good practice in providing an enabling environment for childrens learning in core and specialist subjects;

supported in planning for groups and whole class sessions (if appropriate) which have clear learning objectives;

had opportunities for teaching individuals, groups and whole classes (if appropriate), including appropriate use of ICT;

had opportunities to discuss monitoring and assessment of childrens learning and how to begin to use this to further inform planning;

had opportunities to address targets identified during earlier experiences on placement in schools and in university based modules as detailed in the student teachers profile;

had opportunities to teach phonics/spelling/grammar as appropriate to groups and whole class, and receive focussed observations and recorded feedback;

had opportunities to teach mathematics as appropriate to groups and whole class, and receive focussed observations and recorded feedback.;

had opportunities to see how the school implements SMSC and promotes fundamental British Values.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Student Teachers are told that:

We will not normally release data about you to your parents, partner or other relative or an external enquirer under any circumstances without having received your specific written consent.

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teachers permission is clearly communicated.

2. Information relevant to all placements

All student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all Partners.

a) Leave of Absence During School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the ITT Placements Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctors note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence Form. This will be considered and may or may not be granted.

It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments;

school visits and interviews for first teaching posts;

the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job;

an interview relating to a post within the university i.e. hall of residence manager;

the funeral of a person who is not a close relative (each school will have specific guidance on this);

attending a wedding;

traveling to a wedding abroad or at a distance;

childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes matters of safeguarding, if they have concerns that the progress of the pupils in the school is being hampered by poor attendance, or disruption caused by unnecessary or unauthorised absence. The appropriate documentation and procedures can be found in the Primary Partnership Portfolio on the POPPI website.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio and student teachers will have prepared their files in advance and had them checked by their Professional Tutors.

The maintenance and upkeep of these files, which are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop their awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

d) Mathematics

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition:

a. Student teachers on BEd Year 1 school experience or PGCE Placement 1 a) should focus on the teaching of geometry whilst

b. Student teachers on BEd Year 2 school experience or PGCE Placement 1 b) should focus on number.

e) Specialist Subjects

As potential specialist subject leaders or leaders in the field of Early Childhood Studies (see additional guidance in the Primary Partnership Portfolio), student teachers should discuss the role as fully as possible with appropriate colleagues in school. Student teachers will need to address at least the following:-

all aspects of planning;

the contribution their specialism makes to the whole curriculum;

how resources are used to support teaching and learning;

the management of resources and equipment throughout the school;

how developments in the specialism relate to the whole school/setting development plan.

f) Non Core Subjects

Although student teachers experience in foundation subjects has been more limited than in the core, the university programme has included at least a taster course in each subject and a further opportunity to explore one subject in a little more detail. All student teachers have been involved in preparation that has begun to consider cross curricular planning; this has a strong foundation subject focus. Through negotiation student teachers should try to include as many foundation subjects (including RE) as possible in their teaching during this final placement, particularly where previous experience is limited. All student teachers should teach PE during Final School Experience and have one graded observation.

The Teachers Standards require student teachers to show that they can teach a range of work across the non-core subjects with advice from an experienced colleague, where this is appropriate. Whilst student teachers will lead the teaching of these subjects in their classrooms their work will often be supported by other colleagues, for example at the planning stage and when identifying objectives, differentiating tasks, selecting resources or assessing pupils progress. Student teachers have a framework for recording details of their teaching experience in foundation subjects. Student teachers in the Early Years Foundation Stage will lead the teaching in all the main areas of learning and development.

The School Based Training element of School Experience facilitates the student teachers opportunity to ensure that this breath of knowledge and understanding can be achieved.

g) The 3 Rs of the Behaviour Curriculum Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on childrens learning.

h) The Professional Profile

In preparation for each school experience placement the student teacher will meet with their Professional Tutor to discuss their personal targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.

A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

Progress towards the Teachers Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented.

When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teachers files they will initial the element and it can be greened.

The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.

i) The Monitoring and Evaluation Record Form

This is a document which the Partnership has developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers progress. It forms the core of their personal targets and progress.

