Year 1 School Based TrainingBriefing 2

Have you:

•developed an understanding of how children learn?•developed an understanding of the range and diversity of educational institutions?•developed an understanding of the roles of adults and children in a school?•involved yourself in the life of the school?•contributed to the educational experience of a group of children?•taught and planned for a whole class? across the curriculum?

See SBT Task Booklet

It is essential that you read and understand the guidance on placement which you access from the partnership website:

www.mmu.ac.uk/education/partnerships/primary Key features about the placement Preparation and focus Planning and proformas Checklist for SBT file

Also look out for updates and messages on Moodle

Be involved in playground duty and assemblies Be involved in INSET days and staff meetings

(where appropriate)   Study school policy documents   Shadow the class teacher talking to

parents/carers   Attend a parents’ consultation when acceptable to

the Head   Experience a visitor to the class or a class outing   Be involved in a lunch time or after school club

and school functionsWhich teaching standard does this meet?

Professional Responsibilities Standard 8

8a Positive contribution to school life 8b Effective relationship with colleagues

8e Improve teaching through feedback and advice

Know the name of the relevant colleague to whom issues should be reported.

If you have any concerns you must talk to your mentor and /or your tutor

Check all relevant information (read policy) regarding child protection/safeguarding vulnerable children, school procedures

Never ask to see one child alone, always ask for another colleague to be there

Under no circumstances can you use any kind of physical force with a child

1a Establish a safe and stimulating environment

1c Demonstrate expected values and behaviour

7a Clear rules and routines for behaviour 7b Maintain a fair and effective framework for

discipline 7c Manage class effectively so they are

involved and motivated 7d Maintain good relationships with pupils

using minimum, timely intervention

Week 32w/b 9th March 2014

Three Week Block (2) Visit (1) from University Tutor (w/b 16th or 23rd March)Interim Report (w/b 16th or 23rd March)

Weeks 38- 4224th April – 22nd May Day Visits each Friday

Week 41w/b 12th May 2014 Completion of SBT tasks for PDR tutorial w/b 12th MayWeek 44 or 45w/b 1st June or 8th June (depending on half-term)

Three Week Block (3) Visit (2) from University Tutor (w/b 8th or 15th June)

Week 46 or 47w/b 15th or 22nd June Final Report

Remaining PDR datesUniversity Tutorial

Week beginning 18th May Action Plan Phase 2

School MentorWeek beginning 9/16th March

Week beginning 1/8th June

Review - Are you up-to-date from block 1?◦Plan and teach at least part of lesson to

the whole class in both Mathematics and Literacy (as a minimum)

◦Talk about learning – discuss the planning-teaching-assessment cycle

◦Respond to targets from 2 RoLOs (Record of Lesson Observation)

◦Set targets for next block – see reflecting on progress and setting targets

◦Completion of all relevant SBT tasks to this stage of the placement

3a Competent subject and pedagogical knowledge, maintaining pupil’s interest and addressing misunderstanding

3c Use and promote high standards of literacy and standard English

3d Clear understanding of systematic synthetic phonics

3e Clear understanding of strategies for teaching early maths

Spring Term - Block 2

◦Plan and teach a lesson to the whole class in English, mathematics, science and a foundation subject (as a minimum)

◦Discuss individual children’s learning◦Respond to targets from each RoLO ◦Complete a weekly reflection including

progress towards meeting standards and identified targets

◦INTERIM REPORT◦Discuss Interim Report and set new targets

for next block

Develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer

Plan and coordinate a rolling programme Carry out observations Reflect on experiences and learning Relate what you have seen to the standards Use your reflections for next school tutorial

University Tutor visits the school to talk with the teacher and Mentor about your progress and discuss the interim report

Teacher/Mentor and University Tutor will do a joint observation (20 -30 minutes)

SBT files are checked for: quality of planning, assessment and evaluation Also SBT tasks are checked.

A judgement will be made against the standards. The interim report will be shared with the student with clear targets to develop

If it is judged that you are ‘at risk’ this indicates that you are at risk of failure

In this case an action plan with targets is put in place to support the student to make satisfactory progress against the standards

An additional visit from the tutor is arranged

A senior moderator may be involved in the final decision of whether a student passes or fails SBT

2b Plan teaching to build on prior knowledge 2d Demonstrate understanding of how

children learn and make adaptations 4a Good use of session time 4b Promote a love of learning 5a Differentiate appropriately, enabling

effective teaching 5c Adapt teaching to support stage of

development

Bring in your files each day on placement Use the contents page to organise your files Use the range of planning proforma Continue to develop your plan, teach,

assess, evaluate cycle Remember to complete a weekly

reflection. Two examples are available on Moodle. Include progress towards Key Issues identified in your targets.

Collect evidence for meeting the standards such as annotated children’s work

Summer Term - Block 3◦Plan and teach 50% of the timetable to

the whole class and groups across the curriculum (English, mathematics, science and a range of foundation subjects)

◦Begin to use a range of assessment strategies (AfL)

◦Respond to targets from RoLOs and continue to complete weekly reflections

◦Ensure SBT and PDR files are complete◦FINAL REPORT◦Discuss Final Report and set new targets

for placements in year 2◦Complete electronic evaluations

The decision is a joint one made between the school mentor and the university tutor

This decision is made from evidence against the standards using the grading criteria.

Examples of where this evidence is found is through RoLOs, teacher comments, planning, evaluation and notes in the SBT file

4d Reflect systematically on the effectiveness of teaching and impact on learning

6d Give pupils regular feedback and encourage response

Who you are going to assess – which group of children or which individuals?

What you are going to assess – skills, knowledge, attitudes, concepts?

How you are going to assess – by observation, by marking written work, by oral response?

When you are going to assess – after the lesson/session, during whole class introduction, during the plenary or during independent work time?

Assessment for Learning-making judgements about learning-use in evaluations

Assessment of Learning (SATs, phonics checks, tests)