Year 1 First Placement

University of Hull BA Primary TeachingYear 1 Mentors’ Meeting

November 2014

Placement within Programme

• Handbook p. 3 sets out key features of this placement

• 3 week autumn block 10 - 28 November 2014• Paired placement• Orientation into teaching – focus on impact, processes• Base class – visits to other classes• 4 weeks of phonics training, 4 weeks of early years• Trainees work under guidance of CT and on directed tasks• No grades – feeds into Professional Studies outcomes• Post-placement tutorial with Personal Supervisor• Summer block – 15 June - 10 July 2015

People and their RolesContact details are in handbook p.5

• Programme Director – Sue Pierce• School Experience Coordinator – Kay Fraser• Primary Partnership Coordinator – Cecily Simpson• Partnership Office – Kim Metcalfe • Placement Tutors – Designated regionally• PAT – Designated regionally

Within school• Mentor• Class Teacher

Website• Google – Hull Primary Partnership

• Handbook• Contact details• Dates• Documents

Conduct and Absence• Information in front of handbook p.7• Behaviour• Appearance• Conform to school discipline system• Inform school of absence, leave message at

University – repeated for each day of absence• Maintain record of attendance

Overview• P.9, 10, 11 of handbook. Gives guidance to trainee

to manage their time

• In agreement with class teacher the suggested timeframe is:

• Week 1: tasks 1-4• Week 2: tasks 5-8• Week 3: tasks 9-10 (maths)

• Identify one profile child for trainee to follow over placement and in specific tasks

Weekly meeting and review

• Agree when and where with trainee at start• Private, uninterrupted, appropriate length of time• Questions - how do they know? What evidence?

What is the impact on pupils?

• Weekly meeting and review form - handbook appendix 1 p.26

• Trainee to fill this in. Consider progress, own subject knowledge, impact of training

• Weekly review form - focus for discussion and targets

Weekly meeting to include

• Progress of directed tasks (please sign and date)

• Plan visits to other classes or key stages

• If possible please ensure a visit to observe phonics teaching and EYFS

• Help trainees to write weekly review.

Standards• Focus is on all 8 standards in discussions and

meetings

• Early stage of their training – stepping from work experience to trainee teacher role

• Professional discussions

Overview of tasks• 10 directed tasks in total – in base class and other

classes

• First 3 tasks are tied to a Teaching and Learning module

• Trainee to print rough copy and use this to make notes. Must then type up best copy for file. Basis for mini viva

• Overview has suggested framework but tasks can be done at any time over the placement

• Class teacher/mentor to sign off tasks and date

Tasks – week 1

Task 1 School Context Questions

Task 2 Plan of Learning Environment

Task 3 Introductory talk with profile child guide questions/general observation prompts

Task 4 English S3a: Reading materials and children’s experience

Tasks – week 2/3Task 5 English S3a/4d – Opportunities for speaking and

listening

Task 6 English S3a – Phonics observation, highlight elements

Task 7 EYFS – learning environment, routines, comparison with base class

Task 8 Science S8b/3b – discussion with professional colleagues to develop subject knowledge (science co-ordinator)

Task 9 Maths – observe maths lesson in base class, complete proforma. Focus is on learning behaviours of profile child.

Task 10 Maths – plan a group activity eg. game, problem solving. Class teacher to supply learning objective. Trainee uses planning proforma.

Profile child• Class teacher to help identify a profile child

for the trainee to follow

• Does not need to be a child with additional needs

• Trainee to work with this child during lessons

• Focus of tasks 3 and 9 is with profile child

Placement Tutor visit

• One visit during November block – to take place w/c 17 November

• No observation

• Placement tutor will assess the tasks undertaken to date and provide feedback on these

Issues• Inform PATs - Contact details on web– early as

possible, informal chat better than leaving it• Discussed with Placement Tutor• School Experience Coordinator alerted• Action taken – Placement Tutor

Feedback SheetA Mentor feedback sheet will be available for your comments.

THANK YOU FOR YOUR HELP AND SUPPORT!