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PGCE Primary EducationInitial Placements Handbook
2019 – 2020
Guidelines for Students and Schools
TE6681 2019 - 2020
Contents Page number
Contact details 3
Placement overviews 4 - 14
Placement feedback and support 15
Lesson observation guidance 14
Peer observation record 14 , 36
Weekly review of progress meetings 15 , 36-38
Standards progression document 17
Lesson evaluation 17, 27
Students experiencing difficulties 17
School pen portrait 18
The school placement files 19 - 23
Planning checklist 24
Lesson planning 25
Weekly evaluations 29
Lesson Observation Form (2019-2020) 34-35
Assessment expectations 30- 33
Record of modelling exemplary practice 39
Concluding the placement and report form 40-41
Contact Details
If your query is about: Contact Person Contact at:
2
Mentor Training.
Second opinion visits.
External Examiner visits.
Referred or deferred students.
Any urgent issue
Joanne Clifford SwanPartnership Manager for Initial
Teacher Education
Jo a n n e.Swan@ n or t h u m bri a .ac.uk Tel: 0191 215 6457
Mobile:07875529171
Placement allocations
A student or students on placement in your school.
School visits or observation of students.
Sue Knight (PGCE),Lorain Miller (BA1 and 2)Debbie Myers (BA2) or
Lucy Barker (PGCE- EYP)
S u e . k n i g ht@n o rt h u m bri a . ac .uk Tel: 0191 349 5825
[email protected]: 0191 215 6914
[email protected]: 0191 215 6850
l.a.barker@ northumbria .ac.uk Tel: 0191 215 6458
A student on block placement,including initial, non-urgent queries and urgent queries if none of the above are contactable
Allocated Link Tutor For assessed placements only
Placement offers.
Partnership Agreements.
Allocation of placements.
Changes to offers.
Finance.
Placements Team
Jonathon DevittPlacement Coordinator
Kevin SugdenPlacement Administrator
Tel: 0191 215 6474 or 6088
University based content
Programme Leaders: School Direct: Kevin Ardron
PGCE Primary: Sophie Meller PGCE EYP: Jillian Duncan BA (Hons) Early Primary: Karen
Hudson
k e vi n. A rd r o n @ n o rt h u m bri a .ac.uk
S o p hie. M e l l er @ n o rth u m br i a. a c .uk
j ill . D u n c a n @ n orthu m bri a . ac .uk
We hope that all of our students will work within the expectations of Part 2 of the Teachers’ Standards 2012.
If you feel this is not the case, or you have any additional concerns, please contact Sue Knight in the first
instance.
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Our vision is to:
‘create excellent 21st Century educators who can lead and inspire children and young people to reach their full potential. We do this through outstanding partnership working, high aspirations, and having raising achievement at the heart of all we do.’
Placement Overview
This initial placement is in one school, arranged in two phases and spanning the autumn and spring terms.
Following one week’s preparation time the students will undertake a seven week, non-assessed initial placement,
gradually assuming responsibility for planning, teaching and assessment within the classroom. As part of this
initial experience there is an expectation for all students to work on a speaking and listening intervention within the
school, for which they will need to provide evidence of teaching the programme and the impact it may have had
(please see p.5-6 for further details).This initial placement informs the six week assessed placement in the spring
term. The guidance that follows sets out expectations in terms of the amount of teaching responsibility students
should have at each stage of the placement.
For this placement, two students are usually placed in the same class and share the planning and delivery of
lessons. Team teaching and action research are encouraged on this placement. The emphasis throughout is on
students developing an understanding of effective behaviour management, as well as beginning to develop their
whole class- teaching skills, particularly in the core subjects. It is hoped that students build on their understanding
of pupil progress, through focused observation. Students will require a member of staff to be assigned as their
mentor throughout their placement time.
At the end of the non- assessed phase, schools are required to complete a placement report. This requires no
grading but provides summative comments against each of the Teachers’ Standards, helping students to
prepare for the assessed phase. At the end of the assessed phase, schools are required to submit an end of
placement report. They should also submit (if Key Stage 1 experience has been gained) a brief phonics report,
as well as a report for mathematics. Examples of these are included at the end of this handbook.
During the placement, it is expected that students will work within the Teachers’ Standards,
demonstrating appropriate personal and professional conduct.
4
Initial Unassessed Placement Requirements
E x pe ri en c e o f w o r k in g wi t h a s m al l g r ou p o f c hil d r e n (t h r ee ) , del i v e r in g a na t io n a ll y a cc r e d i t e d intervention ‘Talking Partners at Primary (TP@P)
Assessment of the targeted children pre and post initiative
Planning and teaching three TP@P sessions of 25 minutes per week, with three pupils
E x pe r ien ce o f w o r k i n g w i t h a w h o l e c l a s s :
Planning joint lessons (with teacher/peer) and delivering lessons together; e.g. one student/class
teacher introducing the lesson, both working with groups during the main part of the lesson and
the other student / class teacher concluding the lesson
Planning joint lessons (with teacher/or peer) with one student delivering the lesson and the other
acting as classroom support
Planning and delivering a whole class lesson, identifying the role the other student/ class teacher
would undertake during the lesson.
Modelling Exemplary Practice
There is an expectation that students have wide and varied opportunities whilst in the school to observe
exemplary classroom practice, throughout the key stages and within a variety of classroom contexts and
subjects as stated in Standard 1 of the National Standards for School Based Initial Teacher Training Mentors
(2016). h ttps : / /w w w. g o v. u k /g o v e r n me n t / up l o a d s / s yste m / u p l o a d s/ a tt a c h me n t _d a t a / f il e /5 3 6 8 9 1/ Men t o r _ st
a nd a r d s_ r epo rt_Fi n al . pd f
This will also contribute to their requirement to complete a minimum of 10 days in Key Stage 1 over the year.
