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BEd (Primary) Programme Year 2 Part 1 School Experience Autumn Term 2017 Notes of Guidance for Student Teachers, School Based Tutors, University Visiting Tutors and Mentors ITE Placements and Partnership Office

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Page 1: Week 2 - Plymouth University Web viewThis allows them to explore alternative ways of working collaboratively with peers and colleagues and engage in learning ... a single module

BEd (Primary) ProgrammeYear 2 Part 1

School Experience

Autumn Term 2017

Notes of Guidance for Student Teachers,

School Based Tutors, University Visiting Tutors and Mentors

ITE Placements and Partnership OfficePartnership OfficePlymouth UniversityPlymouth Institute of EducationDrake CircusPlymouthPL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

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BEd (Primary)Year 2, Part 1 School Experience

Autumn term 2017

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for Student Teachers on campus

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

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

n/a n/a

w/c 30th October 2017(Week 1)

School Experience begins

Focussed observation (1)

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

UVT meets Student Teachers and conducts well-being and preparation check.

SBT - Focussed observation

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

UM meets Student Teachers and conducts well-being and preparation check.

SBT - Focussed observation

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w/c 6th November 2017(Week 2)

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

Focussed observation (2)

Early Alert may be used up until Friday 10th November 2017

UVT

SBT Focussed observation

UM

SBT Focussed observation

w/c 13th November 2017(Week 3)

Focussed observation (3) SM - Focussed observation

SBT - Focussed observation

w/c 20th November 2017(Week 4)

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

Focussed observation (4)

As this is a 2 part placement Cause for Concern may be issued until Friday 24th November 2017 and can be carried forward to the Summer term placement.

End of Part 1 of BEd 2 school experience reports should be completed electronically and emailed together with a Word document of the final profile towards the Teachers’ Standards to the Partnership Office by Friday 24th November 2017.

SM

SBT - Focussed observation

UM

SBT - Focussed observation

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1. Introduction

The Part 1 Year 2 Autumn School Experience will provide a range of opportunities which allow Student Teachers to complement and enhance the training offered at the University and on previous placements. This allows them to explore alternative ways of working collaboratively with peers and colleagues and engage in learning conversations.

The Part 2 Year 2 Summer School Experience will take place in the same school and same class. This will allow the Student Teacher to build on what they know about the children they have worked with in the autumn and consider their progress in an informed way. Understanding methods of assessing and monitoring children’s progress is key to Student Teachers understanding the impact of their teaching on children’s learning.

Both school experience placements are part of a single module. As such Part 1 cannot be deemed as unsuccessful, however, if the Student Teacher does not make the required progress and the mentor feels that additional interventions are needed a Cause for Concern can be issued until Friday 24th November. The Student Teacher will meet with the Quality and Liaison Lead and then their Professional Tutor to discuss and prepare an Action Plan. The targets are actioned and checked.

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

In Year 2 Autumn School Experience, the Partnership expects that Student Teachers will have access to:-

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

opportunities to observe good practice across the curriculum;

opportunities to observe good practice in their specialist subject where possible and appropriate

support in planning individual lessons and sequences of lessons in their class which have clear learning objectives;

opportunities to work alongside experienced TAs;

opportunities for teaching individuals, groups and whole classes;

opportunities to discuss the Behaviour Management policy, and the opportunity to observe/discuss its implementation in a range of classrooms through the School Based Training Programme;

how the school implements SMSC and promotes fundamental British Values;

opportunities to consider and implement assessment of children’s learning and to begin to use assessment to inform further planning;

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opportunities to address targets identified during earlier school experiences and university based modules and detailed in the Student Teacher’s professional development profile;

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

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

Data Protection

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

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

Student Teachers are told that:

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

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

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

a) Leave of Absence During School Experience Placement

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

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Illness during school experience

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

Absence as a result of accidental injury or hospitalisation

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

Requesting leave of absence during school experience placements

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

It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments; school visits and interviews for first teaching posts; the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes matters of safeguarding, if they have concerns that the progress of the pupils in the school is being hampered by poor attendance, or disruption caused by unnecessary or unauthorised absence. The appropriate documentation and procedures can be found on page 37 of the Proformas document (14b) which can be found in the Primary Partnership Portfolio.

b) Practical Teaching FilesPage 7 of 23

BEd Yr 2 Part 1 Notes of Guidance

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

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

c) English

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

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

In addition Student Teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work. Details can be found on the POPPI website for Student Teachers.

d) Mathematics

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

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

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

In addition:

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

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

e) Specialist SubjectsPage 8 of 23

BEd Yr 2 Part 1 Notes of Guidance

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

all aspects of planning;

the contribution their specialism makes to the whole curriculum;

how resources are used to support teaching and learning;

the management of resources and equipment throughout the school;

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

plan.

f) Foundation Subjects (the Boarder Curriculum)

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

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

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

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

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

h) The Professional Profile

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All of these elements can be exemplified in the levels and stages within the Teachers’ Standards as set out in the professional profile and the professional profile gives a clear indication of the progress being made by the Student Teacher whilst on placement.

