introduction - university of chester sbl guide 2017-18.docx · web viewuniversity of chester...

Faculty of Education and Children’s Services

BA (Hons) Primary EducationBA (Hons) Early Years - Primary Education

School-based Learning HandbookPR4902 (Year 1)PR5904 (Year 2)PR6914 (Year 3)

2017 - 2018

University of Chester Faculty of Education and Children’s ServicesYear 1, 2 and 3 School-based Learning Handbook BA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

CONTENTS

Title Page NoContact Details 3Important Dates 4Introduction 5Training Model 5SBL Expectations – Primary Specific 6PJF Section 4 – Teaching File 7Planning Expectations 7Observations and Mentoring 9Cause for Concern 10ULT Visits / Reporting and Grading 10Recommending QTS 12Personal Academic Tutors 12Absence Procedures 13General 14Reading associated with SBL 14Appendix 1: Phase 1 Guidance (Y1 SBL) 16Appendix 2: Phase 2 Guidance (Y2 SBL) 20Appendix 3: Phase 3 Guidance (Y3 SBL) 23Appendix 4: SBL Observation guide 27Appendix 5: Safeguarding 29

ACRONYMS

QTS Qualified Teacher Status

AT Associate Teacher

SBL School-based Learning

ITE Initial Teacher Education

PJF Professional Journey File

NQT Newly Qualified Teacher

AfL Assessment for Learning

AAB Awards Assessment Board

PAT Personal Academic Tutor

UoC University of Chester

of 31


CONTACT DETAILS

Head of ITE:Name(s) Room Email Address ExtensionAndy Connell CRV004 [email protected] 1396

Director of Partnerships (Core):Name(s) Room Email Address ExtensionKathryn Arthur (acting until Dec 2017)

CRV130 [email protected] 3239

Sarah McGrath CRV130 [email protected] 3239

BA (Hons) Primary and Early Years-Primary Programmes LeaderName(s) Room Email Address ExtensionJon Clough CRV112 [email protected] 1013

Year 1 Leader: Name(s) Room Email Address ExtensionDavid Barker CRV116 [email protected] 2830

Year 2 Leader: Name(s) Room Email Address ExtensionMark Hainsworth CRV116 [email protected] 2829

Year 3 Leader: Name(s) Room Email Address ExtensionGemma Bunkle CRV115 [email protected] 2281

Designated Safeguarding Officer:Name(s) Room Email Address ExtensionVicki Silver CRV002 [email protected] 1602

Administration: Name(s) Room Email Address ExtensionHelen Roberts CRV137 [email protected] 1586Laura Petley CRV137 [email protected]

NB All Chester/Riverside campus numbers begin 01244 51____

of 31

mailto:[email protected]











IMPORTANT DATES

Y1 School-based Learning Dates

Serial Days - Tuesdays November 2017: 7th, 14th, 21st and 28th.

December: 5th and 12th.

January 2018: 9th, 16th, 23rd and 30th.

February: 6th and 27th.

March: 6th, 13th and 20th.

April: 24th.

May: 1st and 8th.

Block Placement Monday 14th May – Thursday 24th May 2018 (Mon-Thurs only; compulsory attendance at university on Friday each week)

Monday 4th June 2018 – Friday 29th June 2018 (Mon-Fri).

ATs only – Return to University

Y1 UCS ATs: Monday 2nd July 2018 (9am – 2pm)Y1 Riverside ATs: Tuesday 3rd July 2018 (9am – 2pm)


Placement Monday 15th – Thursday 18th January 2018 (4 days)


Friday 19th January 2018 (9.30am – 4.30pm, compulsory attendance at Riverside)

Placement Monday 22nd January – Friday 9th February 2018

Placement Monday 26th February – Friday 23rd March 2018


Pre-placement visit Wednesday 8th November 2017

Placement Monday 13th November – Thursday 16th November 2017 (4 days)


Friday 17th November 2017 (9.30am – 5pm compulsory attendance at Riverside, including Primary First Teaching Post Conference Day)

Placement Monday 20th November – Friday 15th December 2017

Placement Monday 8th January – Friday 19th January 2018


Monday 22nd January 2018 (9am – 5pm, compulsory attendance at Riverside)

Placement Tuesday 23rd January – Friday 26th January 2018 (4 days);Monday 29th January – Friday 16th February 2018*

* NB Schools in the Halton area (including Runcorn and Widnes), and in some other areas being used for Y3 SBL, are closed for February half term week commencing Monday 12 th

February 2018. Year 3 ATs undertaking placements in affected schools will therefore need to complete their final SBL week in w/c Monday 19th February 2018. Alternative arrangements may be proposed and should be submitted to [email protected] . Please note that all ATs are entitled to the 3 week Christmas holiday break. Under no circumstances, should an alternative placement pattern be undertaken without the permission of the Programme Leader.

of 31



INTRODUCTION_________________________________________________________________________

1. This booklet is intended to provide essential information for all Associate Teachers, School-based Learning Mentors and University Link Tutors. The document should be used in conjunction with the:

POLICIES AND PROCEDURES HANDBOOK;

PROFESSIONAL JOURNEY FILE;

MENTOR GUIDE HANDBOOK.

All documents can be found at:

http://www.chester.ac.uk/education/journey

2. Under the Initial Teacher Education (ITE) Partnership Contract, the School-based Learning (SBL) period relates to the revised NCTL Initial Teacher Training (ITT) Criteria (June 2015) and the national Teachers’ Standards (2012). The minimum SBL period that must be completed by an AT over the duration of the Programmes is 120 days.

3. The focus of the SBL element of the Programmes is for Associate Teachers to become confident and able teachers, to develop and consolidate their understanding of learning, address key skills in relation to planning, teaching, differentiation, assessment and class management, together with having secure knowledge to support subject teaching.

TRAINING MODEL_________________________________________________________________________

4. The Undergraduate SBL Model and expectations are seen as phases of learning to teach:

Phase 1: Induction/ Beginning Teaching, Learning and Assessment.Phase 2: Developing Teaching, Learning, Differentiation and Assessment. Phase 3: Extending Teaching, Learning, Differentiation and Assessment (Exceeding the Teachers’ Standards).

Guidance for Phases 1-3 can be found in Appendices 1-3.

5. Mentors should adopt an apprenticeship model where there is initially observation of good teaching practice prior to team teaching (co-planning, co-delivery and co-evaluation of lessons). As the SBL progresses and the Associate Teacher gains confidence, he/ she can become more responsible and independent, teaching small groups and then whole classes on a solo basis when ready, and as appropriate to the stage of training.

6. During SBL, Associate Teachers are assessed against each of the Teachers’ Standards. To enable this, it is expected that Mentors should refer closely to the Grade Descriptors outlined in the Professional Journey File (PJF) when making assessment judgements on ATs’ performance against the Standards. During SBL, all standards are assessed and evidence must be signposted and available to fully satisfy the Professional Journey File requirements and holistic grading criteria against the Teachers’ Standards and Ofsted

of 31



requirements. In the final year, the outcome of this process will be used to facilitate the transition to NQT.

7. Throughout the SBL period, ATs will be expected to fully address Part II of the Teachers’ Standards, demonstrating a strong commitment to personal and professional conduct: a teacher is expected to demonstrate consistently high standards of personal and professional conduct. (See PJF Section 3).

SBL EXPECTATIONS – PRIMARY and EARLY YEARS-PRIMARY SPECIFIC_________________________________________________________________________

8. Lessons taught by Associate Teachers should be prepared daily in advance and based on weekly and/ or medium term plans.

