year 1 school based training briefing 2. have you: developed an understanding of how children learn?...
TRANSCRIPT
Have you:
•developed an understanding of how children learn?•developed an understanding of the range and diversity of educational institutions?•developed an understanding of the roles of adults and children in a school?•involved yourself in the life of the school?•contributed to the educational experience of a group of children?•taught and planned for a whole class? across the curriculum?
It is essential that you read and understand the guidance on placement which you access from the partnership website:
www.mmu.ac.uk/education/partnerships/primary Key features about the placement Preparation and focus Planning and proformas Checklist for SBT file
Also look out for updates and messages on Moodle
Be involved in playground duty and assemblies Be involved in INSET days and staff meetings
(where appropriate) Study school policy documents Shadow the class teacher talking to
parents/carers Attend a parents’ consultation when acceptable to
the Head Experience a visitor to the class or a class outing Be involved in a lunch time or after school club
and school functionsWhich teaching standard does this meet?
Professional Responsibilities Standard 8
8a Positive contribution to school life 8b Effective relationship with colleagues
8e Improve teaching through feedback and advice
Know the name of the relevant colleague to whom issues should be reported.
If you have any concerns you must talk to your mentor and /or your tutor
Check all relevant information (read policy) regarding child protection/safeguarding vulnerable children, school procedures
Never ask to see one child alone, always ask for another colleague to be there
Under no circumstances can you use any kind of physical force with a child
1a Establish a safe and stimulating environment
1c Demonstrate expected values and behaviour
7a Clear rules and routines for behaviour 7b Maintain a fair and effective framework for
discipline 7c Manage class effectively so they are
involved and motivated 7d Maintain good relationships with pupils
using minimum, timely intervention
Week 32w/b 9th March 2014
Three Week Block (2) Visit (1) from University Tutor (w/b 16th or 23rd March)Interim Report (w/b 16th or 23rd March)
Weeks 38- 4224th April – 22nd May Day Visits each Friday
Week 41w/b 12th May 2014 Completion of SBT tasks for PDR tutorial w/b 12th MayWeek 44 or 45w/b 1st June or 8th June (depending on half-term)
Three Week Block (3) Visit (2) from University Tutor (w/b 8th or 15th June)
Week 46 or 47w/b 15th or 22nd June Final Report
Remaining PDR datesUniversity Tutorial
Week beginning 18th May Action Plan Phase 2
School MentorWeek beginning 9/16th March
Week beginning 1/8th June
Review - Are you up-to-date from block 1?◦Plan and teach at least part of lesson to
the whole class in both Mathematics and Literacy (as a minimum)
◦Talk about learning – discuss the planning-teaching-assessment cycle
◦Respond to targets from 2 RoLOs (Record of Lesson Observation)
◦Set targets for next block – see reflecting on progress and setting targets
◦Completion of all relevant SBT tasks to this stage of the placement
3a Competent subject and pedagogical knowledge, maintaining pupil’s interest and addressing misunderstanding
3c Use and promote high standards of literacy and standard English
3d Clear understanding of systematic synthetic phonics
3e Clear understanding of strategies for teaching early maths
Spring Term - Block 2
◦Plan and teach a lesson to the whole class in English, mathematics, science and a foundation subject (as a minimum)
◦Discuss individual children’s learning◦Respond to targets from each RoLO ◦Complete a weekly reflection including
progress towards meeting standards and identified targets
◦INTERIM REPORT◦Discuss Interim Report and set new targets
for next block
Develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer
Plan and coordinate a rolling programme Carry out observations Reflect on experiences and learning Relate what you have seen to the standards Use your reflections for next school tutorial
University Tutor visits the school to talk with the teacher and Mentor about your progress and discuss the interim report
Teacher/Mentor and University Tutor will do a joint observation (20 -30 minutes)
SBT files are checked for: quality of planning, assessment and evaluation Also SBT tasks are checked.
A judgement will be made against the standards. The interim report will be shared with the student with clear targets to develop
If it is judged that you are ‘at risk’ this indicates that you are at risk of failure
In this case an action plan with targets is put in place to support the student to make satisfactory progress against the standards
An additional visit from the tutor is arranged
A senior moderator may be involved in the final decision of whether a student passes or fails SBT
2b Plan teaching to build on prior knowledge 2d Demonstrate understanding of how
children learn and make adaptations 4a Good use of session time 4b Promote a love of learning 5a Differentiate appropriately, enabling
effective teaching 5c Adapt teaching to support stage of
development
Bring in your files each day on placement Use the contents page to organise your files Use the range of planning proforma Continue to develop your plan, teach,
assess, evaluate cycle Remember to complete a weekly
reflection. Two examples are available on Moodle. Include progress towards Key Issues identified in your targets.
Collect evidence for meeting the standards such as annotated children’s work
Summer Term - Block 3◦Plan and teach 50% of the timetable to
the whole class and groups across the curriculum (English, mathematics, science and a range of foundation subjects)
◦Begin to use a range of assessment strategies (AfL)
◦Respond to targets from RoLOs and continue to complete weekly reflections
◦Ensure SBT and PDR files are complete◦FINAL REPORT◦Discuss Final Report and set new targets
for placements in year 2◦Complete electronic evaluations
The decision is a joint one made between the school mentor and the university tutor
This decision is made from evidence against the standards using the grading criteria.
Examples of where this evidence is found is through RoLOs, teacher comments, planning, evaluation and notes in the SBT file
4d Reflect systematically on the effectiveness of teaching and impact on learning
6d Give pupils regular feedback and encourage response
Who you are going to assess – which group of children or which individuals?
What you are going to assess – skills, knowledge, attitudes, concepts?
How you are going to assess – by observation, by marking written work, by oral response?
When you are going to assess – after the lesson/session, during whole class introduction, during the plenary or during independent work time?
Assessment for Learning-making judgements about learning-use in evaluations
Assessment of Learning (SATs, phonics checks, tests)