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

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

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

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

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

i) The Monitoring and Evaluation Record Form

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

It includes:

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

a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take

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

Teachers’ Standards; an agreed overall weekly grade which the Student Teacher uploads, and gives the

campus based staff, including their Professional Tutors an indication of their progress;

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

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

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

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

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

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

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

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

The Self Review Assessment for Learning document is a valuable aide memoire for Student Teachers at all stages of their professional development in order to support their own, continuous learning. It can be found on page 19.

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

k) Daily Reflections

For the first week students and mentors know those parts that are relevant. Teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice. The mentor may require for it to be completed for a further week to assist the Student Teacher.

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

Student Teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 19).

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

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

l) Lesson Planning and Evaluation

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

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

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

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

m) Focussed Observations

The purpose of these is twofold:

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

a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed

outcomes.

2. The Student Teacher should negotiate with the School Based Tutor to complete at least one focussed observation form, on a weekly basis, for specific elements of their teaching in order to support their individual progress. Completed focussed observations should be kept in the identified tabulated section of the Practical Teaching File.

n) Progress during School Experience

Discussions about a Student Teacher’s progress and targets for improvement during each placement are based on:

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

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files.

3) The First Week in School (w/c 30 October 2017)

The purpose of this week is to allow Student Teachers to get to know the class teacher and the children with whom they will be working. Student Teachers should acquire an outline of medium term planning for the period of their school experience. During the week they should also:-

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

establish an understanding of the school’s routines, procedures and the general management routines of their specific classroom/s;

get to know the children, their capabilities and needs, through working with individuals and groups including working with those pupils with special educational needs;

get to know the TAs in their particular classroom;

discuss and begin to implement a School Based Training programme;

teach individuals or contribute to the teaching of groups for English and mathematics and take some responsibilities for daily routines;

as individuals carry out a focussed observation at least once a day of the way in which the class teacher manages a range of different situations. These may be a part or a whole session and the outcomes can be shared and discussed with the School Based Tutor. These observations should form part of the School Based Training Programme.

4) The Second Week in School (w/c 6 November 2017)

During this week Student Teachers should continue to work with individuals and groups. They should also:

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take responsibility in the classroom on a daily basis to establish themselves as a member of the teaching team by leading group or class activities independently;

build on the tasks already undertaken during Week 1;

take part in a profiling conference to discuss targets;

identify two profile children;

by the end of the week, have discussed outline plans to consolidate initial ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of their time in school;

5) Teaching commitments and expectations during the rest of the period of school experience

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

teach English and mathematics on a regular basis, preferably daily and take responsibility a number of whole class sessions by week 3. When working with children in the EYFS, Student Teachers should ensure they provide appropriate activities in the Prime and Specific Areas of Learning (see Notes of Guidance – Early Years – Section 10 of the Primary Partnership Portfolio);

teach, where possible, a sequence of lessons in their specialist subject;

mark children’s work in English and mathematics focussing on formative written and oral feedback; discuss the marking with the class teacher;

discuss evidence of children’s progress and maintain relevant records to demonstrate this;

use analysis of children’s learning and progress to show impact on future planning;

use ICT appropriately in the core and other subjects;

observe a range of other subjects including PE and Religious Education (as appropriate);

demonstrate the effective use of resources in promoting learning and understanding.

6) The School Based Training Programme

This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each Student Teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

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undertake focused observations of the teaching of English and mathematics, and where possible and appropriate teach science and their specialist subject ( in any age phase), recording this in Daily Reflections and the Reflective Weekly Overview Progress Record;

undertake focused observation of the teaching of PE;

be directed to observe teaching with elements of outstanding practice throughout the placement;

find a way of contributing to the enhancement of the learning environment;

work alongside a TA who is supporting children’s learning in English or mathematics;

discuss their work and participate in profiling conferences about their work and progress with the School Mentor or School Based Tutor.

Please note this time should not be allocated for planning, marking or private study.

7) Beyond the School DayStudent Teachers are expected to:

Analyse and reflect on their teaching and individually record this on the Daily Reflections Sheet with the support of their Partner Student Teacher. Each lesson plan should be annotated to indicate children’s learning in relation to learning objectives. It is important that Student Teachers discuss ‘next steps’ and complete that section of the planning sheet. Each week a weekly review, with targets, should be undertaken by each individual;

plan and resource lessons;

participate fully in the life of the school by attending staff meetings or INSET, meeting with parents, including attending parents evenings and participating in extra-curricular activities.

