Institute of Education Secondary PGCE (School Direct) Initial .Task 1 - Key Information ..... 7 Task

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  • Page 1

    Institute of Education

    Secondary PGCE (School Direct)

    Initial Teacher Education

    Transition Booklet

    (Second School Experience)

    2017

  • Page 2

    TABLE OF CONTENTS

    The Aims of the Second School Experience ....................................................................... 3

    Task 1 - Key Information ................................................................................................... 7

    Task 2- Key School Policies ................................................................................................ 9

    Task 3- Health and safety training information .................................................................. 9

    Task 4 The School Profile: Getting to know your school. ............................................... 10

    Task 5 The Pupil Premium ............................................................................................. 14

  • Page 3

    THE AIMS OF THE SECOND SCHOOL EXPERIENCE

    As with your base school experience it is our hope that you will be treated as a full member

    of staff as far as is possible, but you must remember that you are a guest in the school at

    this point. You arrive as a qualified graduate with expertise to offer, but you should

    remember that your mentors are the experts in teaching. Courtesy and tact are really

    important!

    The purpose of the experience is to provide an opportunity to teach your subject in a

    contrasting setting. This will act as a bridge between the first school experience and the

    final phase of your training. It should enable you to further develop your classroom persona

    and to implement the skills and attributes you have been working on during the initial

    months. The contrasting setting will also provide opportunities to take on new challenges

    and to address targets highlighted by your first school experiences

    Preliminary Visit

    Prior to your placement, the University will forward school report 1 to your second school.

    Mentors will use this information to draft a timetable and to plan their approach to

    mentoring. At the end of your placement the second school will add to this report. This will

    give your main school a picture of your progress when completing your school report at

    Easter

    When planning a timetable for this contrasting placement, please ask mentors to use the

    guidance on pages 6 - 8 of the Second School Guidance for Mentors. Please note that you

    should have a gradual introduction to the 50% timetable. You should not begin teaching

    the full twelve periods (solo) until you have been in school for at least 3 weeks, and

    perhaps not until the very end of your second school experience. Some negotiation may

    be necessary to suit your needs and issues such as class rotations or assessment periods.

    Scientists should expect the majority of their timetable to be within their specialism.

    Please note that during this period you will be in University for subject sessions on

    January 4th 5th and 6th, January 9th and 10th, January 16th and 17th.

    And then

    Friday 10th February (present your resource for Assignment 2)

    Friday 3rd March

    Friday 24th March 2015.

    It is advised that, if possible, your teaching timetable should NOT include these days

  • Page 4

    After the preliminary visit in January you need to come away with a clear idea of at least

    some of the classes and details of what you will be expected to teach so that you can begin

    to plan lessons and schemes of work in university and have access to support from tutors.

    Starting work in a new setting can be disorientating. However well you have performed in

    your lead school you will have to establish your authority with new pupils and make new

    relationships with staff. You therefore need a period of transition. For this purpose you have

    some transition tasks (detailed in this booklet) to complete in the first days of the

    placement.

    Second School Placement: 30 days during spring term (dates to be set by lead school)

    This contrasting placement gives you an opportunity to experience planning and delivery of

    lessons, and assessment of pupils in a different setting. It also provides you with a new

    environment in which to reflect on your personal development and progress towards

    meeting the Teachers Standards.

    In addition, you must experience the pastoral aspects of the teachers role so your

    timetable should include attachment to a form tutor group and, where appropriate, some

    involvement in PSHE / Citizenship work.

    PGCE: SCHOOL DIRECT INDICATIVE ALLOCATION OF TIME: GUIDANCE ONLY

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    School Visit

    Week 1 0 0 17 17 1 7

    Week 2 4 2 11 17 1 7

    Week 3 4 4 9 17 1 7

    Week 4 4 6 7 17 1 7

    Week 5 and

    6+

    2 12 3 17 1 7

  • Page 5

    Week 1

    You should get to know the routines and expectations of the new school and to familiarise

    yourself with the classes you will be teaching. To give focus to this process, you should

    complete the tasks at the start of the transition booklet. By the end of this week mentors

    should have finalised the timetable with you and allocated you to a tutor group.

    Week 2

    You should be taking responsibility for approximately, 2 hours solo teaching and 4 hours

    collaborative teaching, you should also have joined a tutor group. The focus of the

    mentoring at this stage will be on checking that basic skills of planning and classroom

    management are being successfully demonstrated. New schools present new challenges and

    you will need some time to adjust. It may be that some classes will be taken on at a slightly

    later date than others. However, given the short period of time spent in this new setting

    you will need to work hard to ensure you get up to speed quickly. You should be completing

    the tasks in the transition booklet

    Week 3

    You should be taking responsibility for approximately 4 hours solo teaching and 2 hours

    collaborative teaching. You should also be finishing off transition tasks and immersing

    yourself in the life of a teacher. It is particularly valuable continue to observe and work

    collaboratively with mentors at this stage, but with a clearly defined set of objectives. It is

    useful to use the eight questions that ask you to observe from the viewpoint of the learner.

    Week 4

    You should be taking responsibility for approximately 6 hours solo teaching and 4 hours

    collaborative teaching. Please talk to your mentor to determine how many hours of solo

    and collaborative teaching best meets your needs.

    Weeks 5 and 6

    You should be taking responsibility for a minimum of 8 hours and a maximum of 12 hours

    solo teaching. You should also be doing 2 hours collaborative teaching. Again, please be led

    by the professional expertise of your mentor to ensure your needs are being met.

    Your First School Report should be updated by your second school and returned to the

    University during the last week of your placement

    PREPARING FOR ASSIGNMENT 2

    In University you will have started to think about Assignment 2. You should use

    your time in your second school to create a robust, high quality and creative

    resource that shows a systematic understanding of some of the key aspects of teaching

    in their subject (See Assessment Guidance). You will present your resource to

    peers in University on 10th February. The resource will then be implemented and

    evaluated as part of your teaching

  • Page 6

    A reminder about observing other lessons

    Observing entails listening, watching, asking questions and interacting with people. These

    are important skills in themselves and it will be good for you to continue to develop these

    skills in school 2. Making observations in a place like a school is not always easy; there is so

    much happening that it is sometimes difficult to pick out salient points unless you have a

    clear focus.

    Having a clear focus for your observations is important and the eight questions below are

    designed to help with that. Your transition experience is not governed by these questions

    alone. Sometimes you will be observing teachers and at other times you will be observing

    pupils during the course you will come to understand that it is the observation of the

    pupils that provides the key information about the success of a lesson.

    When observing lessons comment on the questions below and use the text in the Meeting

    the Teachers Standards booklet (spring/summer) to analyse the learning.

    How well does the structure of the lesson, as evident in both planning and teaching,

    promote learning?

    Are pupils sufficiently challenged and engaged given