d3mcbia3evjswv.cloudfront.netd3mcbia3evjswv.cloudfront.net/files/good practice guide... · web...

Primary Teacher Education Programmes

(BA PET and PGCE)

Good Practice in School Experience: Support and Assessment

2013-2014

for Mentors and Link Tutors

Contents

Section Page reference

Foreword 3

Introduction to School-based tasks 4

The teaching of early reading and phonics

Learning journeys and ‘placemat’ guidance for the core curriculum

English Maths Science

5

6

71521

Completing University placement documentation Exemplar comment sheets for English, Maths and

Science Weekly Mentor Meeting Log Final Assessment Review

Grading Descriptors/Case Studies

29

303740

43

Signalling concerns Notification of concern sheets Action plan

505153

Development Profile Exemplar Training Plan Standards Tracking document

545561

Foreword

This Primary School Experience Good Practice Guide has been compiled to give all concerned with early years and primary teacher education at the University of Chichester the opportunity to draw on models of best practice in planning, delivering and assessing training and in monitoring, evaluating and recording student teacher progress whilst on placement.

The guide draws on the work of a number of university tutors, partnership colleagues and student teachers, for which many thanks.

The sections in the guide are:

1. Monitoring and supporting school based training tasks

2. Supporting student teachers in the teaching of early reading and phonics, maths and science

3. Completing university placement documentation:School experience comment sheets (examples for the core curriculum)Weekly mentor meeting logs

Final assessment reviews

4. Grading the Descriptors

5. Signalling concernsNotification of concern sheetsAction plans

6. The student teacher Development Profile

We will be reviewing this booklet on an annual basis and adding additional guidance as it becomes available and would be very happy to receive your feedback about other examples of good practice that it would be useful to provide.

Please contact Wayne Stallard, Coordinator for School Partnership at [email protected]; Carole Bignell. Coordinator for BA PET at [email protected]; or Christopher Shelton, Coordinator for Primary PGCE at [email protected].

3

mailto:[email protected]



PRIMARY PROGRAMMES: School-based Tasks

This section of the good practice guide is designed to provide mentors with an overview of the university central training programme and the school-based tasks in all primary programmes.

Training takes place in school and in university in equal measure. Schools are in a unique position in being able to set student teachers’ learning in an immediate and meaningful context and to show how the theory is applied in practice. They can help student teachers to recognise the impact of their planning, teaching and assessment on pupils’ learning in a way that university sessions cannot do.

The guidance in this section was compiled with the help of the core curriculum leaders in the primary team. Please contact these colleagues with any queries about the subject:

Rebecca Webb Primary English [email protected] Rickard Primary Maths [email protected] Wilkinson Primary Science [email protected]

The guidance is compiled of: A copy of the learning journey for each course (Primary PGCE and BA

PET), in each subject. This outlines what the student will be learning in university and in school and the outcomes each student teacher should achieve at the end of a period of SE

A ‘placemat’, which gives guidance on what to look for when observing teaching in each subject.

The learning journey details the tasks that each cohort of student teachers is required to carry out in school whilst on SE. We ask that link tutors and mentors ensure student teachers have opportunities to carry out these tasks in the placement school. Progress should be monitored in weekly mentor meetings. Student teacher subject knowledge has been an area of national concern and these tasks help student teachers to understand the importance of good subject knowledge in teaching young children. Mentors and link tutors should feel able to offer constructive criticism that enables the student teacher to develop better practice.

It is hoped to develop additional ‘placemats’ in collaboration with partnership colleagues, to focus on different subjects or phases of education, as the year progresses. Many thanks to all colleagues in the university and schools who have contributed to their development so far!

4




Teaching of Early Reading Phonics

Teaching of Early Reading PhonicsThe following extract from Standard 3 of the Teachers’ Standards (Department for Education, 2012), requires that:

A teacher must demonstrate good subject and curriculum knowledge - if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (DfE, 2012)

It is unusual for a standard to specify a particular aspect of a subject but for primary student teachers there is now an acceptance that they need explicit knowledge about teaching early reading. This is something they cover in university courses (for details see English Learning Journey) and need opportunities to practice in school. In order that student teachers can achieve Standard 3 of the Teachers’ Standards we would ask you to do the following:

1. Identify the classes in the school in which high quality teaching of phonics takes place and set up focused observations for the student teachers. Where possible allow student teachers to observe a range of teaching from Phase One of Letters and Sounds (or an equivalent scheme) to Phase 6. In a KS2 setting, this work may occur in the younger age groups or in a special needs, nurture or support group. Students should make observational notes in the relevant page of their ‘Becoming a Teacher of Early Reading’ booklet.

2. Observe the student teachers teaching phonics/early reading and give feedback on strengths and areas for development. The ‘Becoming a Teacher of Early Reading’ booklet is also the place where formal observations should be recorded (see Observation of Trainee’s Phonics Lessons page).

3. Discuss with the student teachers how the school has responded to the Rose Review and implemented its recommendations regarding high quality phonics teaching.

4. Identify where high quality teaching of early reading occurs in the school and set up focused observations of shared and guided reading activities. Again, where possible allow student teachers to observe a range of levels within the school. Again, in a KS2 setting this may be with individuals or small groups who have low attainment in reading.

5. Discuss with the student teachers how the school has responded to the Rose Review and implemented its recommendations regarding the teaching of early reading through word recognition and language comprehension.

The learning journey and English school-based tasks give details of how and when to do this in school and when student teachers will have the opportunity to visit our Leading Literacy Schools (LLS). Since 2011/12 all Y2 students had opportunities to watch exemplar lessons alongside a lead teacher, who then debriefed them following the lesson. If you know practice in your school is exemplary and you would like to be considered for any further additional LLS places, please talk with your link tutor in the first instance who will pass your interest on to Rebecca Webb. We do not know what funding will be for future years. However, we are keen to develop our knowledge of the bank of expertise in the partnership and would welcome your involvement.

5

English/LiteracyLearning journeys and

placemat

English Learning Journey BA PET: the teaching of early reading and writing University curriculumUniversity curriculum In school the student should By the end of this SE most students will be able to:

Y1 T1 1. Address the actions on English action plan (which arise from the student’s English subject knowledge audit).

1. Take the class for a story.2. Teach a reading/phonics and writing session to small groups

using the teacher’s planning and under teacher guidance.

Y1T2

English half module: Multimodal texts, digital literacies, reading and writing narrative, and introduction to phonics and the Simple View of Reading

Y1T3

Subject knowledge audit 1 Phonics, grammar and spelling top-up sessions.

Directed tasks 1. Address the actions on English action plan (which

arise from the student’s English subject knowledge audit).

2. Observe at least 2 lessons on the teaching of early reading, making notes.

3. Trial his/her multimodal resource with a guided group.

1. Take the class for a story.2. Teach a reading/phonics and writing session to small groups at

least once a week using the teacher’s planning and under teacher guidance.

3. Model for pupils how phonically regular words can be read as a four part process as follows:

a. Scan the word left to rightb. Identify the graphemesc. Match each grapheme to a phonemed. Blend phonemes to read the word

4. Have observed a number of phonics lessons in school and be able to identify good practice in the teaching of phonics.

Y2 T1 1. Teaching of early reading and phonics week, including a visit to a Lead Literacy Schools to observe teaching of early reading.

2. Formal phonics/early reading assessment.Y2 T2 Subject Knowledge audit 2 Assessment of the

linguistic and structural features of texts.English full module: Phonics 2; Primary Framework strands 7, 8 and 9; English with children with SEN, for whom EAL and who are G&T; formative and summative assessment of English (and APP); The genre model of reading and writing; shared, guided and modelled work; effective teaching strategies (modelling, scaffolding, questioning, explaining).

Y2 T3 Directed tasks 1. Address the actions on English action plan (which

arise from the student’s English subject knowledge audit).

1. Observe at least 3 lessons on the teaching of early reading/phonics (or with lower ability pupils in KS2), making notes in their Becoming a Teacher of Reading Booklet.

2. Observe at least 2 lessons on the teaching of writing.

3. Meet with the English Subject Manager to discuss how the school has responded to the recommendations of the Rose Review (of early reading).

demonstrate Y1 success criteria and:1. Take the class for a story on a regular basis. 2. Teach a weekly guided reading session to small groups using

their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own planning.

3. Articulate pure phonemes; to model blending and segmenting as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate.

4. Use NC objectives and, from these, identify clear success criteria for the teaching of reading and writing.

5. Teach shared reading and writing with support for planning and assessment.

6. Use modelled and shared writing confidently, making good use of talk partners for oral rehearsal and peer-assessment.

7. Explain how formative assessment and summative assessment of reading and writing are used in school.

8. Mark children’s writing giving clear feedback with reference to the success criteria and identifying next steps.

9. Keep detailed reading records for their focus guided reading group to inform summative assessments (students may make use of APP).

Y3 T1 Subject knowledge audit 3 Improving sentences and L4/5 punctuation.English half module: The characteristics of effective teachers of English. This module will draw on all 4 strands of English with a focus on writing.

Y3 T2 Directed Tasks 1. Address the actions on English action plan. 2. Observe at least 3 lessons on the teaching of

reading making notes in their Becoming a Teacher of Reading Booklet as appropriate.

3. Teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson.

4. Observe at least 2 lessons on the teaching of writing.

5. Meet with the Subject Manager to discuss how school internal and external data is used to inform curricular targets (for reading and writing).

6. Use APP to create summative assessment records for reading and writing for focus group of pupils.

demonstrate Y1 & Y2 success criteria and:1. Independently plan for, teach, assess and evaluate teaching across the range of the curriculum within shared and guided reading and writing at least weekly.2. Keep detailed reading and writing records for focus pupils and demonstrate how these are used alongside APP to inform to planning and pupil target setting. 3. Have a secure understanding of the key features of the full range of NC genres which underpins effective explanations and modelling of writing.4. Independently plan for and teach a series of phonics lessons, planning for and providing targeted / differentiated support for reading and spelling within phonics lessons.

8

Learning Journey PGCEUniversity curriculum In school the student should By the end of this SE most students will be able to:

T1 First half of English module Introduction to the curriculum

and documentation. Strategies for teaching English. A wider view of reading. Planning for the teaching of

reading and phonics/assessment of phonics.

Speaking and listening / talk for learning.

PG Subject knowledge audit Phonics; The SVoR; linguistic

and structural features of texts; grammar; poetry types and language.

School-based tasks1. Address the actions on English action plan.2. Observe at least 2 lessons on the teaching of phonics/early

reading (or with lower ability pupils in KS2) and writing, making notes in your ‘Becoming a Teacher of Early Reading’ booklet.

3. Meet with the English Subject Manager to discuss how the school has responded to the government’s sustained focus on the teaching systematic synthetic phonics e.g. decodable texts, Y1 phonics screening check etc. Make notes to share with your mentor.

4. ‘Finding out about Talk for Learning’ activity. Make notes to share with your mentor.

5. Be observed teaching phonics/early reading with your link tutor making notes in your ‘Becoming a Teacher of Early Reading’ booklet.

By the end of your School Experience A you should be able to demonstrate the following success criteria: Take the class for a story on a regular basis. Teach a weekly 4-part phonics lesson to pupils using their own planning. In KS1/lower KS2: articulate pure phonemes; model blending and

segmenting as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate.

Use NC/PFfL&M objectives and, from these, identify clear success criteria for the teaching of reading.

Teach shared reading from own planning and writing with support from the class teacher for planning and assessment.

Understand the implications of using decodable texts, the year 1 phonics screening check and Ofsted recommendations

T2 Second half of English module and Preparation for the Enhanced Placement Talk for writing. Assessment of reading and

writing. Understanding genre and the

teaching of writing. Spelling, grammar and

punctuation. Guided reading.

Each day, students will teach a 4-part phonics lessons, assessing pupil outcomes and tacking progress.

Students may also teach as follows: Guided reading One-to-one reading Literature circles/book groups

For details, see ‘Becoming a Teacher of Early Reading’ booklet.

By the end of the Enhanced Placement you should be able to demonstrate the following success criteria: Understand key terms relating to the teaching of phonics and use these

with confidence. Understand the relationship between Letters and Sounds and be able to

articulate the 40+ sounds that make up the English language. Understand the alphabetic code and apply this to word reading. Understand word reading using synthetic phonics as a four-part process. Have a clear understanding of the implications of the Independent Review

of the Teaching of Early Reading and the Simple View of Reading. Independently plan for and teach a series of four-part phonics lessons,

undertaking assessment and tracking. Understand the importance of diagnostic assessment to ensure

interventions within the lesson Be able to plan for and provide targeted / differentiated support for reading

within phonics lessons.

