ba (hons) primary education and teaching school experience...

University of Chichester

BA (Hons) Primary Education and Teaching

School Experience

Requirements and

Expectations Year 2

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Contents

Introduction• Schedule of Dates• School Experience Contact Numbers• DBS Check / TRN Numbers / Teacher Support / Comments and

Suggestions• Attendance and Absence Information for Students• School Experience Checklist for Student Teachers

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School Experience in Year 2• Summary of Requirements - Roles and Responsibilities• Aims and Learning Outcomes for Year 2 SE• Year 2 SE within the Context of the Whole BAPET Programme• Teaching Loads• Intervention Time• Planning, Preparation, Assessment (PPA) and Observation Time• School-Based Training Tasks

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Weekly Overview• PV Days• ESE 1• ESE 2• ESE 3• ESE 4• ESE 5• ESE 6

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Planning, Teaching, Monitoring, Assessment, and Evaluation• School Experience File• Pupil Progress File• Development Profile

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School-Based Learning Tasks• English• Maths• Science

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This Year 2 SERE is to be read in conjunction with the Generic School Experience Handbook. Both of these documents can be downloaded from our website: http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience or the School Experience Moodle page.

The information given in this handbook is intended as a guide only. It should not be regarded as a definitive document nor should it be deemed to form a contract or the terms of a contract between the University, school and student teacher.

Year 2 Schedule of dates 2014-15Key:

• WMML = Weekly Mentor Meeting Log!! ! !

• POF = Phonics Observation Form (in student’s Becoming a Teacher of Reading Booklet)

• LOS = Lesson Observation Sheet! ! ! !

• FAR = Final Assessment Review

Week Date Venue Link Tutor Mentor Activity RecordMeeting for Link tutors only

Briefing for all student teachers & Link Tutors Student teachers to meet Link Tutors

23 March 3-4pm

23 March4-5.30pm

University (BRC)

Training and Briefing

Discussion of students’ performance in 2013-14.

Introduction to Year 2 school experience with link tutors

None

PV days 24-25 March SchoolMeet Student teacher

Introduction to class children

ESE 1 20-24 April School Observation Mentor Observation WMML /LOS

ESE 2 27 April-1 May School Observation

Mentor Observation – Early Reading / Phonics [Early reader is child working below NC Level 3]

WMML /LOS

ESE 3(4 May = Bank Holiday)

4-8 May School Observation Observation Joint Observation – Literacy

WMML /LOS

ESE 4 11-15 May School Observation Mentor Observation – Mathematics

WMML /LOS

ESE 5 18-22 May School Observation

Mentor Observation – ScienceExternal Examiners’ Visits

WMML /LOS

Half Term 25-29 MayHalf Term 25-29 MayHalf Term 25-29 MayHalf Term 25-29 MayHalf Term 25-29 MayHalf Term 25-29 MayHalf Term 25-29 May

ESE 6 1-5 June SchoolFinal

Assessment Review

Final Assessment

Review

Final Assessment Review FAR

Top-up Week 22-26 June

It is important to maintain a regular pattern of observations so that advice and guidance is provided throughout the experience. The weeks indicated above for observations are

Section 1

Introduction

http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience




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meant as a guide. However, the number and purpose of visits must not be altered.

Note: There will be additional visits by the Partnership Quality Assurance [QA] team and/or External Examiners.

For students in KS2 classes, phonics observation and teaching may take place within another class or with a small group of KS2 pupils for whom the teaching of phonics is developmentally appropriate.

School Experience Contact Numbers1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff

Co-ordinator for School ExperienceCo-ordinator for School Experience Wayne StallardWayne Stallard Tel. 01243 812040E-mail [email protected]

Head of School Partnership Head of School Partnership Jane EvansJane Evans Tel. 01243 812025E-mail [email protected]

Director of EducationDirector of Education Dr. Jon SpenceDr. Jon Spence Tel. 01243 812034E-mail [email protected]

Programme Co-ordinator for BA PETProgramme Co-ordinator for BA PET Dr. Carole BignellDr. Carole Bignell Tel. 01243 812088E-mail [email protected]

Year 2 Co-ordinator for BA PETYear 2 Co-ordinator for BA PET Linda CooperLinda Cooper Tel. 01243 812063E-mail [email protected]

2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staffa) School Experience

Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Glyn Saunders (am)Glyn Saunders (am) Tel. 01243 812172E-mail [email protected] Tel. 01243 812172E-mail [email protected]

a) School Experience Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Louise Mahoney(Mondays,

Wednesdays and Thursdays am)

Louise Mahoney(Mondays,

Wednesdays and Thursdays am)

Tel. 01243 812182E-mail: [email protected]. 01243 812182E-mail: [email protected]


Nancy Egleton (pm)Nancy Egleton (pm) Tel. 01243 812173E-mail [email protected]. 01243 812173E-mail [email protected]


Vicky BowmanVicky Bowman Tel. 01243 812174E-mail: [email protected]. 01243 812174E-mail: [email protected]

a) BA [PET] Programme Administrator F2 St Michael’s HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGISWest SussexPO21 1HR

Debbie HallDebbie HallTel. 01243 812065Fax: 01243 812127E-mail [email protected]

Tel. 01243 812065Fax: 01243 812127E-mail [email protected]

3 School Partnership Office Fax: 01243 812153 Bognor Regis campusFax: 01243 812153

Bognor Regis campus E-mail [email protected] E-mail [email protected]

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DBS check – please read the following extract from The Partnership AgreementIt is the responsibility of the student to inform the Deputy Vice-Chancellor if there is any change in their criminal record (for instance additional convictions / reprimands / warnings / pending convictions) during the programme of study. In addition, Initial Teacher Education students must immediately inform the Programme Co-ordinator of any such changes.

