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2. What should you do if you are going to be/are absent? Ready, steady, go! Ready, steady, go! Page 7 The student must: Contact the school – Telephone the school personally Contact their University Tutor Contact the appropriate Programmes Office – Tel: (Crewe) or (Manchester) University Tutors should be notified about planned absences, i.e. school trips, as soon as the date of absence is known. Unplanned absences should be notified as early as possible on the day of absence am at the latest - and subsequent days where necessary. A student MUST telephone the school EACH DAY of their absence so that the school can plan accordingly. It is not acceptable for a student to send a text message to the Professional Mentor or Class Mentor to notify them of an absence from school in place of the telephone call to school. The University will treat any breach in these arrangements very seriously.
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BA (Hons) Primary EducationYear Two
School Based Training Briefing 2015-2016
HANDBOOK QUIZ!
1. When does the SEN and Inclusion focus take place? Across how many days?20 sceonds
and counting!
• The SEN & Inclusion focus is referred to on pages 8 & 13.
• It takes place AFTER the Interim Report across a five day period, which can be spread across two weeks.
• Appendix 4 (pages 23 – 25) give the full details and a breakdown of what the focus should be on each of the five days.
2. What should you do if you are going to be/are absent?
Ready, steady, go!
Page 7The student must:• Contact the school – Telephone the school personally• Contact their University Tutor• Contact the appropriate Programmes Office – • Tel: 0161 247 5054 (Crewe) or 0161 247 2436 (Manchester) • University Tutors should be notified about planned absences, i.e. school trips, as soon as the
date of absence is known. • Unplanned absences should be notified as early as possible on the day of absence - 8.30 am
at the latest - and subsequent days where necessary. A student MUST telephone the school EACH DAY of their absence so that the school can plan accordingly.
• It is not acceptable for a student to send a text message to the Professional Mentor or Class Mentor to notify them of an absence from school in place of the telephone call to school.
• The University will treat any breach in these arrangements very seriously.
3. What is the difference between the Class Mentor and the Professional Mentor?
Ready, steady, go!
Page 4:Class Mentor
• This is the teacher of the class in which the student is undertaking their placement. It replaces the term ‘School Tutor’ in our documentation to better reflect the significant mentoring role of the Class Teacher.
Professional Mentor • The Professional Mentor is the person within school with designated responsibility for
students. The Professional Mentor may be working with several students at the same time, in a coordinating/overseeing capacity. There is acknowledgement that in some schools the Class Mentor also undertakes the role of Professional Mentor.
4. What should Professional Development time be used for and what percentage of your week should be
dedicated to this? Use Week 2 as a starting point!
Ready, steady, go!• Page 12:
Week 2 – 50% teaching
• You will have 10% time each week to work on your files (planning, evaluating, reflecting on your progress etc.), 10% PPA time (preferably spent with the Class Mentor) and the remaining (30%) time should be used as Professional Development time.
• This could include observing different year groups, working on tasks for University, making observations of children etc.
• You should document clearly on weekly timetables how you are using this time.
5. How can both students achieve 60% teaching by Final report in a paired placement?Ready, steady, go!
Monday Tuesday Wednesday Thursday Friday
Session 1 Student A - Lead Teacher
Student B – Group Teacher
Student A - Lead Teacher
Student B – Group Teacher
Student A - Lead Teacher
Student B – Group Teacher
Student A - Lead Teacher
Student B – Group Teacher
Team Teaching
2 Team teaching Student B - Lead Teacher
Student A – Group Teacher
Student B - Lead Teacher
Student A – Group Teacher
Student B - Lead Teacher
Student A – Group Teacher
Student B - Lead Teacher
Student A – Group Teacher
3 Student B - Lead Teacher
Student A - Lead Teacher
4 Student B - Lead Teacher
Student A - Lead Teacher
Appendix 5 – page 26
6. What date is the Interim Report week?Ready, steady, go!
Page 6• University Tutor visit 1 - Interim Report
w/b 1st February ‘16
7. What five things need to be done before you begin your placement?Ready, steady, go!
Page 14
Preparation prior to day visits: • Send letter of introduction to Head Teacher• Gather contextual information about the school from
relevant websites• Read the SBT Handbook carefully• Establish draft targets• Set up your SBT files. Have these available in school every
day
8. If you have a problem on placement what should you do?Ready, steady, go!
Appendix 6 – page 27
9. What do your lesson evaluations need to focus on?Ready, steady, go!
Page 11
You are expected to evaluate each lesson/sessionthat you teach. You should talk to your mentorsabout your lesson/session to gain help in decidingwhat is significant. Use the prompts on your planning pro forma toguide you and the Planning and EvaluationGuidance document on the Partnership website.
10. What happens if you remove yourself from your placement or if the school asks you to leave?
Ready, steady, go!
Page 7:If you are asked by the Head Teacher to leaveyour placement or you withdraw yourself froma placement, you will automatically fail theplacement.