T3 School-based tasks1. Address the actions on English action plan.2. Observe at least 3 lessons on the teaching of early reading

(or with lower ability pupils in KS2), making notes in your ‘Becoming a Teacher of Early Reading’ booklet.

3. Be observed teaching phonics/early reading with your link tutor making notes in your ‘Becoming a Teacher of Early Reading’ booklet.

4. Observe at least 2 lessons in the teaching of writing. Try to observe consecutive lessons in one year group. Where possible, observe in Year R or Year 1 to extend your understanding of early writing. Make notes on the use of: a) shared and modelled writing to scaffold the children’s writing; b) how the teacher makes the expectations for writing clear; c) the specific skills the teacher is trying to develop; d) the range of resources available to the children;

5. Meet with the English Subject Manager to discuss how the school approaches the teaching of writing. How is the classroom environment used to create motivating contexts for writing and support children in the writing process? How are children supported in moving from early phonetically plausible attempts at spelling to more conventional spelling?

By the end of your school experience B you should be able to demonstrate the success criteria from School Experience A and:1. Use modelled and shared writing, making good use of talk partners for oral

rehearsal and peer-assessment. 2. Mark children’s writing giving clear feedback with reference to the success

criteria and identifying next steps. 3. Independently plan for, teach, assess and evaluate shared and guided

reading/phonics and writing lessons drawing upon the principles of talk for learning. By the end of the SE be able to plan for and teach a series of reading and writing lessons, drawing upon assessment to inform planning.

4. Keep detailed reading records for all of your M&A file focus children and demonstrate how these are used alongside APP to inform to planning and pupil target setting.

5. Have a secure understanding of the key features of the full range of NC genres; persuasive, discursive, instructional, non-chronological, explanatory, recount and narrative texts which underpins effective explanations and modelling of writing.

6. Teach a weekly guided reading session to small groups using their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own planning.

10

University of Chichester Lesson Observation Sheet “What constitutes a good READING lesson?” Student Teacher: Student Teacher’s Subject: Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct

Secondary BA (QTS) PE 3/4 PGCE School Direct KS2/31/2/3

School: Class/Year: Subject/Topic:

Observation Focus: (Please highlight) Range of Teaching Strategies. Subject Knowledge. Assessment. Behaviour Management. Planning. Learning Outcomes. Other …………………………………………...

Teachers’ Standards – evidence observed in the lesson (please refer to in your comments)

Strengths and Achievements (to include comments on the quality of pupil learning and progress):

PART ONE1. Set high expectations which inspire,

motivate and challenge pupils

S1 The student demonstrates a positive attitude towards reading and presents to the children as a role model reader who is both knowledgeable about books and enthusiastic about reading. Teaching is stimulating and the children are encouraged to be active participants in reading texts and discussing them. S2 There are ‘no passengers’ in the lesson and, as a result of this and well-planned teaching experiences, pupils make progress against the learning objectives/success criteria, Because these are shared and remain the focus of the learning, pupils are able to comment upon how they have progressed as readers. S3/s4 Teaching of shared and guided reading draws upon relevant curricular documentation to identify clear learning objectives and success criteria. Metalanguage is use accurately and knowledgeably as appropriate to the age range, for example figurative language (e.g. metaphor, simile); grammatical language (e.g. connective, imperative verb); textual language (e.g. paragraph, stanza, subtitle, and caption). Modelling and explanation guide the children to acquire a range of reading skills for word reading and text comprehension. In guided reading: the Strategy Check is effectively used to model a range of word reading strategies; Independent Reading time is used to address individual learning points and misconceptions; and engaging discussion when Responding to the Text supports children in offering opinions and stating preferences regarding a text and vocabulary that interests the reader. The student understands how guided reading differs from group reading.S5 Pitch is appropriate to meet the needs of the pupils, challenging and supporting G&T pupils and pupils with SEN by offering differential reading challenges (both word recognition and language comprehension) throughout the lesson. SEN pupils and pupils for whom EAL are supported through use of repetition and visual cues to aid sound and symbol correspondence and reinforce

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structured lessons

5. Adapt teaching to respond to the strengths and needs of all pupils

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfil wider professional responsibilities

11

key vocabulary. The student understands the importance of moving pupils when Responding to the Text from simple comprehension checks to questions which promote higher order thinking and expressive language. Good use is made of resources which enable learning to be personalised e.g. bilingual flashcards for pupils for whom EAL or use of visual cues/puppets to support and develop vocabulary for pupils with SEN. S6 Pupil progress in both word reading and text comprehension is monitored throughout the lesson and the student keeps simple, efficient and reading-focussed records. Misconceptions are quickly addressed through questioning, explanation and teacher modelling of reading skills e.g. “Try rerunning the sentence with the word ‘mummy’ in there – does it make sense?” After the lesson, the student can explain pupil progress within the context of APP/the AF strands for reading and how assessment information will be used to inform future planning.

PART TWOPersonal And Professional Conduct

Points for Development (to include comments on the quality of pupil learning and progress):

Action Plan: (Maximum of 3 development/progression points for review at next mentor session)Student Teacher Signature:Date : Standard of teaching performance (using the University of Chichester Lesson Observation

criteria ) Please ring one category

1 : Outstanding 2 : Good 3 : Requires Improvement 4: Inadequate (Fail)

Please note: Primary BA PET Year 1 and Secondary BA (QTS) PE Year 3 to be graded: Pass / Fail.

Signed: Mentor / Professional Tutor / University Tutor

Date of next tutor visit:

E-copies to:[email protected] / [email protected] / [email protected] / [email protected]

12





University of Chichester Lesson Observation Sheet “What constitutes a good WRITING lesson?” Student Teacher: Student Teacher’s Subject: Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct

Secondary BA (QTS) PE 3/4 PGCE School DirectKS2/31/2/3







S1 The student demonstrates a positive attitude towards writing and presents to the children as a role model writer who is both knowledgeable about word, sentence and text features of writing and enthusiastic in all stages of the writing process. Teaching is stimulating and the children are encouraged to be active participants in shared, guided and paired writing.S2 There are ‘no passengers’ in the lesson and, as a result of this and well-planned teaching experiences, pupils make progress against the learning objectives/success criteria, Because these are shared and remain the focus of the learning, pupils are able to comment upon how they are progressing against the success criteria throughout the lesson. S3/s4 Teaching of shared and guided writing draws upon relevant curricular documentation to identify clear learning objectives and success criteria. Through text analysis pupils are encouraged to work with the student to jointly generate the success criteria for writing. Metalanguage is use accurately and knowledgeably according to the genre being taught and students provide examples of linguistic and structural features from engaging texts that are familiar to the pupils; as a result of this, pupils can use metalanguage appropriately when discussing their writing. Modelling and explanation guide the children to acquire a range of writing skills such as: selecting the most effective vocabulary; restructuring a sentence for best effect; or making decisions about paragraphing. Pupil talk and talk/response partners are valued for: orally rehearsing vocabulary/sentences; generating ideas; role play; collaborative writing; and reflecting upon drafts.






7. Manage behaviour effectively to ensure a good and safe learning

13

environment S5 Pitch is appropriate to meet the needs of the pupils, challenging and supporting G&T pupils, pupils with SEN and for whom EAL by offering differential writing challenges; differential writing targets/expectations are shared sensitively and do not suggest a ‘ceiling’ for the writing of any particular group of pupils. As a result of clear expectations which encourage all children to aspire to be effective communicators in writing, pupils write independently (supported by structured writing frames and communicative aids as appropriate). Environmental print, such as word and picture walls, spelling mats and VCOP pyramids support this independence. S6 Pupil progress in writing (both linguistic and structural) is monitored throughout the lesson and the student keeps simple, efficient and writing-focussed records. Misconceptions are quickly addressed through questioning, explanation and teacher modelling of writing skills e.g. “You need a comma here because you have started the sentence with a connective’. Written feedback attends to content, structure, language use and punctuation and values first and foremost the child’s intended message in their writing. After the lesson, the student can explain pupil progress within the context of APP/the AF strands for writing and how assessment information will be used to inform future planning.











14





MathsLearning journeys and

placemat

15

Learning Journey BA PET: the teaching of mathematics University curriculum: In school the student should: By the end of this SE most students

will be able to:Pre- course

Exploration of the BBC Bitesize websiteAiming to alert students to areas of strength and weakness in mathematics

Y1 T1 Subject/ Pedagogical knowledgeVarious opportunities to audit personal confidence in relation to the teaching of mathematics.

Observe one or more mathematics lessons looking specifically for the children working as mathematicians (solving problems, reasoning, communicating mathematically, enquiring, and representing). Make notes.

Plan collaboratively and undertake some small group mathematics teaching with support.

Identify features of mathematical working in lessons seen.

Teach elements of mathematics to small groups and begin to identify what went well or could be improved.

Y1 T2 Subject knowledge Attendance at year 1 workshops to ‘brush-up’ aspects of mathematical knowledge and understanding as appropriate.Mathematics half module:Focusing on re-experiencing mathematics with an emphasis on mathematical behaviour. The assignment gives students the opportunity to locate activities across most areas of mathematics and to begin to engage with theory.

Y1 T3 Subject knowledgeOnce the assignment is returned students should identify action to meet personal targets and continue to work on this over the summer.

Target areas of weakness as identified in the personal action plan by arranging to observe and support children’s learning in a variety of mathematics lessons. Observe lessons in other year groups where appropriate, particularly where these relate to areas of mathematics which you find difficult.Plan and teach a sequence of three or more lessons. This can be with either small groups or the whole class with the teacher’s guidance.

Reflect on areas of strength and weakness with regard to mathematics subject knowledge.

Plan and carry out a short sequence of mathematics lessons with support.

Y2 T1 Subject KnowledgeSubject knowledge is integral to the module itself (number and its wider applications). Checks on progress made against personal targets. Mathematics full module: Effective teaching and assessment strategies associated with number, building in mathematical behaviours as discussed in year 1. Intro placemat. Assignment gives students the opportunity to plan a unit of work, underpinned by theory.

16

Y2 T2 Attendance at mathematics workshop/s if required to support professional development, particularly in number.

Y2 T3 Teach sequences of whole class mathematics lessons (at least one full week) showing careful thought about how the learning will be ‘packaged’ in single lessons and developed over the course of the week. Reflect on lessons using placemat.Undertake and discuss school based task focusing on ‘Assessment for Learning’ and summative assessment in mathematics.If possible observe teaching in shape and/ or space.Continue to address any subject knowledge weaknesses (as identified in personal action plan) through observations in other classes etc.

Teach an effective week’s mathematics.

Describe how the week’s planning has been altered to take account of assessment information.

Identify any remaining gaps in mathematical knowledge and understanding.

Y3 T1 Subject knowledgeSessions in the autumn workshop week will provide general mathematics support if required, whilst knowledge relating to shape and space will be integral to the half module. Workshops also target teaching mathematics at interview, and passing the skills test.Mathematics half module: Effective teaching of mathematics will be scrutinised through a focus on shape and space, including using placemat. Report writing and latest developments in mathematics education will be discussed.The assignment gives students the opportunity to consider how mathematics is presented to ensure the most effective learning.

Y3 T2 Take responsibility for mathematics planning over several weeks, thinking particularly about how the learning is modelled and resourced. Check placemat to reflect on effectiveness of teaching.Complete task relating to open-ended activities linked to differentiation in mathematics.Make the most of opportunities to address any final areas of weakness with regard to mathematics subject knowledge.

Plan mathematics effectively in the medium term.

Identify mathematics tasks particularly suitable for differentiation.

Identify professional development opportunities in relation to mathematics for the NQT year.

Y3 T3 Seek further advice from the mathematics team if required regarding:

graphical presentation of data in Independent Project

numeracy skills test teaching mathematics at interview

Good luck!

17

Learning Journey PGCE Primary: the teaching of mathematics University curriculum: In school the student should: By the end of this SE most students

will be able to:Pre- course

Compulsory purchase of Haylock,D. ”Mathematics Explained for Primary Teachers (4th Ed)” London SAGE 2010.Read Section A, make notes and bring to first session. Use of BBC Bitesize to address personal needs re. Subject Knowledge.

All trainees should have completed 10 days of pre- course experience in school.

Y1 T1 Subject/ Pedagogical knowledgeAn Audit of Subject Knowledge completed on Moodle during September. Each trainee will then develop a personal action plan based on the results of the audit

Three days of taught sessions covering place value, addition, subtraction, multiplication, division, fractions decimals and percentages and a microteaching session,

Complete school based investigation 1Observe one child and critically evaluate how their personal learning needs in Mathematics are being met.

Articulate and reflect on areas of strength and weakness in Mathematics subject knowledge.