A form for students to record these observations is provided.
Talk Partners @PrimaryWhat is Talk Partners @ Primary?
TP@ Primary is a successful, structured oral language programme which aims to give children the basic skills
of how to be good communicators and raise levels of achievement in literacy; it gives the opportunity to
develop the skills of listening attentively and talking with confidence. This supports work in all curriculum
areas, particularly literacy, by aiming to accelerate individual learning. TP@ Primary is shown to improve
speaking and listening skills, reading and writing confidence and develop children’s self-esteem and personal
confidence.
Standardised assessment shows average gains of eighteen months after a ten week programme
5
How will this be achieved?
Students will arrive in school following two days accredited training in the nationally recognised TP@ Primary
initiative. Students will have a good understanding of the strategies to use over the placement and the
required materials to deliver this strategy.
Students will work with three identified children, three times a week for 25 minute sessions over the course of
the autumn term.
What does the school need to do?
A point of contact, for example the English co-ordinator or SENCO, will need to be established with whom the
students can liaise.
The school needs to identify three children per student to receive TP@Primary intervention. These can be aged
from Reception to Year 6. The individual children may have delayed literacy development, may require fluency
in the English language or would benefit from enhanced listening skills.
In order to ensure the best possible impact, it would be beneficial if students were provided with:
Current assessment information for the identified children in reading and writing. The students will
be required to carry out their own assessments before the programme begins and on completion
Resources will be suggested during training, but the students may require assistance in selecting
appropriate texts and materials according to the age group of the children
A quiet space to work
To comply with ITT criteria could schools all please ensure that trainee teachers are provided with the following at
the commencement of their training in school:
the child protection policy the staff behaviour policy (sometimes called a code of conduct) information about the role of the designated safeguarding lead
a copy of Keeping Children Safe in Education’
Full details can be accessed via this link: file:///U:/Northumbria%20Sept%202012-/ofsted/Compliance%20docs/Feb%202017%20Initial_teacher_training_criteria_and_supporting_advice.pdf
6
Placement Dates
Non-assessed placement: 14/10/2019 – 13/12/2019
Dates Students to focus on Class teacher/mentors to support with
Preparation week 1w/b 14/09/2019
A priority is to read and understand theschools safeguarding policy and procedures, including information regarding Prevent. Ensure you identify who the designated safeguarding lead is within the school and sign the declaration contained in the school context file.
Begin to undertake some class management tasks during these preparation days and throughout the placement with the class teacher’s support, and at the class teacher’s discretion, such as helping with yard duty or after school club, attending a staff meeting, leading children to and from assembly, stopping children at the end of a lesson, giving the children brief instructions during a lesson etc.
Familiarise yourself with the schools behaviour, special needs, assessment and marking policies.
Work alongside the class teacher in the host class, observing how he/ she works, and the various strategies and techniques that are used for managing children’s behaviour. It is vital that you understand strategies for ensuring that the children behave appropriately and are aware of the need for consistency in managing children’s behaviour
Identify four focus children to be monitored
Share the school safeguarding policy and procedures.
Facilitateopportunities to clarify and explain classroom organisation and provide a class timetable.
Provide students with any schemes of work or plans for English, mathematics and science work over the block placement period.
Share the school behaviour policy and explain how it is applied.Explain systems of sanctions and rewards.To explain how transitions, routines and relationships are managed in the school and classroom and how these impact on behaviour.
It would be useful for
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throughout the placement and who arerepresentative of the range of ability in English and mathematics in the class. It would be useful if at least two of these were your intervention children. Begin to collect samples of work from English and mathematics. Annotate and describe what the child can do in relation to the learning objectives and whether the work was independent or required support. This work will be added to the focus children’s profile in your planning and assessment file. Update these gradually with information relating to achievements in other subjects, including cross- curricular/topic focused learning.
Prepare a list of questions to discuss with the class teacher or training co-ordinator during the week. These questions should focus on the teacher’s use of assessment, target setting and pupil tracking of children’s ability in English and mathematics in the class. This completed information will then be placed in the planning and assessment file.
Ensure that the planning and assessment and school context files contain all the relevant required information including notes on the school marking policy.
Observe a science lesson during this week, either in host class or in another class. Reflect on the organisation of the lesson and the use of resources seen. Discuss the lesson outcomes with each other and class teacher.
Prepare to teach an element of English, mathematics or science (mental/oral starter, introductory session, guided group work, plenary etc.) to a group of children of similar ability, including one of the focus children, using the teacher's planning as a starting point. With support from the class teacher, each student will need to develop his/her own lesson plan for the group of children they will be teaching towards the end of the week. Use the lesson plan provided in the back of this booklet.
students to gain anunderstanding of how assessments are carried out across the school, for example, SATS/other assessments are administered.
It would also benefit students to become aware of how the host school analyses the assessment data and tracks pupils within and across year groups.
Class teacher/school based mentor to carry out student file check.
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Assessment information gathered to date, in relation to the focus child, should be used when planning the group activity. After the teaching activity discuss the outcome with the class teacher / peer and then annotate your lesson plan in light of this discussion. Please reflect on :
What each of the children know and can do and what evidence there is to support this
What are the implications for future teaching during this placement
Identify on the lesson plan points for future action with regard to theirteaching and children’s learning
Identify strength and a target based on their own teaching to carry forward to the assessed part of the placement
Update the pupil profiles of any children who were in the taught session
Observe how foundation subjects are taught in school. You need to be aware of the use of technology in the class and especially for your four focus children.
Meet with identified group intervention pupils and discuss their personal targets with the class teacher. Carry out initial assessments.
Provide informal feedback on this teaching session.
Mentors are asked to ensure that students get the opportunity to observe good practice across different keys stages within the school during the course of the whole placement, including observation of phonics and early maths in Foundation Stage and Key Stage 1, as well as gaining an understanding of KS2 expectations.