It includes:

a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;

a learning conversation with key questions about the impact of teaching on learning;

further discussion on areas for further development and agreed targets to take forward;

comment on files, preparation and professionalism as exemplified in Part 2 of the Teachers Standards;

an agreed overall weekly grade which the student teacher uploads, and gives the campus based staff, including their Professional Tutors an indication of their progress;

a narrative box to ensure that targets set and advice given have been responded to.

Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section.

j) Reflective Weekly Overview and Progress Record, Part 1, 2 and 3

For BEd Year 1 Summer term; BEd Year 2 and BEd Year 3; and PGCE Placement 1 a 1 b and Placement 2

Part 1 requires the student teacher to reflect on all of the Teachers Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement.

Part 2 requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning.

Part 3 requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers Standards and be reported on in Part 1 of the following weeks progress record.

It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include in their Practical Teaching File, in each tabulated weekly section.

At the point of transition to school planning in the final placement student teachers should also transition to the Final Placement Reflective Weekly Overview.

The Self Review Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. It can be found on page 16.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust.

k) Daily Reflections

For the first week BEd Year 1 and PGCE student teachers on Placement 1 a, student teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils progress. This will provide a supportive framework and establish the foundations for reflective practice. The mentor may require for it to be completed for a further week to assist the student teacher.

The Self Review Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 16).

Those student teachers who are issued with Insufficient Progress may also be required to complete daily reflections in order to support them through this intervention on the advice of the mentor.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

l) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the schools preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Student teachers must include appropriate evaluations, assessment and annotations for school planning to ensure a secure understanding of the teaching and learning process.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

m) Focussed Observations

The purpose of these is threefold:

1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to targets for progress as previously identified in weekly reviews and learning conversations.

2. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed and

b) following it with a learning conversation with the person, with agreed outcomes.

3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

Completed focussed observations should be kept in the clearly identified and tabulated section of the Practical Teaching File.

n) Progress during School Experience

Discussions about a student teachers progress and targets for improvement during each placement are based on:

the Monitoring and Evaluation Report Form which includes an observation, learning conversation, the schools viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades form which are uploaded electronically at specific points in the placement by the student teacher. Failure to do so may result in Cause for Concern being issued;

focussed observations;

Reflective Weekly Overview and Progress Record;

Lesson Planning and Evaluation, and all teaching, learning and pupil progress through the presentation, organisation and content of required files.

3. The First Week in School (w/c 4 June 2018)

Student teachers begin to get to know the class and something of the needs of its individual members through working with children and discussions with the School Based Tutor, and TA.

They should also:-

ensure they know who the named person is for child protection and the procedures to follow;

discuss ethical conduct and safeguarding protocols specific to the school - school and student teacher sign Safeguarding & Ethics Agreement Proforma;

get to know background information about the setting, for example by reading the school prospectus;

meet the TA working in their particular classrooms;

undertake observations of the class teacher teaching each of the core subjects, focusing on general classroom management routines;

take sufficient responsibility in the classroom to begin to establish themselves as members of the teaching team by undertaking further duties, for example, completing the class register;

familiarise themselves with the settings/school behaviour policy and the way it is implemented in their particular classroom;

following the class teachers introductions, work with at least one group in literacy and mathematics. Planning for these sessions should be fully supported by the class teacher, or TA where appropriate. The objective is to allow the student teacher to begin to undertake a teaching role in the class;

have a short focussed observation of the teaching undertaken above;

agree a detailed timetable for specific teaching responsibilities; focused observations and professional learning activities for the first week;

agree outline planning in core subjects/areas of learning and development for their teaching in the following three weeks;

familiarise themselves with the setting/class marking policy;

discuss the teaching of phonics, early reading or spelling and mathematics with the School Based Tutor;

complete the first Weekly, Monitoring and Evaluation Form with the School/University Mentor;

begin to gather information on both formative and summative assessment strategies used in the class and school for the AM file.