9. Associate Teachers should be teaching within the age range for which they are being trained (Early Years-Primary ATs: 3-7 years; Primary ATs: 5-11 years) - observation, team teaching and solo teaching when ready. If, for some reason, ATs have been placed in a class for a block placement outside their Programme’s age range, the Programme Leader must be notified at the earliest opportunity.

10. During SBL, Associate Teachers will undertake and complete a number of ‘Directed Time’ activities (these are related to the Teachers’ Standards). These should be carried out during non-teaching time, but ATs MUST also observe good and outstanding classroom teaching – the assistance of mentors is vital in drawing up a structured observation and professional development activity programme. This includes ATs spending time in other classes to observe, team teach and give individual support to pupils. (See Phase Guidance in Appendices 1-3 and Observation Activities in Appendix 4).

11. Associate Teachers should understand the curriculum across the age range they are training to teach and therefore should seek opportunities with the mentor to observe, team teach or support individuals in classes other than their own. During the directed time, Associate Teachers should spend time in other classes to become aware of the curriculum in different age-phases/ key stages. This does not need to be for full days. The aim is for all Associate Teachers to have as much experience as possible in all of the age phases/ key stages for which they are being trained. This greatly enhances their employability and knowledge and understanding of progression through the curriculum (see Teachers’ Standard - S3). This will need to be discussed on a regular basis – and an audit of subject knowledge recorded.

12. During the 3 year programme , Associate Teachers are expected to spend time in the Key Stages/ age phases below and above the ones they are training to teach. For Primary ATs, this means a minimum of 5 days in each of EYFS and KS3 Year 7. For Early Years-Primary ATs, this means a minimum of 5 days in each of lower KS2 and EYFS 0-3. Documents are available to support these experiences.

of 31


PJF – Section 4 (TEACHING FILE)_________________________________________________________________________

13. The PJF (and Section 4 – Teaching File) is a very important part of the assessment of the AT. It should be available in school at all times during block placements, and should be made easily available to mentors and University Link Tutors when an observation is being made. Guidance for the expectation of this file and planning are found in PJF, Section 4.


PLANNING EXPECTATIONS_________________________________________________________________________

14. Associate Teachers must demonstrate that they can plan, deliver and evaluate their own short (all Phases) and medium term planning (Phase II and III only) in order to meet the Teachers’ Standards.

15. Associate Teachers must prepare a full lesson plan for each teaching session they deliver.

16. The University of Chester (UoC) Partnership format must be used. Lesson plans must be available for mentors to examine prior to the lesson (to enable formative feedback). The plans can be hand-written but preferably word-processed. (See PJF, Section 4 for guidance).

17. The LP2/ LP5 Lesson plan is a working plan that should be used in the classroom - (See PJF, Section 4 for guidance). In context, there will be necessary variations between EYFS and Primary planning documents. (***Associate Teachers with declared disabilities such as dyslexia may find that adapting LP2 is necessary to effectively deliver their lessons).

18. Associate Teachers should aim for a very high standard of lesson planning with clear, precise and assessable learning objectives. The intentions and structure of the lesson should be shared with the pupils. Associate Teachers should be conscious of the importance of timing (e.g. through ensuring time for the conclusion/plenary). Lessons should have stimulating introductions, employing visual-aids/resources as appropriate. ICT should be used in a considered manner during lessons to support learning.

19. Associate Teachers should give particular attention to plenaries and mini-plenaries.

20. In every lesson, Associate Teachers should aim to move the pupils’ learning forward. They should use AFL, meta-plenaries, plenaries and other planned assessment strategies to monitor learning in order to inform future planning, teaching and learning.

21. Every lesson must be evaluated, initially using the UoC evaluation sheet (LP3), moving to a more informal process, as directed, during the Programme. Evaluations are best done following the lesson and certainly should be completed on the day of the lesson for immediate inclusion in the Associate Teacher's file. Evaluations should be honest, self-critical and feed-forward into future planning, learning and teaching. When completing LP3, all areas of the Lesson Evaluation Sheet must be

of 31



completed. Pupils’ work should be marked promptly and learning monitored. Pupil learning will inform AT evaluations. Note that at the bottom of each evaluation sheet Associate Teachers must identify ‘future targets’. These targets must then feed-forward into the next lesson.

22. Associate Teachers are expected to develop medium term plans for subject units when teaching in SBL Phase II & III.

23. Associate Teachers should be planning for other adult support in the classroom, initially using LP4, moving to a more integrated process, as directed, during the Programme.

24. Early Years planning: For those ATs teaching in EYFS they must use the EYFS planning documents- Lesson/Activity Planner, Continuous Provision Planner, Half term/ Progression Planner, Child Initiated, Observation Sheet.

LESSON/ACTIVITY PLANNER: This can be adapted electronically to address delivery to a whole class or small group. One of these will be completed for any lesson or activity that the AT delivers and engages in with the children.

CONTINUOUS PROVISION PLANNER (WEEKLY if required): This is to engage the AT in the powerful learning of continuous provision. It should enable them to see how through play and investigation the learning they have presented can be extended. It addresses the areas and characteristics of learning in the areas of the setting.

HALF-TERM/PROGRESSION PLANNER: These are to offer choice so that the AT can plan more in keeping with the setting.

CHILD-INITIATED: This of course depends on the setting and how the curriculum is driven forward. Again it is engaging the AT in what is required to develop and support children’s learning.

OBSERVATION SHEET: This supports assessment and draws the AT into the language of Areas of Learning and Characteristics of Learning, also the idea of planning for next steps.

25. Reducing Teachers’ Workload (DfE, 2016).In March 2016, the government produced 3 documents, with the aim to reduce unnecessary workload for teachers in marking, planning and data management.

The relevant documents, which should be being used as a framework for reviewing workload in schools and initial teacher education, are available here: https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload

For our Associate Teachers, we need to consider the necessary scaffold provided by the existing University planning documentation (endorsed by External Examiners), and the need to enable them to plan more efficiently towards the end of the Programmes.

The following should be noted for final year Associate Teachers:

A move to using the more condensed LP1/ LP5 planning format can be considered once ‘Good’ has been attained across all the Teachers’ Standards.

For Associate Teachers commencing SBL 3, having been graded ‘good’ across all

of 31

https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload

https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload


the Teachers’ Standards on SBL 2, the LP1/ LP2 lesson planning formats should be used during the first 2 weeks (9 days) of the placement. If the class teacher and/ or Professional Mentor, in conjunction with the ULT, agree it is appropriate, the move to using LP1/ LP5 for planning sequences of lessons may then be followed.

Under no circumstances should planning be written into a school’s own planning format. This includes unnecessary duplication of planning between the agreed university format and a school’s.

Evaluations of lessons: Y1 and Y2 Associate Teachers should continue to use LP3a and LP3b to evaluate lessons and demonstrate use of assessment. For Y3 Associate Teachers (and Y2 Associate Teachers post interim), it is still important to demonstrate ongoing assessment and evaluation of teaching and learning. LP3a should still be used to record children’s progress, but the evaluation of teaching, normally recorded on LP3b, may be recorded as written annotations on the lesson plan, and this may sometimes be completed after a sequence of lessons, rather than just one. Expectations will be modelled during University sessions. Where concerns are raised about the completion of evaluations in this way, Associate Teachers will be instructed to move back to completing LP3b.

OBSERVATIONS AND MENTORING___________________________________________________________________

26. School-based Mentors are asked to undertake a minimum of ONE formal observation per week. The UoC Partnership Lesson Observation Forms (located in the AT’s Professional Journey File) should be completed during these observations. These forms should be given to the Associate Teacher for inclusion in his/her file and form valuable evidence towards the Associate Teacher's QTS.