Ensure students have an appropriate space to work on their group intervention.
9
Week 2Either w/b 21/10/2019 or 28/10/2019 depending on half term
Students should continue to observe and assist the class teacher.
In addition, the student should spend time teaching an element of English, mathematics or science to a group of children with at least one focus child in the group (mental/oral starter, introductory session, guided group work, plenary etc).
After the teaching activity discuss the outcome with the class teacher / peer and then annotate
lesson plans in light of this discussion.
Ensure that files are correctly organised and contain the required information.
A strength should be identified and a personal target set for the first teaching week.
Detailed planning completed and discussed with class teacher in preparation for at least the first lesson taught in each subject area.
Begin the group intervention, 3 times a week for 25 minutes with children in host class or other classes.
Check student files to ensure they are well organised and contain the required information. Sign contents pages.
Discuss personal targets for the next week and plan a timetable of teaching, based on the outline suggested.
Weeks 3 - 8 Students will work to a timetable that includes approximately:
60% time in host class, teaching parts of some lessons, e.g. starter/plenary while pair and class teacher are in the class, planning and teaching of groups. This can move to teaching whole class lessons after week 4
20% (3 times a week), group intervention with children in host class or other classes
10% focusing on one core subject (observation of teaching/looking at work/schemes etc.)
10% working on personal targets
A sample day might looklike the following:
Student role
Firs
tse
ssio
n
Student A- leadsteaching Student B- providesclassroom support
Break
Sec
ond
sess
ion
Student A- leadsteaching Student B- observes in another class
Lunch
Third
sess
ion
Student B- leadsteaching Student A- observes in another class
10
Week 7
Complete any outstanding English/mathematics tasks
Conclude group intervention andassess progress
Oversee timetable for(02/12/19) each weeks teaching
STUDENTS ARE INUNIVERSITY onM o n day 2nd Provide verbal feedbackD E C E M B ER
Conduct a weekly reviewof progress (ungraded)
Week 8(09/12//19) Observe each student
teachingand provide verbal andwritten feedback
Complete a placement report. This requires no grading but provides summative comments against each of the Teachers’ Standards, helping students to prepare for the assessed phase.
Assessment
For this unassessed phase of the placement, formal grades on progress are not required. However, the
weekly review of progress can be a useful means of giving formative feedback and specific targets to ensure
progress is made to enable students to be ready for the assessed phase of their training. Lesson
observations (2 per week) can serve this same purpose, with informal feedback given rather than grades. It
is vital that the students and school are familiar with the grade descriptors, which themselves are a check on
progress relating to Teachers’ Standards. It is useful if an informal review of progress is made using the
Standards Progression Document.
Although unassessed, any aspect of this placement which is causing concern should be reported to
the link tutor if the issue cannot be resolved speedily in school.
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Teaching Weeks
Students have a responsibility to:
Work on personal targets set each week
Proactively improve their own subject knowledge, with a strong focus on
English/mathematics and science in KS1 and KS2
Complete the cycle of assessment and delivery of an intervention and
appropriate analysis of effectiveness
Respond professionally to advice given, as well as proactively seek advice
Reflect on and analyse all taught activities and lessons, annotate planning accordingly
Observe their partner teaching for approximately 10 minutes, record the observation on the Peer
Observation Feedback Record Sheet, and give appropriate feedback; (where students are not in a
paired placement it would be helpful if the class teacher could undertake a similar observation and
feedback session)
Complete a weekly evaluation
Keep notes from tutorials and points discussed with class teacher / Training Coordinator
Update records on the four focus children, outlining their progress
Continue to update both files, which are always available for scrutiny from school and university staff
Cross-reference experiences to Teachers’ Standards using the Standards Progression Document
Manage time efficiently to meet the demands of the placement
Maintain an excellent attendance record
Moving into the assessed placement requirements
Students will be required to demonstrate:
Growing competence and confidence in whole class teaching in the key stage in which they are placed
Engagement with school based coaching and mentoring in order to improve own skills and be able to demonstrate progress towards personal targets
Developing understanding of teaching and learning to impact on the progress of identified underachieving pupils
Increasing knowledge and understanding of their identified primary phaseInitial Assessed Placement – Outline and Requirements
(6th January- 28th February 2020)
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Week 1 Preparation week (6.1.20)
Students carry out a range of activities to ensure that that they are ready for the assessed part of this initial placement. This may include university tasks.The student will be prepared to begin the rest of the Intermediate phase of the placement with:
Files ready to complete the placement A strength identified and a personal target set for the first teaching
week Systems in place for use in further planning Detailed planning for at least the first lesson to be taught in each
subject area or equivalent By Day 5, students should be able to demonstrate their ability to
plan and deliver short, whole class session and/or targeted group work
By the end of this week, it is expected that the student will be prepared for the teaching requirements of Week 2. P l e a se c on t act y ou r l i n k t u t o r i f e i t her sc h oo l o r stu d e n t f e e l s t h i s i s n o t the c as e
Weeks 2 - 6Students will work to a timetable that includes approximately:
60% time in host class, initially teaching parts of whole class lessons This should progress to whole lessons and preferably a Sequence of lessons in either English or maths by week 4
20% group/1-1 intervention work with children in host class or other classes
10% focusing on core subjects (observation of teaching/looking at work/schemes etc.)
10% working on personal targets based on those set from previous placement
S t u d e n t s a re r e q ui r ed to s ub m i t t h e g r ad e s f o r o b se r v e d l esson s to t h eir L i n k T u t o r e a ch w e e k a f t er t h e w ee k l y r e v i e w o f pr o g r e s s
Class teacher/training co-ordinator to: Observe each student teaching twice and provide verbal and
graded written feedback Conduct a weekly review of progress using Ofsted grade
descriptors, assessing against each of the Teachers’ Standards in the Standards Progression Document
Oversee timetable for subsequent weeks
Week 6(24.2.20)
As week 5, with opportunities for consolidation or enhancement of teaching skills and increased subject knowledge in the core subjects.