Teacher Reference Number (TRN)Student teachers should be aware that the University will share Teacher Reference Numbers with their SE schools. Professional bodies (including Schools, the National College for Teaching and Learning, OfSTED, Teacher Training Institutions) can use this information to gain information about the individual’s eligibility to teach (whether they have QTS, have completed their induction, been barred from the profession etc.). This information is made available by the Department for Education through a secure website and is not available to the general public.

As well as the “Troubleshooting” and “Guidance for student teachers in Difficulty” sections included in this handbook, there is also the following:

Teacher Support Line is a free information, support and counselling service which is open 24 hours for teachers and student teachers and is totally confidential.

08000 562 561 ! www.teachersupport.info

Any advice or suggestions for improving this guide will be welcomed. All comments and enquiries should be sent to:

Wayne StallardCo-ordinator for School PartnershipArran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR

Further copies of this document may be accessed via the School Partnership Office website at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience/key-documents-ba-hons.

http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience/key-documents-ba-hons




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Attendance and Absence information for studentsStudent teachers are expected to attend school throughout the day whether or not specific lessons are being taken. If the need for temporary absence arises during the day, then the head teacher or another appropriate member of staff (i.e. your mentor) MUST be consulted and their permission obtained.

Procedures to follow if absentIf you cannot attend school on a particular day, for example because of illness, you should follow these procedures:

• Inform the school by 8am at the latest by telephone and, where possible, by e-mail (marked URGENT).

• Inform other student teachers involved in your planning that you will be absent.

• If your link tutor is due to visit e-mail her/him AND telephone the School Partnership Office on 01243 812174 before 8am.

• Notify the Programme Administrator of your absence, by telephoning 01243 812065 or by e-mailing [email protected] and complete a school absence form (available at http://www.chi.ac.uk/department-education/school-partnership-

office/primary-school-experience and on Moodle). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have ‘signed-on’ again.

Returning after illnessYou must use your own professional judgement over length of absence from school. It is important that you should not stay away from school for too long after a ‘trivial’ illness. On the other hand it is senseless to return prematurely, exposing pupils and staff to the possibility of infection and delaying your own recovery. You should not return to school until you are fit to do so and, if in doubt, should consult your link tutor and/or Programme Co-ordinator for guidance. A medical certificate must be sent to the Programme Co-ordinator if one absence is for more than five days.

Prolonged absence from school – Deferred assessmentOne of the requirements of successfully completing your course is the satisfactory completion of the prescribed period(s) of school experience (SE). In cases of substantial absence from

mailto:[email protected]

mailto:[email protected]

http://www.chi.ac.uk/partnership






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school which is supported by medical evidence, assessment will be deferred and student teachers will be required to undertake a further period of time in school to compensate for the lost days. If it is not possible to complete the deferred SE before the end of the academic year, student teachers will be deemed to have failed the SE which will be presented to the Board of Examiners.

Top-up daysAll absences must be made up. Final assessment may be deferred until these days have been completed. A running total of number of days of absence should be kept on the Weekly Mentor Meeting Logs. All absences must be made up in the Year 2 Top-up week.

School Experience Checklist for Student teachers:At the start of your SE please print the Checklist (on pg.6 and 7), and put in the front of your Teaching File(s). Ensure you complete each point (tick when complete).

• Make a list of names of staff and areas of responsibility

• Read the School Prospectus and relevant policies

• Make yourself known to Head Teacher, administrative staff and Site Manager

• Obtain your timetable for teaching

• Ensure class teacher / mentor have copies of your timetable

• Discuss children in class with the class teacher

• Obtain / make lists of names of the class/groups

• Obtain / make a seating plan of the room

• Obtain baseline assessment/ tracking data for your class

• Obtain adequate information on levels of support children require

• Identify any children with specific learning needs (e.g. special educational needs) and ensure that you have access to any relevant IEPs, etc.

• Ensure you are clear about teaching responsibilities – what and when?

• Ensure you are familiar with the school’s approach to teaching literacy & numeracy

• Ensure you are familiar with the school’s procedures for assessment

• Ensure you are familiar with the school’s marking and recording policy

• Ensure you are familiar with the school’s classroom rules / expectations

• Ensure you are familiar with the resources available for each curriculum area

• Find out the meetings you need to attend – planning, staff meetings, INSET, special events, parents evenings

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• Ensure you are familiar with the ICT equipment and software available in school

• Find out requirements / expectations for photocopier use

• Clarify your expected time of arrival and departure each day

• Inform school of University training to date in curriculum areas

• Ensure you have discussed the following with your mentor:• Your Training Plan• The school-based learning tasks (which you need to schedule in)• The school-based training tasks (which you need to schedule in)• Conducting IP research • The weekly overview

• Legal requirements: please read and note the implications for you as a student teacher regarding the school’s policies on the following:• Race equality and racial harassment – location of racist incidents log• Equal opportunities• Bullying• Appropriate restraining of pupils• Behaviour management• Health & Safety

• Safety issues (work/play areas, equipment, PE apparatus)• Emergency procedures for fire, illness, accidents – location of first aid

box & accident book, name of first aider, location of accident book• Procedures for field trips and outings• Be aware of the school’s e-safety or internet safety policy and sign if

requested to do so.• Child protection: Ensure that you are aware who the Child Protection

Officer is.

Headteacher or Deputy Headteacher to provide short input and guidance on safeguarding procedures for student teachers in their school on Day 1 of the SE.

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Summary of Requirements Student teachers are placed singly in a particular classroom in a school where they will undertake 6 weeks of school experience during the Summer Term.

Student teachers are required to:

• Have read all the documentation associated with the Year 2 SE.

• Have written an introductory letter to the headteacher prior to their PV day.