27. School-based Mentors are expected to hold a Weekly Review Meeting with the Associate Teacher to discuss progress and set agreed targets. The UoC Partnership Weekly Review Meeting Record form should be completed by the Associate Teacher and then included in the Professional Journey File. It is important to sign all forms including the attendance log.

During the weekly visits in Y1 (November-May), it is anticipated that an informal review meeting will take place at monthly intervals, with the first as soon as possible after the placement commences. No formal paperwork completion is required during the Y1 serial days.

28. A University Link Tutor will contact the school early in the SBL to check that ‘all is well' and that all are clear on their respective roles and responsibilities within the partnership, then subsequently make visits - usually around review points - to jointly observe the Associate Teacher and discuss progress with the school mentors. Associate Teachers should meet the University Link Tutor and ensure that an appropriate seat and space to review files is available for mentors/University Link Tutors to use during observations. In the event of an Associate Teacher not making good progress (see Cause for Concern), the University Link Tutor may well make additional visits to support the Associate Teacher and school. A further additional visit by an appropriately-placed colleague will be arranged by the Programme Leader, where deemed appropriate.

29. Further guidance on roles and responsibilities are located in the Policies and

of 31


Procedures Handbook.

CAUSE FOR CONCERN___________________________________________________________________

30. IMPORTANT: If you feel the Associate Teacher is making insufficient progress the school mentor must contact the University ITE Administration Office and the ‘Early Alert’ and ‘Cause for Concern’ support procedures should be implemented. The Early Alert procedures should be followed for a minimum of 5 days and reported to the University. If there is no improvement then the next stage of the Cause for Concern should be actioned. This is a supportive process and should be taken as soon as problems are identified so that the Associate Teacher has sufficient time to respond to the targets set. Details and forms are located in the Policies and Procedures Handbook.

All documents can be found at the University of Chester Professional Journey website.

ULT VISITS / REPORTING AND GRADING___________________________________________________________________

31. ULT Visits

For Year 2 and Year 3 Associate Teachers, there will be early contact, and possibly a visit, very early in the placement, and then subsequent visits, as appropriate, at review points.

For Year 1 Associate Teachers, there are 4 scheduled ‘visits’. In addition to the visit for final review, ULTs will meet the AT either at the school on a Tuesday, or at the University at another time. Where ULTs cannot visit the school on a Tuesday, they will schedule a visit on another day, and schedule additional visits to the school, as appropriate, when the AT is not there.

Y1 ‘Window’ 1: between w/b 6th November 2017 and w/b 11th December 2017

Y1 ‘Window’ 2: between w/b 8th January 2018 and w/b 19th March 2018

Y1 ‘Window’ 3: between w/b 23rd April 2018 and w/b 21st May 2018 (includes Interim Check)

32. At one review point during the first-year placement, and two review points during the second and third year placements, school mentors are asked to complete the Review Point form. Mentors, in association with the University Link Tutor, make the final recommendation of passing or not meeting the expectations of the SBL. (PLEASE NOTE: any Associate Teacher judged to be a “Not meeting the expectations of the SBL” would need to have already undergone the ‘Cause for Concern’ procedures). During the first year placement, a more informal review, supported by the University Link Tutor, and focusing on Part 2 of the Teachers’ Standards, and progress towards targets, takes place in May on one of the dates indicated below.

Additionally, during the final year placement, provision for 25% of ATs is scrutinised by External Examiners and Head Teacher Moderators.

of 31




33. QTS Review Point dates:

Year 1Interim Check w/b 14th or 21st May 2018Final Review w/b 18th or 25th June 2018

Year 2Interim Review w/b 5th February 2018Final Review w/b 19th March 2018

Year 3

Interim Review w/b 11th December 2017 or w/b 8th January 2018External Examiner and Head Teacher Moderator Visits w/b 5th February 2018Final Review w/b 12th February 2018*

* NB Schools in the Halton area (including Runcorn and Widnes), and in some other areas being used for Y3 SBL, are closed for February half term week commencing Monday 12 th

February 2018. Year 3 ATs undertaking placements in affected schools will therefore need to complete their final SBL week in w/c Monday 19 th February 2018. Alternative arrangements may be proposed and should be submitted to [email protected] . Please note that all ATs are entitled to the 3 week Christmas holiday break. Under no circumstances, should an alternative placement pattern be undertaken without the permission of the Programme Leader.

34. At the Review Points - reporting and grading (which indicates the attainment of the AT at that particular point) - should involve a triangulation of views of the Mentor , the Associate Teacher and the University Link Tutor . A grade is awarded for each of the Teachers’ Standards at every review point. An overall grade is only awarded at the final review of the Y3 placement. A more informal ‘interim check’, focusing on Part 2 of the Teachers’ Standards and target setting, takes place for Y1 Associate Teachers before the final 4 weeks of the block placement commences in June.

35. The final grading (Y3 placement only) is a holistic judgment and the guidance (provided in the PJF and Policies and Procedures - Indicative guidance for the final grading of Associate Teachers against the Teachers’ Standards (2012)) is used to ensure consistency and accuracy of judgments across the partnership. The partnership should consider progress against each standard and in Part II, and discuss whether or not the final grade is a true reflection of the attainment of the Associate Teacher at this point in his/ her professional development.

36. ATs should ensure they complete and save a copy of each report once all parties (AT, Mentor, ULT/PAT and QA Lead) have completed all relevant sections.

IMPORTANT: The review point forms are critical documents and are required to be available at the Assessment Board to enable that Board to clearly determine if the Associate Teacher has been successful at each point of the SBL and can be recommended for QTS. The Final Review document (in PJF) includes final grading notes.

of 31



RECOMMENDING QTS___________________________________________________________________

37. To be recommended for QTS - ATs will normally be graded 'G' across all the Teachers’ Standards (including all parts of S3 and Part 2: Personal and Professional Conduct). This effectively means the AT is graded as good against what is expected by the 'end of the QTS programme' and is ready to be recommended for QTS. To achieve a Grade 'O', ATs must achieve a minimum of six grade O’s against the 8 Teachers’ Standards and Grade O for Personal and Professional Conduct. In the case of any AT not attaining ‘Good’ overall, an individual case review, concerning all parties, will be held.

Further guidance for these procedures and for grading of Associate Teachers can be found in the Policies and Procedures Handbooks .

38. Reassessment and Deferral: If there are no concerns about professional suitability, all Associate Teachers have the right to

a reassessed placement. This would always be during the following academic year, with the date of graduation for final year Associate Teachers being dependent on: the assessment window, linked to the placement dates; successful completion of the placement; and confirmation at the relevant assessment boards.

Where a placement is deferred on health grounds, there can be no guarantee of a return to placement within the same academic year, especially if a new placement setting is needed. Ordinarily, for final year Associate Teachers who have asked to defer placement for medical reasons, no return to school will be considered before June, and discussion about arrangements for returning to school is likely to be in April, not before.

Where a placement has been deferred or failed, first and second year Associate Teachers may be considered for conditional progression (progression to the next level with credits outstanding), subject to this being agreed by the Awards Assessment Board in September, and there being no more than 40 credits outstanding at second attempt. In such circumstances, completing two placements within one academic year cannot be guaranteed, and may not be advisable. Conditional progression is not possible if there are more than 40 credits outstanding at the previous level. All cases are considered on individual merit, and subject to decisions at Assessment Boards.

In cases where final year Associate Teachers fail or withdraw from placement, and decide not to complete QTS, it is possible to complete an academic module which ensures completion of a degree without QTS. In such cases, tutorial support will be provided in June and July, and the assignment can be submitted at the start of July or on the August reassessment date.