Students are required to submit their grades assessed against ALL Standards to their Link Tutor.
Placement reports to be completed during final review of progress.
13
Placement Feedback and Support Lesson
Observations
Each assessed week a member of staff from the school should formally assess the student teaching
twice using the 2019/20 university lesson observation proformas. This could be the class mentor, the training
coordinator, Head teacher or any other qualified teacher. The proforma allows for comments to be made
showing the student the strengths of the lesson and 2 or 3 areas for development linked to the Teachers’
Standards. Upon completion of the observation the mentor will highlight the relevant criteria appropriate using
the narrative provided to allow them to make an overall judgement. An overall judgement for the lesson is
made by “best fit” decision.
T he s t u d e n t w i l l bene f i t fr om f ee d b a c k g i v e n a s so on a s is pr ac t i c a l a fter t h e l ess o n ha s e nded , perhaps at the
end of the day. At the end of the feedback tutorial the student should be set two targets for the next observed
lesson (see proforma) which will be drawn from the criteria that was not highlighted during the lesson observed
e.g. if the learning objectives were not explained this would be a smart target for the next lesson. These should
always make reference to an appropriate Teachers’ Standard, where possible. In this way the student is aware of
the strengths of their work and has two or three smart targets as a focus for the next lesson and could make
measurable improvement during each lesson observed.
Peer ObservationsIn addition to the weekly observation from the class teacher, students should carry out one peer observation
per week on their paired partner. They should observe their partner teaching a lesson for approximately 10
minutes and feedback using the peer observation schedule.
Where students are not paired with a partner in a classroom, they will benefit from team planning
and teaching with the class teacher. The class teacher can assume the role of the other student during class
lessons, as below, and should carry out and complete the peer observation in addition to the one formal lesson
observation each week.
Weekly Review of ProgressTutorials
Students should meet each week with the class teacher / training co-ordinator to evaluate and review their
placement experience. A Weekly Review of Progress proforma should be completed for each assessed
week and would be good practice during unassessed placement weeks. Where a
school has offered more than 2 places it may well be possible to bring all students together for a single,
weekly session. It is, however, important to acknowledge the differing needs of individual students. There may
be a need to speak briefly with each student to ensure that there are no concerns or anxieties which they feel
unable to voice in the larger group.
The Weekly Review of Progress meeting proforma helps to identify progress made from the previous week,
as well as next steps.14
During these reviews, it would be extremely helpful if the following aspects of planning and assessment were
explained:
What do the class medium term plans look like and where do they come from?
Which resources / schemes / guidance are used in developing medium term plans?
How are cross-curricular links made between different subjects and what do these look like on the
plans?
How do medium term plans develop into individual lesson plans?
How are success criteria planned?
How are the children assessed and differing opportunities to do so
How outcomes of assessments are recorded and used to inform pupil progress
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Standards Progression Document This electronic document contains Ofsted expectations of student teachers at different stages of their training. It is
linked to the Teachers’ Standards and should be reviewed each week during weekly tutorials. A discussion against
each of the Teachers’ Standards will inform the evidence recorded here. Lesson observations will be used as part of
this evidence. This also enables students and tutors to clearly see the aspects of the practice which need to
improve and for further development to take place. At the end of the placement, this record will provide evidence in
assessing against the Teachers’ Standards and will inform future placements.
Students are required to collect evidence of achieving QTS standards throughout their placement time. Most of
this evidence will be collected through planning and teaching. Occasionally, however, a student will collect
evidence in other ways; e.g. through class outings, attending staff meetings, taking part in after school clubs
etc. It is the student’s responsibility to record and date this evidence; identifying the appropriate QTS standards
and asking the class teacher/Training Co-ordinator to sign the evidence. This can then be used to support
evidence of QTS in the student’s Standards evidence on their ILDP. Evidence that is not created electronically
such as observation feedback etc. can be photographed or scanned and uploaded to support the e-portfolio.
Lesson EvaluationIt is good practice to evaluate how lessons have gone. At the end of each lesson taught, a brief evaluation of the
strengths and weaknesses should be done. This can often inform planning for the next lesson. Weekly
evaluations should also be kept. A good weekly evaluation will be dated, analytical and not descriptive. It should
reflect on how specific aspects of your teaching have impacted on children’s learning and should begin to
explore ways in which this should influence your subsequent planning and teaching. It should also include an
overall summary of the extent to which children have met their learning outcomes through the week. In most
cases a minimum of one side of A4 at font size 12 would be considered appropriate for a weekly evaluation.
Students experiencing difficultiesStudents who experience problems or difficulties on placement should speak in the first instance to the host
class teacher or school Training Co-ordinator and highlight the problem(s). The problem(s) may be able to
be solved at school level without any other support. Students should contact their Link Tutor after this if they
need further support and advice.
Class teachers/Training Co-ordinators who are concerned about any aspect of a student’s placement (planning
and preparation, teaching ability, attitude, progress, placement file maintenance, etc.) should in the first
instance discuss the problem with the student. If the problem is solved quickly then no further action need
be taken. If a class teacher/Training Co-ordinator feel they would like/need further support with a student’s
placement they should contact the Link Tutor after first discussing the problem(s) with the student. A Link
Tutor will visit and a Student Support Form may be written. A Student Support Form should identify short term
targets, an achievable timescale and support that will be given by the school to enable the student to
achieve the targets.
