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ITE Placement Supplement2015-16

KS1 and KS2 (5-11) Placements

Primary Age Phases 3-7 and 5-11 Primary incorporating School Direct

INDEXIntroduction 2

CONTACT DETAILS, PHASE REQUIREMENTS, TRAINEE MONITORING 3University Contact Details 4Standards for Teachers 5Support in evidence for the standards 6ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE Placement 7Early Childhood Education 3-7 (3 Year Route) 7Early Childhood Education 3-7 (2 Year Route) 8Primary Education 5-11 (3 Year Route) 9PGCE Primary (Early Years 3-7) 11PGCE Primary Education (5-11) 12PGCE School Direct Routes 13Planning Proforma for Key Stage 1 and Key Stage 2 14Form 1: Medium Term Plan 15Form 2: Short Term Plan 16Form 3: Planning for Other Adults in the Classroom 18Form 4: Systematic Synthetic Phonics Discrete Planner 19Form 5: Systematic Synthetic Phonics Weekly Planner 20Form 6: KS1 Detailed Daily Lesson Evaluation 21Form 7: Weekly evaluation and reflection 23Assessing Pupils’ Progress 24Assessment Sheet A: Monitoring and Recording Progress 27Assessment Sheet B: Formative Assessment 28Assessment Sheet C: Summative Assessment 30

LESSON OBSERVATIONS, WEEKLY REVIEWING AND ASSESMENT OF TRAINEES 38School/Setting Lesson Observation Feedback Form LO1 39Teaching of Systematic Synthetic Phonics and Early Reading 40S3 English Focus Interview 40S3 English Focus Interview: Prompts for Mentor/Host Teacher 41S3 Literacy Focus Interview: Feedback and Target Setting Sheet B 43Systematic Synthetic Phonics Phase One (Speaking and Listening) 45

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Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics 46Guided Reading Observation Feedback Proforma 49Teaching of Mathematics 50Focused Observation for Mathematics 51Weekly Review and Targets 52

Introduction

This supplement is designed to provide specific proforma, assessment forms and guidance for Key Stage 1 and Key Stage 2 (ages 5-11) placements and should be read in conjunction with Partnership Handbook and Placement Handbook.

The following handbooks and documentation are also available at http://www.leedsbeckett.ac.uk/placements/Carnegie or by request to the Carnegie Partnership and Employability Unit on [email protected] or 0113 812 1761:

Partnership Handbook 2015-16 Placement Handbook ITE Placement Supplement 2015-16 KS3 to KS5 (11-18) Placements ITE Placement Supplement 2015-16 KS1 and KS2 (5-11) Placements ITE Placement Supplement 2015-16 EYFS (3-5) Placements ITE Placement Supplement 2015-16 Birth to 5 (0-5) Placements

Version 2: 14/09/2015

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mailto:[email protected]

http://www.leedsbeckett.ac.uk/placements/Carnegie

CONTACT DETAILS, PHASE REQUIREMENTS, TRAINEE MONITORING

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University Contact Details

UNIVERSITY SWITCH BOARD: 0113 812 0000

ACADEMIC CONTACTS:

Louise Nelson(Primary Lead School Direct)(Course Leader PGCE Primary 5-11)

108 Carnegie [email protected]

0113 81 23529

Yinka Olusoga(Course Leader PGCE Primary (Early Years 3-7)


0113 81 21775

Dr Liz Chesworth(Course Leader BA (Hons) Early Childhood Education leading to QTS 3 year route)


0113 81 23672

Bev Keen(Course Leader BA (Hons) Early Childhood Education leading to QTS 2 year route)


0113 81 23618

Dr Chris Ford(Course Leader BA (Hons) Primary Education leading to QTS 3 year route)

G04 Carnegie [email protected]

0113 812 1747

SUPPORT STAFF CONTACTS:

Carnegie Partnership and Employability Unit

G02/03 Carnegie [email protected]

0113 81 21761

Course AdministrationEarly Childhood Courses

Primary Courses

School Direct

G01 Carnegie Hall [email protected]

0113 81 [email protected]

0113 81 [email protected]

0113 81 27412

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Standards for TeachersPREAMBLE TS6 Make accurate and productive use of assessment

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirementsMake use of formative and summative assessment to secure pupils’ progressUse relevant data to monitor progress, set targets, and plan subsequent lessons

PART ONE: TEACHING Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

TS1 A teacher must set high expectations which inspire, motivate and challenge pupilsEstablish a safe and stimulating environment for pupils, rooted in mutual respect

TS7 Manage behaviour effectively to ensure a good and safe learning environment

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsTS2 Promote good progress and outcomes by pupils Have high expectations of behaviour, and establish a

framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Be accountable for pupils’ attainment, progress and outcomesPlan teaching to build on pupils' capabilities and prior knowledge Manage classes effectively, using approaches which are

appropriate to pupils’ needs in order to involve and motivate them

Guide pupils to reflect on the progress they have made and their emerging needsDemonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

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

Encourage pupils to take a responsible and conscientious attitude to their own work and study

TS8 Fulfil wider professional responsibilitiesMake a positive contribution to the wider life and ethos of the schoolTS3 Demonstrate good subject and curriculum

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

Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Deploy support staff effectivelyDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

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

Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

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

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

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

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategiesTS4 Plan and teach well-structured lessonsImpart knowledge and develop understanding through effective use of lesson time

A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:Promote a love of learning and children’s intellectual curiosity

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Reflect systematically on the effectiveness of lessons and approaches to teaching

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

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

Showing tolerance of and respect for the rights of othersNot undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

TS5 Adapt teaching to respond to the strengths and needs of all pupilsKnow when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Ensuring that personal beliefs are not expressed in ways

which exploit pupils’ vulnerability or might lead them to break the law

Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome theseDemonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Support in evidence for the standardsGuidance - (LP) shows pupil level data is used to inform differentiated

tasks (including SEN and G&T)These examples are only indicative of the types of evidence trainees may wish to include in their standards portfolios. It is by no means exhaustive. One piece of evidence may be able to be used for more than one standard.

- Observations that comment on individualised feedback --

PART ONE: TEACHING TS7 Manage behaviour effectively to ensure a good and safe learning environmentTS1 A teacher must set high expectations which

inspire, motivate and challenge pupils - Lesson planning/ Feedback- Lesson Plans (LP) / Feedback - Engaging resources- Weekly reviews - Risk assessment documentation- Testimonials from staff/wider work force - Setting and applying expectation with consistency- Trainee reflections; daily/ weekly - Modelling expectations- Implementing and supporting school systems e.g. behaviour - Use of a range of behaviour management strategies- - Trainee explanations and evaluations- - Examples of effective reward and sanctions processesTS2 Promote good progress and outcomes by pupils - Observations of more experienced colleagues and good

practice- Lesson evaluations commenting on learning intentions- (LP) shows learning informed by evaluation -- Mentor feedback identifies use of pupils knowledge of pupils -- (LP) shows a variety of teaching approaches TS8 Fulfil wider professional responsibilities- (LP) shows that pupils are given opportunities to assess their

own and peers learning and setting of future targets- Work with staff and colleagues outside the department- Contributions in other areas of school e.g. pastoral/ extra

curricular-- - Weekly reviews and reflectionsTS3 Demonstrate good subject and curriculum

knowledge- Work in the community- Parents evening

- Subject specific feedback and questioning - Attendance at professional meetings- Lesson Planning short and medium term - Use of support and collaboration for planning- Lesson Feedback - Use of CPD time and target setting- Trainee reflections - Formal and informal meetings with staff, pupils, parents

etc.- Proactive research- Pupil engagement - School visits and planning for them- Modelling accurate spoken and written English -- Appropriate high quality resources -- Deployment of a range of effective T&L strategies PART TWO: PERSONAL AND

PROFESSIONAL CONDUCT-- A teacher is expected to demonstrate consistently high

standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Evidence for standards 1 – 8 may also provide evidence of personal and professional conduct

TS4 Plan and teach well-structured lessons- (LP); creative and imaginative- Observations and feedback show appropriate pace and time

management and all pupils engaged in learning- Resources are engaging- (LP); include a range of appropriate homework/ extended

learning tasksA. Teachers uphold public trust in the profession

and maintain high standards of ethics and behaviour, within and outside school. - Lesson evaluations demonstrate reflection rather than

description and impact subsequent lessons C. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

- Mentor feedback - Schemes of work/ medium term plans--TS5 Adapt teaching to respond to the strengths and

needs of all pupilsE. Teachers must have an understanding of, and

always act within, the statutory frameworks which set out their professional duties and responsibilities.