4. For the remainder of the placement

For the remainder of the placement, the student teachers should work with children for 75% of the day. Student teachers should teach each of the core subjects within individual, group or whole class situations as appropriate. Student teachers are expected for much of the time to work closely with their partner to:-

have initial discussions with a School Mentor/Visiting Tutor/University Mentor to ascertain their current level of professional competence and determine a suitable action plan to take their development further;

discuss outline plans in conjunction with the class teacher to consolidate initial ideas and confirm those parts of the timetable which will be their responsibility;

undertake further observations of the class teacher, particularly in core and specialist subjects, focusing on childrens learning as well as management, organisational routines and procedures;

become aware of the childrens needs and capabilities, including those with IEPs;

take such responsibility in the classroom as is appropriate (for example, assisting with general organisational activities or playground duties).

plan sessions and work with children for 75% of the time, mainly in groups with some responsibility for whole class management and teaching gradually increasing during the period of the experience;

teach the core subjects and other subjects as appropriate, including in their own chosen specialist subject where this is possible. When working with children in the EYFS, student teachers should ensure they provide appropriate activities in the Prime and Specific Areas of Learning (see Notes of Guidance Early Years Section 10 of the Primary Partnership Portfolio);

undertake further focused observations of teaching of core subjects;

begin to develop strategies for teaching which link to focused observations taking account of the childrens capabilities, including those with IEPs;

develop an awareness of childrens responses to their teaching and annotate their session plans accordingly, considering impact and progress;

continue to gather assessment and monitoring information and exemplar materials.

5. The School Based Training Programme

For approximately 25% of the week, student teachers should be engaged in professional learning activities which form the basis of the school based training programme:

discussing and reviewing childrens achievements, with the School Based Tutor (and, where appropriate, and TAs) and using the information to inform further planning recording this in Daily Reflections and the Reflective Weekly Overview Progress Record;

be directed to observe teaching with elements of outstanding practice throughout the school (including other schools in federations and academy trusts if appropriate to the status of the placement school).

discussing, or holding profiling conferences about their work and progress with the School/University Mentor and University Visiting Tutor;

evaluating sessions, analysing and reflecting on significant issues or events.

6. Pupil Progress

Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral and written feedback and will be part of the planning assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils existing understanding and any gaps or misconceptions in that learning in order to help them consider targets for individual pupils development.

Student teachers are expected to:

be aware of the schools Key Stage and class targets and how these impact on planning;

in their planning identify next steps which are based on assessment of pupils progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement;

monitor the achievements of the whole class, across the core subjects and their special subject;

undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn including giving examples of progress;

demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils targets appropriately;

use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching.

7. Beyond the School Day

Student teachers are expected to:

discuss their work and progress with the School Based Tutor;

continue to analyse and reflect on significant issues or events, plan and resource sessions and mark childrens work;

participate fully in the life of the school where appropriate, for example; attending staff meetings or INSET, attending parents evenings, participating in extra-curricular activities;

on this placement student teachers should not support any residential visits for more than 2 days.

8. Assessment of the Year 1 Summer Term School Experience

The assessment will be made through careful consideration of a range of evidence drawn from:-

the quality of the Practical Teaching File and Pupil Progress File;

profiling conferences, using the Profiling Conference Record Sheet, with School Mentor/Visiting Tutor/University Mentor to which student teachers bring their self-assessments and evidence of progress;

School Based Tutors observations and written feedback on planning and classroom work;

Monitoring and Evaluation Reports from School /University Mentor;

School experience report.

9. Identification of Areas of Concern

The Primary Partnership Portfolio (section 7) details the procedure to be adopted.

Weekly written feedback must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 8th June 2018.

The Partnership Office must be notified by Friday 15th June 2018 if there are serious concerns about a student teachers ability to complete the school experience satisfactorily by issuing the Cause for Concern proforma.

If concerns persist the Insufficient Progress formal notification will normally be given to the student teacher no later than Friday 22nd June 2018. The appropriate proforma is provided in the relevant section of the Primary Partnership Portfolio.

10. Evaluation

At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing an evaluation form.

Quality Assurance Record Year 1 School Experience

Checklist and Monitoring and Evaluation Record for School Based Tutors, School/University Mentor and University Visiting Tutor. (Copies of this QA record should be placed at the front of student teachers Practical Teaching Files).

Observation Feedback Record

Student teachers should be observed and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.