16
Pen Portrait for placement schools 2019 - 2020
17
Name of school
Name (e.g. Initial Assessed) and Date of Placement Type of school (Academy, Free, Faith)Local Authority
Age phase (e.g. primary)
Number of pupils
Number of teachers
Number of support staff
Philosophy/vision of the school (see website or prospectus)
General comments (see website or Ofsted report)
What does the school do really well?
What have you learned from the school as you move forward into your next placement?
The School Placement Files
Students will keep two files during the placement w h i ch t h ey are e x p e c ted t o h a v e in sc h o o l w i th t h em at a l l
t i me s .
The files are professional working documents kept by the student. The files themselves constitute an evidence
base for the student’s performance on placement.
The files are particularly useful as evidence of an ability to evaluate, plan, manage and organise. They can
provide evidence of recording pupil progress and personal progress.
The student must establish their files before the start of the placement and always have them
available for scrutiny to all parties concerned with the placement, namely; teachers, Training Co-
ordinator, School–based Tutor, Head t e a c h e r , University Link Tutor and the External
Examiner
The files are working documents and may contain annotations, post-it notes and additional material
from the student, teachers and University Link Tutors
The files should be well organised and presented and clearly divided into sections.
They should be up to date and sufficiently detailed
Files may be shared with other schools at parity meetings to be arranged by the link tutor
towards the end of the placement
Content of the Files
File 1
Planning and Assessment File - a daily working document, containing all planning and assessment information, including annotations and resources as appropriate. (Content list follows).
File 2
School Context File – contains all relevant contextual information, including required school policies. (Content list follows).
18
THE PLANNING AND ASSESSMENT FILEPrint this form and insert at the front of your planning and assessment file.
This checklist is to be used to by the class teacher, the training coordinator and the link tutor Children’s initials should be used in place of their names on any documentation kept in this file
Section:
Signed/dated by:-Class teacher (CT) Training coordinator(TC) Link tutor(LT)
Required Content:
Title Page
CT TC LT Student name
Name of class teacher
Name of Training Co-ordinator
Name of University Link Tutor
Class name and year group
Placement feedback and support information
At least 2 completed observation schedules per assessedweek
A completed weekly review of progress for each week in school
Standards Progression Document (formerly known as Grade Descriptor Record) highlighted each week
Medium term planning
The school’s medium term plans, indicating subjects/ curriculum areas the student will be responsible for teaching during the placement
Daily planning and formative assessment
Detailed daily lesson plans for all taught sessions (group / wholeclass) incorporating opportunities for formative assessment and any planned future intervention
All lesson plans need to be annotated with comments about strengths of the lesson, points for development and assessment of the learning of 4 focus children
School based assessment information
How does the school track the progress of the childrenthroughout the year? e.g. Data tracking systems, Assessing pupil progress schedules, baseline assessment, Foundation Stage Profiles, practise SATs, other test data.
Grouping of children
grouping systems used in the class and the rationale as tohow the groups have been established for Reading/Writing/ Mathematics/Other
Identification of children supported by teaching assistants.
Pupil progress – whole class
How does the class teacher monitor individual pupilprogress? E.g. reading records, spelling test results, guided reading records, Assessing pupil progress schedules, test data etc.
Individual Education Plans. Key issues from existing records of the children e.g. those with, specific issues such as health problems, behavioural difficulties
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Pupil progress – individual
Examples of work completed by 4 focus pupils during theplacement incorporating baseline data and annotated assessment data from each lesson taught indicating evidence of assessment against learning objective and next steps identified.
How did you choose to track your 4 focus pupils? examples of student’s personal record keeping / tracking systems (see examples).
Evaluations and target setting.
Weekly evaluations summarising strengths and areas for development during the next week; this should be reflective, analytical and not purely descriptive
Sig ne d Clas s T e ac he r:
Sig ne d T rai ni ng Co -o r din at or:
Sig ne d L ink T ut o r:
Comments :
20
21
THE SCHOOL CONTEXT FILEPrint this form and insert at the front of your file
Children’s initials should be used in place of their names on any documentation kept in this file This checklist is to be checked by the class teacher, the training coordinator and the link tutor
Section
Signed/dated by:Class teacher (CT) Training
coordinator(TC) Link tutor(LT)
Required Content
Title Page
CT TC LT Student name Name of class teacher Name of Training Co-ordinator Name of University Link tutor Class name and year group
Personalinformation
Updated personal pen portrait Previous placement reports
Key information about the
school
Pen portrait of the school Whole school daily routines / timings Copies of school policies, including behaviour and safeguarding School prospectus
Key Information about the
class
Class timetable / placement timetable Size, groupings Children with Special Educational Needs Support staff, adults other than teachers working in the class
Modelling exemplary practice
I have begun to complete the modelling exemplary practice form, including
details of key stages and subjects observed and/or taught
A school report An example of a school report with all personalinformation blackened out
Notes from meetings Notes from meetings with class mentor, training co-ordinator, link
tutor
Safeguardingpolicy
declaration
I have read the school safeguarding policy, including the Prevent documentation and am fully aware of their content.
I have identified the safeguarding lead within school and know who to approach with any questions or potential issues
Student signature:
Sig ne d Clas s T e ac he r:
Sig ne d T rai ni ng Co -o r din at or:
Sig ne d L ink T ut o r:
Comments :
Planning and Preparation Checklist
Students should read through the following checklist when beginning the planning process and again when a detailed plan is in place. In time, the considerations contained here will become automatic. Also refer to the lesson observation criteria for this placement.
Do you know exactly what you want the children to l e arn in each part of the lesson/activity?
Have you thought about how you will make sure children know and understand the learning objectives?
What is the children’s prior learning?
Have you considered the kind of questions the children may ask and the misunderstandings they may have?
Have you thought about the key information you will need to explain and how you will do this?
Have you thought about the key vocabulary you need to teach and key questions you need to ask?
Do you know what the children will DO in each part of the lesson/activity?