- (LP); Personalisation and differentiation- Planning and managing the role of colleagues- Use of pupil information/ data - Child protection certificate- Reflection of impact on pupil progress - Mentor summative and formative feedback- Learning journals, case studies, recording mechanisms/

systems- Personal testimonials- Record of attendance

- Learning dialogue - Engagement in wider school issues- -- -TS6 Make accurate and productive use of assessment

This guidance has been agreed for use by Yorkshire & Humber APTE

- Examples of marked and levelled pieces of work- Extract from mark book/ monitoring sheet- (LP) shows a variety of AfL strategies- Examples of formative assessment including verbal

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ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE Placement ‘Please note that if your placement dates clash with Placement Provider or University holiday dates you will need to negotiate with the Placement Provider when to make up the missed days either directly before or after the proposed placement period.’

Early Childhood Education 3-7 (3 Year Route)Course Year / Phase ITE Placement Dates

Key Stage

Placement Requirements

Aims of the ITE PlacementThe Trainee will:

Learning Outcomes of the ITE PlacementOn completion of this ITE Placement the Trainee will have:

Year 2 Teaching Block (7 Weeks):25/01/16 to 18/04/2016 KS1

Teaching approx. 60% of the week with a further 20% working under the teacher’s direction and 20% preparation time.

Be able to plan, teach and deliver lessons in the core subjects over a sustained period Be able to monitor children’s learning in the core subjects (and a foundation subject) Be able to assess children’s learning in the core subjects(and a foundation subject) Appreciate the role of the class teacher in a Primary school Critically reflect on their own practice Have knowledge of inclusion and child protection responsibilities in educational settings

Used the assess – plan – teach - assess cycle Catered for individual learning styles Structured learning for individual needs Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

Year 3 Teaching Block (8 Weeks):19/10/15 to 18/12/2015

FS or KS1

Responsible for teacher’s role for 75% of the weekly timetable

Plan, deliver and assess the learning of the class for 75% of the weekly curriculum Provide a range of learning experience to accommodate different learning needs; Provide inclusive learning situations for children of diverse backgrounds Assumed the role of the class teacher Participate fully in the life of the Placement Provider.

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work; Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration Used well-chosen formative and summative assessments against national, regional and local data Maintained an accurate record of pupils progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds; Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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Early Childhood Education 3-7 (2 Year Route)Course Year / Phase ITE Placement Dates

Key Stage




Year 1/ Phase 2

Serial Visits Weeks Commencing: 01/02/16, 08/02/16, 22/02/16, 07/03/16, 14/03/16, 04/04/16, 11/04/16Prep Block (1 Week):29/02/16 – 04/03/16Teaching Block (6 Weeks):18/04/16 to 27/05/16

KS1




Year 2

Prep Block (1 Week):05/10/15 – 09/10/15Serial Visits Weeks Commencing: 12/10/15, 19/10/15, 02/11/15, 09/11/15, 16/11/15, 23/11/15, 30/11/15, 07/12/15, 14/12/15, 11/01/16, 18/01/16, 25/01/16, 01/02/16, 08/02/16, 22/02/16, 07/03/16, 14/03/16Prep Block (1 Week):04/01/16 – 08/01/16Prep Block (1 Week):29/02/16 – 04/03/16Teaching Block (7 Weeks):11/04/16 to 27/05/16

FS or KS1

Responsible for teacher’s role or teaching 75% of the weekly timetable

Plan, deliver and assess the learning of the class for 75% of the weekly curriculum Provide a range of learning experience to accommodate different learning needs Provide inclusive learning situations for children of diverse backgrounds Assumed the role of the class teacher Participate fully in the life of the Placement Provider

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration Used well-chosen formative and summative assessments against national, regional and local data Maintained an accurate record of pupils progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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Primary Education 5-11 (3 Year Route)Course Year / Phase ITE Placement Dates

Key Stage




Year 1/ Holistic 3 Weeks: 16/11/15 to 04/12/15 ALL

Observational, whole school, experience.To plan and deliver a phonics session to a small groupTo deliver 1 whole class activity using the teacher’s planning in a subject of the Trainee’s choice

Familiarise themselves with the day-to-day organisation of a primary school

Develop an understanding of the role of the class teacher

Develop an understanding of teaching Systematic Synthetic Phonics

Planned and delivered a successful phonics teaching session to a small group Successfully delivered a teaching activity to the whole class Demonstrated Part 2 of the Teachers’ Standards

Year 1/ Phase 1 Teaching Block (4 Weeks):

25/04/16 to 20/05/16

KS1 or KS2

Each trainee will teach 50% of a timetable. They will also have 30% directed time and 20% preparation time.It is not expected that a class teacher will allocate 100% of the timetable. Two trainees delivering at the same time to a group each would be an example of this paired model working.

Plan and evaluate independently Develop key skills of teaching Develop an understanding of the primary school as a learning community

Used the assess – plan – teach - assess cycle Planned and delivered successful teaching and learning sessions with groups and with the whole-class. Engaged with the broader life of the Placement Provider Demonstrated Teachers’ Standards 1-8 and Part 2according to criteria outlined in the Assessment Booklet attached to this placement.


KS1 or KS2




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Primary Education 5-11 (3 Year Route)Course Year / Phase ITE Placement Dates

Key Stage





KS1 or KS2

Teaching 75% of the weekly timetable

Plan, deliver and assess the learning of the class for 75% of the weekly curriculum Provide a range of learning experience to accommodate different learning needs Provide inclusive learning situations for children of diverse backgrounds Assumed the role of the class teacher Participate fully in the life of the Placement Provider

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration Used well chosen formative and summative assessments against national, regional and local data Maintained an accurate record of pupils progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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PGCE Primary (Early Years 3-7)Course Year / Phase ITE Placement Dates

Key Stage




Phase 1

05/10/15 to 11/12/15 as follows:1 day a week: w/c 05/10/153 days a week:w/c 12/10/15, 19/10/15, 02/11/15, 09/11/15, 4 days a week:w/c 16/11/15, 23/11/15, 30/11/15, 07/12/15

EYFS or KS1

Responsible for the teacher’s role for 50% of the weekly timetable

For an EYFS placement: Be able to prepare appropriate overview plans for the provision covering adult-led activities, continuous provision and enhanced provision across the seven areas of learning and development Prepare detailed activity plans for adult-led activities (whole-class, group, work with pairs/individual children) across the seven areas of learning and development Develop the enhanced provision, planning, resourcing, monitoring and improving the provision Develop an understanding of the early years’ environment, including working as part of a team and communicating with parentsFor a KS1 placement: Be able to plan, teach and deliver lessons in the core subjects over a sustained period Be able to monitor children’s learning in the core subjects (and a foundation subject) Be able to assess children’s learning in the core subjects(and a foundation subject) Appreciate the role of the class teacher in a Primary school Critically reflect on their own practice Have knowledge of inclusion and child protection responsibilities in educational settings

For an EYFS placement: Used the assess – plan – teach - assess cycle Planned and delivered successful adult-led activities with groups and with the whole-class Planned, resourced, implemented, monitored and improved at least one area of enhanced provision Engaged with the broader life of the Placement Provider Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

For a KS1 placement Used the assess – plan – teach - assess cycle Catered for individual learning styles Structured learning for individual needs Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

Phase 2

04/01/16 to 11/03/16 as follows:2 days a week: w/c 04/01/164 days a week:w/c 11/01/16, 18/01/16, 25/01/16, 01/02/16, 5 days a week:w/c 08/02/16, 22/02/16, 29/02/16, 07/03/16

EYFS or KS1

Responsible for the teacher’s role for 60% of the weekly timetable

Phase 3

21/03/16 to 10/06/16 as follows:3 days a week: w/c 11/04/164 days a week:w/c 21/03/16, 02/05/16 5 days a week:w/c 18/04/16, 25/04/16, 09/05/16, 16/05/16, 23/05/16, 06/06/16

FS or KS1

Responsible for the teacher’s role or teaching for 75% of the weekly timetable

Plan, deliver and assess the learning of the class for 75% of the weekly curriculum Provide a range of learning experience to accommodate different learning needs; Provide inclusive learning situations for children of diverse backgrounds Assume the role of the class teacher Participate fully in the life of the Placement Provider.