• Familiarise themselves with a range of whole school issues (outlined in checklist above) and the school’s ethos and how this impacts on pupils and staff.

• Conduct all their communications with pupils and all staff in a professional manner; the school will normally regard the student teacher as a temporary member of staff and they will be treated as such. It is essential that both staff and pupils perceive the student teacher as fulfilling this professional role. The introductory letter, punctuality, courtesy and suitable dress can all help towards creating an appropriate professional image.

• Make every effort to establish him/herself from the outset as beginner teacher, making effective use of other adults in the classroom including teaching assistants, parents and other helpers where appropriate.

• Arrive in school in sufficient time to take part in the initial preparation of the classroom – at least 1 hour before the start of the school day. They should make sure that all resources necessary for the planned activities are available at the start of the day.

• Stay up to 1 hour after the end of school to tidy up and prepare for the next day. This may have implications for any paid employment that student teachers undertake. They are asked to make adjustments to their working hours to meet the professional requirements and expectations of their initial teacher education programme.

Section 2

School Experience in Year 2

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• Dress appropriately and professionally. There are no hard and fast rules here (although guidance will usually be given by University tutors prior to the start of SE).

• Observe school and staff room protocols, for example before picking up the nearest mug, check on the staffroom procedures. Students may be required to pay for refreshments.

• Share previous SE reports with their mentor and link tutor (and if required, their class teacher).

• Ensure that they have planned their lessons in good time (negotiated with the mentor and or class teacher) and checked their planning with their mentor / class teacher).

• Plan and evaluate all lessons, assess and monitor pupils in all lessons, marking all pupil work that has been completed in the lessons taught.

• Plan for and professionally direct the work of TAs and other adults.

• Maintain up-to-date planning and teaching files and a pupil progress file.

• Complete all school based learning and training tasks before the FAR; these must be completed satisfactorily to pass the SE.

• Be proactive in advancing their own professional development seeking to improve all aspects of their preparation to become a teacher and a professional.

The mentor is required to:

• Oversee and supervise all aspects of the student teacher’s SE including the monitoring of their files.

• Assess student teachers in school in conjunction with a University link tutor, according to a schedule of classroom observation visits.

• Plan opportunities for the student teacher to complete the school-based learning and training tasks.

• Ensure that student teachers have a wide range of experiences, for example observing good teaching in other classrooms. There is a schedule of four classroom observations in addition to the one joint observation with the link tutor. In addition the mentor will assume responsibility for advising the student teacher on planning, teaching, assessment and evaluation, as well as ensuring that student teachers gain a wide range of professional experience, including:

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• the opportunity to undertake observations in other classrooms to extend his/her knowledge and understanding of teaching and learning;

• meeting parents in a professional context; • and fully using and contributing to the school's system of

assessment, recording and reporting.

• Closely monitor and agree the Weekly Mentor Meeting Log (for requirements see p2, and for example/video see Good Practice Guide for Mentors and Link Tutors or Student Teachers) summarising strengths and achievements over the past week and targets set for the week ahead. The student teacher’s ESE training plan and the targets set each week as part of the weekly review should be reviewed in the following week and progress against the targets and the training plan noted. It is the student teacher’s responsibility to complete the Weekly Mentor Meeting Log in preparation for the weekly meeting. As part of this meeting mentors are asked to ensure to check the training plan at regular intervals.

• Take part in the Final Assessment and Review (FAR) meeting with the link tutor and the student teacher in the final week.

The class teacher is responsible for:

• offering regular support and advice to the student teacher;

• providing the opportunity to observe and discuss their own practice;

• and providing feedback and advice to the student teacher.

The class teacher should liaise closely with the mentor and link tutor about the student teacher’s progress.

The University link tutor will:

• Work in conjunction with the mentor, class teacher and student teacher to ensure that the quality of the SE meets the requirements of the student and the University quality assurance guidelines.

• Follow a schedule of visits to the school to observe teaching, sometimes jointly with the mentor, and to discuss the student teacher’s progress and agree action plans for the future.

• Monitor the quality of student teacher support in order to help them meet their targets. To this end the link tutor will need to monitor mentor’s supervision of the SE and provide training as appropriate to support the mentor in the development of their role.

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• Ensure all lesson observations are followed up with a written record on Lesson Observation Sheets (for requirements see p2, and for example see Good Practice Guide for Mentors and Link Tutors). These can be downloaded from the School Partnership website for those wishing to complete the forms electronically from the following link:


Aims and Learning Outcomes for Year 2 School ExperienceThis school experience aims to enable student teachers to develop:

• Confidence to teach the whole class across the core subjects and a range of foundation subjects;

• Subject knowledge in the core and foundation subjects;

• Understanding of the EYFS (if applicable) and NC;

• Understanding of equal opportunities such as race, gender and class, and inclusion issues such as SEN;

• Ability to provide for the needs of pupils with EAL;

• Planning, teaching, classroom management and assessment skills;

• Ability to work within a wider team.

On completion of the school based learning and training tasks, this module and the Professional Studies 3 (level 5) module student teachers will:

• Demonstrate satisfactory or better subject knowledge and teaching competence in the core subjects, PE, RE and two other foundation subjects;

• Be able to use the EYFS (where applicable), or NC to plan and teach lessons;

• Identify their own values in relation to inclusion issues;

• Know how to work within a SEN child’s IEP to plan and teach pupils with specified SEN;

• Know how to plan differentiated learning to meet the differing learning, physical or emotional needs of pupils in their class, including those who are GTA and/or those with EAL;

• Demonstrate positive values and high expectations;

• When appropriate, recognise and respond to equal opportunities issues in the classroom;





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• Use assessment and monitoring information to inform planning and differentiation;

• Critically evaluate teaching and make improvements;

• Work effectively as part of a team, incorporating and effectively deploying SEN assistants and other adults into their planning and teaching;

• Communicate effectively in Standard written and spoken English;

• Demonstrate skills of co-operation and consultation, and the ability to work within an equal opportunities framework when working in-groups;

• Manage time and resources;

• Demonstrate flexibility, purpose and self-knowledge, self-confidence, independence, self-motivation and problem-solving through self-appraisal and target setting;

• Take responsibility for ongoing professional development by responding to professional advice and targets within a limited time-span, and working with mentor, professional tutor, school and University staff as part of a team.