8) Pupil Progress

During this school experience Student Teachers are expected to begin to make connections with the university based input on assessment and the classroom application of this. To support them they will need to work together with an experienced teacher to:

identify differentiated assessment opportunities on lesson plans in order to show what children must/should/could achieve in English and mathematics and monitor their achievements;

discuss evidence of pupils’ progress to enable them to begin to differentiate their teaching;

discuss marking with the School Based Tutor;

in conjunction with the School Based Tutor mark pupils’ work in English and mathematics, focusing on formative written and oral feedback;

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complete the assessment section of each lesson plan to show how assessment will inform future planning;

in consultation with the class teacher, create a profile for two pupils using the proforma in the Primary Partnership Portfolio.

include a brief statement outlining why a particular pupil has been selected. This will be the outcome of a discussion with the class teacher and/or a relevant TA and/or a learning support teacher;

make brief notes about pupils’ learning and progress throughout the placement;

collect any samples of work and make observations that illustrate how learning or skills are progressing in particular curriculum areas or Areas of Learning as appropriate;

discuss your pupil profile with the class teacher. Record the outcome of these discussions focusing on the pupils’ learning and progress, and, if appropriate, the role of other adults in this. Part of your evidence may well be in the form of photographs but check the schools protocols for this.

These profiles will support your understanding of the monitoring and assessment process and will begin to prepare you for the final stages of the programme where you will profile a larger group of children.

9) Identification of Areas of Concern

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

Weekly written feedback in the Weekly Review and Monitoring Report must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 10th November 2017.

The Partnership Office must be notified by Friday 24th November 2017 if there are serious concerns about a Student Teacher’s ability to complete the school experience satisfactorily by completing the Cause for Concern proforma.

10) Evaluation

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

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Quality Assurance Record BEd Year 2 Part 1 School Experience

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

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

Week

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

Monitoring &

Evaluation Report

Focussed ObservationFeedback

Given

Initials Student Teacher’s

initials

Date

Week 1w/c 30 October

Week 2w/c 6

November

Week 3w/c 13

November

Week 4w/c 20

November

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Self - Review: Assessment for Learning

Learning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established Notes for my profiling/weekly reviewI always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning

Developing Established Notes for my profiling/weekly review

My oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedbackMy written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson

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Peer and self assessment Beginning Developing Established Notes for my profiling/weekly reviewI ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each others work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning Developing

Established Notes for my profiling/weekly review

I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy pupils help to set and asses their progress towards their targets

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

Environment and conditions for learning Beginning Developing

Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well as celebrating achievement

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School Experience checklist for all Partners

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

Week 1

By the end of week 1 in school has the Student Teacher:-

discussed ethical conduct and safeguarding protocols specific to the school. School and Student Teacher sign Safeguarding & Ethics Agreement Proforma.

established an understanding of the school’s routines, procedures and the general management routines of their specific classroom/s?

got to know the children, their capabilities and needs, through working with individuals and groups, including working with those pupils with special educational needs?

got to know the TAs in their particular classroom?

taken responsibility on a daily basis to establish themselves as members of the school’s teaching team e.g. undertake daily routines such as registration and story time.

taught individuals or contributed to the teaching of groups for English and Mathematics as appropriate?

carried out focused observations of the way teacher manages a class in a range of differing situations. Shared these with the School Based Tutor and discussed appropriate action, linking it to their campus based learning?

discussed outline plans with School Based Tutors and School Mentors to consolidate initial ideas and confirmed those parts of the timetable which will be their particular teaching responsibility during the rest of their time in school?

taken part in a profiling conference and discussed with School or University Mentor their current level of professional development in relation to their profile and agreed targets to take this developmentfurther?

Signed

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

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

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

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Teaching commitments and expectations during the remainder of the School Experience

Has the Student Teacher:

taught all aspects of English and mathematics on a regular basis, preferably daily and with increasing responsibility, taking a number of whole class sessions by week 3?

demonstrated the effective use of resources in promoting learning and understanding?

taught, where possible, a sequence of lessons in their specialist subject?

used ICT appropriately in the core and other subjects?

observed and taught a range of other subjects including PE and Religious Education (as appropriate?

monitored and assessed children’s achievements in English and mathematics?

discussed evidence of children’s progress and maintained relevant records to demonstrate this?

discussed the marking with the class teacher?

marked children’s work in English and mathematics focussing on formative written and oral feedback?

Used analysis of children’s learning and progress to show impact on future planning?

Created profiles for two children?

Signed

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

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

Date......................................................................The School Based Training Programme

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

undertaking focused observations of the teaching of English and mathematics, science and his/her specialist subject, where possible in a variety of classrooms?

undertaking focused observation of the teaching of PE?working alongside a TA who is supporting children’s learning in English or mathematics

discussing the school’s marking policy and how it is put into practice in their particular classroom

discussing the children’s work and progress

discussing their work – participate in profiling conferences about their work and progress with the School Based Tutor/Mentor

analysing and reflecting on their teaching on a daily and weekly basis?

discussing ‘next steps’ with their Partner and the School Based Tutor and completed that section of the planning sheet?

undertaking a weekly review and set short term targets?

planning and resourcing lessons?

spending sufficient time in school before and after the school day?

taking part as a member of the teaching team in non-teaching events and extracurricular activities?

Signed

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

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

Date.....................................................................BEd Yr2 PART 1 RECORD OF SCHOOL BASED TRAINING

All Professional Learning Activities

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

Week 1w/c 30 October

Week 2w/c 6 November

Week 3w/c 13 November

Week 4w/c 20 November

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