PERSONAL ACADEMIC TUTORS (PATs)___________________________________________________________________

39. PATs are allocated to an Associate Teacher by the University at the start of the Programmes. The PAT’s role is to support and review the AT’s progress - both academic and professional. See Policies and Procedures Handbook.

40. During PAT meetings, the AT is required to complete the PAT form located in the Professional Journey File.

of 31



ABSENCE PROCEDURES_________________________________________________________________________

41. If you are ill and unable to attend school you must:

Inform your school of your absence before the start of the school day (before 8.30am) so that alternative arrangements may be made for all your lessons. You must indicate the likely period of absence;

Inform ITE Administration by telephone (01244 511586) or email ([email protected] ) between 8.30 and 9.00am and indicate the likely period of absence;

Obtain a medical certificate if the illness lasts more than five days.

On return to school following an absence you must:

Inform ITE Administration (01244 511586 or [email protected] ) that you are now well and have returned to school.

42. In order to complete the number of days which conform with the typical periods of time set out in the ITT Requirements, and therefore qualify as a teacher, you may be required to spend additional days in school to replace any missed through illness or urgent appointments. If you are absent from your placement, you will not normally be required to make up the specific number of days missed if this is less than 5 days, but this will depend on progress made and the final decision is subject to Programme Leader approval.

Once the number of days absent, within a single placement, reaches 5 or more, all days will normally need to be made up. In exceptional circumstances, where very good progress has been made by the Associate Teacher, the University reserves the right to review the number of days required to be made up at the discretion of the Programme Leader.

Associate Teachers should make clear reasons for all absences in communication with the ITE Office, and also when completing the ‘Weekly Attendance Register’.

43. Arrangements for final year Associate Teachers attending interviews and school visits during SBL.

Our main concern is with Associate Teacher progress, and continuity in terms of School based Learning is key to achieving this. We are also concerned to support Associate Teachers in their applications for teaching posts, but need to ensure that any Associate Teacher with several absences has sufficient time and opportunity to meet the Standards in order to be considered for QTS.

With the above in mind, the following has been agreed. It is recognised that attendance at interview involves school-based activity and so is treated differently to absence due to illness or other personal matters. Where Associate Teachers’ absence due to attendance at interview exceeds five days, it will normally be necessary for the excess days to be made up in school, i.e. where an Associate Teacher has seven days absence due to interviews, at least two days would need to be ‘made up’. The University, with its partner colleagues, reserve the right to extend this to the full seven days, where Associate Teacher reports suggest that insufficient progress towards the Teachers’ Standards has been made. Interview letters should be shown to school

of 31

https://email.chester.ac.uk/owa/redir.aspx?SURL=BWYOfNIbrlTDv-VJZKC1OZ3ZciV0xmewptp71IH54RIj4QivDdbSCG0AYQBpAGwAdABvADoAcABhAHIAdABuAGUAcgBzAGgAaQBwAC4AcAByAGkAbQBhAHIAeQBAAGMAaABlAHMAdABlAHIALgBhAGMALgB1AGsA&URL=mailto%[email protected]

https://email.chester.ac.uk/owa/redir.aspx?SURL=BWYOfNIbrlTDv-VJZKC1OZ3ZciV0xmewptp71IH54RIj4QivDdbSCG0AYQBpAGwAdABvADoAcABhAHIAdABuAGUAcgBzAGgAaQBwAC4AcAByAGkAbQBhAHIAeQBAAGMAaABlAHMAdABlAHIALgBhAGMALgB1AGsA&URL=mailto%[email protected]


colleagues and copies provided for the University – electronic copies are acceptable. All absences should continue to be logged within the ITE Office ([email protected] ). Return dates should also be made clear. Attending pre-interview school visits can be negotiated with SBL colleagues where these are local and unlikely to take more than half a day’s absence. Normally Associate Teachers will be expected to ensure their teaching commitments are re-scheduled to ensure continuity for the class. The absence should still be logged so that a complete picture of attendance is maintained. Attending pre-interview visits which are not at local schools would not normally be allowed. The Programme Leader is happy to talk with interview schools if they raise any issues regarding non-attendance at pre-interview visits. Mostly, school colleagues appreciate that Associate Teachers have a duty to their SBL class and normally there are no issues in this regard. Associate Teachers should ensure the school is fully informed of reasons for not attending and that the Programme Leader and/ or Year Leader is informed if there do appear to be any issues arising or if the impression is given that there would be a disadvantage by not attending.

GENERAL___________________________________________________________________

44. Associate Teachers will find that teachers are in school early and stay working after the afternoon teaching sessions finishes. There is a similar expectation for Associate Teachers although mentors will be mindful of the travelling to and from school that some ATs have to undertake. Whilst many teachers work during part of their lunch times, ATs should have time to eat and take a break but should also leave sufficient time to set up their afternoon sessions as would a practising teacher.

45. All ATs should be in a teaching union if only for the legal cover. ATs should re-read the ‘Code of Conduct' within their Policies and Procedures Handbook.

46. All School-based Learning ‘forms' will be available through the UoC Professional Journey website.

47. Throughout the SBL, Associate Teachers must continue to check their UNIVERSITY email and must attend any scheduled University sessions, unless an appropriate ‘leave of absence’ has been agreed. All dates of return to University sessions for second and third year Associate Teachers are confirmed earlier in this document.

READING ASSOCIATED WITH SBL___________________________________________________________________

Ainsworth, P. (2012). Get that teaching job. London, United Kingdom: Continuum Publishing Corporation.

Arthur, J., & Cremin, T. (2014). Learning to teach in the primary school. (3rd ed.). London, United Kingdom: Routledge.

Glazzard, J., & Stokes, J. (2011). Achieving outstanding on your teaching placement: early years and primary school-based training. London, United Kingdom: Sage Publications Ltd.

of 31



McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead, United Kingdom: Open University Press.

Palaiologou, I. (2013). The Early Years Foundation Stage theory and practice. (2nd ed.). London, United Kingdom: SAGE Publications Ltd.

of 31


APPENDIX 1: PHASE 1 TRAINING MODEL (PR4902) (Y1 SBL Serial Days and 6 week Block)

Induction and Beginning Teaching and Learning

This phase of undergraduate Initial Teacher Education covers the earliest stages of the Programme, where Associate Teachers initially observe teaching and learning in action. ATs are principally concerned with gaining greater insight into children’s learning and understanding how very good teaching meets individual needs. There is also emphasis on ATs developing positive attitudes and high standards of professional behaviour, and becoming aware of their duties, roles and responsibilities within the school environment. They will be starting to consider the application of their emerging subject knowledge, skills and understanding within the National Curriculum framework and statutory requirements, and sharing with mentors their Subject Knowledge Audits to help identify priorities and develop weekly training plans. ATs will be performing focused observations and reflecting on how experienced colleagues manage the classroom environment and behaviour of pupils, and plan and prepare for their lessons. From the outset, ATs should be engaged working across the age range they are training to teach, not only through observation, but by working with small groups under the guidance of mentors. During the placement, this should progress to team teaching parts of lessons with experienced colleagues, and then, by the block placement, some whole class teaching. They should be responding to advice and feedback and be able to evaluate and reflect in order to improve their understanding and practice.Programme Guide:The placement pattern in Phase 1 allows undergraduate Associate Teachers to gain a good understanding of a school year, and to gain an insight into children’s progression in learning over this period. Expectations of Associate Teachers should move very quickly from participant observation/ support to very focused teaching of small groups during the serial days. During the block placement, there should be some whole class teaching, and the extent of this will be determined by the AT’s progress. Expectations of planning and assessment are exemplified in the Professional Development Activities booklet, and summarised here.