Year 2 School Experience within the Context of the Whole ProgrammeAll student teachers follow the Professional Studies Module – Developing as a Teacher – as well as modules in the core curriculum and Foundation subjects in Year 2. The Learning Journeys for professional studies are detailed on page 13 and they indicate what student teachers may be expected to know and understand at this stage in their training and education.

Please refer to Good Practice on Guide for Mentors and Link Tutors for English, Mathematics and Science Learning Journeys.

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Teaching LoadsStudent teachers are expected to assume specific teaching loads during their second year. These periods of contact time are calculated to give student teachers the best opportunity to develop their teaching skills while allowing time for preparation, evaluation and other non-teaching tasks. The normal expectation is for student teachers to build up to 70% teaching load or 3-4 hours per day. This load should be achieved through a mix of some group and whole class teaching in the first week and then increasing the amount of whole class teaching. Teachers and mentors should judge the balance in the light of circumstances within their class. Teaching must include the core curriculum subjects, PE, RE and two foundation subjects not taught in the previous school experience. It is advisable that student teachers in KS2 try to teach MFL (if possible).

Teaching of Early ReadingStudents should teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson. If the student is based in a KS2 class with already competent readers, (s)he should teach in another class or with a group of children for whom the teaching of phonics is developmentally appropriate. Rather than using a generic University of Chichester

Lesson Observation Sheet, the mentor should give the student feedback on his/her phonics teaching using the observation form of the student’s Becoming a Teacher of Early Reading booklet. In light of this feedback, the student should reflect upon the learning journey in his/her Becoming a Teacher of Early Reading booklet to ascertain progress against the learning outcomes for the Beginning, Developing and Extending phases.

Intervention TimeStudent teachers will have 10% of their teaching load directed by the school to undertake work that will directly have an impact on pupil progress. The school may wish for the student teacher to work with pupil premium, SEN, EAL, or a gifted and talented child or small group of children. It must be made clear to the student teacher why this child or small group of children have been selected, including any key targets which the student teacher must work on. The student teacher will keep a record of the interventions carried out and at the end of the SE produce a detailed report, for the head teacher, on the child’s or children’s progress to meeting the targets set. The Primary Partnership Advisory Committee felt that the report should be for the head teacher so they would have this record for Ofsted purposes. Examples of record keeping formats can be found in the Good Practice Guide for Student Teachers.

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When considering which child or children the student teacher will work with it may be useful to consider:

• The year the student teacher is currently in e.g. Year 1 BA PTS or PGCE A student teachers may require less complex tasks (for example hearing readers) or greater guidance / support to deal with complex issues.

• The speciality or strengths of the student teacher e.g. if the student teacher is a Year 3 Mathematics specialist you may want them to work on specific maths issues.

• Whether it is a specific intervention (e.g. Wave 3) and whether the student teacher has knowledge of it. If not, whether the student teacher would be able to have access to the materials/training in order to become familiar with the intervention.

Planning, preparation and assessment (PPA) and observation timeIt is most important that student teachers are provided with clearly defined periods of planning, preparation and assessment which is set aside for the student teacher to engage in activities such as planning, evaluation, assessment and undertaking directed tasks. It is suggested that student

teachers are expected to teach for two hours per day at the start of the experience, have one hour per day for planning, preparation and assessment and one hour per day for observing teaching across the school.

It is likely that the teaching time will increase to approximately 3½ hours per day; student teachers should still be provided with planning, preparation and assessment time as suggested above.

20% of the whole week is for PPA. Teaching time is as per the weekly schedule. The remainder of the time is to be spent in classrooms observing aspects of teaching, e.g. reading / phonics, behaviour management or observing provision for SEN or more able pupils.

Student teachers must not be used for supply cover.

Observing the teaching of ReadingStudent teachers must ensure that they observe the teaching of early reading. This is applicable to all student teachers regardless of whether they are in Early years, KS1 or KS2. The observation schedule in the Becoming a Teacher of Early Reading booklet should inform note taking in these observations. Each student has a copy of this booklet. If early reading is not taught as part of the whole class routine (this

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may well be the case in some junior / middle schools), then the student should observe reading intervention sessions which may be taught by a TA and/or the SENCo.

School-based Training TasksThe training tasks are an essential means of preparing student teachers for the extended school experience (ESE) and for linking subject application and professional courses with classroom teaching. These tasks still are a significant way of introducing student teachers to the life of the school over an extended period. In each year the training tasks also have a specified focus, for example:

• Year 1 behaviour management, planning and assessment

• Year 2 behaviour management, levelling pupils’ work, the role of the SENCO, and

• Year 3 the role of the subject manager, target setting, school targets etc.

The training tasks are matched to the content of the relevant Professional Studies and the core curriculum modules in each year.

The training tasks are instrumental in extending the student teachers' subject and pedagogical knowledge. Mentors are

asked to arrange or initiate training and guidance on the topics below, or to arrange for another experienced colleague with expertise in the specified areas to provide opportunities for the student teacher to complete the school-based training tasks associated with this SE.