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration Used well-chosen formative and summative assessments against national, regional and local data Maintained an accurate record of pupils progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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PGCE Primary Education (5-11)Course Year / Phase ITE Placement Dates

Key Stage




Phase 1

05/10/15 to 11/12/15 as follows:1 day a week: w/c 05/10/153 days a week:w/c 12/10/15, 02/11/15, 09/11/15, 4 days a week:w/c 19/10/15, 16/11/15, 23/11/15, 30/11/15, 07/12/15

KS1 or KS2

Paired Placement teaching 50% of the weekly timetable

Develop key skills of teaching Develop an understanding of the primary school as a learning community

Used the assess – plan – teach - assess cycle Planned and delivered successful teaching and learning sessions with groups and with the whole-class. Engaged with the broader life of the Placement Provider Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement.

Phase 2

04/01/16 to 11/03/16 as follows:2 days a week: w/c 04/01/164 days a week:w/c 11/01/16, 18/01/16, 25/01/16, 01/02/16, 5 days a week:w/c 08/02/16, 22/02/16, 29/02/16, 07/03/16

KS1 or KS2




Phase 3

21/03/16 to 10/06/16 as follows:3 days a week: w/c 11/04/164 days a week:w/c 21/03/16, 02/05/16 5 days a week:w/c 18/04/16, 25/04/16, 09/05/16, 16/05/16, 23/05/16, 06/06/16

KS1 or KS2


Plan, deliver and assess the learning of the class for 75% of the weekly curriculum; Provide a range of learning experience to accommodate different learning needs; Provide inclusive learning situations for children of diverse backgrounds; Assumed the role of the class teacher; Participate fully in the life of the Placement Provider.

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work; Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration; Used well-chosen formative and summative assessments against national, regional and local data; Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds; Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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PGCE School Direct Routes

Phase ITE Placement DatesAge Range




Phase 1

Between 3 and 4 days a week school basedIncrementally building to teach 60% timetable September to December – total 49 days in school26 days University based training.

Please note that the dates of Phases may alter depending upon the Schools in which the trainee is placed.

KS1 or KS2

Responsible leading practice for 50% of the weekly timetable

Develop key skills of teaching Develop an understanding of the primary school as a learning community

Used the assess – plan – teach - assess cycle Planned and delivered successful teaching and learning sessions with groups and with the whole-class Engaged with the broader life of the Placement Provider Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

Phase 2

4 days a week school based5 day preparation periodTeaching 70% timetableJanuary to April – total 45 days in school11 days University based training


KS1 or KS2

Responsible for leading practice for 60% of the weekly timetable



Phase 3

5 days a week school based Teaching 90% timetableApril to June - total 42 days in school2 days University based training


KS1 or KS2

Responsible for leading practice for 75% of the weekly timetable

Plan, deliver and assess the learning of the class for 75% of the weekly curriculum; Provide a range of learning experience to accommodate different learning needs Provide inclusive learning situations for children of diverse backgrounds Assumed the role of the class teacher Participate fully in the life of the Placement Provider.

Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration Used well-chosen formative and summative assessments against national, regional and local data Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds Monitored and evaluated pupils’ progress and set targets for developing their progress; and Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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Planning Proforma for Key Stage 1 and Key Stage 2

Trainees in KS1 or KS2 placements will be expected to prepare:

a Medium Term Plan (Form 1) for all areas of the curriculum taught a Short Term Plan (Form 2) for each teaching and learning session. It should

show clarity, be succinct (bullet points) and be specific when planning discrete phonics sessions, complete the Systematic Synthetic

Phonics Discrete Planner (Form 4) Planning Sheet for each adult (Form 3)

Trainees will be expected to evaluate:

identify feed forward issues for every lesson and bullet points;(on short term planning form 2)

complete a detailed daily evaluation for one lesson each day (Form 6) reflect upon strengths and areas for personal development at the end of each

week (Form 7)

The plans should normally be prepared electronically and the boxes should expand to accommodate the required information.

The following proforma are correct at time of printing and provided for illustrative purposes only. Electronic and up to date versions of the individual proforma will be available online at: http://www.leedsbeckett.ac.uk/placements/CarnegieStaff and Trainees will also be able to access them through the Universities' MyBeckett Group "Carnegie Education Placements (ITE)"

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http://www.leedsbeckett.ac.uk/placements/Carnegie

Form 1: Medium Term PlanMedium term plan for (subject): Year: Class:

NC PoS ref: Learning

StepGeneral Learning objectives for

each stepLearning Activities

(Colour code/Change Font for differentiation)Learning outcomes for

each step(Colour code/Change Font for

differentiation)

Resources for each step inc ICT

N.B: This form is meant to be used electronically and expanded appropriately including using colour coding/font changes for differentiation

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Form 2: Short Term PlanComplete one Short-Term Plan for each teaching and learning session. The headings below provide the structure for your plan. Write in bullet points, show clarity, be succinct and be specific.

Lesson programme• Subject / Curriculum area

• Class DetailsWhich aspects of your professional development are you focusing upon and how? relate to specific teaching Standards

• Day / Date

• Length of session

Prior Learning

Programme of Study

Specific Learning Objective(s) for the Session

Success Criteria (e.g. I can statements /WAGOLL / WILF / Bullet pointed statements. Theses may be differentiated for specific groups of children)

Common Misconceptions

Key Vocabulary (think about whether you are introducing new, using or consolidating vocabulary)

Assessment – what and how will you assess whether the children have learned? E.g. observation, questioning, reviewing written work, marking and setting targets

Positive Behaviour Management

Resources (Human/Physical) Risk Assessment

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Time A) Introduction a) Learning Activitiesb) Teaching Points / Questionsc) Differentiation/inclusion (as appropriate)d) Organisational Strategiese) Speaking and Listening Opportunitiesf) KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spelling

B) Development a) Learning Activitiesb) Teaching Points / Questions / Mini Plenariesc) Differentiation/inclusion (as appropriate)d) Organisational Strategiese) Speaking and Listening Opportunitiesf) KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spellingg) Appropriate points for assessment of learning and mini-plenaries

C) Plenary a) Learning Activitiesb) Teaching Points / Questionsc) Differentiation/inclusion (as appropriate)d) Organisational Strategiese) Speaking and Listening Opportunitiesf) KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spellingg) Appropriate points for assessment of learning

Lesson evaluation To be completed for any sessions where the detailed daily evaluation is not completed. These can be handwrittenWhat impact did you have on pupil learning? Did all the pupils achieve the learning objective(s)/ success criteria? Did individuals or groups of pupils find the work too hard/ too easy? Did you notice any incidental learning?