Do you know how you will make the success criteria clear to the children?
Have you thought about where and with whom the children will work?
Have you checked the resources you will need?
Have you thought about how you will ensure that all the children are all involved in the lesson/activity?
Have you considered how you will support learning (special needs) or extend learning (more able children)?
Have you thought what your role, and possibly that of other adults, will be during each part of the lesson/activity?
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Lesson PlanningGeneric Lesson Plan - Key Stage 1 / 2
Name: Date:
Placement: Class: School:
Subject: Time of lesson: Number of children:
My targets / focusbased on feedback from previous lessons:
Assessment of prior learning related to this lesson:
Learning Objective/Intention:What do I want children to learn?
Make reference to NC Guidelines as appropriate
Success Criteria:What will children be able to do?
Support and ChallengeHow will I organise the lesson to ensure all children make progress?
How will I support children? Which children will I support?
How will I challenge all children, including the more able?Assessment
What strategies will you use to monitor and support learning during the lesson?Key vocabulary that I wantchildren to use during the lesson:
Resources required for the lesson (including use of other adults).
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Key questions that I want to askthe children during the lesson:
Guidance: Please amend this structure to make it appropriate to the intricacies of your lesson.
Approx
Timings
Introduction(Explain to the group/class what they’ll be doing in this lesson, share the objective, yourexpectations, use questioning to link to previous lesson or assess prior learning)
Main/Development of lesson(Ensure children understand what they’ll be doing: modelling, group organisation etc)
Plenary(Give the children an opportunity to think about what they have learnt and share their thoughts: use questioning to assess understanding and plan your next lesson)
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Lesson Evaluation:The following points will help you to reflect on this lesson:
Were pupils engaged and did they make progress as a result?
Was the lesson organisation successful?Do you need to adapt your approach for the next lesson?
Did behaviour issues impact on progress? How did you deal with these? What strategies will you use in your next lesson?
What was the most successful aspect of the lesson in your opinion? Why?
Which aspect didn’t go as well as youhad hoped? Why?
Personal Target:
Think about how this lesson went and define a personal target that will impact positively as you plan your next lesson and help you to continue to make progress in your teaching:
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Lesson Pl an Evaluations
Al l l essons t aught n eed t o b e eval u at ed. Eval u ati ons s h oul d be i n the f or m of lesson pl an anno t ati ons, and shoul d add ress:
achievement of learning outcomes pupils’ learning and their work relationships organisation and management of the whole lesson organisation and management of a particular phase within the lesson use and effectiveness of resources use of teaching methods discipline and control of class or groups management of or behaviour of individual pupils aspects of delivery, such as pace of lesson aspects of the lesson, such as the appropriateness of the content and its match with
the pupils’ needs introductions and conclusions to teaching episodes work with teachers, with and within teams work and relationships with other adults in the classroom / in the school use of questioning, explaining, discussion, instruction awareness and use of the learning environment the use of time - the student’s and the pupils
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Weekly Evaluation Dated…………………………………………In most cases a minimum of one side of A4 at font size 12 would be considered appropriate for a weekly evaluation.Focus of evaluation is Standard ……………………………………………………………………….What have you learnt this week in relation to this standard?
How did your learning impact upon pupil progress?
How will you use this knowledge in future teaching?
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Stage 1 Initial non-assessed placements and intervention placements University based provision School based provision Student expectations
To understand assessment for learning (AfL)
Introduction to using Learning Objectives and success criteria for each taught lesson
Assess – Plan – Do – Review cycle of learning
Understand the different forms of formative and summative assessment
Gather evidence for 4 focus children -PGCE Primary and PGCE Early Yearsfocus children – BA2
Detailed assessment of intervention children, tracking progress over each lesson taught on the colour coded tracker PGCE (see example)
Model the process of setting and assessing against appropriate Learning Objectives and success criteria in the core subjects
Share class and school marking systems and model detailed marking in the core subjects
Explain how the marking feeds into future planning, teaching and assessment
Explain how this information is shared with parents
Assist in the initial identification of 4/2 focus children to demonstrate a range of ability within the class
Share information regarding reporting to parents. Show an example report and allow student to observe teacher/parent meetings as appropriate
To make clear to learners the purposes of activities and tasks
To relate all learning to Learning Objectives and clear success criteria
To involve learners in their own and peers’ learning
To provide oral and written feedback that is accurate, supportive and constructive
To use questioning in order to further and deepen learners’ understanding
Use assessment and evaluation of pupils’ learning to inform their planning
To assess the learning of intervention children
Begin to assess the learning of 4 focus children. Set a baseline by gathering a range of evidence and prior assessments. Then collate detailed evidence of progress over time. This should include reading (including phonics), speaking and listening (as relevant), writing and mathematics
To mark the children’s work after all taught lessons using the class/school policy
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Phase 1 - Assessing individual pupil progress whilst delivering an intervention
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Link tutor to check progress against these expectations for assessment. Outstanding students may be ready to move onto expectations for the next stage, link tutors can discuss these with the student where appropriate.