Planned Teaching Time: 40% of the timetable (serial days); 50-60% (block)To include:

Supporting the Class Teacher Mentor by working with smaller groups of pupils (who may have particular educational needs); Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher; Whole class teaching (during the block placement, as appropriate to the AT’s progress; in all circumstances, very focused teaching of groups

should continue during the block placement).

Planned Directed Time: 30% of the timetable (serial days); 20-25% (block)To include:

Observation of learning and teaching across the whole curriculum (across different age phases); Working with teacher in pastoral capacity; Professional Development activities (detailed in Professional Development Activities Guide); Attending an aspect of extra-curricular activity work; Attending staff meetings and other professional workshops.

of 31


Planned Protected Time: 30% of the timetable (serial days); 20-25% (block)To include:

Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

Associate Teacher MentorGeneral

During the serial days, meet Professional Mentor informally (no formal paperwork to be completed) on a monthly basis to ensure that training is meeting needs, and that opportunities are being provided for completion of the Professional Development Activities.During the block placement, meet Professional Mentor on a weekly basis for ‘Weekly Review’ (to include completion of the Weekly Review Form).Share Associate Teacher Profile Part 2, including initial needs audit with Professional Mentor and/ or class teacher, as soon as possible at the start of the placement serial days.Ensure there is a learning timetable in place which has a focus on developing skills and abilities as a Primary teacher. (Part 5 of the Weekly Review during block placement).

Planned Directed TimeAccess and read school policies (Safeguarding, Behaviour, Inclusion, Health and Safety, Assessment).Ensure there has been discussion about the Safeguarding Policy with staff and awareness of school procedure.Complete Professional Development activities.Attend staff meetings, as guided by the school.Attend extra-curricular activities.Consider learning theory and practice links.Using the observation schedule as a guide, spend part of the daily/ weekly timetable observing outstanding teaching/learning – this could be across age phases 3-5, 5-7, 7-9, 9-11. In this first phase Primary ATs should spend at least 2 days in EYFS, and Early Years-Primary ATs should spend at least 2 days in lower KS2.Record observation notes and engage in reflective dialogue with Mentors.Observe teaching in relation to the targets set in your weekly meeting.Observe the work of SENCO.

Planning/designPlan induction for AT covering e.g. safeguarding; school policies (particularly in relation to health and safety); inclusion; assessment for learning; behaviour management. (Professional Development Activities Booklet gives additional guidance for the placement ‘induction’).Plan meeting times for AT with relevant colleagues.Plan a learning timetable for AT, including opportunities for completing Professional Development Activities (see booklet), observation, shared teaching, meeting times with Mentors, protected time, extra-curricular opportunities. Ensure there are opportunities for AT to develop subject knowledge in relation to his/her audits.

TrainingShare models of good planning practice with the AT.Discuss the planning process.Support and guide the AT to plan effective and appropriate learning.Share assessment documents with the AT and discuss how the information is used to inform planning, teaching and learning.Model good teaching practice.

Monitoring and Assessment AT progressEstablish weekly review meeting during the block placement which follows the guidance set out in the PJF. Monthly informal meetings should be arranged

of 31


Planned Shared Teaching with an experienced Class teacherPlan and teach small groups of pupils and complete evaluations (teaching to be based on the teacher’s plans during the serial days). You are expected to complete your own session/ lesson plans, using the University lesson planning format, and based on the class teacher’s planning, from January – see PDAs booklet for additional guidance).Plan, teach and review starter or plenary for groups of children or the class (using planning documents).Plan and teach larger groups of children - this could be team teaching lesson / lessons.Plan, teach and review a solo lesson(s) (when ready), in negotiation with the class teacher. We expect that you are engaged in whole class teaching by the third week of the block placement, but at an earlier stage of the block placement if appropriate.Paired Placements – plan, teach and review as above, but also using the Driver/Navigator model during the block placement (see guidance on Paired Placements).

Planned Protected TimeResearch and plan teaching (using planning documents).Evaluate teaching and assess pupils’ learning.Child Profiles – track progress, collect and annotate samples of work. (See PJF Section 4).Record meetings with Mentors – including reference to targets met and targets set in relation to Teaching Standards.Update PJF (general).Review Subject Knowledge Audits and set appropriate targets for your professional development and teaching.Prepare files/evidence for Interim Check (May).Prepare files/ evidence for Final Review (June).

Overall Teaching Expectations – minimum requirements Regular teaching of core subjects (English – must include discrete teaching of

SSP and at least 2 formal observations; Mathematics – must include at least 2 formal observations; and Science – must teach at least 2 whole lessons and receive formal observation of at least 1 of these).

At least 3 PE lessons (including one within 2-3 weeks of the micro-teach at

for during the serial days.Check AT files and planning.Observe AT teaching pupils.At least once per week during the block placement, formally record observation (using lesson observation sheet).Discuss lesson observed – focussing on the dialogue that followed the observation and set targets with the AT.Complete Interim Review Check and Final Review formal report.

of 31


University). Experience of teaching at least 2 of Art, Design & Technology and Music.

of 31


APPENDIX 2: PHASE 2 TRAINING MODEL (PR5904) (Y2 SBL)

Developing Teaching, Learning, Differentiation and Assessment

Associate Teachers should be starting to develop aspects of their planning, teaching and class management, together with knowledge for subject teaching. In university-based sessions, there has been a focus on inclusion and assessment. This should be developed further in school, and there should be a focus on ATs planning lessons for effective learning, using precise learning objectives based on the needs of the group and individuals within it, and using an increased range of assessment strategies, and teaching strategies to achieve the lesson outcomes. ATs should be planning their own lessons with the continued guidance and coaching from the mentor. These plans can include small groups and whole class lessons, and can be based on medium term plans used by the school, as well as Associate Teachers’ own medium term plans during the last 4 weeks of the placement. ATs should be becoming clearer about the expectation for the age and ability of the pupils they are teaching and the contribution that others can make to the learning environment. ATs should be able to evaluate their own teaching and pupils’ learning more effectively and take responsibility for their own professional development in identified areas. The learning environment and pupils’ behaviour becomes better managed as experience of planning and assessment, and preparation grows during this placement.

Programme Guide:Expectations of Associate Teachers should move very quickly from participant observation/ support to very focused teaching of small groups and the whole class. Expectations of planning and assessment are summarised below. During this period of School-based learning, ATs will initially be involved in observation, some team teaching and supporting individual learners and groups. As the placement progresses, increasing responsibility should be taken for managing the learning of the whole class. The teaching time will be 40- 60%. ATs should be using the time in school to ensure they are gathering and developing knowledge from a range of professionals. There are clear essential experiences outlined in the experience log (Professional Journey File) that they should be actively seeking to engage in.

Planned Teaching Time: 40% - 60% (last 4 weeks of placement) Supporting the Class Teacher by working with groups of pupils (who may have particular educational needs); Supporting other teachers/staff by working with small groups etc; Team teaching, which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher; Whole class and further group teaching (very focused teaching of groups should continue during all weeks of the block placement).

Planned Directed Time: 20% - 30%To include:


of 31


Planned Protected Time: 20% - 30%To include:

Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning;Medium term planning (for the second half of placement: one unit of work for each of English, Mathematics and Science, and for one foundation subject).