*

*

*

*

Feed forward issues Given your evaluation, what are the implications for your planning of subsequent lessons? Are there aspects of the lesson you will need to revisit with certain pupils? How will you address difficulties or misconceptions? How can you consolidate/ extend pupils’ learning?

*

*

*

*

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Form 3: Planning for Other Adults in the Classroom(You can use this form or your school’s version)

Lesson / Session Objectives

Success Criteria

Key Vocabulary

Outline of Activity

Comments on children’s learning and progress:*

*

*

*

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Form 4: Systematic Synthetic Phonics Discrete PlannerDate: Class:

Number of children:

Phonic Phase

Resources

Introduction

Revisit/ ReviewPractise previously learned lettersPractise oral blending and segmentation

TeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letter

Specific Learning Outcomes Additional activitiesAll children will be able to:

Most children will be able to:

Some children will be able to:

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Form 5: Systematic Synthetic Phonics Weekly Planner

Date: Class: Number of children:

Phonic Phase:

Phase: Week: Phonemes / Graphemes focused upon this week:

Ensure plan includes: Practise letters/ sounds and practise blending for reading; practise segmentation for spelling; read and write whole sentences using Set letters, plus relevant tricky words. Remember it needs to be multi-sensory.

Monday Tuesday Wednesday Thursday FridayRevisit/ ReviewPractise previously learned lettersPractise oral blending and segmentationTeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letterSpecific Learning OutcomesAll children will be able to:

Most children will be able to:

Some children will be able to:

Additional activities Homework (if appropriate)

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Form 6: KS1 Detailed Daily Lesson EvaluationYou need to complete one of these detailed evaluation forms (electronically so the boxes can expand) for one lesson every day. These need to be printed out and placed behind the related lesson plan within your file each evening. It should be possible to identify how you have incorporated the next steps you have identified for yourself and the children within subsequent planning.

Date: Lesson:

Evaluating YOUR performance and learning

Evaluation of the planning and implementation of the lesson(Bullet point the key points e.g. reflect on your teaching, effectiveness of the resourcing and organisation of the lesson, effectiveness of the differentiated activities and structure of the lesson in enabling all the children to make progress, effectiveness of your behaviour management strategies)

Next steps when planning

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Evaluating the CHILDREN’S learning: How well did they meet the learning outcome? What did their responses within the introduction show about their understanding? What evidence of quality learning taking place do you have? Did they show any misconceptions? Comment about individual children’s progress as well as the group overallAnalysis of the quality of the learning of the __________ group

Analysis of the quality of the learning of the __________ group

Analysis of the quality of the learning of the __________ group

Next steps for this group / individuals Next Steps for this group/ individuals Next Steps for this group / individuals

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Form 7: Weekly evaluation and reflectionThis form is your personal reflection on specific aspects of your role in supporting pupil progress

What have I learnt about creating engaging learning experiences which meet the differing needs of the individual children?

What have I learnt about my role in providing sensitive interactions?

Identify and evaluate at least two examples of how your approach to teaching and learning has impacted on children’s learning this week.

Next StepsAreas for development Specific targets for next week

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Assessing Pupils’ Progress

Assessment is an essential part of the assessing – planning – teaching – assessment cycle. It enables you to evaluate the current stage of each child’s learning and progress, and to identify the next step for each child. This knowledge is then used to inform the planning for the next lesson, enabling you to identify appropriate learning objectives and relevant differentiation to meet the needs of all the children within your class.

Prior to starting your block placement

Establish the attainment levels of individual and groups of children, their rates of progress, and any specific individual needs through discussions with the host teacher and analysing class data

For a final placement, also access and analyse the school’s Data Dashboard (available on the Ofsted website)

During the placement

A) Formative Assessment of all the children within your class

1) You will be formatively assessing the children during each teaching session through:

i) Setting clear learning objectives and success criteria, which you can then evaluate against to identify whether the children have met them at the end of the session

ii) Identifying in your planning and asking opened ended questions – listen carefully to the children’s answers, what do these tell you about the

children’s understanding? Do any children demonstrate misconceptions? If so, why and how can you

address these?iii) Observing how children respond during activities – what support do they need,

how long did it take them, who they interacted with, what resources did they use.iv) Building in opportunities for AfL (Assessment for Learning) into your lesson

Encouraging the children to evaluate and reflect on their own learning, and respond to these within your next lesson

v) Do any children surprise you – either by exceeding your expectations or finding it harder than you expected? What does this tell you about their learning and what are the implications for the next lesson?

vi) Use post it notes / address labels / small note pad / annotate your planning to jot these observations down during the lesson.

2) You will be formatively assessing the children when marking their work throughi) Assessing whether they demonstrated have met the learning objectives

and success criteria ii) Identifying and highlighting strengths within the workiii) Identifying any misconceptions or misunderstandings demonstrated

Providing comments in child friendly language which identify the strengths of the piece of work and next steps for the individual child.

You will need to become familiar with the school’s marking policy before the start of your placement, and use this consistently when marking children’s work.

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3) You will be formatively assessing the children by completing your daily detailed evaluations (Form 6) on one lesson, and completing the lesson evaluation / feed forward comments on your short term planning (Form 2) for any other lessons you have taught that day.

i) You will be evaluating each ability as a whole and some individuals within each group

How well did they meet the learning outcome? What did their responses within the introduction show about their

understanding? What evidence of quality learning taking place do you have? Did they show any misconceptions? How were these addressed? Comment about individual children’s progress as well as the group

overall – did any children stand out for a particular reason.

4) Monitoring and recording the progress of all pupils within your class by i) Completing Assessment Sheet A to identify each child’s progress

towards meeting the learning objective for the lesson.ii) Create yourself a coding system e.g. to show who has met the objective,

who needs further support and who was absent. You might use colours or a series of symbols.

iii) Use all the information you have gained from stages 1-3 above to inform these assessments.

B) Detailed Formative Assessments of three focus children

During each placement

1) Identify three children who will become your focus for detailed assessment on this placement (discuss your choice of children with the host teacher)

2) Create a separate section in your Placement file / have a separate assessment folder

3) Collect formative ‘evidence’ which will support your assessment when you complete the summative assessment forms (Assessment form C) at the end of your placement

4) There should be a range of ‘evidence’ including:i) Informal observations – post it notes / jotted notesii) Completed focused observations (Assessment Sheet B)iii) Annotated examples of children’s work and your marking commentsiv) Extracts from the comments on your daily evaluations which identify

aspects of the learning of this childv) Photographs (if the photo shows children, you have permission from the

school)vi) Comments from the child / childrenvii) Comments from other adults

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C) Summative Assessments of the three focus children (for all placements except the final placement)

1) During of the final week of the placement, collate all the formative assessments, in order to summatively assess the child’s current stage of progress using Assessment Form C.

2) Use your evidence and knowledge of the child to assess the child’s progress in the aspects of the National Curriculum programmes of study you have taught during this placement for English and Mathematics

3) Using your evidence and knowledge of the child create a summary statement about their PSHE development

4) Arrange a meeting with your host teacher/ mentor to ‘moderate’ your summative assessments, where you can discuss the reasons behind your judgements in each programme of study.

C) Summative Assessments of the three focus children (for final placements)

1) During of the final week of the placement, collate all the formative assessments, in order to summatively assess the child’s current stage of progress using either Assessment Form C or the School’s own summative assessment proformas.

2) Use your evidence and knowledge of the child to assess the child’s progress in the aspects of the National Curriculum programmes of study you have taught during this placement for English and Mathematics.

3) Using your evidence and knowledge of the child create a summary statement about their PSHE development

4) Arrange a meeting with your host teacher/ mentor to ‘moderate’ your summative assessments, where you can discuss the reasons behind your judgements in each programme of study.

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Assessment Sheet A: Monitoring and Recording Progress

Year GroupSubject: Dates From To

Objectives taken from relevant Short-Term Forecast.