Stage 2 Initial assessed placements (PGCE Primary, PGCE Early Primary , BA2)
University based provision School based provision Student expectations
As in stage 1 and:
Developing questioning in order to further and deepen learners’ understanding
Complete pupil progress assessment trackers for the whole class in the core subjects they teach
Update trackers after each taught lesson against the pupil’s progress against individual lesson objectives
As in stage 1 and:
Support completion of the pupil progress tracker. This should preferably be across a sequence of lessons in the core subjects they teach
Share class/school writing assessment criteria and check the detailed marking for the 4 focus children
Share school systems for assessing against age related expectations of pupils
Arrange for students to see class/school assessment data records and discuss how this informs planning and teaching
Include students in observations of any statutory assessment taking place across school. Explain how this informs future planning and teaching
As in stage 1 and:
Complete pupil progress assessment trackers for the whole class in the core subjects they teach
Update trackers after each taught lesson against the pupil’s progress against individual lesson objectives
Pay particular attention to the progress of the 4 target children
Mark in detail a piece of writing from the 4 focus children using the class/school assessment criteria
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Phase 2- Assessing Pupil Progress, all children in the core subjects
KeyNot met LOMet LOExceeded LO
To identify common 2D shapes accurately
To name common 2D shapes
To match correct name to 2D shape
To use correct terminology to identify 2D shapes (edge, corner, straight, curved)
To represent 2D shapes in a shape pattern
May
Focus Child A
Fred
Sarah
Harry
Focus Child B
Mandy
Laura absent
Milly
Austin
Focus child C
Danny
Sam
Tabitha absent absent
Focus child D
David
2012 Standards Grade 4 Grade 3 Grade 2 Grade 1Pl
anni
ng, T
each
ing
& As
sess
men
t
1b
4a
Learning objective may be appropriate but not explained or put into context sufficiently.
Appropriate learning objective and success criteria visible ( if age appropriate). These may not be fully explained or referred to during the lesson.
Appropriate and clear learning objective with success criteria explained. These are visible and referred to throughout the lesson.
Challenging and appropriate learning objectives are contextualised. Links are made with other aspects of pupils’ learning. Success criteria are used effectively to evidence progress.
4a
6d
No defined plenary or opportunity created for pupils to reflect on their learning.
Minimal or rushed plenary time. This may be used as an opportunity for self-assessment against the learning objective but may not explore how the teaching has supported pupil progress. No reference made to future learning.
Plenaries are used to recap and extend learning or address misconceptions. Pupils are beginning to explain what they have learn and are supported as they consider how this links to future learning.
Plenaries are used effectively as an opportunity for pupils to assess their own learning and consider the work of others. Pupils are given opportunities to explain how they have made progress. Trainee sums up by making explicit links to the next lesson.
6d Little evidence of questions being used to support pupil learning.
Trainee beginning to use questions to support understanding and encourage learning.
Open and differentiated questioning used to encourage full responses, with opportunities for pupils to justify their thoughts.
Learning is supported by a high quality dialogue and the confident use of differentiated questioning. All pupils are challenged to think and fully supported as they are encouraged to contribute to the discussion.
2d
4b
5a
Learning objective is not reflected by the planned activities. Little evidence of learning being supported by interactive teaching strategies. Pupils are generally passive.
Teaching and learning activities reflect the intended learning objective. Pupil learning and engagement is supported by interactive teaching strategies.
Pupils are engaged and eager to learn. Activities and teaching input support pupils of all abilities in making progress.
Pupils are consistently and effectively supported and make progress as a result. Outstanding teaching and stimulating resources promote engagement and a love of learning.
Pupi
l pro
gres
s &
Lear
ning
2b,c
4a 5a,b,c,d
Little or no awareness of pupils’ capabilities or how to develop knowledge through effective use of lesson time.
Some awareness of pupils’ capabilities and prior learning. Trainee demonstrates an ability to use the lesson to extend pupil knowledge and understanding.
Pupil learning is supported by teaching that is responsive and adaptable. Feedback to learners helps them to understand what they need to do to move improve.
Lesson time is used to maximum effect. Pupil learning and progress is assured by teaching that is responsive and adaptable. Feedback to pupils reflects the trainee’s understanding of individual capabilities and their next steps to learning.
1a
2c
5a,b
No evidence to suggest that the trainee understands how and when to differentiate appropriately. Pupil learning and progress are inhibited.
Trainee understands the needs of individuals and groups, and how to provide differentiated support that enables learning.
Consistently uses a range of differentiated approaches to enable pupil learning. Trainee is able to use strategies to challenge and motivate where attainment might be low.
Consistent and effective differentiation ensures that all pupils make progress. Well planned activities are inclusive of all pupils showing the trainees’ ability to give them access to the lesson as well as extending their current stage of development.
2d, 4a Learning is not supported by effective teaching strategies. Pupils often passive.
Strategies and activities modelled support pupil learning. The classroom environment and resources support pupil progress.
Trainee is confident in modelling a range of strategies that support learning. Creative use of resources ensures that pupils are engaged and able to make progress.
Learning is supported throughout the lesson by effective modelling that scaffolds and supports all pupils. High quality resources are differentiated and ensure all learners make progress.
Effe
ctiv
e us
e of
Sub
ject
Know
ledg
e
3a & b Trainee’s knowledge of the subject/curriculum area is weak and inhibits pupil learning.
Pupil learning is supported by secure subject/curriculum knowledge. Trainee is able to foster an interest in the subject and address misconceptions.
Pupil learning and interest is enhanced by the trainee’s subject knowledge and curriculum expertise. Trainee draws on this to provide a range of explanations so that pupils develop a body of knowledge and skills.
Pupil learning and understanding is extended by the trainee who draws confidently and enthusiastically on their own subject/curriculum knowledge. The trainee recognises where misconceptions may arise and is proactive in addressing these to ensure all pupils make expected progress.
Beha
viou
r Man
agem
ent &
Lea
rnin
g En
viro
nmen
t
7a & b Learning is inhibited as the trainee does not demonstrate high expectations of behaviour or employ effective strategies.
Trainee has high expectations of behaviour and uses a range of strategies including praise, sanctions and rewards to maintain the learning environment.
Pupils clearly understand expectations and respond well to the consistent and effective use of praise, support and behaviour management strategies. A calm working environment conducive to learning.
Sustained and targeted use of praise, support and behaviour management strategies. High quality dialogue engages all pupils resulting in a purposeful learning environment.
7c Pupils unaware of what they have to do/what they are learning.
Pupils understand what they are learning and are generally focused on the task.