Meet Professional Mentor on a weekly basis for ‘Weekly Review’.Share Associate Teacher Profile, including initial needs audit, and targets with Mentors.Ensure there is a learning timetable in place which has a focus on developing skills and abilities as a Primary teacher. (Part 5 of the Weekly Review)

Planned Directed TimeAccess and read school policies (Safeguarding and Child Protection (including PREVENT); e-safety; assessment policy; subject-specific policies; behaviour management; anti-bullying; equality (and diversity); marking and feedback).Ensure there has been discussion about the Safeguarding Policy with staff and awareness of school procedure.Attend staff meetings, as guided by the school.Attend extra-curricular activities.Consider learning theory and practice links.Using the observation schedule as a guide, spend part of the weekly timetable observing outstanding teaching/learning – this could be across age phases 3-5, 5-7, 7-9, 9-11. Over the Programme, Primary ATs should spend at least 5 days in EYFS and 5 days in KS3, and Early Years-Primary ATs should spend at least 5 days in lower KS2, and 5 days in EYFS 0-3.Record observation notes and engage in reflective dialogue with Mentors.Observe teaching in relation to the targets set in your weekly meeting.Observe the work of SENCO. (See also the Professional Development Activity booklet).

Planned Shared Teaching with an experienced Class teacherFrom week 1, plan and teach small groups of pupils and complete evaluations.Plan, teach and review starter or plenary for your class (using planning documents).

Planning/designPlan induction for AT covering e.g. safeguarding; school policies (particularly in relation to health and safety); inclusion; assessment for learning; behaviour management.Plan meeting times for AT with relevant colleagues.Plan a learning timetable for AT, including opportunities for observation, shared teaching, meeting times with Mentors, protected time, extra-curricular opportunities. (See Part 5 of the Weekly Meeting)Ensure there are opportunities for AT to develop subject knowledge in relation to his/her audits.

TrainingShare models of good planning practice with the AT.Discuss the school’s assessment policy, and use of formative and summative assessment.Support and guide the AT to plan effective and appropriate learning episodes.Share assessment documents with the AT and discuss how the information is used to inform planning, teaching and learning.Model good teaching practice.

Monitoring and Assessment AT progressEstablish weekly review meeting which follows the guidance set out in the PJF.Check AT files and planning.Observe AT teaching pupils.

of 31


Plan and teach a larger group of pupils - this could be team teaching lesson / lessons.Plan, teach and review solo lesson(s) (when ready), in negotiation with the class teacher. We expect that you are engaged in whole class teaching by the third week of the placement.Paired Placements – plan, teach and review as above, but also using the Driver/Navigator model (see guidance on Paired Placements).

Planned Protected TimeResearch and plan teaching (using planning documents).Evaluate teaching and assess pupils’ learning.Child Profiles – track progress, collect and annotate samples of work. (See PJF Section 4).Record meetings with Mentors – including reference to targets met and targets set in relation to Teachers’ Standards.Update PJF (general).Review Subject Knowledge Audits and set appropriate targets for your professional development and teaching.Prepare files/evidence for Interim and Final Reviews.

Overall Teaching Expectations – minimum requirements Regular teaching of core subjects (English – must include planning and teaching

sequences of both fiction and non-fiction writing with formal lesson observation feedback on at least 2 of these lessons; Mathematics, with formal lesson observation feedback on at least 2 lessons; and Science – must plan independently and teach a minimum of 3 lessons, preferably consecutive, and receive formal lesson observation feedback on at least one).

At least 3 PE lessons. At least 3 PSHE (or PSHE-related) lessons. Experience of teaching at least 2 of Geography, History and RE.

At least once per week formally record observation (using lesson observation sheet).Discuss lesson observed – focussing on the dialogue that followed the observation and set targets with the AT.Complete Interim Review and Final Review formal report.

of 31


APPENDIX 3: PHASE 3 TRAINING MODEL (PR6914) (Y3 SBL)

Extending Teaching, Learning, Differentiation and Assessment (Exceeding the Teachers’ Standards)

Up to Interim Review: The AT builds on and consolidates earlier work and addresses further aspects of planning, teaching, differentiation and class management, together with knowledge for subject teaching. There is an increased emphasis on ongoing assessment to improve learning. There is a focus on ATs planning lessons for effective learning, using precise learning objectives which are based on the needs of the class and individuals within it. Associate Teachers should be engaged in planning their own units of work (see additional guidance below), where necessary based on those already used by the school. They should be becoming clearer about the expectation for the age and ability of the pupils they are teaching and the contribution that others can make to the learning environment. Associate Teachers at this stage should have a good understanding of how children learn and develop and should be able to use this information in planning more effectively for individual needs. They should also be increasingly more aware of the importance of monitoring pupils’ progress and using the information to set future learning targets. Associate Teachers should be able to evaluate their own teaching and pupils’ learning more effectively and take responsibility for their own professional development in identified areas. The learning environment and pupils’ behaviour becomes better managed as experience of planning and preparation grows during this period.

Up to Final Review: In this final period, the AT should be focused on ensuring that he/ she is setting personal targets to enable attainment which exceeds ALL Teachers’ Standards to at least ‘good’ by the end of the placement. The AT should be working with the mentor to identify particular Teachers’ Standards, subject knowledge and essential experiences that are priority for development. Together, they should be identifying particular lessons and opportunities in and out of the base class/ school to exceed those Teachers’ Standards, working towards extending competence in order to be recommended Qualified Teacher Status. There is an increased expectation placed on the Teachers’ Standards concerned with monitoring and assessment. ATs should be focused on all aspects of assessment, including the use of data in this phase. They should be methodical in the use of assessment and develop a competent range of assessment skills in order to effectively identify where their teaching has impacted on pupil progress. Using this information, ATs should be able to demonstrate within their planning where they have increasingly taken into consideration pupils’ individual needs, targets and progress. During this period, Associate Teachers will be assessed against all of the Teachers’ Standards and will be expected to have a solid evidence base for the grading.

Programme Guide:Focused dialogue should identify specific areas of individual needs. Age-phase enhancement must be considered if appropriate, and ATs will have this clearly documented. This is essential to ensure the breadth of training for the AT, and enhance his/ her employability, and also ensure that all the AT’s training is compliant with the criteria for Initial Teacher Education.

The following should be focused on:

Targets which focus on how to ensure ‘Good’ across all Teachers’ Standards, and move from the ‘Good’ to ‘Outstanding’ category, where possible;

Demonstrating strong subject knowledge across the age range they are training to teach; Outstanding planning for effective lessons, including pupil progress (S2), inclusion (S5) and Assessment (S6);

of 31


Improving understanding and competence in assessing pupil progress and planning for further progression; The use of internal, local and national data to assess progress; Improving understanding of and competence in supporting:

Pupils with SEND (Special Educational Needs and Disability); Pupils with EAL (English as an Additional Language); Pupils with minority ethnic backgrounds; Pupils with Pupil Premium.

Planned Teaching Time: 40% - 70% of the timetable (last 4 weeks of the placement) Supporting the class teacher by working with small groups of pupils (who may have educational needs); Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher; Whole class teaching (some opportunities should be taken for this in weeks 1-2, as appropriate, then increasing responsibility from Week 3;

very focused teaching of groups should continue throughout the placement); In December, some ‘planned teaching time’ and/ or ‘planned directed time’ may incorporate planned activities associated with Christmas, e.g.

class parties, plays etc. It is important that ATs are able to engage and support such events, without losing any ‘planned protected time’ (which needs to be used to plan ahead for the spring term). Professional judgement will be made, according to school context and circumstances.