The school-based training tasks acknowledge the fundamental and important role of the mentor in the training process. It is not expected that the mentor spends the whole day with the student teacher but it is expected that the mentor will spend at least one hour with the student teacher. Student teachers may be given directions on the completion of the tasks for the rest of the day related to the topic of the training as long as a period of feedback and review is conducted at the end of the training session.

The school environment presents rich opportunities for training. Below is a suggested format for assisting student teachers with the training tasks. Mentors or other staff should adapt and change the tasks according to the school situation. However, mentors should ensure that student teachers are given time in order to complete these tasks. Student teachers must keep notes, handouts and observations related to their training tasks in a dedicated section within their planning files.

The training tasks should be completed in the first week of ESE. If the school circumstances are such that the training cannot occur in the suggested period, then the training tasks

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may be completed in the first two weeks of ESE. Where schools cannot accommodate this they must ensure that student teachers receive their entitlement for time to complete these tasks before the end of SE.

The content of the training tasks contribute to the development of professional knowledge and understanding of:

• Behaviour Management

• The role of the SENCO and the nature of IEPs

• The social, emotional and learning needs of pupils with IEPs

Task 1 Behaviour Management Week 1

Meet with your mentor or class teacher to discuss the school’s approach to behaviour management. Use the following questions to structure your discussion and subsequent notes:• What ethos and values underpin pupil management of

behaviour across the school?• How do ‘core routines’ (e.g. tucking under chairs, ’pens

down, eyes up’, lining up quietly for transitions) underpin good behaviours across the school?

• What ‘strategies for settling/gaining attention’ work most effectively in your class/year group?

• What strategies for ‘teacher presence’ and ‘teacher positioning’ and ‘use of teacher voice’ are most effective in your class/year group?

• How is pupil acknowledgement, praise, reward and parallel praise used to motivate good learning behaviours?

• What sanctions are used for off-task learning behaviours and when would moderate use of such sanctions be appropriate?

• How are children encouraged to be responsible for their behaviour?

• What is the relationship between differentiation, task design and good learning behaviours?

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Task 4 Pupil ProgressWeek 5

This task asks you to focus on the impact of your teaching upon the pupils in your pupil intervention time group. You should work with your class teacher to discuss pupil progress. Use your pupil intervention time logs to help you consider:• What were the longer term learning goal(s) for these

pupils?• Which pupils achieved the learning goals set? To what

extent?• What evidence of pupil progress against these learning

goals do you have?• How did your teaching impact positively upon pupil

learning?Draft a one-page report on pupil progress as an outcome of this discussion. This should be added to as necessary, and finalised in Week 6 to be passed to your Headteacher. You should also use it as evidence for your FAR.

Task 2 SEN Week 1

• Find out about the role of the SENCo in school:• Why does this role exist?• How does it meet statutory requirements?

• Identify how many pupils have special needs in the school:• How many pupils are statemented/have an Education

Health and care plan?• How many are at the different levels of ‘school action’,

‘school action plus’ etc. (soon to be known as SEN support)?

• How are children identified as being in need of an IEP/provision map/ILP?

• How are IEPs/provision maps/ILPs written and reviewed?

• How is a child’s IEP/provision map/ILP used by class teachers to inform planning for children with SEN?

• Read the IEPs of pupils in the class.

Task 3SEN Week 1

• Identify two SEN pupils to observe and monitor for 3-4 hours over a week and throughout their ESE. Shadow and observe one child with social, emotional or behavioural needs and one with an IEP/provision map/ILP in class and on the playground.

• Write up observations and share observations with mentor or SENCo.

• Mentor or SENCo should comment on details and depth of student teachers’ insight and ability to engage in professional dialogue.

• NB: Please ensure that permission is gained from your mentor or the Headteacher before proceeding with this task.

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The Weekly Overview has been drawn up to provide guidance for student teachers, mentors and link tutors. The phasing of teaching loads should reflect specific circumstances. However, it is most important that all student teachers begin some whole class teaching during the first two weeks, while continuing with their responsibilities for some group work.

PV Days

ESE1ESE 1

20-24 April 2015ESE 1

20-24 April 2015TeachingYour overall teaching load for week 1 should be approximately 40%:• 10% of this will be your intervention time (record information on the intervention

time log) • 30% will be planning and teaching in your base classThe first days should be spent familiarising yourself with all the groups in the class, but you should aim to do some whole class teaching by the end of the first week

TeachingYour overall teaching load for week 1 should be approximately 40%:• 10% of this will be your intervention time (record information on the intervention

time log) • 30% will be planning and teaching in your base classThe first days should be spent familiarising yourself with all the groups in the class, but you should aim to do some whole class teaching by the end of the first weekFiles and preparation• Maintain files• Identify your 4 profile children for your pupil progress file (including a

child for whom EAL, a G&T child, a child with SEN and a child who is making insufficient progress)

• Complete the tasks on the checklist • With mentor, agree timetable for Week 2• Start collecting evidence against the Teachers’ Standards in your

Development Profile Training• Visit 2 different classes to observe the teaching of early reading (see

‘Becoming a Teacher of Early Reading’ for observation record grid)• Arrange with mentor to continue to observe excellent behaviour

management approaches in other classes (as needed)• Mentor to observe teaching of a group (focus: behaviour management)• Discuss with mentor school-based learning tasks (see Section 3) and

what support might be needed to complete these • Mentor to arrange a timetable for a range of lesson observations

across the SE (for subjects see weeks 2-5 below)Review • Evaluate all lessons taught on the university form• Ensure that all work from groups taught is marked/annotated and

records of pupil progress are up-to-date• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (one hour meeting). • Email your completed Weekly Mentor Meeting Log to your Academic

Adviser • Mentor to monitor that files have been set up and started

Section 3

Weekly Overview

PV days24-25 March 2015 Tick

TeachingFor the PV days you will be working with groups. You may undertake some whole class tasks e.g. reading a story or taking registration. You will want to make sure that, by the end of the PV days, you have introduced yourself to the Headteacher, Site Manager and subject co-ordinators.