The children will learn





Names

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Assessment Sheet B: Formative Assessment

Child’s Name: Age: Date:

Nature of task / activity / lesson:

Learning Objectives

AccountWhat the child actually did

Leuven Scale of Active Engagement in LearningCircle most appropriate level

Leuven Score

Extremely Low Low Moderate High Extremely

HighActive

Learning 1 2 3 4 5

InterpretationWhat does this tell you about the child’s learning. Relate

to the National Curriculum Programme of Study

ActionNext Steps: What do you intend to do

next based on your observation

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Leuven Scale of Active Engagement in Learning

This is an approach to assessing children’s active engagement in their learning across a range of different curriculum areas and in different contexts. It enables you to identify typical patterns in the children’s learning behaviour. You can then use this information to assess why they are demonstrating this behaviour, for example reflect on how your planning is meeting the needs of this child, which activities or curriculum areas particularly engage them, how your classroom organisation and interaction supports their engagement.

Level Engagement Examples

1

Extremely LowThe child shows hardly any activity at all

No concentration: Staring, daydreaming;An absent, passive attitude;No goal-orientated activity, aimless actions, not producing anything;No signs of exploration and interest;Not taking anything in, no mental activity

2LowThe child shows some degree of activity which is often disrupted

Limited concentration; looks away during activity, fiddles, dreams;Is easily distracted;Action only leads to limited results

3

ModerateThe child is busy the whole time, but without real concentration

Routine actions, attention is superficial;Is not absorbed in the activity, actions are short lived; Limited motivation, no real dedication, does not feel challenged;The child does not gain deep-level experiences;Does not use his/her capabilities to full extent;The activity does not address the child’s imagination

4

HighThere are clear signs of involvement, but these are not always present to their full extent

The child is engaged in the activity without interruption;Most of the time there is real concentration, but during some brief moments the attention is more superficial;The child feels challenged, there is a certain degree of motivation;The child’s capabilities and its imagination to a certain extend are addressed in the activity

5

Extremely HighDuring the observation of the learning the child is continually engaged in the activity and completely absorbed in it

Is absolutely focussed, concentrated without interruption;Is highly motivated, feels strongly appealed by the activity;Even strong stimuli cannot distract him/her;Is alert, has attention for details, shows precision;Its mental activity and experience are intense;The child constantly addresses all it’s capabilities: imagination and mental capacity are in top gear

Professor Ferre Laevers, Leuven University, Belgium(This information was taken from SCILT Scotland’s National Centre of Languages www.scilt.org.uk)

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Assessment Sheet C: Summative Assessment

You will need to complete one of these assessments for each of your focus children. This is an example of the Y1 assessment proforma. You can access the appropriate age forms for your children from the QTS School Experience Placement Group section on MyBeckett.

Summative AssessmentY1

Name:Age:PSHE Development Summary Statement

Next Steps

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English

Y1 Reading: Word Reading Below age expectations

Working towards age expectations

Meeting age expectations

Mastering age expectations

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

re-read these books to build up their fluency and confidence in word reading

Y1 Reading: Comprehension Below age expectations




develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

being encouraged to link what they read or hear read to their own experiences

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

recognising and joining in with predictable phrases

learning to appreciate rhymes and poems, and to recite some by heart

discussing word meanings, linking new meanings to those already known

understand both the books they can already read accurately and fluently and those they listen to by:

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drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what others say

explain clearly their understanding of what is read to them.

Y1 Writing: Transcription Below age expectations




spell:

words containing each of the 40+ phonemes already taught

common exception words

the days of the week

name the letters of the alphabet:

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes:

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by

the teacher that include words using the GPCs and common exception words taught so far.

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Y1 Writing: Handwriting Below age expectations




sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Y1 Writing: CompositionWorking below age expectations




write sentences by:

saying out loud what they are going to write about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

read aloud their writing clearly enough to be heard by their peers and the teacher.

Y1 Writing: Vocabulary, Grammar and Punctuation

Working below age expectations




develop their understanding of the concepts set out in English Appendix 2 by:

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

learning the grammar for year 1 in English Appendix 2

use the grammatical terminology in English Appendix 2 in discussing their writing.

English Summary Statement

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Next Steps

Mathematics

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Y1 Number – Number and Place ValueWorking below age expectations




count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

given a number, identify one more and one less

identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

read and write numbers from 1 to 20 in numerals and words.

Y1 Number – Addition and SubtractionWorking below age expectations




read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

represent and use number bonds and related subtraction facts within 20

add and subtract one-digit and two-digit numbers to 20, including zero

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as

7 = – 9.

Y1 Number – Multiplication and DivisionWorking below age expectations




solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Y1 Number – FractionsWorking below age expectations




recognise, find and name a half as one of two equal parts of an object, shape or quantity

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

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Y1 MeasurementWorking below age expectations




compare, describe and solve practical problems for:

lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

mass/weight [for example, heavy/light, heavier than, lighter than]

capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

time [for example, quicker, slower, earlier, later]

measure and begin to record the following:

lengths and heights

mass/weight

capacity and volume

time (hours, minutes, seconds)

recognise and know the value of different denominations of coins and notes

sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

recognise and use language relating to dates, including days of the week, weeks, months and years

tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Y1 Geometry – Properties of ShapeWorking below age expectations




recognise and name common 2-D and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Y1 Geometry – Position and DirectionWorking below age expectations




describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Mathematics Summary Statement

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Next Steps

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LESSON OBSERVATIONS,

WEEKLY REVIEWING AND ASSESMENT OF

TRAINEES

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Teaching of Systematic Synthetic Phonics and Early Reading

A key aspect of Standard 3 is that trainees are now required to be involved with the planning and teaching of aspects of systematic synthetic phonics and early reading within all their teaching placements. The nature of this teaching will vary depending on the age range of the children and the organisation of the classroom or setting.

We have created a series of specific lesson observation proformas to support this process:

Phase One (Speaking and Listening) Observation Feedback ProformaLesson Observation Feedback: Teaching of Systematic Synthetic Phonics (for Phases 2-6)Guided Reading Observation Feedback Proforma

Please observe at least one systematic synthetic phonics lesson / Guided Reading session for each placement and complete the appropriate attached proforma for this lesson, rather than the standard lesson feedback form.

Photocopy (x2) the completed form: one copy for school records, one copy to Course Administration and the original for the trainee.

An essential part of trainees’ development in this area is receiving specific formative feedback about their planning and teaching of systematic synthetic phonics. At some point during the Placement the trainee should have the opportunity for a English focussed interview with their School Mentor or host teacher. This is seen as an important ‘tool’ to track trainees’ ability to teach reading with the emphasis on systematic synthetic phonics. Each trainee will be briefed about these requirements prior to their block placements.

S3 English Focus Interview

Trainees will have previously engaged with school-based Directed Activities/Focused Tasks linked to the teaching of early reading. We want trainees to have a clear understanding of the role that systematic synthetic phonics (SSP) for word recognition plays in the teaching of early reading alongside the development of language comprehension, (as shown in the Simple View of Reading model – see annex of Rose, J. (2006) The Independent Review of Early Reading, p.75).

Available: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-0201-2006

During the main Placement one of the required observations will be of a discrete phonics or Guided Reading session. In addition, in order for trainees to consolidate their knowledge and understanding in this area, the School Mentor / Host teacher, will engage the trainee in an English Focus Interview; this needs to take place towards the end of the placement. The questions are set out below, specific to the relevant stage of each course.