Have a clear personal action plan to address areas of weakness with appropriate success criteria.

Plan and teach elements of Mathematics and reflect on successful learning and teaching.

Identify areas for improvement.

Begin to use effective assessment and record keeping strategies to track pupil progress in Mathematics.

Y1 T2 Subject /Pedagogical knowledge

Drop-in session to “mop up” any remaining issues in Subject Knowledge.

Two days of taught sessions covering shape, space, measures, handling data, inclusion and Mathematics in the environment.

Complete a 2 week, Mathematics specific placement working with an individual or a small group of children on a specific area of Early Mathematics. Track progress and impact.

Understand the importance of monitoring progression and planning next steps for individual children.

Have completed a detailed report related the learning and progression of an individual child or a small group, including use of AfL and N.C. Levels

Y1 T3 Subject /Pedagogical knowledge Complete school based investigation 2Undertake a critical evaluation of how the school tracks progress in Mathematics for individuals and for groups of children, and how this information is used to develop targets.

Demonstrate secure subject knowledge in Mathematics.

Take responsibility for Mathematics planning and teaching over several weeksUse AfL to monitor and track progress of individual children

18

University of Chichester Lesson Observation Sheet “What constitutes a good MATHEMATICS lesson?” Student Teacher: Student Teacher’s Subject: Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct








S1 Student demonstrates a positive attitude towards mathematics, particularly with the children; teaching input is such that the children are stimulated and encouraged to participate; positive responses are given to answers including wrong ones (!) enabling them to be built on e.g. I can see exactly why you wrote 1001 for 100+1.S2 Student encourages all children to engage mentally e.g. using the mental and oral starter to ‘warm-up’ all brains at once (“no passengers”); breaks the mathematical topic down into bite size chunks, all with a common purpose (to meet a specific intended learning outcome) e.g. a step by step exploration of a particular type of graph; employs open-ended tasks (e.g. investigative work) where appropriate as a means of removing false ceilings which prevent progress.S3 Student delivers a lesson grounded in theory/ best practice, demonstrating the knowledge required e.g. presents a variety of types and orientations of triangles; is able to anticipate and deal with common misconceptions; makes consistent use of known mathematical vocabulary and introduces new terms carefully; makes appropriate contextual links to illustrate concepts e.g. division in both grouping and sharing contexts. S4 Student encompasses direct teaching (whole class/ group) with use of practical activity/ resources specifically to exemplify mathematical concepts e.g. the structure of the number system; uses resources to model and support calculation where appropriate; presents opportunities for problem solving, communication and reasoning; distinguishes between the introduction of new material (e.g. meeting notation of fractions for the first time) and rehearsal of existing knowledge (e.g. practising multiplication tables).S5 Student ensures all children, irrespective of their ability, are able to take a step, however small, on this particular learning journey e.g. understanding the concept of paying and getting change; uses age and stage appropriate learning e.g. encouraging children to move beyond simple counting strategies; makes








19

adaptations to teaching to support specific learning groups (e.g. conscious gesturing of rows and columns for EAL pupils).S6 Student asks questions (or facilitates peer discussion) requiring children to articulate and reflect on their mathematical understanding e.g. “How did you work it out?” “How do you know that’s the right answer?” Student identifies prior mathematical learning pertinent to the current lesson or investigates existing knowledge early in the lesson and builds upon it e.g. give me some ideas how the pattern ‘2, 4’ might continue.



Action Plan: (Maximum of 3 development/progression points for review at next mentor session)Student Teacher Signature:Date :



Standard of teaching performance (using the University of Chichester Lesson Observation criteria ) Please ring one category




20





ScienceLearning journeys and

placemat

21

Learning Journey BA PET: Science knowledge, understanding, skills and attitudeUniversity curriculum In school the student should By the end of this SE most students will be

able to:Y1 T1 Induction

Half Module for Natural Science subject specialists: Green inheritance

(for T1 or, if necessary,T3)

1. Take part in the teaching of an investigative science activity with a group of children and write a brief report on the experience. Include discussion with class teacher/mentor and/or science subject manager.

2. Use their understanding of Science Sc1 to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science.

Y1 T2 Subject knowledge audit 1Construct Science action planBegin to address the actions on Science action plan

Half module for all aims to provide an introduction to Science in the primary

classroom emphasise approaches to teaching Scientific Enquiry

(Sc1) consider the distinctive features of science as a curricular

area, how children learn in science, and some typical school science content

enable students to apply their learning in interpretation, planning and evaluation of some specific planning for science teaching at an appropriate KS

start to keep Science Subject knowledge booklet. This will provide documentation of progress toward the Teachers’ Standards.

Module for Natural Science subject specialists: Science Foundation

Y1 T3 1. Continue as above2. Address the actions on Science action plan

plan, trial and evaluate small learning experiences that exhibit sound (if introductory) knowledge, understanding, skills and attitudes for primary science teaching, including Sc1

demonstrate interest and enthusiasm for tackling elements of science teaching

consider some elements of classroom management, (e.g. resources or health and safety)

understand the importance of using teacher and pupil questions use extended skills of co-operative working, appraising and directing

their own learning, and oral communication use ICT to extend their learning in and about science and science

education, as well as in the preparation of course work.

23

Y2 T1 Update Science action planContinue to address actions on Science action plan

Half module for all aims to continue to emphasise Sc1, complementing & extending

this with work on planning sequences of learning experiences in science (e.g. resources, differentiation, language, etc)

consider M&A and its links to the development of a deeper understanding of children’s progression in science & fruitful techniques for formative & summative assessment.

continue the development of capability in biology, physics and chemistry their connections to practical work as a tool for developing subject knowledge.

Half module content includes: Interactive lead lectures on M&A and planning in science education; workshops and lead lectures on school-related science topics such as Materials, and Earth and Beyond; inputs and self-study activities at student’s own level on aspects of science knowledge and understanding; self study activities on aspects of planning (e.g. inclusion in science, resources, progression, etc); links to Year 1 and Year 2 Professional Studies module content where appropriate; focus on health and safety in science and in school more generally; emphasis on outdoor learning, environmental and sustainability education; significant links to the “creative curriculum” of schools. Continue to keep Science knowledge audit booklet.

Half module for Natural Science subject specialists: Leading Science

Y2 T2 Module for Natural Science subject specialists: Asking and answering natural science questions

Y2 T3 1. Address the actions on Science action plan.

2.(a) Discuss with class teacher the methods used by the school to monitor, assess, record and report on children’s progress in science. (b) Select three children (preferably of different abilities in science). Track their individual progress throughout ESE. Initially assess these children’s ideas in an area of science to be taught and their use of process skills. Decide how to use this evidence to inform planning and target setting in science. (c) Keep a copy of three contrasting samples of children’s work that is assessed by student. Describe the criteria used. (d) Track these children’s progress in science in M&A file and report (to the class teacher) on their achievement in science at the end of ESE. (e) Reflect on learning from this task. How has student’s teaching in science, and understanding about M&A in science changed?

plan & carry out effectively sequences of learning experiences that exhibit a comprehension of Sc1 Scientific Enquiry appropriately related to Sc2-4;

relate your teaching to an understanding of progression & differentiation in children’s learning in science;

show some skills in analysing episodes of classroom teaching, assessing pupil responses & formulating appropriate teaching strategies;

find, select & use references, & other resources including ICT, to extend your knowledge of science in connection with course sessions & your own teaching plans;

in terms of transferable skills: critically analyse your own planning and teaching.

24

Y3 T1 Subject knowledge audit 2Construct new Science action plan Address the actions on Science action plan

Half module for all aims to build upon the study of science and primary science education

from CCL1SC and CCL2SC. emphasise developing student teachers’ knowledge of less

familiar, but important, concepts in science; emphasise developing student teachers’ ability to analyse

critically current concerns in primary science practice. provide student teachers with the opportunity to consider the

science curriculum in greater depth and to encourage them to consider creative ways of integrating science within a topic based curriculum.

To use outcomes of this module in school and assessments to allow student teachers to demonstrate they have reached the Teachers’ Standards.

Half module content includes: Workshops on school-related science topics, and opportunities to plan for areas of science of own choice; Problem based learning tasks using research papers; Beach school workshop; interactive lead lectures on Outdoor Learning, Sustainability and Genetics. Continue to keep Science Subject knowledge booklet.

Module for Natural Science subject specialists: Science Project on theme of student’s own choice

Half module elective chosen by some: Learning and teaching outdoors

Half module elective chosen by some: Science and society

Y3 T2 1. Address the actions on new Science action plan.

2. develop and/or evaluate an innovative approach to some aspect of primary science teaching (equipment, teaching approach, links to the real world, use of the outdoors, use of IT etc).

1. Independently plan for, teach, assess and evaluate teaching in Science curriculum, demonstrating as appropriate knowledge, understanding, skills and attitudes developed during Y1, Y2 and Y3

2. This will provide evidence for the range of professional knowledge, understanding, skills and attitudes required for classroom primary science education including: effective short and medium term planning for learning in

science; application of principles of assessment in science to ensure

progression, differentiation and response to experience; critical evaluation of elements of recent issues in primary

science education; personal research to find, select and use references, and other

resources, including ICT, to extend their knowledge of science in connection with course sessions and their own teaching plans;

communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences)

Y3 T3

Learning Journey PGCE: Science knowledge, understanding, skills and attitude25

University curriculum In school the student should By the end of this SE most students will be able to:

Sem1 InductionSubject knowledge audit 1Construct Science action planBegin to address the actions on Science action plan

Core Curriculum Science module running over 2 semester aims to provide an introduction to Science in the primary

classroom; emphasise approaches to teaching knowledge

based concepts via Scientific Enquiry; consider the distinctive features of science as a

curricular area, how children learn in science, and some typical school science content;

enable students to apply their learning in interpretation, planning and evaluation of some specific planning for science teaching at an appropriate KS;

emphasise developing student teachers’ ability to analyse critically current concerns in primary science practice;

Undertake outdoor activities in an offsite location using school grounds, parks and the beach to teach food chains/webs, habitats, plants and adaptation and classification;

start to keep Science Subject knowledge book for recording progress in knowledge This will provide documentation of progress toward the d Teachers’ Standards.

Part module content to include interactive lead lectures on key areas of questioning, key skills, recording and the nature of science. Workshops to include key skills inc health and safety concerns, toys and wonder and a Symposium using research papers. Self study task on SC1 topic Ourselves.

Some students will address a science context for their Assignment 1

1. Take part in the teaching of an investigative science activity with a group of children and write a brief report on the experience. Include discussion with class teacher/mentor and/or science subject manager.

2. Use their understanding of Science Sc1 to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science.

Depending on school time table all trainees should:

plan, trial and evaluate small learning experiences that exhibit sound (if introductory) knowledge, understanding, skills and attitudes for primary science teaching, including Sc1

demonstrate interest and enthusiasm for tackling elements of science teaching

consider some elements of classroom management, (e.g. resources or health and safety)

understand the importance of using teacher and pupil questions

use extended skills of co-operative working, appraising and directing their own learning, and oral communicationuse ICT to extend their learning in and about science and science education, as well as in the preparation of course work.

Sem 2

Update Science action planContinue to address actions on Science action plan

Continuation of core module aims to continue to emphasise Sc1, complementing &

1. Select three children of differing abilities in science whose progress can be tracked during the practice.

2. Liaise and discuss with class teacher the methods used by the school to monitor,

Depending on school time table all trainees should: plan & carry out effectively sequences of

learning experiences that exhibit a comprehension of Sc1 Scientific Enquiry appropriately related to Sc2-4;

26

extending this with work on planning sequences of learning experiences in science (e.g. resources, differentiation, language, etc)

consider M&A and its links to the development of a deeper understanding of children’s progression in science & fruitful techniques for formative & summative assessment.

continue the development of capability in Sc2, Sc3 & Sc4 & their integral connections to Sc1.

emphasise developing student teachers’ knowledge of less familiar, but important, concepts in science;

Continue to keep Science Knowledge booklet; To use outcomes of this module in school and

assessments to allow student teachers to demonstrate they have reached the Teachers’ Standards in Science.

Part module content includes: Interactive lead lectures on M&A and planning in science education, workshops and lead lectures on school-related science topics such as materials, electricity, light, sound, Earth, space and beyond and rocks; inputs and self-study activities at student’s own level on aspects of science knowledge and understanding; self study activities on aspects of planning (e.g. inclusion in science, resources, progression, etc); links to Professional Studies module content where appropriate; continued focus on health and safety in science.

assess, record and report on children’s progress in science.

3. Assess selected children’s ideas and process skills in an area of science that they are taught during the school experience.