TeachingFor the PV days you will be working with groups. You may undertake some whole class tasks e.g. reading a story or taking registration. You will want to make sure that, by the end of the PV days, you have introduced yourself to the Headteacher, Site Manager and subject co-ordinators.

Files and preparation• Collect class lists and information• Obtain copies of school documents e.g. prospectus, policies• Access and read the most recent Ofsted report• Become familiar with whole school issues, e.g. rules, sanctions,

ethos etc.• With your mentor/class teacher, share FAR & Standards Tracking

Document from Year 1• With your mentor/class teacher, identify whom you will be working

with during your intervention time and pupil learning targets and prepare resources for the first session

Training • With your mentor/class teacher, agree draft timetable for Week 1

(including opportunities to observe excellent behaviour management approaches and complete the training tasks outlined above)

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ESE2ESE 2

27 April -1 May 2015ESE 2

27 April -1 May 2015TeachingYour overall teaching load for Week 2 should be 50%:• 10% of this will be your intervention time (record information on the intervention

time log)• 40% will be planning and teaching in your base classThis week there should be a roughly equal balance of group and whole class teaching. The remainder of the time is available for PPA.

TeachingYour overall teaching load for Week 2 should be 50%:• 10% of this will be your intervention time (record information on the intervention

time log)• 40% will be planning and teaching in your base classThis week there should be a roughly equal balance of group and whole class teaching. The remainder of the time is available for PPA.Files and preparation• Plan (from now onwards) for Teaching Assistants or other adults and

for meeting the range of pupil needs within your class (not forgetting to always plan for the needs of your 4 profile children)

• Collect initial samples of work in English, mathematics and science (annotated for progress and next steps) for each of your profile children (Pupil Progress file)

• Ensure that you have an efficient record of pupil attainment (e.g. colour-coded record sheet) for all pupils you have taught this week (Planning File) and that all work is marked in accordance with school policy

• Collect reading records as used by your school for your profile children (Pupil Progress File)

• Collect and record evidence against the Teachers’ Standards in your Development Profile

Training• Observe a core curriculum lesson and foundation subject in a different

class (use the observation form)• Mentor observation: early reading using the form in student’s

‘Becoming a Teacher of Early Reading’ booklet)• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to [email protected] • Evaluate all lessons taught on the university form• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (one hour meeting)• Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

ESE 3ESE 3

4-8 May 2015ESE 3

4-8 May 2015TeachingYour overall teaching load for Week 3 should be 50%:• 10% of this will be your intervention time (record information on the intervention

time log)• 40% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.


time log)• 40% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range

of pupil needs within your class (checking that assessment from previous lessons is clearly informing planning)

• Collect samples of work in English, mathematics, science and a foundation subject (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)



• Collect and record evidence against the Teachers’ Standards in your Development Profile (ensure you are using the Grading Descriptors Booklet to inform your judgements)

Training• Observe a core curriculum lesson in a different class and a PE lesson

in your own class (use the observation form)• Joint observation: literacy• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to [email protected] • Evaluate all lessons taught on the university form (ensure evaluations

focus on pupil progress)• Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (focus: student’s ability

to evidence/explain pupil progress for profile and/or intervention children)

• Email your completed Weekly Mentor Meeting Log to your Academic Adviser

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ESE4ESE 4

11-15 May 2015ESE 4


time log)• 50% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.


time log)• 50% will be planning and teaching in your base classMuch of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range

of pupil needs within your class (checking that assessment from previous lessons is clearly informing planning)

• Collect samples of work in English, mathematics and science (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)




Training• Observe a core curriculum lesson in a different class and a, if possible,

an MFL lesson in your own/a different class (use the observation form)• Mentor observation: mathematicsReview • Evaluate all group lessons taught on the university form (ensure

evaluations focus on pupil progress) • Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor (focus on the quality of evidence in your files and the ‘match’ to your Standards Tracking Document)

• Meet with your mentor for your Weekly Review (focus: quality of evidence in your files and the ‘match’ to your Standards Tracking Document, using the Bridging the Gap document to set clear targets for student progress)

• Email your completed Weekly Mentor Meeting Log to your Academic Adviser

ESE5ESE 5

18-22 May 2015ESE 5


time log)• 50% will be planning and teaching in your base classAlmost all of your teaching will be whole class. The remainder of the time is available for PPA.


time log)• 50% will be planning and teaching in your base classAlmost all of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range

of pupil needs within your class (check that assessment from previous lessons is clearly informing planning)

• Collect samples of work in English, mathematics, science and a foundation subject (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)




Training• Observe lessons (in your own and other classes) in response to your

development needs as identified in Weekly Mentor Meeting Log (use the observation proforma)

• Mentor observation: science• Email your completed mentor Lesson Observation Sheet to your

Academic Adviser and to [email protected] • Evaluate all group lessons taught on the university proforma (ensure

evaluations focus on pupil progress) • Complete Weekly Mentor Meeting Log (prior to your meeting) and

share with your mentor• Meet with your mentor for your Weekly Review (focus: a ‘dummy run’

FAR)• Email your completed Weekly Mentor Meeting Log to your Academic

Adviser

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ESE6ESE 6

1-5 June 2015ESE 6

1-5 June 2015TeachingYour overall teaching load for Week 6 should be 70%:• 10% of this will be your intervention time (record information on the intervention

time log)• 60% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.


time log)• 60% will be planning and teaching in your base classAll of your teaching will be whole class. The remainder of the time is available for PPA.Files and preparation• Plan for Teaching Assistants or other adults and for meeting the range

of pupil needs within your class (check that assessment from previous lessons is clearly informing planning)