Planned Directed Time: 15-30% of the timetable To include:


Planned Protected Time: 15-30% of the timetableTo include:

Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning;

Medium term planning (for the spring term: all units of work taught for English and Mathematics; at least one unit of work for Science, and for at least two foundation subjects).

of 31



Meet Professional Mentor on a weekly basis for ‘Weekly Review’.Share Associate Teacher Profile, including initial needs audit, and targets/ ‘Priority Training Needs’ with Mentors.Ensure there is a learning timetable in place which has a focus on developing skills and abilities as a Primary teacher. (Part 5 of the Weekly Review)

Planned Directed TimeAccess and read school policies (Safeguarding and Child Protection (including PREVENT); e-safety; assessment policy; subject-specific policies; behaviour management; anti-bullying; equality (and diversity); marking and feedback).Ensure there has been discussion about the Safeguarding Policy with staff and awareness of school procedure.Attend staff meetings, as guided by the school.Attend extra-curricular activities.Consider learning theory and practice links.Using the observation schedule as a guide, spend part of the weekly timetable observing outstanding teaching/learning – this could be across age phases 3-5, 5-7, 7-9, 9-11. Over the Programme, Primary ATs should spend at least 5 days in EYFS and 5 days in KS3, and Early Years-Primary ATs should spend at least 5 days in lower KS2, and 5 days in EYFS 0-3.Record observation notes and engage in reflective dialogue with Mentors.Observe teaching in relation to the targets set in your weekly meeting.Liaise with other colleagues in school, as appropriate, to support practice in school (e.g. the SENCO, Subject Leaders).Dissertation research – discuss requirements for and plan appropriate time for this to be completed.

Planned Teaching TimeDuring the early stages of the placement: plan and teach small groups of pupils, and complete evaluations (plans to initially be based on the teacher’s plans); plan, teach and review starter or plenary for your class (using planning documents); plan and teach a larger group of pupils - this could be team teaching lesson / lessons; plan and teach some whole class lessons.From Week 3: plan, teach and review solo lesson(s), in negotiation with the class teacher and accounting for professional development needs.

Planning/designPlan induction for AT covering e.g. safeguarding; school policies (particularly in relation to health and safety); inclusion; assessment for learning; behaviour management.Plan meeting times for AT with relevant colleagues.Plan a learning timetable for AT, including opportunities for observation, shared teaching, meeting times with Mentors, protected time, extra-curricular opportunities. (See Part 5 of the Weekly Meeting)Ensure there are opportunities for AT to develop subject knowledge in relation to his/her audits.

TrainingShare models of good planning practice with the AT.Support and guide the AT to plan effective and appropriate learning episodes.Share assessment documents with the AT and discuss how the information is used to inform planning, teaching and learning.Model good teaching practice.

Monitoring and Assessment AT progressEstablish weekly review meeting which follows the guidance set out in the PJF.Check AT files and planning.Observe AT teaching pupils.At least once per week formally record observation (using lesson observation sheet).Discuss lesson observed – focussing on the dialogue that followed the observation and set targets with the AT.Complete Interim Review and Final Review formal report.

of 31


Planned Protected TimeResearch and plan teaching (using planning documents).Evaluate teaching and assess pupils’ learning.Child Profiles – track progress, collect and annotate samples of work. (See PJF Section 4).Record meetings with Mentors – including reference to targets met and targets set in relation to Teachers’ Standards.Update PJF (general).Review Subject Knowledge Audits and set appropriate targets for your professional development and teaching.Prepare files/evidence for Interim and Final Reviews.

Overall Teaching Expectations – minimum requirements Regular teaching of core subjects (English, Mathematics and Science), all of

which must be formally observed during the placement, with formal lesson observation feedback given for each subject at least twice. Additional details for each subject are within the appropriate section of the PDAs booklet.

At least 3 PE lessons, one of which must be observed and graded ‘good’. Experience of teaching at least 2 of Art, Design & Technology and Music. Experience of teaching of subjects which have least experience of teaching

(informed by Priority Training Needs document).

of 31


APPENDIX 4: SBL – Observing classroom practice – observation activities

Introduction

There is general agreement that observations are a key part of the learning process. This guide is an attempt to support Associate Teachers’ (ATs’) observations as they learn to teach. It is not intended to be used just at the start of SBL - in fact many useful guided observations can occur at different points as the training progresses.

Observation can enable ATs to: Begin to analyse aspects of learning and teaching; Begin to see lessons as a teacher rather than Associate Teacher; Take a pupil’s eye view of teaching; Recognise the demands of the lesson on different learners; Increase their awareness of issues such as: the management of the class; equal

Opportunities; time and pace of the lesson; safety; Increase awareness of appropriate language and voice; Increase awareness about teaching approaches in relation to learning outcomes and

subject knowledge; Increase awareness about the learning performance of individual pupils; Increase awareness of pupils’ attitudes to learning.

To ATs - Please be selective when completing observation activities – this is a guide only and should not be thought of a something you must work through in order 1-9.

Activity 1: Roles and Responsibilities of Professionals – S8Schools are complex organisations, which require efficient and effective management systems. Each school has its own management organisation but there are similarities in the types of role. Using any information supplied to you during the early days of induction make a diagram to show curriculum/subject responsibilities, pastoral responsibilities, whole-school responsibilities and administrative responsibilities, and identify areas of overlap. Do not take more than a few minutes as this is intended to be an opportunity for you to explore your understanding. Re-visit and revise the diagram at the end of phase 1 (especially after completing the activities which follow) and again as your understanding of the school increases. If you do so you will realise that schools are more complicated than first experience suggests. Compare this with your subsequent schools in Phases 2 and 3.

Activity 2: Observe your School-based Mentor (or other teachers) in a pastoral role. Makes notes on the types of activities involved - S1, S2, S7, S8Administration – Management - Counselling – Liaison – Teaching - Other activities

Activity 3: Observation of Teaching and Learning (Pedagogy) - S1, S2, S3, S4, S5, S6, S7Observations can target different aspects of teaching and learning – across different age phases and subjects or activities.

Some reference points observing aspects of pedagogy: How does the teacher talk with learners about learning, listen carefully and involve

them? How does the teacher challenge the learners …and not to give up? How does the teacher use a range of different teaching approaches and strategies to

meet the learners’ needs? How does the teacher develop learners thinking and learning skills?

of 31


How does the teacher scaffold learning tasks? What aspects of AfL are used in the lesson – can you relate this to learning theory?

Activity 4: Questioning: Skilful use of questions is an essential part of teaching and pupils’ learning and is used for various purposes - S1, S2How does the teacher use questioning? Whole class thinking / Keep attention / Test, build up, consolidate or enhance knowledge and understanding / Emphasise teaching points / Help pupils’ observation / Motivate and stimulate / Facilitate transitions in the lesson / Obtain feedback / Make an assessment of pupils’ knowledge and understanding / Other

Activity 5: Demonstration and or Modelling: Can be used to serve several different purposes – S1, S2, S3How does the teacher use demonstrations? Who demonstrates / Can everyone see? / Do the learners know what to look for?What is the purpose of the demonstration? Show a technical point / Show something well done / Show a range of possibilities / Compare different aspects of work.

Activity 6: Working with others - collaborationHow does the teacher use pupil groupings to enhance learning? What opportunities are there for pupils to interact and work with each other? How does the teacher set up these experiences and for what reason? What are the outcomes when pupils to work together? Peer assessment of each other’s work?

Activity 7: Variety in Approaches and Strategies - S4, S5What happens at the start, middle and towards the end of the lessons? Arrival and beginnings; Plenary and departures; Transition points; Classroom routines; Management of behaviour.

Activity 8: Effective learning environments - S4, S5How is an effective learning environment established? Big Picture thinking provides a starting point / Learner voice is valued / Questioning is seen to be important / Ideas are encouraged and come from many different sources / A variety of learning models are used – blended / Learning is personalized / differentiated / Assessment and criteria for success is transparent / Learning habits are constantly modelled / Opportunities for constant practice – allowing pupils to become absorbed in something / Using knowledge as a tool rather than knowledge as a goal / Access to collaboration with others / OTHER.