4. Analyse collected evidence and attempt to level of attainment. Identify next steps and target set.

5. Reflect upon own learning from this task. Consider how thinking about monitoring and assessment may have changed? Consider the use of the particular assessments to inform planning for future science teaching?

relate your teaching to an understanding of progression & differentiation in children’s learning in science;

show some skills in analysing episodes of classroom teaching, assessing pupil responses & formulating appropriate teaching strategies;

find, select & use references, & other resources including ICT, to extend your knowledge of science in connection with course sessions & your own teaching plans;

in terms of transferable skills: critically analyse your own planning and teaching.

Depending on school time table some trainees may also;

Independently plan for, teach, assess and evaluate teaching in Science curriculum, demonstrating as appropriate knowledge, understanding, skills and attitudes developed during this module.

This will provide evidence for the range of professional knowledge, understanding, skills and attitudes required for classroom primary science education including:

effective short and medium term planning for learning in science;

application of principles of assessment in science to ensure progression, differentiation and response to experience;

critical evaluation of elements of recent issues in primary science education;

personal research to find, select and use references, and other resources, including ICT, to extend their knowledge of science in connection with course sessions and their own teaching plans;

communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences)

University of Chichester Lesson Observation Sheet “What constitutes a good SCIENCE lesson?” 27

Student Teacher: Student Teacher’s Subject: Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct Secondary BA (QTS) PE 3/4 PGCE School Direct

KS2/31/2/3







S1 Students demonstrate a positive attitude towards science and are enthusiastic about practical ‘hands on’ learning to develop children’s subject knowledge; teaching input is such that the children are stimulated and encouraged to participate; positive responses are given to answers including wrong ones (!). Students are respectful of children’s initial ideas and thinking and are confident to use these as a ‘building block’ toward future learning.S2 Students encourage all children to engage in the learning e.g. children are encouraged to ask their own questions (to meet a specific intended learning outcome) and are provided with the means by which they may be answered – this might be a practical investigation, observation or research etc. (The learning is child initiated and is not driven by the use of worksheets). Throughout the practical work, children are encouraged to engage in effective learning talk in order to challenge naïve ideas and to support with the construction of new knowledge.S3 Students deliver a lesson grounded in theory/ best practice, demonstrating the knowledge required e.g. presents subject knowledge concepts in a variety of ways (using stories, puppets in science, video clips and concept cartoons); is able to anticipate and deal with common misconceptions (when listening to children’s talk); makes consistent use of known scientific vocabulary and introduces new terms carefully; makes appropriate contextual links to illustrate concepts e.g. links to everyday science (e.g. What would stop my cup of coffee getting cold so quickly?), the work of key scientists/scientific discovery and its impact on society, links to citizenship and science (becoming scientifically literate), creativity and problem solving.S4 encompasses direct teaching (whole class/ group) with use of practical activity/ resources specifically to exemplify scientific concepts; uses resources to model and support scientific ideas e.g. the use of a ‘model’ to explain how electrons flow around a circuit; presents opportunities for problem solving, and communication. The LOs show learning related to scientific knowledge and where appropriate learning in other subjects is practiced e.g. measuring, reading









28

a scale, report writing. S5 ensures all children, irrespective of their ability, are able to take a step, however small, on their particular learning journey. Students are proactive in seeking out children’s ideas about scientific concepts and they have sufficient subject knowledge to identify misconceptions and can respond to them through structured and differentiated teaching and learning activities. Children are supported to ask questions (or facilitate peer discussion) requiring children to articulate their scientific understanding. Students provide language support for SEN/EAL pupils e.g. dual language cards, pictorial clues, explain scientific terminology in an understandable way.S6 asks questions (or facilitates peer discussion) requiring children to articulate and reflect on their scientific understanding e.g. “Why did the bulb go dimmer ?”; “What would happen if you added another battery?” Identifies prior science learning pertinent to the current lesson or investigates existing knowledge early in the lesson and builds upon. Students may consider using Puppets in Science, concept cartoons and map to assess understanding. S7 Students are encouraged to work in a safe manner and have assessed, and shared, the risks which have been minimised. They refer to the relevant H &S policies and completed the necessary paperwork. S8 Students deploy support staff effectively throughout the lesson.









29





COMPLETING UNIVERSITY PLACEMENT DOCUMENTATION

Introduction

The documentation generated by a placement is vital evidence for accurately reflecting a student teacher’s progress in meeting the Teachers’ Standards to an appropriate level.

Documentation is used by: The mentor, link tutor and student teacher to monitor progress and set targets

during a placement and to complete a comprehensive final profile at the conclusion of the placement

The student teacher’s academic adviser in university to help devise strategies to meet the targets set, develop expertise and to provide accurate and comprehensive information for a reference

The student teacher’s host programme, to track progress over time The receiving teacher on the next placement to plan the training By internal (QAT) and external (external examiners and Ofsted) QA officers to

ensure standards are being maintained across the partnership By anyone investigating a complaint or appeal about student teacher supervision on

placement

It is important that both the language and the grades reflect the student teacher’s developing expertise, as appropriate for their stage of training, and that the full scope of the standard is reflected over time.

Remember that in completing the documentation you should be commenting on how well a student teacher has met the Teachers’ Standards and not just writing a commentary on what they have done.

It is not expected that every Standard will be covered in every lesson observation but over time mentors and tutors should aim to ensure that all relevant standards are commented on. Evidence for comments should come from the student teacher’s teaching, their plans and assessments, their Development Profile and on-going discussions with them.

Language associated with grade 1 student teachers includes: excellent, outstanding, very good, secure, rigorous, creative, flair, extremely effective etc. With grade 2 students you might use good, very sound, effective, thorough, systematic, consistent etc. With grade 3 students you would expect to find references to secure knowledge, responding appropriately, recognises, developing, adequate, fair etc. If a student is a grade 4, language will reflect this and might include unsatisfactory, weak, poor, inadequate, inconsistent, unsystematic etc.

The following exemplar comment sheets are for an English, Maths and Science lesson. They include reference to a wide range of Standards issues and clear targets for the student teacher and associated targets. Language reflects the grade.

Exemplar comment sheets for English,

Maths and Science

32

EXEMPLAR University of Chichester Lesson Observation Sheet (for use from 2013/14) Trainee Teacher: J Smith Trainee Teacher’s Subject: English Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct


School: A Primary School Class/Year: Year 3 mixed ability Subject/Topic: Writing instructions for making a parachute (context Science topic – forces)



Strengths and Achievements (to include comments on the quality of pupil learning and progress):S1 You demonstrated a positive attitude towards writing and presented to the children as a role model writer who is knowledgeable about word, sentence and text features of instructional texts. Teaching was engaging and the children were encouraged to be active participants in shared writing through the effective use of mini whiteboards for paired drafting of sentences for the class set of instructions. S2 As a result there were ‘no passengers’ in the lesson and, pupils made good progress against your success criteria. Success criteria generated by the class on Monday were revisited today and, as such, pupils were able to comment upon how they were progressing against these. S3/s4 Teaching of shared writing was well planned and drew appropriately upon PFfL&M objectives to identify differential success criteria – I really liked your use of ‘bronze, silver and gold’ to encourage the children to challenge themselves as writers. Throughout the lesson, age-appropriate metalanguage was used accurately both in your modelled language and by the children when they talked about the class piece of writing – well done! I was pleased to hear you talking about imperative verbs (language features) and an introductory paragraph (structural features); and a particular strength of your teaching occurred when you encouraged the pupils to brainstorm a range of verbs for ‘cut’ encouraging them to add an adverb for precision in their writing. S5 This rehearsal of vocabulary was particularly helpful for Sky (a pupil for whom EAL) who also benefitted from working with Jack as his talk partner whilst the ‘bronze, silver, gold’ success criteria ensured that both lower and higher ability children were clear as to expectations for writing and how these might be met. S7 Because relationships were positive and encouraging and all pupils were appropriately challenged with an engaging task, the pace of the lesson was well-matched to the needs of the pupils and behaviour was good.

PART ONE1. Set high expectations which inspire, motivate

and challenge pupils






Points for Development (to include comments on the quality of pupil learning and progress):S6 You need to consider how the differential success criteria you shared can help you (and the pupils) identify progress within the lesson and set targets. Consider how you might make use of one or two mini plenaries where you can encourage pupils to ‘check’ the success criteria and talk about this briefly with their talk partner; you might also share brief examples of good instructional sentences or phrases with the whole class in these plenaries.

Think about how marking might address the success criteria to help pupils identify specific strengths and next steps; consider using highlighters – ‘green for go’ and ‘pink for think’. Include this marked work in your M&A file.




Action Plan: (Maximum of 3 development/progression points for review at next mentor session)

Trainee Teacher Signature: Date :



Please note: Primary BA PET Year 1 and Secondary BA (QTS) PE Year 3 to be graded: Pass / Fail.Signed: Mentor / Professional Tutor / University Tutor


34

Phonics scheme used: Letters and Sounds Phase taught: Phase 5General feedback relating to teaching skills

Consider the general teaching skills that you would expect to see in a lesson (Assessment for Learning, teacher presence, behaviour management etc.)

Comments / feedback:Clear evidence of assessment informing the ‘journey’ of the lesson at all stages; student’s teaching was responsive to feedback from pupils. Behaviour management was good (to be expected with 6 children whom you know well).

Multisensory teaching approach: Has the student adopted a multisensory approach to delivering their phonics lesson?

Comments / feedback:Chn actively engaged through reading words aloud, whiteboard spelling activity, saying new grapheme (and learning an action to support GPC). Some chn a little passive/disengaged in reading activity in ‘Practise’ stage (see my note below).

Specific feedback relating to phonicsRevisit and Review Comments / feedbackBeginning The student attempts to revisit and review phonemes/learning already taught..

The review attempts to be well paced and active.All of the children are encouraged to contribute.

Well done for reviewing the known grapheme ‘oi’; the use of flashcards was pacy, and colour-coded words aided children’s recall of the ‘oi’ grapheme and grapheme-phoneme correspondence. Asking children to put hands on head/nose for ‘oi’ grapheme and the other ‘rogue’ graphemes that were not the focus of the lesson (‘oa’ and ‘or’) gave you good assessment feedback about each child’s knowledge at this review stage. You fully addressed misconceptions and reinforced the focus grapheme here. Your TA could have reinforced these points with Aiden and Jen who needed reminding of the GPC here.

Developing The student ensures that children revisit and review phonemes/learning already taughtThe review is well paced and active.Children are encouraged to contribute at an appropriate level

Extending The student ensures that children revisit and review phonemes/learning already taught in a systematic way.The review is well paced and active.Children are active participants in tasks that are appropriately differentiated Additional adults contribute effectively to the learning and/or assessment. AfD

Teach Comments / feedbackBeginning The student demonstrates the correct articulation of phonemes some of the time.

The children practise articulating phonemes.The student teaches the skills of segmenting and/or blending as part of the lesson.The student has planned for new learning.

The chn were very clear that the focus today was to learn to read words containing the new ‘oy’ grapheme. On the whole, you modelled phonemes well; be careful not to add an ‘uh’ sound onto phonemes –‘t’ not ‘tuh’.

Your modelling of the 4 part word reading process (using the new ‘oy’ grapheme) was good.

I really liked the way that you modelled shaking hands with both Jen (holding ‘oi’) and Aiden (holding ‘oy’) to reinforce the principle of ‘1 phoneme but 2 graphemes’.

Developing The student demonstrates the correct articulation of phonemes most of the timeThe children practise articulating phonemes and the student addresses any incorrect articulation.The student teaches and models the skills of segmenting and/or blending as part of the lesson.The student shares new learning with the children and children are clear about what they are learning

Extending The student consistently demonstrates the correct articulation of phonemes The children practise articulating phonemes and the student addresses any incorrect articulation and, if necessary, uses this to inform future planning.The student teaches and models the skills of segmenting and/or blending as part of the lesson and addresses any difficulties that children may be having.Children are clear about what they are learning and learning time is maximised for all pupils

35

Practise Comments / feedbackBeginning The student plans opportunities for children to read graphemes in words to practise the phoneme.

The student plans opportunities for children to blend phonemes all through the word in order to read.The student plans opportunities for children to segment words into phonemes/ graphemes for spellingThe student plans opportunities for children to write the grapheme or graphemes in order to spell words

The ‘grapheme sorting’ activity you used both gave chn a chance to practise reading words including the new grapheme and reinforced visual recognition of this – well done! Perhaps you could get the chn to do this in pairs next time to ensure that there is as much opportunity as possible for them to practise word reading; this would also allow you to differentiate the words.

Giving the children words to spell on their whiteboards offered good practise of segmenting. Giving them a choice (boy or destroy) invited self-differentiation; I was pleased to see you watching the chn’s responses carefully and laying down challenges such as “Jack, you could try ‘oyster’ this time, I think”.

Developing The student plans opportunities for and models reading graphemes in words to practise the phonemeThe student plans opportunities for and models blending phonemes all through the word in order to read.The student plans opportunities for and models segmenting words into phonemes/ graphemes for spellingThe student plans opportunities for and models writing the grapheme or graphemes in order to spell words

Extending Through teaching approaches which maximise learning time for all pupils: The student plans opportunities for and models reading graphemes in words to practise the phoneme with appropriate differentiation.The student plans opportunities for and models blending phonemes all through the word in order to read with appropriate differentiation.The student plans opportunities for and models segmenting words into phonemes/ graphemes for spelling with appropriate differentiation.The student plans opportunities for and models writing the grapheme or graphemes in order to spell words with appropriate differentiation.

Apply Comments / feedback Beginning The student plans opportunities for children to apply their phonic knowledge and skills in reading and writing

activities. The activities integrate speaking and listening strategies to support reading and writing.

This plenary section was great. You were clear with the chn as to how what they had learned would help them to read the sentences you had prepared. You progressed the children through sentences of increasing demand (from ‘This is my toy.’ to ‘The dog’s digging had destroyed the garden and spoiled the flowers’). You used your TA well to assess which chn were reading ‘oy’ ‘oi’ words with confidence in the context of a sentence. You were clearly able to explain to me how assessment information would inform your word choices, grouping and targeted interventions in tomorrow’s lesson.

Developing The student plans opportunities for and models how to apply phonic knowledge and skills in reading and writingThe student makes explicit how the speaking and listening strategies will support the children with reading and/or writing.

Extending The student plans opportunities for and models how to apply phonic knowledge and skills in reading and writing with appropriate differentiation evident. The student makes explicit how the speaking and listening strategies will support the children with reading and/ or writing with appropriate differentiation evident.

Overall lesson grade (please circle): Beginning (Satisfactory: 3) Developing (Good: 2) Extending (Outstanding: 1) A secure good with some aspects outstanding – well done!Following the observation, the trainee teacher should summarise below the subject specific feedback they have received and how they plan to address any issues:

Reflections:

36

EXEMPLAR University of Chichester Lesson Observation Sheet (for use from 2013/14) Student Teacher: Trainee Teacher’s Subject: MATHEMATICS Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct


School: Class/Year: Y2 Subject/Topic: Maths - Fractions



Strengths and Achievements (to include comments on the quality of pupil learning and progress):S1 Your introduction to the fractions topic was really clear and you gave lots of encouragement to the children to respond and engage. You were aware of the child who couldn’t see the board and moved them.S3 Some nice rephrasing of key terminology such as the word ‘equal’ when talking about the parts, and clear modelling of fraction notation. You have begun to recognise the need to cover fractions of quantities as well as fractions as parts of wholes, but this would probably have been clearer using a real-life context such as a bag of sweets rather than multilink shapes.S2/S4 Planning was very thorough and carefully differentiated.S7 Clear reminders re expected behaviour and appropriate use of praise to reinforce things like ‘good sitting’ following the class teacher’s rules.S5/S6 It was nice that the children were given opportunities to use the whiteboard interactively and this gave you good opportunities to check their understanding and to adapt your input accordingly.S8 The TA was very clear as to her role in the lesson. S6 As discussed, some pupils seemed a little muddled between fractions of quantity versus fractions of wholes, but your assessment of their learning pin-pointed those who would need further support.







Points for Development (to include comments on the quality of pupil learning and progress):S3 Make greater use of real-life contexts in your mathematics teaching; different food scenarios would have really helped to exemplify equal parts – fair shares!S2/S4 Consider more explicit modelling of the independent tasks as an integral part of your teaching input. This will help to ensure children can get on quickly and potentially achieve more. Some of these tasks were also slightly complicated – be wary of this as it can detract from the mathematics itself. S5/S6 Consider the possibility of more open-ended tasks such that more pupils can access the same one, e.g. they decide for themselves which fraction to record. This will help you with differentiation.




PART TWOPersonal And Professional Conduct Action Plan: (Maximum of 3 development/progression points for review at next mentor session)

Aim to teach some subsequent mathematics lessons through real-life contexts and open-ended tasks (S3/S5).

Model independent tasks as an integral part of the teaching input (S2/S4).Student Teacher Signature:Date :



Please note: Primary BA PET Year 1 and Secondary BA (QTS) PE Year 3 to be graded: Pass / Fail.Signed: Mentor / Professional Tutor / University Tutor


37

EXEMPLAR University of Chichester Lesson Observation Sheet (for use from 2013/14) Student Teacher: Trainee Teacher’s Subject: Citizenship Course: Primary: BA PET 1 / 2 / 3 PGCE School Direct


School: Class/Year: Y5 Subject/Topic: Forces - investigation



Strengths and Achievements (to include comments on the quality of pupil learning and progress):S1 Good relationships have been established with the pupils and your enthusiasm for science today was infectious. Well done for creating a ‘can do’ attitude. S5 It was great that the children were given opportunities to pose their own questions and were provided with good opportunities to undertake practical work to further their subject knowledge ( Just be careful to ensure that you have access to the correct resources). S2 The use of concept cartoons provided you with the opportunity to challenge children’s thinking and supported them in learning how to pose a science question that can be explored through ‘hands on’, interactive practical work. S3 and S5 There was good use of teacher questioning to check children’s understanding of concepts (as well as naive ideas!) you were able to adapt your input accordingly.S4 It was good to see that you gave the children the responsibility to consider H&S themselves but remember this MUST be covered on your planning to show that you have addressed it yourself (from talking to you and from conversations I heard it was obvious that you had – well done) Did you check the schools H&S policy? Please make reference to it in your planning if necessary. Your planning was very thorough and carefully differentiated ((S2 and S4).S7 You provided Clear reminders re expected behaviour and appropriate use of praise to reinforce things like ‘good team work’ following the class teacher’s rules for science investigation work.S4/S5. I liked the way you had the courage to stop all the children at one point to ensure their understanding of the procedure. You were able to adapt your lesson accordingly by thinking on your feet (check all resources work?)S3. Good use of scientific vocabulary and you encouraged all the children to use the right terms through out and you really reinforced their meaning to those that needed it. Consider the use of a word bank on the IWB or a sheet on the table to remind them and to help with spelling. Does the school have any scientific dictionaries? Or could this be a ‘homework task’? It was obvious you have a high confidence in your own subject knowledge for this area of science and you answered children’s questions with confidence. S6You addressed Adam’s misconception about friction well - it was good to see that you used a simple ‘hands on’ demonstration (hand cream and water) to show how friction is lessened.S6 Your assessment was rigorous and linked to the ILOs well. S8 The TA was very clear as to her role in the lesson. S6 Children were able to develop their understanding of friction through investigative work.








39

Points for Development (to include comments on the quality of pupil learning and progress):S6 Be sure to challenge the more able children with an extension activity.S8. Make sure that your LSA is fully briefed and fully understands all the scientific vocabulary. S4 Consider spending time at the beginning (perhaps prior to this lesson) finding out what the pupils know. Perhaps then you could have grouped the children so that there was a mixture of abilities which would support one another. The less able for maths and literacy are not always your least able scientists.S6 /S5 Consider how you could have found out what skills and knowledge the children have covered already this year, how does what they did today build on their previous experiences/skills. Which skill needed emphasis today? How would you assess it?S7 Class behaviour was fairly good today although it did get noisy at times, remember to use the class behaviour Board (don’t be afraid to use it!) and ‘follow through’ on any sanctions you make. Could you have rewarded children more, there was some good work going on today e.g. collaboration, thinking, problem solving.




Action Plan: (Maximum of 3 development/progression points for review at next mentor session) Talk to the CT teacher, or perhaps last years CT, read the children’s reports to discover the

children’s scientific ability and this will enable you to plan with progression in mind (S5 and S6).

It was wonderful to see you embrace practical science teaching and the children enjoyed and engaged in it readily. Some of the questions that the children were posing were quite difficult to answer – it may be useful to model what a good question is in science – maybe you could try to utilise the ‘post it’ planning boards we introduced in the ‘Mop it up’ workshop. This would generate different questions and investigations (S1 and S4).

Remember to link the science work to key scientists so that children understand the place of science in the real world – the work of Dunlop would have been useful here (S4).

Student Teacher Signature:Date :






40

Weekly Mentor

Meeting Log

The weekly Mentor Meeting Log is used by the student teacher and mentor to record discussions at the weekly meeting. These meetings are vital in helping student teachers to reflect on their strengths and areas for development. They should reflect the comments on the week’s Lesson Observation Sheet, especially in terms of targets set and should also review the evidence the student teacher has in their Development Profile. This should be contributed to at least weekly to ensure relevant evidence is fresh in student teacher’s minds and has been agreed with the mentor.

All comments on the sheet should be clearly referenced to the Standards to help student teachers to make entries in their Standards Tracking Document.

The example of the weekly mentor meeting log included here is clearly referenced to the standards and takes note of the student teacher’s on-going development.

Whilst it is the responsibility of the student teacher to complete the form, it is the responsibility of the mentor to check the accuracy and relevance of the comments and targets and to agree them with a brief comment in the box provided. Link Tutors will be happy to advise.

42

Weekly Mentor Meeting Log

Trainee Teacher: Course:School: Subject:Date: Focus:Review of last week’s targets / action plan: (to be drafted by trainee prior to meeting) I addressed my target to reniforce knowledge of sounds and letters through opportunities in singing and in play activities. I did this well

using good peadagogical knowledge, which enabled the children to enjoy learning and deepen their knowledge and understanding.(see lesson obs 3rd March). (S3)

I have been pro-active in becoming a full member of the team by taking an active role in all meetings. The support staff are all beginning to look to me for advice and my team meetings at the start and end of each session are doing a good job of establishing my leadership. I make everyone on the team feel involved. (S8)

I have shown a willingness to try out a range of approaches to teaching and learning by increasing the use of the outside learning areas. I will keep this up now and build it into my planning routine. (S4)

Areas for Discussion: 1. Lesson observations (refer to University of Chichester Lesson Observation Criteria)

2. Check and comment on teaching files - quality of planning, lesson evaluations, monitoring and assessment3. Check completion of Subject Knowledge Audit4. Check Teachers’ Standards’ evidence5. Consider Grading descriptors and agree targets6. Directed Tasks / Training Activities7. Other………

We discussed the following : your lesson evaluations which can be repetitive and general; the upcoming parents/carers afternoon; the importance of ‘planning for assessment’; how to strengthen your development of ICT opportunities

Is Notification of Concern required? Yes No If ‘Yes’ please notify link tutor and also complete a Notification of Concern form and fax to the university 01243 812127 or e-mail to the programme administrator. Notification of concern can be used at any time to notify concerns that are not yet of Grade 4 level.

Targets for Development:1. Attend and contribute at the parents/carers afternoon. Prepare to talk about 3 of your profile pupils using your assessment data

and observations to. Discuss your intended contributions with the classteacher prior to the meeting. (S8)2. Work with Angela to consider the ICT opportunities available for your professional work and to support the children in their

learning. (S3/4)3. Continue to plan to assess children’s learning and how you will record it as a routine part of your planning process. Remember to

include all the adults who will be working with you. The EYFS guidance will give ideas on strategies to use. Try out a few to find what works, when. (S2/4)

4. Focus your evaluations more tightly on pupils’ learning. Try to go beyond ‘the session went well and the pupils enjoyed it’ to

reflecting on the learning intentions and how effectively your teaching and deployment of adults led to the desired outcomes for

pupils. (S4)

Mentor to sign: Date:

Trainee Teacher to sign:

Number of days absent from previous week: Cumulative absences:

Mentors should hold weekly meetings with trainee teachers during school experience to discuss and record achievements and targets against the standards.

Final Assessment

Review

The final assessment review is probably the most used document relating to a student teacher’s progress. Student teachers sometimes include these in their portfolios to take to interview, they share them with their next placement or first job and they are used to form the basis of the student teacher’s reference. It is vitally important that they reflect the student teacher’s progress against all elements of the standards.

The Grading Descriptors are especially helpful in compiling the review and reflecting the full scope of the Standards and the examples later in this document.

It is important that all student teachers, regardless of grade, are set targets to work on and to take forward to their next placement, or for their NQT year.

The following example is for a student teacher achieving the standards at a ‘good’ level. It is detailed and covers the scope of the standards, it gives some pertinent examples from the student teacher’s work to illustrate the statements and it sets clear and manageable targets for the student teacher

PRIMARY PROGRAMMESFINAL ASSESSMENT REVIEW

Name: School:

General comments related to Teachers’ Standards 1 Set high expectations which inspire, motivate and challenge pupils

2 Promote good progress and outcomes by pupils

3 Demonstrate good subject and curriculum knowledge

4 Plan and teach well structured lessons

5 Adapt teaching to respond to the strengths and needs of all pupils

6 Make accurate and productive use of assessment

7 Manage behaviour effectively to ensure a good and safe learning environment

8 Fulfil wider professional responsibilities

Part two:Personal and professional conduct

Please comment initially on the strengths (to include comments on the quality of pupil learning and progress) and then areas for development. Also comment on the trainee’s progress toward meeting the actions identified in their School Experience action plan. S1 She has established a safe and stimulating environment. Children feel safe and valued. They respect her as their teacher and an atmosphere of mutual respect has been effectively established. Student A has consistently set high expectations of pupils’ learning. Student A is a positive role model. She challenges children to do their best whatever their abilities. She frequently reinforces her expectations for good behaviour, for example by reminding pupils of the class listening rules and this is effective.. She is enthusiastic about tasks and she makes time to listen to pupils, for example at the start of each day and during lessons. She is well able to promote positive behaviour in the class, for example through encouraging pupils to focus on each other’s strengths and through mediating sensitively in conflicts in order to help model for children how to manage their own behaviour.S2 Student A has taught a range of subjects but taken responsibility for the attainment and progress and outcomes of the pupils in English, mathematics, science, PE and History. She differentiates lesson by lesson, using her assessment data and her knowledge of level descriptors. She makes good use of the NC to set appropriate challenges for this mixed-age class and uses children’s prior learning well to plan sequential lessons which promote progress in learning. She uses a range of strategies to reflect on their own learning and to take responsibility for it. In addition Student A uses effective teaching strategies to implement her planning which results in pupils making good progress. S3 Her subject and pedagogical knowledge is good and she has used it to good effect for her work within this KS1 class. She has been able to make her knowledge accessible to pupils and is aware of which aspects of knowledge are relevant for which pupils. She has good awareness of and responds to pupils’ misconceptions, for example carefully modelling counting on to ensure pupils started with the next number. She has also been able successfully to make links across the curriculum. Student A has a good level of critical awareness of her own areas for development. She has used her past experience well to shore up her knowledge and understanding of diversity and pupils for whom English is an additional language. Student A knows how to use the IWB in her teaching. She has used this for practical tasks in her file and to show resources to inspire pupils.She has very good knowledge and understanding of SSP and how it can be used to assess reading and writing. She also has an equally strong understanding of early mathematics. Mathematics is a subject strength and she has used this well to stretch the most able pupils. Secure awareness of pupils’ individual needs has informed her teaching style. She has consulted with her class-teacher and subject co-ordinators to ensure learning is pitched at the right level and to develop and secure her subject knowledge.S4 During the course of this placement Student A has been adventurous in the range of teaching and learning approaches she has used e.g. teacher in role to promote children’s writing. She knows how to differentiate lessons to suit pupils’ abilities and preferred learning styles by careful choice of resources and tasks. She understands the importance of sharing LIs and developing success criteria. She has developed a much better pace in her teaching as the practice has progressed which has enabled her to ensure the differentiated targets are met. She has been careful to introduce, then reinforce through practice, new concepts and to test understanding in the plenary. She explains new vocabulary effectively to pupils, again being aware of supporting SEN and EAL pupils to ensure they too have access to this. She uses questioning effectively to assess pupils understanding during and after the lesson. She manages both group and whole class teaching well and has improved her timings to ensure all parts of a lesson get an appropriate share.She evaluates her own strengths and weaknesses well, focusing clearly on teaching and learning, and then uses her evaluations to improve her practice. She has also developed a very good professional relationship with her class-teacher/mentor and readily seeks and acts on her advice. She has effectively carried through targets from one lesson to the next and from weekly reviews, e.g. following a target to improve her behaviour management skills, she introduced her own strategies to help develop her relationship with pupils, through the introduction of ‘Bernard the Bear’ to reward children who met expectations. Well done!S5 Student A has consistently adapted her teaching to meet the needs of different children. She

45

Please circle: BA PET Yr 1 BA PET Yr2 BA PET Yr 3 PGCE A PGCE B KS2/3 Yr 1 KS2/3 Yr 2 KS2/3 Yr 3

made good use of her knowledge of pupils’ prior learning in planning her lessons and was thus successful in helping learners to progress, both within lessons and across sequences of lessons. She is able to adapt her teaching to meet the needs of the children and groups of children. To support children for whom English is an additional language Student A used a range of communication strategies (good body language and facial expression) and ensured she includes pupils for whom EAL e.g. through use of translation of key vocabulary, dual language texts and pictorial aids. She has liaised effectively with staff with responsibility for SEN and EAL for advice. She knows how to personalise learning for pupils with reference to their needs and interests, e.g. through use of varied resources, additional adults or extension tasks.S6 Assessment has improved dramatically over the practice. A now keeps track of progress lesson by lesson and collects data from teachers and TAs. LIs reflect national expectations and teacher assessments and are shared with pupils. Success criteria are developed with pupils in language they can understand. Pupils are involved in assessment of tasks and have been given a certain amount of autonomy in choosing challenges. This has led to high levels of motivation. Feedback is given promptly and is effectively matched to the expectations set. Good examples of work have been shared with pupils to demonstrate how to achieve. Student A has focused on which aspects of tasks pupils have struggled with in order to target next steps. Student A is aware of the need to involve pupils in self and peer evaluation and has taken steps to achieve this, e.g. through the use of ‘traffic lights’. Work is marked quickly to ensure timely feedback. She has made good use of her training session and attendance at staff meeting to improve her knowledge of assessment and has developed a much broader range of strategies during this practice. She has considered level guidance and knows how to use this to reflect on pupils’ group and individual targets in English and maths.S7 Positive behaviour management strategies have been successfully used in a way that pupils found fair and respected and enabled her to have good control. She devised her own systems of rewards that worked very well in establishing her own presence. She has deployed TAs well, valuing their knowledge and expertise, and has involved them in planning and feedback, including collecting evaluations of pupils learning and of her teaching. This was brave – well done! A is very critical (too critical!) of her progress. She needs to pay equal attention to things she does well but she evaluates lessons fully and makes necessary adjustments to her teaching in the light of her own and others’ comments. S8 A recognises the varied roles, and has used the expertise, of specialist staff in the school to ensure she makes adequate provision for all pupils, including those with special needs. She has been very well aware of the role of the different TAs in the school, including the HLTA, and has drawn on their expertise in supporting pupils’ learning and has been active in finding out from them as much as she can about particular techniques she can use to develop pupils’ learning and assess their progress. She has learnt about the relevant safeguarding children legislation and consulted with her class-teacher to ensure she is familiar with school procedures. She has worked to reinforce school policies successfully. She has attended staff training sessions as appropriate and has been able to make effective contributions when she feels confident to do so.SE Action Plan - She successfully addressed all aspects from her school experience action planAreas for development:S3 See your PE tutor for advice to ensure your own knowledge will enable you to support learning in KS2. S4 Continue to work on pace in lessons to keep pupils engaged especially in the plenary. You might plan this section separately to ensure you keep on task and cover the ground you want to.S6 Continue to develop a range of manageable assessment and recording strategies, e.g. post-it notes for quick observations, note taking during guided reading etc.S8 Make use of the opportunities in your next school to have more formal contact with parent and carers, e.g. through contributing to parent consultation evenings or attending and contributing at an IEP meeting. NB: Please continue on additional sheets as necessary, numbering each page but only indicate the grade on the final page.Please initial/sign & date all pages

Trainee Teacher

Link Tutor

Mentor

Number of days absence during this placement: All directed tasks have been completed: Yes No

Overall Grade:Please indicate the overall level of assessment (with reference to the University of Chichester Grading Descriptors Document).

For BA PET Year 1 and KS2/3 Year 1 : Pass Fail

For all other cohorts:

Achieved standards at a High level

Achieved standards at a Good level

Achieved standards at a Minimum level

Inadequate/Fail

46

Grading Descriptors

Please refer to the University of Chichester – Assessment of Student Teachers’ Grading Descriptors for formative and summative gradings

Creating holistic grade descriptors through case studies/student teacher profiles.

The following case studies have been developed to match the expectations of the University of Chichester and matched to the relevant Teachers’ standards.

Clearly, it is inappropriate to expect the same from a Year 1 undergraduate and a final year/final practice student teacher. Each SERE gives guidance on how much support student teachers should receive from their experienced colleagues, and the tasks and opportunities in the classroom and in the wider school environment and beyond, that support student teachers in meeting the requirements at this level.

There are 3 case studies, each of a final year student teacher, that focus on the full range of standards.

47

Case Study 1.John – a student teacher who meets minimum requirements. A Primary student teacher based in a Year 2 class on his final school experience.

Case StudyJohn’s lessons are satisfactory in all respects and sometimes good, whether he is teaching the class, groups or working with individual pupils. He is competent in his use of planning, teaching and assessment strategies and sticks with what he knows rather than take risks trying out new ideas. He has reflected on his practice in a way that enables him to make improvements and has been quick to recognise where he needs help to ensure progress is made. When this happens he has willingly consulted others’ expertise. There is every reason to expect that John will make a competent NQT and will, with support, continue to develop his skills and increase the numbers of areas in which he is a good practitioner.John has high expectations of pupils’ behaviour, linked to school policy and he acts as a good role model for his pupils in his language, attitude to work and behaviour. He is less accurate in expectations for learning. He expects pupils to work hard and do their best but does not always ground this in a clear understanding of what that best might be expected to be for different ability pupils. He has impressed parents by his willingness to discuss their child’s progress and help them to understand how to assist with homework. John has developed a very good relationship with his teaching assistants. He gives them clear instructions about tasks and their role in supporting learners and is careful to ensure opportunities for them to feedback to him on pupils’ progress. His contribution to the staff development session on healthy eating, reporting with his class-teacher on the topic for the term, was very well received. John has spent time with the head-teacher, ensuring he understands the legislation associated with race and equal opportunities and that for safeguarding children and how this is interpreted in his school. The targets John sets for himself are sometimes a little vague and not easy to measure. He has begun to be clearer about this, as his understanding of how to set learning intentions and devise success criteria has improved and he can link this directly to his research reading Shirley Clarke. This has led to him setting sharper targets for himself, where he can measure the outcome. John is open to listening to advice from others and acting on it, often with support at this stage. He is keen to be creative in his teaching but often lacks the confidence to take the necessary risks to achieve this.

John has a good understanding of a range of behaviour management strategies, which he has personalised for the class; for example through the effective use of Mr Smith’s medals as rewards. This aspect of his practice is good and the time spent with the SENCo has been especially useful in planning strategies for the ADHD pupils in the class. He researches his lessons and his knowledge is secure enough to be able to answer straightforward questions from the pupils. Knowledge in the core curriculum and of the Primary Framework for Literacy and Mathematics is better than that in the foundation subjects. A strength of his practice is his understanding of ICT and his ability to use it to

support his teaching and pupils learning. John has worked hard to understand and apply his knowledge of the teaching of early reading. He articulates phonemes well and has secured pupils progress in blending and segmenting as a result. He needs to make more use of assessment in order to accelerate the learning of those pupils who understand well and offer extra support to those still struggling. He has passed all his skills tests. His lesson plans clearly show he has thought about ways to support pupils from different backgrounds and he has made good use of his knowledge of pupils’ interests in planning his units of work. Pupils make progress in their learning and John monitors this progress through tick sheets matched to the learning intentions for the task. He has begun to use APP criteria in Literacy and Maths and has some experience of levelling pupils’ work. Using his pupil profiles he is able to demonstrate the steps in pupils’ learning over time in the core subjects and match this to both their predicted and actual NC Level of Attainment. He provides feedback to the pupils about what they have done well and what they need to do to make their work better in future. He has begun to involve pupils in self assessment, although this is often a simplistic ‘thumbs up’ method, which provides little useable data for pupils or teachers, as it is not recorded. He has worked with the school assessment co-ordinator to analyse SATS results in Y2 and establish how he can use this to help him set targets to develop pupils’ learning, through adapting his teaching.John has provided a good range of resources to develop pupils understanding of cultural diversity. The classroom has dual language texts available and John shares these with pupils in guided reading, encouraging discussion about language variety. He also understands that pupils’ personal circumstances may affect their learning and was particularly sensitive in dealing with a child’s bereavement issues.John’s files show how he has progressed in his understanding of planning sequences of work. He now annotates unit plans on a daily basis, making adjustments to the next lesson because of his evaluations of learning and teaching. However, his ability to differentiate for individuals and groups is more limited and he needs especially to think about the most able pupils. He asks straightforward evaluation questions that allow him to assess if learning has been successful and has begun to relate pupils learning to the teaching strategies he employs. This has led to more motivating lessons for the pupils.Overall, whilst John has made progress in all standards, he still needs to develop his ability to link planning and assessment more securely and try to incorporate more purposeful AfL strategies into his teaching. His evaluations need to continue to develop in the way they focus on how teaching secures learning. Where he recognises an area for his own development, he needs to seek out relevant expertise in school to help him. This will enable him to improve the satisfactory elements of his performance to the levels of the good aspects he already has evidence for. He will not do this without being prepared to take a few risks to ensure he is innovative and creative in his approach. He has shown he can do this in Drama. He now needs to transfer this to all subjects.