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https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-0201-2006

S3 English Focus Interview: Prompts for Mentor/Host Teacher

Placement Your Mentor / Host teacher will ask you some or all of the following questions:

All Phase 1 Placements

Tell me some examples you have observed or planned for of how, in English, a teacher has

o Encouraged children’s interest in stories and bookso Involved children in speaking and listeningo Linked reading to writingo Developed children’s vocabularyo Encouraged children to express their opinion

You have completed Directed Activities which gave you experience of aspects of teaching early reading, e.g. the role of systematic synthetic phonics (SSP) for word recognition and the development of language comprehension, (as shown in the Simple View of Reading model); or Phase 1 Speaking and Listening. Describe your confidence and competence in the teaching of systematic synthetic phonics.

o How will you continue to develop your subject knowledge in this area? What are the principles of high quality phonics teaching? How is this addressed in

your placement school or setting? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching: ‘Review, Teach, Practise and Apply.’

o How will you continue to develop your subject knowledge in this area?EYFS placement Specific Questions

Tell me some examples you have observed or planned for, or how a teacher haso Provided resources to encourage the development of Communication and

Language (CL) and English (L) within child initiated play (e.g. adding notepads within home corner café)

o Incorporated elements of Phase One Letters and Sounds into the adult focused activities (e.g. sound discrimination games using musical instruments, rhymes)

o Using the principles of high quality phonics within discrete phonic input, (if appropriate for the stage of development of the children within the class / setting)

All Phase 2 Placements

What is your understanding of the Simple View of Reading?o How has it helped you plan and assess?

Tell me some examples of how, in English, you have:o Engaged children’s interesto Linked reading to writing, (describe how children apply systematic synthetic

phonic knowledge in the writing process, including an awareness of alternative GPCs)

o Involved children in speaking and listeningo Developed children’s vocabularyo Developed children’s awareness of spelling, punctuation and grammaro Encouraged children to express their opinion

What are the principles of high quality phonics teaching? How is this addressed in your placement school? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)

During this placement you will have planned and taught discrete sessions of systematic synthetic phonics, or in a KS2 placement you may have been focusing on teaching the children to apply their phonic knowledge within their reading and writing, e.g. in spelling work.

Describe your confidence and competence in the teaching of systematic synthetic phonics.

o How have you developed your subject knowledge in this area?o How can you develop this further?

Discuss how you have assessed the children’s progress in English for your three focus children. Discuss evidence, e.g. annotated scripts and observations and explain why you have decided on the judgement relating to age expectations; (this is part of your learning process, and an opportunity for you to moderate your judgements).

KS2 Placements: discuss how you have taught children to use phonic approaches to decode unknown words and/or spelling rules

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All Phase 3 EYFS Placements

What is your understanding of the Simple View of Reading?o If you are placed in a reception class, explain how this model can help you plan

and assess?o If you are placed in a setting with nursery aged children, explain how you can

support the development of the children’s language comprehension What are the principles of high quality phonics teaching? How is this addressed in

your placement school or setting? (E.g. how are aspects of phase one Letters and Sounds incorporated into adult focused activities; if appropriate how are phases two and three being taught; how do any commercial schemes being used address these principles)

o Talk about your confidence and competence in teaching synthetic phonics / early reading skills

o How have you addressed gaps in your subject knowledge in this area?o How can you develop this further?

Discuss how you have enhanced the continuous provision to encourage CL and L within the child initiated play. Reflect on whether these enhancements have encouraged different children to engage in CL and L activities e.g. by adding clipboards to the block play area has this encouraged more boys to engage in mark making activities.

What is your understanding of formatively tracking children’s progress in CL and L within their EYFS profiles? Discuss how you have used the knowledge gained through the placement, about the three focus children’s progression in CL and L, as part of the planning process.

All Phase 3 KS1 or KS2 Placements

Tell me some examples you have observed or planned for of how, in English, a teacher has

o Encouraged children’s interest in stories and bookso Involved children in speaking and listeningo Linked reading to writing (describe how children apply systematic synthetic

phonic knowledge in the writing process, including an awareness of alternative GPCs)

o Developed children’s vocabularyo Developed children’s awareness of punctuation and grammaro Encouraged children to express their opinion

Can the learning environment affect language development? You will have previously engaged with school-based Directed Activities/Focused Tasks

which gave you experience of the teaching of early reading, e.g. the role of systematic synthetic phonics for word recognition and the development of language comprehension, (as shown in the Simple View of Reading model). Describe your confidence and competence in the teaching of systematic synthetic phonics, including planning and assessment.

o How will you continue to develop your subject knowledge in this area? What are the principles of high quality phonics teaching? How is this addressed in

your placement school? (E.g. what is the formal scheme most referenced in school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)

o Talk about your confidence and competence in teaching systematic synthetic phonics / early reading skills

o How have you addressed gaps in your subject knowledge in this area?o How can you develop this further?

Tell me about a English lesson where you challenged children’s thinking. Discuss how you have assessed the children’s progress in English for your three

focus children. Discuss evidence, e.g. annotated scripts and observations and explain why you have decided on the judgement relating to age expectations; (this is part of your learning process, and an opportunity for you to moderate your judgements).

KS2 Placements: discuss how you have taught children to use phonic approaches to decode unknown words and/or spelling rules, e.g. in shared reading or writing

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S3 Literacy Focus Interview: Feedback and Target Setting Sheet B (This form will need to be completed in the ITE Assessment Handbook)

Trainee Name CoursePlacement (e.g. Year 1, 2, 3 or Phase 1, 2, 3) Key Stage / ClassSchool NameMentor Name Signature DateBy the end of the placement those trainees making outstanding progress may have additionally demonstrated that:

By the end of the placement, those trainees making good progress may have additionally demonstrated that:

By the end of the placement, those trainees making progress can demonstrate:

By the end of the placement a trainee making insufficient progress:

For ECE routes EYFS Placements You have a highly developed understanding the of the CL and L aspects of the EYFS. Your theoretical knowledge of synthetic phonics is excellent and you understand how incorporate appropriate elements for this age range into your practice; your teaching approach is varied and innovative. You are able to discuss a comprehensive range of examples where you have either enhanced the continuous provision or planned adult focused activities (or have observed children’s engagement in these aspect) in all aspects of CL and L with confidence; you are always able to develop children’s ideas and thinking.

For ECE routes EYFS Placements You have a good understanding of the CL and L aspects of the EYFS. Your theoretical knowledge of synthetic phonics is good and you understand how incorporate appropriate elements for this age range into your practice; your teaching approach is varied. You are able to discuss a good range of examples where you have either enhanced the continuous provision or planned adult focused activities (or have observed children’s engagement in these aspect) in all aspects of CL and L with confidence; you are often able to develop children’s ideas and thinking.

For ECE routes EYFS Placements You have a basic understanding of the CL and L aspects of the EYFS. Your theoretical knowledge of synthetic phonics is developing and you are starting to understand how incorporate appropriate elements for this age range into your practice. You are able to discuss examples where you have either enhanced the continuous provision or planned adult focused activities (or have observed children’s engagement in these aspect) in some aspects of CL and L with confidence; you are sometimes able to develop children’s ideas and thinking.

For ECE routes EYFS Placements You have yet to attain a basic understanding of the CL and L aspects of the EYFS. Your theoretical knowledge of synthetic phonics is very limited and you have not demonstrated an understanding of how to incorporate appropriate elements for this age range into your practice. You are unable to discuss examples where you have either enhanced the continuous provision or planned adult focused activities (or have observed children’s engagement in these aspect) in some aspects of CL and L with confidence.

For ECE routes KS1 Placements You have a highly developed understanding of the Simple View of Reading (SVoR) in terms of word recognition and language comprehension and how this model may be used for assessment and planning. Your knowledge of synthetic phonics is excellent; your teaching approach is always varied and innovative. You are able to discuss a comprehensive range of examples where you have engaged (or have observed children’s engagement) children’s interest in speaking and listening, reading and writing with confidence; you are always able to develop children’s ideas and thinking.