• Collect any final samples of work that you think are needed (annotated for pupil progress and next steps) for each of your profile children (Pupil Progress file)



• Collect and record final pieces of evidence against the Teachers’ Standards in your Development Profile (ensure you are using the Grading Descriptors Booklet to inform your judgements)

• Ensure files are fully prepared for your FAR and that you can quickly and easily find the evidence you intend to use to justify the FAR grade

Review • Final Assessment Review (ensure that you are well prepared to

evidence how your teaching has had a positive impact upon pupil progress)

• Evaluate all group lessons taught on the university proforma (ensure evaluations focus on pupil progress)

• Email your completed mentor FAR to your Academic Adviser and to [email protected]

ESE Top-up Week22-26 June 2015

All top-up days will need to be completed before the SE is deemed to be complete (passed), so please do not make any other arrangements for this week.

ESE Top-up Week22-26 June 2015

All top-up days will need to be completed before the SE is deemed to be complete (passed), so please do not make any other arrangements for this week.

PLEASE NOTE:Due to irregular Easter breaks in Hampshire/West Sussex, this top-up week is after your Professional Studies module, so you will need to make arrangements to return to your school in this week.

PLEASE NOTE:Due to irregular Easter breaks in Hampshire/West Sussex, this top-up week is after your Professional Studies module, so you will need to make arrangements to return to your school in this week.

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During the SE, students must keep up-to-date records in three files: the School Experience File, Pupil Progress File, and the Development Profile.

School Experience FileThis file is an important working document and should be available for consultation at all times in school. The file must contain full details of planning, class organisation and assessment and evaluations. The file acts both as a record of development and as a resource for teaching. It should be detailed and professionally acceptable in style and content. Students may wish to keep a separate resources file for teaching resources used. The file should be organised in clear sections with a contents page to facilitate ease of use. It should contain:

• A copy the school’s last Ofsted report results. These can be found on the Ofsted web site www.ofsted.gov.uk

• A copy of key school policies e.g. health and safety, child protection, assessment and marking, behaviour etc.

• The checklist (see p7)

• Class details (for base class and any sets taught), including: pupil names, seating plan, notes on class groupings

• Baseline assessment information for your class from the start of the year (or the start of your SE). This should include pupil attainment data and targets.

• Information about pupils’ individual needs e.g. SEN, EAL, social, emotional and behavioural information

• Medium-term plans and schemes of work

• Weekly plans

• Your weekly timetable showing clearly teaching, observation and PPA time

• Lesson plans, your pupil or group assessments for each lesson, and lesson evaluations organised in clear curriculum sections (lesson plans should be typed initially but will often have additional handwritten annotations)*

Section 4

Planning, Teaching, Assessment, Evaluation and Monitoring

http://www.ofsted.gov.uk

http://www.ofsted.gov.uk

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• Whole class records for core and foundation subjects taught (e.g. tick sheets or colour-coded records)

• School-based tasks

• Observations of teaching across the school (using the observation form – see Good Practice Guide for Students)

• Lesson observation sheets from your mentor and link tutor

• Weekly mentor meeting logs

*In Years 2 and 3, it is expected that student teachers will plan in all lessons for a child for whom English is an additional language. If the class does not include a child for whom EAL, then the student teacher should plan to meet the needs of one of the profile children from the 'Marking Progress' document, which can be found on the School Experience Moodle page and School Partnership Website.

Pupil Progress FileThe Pupil Progress file should contain evidence of the impact of your teaching on pupil progress. The file should include pupil profiles for four children. These children should include where possible:

• a G&T child

• a child with SEN

• a child for whom EAL

• a child who is not making expected progress (but is not identified necessarily as having SEN).

Throughout the SE, make observation notes about each child’s learning, behaviour, socialisation, curriculum strengths and areas for development.

Over the SE, you should collect samples of work for each pupil that demonstrate pupil progress. The number/timing of samples of work is outlined in the weekly overview (5 each of English, Mathematics, Science and 3 each of Foundation curriculum plus reading records). Samples may be annotated photocopies of work, annotated photographs or detailed observation notes. The annotations should include: the learning objective for the activity and whether or not it was achieved, the context in which the work was done and a ‘next-step’ target.

The intervention time record should also be kept in this file.

Development ProfileStudents should keep a Development Profile containing their Training Plan for the SE and evidence of meeting the Teachers’

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Standards. These should be updated regularly throughout the SE and shared with their mentor and link tutor.

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The tasks are planned carefully to extend the student teacher’s learning by giving them opportunities to explore key features of planning, resourcing, teaching and assessment in their school setting and to discuss these with expert practitioners in school. Student teachers should plan, with their mentor and class teacher, a timetable for completing and submitting their tasks at the start of the SE. The timetable should include planned time for discussion of the tasks following completion as it is this professional dialogue that will help to develop student teachers to develop their skills and understanding.

Tutors will be happy to offer advice to student teachers and mentors about tasks. Student teachers should contact their seminar tutor in the first instance. ALL tasks should be completed before the end of the SE and must be completed satisfactorily in order to pass the SE.

English School-based TasksBy the end of the PTCCE2 (Core English) module you will have completed two subject knowledge audits and have been given feedback on your strengths and areas for development. This feedback identifies next steps for you to undertake in school, at university and through your independent study. Following this you need to:

• Draw up your personal Action Plan for developing your English subject knowledge.

• Discuss this with your Academic Advisor.

• Share this with your mentor in your first week in school and set dates for actions to be addressed (observations of colleagues, discussions, reflective journal notes, observed teaching sessions, personal research etc.).

• Throughout your practice, keep ongoing learning notes in the bottom section of your Action Plan. Focus on what you have learned and not just what you have done.

• In preparation for final profiling, discuss what you have learned and how your subject knowledge has developed with your mentor.

• Ask your mentor to sign-off your Action Plan as your English directed task.

Section 5

School-Based Learning Tasks

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• Take your signed-off plan to your next AA meeting to discuss with your Academic Advisor.

As part of developing your subject knowledge you should also meet with class teacher or English Subject Manager to understand how the school has responded to the recommendations of The Independent Review of the Teaching of Early Reading (The Rose Review). Make notes on:

• Any changes / adaptations the school has made to their reading curriculum and the rationale for these changes

• The teacher / English Manager’s reflections upon the impact of these changes on the pupils’ learning.

Observing and Teaching Reading and Writing

Student teachers must ensure that they observe the teaching of early reading in a range of year groups within the school. This is applicable to all student teachers regardless of whether they are in Early Years, KS1 or KS2. In some KS2 classrooms, most of the children are already competent / confident readers. As such, if the teaching of reading for some children occurs out of the classroom setting (e.g. with group of children working with the SENCo) then the student teacher must ensure they observe three of these sessions. Students should make careful notes

about their observation on page 19 of their Becoming a Teacher of Early Reading booklet.

Students should also teach a sequence of phonics lessons using their own planning for a four-part phonics lesson. If the student is based in a KS2 class with already competent readers, s/he should teach in another class or with a group of children for whom the teaching of phonics is developmentally appropriate. Rather than using a generic University of Chichester Lesson Observation Sheet, the mentor should give the student feedback on his/her phonics teaching using the observation form on pages 20 and 21 of the student’s Becoming a Teacher of Early Reading booklet. In light of this feedback, the student should reflect upon the learning journey in his/her Becoming a Teacher of Early Reading booklet to ascertain progress against the learning outcomes (page 4) for the Beginning, Developing and Extending phases.

Students must also observe at least two sessions of the teaching of writing. Try to observe consecutive lessons in one year group. Make notes on:

• The specific skill the teacher is trying to develop with the children e.g. using connectives to create compound sentences or imperative (bossy) verbs in instructional writing.

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• How the teacher makes clear to the children what is expected in their writing e.g. through text analysis, sharing of other children’s work, modelled / shared writing, setting of success criteria.

Student Success Criteria for the Teaching of Reading and Writing

By the end of your school experience student teachers should be able to demonstrate the following success criteria:

• Take the class for a story on a regular basis.

• Model word reading using phonics as a 4-part process:

• Scan the word

• Identify the graphemes

• Match the graphemes to a phoneme

• Blend the phonemes for reading.

• Know how to model the reversible process for spelling:

• Say the word

• Hear the phonemes

• Match the phonemes to a grapheme

• Write the word

• Articulate pure phonemes.

• Teach strategies for reading ‘tricky’ words and other strategies for word recognition as appropriate.

• Teach a weekly 4-part phonics lesson from your own planning and undertake rigorous assessment and tracking.

• Teach a weekly guided reading session to small groups using their own planning and the 5-part guided reading structure.

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

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

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

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

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

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• Keep detailed reading records for their focus guided reading group to inform summative assessments.

Maths School-based Task This task is set autumn term and monitored at time of FAR.

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Science School-based taskThis task is for BA PET students in a KS1 or KS2 setting.

This task is designed to help you reflect on the science curriculum in action during your school experience. You should avoid giving your school the impression that you, as a student, are judging the systems you see. The task is instead an invitation to see some typical working practices from within the school and to relate them to your own learning about teaching.

• Discuss with your class teacher the methods used by the school to monitor, assess, record and report on children’s progress in science.

• Select three children (preferably of different abilities in science). Track their individual progress throughout SE.

• At the beginning of SE, assess these children’s ideas in an area of science to be taught and their use of process skills. What does the evidence collected indicate about children’s current learning in science? Please keep pupils’ names confidential.

• How will you use this evidence to inform your planning and target setting in science?

• Keep a copy of three contrasting samples of children’s work that you have assessed. Describe the criteria you have used

to assess and make judgments about these children’s attainment in science.

• Track these children’s progress in science in your Pupil Progress file and report (to the class teacher) on their achievement in science at the end of SE.

• Reflect on your learning from this task. How has your teaching in science, and learning about pupil progress in science changed?

NB! Your mentor checks this task.

After your SE, a number of students will be selected at random to submit a copy of their report from this task to the science tutors. This is for our own quality assurance and to provide information to help us improve our own courses.

This task is for BA PET students in a Foundation setting.

This task is designed to help you reflect on Science in action during your time in a nursery or Reception class. You should avoid giving your hosts the impression that you, as a student, are judging the systems you see. The task is instead an invitation to see some typical working practices from within the school and to relate them to your own learning about teaching.

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• Discuss with your teacher the methods used to monitor, assess, record and report on children’s progress in science.

• Select three children (preferably of different abilities in science). Track their individual progress throughout SE.

• At the beginning of SE assess these children’s ideas in an area of science to be developed in the following weeks and their use of process skills. What does the evidence collected indicate about children’s current understanding of science? Please keep children’s names confidential.

• How will you use this evidence to inform your planning and target setting in science?

• Keep a copy of three contrasting samples of children’s work that you have assessed. Describe the criteria you have used to assess and make judgments about these children’s attainment in science.

• Track these children’s progress in science in your Pupil Progress file and report (to the class teacher) on their achievement in science at the end of SE.

• Reflect on your learning from this task. How has your teaching in science, and learning about pupil progress in science changed?

NB! Your mentor checks this task.

After your SE, a number of students will be selected at random to submit a copy of their report from this task to the science tutors. This is for our own quality assurance and to provide information to help us improve our own courses.

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