Activity 9. Transmission of Knowledge versus Interactive Experience in the Classroom - S1 – S7During your observations record the nature of the activities. Identify where each episode corresponds to ‘transmission’ or ‘interaction’, using the headings in the example below. The activities may overlap or may fit into none of the categories identified

Time Transmission of knowledge

Both transmission and interaction

Interactive experience

Neither transmission or interaction

of 31


Appendix 5

Safeguarding and protection during placement

Guidance for Placement Mentors, Students/Associate Teachers and University Link Tutors

The Faculty recognises the importance of safeguarding and promoting the welfare of children and young people through protecting them from maltreatment, preventing the impairment of their health or development; and ensuring that children are provided with safe and effective care, and taking action to enable children to have the best outcomes. It is the responsibility of all those who work with children and young people to enable those children to have optimum life chances to be able to enter adulthood successfully (DfE, 2015).

The University also has a duty of care to its students/Associate Teachers (ATs). As part of this, the University makes sure that students have been appropriately screened and checked prior to starting their course and placement. The Faculty of Education and Children’s Services (FE&CS) takes appropriate action to help ensure that students and ATs are prepared for conducting themselves in a safe and appropriate manner whilst on placement. Students and ATs are expected to adopt a pro-active approach to safeguarding, in line with the requirements of relevant legislation and statutory guidance; in particular, ‘Working together to safeguard children’ (HM Government, 2015), ‘The Prevent Duty’ (DfE, 2015), ‘Statutory guidance for the EYFS’ (DfE, 2014), and a range of guidance about e-safety. They are also expected to be mindful of the relevant occupational standards.

The Faculty has a responsibility to investigate any safeguarding concerns about children and young people raised by students/ATs and the duty of care extends to investigating any concerns about the conduct of students/ATs. There are a number of policies and procedures which set out the action that needs to be taken by those involved in organising and supervising schools and setting-based learning opportunities to ensure that these are successful and supported. As with all children in schools and settings, it is essential that students/ATs feel safe as well being safe during their time on placement.

Reporting a concern regarding the safeguarding and wellbeing of a child, young person or vulnerable adult can be both stressful and challenging. Reporting concerns about the behaviour of a student/AT can also be difficult. All complaints, allegations or concerns however, will be taken seriously by the Faculty in line with its current policies.

It is not the responsibility of individual members of staff or students/ATs of the University to investigate or make judgements regarding concerns about, or suspected instances of abuse or harm to a child, young person or vulnerable adult, or inappropriate behaviour of students/ATs. Through the Faculty Designated Safeguarding Officer (DSO), the Faculty will liaise with the setting, as well as relevant University departments and external agencies in accordance with the relevant procedures. Below are the procedures that need to be followed by all those involved in placements to ensure that all students/ATs operate appropriately, and to enable complaints, allegations and concerns to be dealt with in an appropriate and timely manner.

The Placement Professional Mentor will: Ensure that on the first morning of the placement, the student/Associate Teacher

receives a Safeguarding and e-safety briefing and is provided with or made aware of the location of relevant Safeguarding policies and procedures, and is introduced to the setting’s Designated Safeguarding Officer (DSO);

of 31


Report any safeguarding concerns that they have about the practice or behaviour of the student/Associate Teacher to the University tutor as soon as possible, with as much detail as possible about the nature of the concern, those involved and the time(s), date(s) and location(s). If the University Mentor/Tutor is not available, this information should be passed directly to the Faculty Designated Safeguarding Officer (see most recent list of Faculty contacts).

The Student/Associate Teacher will: Read the setting’s Safeguarding and E-safety policies, remind themselves of the

Faculty’s acceptable use policy, and make sure that before the end of the first day of the placement they have understood the procedures to follow whilst on placement and what to do if they have any concerns;

Insert copies of the relevant policies in their placement folder on the first day of placement;

Report and discuss any safeguarding concerns that they have with their Placement Mentor as soon as possible, with as much detail as possible about the nature of the concern, those involved and the time(s), date(s) and location(s). This information must be also be passed to the University Tutor/Mentor the same day;

Contact the University Link Tutor/Mentor or the Faculty DSO as soon as possible, about any safeguarding concerns or questions that they have not for any reason been able to raise within the setting, or that they feel have not been appropriately dealt with;

Refer to the Faculty Hub ‘Staying Safe’ page, and follow the links to the relevant University Policies for further information about Safeguarding issues and concerns;

Follow the University’s Practice Placement Whistleblowing (Public Interest Disclosure)

Procedures by contacting their Programme Leader if they feel that procedures have not been followed appropriately.

The University Tutor/Mentor will: On the first visit to the placement setting, check that the student/Associate Teacher has

a copy of the relevant setting policies and procedures; check that they know the procedure for reporting concerns, who the Designated Safeguarding Officers are both in the school/setting and in the Faculty and know how to contact them

On all subsequent visits, check if the student has any safeguarding concerns at that time, and whether there are any concerns that the student has raised with their Placement Mentor or DSOs;

Ensure that any safeguarding concerns raised by a student/Associate Teacher on placement are discussed with the Placement Mentor and/or DSO, and are reported to the Faculty DSO within 24hrs of being informed, providing as much detail as possible about the nature of the concern, those involved and the time(s), date(s) and location(s).

School Direct partnership arrangements:Where the Associate Teacher is following a School Direct fee paying route it is the responsibility of the lead school/alliance organisation to ensure that the AT is appropriately briefed and trained. All concerns should be followed up using the policies and procedures of the appropriate schools/setting.

Where the Associate Teacher is following a School Direct salaried route and is directly employed by a school/setting, it is the responsibility of the (employing) organisation to ensure that the AT is appropriately briefed and trained. All concerns should be followed up using the policies and procedures of the appropriate schools/setting. In addition, and in both cases, as the AT is registered at the University, the Faculty Designated Safeguarding Officer should be notified.

of 31

https://ganymede2.chester.ac.uk/view.php?title_id=933702

https://ganymede2.chester.ac.uk/view.php?title_id=933702

http://facultyhub.weebly.com/stay-safe-essential-safeguarding-information.html


Post compulsory Education and Training (PCET) arrangementsIt is the responsibility of the employing organisation/partner college to ensure that students on Post compulsory Education and Training (PCET) courses are appropriately briefed and trained. All concerns should be followed up using the policies and procedures of the employing organisation ensuring that the Faculty Designated Safeguarding Officer is kept informed.

University policies and codes of conduct; Faculty of E&CS - Acceptable Use (including e-safety) Policy Faculty of E&CS - Safeguarding Policy Faculty of E&CS – Student Code of Conduct Setting/School – Safeguarding/Child Protection Policy University of Chester - Practice Placement Whistleblowing (Public Interest

Disclosure) Procedures University of Chester - Working Together for the Protection of Children, Young

People and Vulnerable Adults

Statutory guidance for safer working with children and young people;Department for Education. (2014). Statutory framework for the Early Years Foundation

Stage: Setting the standards for learning, development and care for children from birth to five. Retrieve from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

Department for Education. (2015). Keeping children safe in education: Statutory guidance for schools and colleges. Retrieve from https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Department for Education. (2015). The Prevent duty: Departmental advice for schools and childcare providers. Retrieve from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

HM Government. (2015). Working together to safeguard children. Retrieve from: https://www.gov.uk/government/publications/working-together-to-safeguard-children2

These and other safeguarding documents are available via: www.gov.uk, http://facultyhub.weebly.com and the Partnerships website.

Vicki SilverDesignated Safeguarding OfficerFaculty of Education and Children’s ServicesUniversity of Chester01244 511602/07827 [email protected]

of 31


http://facultyhub.weebly.com/

http://www.gov.uk/

https://www.gov.uk/government/publications/working-together-to-safeguard-children2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf