Supporting UEL School based Training: A Resource for Mentors and their Trainees

This document provides links to supporting resources and tasks that can be used by schools in planning their programme of school based training. It should be used in conjunction with the Standards Tracker Document: Guidance for the Teachers’ Standards.

There are two elements:

Section 1 Teachers Standards: Areas for discussion, which are phrased as questions to Trainees. These are intended to illustrate the scope of each Standard and the kinds of

conversations that might link to each Standard. Tasks for Trainees are given to support the Trainee in working on their targets Links to online materials

Section 2 Task materials A range of proformas to support trainees in carrying out lesson observation activities.

It is not intended that you should work systematically through this document, but that you draw upon the contents as appropriate to individual training needs. We hope that you find the materials helpful; do feel free to supplement and discard the tasks as appropriate.

The Secondary ITE Team

Teachers Standards: Tasks and links to online resources ...................................................................p2

Appendix 1 Key Stage 2 Visit……………………………………………………………………………………………………………..p21

Appendix 2 Evaluating your lessons ……………………………………………………….………………………………………..p32

Appendix 3 Developing Collaborative Group Work ………………………………………………………………………….p34

Appendix 4 Lesson Observation Activities ……………………………………………………………………………………….p37

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

PART ONE: TEACHING1 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.

1. Find out what is in place in the school to ensure that pupils’ social, cultural, linguistic and ethnic backgrounds are valued. Evaluate this in writing.

2. Plan to use resources and materials from different cultures within your teaching. Evaluate their impact and record findings outlining how you will modify your planning to ensure diversity.

3. Create a display that values diversity. Take a photograph and evaluate how you have used it as a teaching aid.

4. Find out how the school uses tests for predicting pupils’ future achievement. Collect evidence and discuss with Mentor.

5. Find out about the school and class behaviour policies. Evaluate these in relation to your last lesson.

6. Identify the reward and sanction systems available for use in your class.

7. Observe a colleague’s interactions with her class. How does s/he model the expected behaviour? How does s/he make the expectations clear?

8. Ask a colleague to observe your interactions with the children and comment on the following: Do you respond to some

- What have you learned from the school’s health and safety policy? How is this evident in your planning? How do you ensure pupils are aware?- How have you contributed to ensuring the classroom is a stimulating environment? How could you?- How have you ensured tasks are relevant and engaging?- How have you used your knowledge of the pupils to plan to challenge and support?- How do you seek to be a positive role model in class and in the wider school?- How do you seek to enact the school’s policies on inclusion and behaviour?- How do you seek to ensure pupils feel comfortable in lessons and able to contribute?- How do you foster effective collaboration in their classroom?

Information on promoting positive values can be found at: www.citizEd.info

The Report of the Teaching and Learning in 2020 review group (Gilbert Report) is available at:http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

DfES (2005) Learning Behaviour: The Report of the Practitioners' Group on School Behaviour and Discipline (Sir Alan Steer) can be found at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-Learning-Behaviour.pdf

DfE guidance on anti-bullying can be accessed at:http://www.education.gov.uk/aboutdfe/advice/f0076899/preventing-and-tackling-bullying

DCSF (2007) Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding to Homophobic Bullying in Schools is available at: http://www.behaviour2learn.co.uk/directory_record/269/homophobic_bullying_safe_to_learn_embedding_anti-bullying_work_in_schools

children more than others? Do you make your expectations clear? Are there more positive or negative interactions?

DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-00045-2007

DfES (2004) Every Child Matters: Change for Children is available at:https://www.education.gov.uk/publications/standard/publicationdetail/page1/DfES/1081/2004

Teachers Standards 2012 Areas for discussion Tasks for traineesLinks to online materials

2 Promote good progress and outcomes by pupils be accountable for

pupils’ attainment, progress and outcomes

plan teaching to build on pupils’ capabilities and prior knowledge

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take

Are you aware of actual and expected outcomes for the pupils?- How do you seek to use assessment to move pupils’ learning forward?- Have you used self and peer assessment? How effective was this?- How do you use questioning to help them focus their teaching for different pupils? Are questions planned and used appropriately?- Can you explain what impact you have had on pupil achievement?- How have you planned for progression within the relevant programme of study / in the core areas and foundation subjects?- What strategies have you used to scaffold learning effectively?- Can you explain why you have identified particular learning objectives for particular

1. Find out how targets are communicated and followed up in your school. 2. Select a group of pupils whose work you will track. Keep copies of a selection of their marked work (e.g. photocopies, video, photos). Show the advice/ feedback you gave and the targets you set. If feedback is given orally, make notes as you go of what was said.

3. Identify the criteria you used to assess the work and with the class teacher consider whether pupil performance has improved as a result of your interventions.

4. Evaluate your teaching using the evaluation format provided.

The NAA is a subsidiary of the QCA. It supports the secure delivery of the public examinations system and develops and delivers National Curriculum assessments. It is available at: www.naa.org.uk

The Chartered Institute of Educational Assessors has a variety of resources on assessment at:www.ciea.org.uk

The frameworks for secondary English, mathematics, science and information and communications technology (ICT), further guidance and support for whole-school approaches to AfL with APP, including the

a responsible and conscientious attitude to their own work and study.

lessons / schemes of work? Does this reflect prior attainment, appropriate challenge, awareness of wider factors that may influence learning?- How have you sought to encourage pupils to take responsibility for their work?

5. Evaluate your planning with a more experienced colleague in term one. Continue to do this on your own throughout the programme. Use to adapt and develop plans to ensure they are appropriate for the children you are teaching.

6. Regularly review your classroom practice e.g. the way you group pupils, frequency of praise used.

7. Identify and evaluate the differentiated tasks provided in three different lessons from two key stages. Identify the differentiated learning objectives. How do you know that the pupils achieved these?

review tables to support self-evaluation, are archived at:http://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategies.standards.dcsf.gov.uk/

The Report of the Expert Group on Assessment (2009) is available at:https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00532-2009

The assessment for learning strategy is available at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00341-2008.pdf

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

Learning How to Learn is a project of the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme. Research papers can be accessed at: www.learntolearn.ac.uk

Information on the 2010 Making Good

Progress’ pilot scheme designed to improve learners’ progress through key stages 2 and 3 is available at: https://www.education.gov.uk/publications/RSG/SchoolsSO/Page18/DCSF-RR184

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

3 Demonstrate good subject and curriculum knowledge have a secure

knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the

Have you completed subject knowledge audits, identified targets and acted on them?- Do you have secure subject knowledge and how effectively do you use this to provide clear explanations in the classroom?- How do you plan to tackle misconceptions?- Are you able to use curriculum specifications and guidance to inform your planning and teaching?- To what extent do you foster pupils’ appreciation of the subject being taught? Do you encourage pupils to engage critically with the learning and the subject?- To what extent are you aware of traditions of pedagogy related to phase and /or subject communities of practice?- To what extent do you enable pupils to engage in sustained enquiry over time?- Are you aware of the difference between standard English and vernacular forms? Do you know when and how to use this in your

1. Observe an experienced colleague. How do they deal with pupils’ misunderstanding/misconceptions in your subject area?

2. Analyse your lesson plan. Could it be rewritten to take a more active approach to the learning, to revisit concepts through a variety of different approaches? Evaluate the learning outcomes

3. Regularly review the subject/s audit and work on areas identified.

4. Subject knowledge is evidenced in lesson plans and observations of your teaching. In particular how you deal with pupil’s misconceptions and the kind of questioning you use and how often you ‘model’ what you want pupils to do.

5. As well as keeping a record of what is covered in your taught sessions at UEL and in school, ensure your planning is referenced to the National Curriculum and National Frameworks if appropriate. See the Standards website archived at http://webarchive.nationalarchives.gov.uk/201108

The National Curriculum website contains the programmes of study, non-statutory guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, information and communications technology (ICT) in the curriculum and health and safety. The site is at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/

The NAA is a subsidiary of the QCDA. It supports the secure delivery of the public examinations system and develops and delivers National Curriculum assessments. The website is at: www.naa.org.uk

The DCSF 14-19 website provides a detailed account of 14-19 reforms including details of the 14-19

teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

teaching?- How well do you appreciate and respond to the language demands of your teaching?- How do you plan to develop pupils’ language through teaching reading, writing, speaking and listening? Is this assessed?

09101133/http://www.nsonline.org.uk

6. Register on the skills test site with your teacher reference number (TRN) as soon as you are enrolled at UEL.

7. Use the practice tests and support materials with the aim of completing the skills tests in term 1 of your programme.

8. Using skills in literacy, numeracy and ICT to support your wider professional development will involve being guided in finding relevant local and national resources e.g. Subject Associations, the TES and Professional Associations.

implementation plan at:

https://www.education.gov.uk/publications/eOrderingDownload/14%E2%80%9319-GuideForCollegeStaff.pdf

The primary and secondary national strategies offer guidance and support for teachers at:http://webarchive.nationalarchives.gov.uk/20110809091832/http://www.teachingandlearningresources.org.uk

The independent review of mathematics teaching in primary schools and early years settings (Williams Review 2008) is available at: https://www.education.gov.uk/publications/eOrderingDownload/Williams%20Mathematics.pdf

The independent review of the teaching of reading (the Rose Review March 2006) can be downloaded at: https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf

The statutory framework for the early years foundation stage 2012 can be downloaded at: https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-

00023-2012

The Behaviour4Learning website contains a range of relevant articles and resources. They can be accessed at: http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.behaviour4learning.ac.uk

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

The non-statutory national framework for religious education is available to download at: http://www.mmiweb.org.uk/publications/re/NSNF.pdf

Case studies for schools on all aspects of personal, social, health and economic education (PSHEE) can be found at: http://www.pshe-association.org.uk/content.aspx?CategoryID=1043

Guidance for schools on sex and relationship education (ref: DfEE 0116/2000) can be found at: https://www.education.gov.uk/publications/eOrderingDownload/DfES-0116-

2000%20SRE.pdf

Details of subject curricula, assessment requirements and a range of resources and materials relating to public examinations and other qualifications may be found on the websites of examination boards:

www.aqa.org.ukwww.edexcel.comwww.ocr.org.ukwww.wjec.co.uk

Comprehensive details of how to register for and book the skills tests are on the TA website, which also includes downloadable support materials and interactive practice tests. The site is at: http://www.education.gov.uk/schools/careers/traininganddevelopment/qts/b00204156/registration

Further information on the support for trainees requiring adaptations to the qualified teacher status (QTS) skills tests can be found at: http://www.education.gov.uk/schools/careers/traininganddevelopment/qts/b00204156/registration/booking

Becta closed on 31 March 2011. There is a commitment by the Department for Education (DfE) and Department for Business, Innovation and Skills (BIS) to

continue key areas of Becta's work. Information on this can be accessed at: http://www.education.gov.uk/aboutdfe/armslengthbodies/a00192537/becta

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

4 Plan and teach well structured lessons impart knowledge and

develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Can you ensure pupils make progress in understanding key concepts and skills in the subject area being taught? Do you understand progression? Can you sequence activities to secure progression?- Are you able to plan and justify a sequence of lessons / medium term plan?- To what extent are you able to ensure pupils are engaged in activities?- Are you able to explain key content clearly and accessibly?- How do you communicate enthusiasm / passion for what is being learned?- Do you use a variety of teaching and learning strategies to stimulate learning?- Do you plan homework as an integral part of their medium term planning? Is the homework appropriate to the needs and abilities of the pupils? Do you follow up and use the homework?- Have you had opportunities to extend classroom learning with out of school learning? If not, can you suggest ways in which this might happen in relation to your own teaching?- Do you routinely evaluate your teaching?

-1. In your subject, demonstrate your understanding of the key concepts, progression and common errors and misconceptions through your planning, teaching and evaluation.

Are you able to design sequences of related learning activities with detailed objectives suitable for the range of needs in the classes you teach?

2. Ensure your planning is referenced to the National Curriculum and national frameworks where appropriate.

3. Develop your own planning, drawing on the school’s planning and adapting and developing this to ensure that it is appropriate for the children who you are teaching.

4. Analyse two lesson plans identifying:

the intended learning how your knowledge of the pupils has

informed the identified learning objectives what documents you drew on in your

planning.

5. Plan in both the medium and short term

The National Curriculum website contains the programmes of study, non-statutory guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, information and communications technology (ICT) in the curriculum and health and safety. The site is at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/

Resources on homework can be accessed using the search facility on the following site:www.bbc.co.uk/schools

The DCSF Standards Site contains materials on the Primary and Secondary National Strategies with publications, teaching resources, information about professional development and case studies. The site also includes the Ethnic

What strengths and areas for development has this process identified? How has this informed subsequent planning?

identifying focused learning objectives. Consider how you take into account the pupils’ prior attainment and show it in your planning.

6. You should indicate in your planning how you will provide opportunities to develop pupil’s literacy, numeracy and ICT skills

7. Evaluate your resources, state how you would amend /improve them and include as evidence. In particular highlight aspects that promote equality and inclusion.

Minority Achievement and Gender and Achievement sites providing a range of materials designed to raise aspirations and performance. The sites are archived at:http://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategies.standards.dcsf.gov.uk/

The Behaviour4Learning website contains a range of relevant articles and resources. They can be accessed at: http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.behaviour4learning.ac.uk

DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-00045-2007

Do we have safer children in a digital world? - A review of progress since the 2008 Byron Review i s a v a i l a b l e a t : https://www.education.gov.uk/publications/standard/Childrenandfamilies/Page6/DCSF-00290-2010

DCSF (2008) Independent Review of Mathematics Teaching in Early Years

Settings and Primary Schools is available at: http://www.nationalnumeracy.org.uk/resources/16/index.html

The Primary National Strategy Communication, Language and Literacy Development (CLLD) site provides guidance for all those involved in literacy development, and is aligned to the recommendations of the Rose Review. Letters and Sounds: Principles and Practice of High Quality Phonics, and dedicated resources for initial teacher training (ITT) can be accessed at:http://www.birthtofive.org.uk/pdf/practitioner%20file%2007.pdf

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers at: http://webarchive.nationalarchives.gov.uk/20110316231736/tre.ngfl.eduserv.org.uk// It is not accepting new resources.

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

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

differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with

How does your planning refer to individuals and groups of pupils’ learning needs? Do you know what your pupils already know and are able to do? Are you aware of IEPs, language assessments etc?- Do learning objectives reflect the needs and abilities of the class? How do pupils know what is expected of them?- How do you use children’s prior knowledge in their teaching? Are you able to plan to do so, and to do this effectively?- Are you able to explain how particular lessons provide appropriate challenge and support? How do you use a variety of strategies for differentiation? Can you explain why specific strategies are being used?- Can you explain relevant factors that might inhibit learning for the pupils being taught? Can you devise strategies to overcome these factors?- Do your lesson plans / medium term plans incorporate appropriate models of progression?- When evaluating lessons are you aware of the levels of engagement and attainment of different groups and individuals?- How do you seek to actively engage all pupils in the learning? Is this effective?

1. Find an example of a lesson plan where you have:

taken account of the interests of pupils; specifically taken account of the pupils’

backgrounds in your planning.Evaluate the plan considering the impact on learning and motivation.

2. Look at the social context of the school e.g. socio-economic background, ethnicity of the pupils; the proportion of male, female and teachers from under-represented groups.

How far are individuals of differing intellectual ability treated differently in your school?

Do any groups of pupils receive more resources than others?

If so, which groups and what sort of resources are provided? Why do you think this is the case?

3. Observing and profiling a pupil. Taking the advice of your Mentor, choose a bilingual pupil who is in the process of acquiring English as an additional language. Observe the child in a range of situations and find out:

The pupil's linguistic background (what languages he/she understands, speaks, reads or writes) and whether the pupil attends a community class to learn the language.

The National Curriculum website contains the National Curriculum inclusion statement, inclusion statements by subject, and other inclusion materials published by QCDA. It is available at: www.education.gov.uk/schools/teachingandlearning/curriculum/

The citizED website, contains materials relating to effective pedagogy and diversity. The site is at:www.citized.info

The DCSF Standards Site, which includes the Ethnic Minority Achievement and Gender and Achievement sites, provide a range of materials designed to raise aspirations and performance, is archived at: http://webarchive.nationalarchives.gov.uk/20101119131802/http://www.standards.dcsf.gov.uk

Ofsted has produced various publications relating to inclusion including:Achievement of Black Caribbean Pupils: Three Successful Primary Schools (HMI 447, 2002)Boys’ Achievement in Secondary Schools (HMI 1659, 2003)Achievement of Bangladeshi Heritage Pupils (HMI513, 2004)

English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Does the pupil have the opportunity to speak to other children who speak the same language? Does he/she choose to do this?

Observe the pupil in both a group and a whole class situation. What do you notice about the pupil's speaking and listening? How does the pupil respond?

Discuss with your Mentor what he/she feels the pupil's needs are with respect to developing English as an additional language and how these are met in the classroom. Note if any other adult help is available.

Are there resources in the classroom in the pupil's first language?

4. Look at the equal opportunities policies of your school. How were they constructed, implemented and reviewed and who has a sense of ownership of the policies?

5. For your visit to a primary school draw upon the Key Stage 2 tasks in the Appendices.

6. Identify and discuss with the EMAG teacher (or another experienced colleague) the ways in which they identify the stages for pupils with EAL. Consider in writing the implications for your teaching.

7. Evaluate what provision is made for children for whom English is an additional language e.g. Are the resources labelled pictorially as well as in written format, is the language used by the teacher supported by other visual stimuli etc.?

8. When you are observing note how teachers set suitable learning challenges; respond to pupils'

Could They Do Even Better? (HMI 2439, 2005)They are available at: www.ofsted.gov.uk

DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-00045-2007

Support and guidance on English as an additional language (EAL) is available at:www.naldic.org.uk

ContinYou is an educational charity that provides information and downloadable resources on its website at: www.continyou.org.uk

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

The DfE website contains information about roles and responsibilities in schools, including references to the special

diverse learning needs and overcome potential barriers to learning.

9. Examine a variety of materials in your subject to identify strategies for the promotion of equal opportunities, for example avoiding stereotypes in visual images, names and roles.

10. Consider the take up of optional subjects and the make-up of higher and lower sets in relation to equal opportunities. What differences are there, and how does policy relate to this?

11. Read the SEN Code of Practice. Pages 1-15 and pages 26 and 70-73.

12. Arrange an interview with the SENCO and TA. Draw up a set of questions to use and write up what you have found out about their specific roles and to find out what and how the code is implemented in the school and what procedures are used to monitor pupils with SEN. Write up and evaluate what has been learnt.

13. The above tasks to be completed in both schools and the different approaches used compared.

14. Analyse the needs of an individual pupil and consider how their needs will be met in your planning.

15. Examine the provision for Gifted and Talented pupils in both schools.

education needs (SEN) coordinator role, and a link to the SEN Code of Practice at: http://www.education.gov.uk/popularquestions/childrenandfamilies/specialeducationalneeds

The national agreement: Raising Standards and Tackling Workload provides information on working practices in remodelled schools, implications for teachers, extended schools, and includes case studies at:http://www.lge.gov.uk/lge/aio/588306

DfE guidance on anti-bullying can be accessed at:http://www.education.gov.uk/schools/pupilsupport/behaviour/bullying/

An online resource pack for community cohesion is archived at: http://webarchive.nationalarchives.gov.uk/20110202110631/teachernet.gov.uk/wholeschool/communitycohesion/

DCSF (2008) Staying Safe: Action Plan DfES (2007) Statutory Guidance on Making Arrangements to Safeguard and Promote the Welfare of Children under section 11 of the Children Act 2004DfES (2004) Every Child Matters: Change for ChildrenDfES (2004) Every Child Matters: Change for Children in SchoolsDfES (2005) Working Together to

16. Read relevant sections of the Bristol Guide.

17. Identify who in the school is designated as the named colleague for referrals for child protection and arrange to interview them. What did you learn? What are your responsibilities with regard to the safeguarding of children?

18. Participate in activities in your school/Virtual School during annual anti-bullying week in November - http://www.antibullyingweek.co.uk/

Safeguard ChildrenDfES, (2006) Safeguarding Children and Safer Recruitmentare archived at:https://www.education.gov.uk/publications/standard/publicationdetail/page1/DfES/1081/2004

The Byron Reviews detailing the evidence of the risks and benefits of new technologies. It can be found at: http://www.education.gov.uk/ukccis/about/a0076277/the-byron-reviews

Childnet International (www.childnet.com ) with support from the TDA, Becta and Microsoft has produced e-safety resources including:

an E-safety microsite: Know IT All for Trainee Teachers, which provides an introduction to e-safety for trainees: www.childnet.com/kia/traineeteachers

an E-safety leaflet for trainees available at: www.childnet.com/kia/traineeteachers/why.aspx

an E-Safety DVD - Know IT All for Trainee Teachers: An introduction to e-safety for trainee teachers, which can be ordered by training providers free of charge from Childnet at:

www.childnet.com/order or by calling Childnet on 020 7639 6967.

A summary of the Childnet research report is available at: www.childnet-int.org/downloads/exec_sum.pdf

Reports and resources on homophobic bullying are available from: www.stonewall.org.uk/educationresources

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

6 Make accurate and productive use of assessment know and understand

how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

Do you understand the statutory assessment requirements in your phase / subject / context?- How do you use assessment guidance / frameworks / specifications to help you in your planning? How do you incorporate this in your teaching?- What have you learned from marking and moderation experience? How does this inform your practice?- Do you keep detailed and up to date records of assessment? How do you use this information to inform your planning, teaching and subsequent assessment?

1. Access details of baseline assessments and NC tests on DfE website www.qca.org.uk

2. Discuss with a senior manager with responsibility for assessment, the timetable for assessment across the school for National testing and the schools own internal testing system.

3. Meet with the head of your subject department to find out which exam board/s the school uses and familiarise yourself with the assessment objectives of the examination syllabus used. Where possible attend moderation of GCSE/AS and A level moderation meetings.

Details of teacher assessment activities can be found on the DfE website at: http://www.education.gov.uk/schools/teachingandlearning/assessment

The National Assessment Agency (NAA) supports the secure delivery of the public examinations system and develops and delivers National Curriculum assessment. The website is at: www.naa.org.uk

Details of curricula, assessment requirements and a range of resources

use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

- Are books regularly marked? Does the marking support progress and do pupils have opportunities to engage with and respond to marking comments?- Do you use a variety of formative assessment strategies? Can you justify why specific strategies are being used?- How do you use assessment to form a view of pupils’ learning? How do you use this information within lessons and to review plans between lessons?- Do you build in opportunities for peer and self assessment? Do you enable pupils to effectively reflect on learning and progress? How do you ensure pupils know what success looks like?- Can you make use of appropriate support to set appropriate targets and monitor progress?

4. Mark examples of pupil work from a cross section of abilities. Allocate an NC level for the KS3 pupils and a GCSE grade for the KS4 pupils. Then consult your subject Mentor. How accurate were your assessments of the levels /grades? 5. If you are able to, get involved in KS4 examination (GCSE/BTEC/Diploma) coursework marking or moderation, perhaps using photocopies. Keep your annotated comments and moderated grading as evidence.6. With the help of your Mentor develop a system for tracking and monitoring the progress of all the children in the classes you teach which draws on the school’s system.

7. Discuss with your PCM/Mentor in both schools the assessment procedures used to assess, record and report pupil progress.

8. Provide evidence of assessment procedures used in both schools including your records of assessment of pupil’s work.

9. Take a lesson plan for two classes in the same year group and using assessment data adjust the plans to meet individual need in both classes.

Evaluate the impact of this on learning. For example did you have to adjust timings? Use more paired work or revisit a concept several times?

10. Choose an idea from your reading about Assessment for Learning (AfL) or from the techniques that may be used in your school (e.g. traffic lighting, hands down questioning) and use it with a chosen class. Evaluate the outcome of your

and materials relating to public examinations and other qualifications may be found on the websites of examination boards at:www.aqa.org.ukwww.edexcel.comwww.ocr.org.ukwww.wjec.co.uk

The Report of the Expert Group on Assessment (2009) is available at:https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00532-2009

The Assessment for Learning strategy is available at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00341-2008.pdf

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

RAISEonline provides schools, school improvement partners, local authorities and inspectors with a flexible online system for exploring and interrogating performance data to support evaluation

strategy. 11. With a specific class with whom you have developed positive relationships, create an activity lesson in which they will assess their own performance and that of their peers. Explain how you enabled pupils to develop and then use assessment criteria. Comment on the effectiveness of the activity/activities and whether the pupils were able to set themselves learning targets.

12. Discuss with your Mentor how they use assessment records to inform planning.

13. Focus on the work of a pupil who is working for GCSE in your subject specialist area at the Grade C/D boundary. Pick out the features of this pupil’s work which indicate that the pupil could get a Grade C and the areas of this pupil’s work which need improvement. Consider targets to be set for this pupil.

and inform school improvement. The RAISEonline website is at: www.raiseonline.org

The Chartered Institute of Educational Assessors has a variety of resources on assessment at:www.ciea.org.uk

Learning How to Learn is a project of the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme. Research papers can be accessed at: www.learntolearn.ac.uk

Information on the Making Good Progress’ pilot scheme designed to improve learners’ progress through key stages 2 and 3 is available at: https://www.education.gov.uk/publications/RSG/SchoolsSO/Page18/DCSF-RR184

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

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

routines for behaviour in classrooms, and take

- How do you use the school’s policy on behaviour? How do you use school systems to follow up behaviour issues e.g. rewards, sanctions and referrals?- Do you use a variety of behaviour management strategies in their teaching? Why do you use some strategies and not

1. Observe a class teacher and complete a focused observation identifying strategies used to establish a purposeful learning environment. Evaluate what has been learnt.

How did the teacher:

*attract the children’s attention?

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/

responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

others?- What do you perceive as the main behaviour challenges in their teaching? What are you doing to address these?- To what extent do you establish consistent and effective systems? In which areas have you made progress? Which areas need to be further developed?- What strategies have you used to establish good relationships with pupils? To what extent have these been successful?- To what extent do you consider classroom management issues when selecting learning activities, organising groups and selecting resources?- What challenging incidents have you been involved in? Are you able to identify learning points from these incidents?- To what extent do you provide clear instructions in class relating to their expectations of pupil behaviour? - Do you follow up instructions with positive reinforcement to promote a positive classroom ethos?- How well do you work with other adults to promote good behaviour e.g. staff / parents?

*keep the children’s attention?*maximise the conditions for listening?

*What did the teacher use as a stimulus to *start the lesson? How effective was it?*What else might the teacher have done?

*Were the instructions clear?*Do the children know why they are doing the activity?*Do the children know what they are going to learn from it? *Do the children know if any follow up is expected? *Do the children know on what criteria their work is to be assessed?*Do the children know how this activity links with other work they have done or will do next?(adapted from Pollard 2002).

2. Use the above questions to evaluate your own lessons.

3. Identify the strategies you use to promote positive learning and behaviour within your class. Identify what specific action could be taken for improvement. Discuss and compare these with a colleague.

4. Evaluate in writing a recent lesson and consider the choices the pupils were encouraged to make. How could you have increased pupil autonomy?

5. Observe experienced colleagues. Note what happens in the first five minutes of the lesson and the plenary, the way the timing is managed and the way pupils are grouped.

teachingandlearning2020/

The Behaviour4Learning website contains a range of relevant articles and resources, and can be accessed at: http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.behaviour4learning.ac.uk

DfES (2005) Learning Behaviour: The Report of the Practitioners’ Group on School Behaviour and Discipline can be found at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-Learning-Behaviour.pdf

Advice on the use of force to control or restrain pupils, and advice on physical contact in other circumstances is available at: http://www.education.gov.uk/aboutdfe/advice/f0077153/use-of-reasonable-force

DfE guidance on anti-bullying can be found at: http://www.education.gov.uk/aboutdfe/advice/f0076899/preventing-and-tackling-bullying

The citizED website contains materials and resources useful for both Mentors and trainees at: www.citized.info

The Behaviour4Learning website provides relevant resources at:

Write up what you have observed and what you have learnt.

6. With your classes ensure that you know all the pupils’ names and the school’s code of conduct on both placements. Implement the policies and reflect on how effectively you are using them. Write up your reflections for two classes in two different key stages.

7. Read, then discuss with your Mentor the subject specific health and safety policy within the department and the school.

8. Work with a more experienced colleague to organise an off-site visit. Carry out a risk assessment /plan the learning activities and write up a report of the visit.

http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.behaviour4learning.ac.uk

The Learning Outside the Classroom Manifesto can be accessed at: http://www.lotc.org.uk/about/manifesto/

DfE Advice on Health and Safety of Pupils on Educational Visits is available to download at: http://www.education.gov.uk/aboutdfe/advice/f00191759/departmental-advice-on-health-and-safety-for-schools The guidance is due to be revised in summer 2012.

The Field Studies Council and Association for Science Education joint publication The Initial Teacher Education and the Outdoor Classroom is available to download at: www.field-studies-council.org/documents/research/ITE%20report.pdf

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

8 Fulfil wider professional responsibilities make a positive

contribution to the wider life and ethos of the school

How have you participated in the wider life of the school, beyond classroom teaching?- Are you aware of other colleagues in the school who can support them? Do you know when it is appropriate to approach them and what support they can offer?

1. Collect policies in both placements and ensure that you read the documents. Write a list of questions that you will ask relevant staff about how the policies are implemented, communicated, monitored and evaluated.

2 Ask your Mentor to observe you focussing on

SafeguardingDCSF (2007) Safeguarding Children and Safer Recruitment in Education is available at:https://www.education.gov.uk/publications/standard/publicationdetail/

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

- Do you understand how the school is supporting individuals with SEN, EAL or other additional needs? Are you aware of pupils who are ‘at-risk’?- To what extent are you able to establish positive working relationships with support staff, other teachers and senior teachers?- How successfully have you integrated yourself into staff teams in the school?- How well do you engage in mentoring and coaching relationships? How do you manage feedback? Can you use such relationships to make progress?- What action have you taken to improve your teaching e.g. accessing CPD?- What do you understand about the role of parents in the phase you are teaching? To what extent is working with parents an effective feature of your practice? Are you able to identify challenges and further opportunities to engage positively with parents?- Have you prepared progress reports for pupils and attended parent evenings? Can you reflect on these experiences to identify suggestions for good practice?

your ability to apply and promote the school policies in your classroom teaching. Evaluate the outcome and set targets in agreement with your Mentor.

3. Ask an experienced colleague/Mentor to observe you in a lesson where you are using questioning for 5 minutes.

Do you:

Use open questions?

Probing, supplementary questions?

Allow for thinking time?

Manage pupil’s misconceptions or say you will find out if you don’t know /ask the pupils to research the answer for homework.In the feedback session reflect on what you learnt and how you might structure the session to maximise questioning as an assessment and learning opportunity.

4. Find out the school policies on involving parents and carers in children’s education. How do these relate to your class policies?

5. Find out how all parents are kept informed of their children’s progress in line with school policy. How does this vary between the two schools? Collect evidence.

6. Attend parents evening with the class teacher. Produce a written evaluation. (Do this in both schools).

page1/DFES-04217-2006 The Sexual Offences (Amendment) Act (2000), Section 3 is available at:http://www.legislation.gov.uk/ukpga/2000/44/contents

Special educational needsDfES (2001) Special Educational Needs: Code of practice (ref: DfES 0581/2001) is available at:https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfES%200581%202001 The Special Educational Needs and Disability Act (2001) is available at:http://www.legislation.gov.uk/ukpga/2001/10/contents DfE Guidance on The Use of Force to Control or Restrain Pupils is available at: http://www.education.gov.uk/aboutdfe/advice/f0077153/use-of-reasonable-force

DfES (2001) Guidance on Access to Education for Children and Young People with Medical Needs (ref: DfES 0732/2001) is available at: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES%200732/2001

DfEE (2000) Guidance on the Education of Children and Young People in Public Care (ref: EDGUIDE) is available at:

7. Produce draft reports for parents with the support of an experienced teacher.

8. At a Parents Consultation Meeting record the following:

Year Group:Date:Relevant background information: What were your concerns prior to the Meeting?What information did you give to parents?What data based evidence did you use to support your report on progress?Did you find parents to be generally receptive/ supportive/ cooperative/ defensive …?Did you encounter any difficult situations?Any other comments?

9. Find out about the other professionals who are involved in the school e.g. teaching Assistants, educational psychologist, education social worker, police, Youth worker. Are they based in the school and what are their working practices? Write a brief summary of the contribution they make in supporting pupils and raising their levels of attainment.

10. Work with other adults in the class ensuring that they are clear about their role and the learning objectives to be met in the lesson. What mechanisms are in place for discussing pupils’ learning? To what extent do you involve additional adults in contributing to pupils’ assessment and record keeping?

http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=EDGUIDE

Employment

School Teachers’ Pay and Conditions Document 2011, updated annually, is available at:https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-00072-2011

The Health and Safety at Work etc Act (1974) is available at:www.healthandsafety.co.uk/haswa.htm

DCSF and NASUWT (2009) School discipline: your powers and rights as a teacher can be accessed at: http://lx.iriss.org.uk/content/school-discipline-your-powers-and-rights-teacher

Tailored advice for trainee and newly qualified teachers, and links to Teacher Support Network’s free practical and emotional support services are available at: www.newteachers.info

CurriculumThe National Curriculum website contains the programmes of study, non-statutory

11. Keep a record of the different ways in which you deploy other adults in your classroom and evaluate the effectiveness of the strategies you use.

12. Identify your strengths and areas for development and discuss with your Mentor. How consistent are you and your colleagues’ views of your progress and practice?

13. Identify aspects of your work where teamwork is involved including any working parties you may be a member of in your two placements.

14. Identify in writing at least three occasions where you have worked collaboratively with colleagues. Evaluate your contribution.

guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, ICT in the curriculum and health and safety: http://www.education.gov.uk/schools/teachingandlearning/curriculum/

Ofsted (2006) Extended Schools: A Report on Early Developments: www.ofsted.gov.uk/publications

The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk/20070108153428/http://teachernet.gov.uk/educationoverview/briefing/currentstrategy/whitepaper2005/teachingandlearning2020/

Appendix 1

Key Stage 2 Visit

In order to get the most benefit from primary school experience, you need to be well prepared and aware of recent developments within primary schools. Try to dip into at least one of the books below prior to your visit. Before your KS2 experience you should also go and look at the Primary Resources Collection in the Library.

ReferencesHayes, D, (2006) Inspiring Primary Teaching Learning Matters Jacques, K. & Hyland, R (2007) Professional Studies: Primary and Early Years Learning Matters 3rd Edition, London: Learning Matters Proctor, A (1995) Learning to Teach in the Primary Classroom London: Routledge

http://www.primaryreview.org.uk

Purpose of Visit

For many of you, this will be your first opportunity to experience education from the perspective of the teacher, as opposed to that of a pupil. The primary setting is the best place to observe, and gain an insight to, the foundations of a child’s education. It will also provide you with essential knowledge about children’s attainment, in terms of their general educational experiences, as well as the current state of your subject in education. You will be more prepared, when you receive them in Year 7, as you will have an appreciation of their prior learning.

The specific objectives of the primary school experience are to develop your awareness of:

1. the role of the classroom teacher;2. classroom environment;3. the National Strategies (NLS and NNS)4. attainment, assessment and recording at Key Stages 1 and 2;5. the use of ICT;6. the scope of content subject specific issues and other curriculum issues.7. transition between primary and secondary school and the difficulties Year 6 children may encounter in the transfer.

You may be asked to complete Subject Specific tasks by your subject tutors.

What follows are some suggested tasks. You do not have to do these tasks but you could find them helpful in focusing your attention to particular aspects. If opportunities are not available to answer the following tasks, then please use your common sense to either replace the task with one that relates to the context you find yourself in, or discuss reasons why you may not have been able to fulfil the task.

Your responses to any of the tasks should go beyond pure description e.g. simply reporting facts or describing what you have seen. For the tasks to be of genuine value, you should critically reflect on what you have read, seen or heard and suggest possible reasons as to why this may be the case and consider how these things may impact on children’s learning or your performance as a teacher.

Be sensitive to the fact that you are a visitor in the school and be prepared to help out as much as possible in whatever way you can.

Teaching and Learning Methods

You will no doubt observe Numeracy /Literacy lessons. This checklist could be used with discretion as a guide. You will not see all features in one lesson.

National Numeracy Strategy and National Literacy Strategy: Checklist of possible features

This checklist was devised by the NNS team to help with lesson observations. No single lesson will contain all the features listed, but you may be able to use the checklist to note aspects of teaching that you see in each part of the lesson. (You may well only see a few features in a particular lesson. This should in no circumstances be seen as a criticism of the teacher observed. They have used their professional judgement as to what is appropriate for their pupils at this stage of their learning).

In the introduction, the teacher:

Gives a clear start to the lesson Maintains a brisk pace Provides a variety of short oral and mental activities Asks a range of open and closed questions Makes sure that all children can see the teacher clearly and take part in the lesson Targets individuals, pairs or small groups with particular questions Uses children’s responses to make an informal assessment Makes sure any support staff give discreet help to certain children Avoids disruption from too much movement of pupils around the room Avoids running over time and moves smoothly to the next part of the lesson

In the main activity, the teacher:

Makes clear to the children what they will learn Makes links to previous lessons or to work in other subjects Tells children what work they will do and how long it should take Tells children what, if anything, they need to prepare for the plenary session Maintains pace and gives children a deadline for completing their work

When working directly with the whole class, the teacher:

Demonstrates and explains ideas and methods using a board, flipchart, computer, overhead projector Highlights new vocabulary, notation or terms and gets children to use them in their oral and written work Involves children interactively through carefully planned questioning Asks children to offer their methods and solutions for discussion Ensures that children with particular learning needs are supported effectively with appropriate resources, wall displays or adult help Identifies and corrects any misunderstandings or forgotten ideas Uses mistakes as teaching points

When working directly with groups, the teacher:

Has a manageable number of groups (usually a maximum of 4) Gives a clear introduction to tasks Sets clear time scales and expectations for the tasks Ensures the degree of differentiation is manageable (for example by providing linked tasks on the same theme, usually no more than three levels of

difficulty) Ensures that children do not have to wait long for their turn

maintains all children’s interest and motivation and makes sure they are on task sits and works intensively with one or two groups (does not flit among them) makes appropriate use of any support staff or adult helpers avoids interruption by making sure that those working independently know where to find the resources what to do before asking for help what to do if they finish early

When working directly with individuals or pairs, the teacher: keeps the children working on related activities, exercises or problems targets individuals or pairs for particular questioning or support encourages children to discuss and co-operate during paired work

In the plenary, the teacher:

makes sure that there is sufficient time for the plenary draws together what has been learned, highlighting key facts, ideas and vocabulary, and what needs to be remembered indicates link with previous work or where the work is leading brings the lesson to a close, reflecting on what has been achieved

General management Features:

seating arrangements allow children to see demonstrations and resources clearly resources and vocabulary have been prepared for use in the lesson any classroom assistants have been fully briefed and are aware of their role

Taken from ‘Numeracy consultant’s handbook’

Reflect on your observations

(a) Identify different ways in which children learn e.g. by listening, by copying, by experimenting etc.(b) Comment on the balance between teacher directed learning and situations where children work independently from the teacher. Consider,

among other things, individual work, pair and group work. Consider also teacher exposition, pupil exploration, creativity and discovery, reading, writing and practical work.

(c) How do teachers make effective use of other adults in the classroom?(d) How do parents contribute to teaching and learning?

Learning Styles

(a) Track 3 pupils, ideally a Level 5 pupil, a Level 4 pupil and a Level 3 pupil, engaged in the same activities and observe their approaches to learning. (Use the observation sheets)

(b) Observe and make notes on how the teacher meets different learning styles of the children. (Use the reflection form)

Context for Learning

(a) Describe the profile of the class observed(b) e.g. What languages are spoken by children at the school? How is cultural diversity valued in the school? Are there even numbers of girls and

boys? (c) How many pupils have recognised Special Educational Needs? Observe and make notes on how the school has high expectations of all pupils

notwithstanding gender, ethnicity, language, religion(d) Give at least 2 specific examples of how the teacher takes account of the differing needs of the pupils in the class. Differing needs may be based

on academic achievement, gender, cultural differences or language differences.(e) How do aspects of classroom management, such as seating, rules, organisation of resources, etc. promote teaching and learning(f) How does the classroom environment (displays, resources) encourage teaching and learning?(g) What systems are schools required to have in place for identifying and addressing Special Educational Needs?

Monitoring and Assessment at Key Stages 1 and 2

(a) Collect information on or relating to the monitoring and assessment of pupil attainment and the methods for recording and reporting pupil progress.

(b) To whom are teachers and schools accountable?(c) Find out how often children are assessed in each of the subjects, and how.(d) Speak to your teacher about the SATs tests and their effectiveness.

Transition between Primary and Secondary School

(a) Discuss with teachers the ways in which the school prepares their pupils for the transition to secondary schools e.g. preliminary visit in the summer term, transference of SATs results, visits by secondary liaison teachers, by teaching the Transition Units etc.

Technology Enhanced Learning

(a) Record a variety of ways in which you have seen ICT used to enhance learning e.g. the use of computers, videos, web-based learning, etc.(b) Familiarise yourself with the ICT skills used by children in KS2

The Primary Curriculum

(a) Obtain the class timetable(b) Calculate the percentage of time spent on each curriculum area, including that within topic work.(c) Familiarise yourself with the National Curriculum document for your subject area.

Creativity

(a) Do the teachers welcome the government decision to put creativity back on the agenda in the classroom?(b) With the recent emphasis on developing children’s literacy and numeracy skills, how have the teachers tried to ensure that children develop

their creativity?(c) Does the school environment reflect and stimulate creative work?(d) Are there curriculum opportunities for subjects to combine meaningfully?

OBSERVATION FORMS

ANALYSIS OF OBSERVATIONS OF CHILD

Initial of child: Year group:

Setting or context:

Circle the ones that apply: boy girl SEN Bilingual/multilingual

What did this child already know?

What could this child already do?

What was this child paying attention to?

How did the teacher/adult make the task interesting/relevant/meaningful to the child?

Did the child stay on the task? If so for how long?

What special strategies, if any, did the teacher use to support EAL children, SEN children, early learners?

What do you consider to be the next step for this child to either consolidate or extend his/her learning?

Why?

What have you learned from this observation?

REFLECTING ON TEACHING

What was the best lesson you saw? Describe and say why it was good.

Make a list of ways in which the teachers/other adults supported children's learning.

Make a list of things which the teacher/other adults did to extend learning.

Make a list of things adults did to manage children's behaviour.

Make a list of things adults did to make activities exciting, hands-on, practical, interesting, and relevant for the children.

Give an example of how an adult gave feedback to a child that clearly identified what the child had achieved and also indicated what the next step for the child might be.

Appendix 2

Evaluating your lessons

A brief evaluation should be completed at the end of every lesson using the following structure

Short notes on:

3 things that worked well 3 things that need improving

A long evaluation should be completed at the end of a unit of work using the short evaluations to highlight any areas for development.

E.g. At the end of a unit of work you will have six plus short evaluations of the lessons. Lay them out and analyse the comments. What are you doing consistently well?

What is emerging as an area for improvement /further development For example of the six + evaluations, if four show that the plenary is not working, you will need to adjust your planning to address this.

Evaluation questions to be used for short and long evaluations.

Identify three things that went well and say why you think it went well e.g. What did the children learn? Pupil responses to the activities set.

What did you learn?

Identify three things that didn’t go well.

Can you explain why? e.g. You ran out of time. You hadn’t considered individual learning needs sufficiently. The lesson lacked pace because you spent too long on the introduction.

You didn’t assess what had been learnt before moving on.

You didn’t ‘model’ what you wanted them to do.

Consider how you will adapt your planning to address the areas for development.

Consider with your Mentor what aspects of your teaching you will need to focus on for development.

For a longer evaluation use these headings and write a reflective account of the lesson.

My teaching

Pupils’ learning

Future planning

Remember - evaluations are only useful if they are used to inform your future planning.

Appendix 3

Developing collaborative group work

Standard 29(e) manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

Collaborative group work needs to be carefully planned and will be structured in different ways according to the subject/environment etc. You should use paired work and small group work (3 students) and plan this carefully to take place for a short period of time (5 mins) in a lesson as a start. After the lesson, reflect on this experience identifying what you learnt and what the students learnt before planning a ten minute collaborative exercise for a future lesson.

Suggested stages to developing group work.

These statements are indicators, describing the ideal.

The most important questions you need to consider before the lesson are listed at the end of this document.

The observer needs to consider what the children have learnt as a result of engaging in group work and which of the following was planned for and implemented in the lesson?

The Room/Lesson Set-Up

The furniture (chairs, desks, tables) in the room is set-up to facilitate group work Lesson planning that includes preparation, and organisation to facilitate group work is evident. Previous student’s group work is clearly displayed in the room. Materials for activities are prepared, distributed efficiently and the IWB and IT resources set up. Supplementary handouts/materials are available.

Use of Small Learning Groups

Ground rules for working as a group are agreed and expectations regarding work and behaviour are effectively communicated. The trainee provides time and direction for individual thought prior to group discussion. All group members participate to the best of their abilities in discussions/activities. Students treat each other and their ideas with respect. Each member of a group has a specific, observable task and responsibility. Groups remain on task with or without the presence of the student/trainee. The group discussion/activity was integral to the purpose of the lesson and students understood its purpose and what was expected of them.

Teacher Interaction with Pupil Groups and Individuals

The trainee circulates from group to group asking probing questions. The trainee was able to work with individual groups and pupils without losing sight of the entire class. The trainee provided individual attention when appropriate.

(discipline problem, non-participation of group member)

The trainee comments to groups provided minimal yet sufficient information to successfully complete their task(s). The trainee observes, listens, and redirects questions and problems back to the groups rather than simply providing answers. The trainee provides adequate feedback, reflections, encouragement on the groups’ efforts and progress.

Questions you should consider before planning to use group work in your lessons:

What is it I want pupils to Know, Understand, Do?

How much time will I allocate to group work in the lesson?

What resources will I need. E.g. role cards, prompt sheets, visual aids ?

What will I do to ensure that the pupils understand the purpose and objectives of group work?

How will I introduce the activity to pupils?

How will I form the groups?

How will I monitor the pupil’s interactions and learning?

How will group work support pupil’ learning and achieve the lesson objectives?

E.g. Will collaborative group work for this topic support pupil achievement more effectively than setting individual work?

What problems/challenges do I expect?

After the lesson:

How will you use the evaluation of the lesson to develop group work further?

What have you learnt from using group work in your lessons?

Appendix 4 Lesson Observation Activities (adapted from University of Birmingham)

Structuring Pupils' Activities

Useable in any lesson. It asks you to reconstruct the teacher’s lesson plan from watching the lesson. The following notes are only for guidance. Look at the examples on the back.

Learning activities: checklist

The teacher lectures

The teacher demonstrates

The teacher reads to the class

The teacher engages in whole class discussion

Pupils copy from the board or other source material

Pupils compose their own written notes

Pupils carry out structured exercises using a worksheet

Pupils carry out practical work/fieldwork

Pupils watch video, slides or TV programme

Pupils listen to tape or radio programme

Pupils search for information in library/resource centre

Pupils are engaged in small group work

Now use the categories to complete a time chart for the lesson.

In the next column judge the interest/involvement of the class on a scale of 1 (least) to 5 (most)

The purpose of this activity is to compare the structure of the lesson with other lessons that colleagues have observed.

Can you find any common patterns in lesson structures? What differences are there between pupil-centred and teacher-centred activities?

Draw up a list of implications for your lesson planning and be prepared to report these.

Lesson

Time

(mins)

Lesson

example

Lesson Lesson Lesson Lesson Lesson

Pupils interested

Class

Enter

Register

(4)

Aims

Pupils restive

Question

Answer

P Interested

Board

5

0

10

1

2

0

10

1

2

Easily

Controlled

(9)

Copy

Control

Question

Answer

easy

P. Learning Equipment

collect

Some

Practical

pupils finish

early and ??

interest

Activity

4

4

2

3

3

4

4

3

3

2

(7)

Control

good

Pack

away

P. interested

Conclusion

Dismissal

5

5

6

5

5

6

(4)

Discipline and Control

There are six different activities here.

1. Attention-getting

Note down the different ways in which the teacher gets the class’s attention.

The wording of instructions such as: “Right 3B”. “Pens down and look this way.” (write down exactly what the teacher says). Note any voice changes. What about silence and meaningful looks? Note all actions linked to gaining attention. Note the position in the room when gaining attention.

In the context of this lesson, which techniques were most effective?

Make a list of all the techniques you have seen.

2. Transitions from one activity to another are critical points in a lesson so far as discipline and control are concerned.

Note at what points in the lesson transitions occurred; how long is allowed for each activity. Produce a chart. Record the length of time taken to effect the transition. Note what action the teacher took to effect the transition.

Note the pupils’ behaviour at the point of transition. How were the transitions managed? Are some transitions harder to control than others? What are the implications for your own practice?

3. Vigilance Good discipline is greatly helped by preventative measures, which often depends on being vigilant.

Watch the teacher’s eyes for 5 minutes.

Whom or what does s/he look at? When? With what effect? Why?

Can you see any patterns in eye movements?

How often does s/he use sound as a clue that an incident needs attention?

4. Pupil Misbehaviour

Select at least one incident involving pupil misbehaviour?

Describe the incident. Record the teacher’s response. Note the effect of the teacher’s response and the outcome. Do you think that the pupils usually behave like this? What factors influence the way the teacher dealt with the incident? What are the implications for your own practice?

5. Praise and Reward

Make brief notes on

The teachers use of praise or reward The effect of praise on pupils in the examples you choose Draw up as extensive a list as possible of ‘praise statements’ and rewards you encounter (this may be a longer term project –

perhaps over a week).

6. Classroom Rules

List any rules which seem to be operating within the classroom, e.g.

pupils must put hands up to speak

permission needed to move from desk pupils allowed to talk (or not) while writing

How does the teacher deal with any infringements of these rules? How consistently are the rules applied How would you establish such rules?

Rules need to be kept within reasonable limits!

Di f f e ren t i a t ed T each i ng

This activity attempts to focus on teaching groups with a wide spread of ability. Many of the skills useful here are difficult to observe in single lessons, especially when you do not know the pupils in the class. So you might need to follow a class for some time to see the patterns.

1. Pupils’ Activities

Write down the work the pupils do during the lesson.

Do all the pupils do the same work? If not, is there any indication as to who does what and why?

Is there any progression of activities in the work of the lesson? (e.g. do they get harder?)

How much variety is there? Are the questions graded in difficulty? Are all the pupils expected to answer all questions?

2. Resources

What resources are in use in the lesson?

Are all pupils using the same materials? If not, what do you notice about the differences?

What resources are available in the classroom?

What can you deduce about the way the teacher organises the provision and use of resources?

3. The Teacher

Does the teacher direct different kinds of questions to different pupils?

Write down verbatim three interactions between the teacher and a pupil which may illustrate different demands being made of different pupils.

Does the teacher appear to have different expectations, approaches or standards for different pupils?

For each of the three activities try to tease out, through discussion, the implications for your own teaching.

4. Watching Individual Pupils

Before the lesson, ask the teacher to identify for you:

one of the brightest pupils in the class one of the least able pupils in the class one of the average pupils in the class

Pay particular attention to these three pupils.

Note any difficulties or successes they seem to have with their work.

Note how interested they seem to be in the work.

Observe the kind of interactions they have with other pupils. Do they offer to receive help from other pupils?

How much do they participate in the lesson? E.g. do they answer questions, initiate ideas, etc.

Note any interaction they have with the teacher. Are there any differences?

Note down anything else you notice about these pupils.

What ways has the teacher found most useful for helping the most and least able?

How well was the work geared to their needs? Did it stretch them sufficiently? Could they cope with it?

What are the implications for your own teaching?

Group Work

There are 5 different activities here.

1. Constitution of Groups:

When group-work starts:

How are the groups formed? Who decides on their composition. Are the groups mixed/single-sex?

2. Content of Work:

Material in use (What is the nature of the resources?)Textbook Audio-visual

Teacher introduction Practical

Information sheets (specific school or commercially produced)

Other (specify)

Use made of materials (How are the resources used?)Individual writing Group writing

Discussion Role-play

Practical

Other (specify)

3. Group Work in Relation to Whole Lesson

Time: proportion within lesson, place in lesson. (near start/end)

How was group-worked introduced? E.g. teacher talk, other specified stimulus material.

What happened at the end of group-work? E.g. verbal/written report for rest of class, individual record.

What seems to you to be the reason for group-work?

4. Teacher Relationship with Each Group

Moving around. Plot the groups on a classroom plan. For ten minutes track the teacher’s movements between groups indicating how long is spent with each group. Try also to note teacher vigilance of other groups while attending to any one group. How is the teacher orientated with respect to the rest of the class?

Classify teacher interactions with groups over this period, perhaps by counting instances.

How much interaction was:

Social? Disciplinary? Non-verbal? Help with subject matter? Other?

How much was the group-work structured by the teacher? E.g. structured/open ended questions.

What is the teacher’s role in relation to the groups?

5. Social and Academic Interaction within a Group

Observe one group for 5 minutes. Plot the group and keep a record of who speaks in turn.

Who are the dominant members? Does anyone miss out? What was the group doing during this time? Do pupils appear to enjoy group work?

You might start the nature of the interactions. Draw up a plan to show members of the group. Draw an arrow joining as from the speaker to the spoken to, for each utterance. Time cook the arrows. Do any patterns emerge? On another occasion you might like to cook the arrows, perhaps with:

R – reasoning (on task) C – chat

A – assertion (on task) F – functional (on task) (e.g. pass the rules).

What implications can you detect for you as a teacher?

Writing

Consider two or three writing tasks set at different times.

1. What was the exact task set?

2. What seems to be the teacher’s main purpose in setting the task? E.g. testing? developing imaginative sympathy? control? practise? thinking?

3. Do the pupils know what the writing is for? E.g. exam revision? future reference? Other? Is the task itself clearly defined?

4. What precedes the writing? How much preparation is given? Of what kind?

5. What demands does the task make on the pupil? e.g. Is it largely copying? Weighing evidence? Original thought? Imaginative? Recording? Arguing? Other?

6. Who is the audience? Teacher? Other pupils? Self? Others?

7. Is the writing expected to be in finished form? Will it be revised?

8. Time taken over writing task.

9. Was it completed within the lesson time available? If not, when was it to be finished?

10. Any other points.

What have you learned so far about writing that has implications for your work with pupils?

Marking

It may be possible to look at examples of marked work during a lesson, but it is probably more satisfactory to carry out this activity outside the classroom. Give two or three examples for each of the questions below. Subsequent discussions will attempt to tease out implications for your marking strategies.

1. The teacher’s written comments at the end of a piece of work

How are these written?

to encourage the pupil? to be constructive? to acknowledge effort? to register attainment? to do other things?

If a system of grades/marks accompanies the comments, what system is used?

What seem to be the advantages and limitations of the system?

2. The marking of errors

What types of mistakes in spelling, punctuation and expression are marked? How are these indicated? E.g. with a symbol/the correct form/any explanation? What proportion of errors is marked?

How are subject specific errors indicated? What proportion of subject specific errors is marked? Describe the aesthetics of marking. (i.e. pen/pencil: margin/in text: clarity: density).

3. Other points

Find out the part played by:

discussion with a pupil in the marking of his/her work verbal comments to the class as a whole

What is the school system for recognising excellence/individual achievement?

Using the evidence that you have collected, what is the school’s marking policy?

Teacher Movement, Gesture and Voice

Watch the teacher closely and jot down brief notes under the following headings.

1. TEACHER MOVEMENT At appropriate moments in the lesson how did the teacher move about? What was the purpose of this movement?

2. TEACHER GESTURES Did the teacher use gestures (hands, body, head, face) to convey extra meaning? Give examples.

3. TEACHER VOICE Did the teacher vary speed, volume and expressiveness of speaking? Was this related to specific points and were these used in conjunction with the activities?

4. FOCUSING Did the teacher stress important points by words like watch this; listen carefully etc? Make a list of these instances.

5. INTERACTIONS Did the teacher vary the kind of pupil participation (teacher-class; teacher-pupil; pupil-pupil)

6. PAUSING Did the teacher use pauses to give the pupils time to think, to pay attention, to emphasise a point?

7. ORAL/VISUAL SWITCHING Did the teacher use visual material in such a way that the pupils must look to get this information, not listen?

8. ENTHUSIAM Did the teacher convey enthusiasm for the subject generally and the lesson being taught? How did they achieve this?

Questioning (Distribution of Questions and Responses)

Make a large seating plan of the room and mark on it where boys and girls are sitting.

Using a simple tally system, indicate each pupil who responds to a question. See example

For example

B

|

B G

||||

B

||

G

||||

G has answered

5 questions

What implications can you derive for your own teaching?

What differences can you find in who responds to a question?

What differences can you find in who is directly asked by name to answer a question?

Wait time. Some research suggests that the length of time that the teacher waits between asking the question and expecting pupils to answer has an impact on the number of pupils able to answer and the quality of the response.

What evidence can you provide from your observations that relates to this issue.

Pupil Response to Task

This activity focuses on watching pupils in the class

“Number” the pupils round the room: useful to construct a rough seating plan showing numbers.

Every 10 minutes record whether each pupil is

On task (T)

Off task (OT)

Talking to others (TG)

Out of seat (OS)

Record this in a chart as follows:-

Pupil No. 10 mins 20 mins 30 mins

1 T TG

2 T T OS

3 T T T

4 T T T

Consider the data collected from both

the point of view of each pupil the phases of the lesson.

Discuss the data to tease out the implications for your teaching.

Pupil - Teacher Interaction (Verbal)

This activity focuses on teacher talk and it would be good to carry it out during a question/answer session.

Construct a large seating chart of the lab. Record where pupils are and if they are boys or girls. Mark on the position of the teacher. Devise a set of symbols to denote verbal interaction e.g. :-

+ teacher praise – teacher

criticism

? teacher question

pupil volunteered correct response

x pupil volunteered incorrect response

? pupil question

Show repeated interactions by crosses on the first arrow

For example

TEACHER

B B G G B ? B

B B B B G ? G

G G B ?

B

G B

?

G G G G B B

G G G G B - B

If the observation proves too demanding to sustain throughout the lesson, do 10 minutes ‘on’ and then 10 minutes ‘off’ throughout the lesson.

Consider the data in a range of ways

e.g.

the areas of the room where inter-action “happened”

any differences between boys and girls any difference between individuals.

What are the implications for your teaching?

Group Work (A Teacher’s Role)

Look for the different roles that teachers play in a lesson

Frequency

Role of the Teacher Used Frequently Used Once or Twice

Not Used

Motivator

Facilitator

Consultant

Discipline Agent

Instructor

Questioner

Setter of Social Climate

Organiser

Other (specify)

What are the implications for your teaching?

Questioning (Types of Questions)

Familiarise yourself with the following categories of questions. There are many possible categories and this is just one example.

Question type Explanation

a data recall

question

Requires the pupil to remember facts, information without putting the information to use, e.g. ‘What are the four rules of number?’

‘C

L

O

a naming question

Asks the pupil simply to name an event, process, phenomenon etc without showing insight into how the event etc is linked to other factors e.g. ‘What do we call the set of bones which cover the lungs?

S

E

D’

an observation

question

Asks pupils to describe what they see without attempting to explain it, e.g. ‘What happened when we added litmus solution to hydrochloric acid?’

a control question Involves the use of questions to modify pupils’ behaviour rather than their learning, e.g. ‘Will you sit down, John?’

a pseudo-question

Is constructed to appear that the teacher will accept more than one response, but in fact he/she has clearly made up his/her mind that this is not so, e.g. ‘Do you feel beating slaves was a good thing, then?’

‘O

a speculative or hypothesis generating question

Asks pupils to give reasons why certain things do or do not happen, e.g. ‘Imagine a world without trees, how would this affect out lives?’

P

E

N’

a reasoning or analysis question

Asks pupils to give reasons why certain things do or do not happen, e.g. ‘What motivates some young people to get involved in soccer violence?’

an evaluation question

Is one which makes a pupil weigh out the ‘pros and cons’ of situation or argument, e.g. ‘how much evidence is there for the existence of an after-life?’

a problem solving question

Asks pupils to construct ways of finding out answers to questions, e.g. ‘Suppose we wanted to discover what prompts birds to migrate, how could we go about it?’

‘Closed’ demand shorter answers, less thought and little competence in language use by the pupils. ‘Open’ are clearly more demanding.

On the following chart, use a tally system to record the number of instances of each type of question.

If working in a pair, you could divide the categories between you.

If the observation is too demanding to sustain, observe in 10 minute shifts.

Type of Question Instance

Data Recall

Naming

Observation

Control

Pseudo Question

Speculative

Reasoning

Discriminatory

Problem Solving

What patterns do you detect from comparing your findings with other pupils who have observed other teachers?

Routines

Watch closely and make notes on each of the following activities in a lesson. Can you work out the teacher’s system?

Classroom entry (How do pupils come in? How do they get seated?)

Registration (How do pupils answer?)

Lesson aims (How are pupils informed of these?)

Late arrivals (What action do pupils/teachers take?)

Lesson starts (How does the lesson begin?)

Gaining attention (What does the teacher do/say to get attention?)

Movement of class to the front (How is this achieved? What instructions are given?)

Lesson aims revisited/reinforced (How does the teacher check that aims have been achieved?)

Lesson end (How is the lesson concluded?)

Dismissal (What evidence is there of routine here?)

Checks for a tidy room (What strategies does the teacher use?)

Post lesson activity (Is the board cleaned? Stools up at the end of the day? Pupils who remain behind)

What are the implications for your practice?

Lesson starts and lesson ends

In recent years there has been more of a focus on the start and end of lessons. It is now common to hear teachers talking about ‘3 part lessons.’ Two of these parts are the ‘start’ and ‘end’.

a) Lesson startsWrite down verbatim a selection of the utterances made by the teacher.

What patterns, if any, are there in what the teacher says? How do they compare with those found by your colleagues?

b) Previous knowledgeHow does the teacher find out what pupils already know? (Some books call this ‘refocus’)

What strategies does the teacher use to involve pupils?

How can these strategies be developed to involve all pupils?

c) Lesson aimsHow does the teacher express these?

How do the pupils interact with them?

Write 2 aims down verbatim? (What patterns do you see?)

d) Pupil involvementHow long from the start of the lesson before all pupils are actively involved:

What form(s) of pupil involvement are used:

e) Short sharp startWhat techniques are used to grab pupils’ attention?

Lesson ends

a) Time for planning sessionHow long is devoted to this section of the lesson?

b) Teaching and learningWhat teaching and learning activities are used?

c) How are the lesson aims revisited?

d) Assessment

How does the teacher access the learning that has gone on in the lesson? (This may not always be at the end and may have occurred in the main bulk of the lesson).

How does the teacher find out how many in the class have achieved the aims.

e) HomeworkWhat routines are used to set homework?

f) DismissalHow does the homework relate to the lesson?

Share the observations from all these activities with your colleagues and identify the implications for your own practice.

What advice would you give to your colleagues based on your observations, about the best ways of starting and ending lessons?

Pupils’ attitudes and behaviour

It is difficult to base judgements on a single lesson and some tasks here require you to look at pupil exercise books. Base your judgements on the evidence you are able to see.

In general: Virtually all pupils

Most pupils

Some pupils

Relatively

few pupils

Insufficient evidence

Pupils show an interest in learning the subject and have positive attitudes towards it

They listen attentively to their teachers and to each other

They answer questions willingly, explaining and demonstrating their ideas clearly using subject-specific vocabulary

They present written and graphical work carefully

They concentrate and try hard, even when the work is demanding

They show some initiative and can plan and organise their work without direct supervision; for some of the time they work independently

They respond positively to suggestions for improving their work

They complete homework tasks conscientiously

What sorts of evidence did you use to judge a) pupil attitudes and b) behaviour?

What could be done?List up to three action points to improve pupils’ attitudes and behaviour