50

Case Study 2.Sandeep – a student teacher achieving standards at a good level. A primary student teacher based in a Year 4 class on her final school experience.

Case Study.Sandeep teaches successful lessons that have been graded good and occasionally outstanding in some aspects. She has begun to try out new ideas and is gaining the confidence that means she is not afraid to fail; she simply sees this as a good learning opportunity. She has consistently set clear targets for herself and put in place strategies to enable her to achieve them. In her understanding of the RE syllabus and her creative approach to teaching the subject she has begun to show leadership potential.

Sandeep has high expectations of pupils. She clearly states her expectations for behaviour and follows school policy consistently. Her understanding of school policies is good and she implements them in a way that is consistent with other staff. She knows about teacher’s statutory responsibilities and who to turn to for advice about any incidents in school. Sandeep’s appearance and attitude are exemplary at all times. Her positive and open attitude to learning has inspired her pupils. She knows her pupils well and is clear about what constitutes an appropriate response to tasks set, especially for middle and higher ability pupils. She has been especially successful in challenging gifted and talented pupils, enabling them to work independently and develop skills to a high level. .Sandeep is a good communicator. Pupils are always clear about what to do, teaching assistants are well briefed and debriefed and Sandeep has been able to establish a very supportive on-going dialogue with the parents of pupilsin the Gifted and Talented nurture group, helping parents to understand how they can support their child. She has willingly sought advice from the SENCo and from subject leaders in order to ensure her teaching matches pupils’ needs. She has worked well with the Year 4 teaching team, taking an active and equal role in planning and using her subject expertise in RE to lead planning a unit of work.Sandeep’s own evaluations and her attitude to advice from others show that she is able to see where she needs to adjust practice and can see how to make those adjustments in ways that will support her teaching and pupils’ learning. She has set realistic targets in her CEDP, that reflect accurately where she still has development needs; for example she has identified that she has little experience of planning, teaching and assessing geography or history.

Sandeep has a good level of subject knowledge, which she uses effectively to provide opportunities for all the learners in her classes. She has worked in a Year 6 class this term to assist in delivering NCTs and has had opportunities to mark and moderate optional QCA tasks in Year 4. She has used the results of these assessments to set class, group and individual targets for maths. Following her attendance at staff training on AfL, she has begun to implement a wide range of strategies including acknowledgement and quality marking. Sandeep’s knowledge of the core curriculum and of RE is very good and leads to some inspiring teaching. She is able to interpret curriculum documentation into motivating activities for the pupils. She is less secure in some of the foundation subjects, but has ensured this is reflected in her CEDP. She always researches well and makes good use of the internet and library, so that lessons are always

51

well planned and taught.Sandeep’s understanding of the diverse needs of the class has steadily developed and she is quick to refer to in-school expertise to support her. She has adapted planning to be inclusive of the pupils with EAL and her work with gifted and talented pupils, especially in maths, has been outstanding. She has used PSHCE lessons to discuss bereavement, following the death of a grandparent and did so with a sensitivity that enabled all pupils to benefit from her input.Sandeep plans in detail to ensure that pupils learn within and between lessons, through the setting of appropriate homework tasks. She has planned sequences of learning in the core curriculum and in RE and PE, that have reflected a very good level of subject and curriculum knowledge and now needs to extend this to non-core subjects. She uses the IWB and the data projector to present material to pupils in a variety of ways and pupils have been encouraged to similarly present their own work. Her assessment records have allowed her to match work to need effectively and she often adjusts pupil groupings as a result of her data. She has managed focus groups well, allowing her to teach and assess, because other pupils are clear about tasks and strategies for self and peer help. Pupils enjoy her lessons. She has learnt to use her voice very effectively, varying tone and volume to create excitement, suspense, calm. She offers concise and clear feedback to pupils orally and in writing, that reflects learning objectives and success criteria. Pupils are increasingly able to identify their own next steps based on her modelling. She manages the classroom well, adjusting furniture to match tasks and helping pupils to take responsibility for their behaviour and learning, through clear classroom rules established with the pupils.

To develop her practice further in her NQT year Sandeep needs to develop her knowledge of the foundation curriculum and use it to plan, teach and assess pupils’ learning. She also needs to extend her understanding of pupils in the lower ability range and devise ways of supporting their learning whilst also building their self esteem.

52

Case Study 3.Stacey – a student teacher achieving the standard at a high level. An Early Years student teacher in a Nursery setting on her final school experience.

Case studyStacey has been outstanding in her work throughout this school experience. She is very creative, frequently able to adapt planning to seize on events, and her own passion for teaching and learning shine through all she does. She has become a highly respected and admired colleague. Parents have confidence in her and readily approach her to share information about children and to seek advice. In her time in the school she has taken responsibility for developing the outside learning environment, following the school’s Ofsted inspection action point and has effectively led a staff team in compiling a development plan for outdoor learning, which she shared at a governors’ meeting.

Stacey has consistently high expectations of pupils. She has excellent understanding of their social, emotional, cultural and linguistic development and of their progress against the EYFS Profile Scales and uses this to ensure each child is set appropriate challenges for them. She models good practice in her language, her appearance, her behaviour and, most importantly, in her enthusiasm for learning and pupils find this infectious. She is well aware of the content of Every Child Matters and uses this to inform all her planning and teaching and in her communication with parents and carers and other agencies. She has been active in supporting and promoting the setting’s Safeguarding Children policy and has followed all workplace policies assiduously, ensuring a coherent experience for all involved in the nursery. A real strength of her practice is her excellent communication skills. Stacey has been proactive in getting to know parents and carers and has built trusting and respectful relationships with them that work for the benefit of the children. Pupils respond very well to Stacey and her clear communication with them, which never patronises or belittles, makes them feel valued. She has also formed very good relationships with all the nursery staff, involving them in her planning and assessment and, in one case, actively supporting a colleague studying for an NVQ. She is quick to recognise and draw upon the expertise of all these groups to ensure best opportunities for the pupils to thrive. This active commitment to collaboration is another factor in the judgement of Stacey’s attainment as outstanding. She is a thoroughly reflective learner. She was quick to identify areas where she had less confidence (for example, this was her first opportunity to plan and assess pupils using the EYFS and the FSP) and ask for support where needed. Some of her work with the pupils has been outstanding and innovative. For example, Stacey introduced the pupils to using Digital Blue cameras and voice tracers to record some of their activities and to then reflect on them later. It has been a pleasure to work with her as she acts on advice quickly and effectively and can then outline the impact her actions have had, including noting when the impact has not been helpful!

Stacey has been adept at selecting from her wide bank of behaviour management strategies to ensure ‘best fits’ with pupils’ needs. She has personalised strategies for individual pupils and has involved all the children in recognising when pupils have behaved particularly well. This has had a dramatic impact on some of the more challenging children who now understand the benefits of behaving well and strive to achieve this. She uses a range of teaching and learning strategies very successfully and has noted which learners respond best to VAK teaching methods.

53

She has studied the FSP and is able to map pupils’ achievements onto it successfully. She has also used the NC for KS1 to help develop the learning of the most able pupils and ease their transition into the next key stage. Pupils are encouraged to reflect on their learning and discuss next steps with the staff. Stacey has made an excellent job of interpreting the EYFS. She has grasped all 6 areas of learning very well and ensures that she creates inspiring and effective learning opportunities for the children. She has a particular strength in CLL and has been the catalyst for developing a home-school book group in the nursery to support parents and children’s love of reading. She has passed all her skills tests and makes very good use of her literacy, numeracy and ICT skills in her professional work. ICT use is a particular strength. Stacey put together a very effective ‘Welcome to our Nursery’ leaflet with her oldest pupils, which was used in the welcome day for new families to great effect.She has a very good understanding of issues relating to diversity. She has researched the religions, languages and cultures of the pupils and brought in a range of resources to celebrate them. She has liaised with the speech therapist to ensure she can best help one pupil with speech difficulties. She is very sensitive to how pupils learning can be affected by all manner of circumstances and her excellent relationship with parents and carers means she is able to respond quickly to support pupils and their families.

Stacey has planned very effectively for a range of sequenced activities, covering a number of the 6 areas of learning. All lessons are well-resourced and pupils and staff all know ‘where they are going’. She communicates with parents about topics, ensuring the link between home and school is active. For example, all pupils were encouraged to bring in a favourite cuddly toy for a picnic, to which parents were also invited. Pupils are excited by their learning and keen to show it off. Stacey helps them recognise what they have learnt. She manages all learning situations very well, aware of what the whole cohort is doing whilst still focusing on her own teaching group. The environment is well prepared each day to support the range of activities. Both Stacey and the other staff keep records of important milestones in pupils learning using post-it notes, cameras and the FSP. She has been expert in questioning pupils about their learning and encouraging them to make explicit what has been successful and where they might need help. She evaluates learning and her own teaching concisely, noting strengths and areas to work on.

Overall, Stacey has shown the potential to become an outstanding EY teacher. She has no significant weaknesses in any of the standards but has noted in her CEDP a lack of confidence in her own knowledge of music. She has also expressed the desire to learn BSL or Makaton to support pupils with hearing impairments and is ambitious to develop leadership skills, perhaps through the Fast Track Scheme.

54

SIGNALLING CONCERNS

It is very important for all concerned with a student teacher placement to be willing to act quickly to signal any concerns about progress. The student teacher needs to understand clearly why they are a cause for concern and have the opportunity to address the concerns raised.

Any concerns about a student teacher’s progress should be documented and we would strongly suggest you keep a log of conversations where no other written evidence exists.

In 2008/9 we introduced a two tier system of concern notification to enable mentors and link tutors to signal concerns that may not directly result in a 4 grade. We have also revised the action plan form to make it clearer.

If you are unclear how to move forward with a concern, contact your link tutor in the first instance then the relevant programme leader.

Notification of concern

Following the Partnership Training Day in May 2008, it was decided to introduce an additional form for recording concerns. Mentors and tutors expressed their view that it would be helpful to have a stage between noting a concern and triggering a warning letter and action plan. For example, it was suggested that sometimes concerns were below the level of an immediate 4 grade but there was currently no mechanism for noting this and informing all relevant parties. This ‘missing link’ has been addressed with the introduction of the Notification of Concern form.

The form should be linked to the Standards and should note the action taken by the placement when the concerns have been recorded. If concerns are not addressed satisfactorily then a warning letter and action plan may still be triggered in the normal way.

Full details of the process can be found in The Generic School Experience handbook.

The following exemplar for Jo Bloggs is referenced to the relevant standards clearly noting the reason for concern. It is equally clear about the action to be taken at this stage, including additional training put in place by the mentor to address one of the concerns.

If you have any concerns about a Student Teacher please complete and send a copy of this form to the School Partnership Office

55

NOTIFICATION OF CONCERNPrimary Programmes

NAME OF STUDENT TEACHER Jo Bloggs

SCHOOL Any school Primary

MENTOR John Doe

LINK TUTOR

DATE June 11th 2013

Nature of Concern 1. Jo does not conform with the school dress code.2. Jo’s class teacher reports that she has been arriving late on a regular

basis. She also leaves school very early and often before they have time to discuss Jo’s plans for the following day.

3. Jo is very reluctant to listen to advice or to change her practice based on that advice.

4. Jo only ever plans one off lessons, despite being given all the medium term plans. Children can see no coherence in their learning

Action agreed: Jo has been set times to arrive and leave each day and a list of tasks she must complete, e.g. checking lesson plans whilst in school. She has been given a copy of the dress code and reminded that she is a role model for the pupils. She has been asked to show clearly on her lesson plans how she has addressed advice from previous feedback. We have arranged an additional training session for Jo on medium term planning and planning sequences of lessons for 14/6/12. She understands we will review progress on 18/6 and a lack of progress will trigger a 4 grade and a formal action plan.SIGNED: MENTOR SIGNED: STUDENT TEACHER

SIGNED: LINK TUOR REVIEW DATE:June 18th 2012

All signatories required to keep a copy of this document.