Week

Tutor

(School Based Tutors, School Mentors, University Visiting Tutors/Mentors

Monitoring & Evaluation Report

Observed

Focussed Observation

Feedback Given

Initials

Student teachers initials

Date

Week 1

w/c 4 June

Week 2

w/c 11 June

Week 3

w/c 18 June

Week 4

w/c 25 June

Page 1 of 21

Page 2 of 21

Self-Review: Assessment for Learning

Learning Objectives

Beginning

Developing

Established

Notes for my profiling/weekly review

I always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activity

When I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improve

My use of open ended questions and explanations are mainly focussed on the learning objectives

The learning objectives in my lessons can be tracked back to my medium term plans

I understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria

Beginning

Developing

Established


I always share the expected learning outcomes/success criteria for each lesson with my pupils

I differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentions

When I ask them, pupils can explain what they need to do to demonstrate success

The learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback

Beginning

Developing

Established


My oral and written feedback focuses on the shared learning objectives

I ensure that I plan in opportunities for regular and frequent oral feedback

My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targets

I give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson

Peer and self assessment

Beginning

Developing

Established


I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improve

I train pupils to assess each others work and to provide fair and helpful feedback

My planning includes regular opportunities for pupils to assess their own work and that of others

I enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting

Beginning

Developing

Established


I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levels

I understand summative data and use this to inform formative assessments and pupils future targets

My pupils are aware of their personal targets and what they need to do next to further improve

My pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning

Beginning

Developing

Established


My classroom reflects a place that values learning and promotes trusting relationships

My teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainment

I use a range of strategies to engage pupils in learning how to learn and how to assess their progress

I use display as a tool in supporting ongoing learning as well as celebrating achievement

School Experience checklist for all Partners

These checklists are designed to be an aide memoire for all Partners supporting Student Teachers as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

In the FIRST WEEK in school has the student teacher:

discussed and signed the Safeguarding and Ethics Proforma?

been given the opportunity to get to know the settings policies, routines and procedures as appropriate?

become familiar with the behaviour policy and how it is implemented in the classroom?

met the TA working in their particular classrooms?

undertaken observations of the class teacher teaching each of the core subjects, focusing on general classroom management routines;

agreed outline planning in core subjects/areas of learning and development for teaching during the first week?

agreed a detailed timetable for specific teaching responsibilities, focused observations and professional learning activities for the first week?

taken responsibility for some routine duties, for example completing the register?

following the class teachers introductions, taught at least one group for English and mathematics?

had their first profiling conference and set SMART targets?

Signed

Student................................................................

School Based Tutor...........................................

Date......................................................................

For the remainder of the placement

discussed outline plans with the class teacher and School/University Mentor to confirm a balanced programme of teaching responsibilities for the period?

undertaken further observations of the class teacher teaching, particularly in the core and specialist subjects, including technology/ ICT if possible focusing on childrens learning as well as management, organisational routines and procedures?

begun to become aware of the childrens capabilities, including those with IEPs?

taught English and mathematics each day?

taken some responsibility in the classroom, as appropriate?

worked alongside an early years practitioner and/or a TA supporting childrens learning in literacy or mathematics where possible and appropriate?

planned to work with children for three-quarters of the time (individuals, groups, whole classes)?

made appropriate use of technology / ICT in core and other subjects?

begun to develop strategies for teaching which take account of the childrens capabilities, including those with IEPs?

undertaken further focussed observations of the teaching of English, mathematics, science and her/his specialist subject and discussed this with the class teacher?

taught her/his specialist subject where possible?

developed an awareness of childrens responses to their teaching, and annotated session plans accordingly?

Signed

Student................................................................


Date......................................................................

The School Based Training Programme

For approximately 25% of the week, has the student teacher negotiated a training programme which includes:-

annotated session plans, evaluated and reflected on significant issues or events?

worked alongside TAs in the classroom?

discussed the childrens achievements with the class teacher and TAs?

prepared for and taken part in learning conversations with mentors?

taken part as a member of the teaching team in non-teaching events and extra-curricular activities?

Signed

Student................................................................


Date......................................................................

BEd Yr1 RECORD OF SCHOOL BASED TRAINING

All Professional Learning Activities

An outline of the student teachers school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers Standards and used comprehensively as evidence.

Week

Specific Professional Learning Activities and links to Teachers Standards

Weekly professional learning activities and links to Teachers Standards e.g. staff meetings

Week 1

w/c 4 June

Week 2

w/c 11 June

Week 3

w/c 18 June

Week 4

w/c 25 June

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