For ECE routes KS1 Placements You have a clear understanding of the Simple View of Reading (SVoR) in terms of word recognition and language comprehension and how this model may be used for assessment and planning. Your knowledge of synthetic phonics is good; your teaching approach is mostly varied and innovative. You are able to discuss a good range of examples where you have engaged (or have observed children’s engagement) children’s interest in speaking and listening, reading and writing with some confidence; you are often able to develop children’s ideas and thinking.

For ECE routes KS1 Placements Your understanding of the Simple View of Reading (SVoR) in terms of word recognition and language comprehension and how this model may be used for assessment and planning, is developing. Your knowledge of synthetic phonics and how to approach teaching this with groups of children is developing. You are able to discuss examples where you have engaged (or have observed children’s engagement) children’s interest in speaking and listening, reading and writing; you are sometimes able to develop children’s ideas and thinking.

For ECE routes KS1 Placements Your understanding of the Simple View of Reading (SVoR) in terms of word recognition and language comprehension and how this model may be used for assessment and planning, is very limited. Your knowledge of synthetic phonics and how to approach teaching this with groups of children is very limited. You are able to discuss a limited number of examples where you have engaged (or have observed children’s engagement) children’s interest in speaking and listening, reading and writing.

For PRIMARY route Placements You are able to discuss a comprehensive range of examples where you have developed children’s interest in speaking and listening, reading and writing with confidence; you are always able to develop children’s ideas and thinking. You have a highly developed knowledge and understanding of the role of systematic synthetic phonics for word recognition, spelling and the development of language comprehension, (as shown in the SVoR model of reading) and demonstrated in your teaching of discrete phonics sessions or within Guided Reading sessions); your ability to assess and plan for children’s further development is very good. Your approach to the teaching of systematic synthetic phonics is often varied and innovative. In a KS2 placement: your approach to teaching children to use phonic approaches to decode unknown words and/or spelling rules is strong and consistent

For PRIMARY route Placements You are able to discuss a good range of examples where you have developed children’s interest in speaking and listening, reading and writing with confidence; you are often able to develop children’s ideas and thinking. You have a good knowledge and understanding of the role of systematic synthetic phonics for word recognition, spelling and the development of language comprehension, (as shown in the SVoR model of reading) and demonstrated in your teaching of discrete phonics sessions or within Guided Reading sessions); your ability to assess and plan for children’s further development is good. Your approach to the teaching of systematic synthetic phonics can be varied and innovative. In a KS2 placement: your approach to teaching children to use phonic approaches to decode unknown words and/or spelling rules is usually strong and consistent

For PRIMARY route Placements You are able to discuss some examples where you have developed children’s interest in speaking and listening, reading and writing; you are sometimes able to develop children’s ideas and thinking. You have a basic knowledge and understanding of the role of systematic synthetic phonics for word recognition, spelling and the development of language comprehension, (as shown in the SVoR model of reading) and demonstrated in your teaching of discrete phonics sessions or within Guided Reading sessions); you are starting to be able to assess and plan for children’s further development. Your knowledge of how to approach the teaching of systematic synthetic phonics is developing. In a KS2 placement: your approach to teaching children to use phonic approaches to decode unknown words and/or spelling rules is developing

For PRIMARY route Placements You are able to discuss a limited range of examples where you developed children’s interest in speaking and listening, reading and writing; you are rarely able to develop children’s ideas and thinking. You have yet to attain a basic knowledge and understanding of the role of systematic synthetic phonics for word recognition, spelling and the development of language comprehension, (as shown in the SVoR model of reading) and demonstrated in your teaching of discrete phonics sessions or within Guided Reading sessions). Your knowledge of how to approach the teaching of systematic synthetic phonics is very limited. In a KS2 placement: your approach to teaching children to use phonic approaches to decode unknown words and/or spelling rules is very limited

Comments

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Target(s) for development

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Systematic Synthetic Phonics Phase One (Speaking and Listening) Observation Feedback Proforma

Trainee Name: Date:

Number of children: Age:

Host Teacher/Mentor/Link Tutor Name:

Signature:

Prompts Feedback commentsPlan Is there a clear focus (i.e. one a

specific aspect within Phase One)?

Is the focus informed by learning needs of the children (AfL)?

Is there evidence that the choice of activity is appropriate for the age and stage of development of the children?

Resourcing the activity

Are the resources appropriate for the age and specific needs of the group of children?

Do the resources encourage the children to be actively involved?

Is the activity multi-sensory?Teaching Is the Trainee enthusiastic and

do they engage the children? Are the children actively

involved? If the activity involves oral

blending (aspect 7), does the Trainee articulate the sounds correctly?

Does the activity encourage the children to develop at least one of the following:a) Tune into sounds (auditory

discrimination) b) Talk about sounds

(Developing vocabulary and comprehension skills)

c) Listening and remembering sounds (auditory memory and sequencing)

Assessment for Learning

Is the Trainee able to: Identify how well the children

met the learning intentions? What did the children’s

responses within an activity show about their understanding?

Identify if the children built on prior knowledge or identify any misconceptions?

Comment about individual children’s progress and any other learning demonstrated?

Target(s)

Actions identified to address Target(s)

Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration, Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.

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Lesson Observation Feedback: Teaching of Systematic Synthetic PhonicsTrainee name:

Date: Number of children/ Age:

Context of Observation:

Phonic Phase:

Questions /Prompts Developing Consolidating ExtendingPlanning

Are the learning objectives appropriate for the session?

The Trainee is clear about what the children will learn within the session

The Trainee has planned learning within the session around an appropriate learning objective

The Trainee has planned for the progression of learning within a sequence of lessons and can provide a justification.

Are assessment for learning opportunities built into the session?

There are some assessment for learning opportunities built into the session

There is clear evidence of assessment for learning opportunities being used in the session

Assessment for learning is used to inform future planning.

Is the Trainee able to discuss individual children’s progress?

The Trainee is able to discuss children’s learning

The Trainee is able to discuss children who had difficulties and those who excelled

The Trainee is able to discuss children who had difficulties and those who excelled and to identify next steps for them.

Comments

Lesson ObservationRevisit and Review

Developing Consolidating Extending

Does the Trainee ensure that children practise phonemes / learning already taught?

The Trainee attempts to revisit and review phonemes / learning already taught.

The Trainee ensures that children revisit and review phonemes / learning already taught.

The Trainee ensures that the children revisit and review phonemes / learning already taught in a systematic way

Is it kept active and well-paced?

The review attempts to be well paced and active.

The review is well paced and active.

The review is well paced and active

Are all children encouraged to contribute?

All of the children are encouraged to contribute.

Children are encouraged to contribute at an appropriate level

Children are encouraged to contribute at their level, with appropriate differentiation. If appropriate, additional adults contribute to the learning and/or assessment

Comments

Teach Developing Consolidating ExtendingIs the articulation of phonemes correct?

The Trainee demonstrates the correct articulation of phonemes some of the time

The Trainee demonstrates the correct articulation of phonemes most of the time

The Trainee demonstrates the correct articulation of the phonemes consistently

Does the Trainee encourage the children to articulate phonemes themselves?

The children practise articulating phonemes

The children practise articulating phonemes, and the Trainee addresses any incorrect articulation

The children practise articulating phonemes and the Trainee addresses any incorrect articulation and if necessary uses this to inform future planning

Are the children being taught how to blend and/or segment?

The Trainee teaches the skills of segmenting and/or blending as part of the lesson

The Trainee teaches and models the skills of segmenting and / or blending as part of the lesson

The Trainee teaches and models the skills of segmenting and / or blending as part of the lesson and addresses any difficulties that the children may be having.

Is there evidence of new learning, not just consolidation

The Trainee has planned for new learning

The Trainee shares new learning with the children

The children are clear about what they are learning

Comments

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Practise Developing Consolidating ExtendingAre children given opportunities to read graphemes in word to practise the phoneme?

The Trainee plans opportunities for children to read graphemes in words to practise the phoneme?