Pupils are motivated to learn and engage enthusiastically with the tasks and activities.
All pupils are fully engaged in their learning. The trainee channels this enthusiasm effectively and ensures that pupils understand the purpose of the lesson and how this builds on what they already know.
8c Additional adults not used consistently or effectively during the lesson.
Resources are prepared and used appropriately throughout the lesson. This includes the deployment of additional adults working in the classroom.
Pupil learning is supported by the effective use of resources and involvement of additional adults working in the classroom.
Pupil learning is fully supported by additional adults who contribute to maximum effect in different phases of the lesson. The trainee works collaboratively to ensure all pupils are supported in making progress.
Lesson Observation Number:
Trainee Name Date
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Observer Time
Subject Focus KS/Year
Teachers’ Standards
Focus and context of observation:
Mentor will have discussed this with the trainee prior to observation. Reference should be made to current targets (lesson or weekly review as appropriate), expectations and Teachers’ Standards.
Planning, Teaching & Assessment:
Strategies to support Pupil Progress & Learning:
Effective use of Subject Knowledge:
Behaviour Management & Learning Environment
Summary of key strengths following observation:
Specific targets for future teaching on this placement to enable trainees to make progress (including subject specific targets). Please include any strategies you recommend.
(During teaching, students should consistently demonstrate appropriate behaviours and attitudes as identified within Part 2 of the 2012 Teacher Standards)
Signed (Trainee): Signed (Observer):
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Peer Observation RecordThe observation must last for approximately 10 minutes
What was the most positive part of the activity
/ lesson thatyou observed?
To what extent werethe children engaged
in thelearning process?
(Teaching style, use of resources,
including IT etc.)
To what extent were the intended learning
outcomes met?
What do you think would enhance the children’s
learning in future lessons?
Name of observer: Name of
student teaching: Date:
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Weekly Review of Progress with class-based/school mentor
Trainee Name:
Review of week beginning:
Mentor As the mentor, your aim is to use the placement documentation (Standards Progression Document [SPD], Weekly Review & Lesson Observation Form) and your professional judgement to develop a target driven mentoring dialogue that supports the trainee in making good progress over the course of the placement.
Trainee Your responsibility as the trainee is to ensure that you engage in the professional discussion facilitated by your mentor. To support this you should prepare for the meeting by ensuring you reflect on your experience over the last week and complete the relevant sections of this form. You should bring the feedback from lesson observations and your Standards Progression Tracker to this meeting.
Focus Discuss targets agreed at the last meeting, consider how these were actioned, developed over the course of this week, and establish progress. Use the SPD elaborated descriptors to underpin this conversation and support the definition of clear targets for the week ahead.
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Signed
Mentor
Trainee
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Trainee: Bullet Points for Discussion (ahead of the meeting) Standard(s)
Trainee: Bullet point areas of Strength (ahead of the meeting) Standard(s)
Trainee: Bullet point areas for Development (ahead of the meeting) Standard(s)
Mentor: Brief commentary in relation to the points identified above Standard(s)
Mentor: Confirm (tick)
The trainee is up to date with:
o Professional Learning Summary (ILDP)
Record of modelling exemplary practice, including different key stages and subjects within school
Please remember that over the academic year you are expected to have completed a minimum of 10 days KS1 experience
Date and duration oflesson
Description of subject and Key stageObservation or teaching ?
Was this whole class/group or 1-1 teaching?
Signature of Mentor/teacher
With reference to Standard 1 of the National Standards for School Based Initial Teacher Training Mentors (2016).
https://www.gov.uk/g o ve r nment/uploads/sy s tem/ u ploads/ a tta c h m ent_data/ f il e / 53 6 89 1 / M ento r _ s tan a nd a r d s_ r epo rt_Fi n al . pd f
Concluding the Placement
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Placement Report Forms
The initial unassessed phase of this placement does not require a full report, with grades.Teachers are nevertheless asked to complete a brief summary of professional attributes, for which the relevant section on the overall report form can be used. A hard copy of this form should be given to the student at the end of this phase. Students must hand these forms in during the follow-up placement reflection session
At the end of the initial assessed phase, teachers are asked to complete an end of placement form, identifying strengths and weaknesses across the eight Teacher Standards.
A separate phonics report is required if relevant experience has been gained. Even if teaching in KS2, it is advisable to try and complete this report now
A mathematics report is also required
We are grateful to the schools for the provision of high quality training and for their assistance in the development of various aspects of the Initial Teacher Training Partnership with Northumbria University.
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Initial Teacher Education Placement Report
PLEASE COMPLETE THIS ELECTRONICALLY AND EMAIL TO [email protected] and hand a signed copy to the student at the end of the placement.
Name of Student
Dates of Placement
Name of School/Setting
Year group
School Training Co-ordinator
Link tutor
Mentor
Number of days absent:
Grade 1 Outstanding/Very Good Grade 2 Good
Grade 3 Requires Improvement Grade 4 Unsatisfactory / Fail
Standard Starting grade
Final Grade
Please comment using the teaching standard progression booklet:
1-Set high expectations which inspire, motivate and challenge pupils
2-Promote good progress and outcomes by pupils
3-Demonstrate good subject knowledge and curriculum knowledge
4-Plan and teach well structured lessons
5-Adapt teaching to respond to strengths
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and needs of all pupils
6-Make accurate use of assessment
7-Manage behaviour effectively to ensure a good and safe learning environment
8-Fulfil wider professional responsibilities
Part Two of the Teaching Standards - Personal and Professional Conduct( including student’s use of standard English): Please comment.
Personal targets for next stage of training:1.
2.
3.
Please note:
This report will form part of the student’s record and will be available to the Professional Tutor. Comments may be used in compiling a final reference.
Signature of member of staff supervising this placement.
Student signature:Please add any further observations on a separate sheet if you wish to comment further
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