Action plans.

Following the issue of a warning letter generated by a fail grade, an action plan must be set for the student teacher. The action plan must:

Set the target related to the Standards Note the action to be taken by the student teacher Note the action to be taken by the relevant supporter (class teacher, mentor

etc) Note the desired outcome (the student teacher will consistently…) Note how this will be evidenced.

It is very important that reasonable time scales are set. A student teacher will be able to adapt their dress to meet the school dress code in a day but will need longer to address a substantive area such as planning sequences of lessons.

The aim of the action plan is to help the student teacher to address the concerns and succeed in their placement. All concerned with the placement should be quick to reassure the student teacher that, although an action plan must be taken seriously, it does not mean the end of the placement and the majority of student teachers do meet their targets and go on to pass their placement.

57

University of Chichester PRIMARY SCHOOL EXPERIENCE ACTION PLAN (Following Warning Letter/Grade 4. May follow Notification of Concern) Student Name [please use block capitals]: School:

Reason for Action Plan: [please ring the appropriate cohort group] BA PET Yr 1 BA PET Yr 2 BA PET Yr 3 PGCE KS2/3

TARGET (related to Teachers’ Standards)

ACTION TO BE TAKEN BY STUDENT

ACTION TO BE TAKEN BY WHOM IN SUPPORT INTENDED OUTCOME EVIDENCE OF ACHIEVING

TARGETACHIEVED

(Signature and Date)

S1 Have appropriately high expectations of pupils’ learning

John will:Discuss pupils’ levels of achievement in literacy with his class teacherMatch the levels against the NC expectationsUse this in planning and setting differentiated work

The mentor will:Share her records with John including her projected levels for the end of yearModel how she uses these expectations when planning her literacy lesson

John’s planning and teaching will be better matched against pupils’ potential achievement, especially the middle and upper ability bandsHe will be able to express these expectations clearly to the pupils and recognise when they have been met

Pupils’ will be consistently engaged in lessonsPupils’ achievements as shown in M&A fileJohn’s ability to use this to adjust planning on a regular basis

S3 Knowledge of literacy curriculum/PFfLM

Access the Primary Framework web-site and use the unit planning to support his own plans

Time on PC during PPA time to be allotted

John’s planning and teaching will better reflect the content of the Y2 curriculum

Lesson plans will consistently be more detailedResources will consistently be better selected

S4 Teach lessons that build on prior learning

Collect and then use assessment data from all his lessons. He will plan for this to happen and discuss pupils learning with his class teacher

Share some simple techniques for collecting evidence of learning in lessonShow how to build this in to planning the next steps in learning

John’s lessons will be better personalised and therefore more engaging for pupils. He will show a better understanding of how pupils learning develops over time

Lesson plans will consistently acknowledge prior learning as well as experienceLessons will be consistently differentiated for individuals and groups

Action Plan Agreed:

Signatures STUDENT: ……………………………………MENTOR: ………………………………LINK TUTOR: ……………………………………DATE:……………

Targets set in the Action Plan will be reviewed on: ……………………………………………….(Date)

If the targets have not been met by the due date, the student will be deemed to have failed the placement. (For implications of a failed placement see the Generic School Experience Handbook)REVIEW: Action Plan achieved/not achieved (delete as appropriate)

Signatures STUDENT: ……………………………………………MENTOR: ………………………………………LINK TUTOR: ……………………………………

DATE:……………

DEVELOPMENT PROFILE

The student teacher’s development profile contains two important school experience documents; the training plan and the standards tracking document. Examples of both follow.

The Standards Tracking Document

Student teachers should note evidence in their Standards Tracking Document throughout their school placements and the document should be referred to in the weekly self assessment and review meeting to help plan opportunities to meet the full scope of each standard. The standards tracking document is available online and it is easier to add evidence related to the whole standard if the boxes can be expanded electronically.

The examples that follow are a training plan and standards tracking document extract from a Y1 student, using the new documentation. The same principles of completion apply to continuing cohorts.

An Exemplar Training

Plan

60

Targets arising from School ExperienceThinking about your previous time in school (this may be from observations at the start of the course), identify the key priorities that you think you need to work on. Put any priority targets in bold.

Area to develop (reference appropriate Standard)

Target(Be clear about the specific skills or knowledge you wish to develop)

Action(Be clear about the specific actions you will take to address this target)

Discussed (AA, mentor, link tutor, etc)

Date Completed

PlanningS4

I need to develop my knowledge about lesson planning

In University I willEnsure attendance at the Professional studies session on lesson planning and ensure I ask my tutor questions if I don’t understand. . I will ensure I attend the workshop on planning in workshop week

In school I willEnsure I complete the school based training task on planning and ask my mentor questions about lesson objectives and resources when planning a lesson. Get my first lesson plan (and any I am not sure about) checked by my class teacher or mentor prior to teaching that lesson.

Through private study and additional school observations I willRead the section on lesson planning in the school experience handbook. Practise writing a ‘mock’ lesson plan at home for science and get feedback from my tutor

Targets arising from Curriculum AuditsFrom the results of your latest subject audits, prioritise the main areas that you need to work on. Put any priority targets in bold.





Date Completed

ScienceS3

My science subject knowledge audit showed that I need to improve my knowledge of atoms and atomic structureelectricity

In University I willAttend the science subject knowledge session on this topic in workshop week.

In school I willIn my Year 2 class they are learning about magnets, I will observe and undertake some group teaching in Year 6 where the class is learning about electricity. This will help to develop my knowledge about electricity and how to teach this topic in upper KS2.I will undertake research on electricityI will seek advice on the topic from the science co-ordinator and my mentor

Through private study and additional school observations I willI have started to read the chapter in Wenham on atoms and the structure of materials. I will make notes on the chapter, try some KS2 NCT Science questions on materials to test my knowledge and attend the science subject knowledge session on this topic. If I am unsure about some aspects I will ask my science tutor.I will do the same for electricity.

63

Targets arising from the Standards Tracking DocumentBased on the evidence in your Standards Tracking Document, which of the standards do you have little evidence for and which do you need to improve on? Put any priority targets in bold.

Standard Target(Be clear about the specific skills or knowledge you wish to develop)



Date Completed

S6 I need support with how to assess children. I did a bit as a TA.

In University I willShare my experiences in the relevant sessions and seek guidance on areas I am unclear about. Ensure I have time to go to the assessment workshop in Workshop Week.

In school I willWith the help of my placement partner and my classteacher I hope to assess the groups I teach and learn how to write this down and how I will use it to help the children progress

Through private study and additional school observations I willread about aspects of assessment and try to clarify how it all fits together.

S4S5

I did well in my science audit (65%) but I feel I will need some support on how to explain ideas to children.

In University I willLink strategies from other subject areas to delivery of science topics.

In school I willWorking with my placement partner and teacher they will provide some constructive feedback on how well I explain things to children in English, maths and science.

Through private study and additional school observations I willThe reading I have done so far does provide some guidance but I still need to know how to make it child friendly.

64

Targets arising from Assessment FeedbackFrom feedback during the course (including assignment comments, pre-course interview information, formative assessment within modules and peer evaluations), set yourself priorities for professional and academic work. Put any priority targets in bold.





Date Completed

Essay Structure To write essays following a logical developmental structure

In university, Attend workshop on essay writing.Plan next essay in detail and discuss with my AA.

Through private study, Read appropriate study skills books (e.g. Stella Cottrel)

65

The following are examples of how a mentor could respond to a student’s targets through Weekly Mentor Meeting Log.

Lesson Planning:

The trainee has engaged actively in the training session on planning and s/he has written four good quality lesson plans but now needs to ensure that the assessment criteria match the lesson objectives

Science subject knowledge:

The student has been proactive in seeking advice from the science co-ordinator and has shown him/herself to teach electricity competently to small groups of Year 6 pupils. S/he has demonstrated a sound understanding of the topic and shown how Science 1 can be used to develop children’s knowledge and understanding of electricity.S/he now needs to build on their knowledge base in order to challenge more able pupils

66

Completing the StandardsTracking

Document

How to complete the Standards Tracking Document

To qualify as a teacher, you must demonstrate that you have met all eight of the Teachers’ Standards (Part One) and have also maintained a high standard of personal and professional conduct in accordance with Part Two of the Teachers’ Standards. In the Standards Tracking Document you will provide evidence of how you have met each standard. In particular:

You must provide evidence for every standard on every placement. The evidence will briefly explain how you met the standard (or some part of the

standard) and be clearly dated so that, where possible, your mentor can find further evidence of it (e.g. in a lesson observation comment sheet). See the example statements below.

You don’t need to provide separate evidence for every bullet point within each standard Don’t be tempted to leave completing this until the end of the placement, add some

evidence every week. By doing this, you will soon see where your strengths and areas to develop are and will have time to do something about them.

The document will be used when your mentor and link tutor decide your overall grade for the placement – so make sure your evidence shows how well you meet the standard. Evidence that shows that you have done just enough to meet the standard will enable you to pass but to get a higher grade you need to show that you can do this aspect of teaching really well.

Use the ‘Grading Descriptors’ document to help you think about what to put in each box (as this is what your mentor and link tutor will use to assess you). Some students find it helpful to highlight this document as they progress through the placement, using this to set weekly targets in their weekly mentor meeting.

68

Example evidence statements

1 Set high expectations which inspire, motivate and challenge pupils• establish a safe and stimulating environment for pupils, rooted in mutual respect• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Evidence

20/10/12: Motivated learning in maths: I encouraged the children to work collaboratively and reminded the children to show respect for each other through listening carefully to their peers. I pretended to be a detective in this lesson which had a positive effect on the children’s motivation (See joint observation sheet).

12/11/12: Well respected by learner: I resolved two disagreements between different friendship groups. The children approached me for advice, we discussed what had occurred and I ensured that every child had an opportunity to speak. I supported the children in thinking about how their problems could be resolved and they were happy and comfortable with the outcome.

29/11/12: High expectations in science: The lesson was planned to a suitable but challenging level. I identified appropriate differentiated success criteria for the group using the assessment notes that I had made in the previous lesson. I discussed the criteria with the class to secure their understanding of the lesson expectations (See mentor observation sheet).

6/12/12: Encouraging pupils to participate and contribute: Literacy – using adjectives in a flower poem. In order to effectively support pupils’ learning, I created a word bank sheet that they could jot ideas on. I also created a tactile word bank for less able children and for a bilingual child which proved to be very successful. I challenged the most able with specific questions (See lesson plan with targeted questions, evaluation and resource).

9/12/12: High expectations in ICT: Based upon my assessment of their previous ability in using the Revelation Art program, I set two able children differentiated success criteria – they had to create a more complex and sophisticated animation, carefully considering the positioning of their characters in the frames (see lesson plan and ICT assessment for Sophie in M&A file).

I believe the evidence above demonstrates meeting this at a good level.

69

GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS Part One - Teaching

Teachers’ Standards

1. Set high expectations which inspire, motivate and challengepupils

*establish a safe and stimulating environment for pupils, rooted in mutual respect

*set goals that stretch and challenge pupils of all backgrounds, abilities and disposition

*demonstrate consistently the positiveattitudes, values and behaviour which are expected of pupils

Trainees demonstrating the standards at a high level may demonstrate these characteristics:

Trainees demonstrating the standards at a good level may demonstrate these characteristics:

All trainees to be awarded QTS will have demonstrated as a minimum that:

They constantly encourage pupils toparticipate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts.

There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning.

They are reliable in encouraging pupilsto participate and contribute in an atmosphere conducive to learning.

They consistently set high expectations of pupils in their different training contexts.

They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

They are able to encourage pupils toparticipate and contribute in an atmosphere conducive to learning.

In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress.

They are able to develop a rapport with a range of individuals and groups. As a consequence of this pupils are engaged in their learning.

They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school.

They demonstrate enthusiasm for working with children and young people and for teaching and learning.

Expectation –for example by the end of the programme a trainee should be able to:

Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.Treat pupils with respect (eg know their names, give timely feedback).Model the use of appropriate language.Plan and teach lessons which challenge, motivate and inspire.Keep accurate and timely records.Understand the role of the primary teacher.Establish a safe environment in lessons in which pupils treat each other and adults with respect

Examples of Evidence

Comments / verification statements from class teacher/mentor/LSAs/ link tutorLesson observationsPDP FileAssignmentsMentor weekly and informal meetings

70

d3mcbia3evjswv.cloudfront.netd3mcbia3evjswv.cloudfront.net/files/good practice guide... · web...

Documents