The Trainee plans opportunities for and models reading graphemes in words to practise the phoneme

The Trainee plans opportunities for and models reading graphemes in words to practise the phoneme. Appropriate differentiation is evident

Are children given opportunities to blend phonemes to read words?

The Trainee plans opportunities for children to blend phonemes all through the word in order to read

The Trainee plans opportunities for and models blending phonemes all through the word in order to read

The Trainee plans opportunities for and models blending phonemes all through the word in order to read. Appropriate differentiation is evident

Are children given opportunities to segment words into phonemes / graphemes for spelling?

The Trainee plans opportunities for children to segment words into phonemes / graphemes for spelling

The Trainee plans opportunities for and models writing the phonemes / graphemes for spelling

The Trainee plans opportunities for and models writing the phonemes / graphemes for spelling. Appropriate differentiation is evident

Are children given opportunities to write the grapheme or graphemes in order to spell words?

The Trainee plans opportunities for children to write the grapheme or graphemes in order to spell words

The Trainee plans opportunities for and models writing the grapheme or graphemes in order to spell words

The Trainee plans opportunities for and models writing the grapheme or graphemes in order to spell words. Appropriate differentiation is evident

Comments

Apply Developing Consolidating ExtendingDo children have opportunities to apply their phonic knowledge and skills in reading and / or writing activities?

The Trainee plans opportunities for children to apply their phonic knowledge and skills in reading and / or writing activities

The Trainee plans opportunities for and models how to apply phonic knowledge and skills in reading and / or writing

The Trainee plans opportunities for and models how to apply phonic knowledge and skills in reading and / or writing. Appropriate differentiation is evident

Do activities promote speaking and listening?

The activities incorporate speaking and listening strategies to support reading and writing

The Trainee makes explicit how the speaking and listening strategies will support the children with reading and / or writing

The Trainee makes explicit how the speaking and listening strategies will support the children with reading and /or writing. Appropriate differentiation is evident

Comments

Throughout the lesson

Developing Consolidating Extending

Is the session multi-sensory, fun and interactive but tightly focused on the learning objective?

The Trainee incorporates fun, multi-sensory interactive activities

The Trainee incorporates fun, multi-sensory interactive activities, which are designed to support the learning objective

The Trainee incorporates fun, multi-sensory interactive activities which effectively support the learning objective

Comments

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Additional comments

Following the discussion with your host teacher or Mentor, please use the highlighting on the grid above to agree an appropriate target

Target(s)

Actions to meet Target(s)

With thanks to the University of Cumbria for their kind permission to adapt and reproduce sections of ‘The Cumbria Teaching of Reading’Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration, Carnegie Faculty Office,

G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.

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Guided Reading Observation Feedback Proforma

Trainee Name: Date:

Number of children: Age:Host Teacher/Mentor/Link Tutor Name: Signature:

Prompts Feedback and Targets for DevelopmentPlan Is there a clear focus (i.e. on application of

specific phonic work and / or development of reading comprehension strategies)?

Is the focus informed by learning needs of the children (AfL)?

Is there evidence that the choice of text has been considered and that the level is appropriate?

Teaching sequence

Prompts Feedback and Targets for Development

Book introduction and strategy check

Does the Trainee Activate children’s prior knowledge? Engage and enthuse the children? Set a clear purpose for the reading? Introduce and discuss words / phonemes / affixes

that may pose a challenge to the children? Recap on relevant strategies?

Independent reading

How has the Trainee organised the session? Are the children reading individually, at their own

pace (aloud or silently)? Are they reading aloud round the group?Word recognition When appropriate, does the Trainee ensure that

children use phonic knowledge as their first strategy in word recognition?

If relevant, does the Trainee articulate phonemes correctly?

Language comprehension Do questions encourage the children to engage in

‘booktalk’? Are links made with other texts and the children’s

own experiences?Returning to the text and response

Note that the points under ‘Language comprehension’ above could be addressed in this section as well as / instead of during the independent reading section. Plus does the Trainee: Revisit the key objective and exemplify through

teacher modelling/peer demonstration? Promote pupil interaction, e.g. discussion pairs,

group discussion where pupils build on contributions of others?

Use a variety of teaching strategies to engage all learners in responding to texts, e.g. drama techniques, (hot-seating etc.); written responses in reading journals etc.?


Has the Trainee involved the children in self-evaluation?

How does the Trainee record assessment evidence?

What has the Trainee noted (e.g. applying phonic knowledge, demonstrating inference skills)?

With With thanks to the LancsNGfL and the English Education team of University of Roehampton; prompts taken from the PNS and adapted.Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration,

Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.

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Teaching of Mathematics

As we are all aware the Government are looking at strategies to improve pupils’ performance in mathematics. Within primary education this is being carried out through the introduction of the “Mastery Approach”.

As part of our on-going drive to improve the trainees understanding and delivery of mathematics, the mathematics teaching team have decided to introduce a focused maths observation for each placement and some specific activities. The following form aims to cover the various aspects of the delivery in relation to the Teaching Standards.

The information gathered from these focused observations will help us support the trainees more fully and develop the delivery in University.

Completion of the form:Once the observation is complete please make 2 photocopies the completed form Student – Original Mentor – CopyStudent Administration Office – Copy

During the placement

Year 1 (Primary and ECE) PGCE Phase 1

As part of their non-teaching time trainees need to observe mathematics teaching across the Key Stages in order to develop an understanding of the maths curriculum from Foundation Stage to Y6.

Trainees to complete a reflection sheet to highlight any areas of subject knowledge and understanding to be re-visited.

Year 2 (Primary and ECE) PGCE Phase 2

Trainees need to arrange time with the Maths Subject Lead to a) discuss the school’s maths policy – to develop their understanding of progression

across the Key Stagesb) discuss how maths is assessed and how the data is used

Trainees to produce a record of the meeting and highlight any aspects to be discussed with University tutors prior to the final placement. Year 3 (Primary and ECE) PGCE Phase 3

Trainees need to ensure they carry out at least one maths assessment using the school’s assessment grid and discuss the results with the class teacher – thinking of next steps, interventions etc.

Trainees to have evidence of this in their placement file. This will be discussed on their return to University as part of the post placement interviews.

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Focused Observation for MathematicsTrainee Name: Date:Number of children: Year Group:Host Teacher/Mentor or Link Tutor Name:

Signature:

Prompts Feedback commentsPlan Is there a clear objective with a

specific aspect of number Is this objective informed by prior

learning needs of the children Is there evidence that the choice

of activity is appropriate for the age and stage of development of the children?

Have common misconceptions been identified.

Resourcing the activity

Are a range of resources used to demonstrate and explain ideas and methods?

Are the resources appropriate for the age and specific needs of the group of children?

Do the resources encourage the children to be actively involved?

Are other adults utilised effectively

Teaching Is the Trainee enthusiastic and do they engage the children?

Are the children actively involved? Does the Trainee model and

demonstrate the correct use of Mathematical vocabulary?

Is the Trainee secure in their Maths SK and pedagogy?

Are all the childrena) clear about the learning

objectiveb) given sufficient time to

demonstrate their understanding

c) secure enough to offer up their own methods and solutions for discussion


Is the Trainee able to: Identify how well the children met

the learning intentions? Identify the children’s

understanding? Identify if the children built on

prior knowledge or identify any misconceptions?

Comment about individual children’s progress and any other learning demonstrated?

Targets

Actions identified to address Targets

Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration, Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.

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Weekly Review and Targets This needed to be completed with your mentor during your weekly review meeting

Trainee Name:School/Setting:Week: Date of Review:Review of last week’s targets/standards. Have they been achieved?

Evaluation of last week’s lessons including comments from class teachers

Evidence of Progress (feedback, planning, observations)

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Areas for further development from last week

Tutorials, seminars, meetings, workshops, attended?

Trainee impact on pupil learning and progress

Next week’s targets/ standards

Any further comments

Mentor Signature Trainee Signature

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