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BA Trainee requirements for SBT 2016/17

BA PrimaryTrainee Requirements

forSchool Based Training

2016/17

Trainee Requirements for School Based Training


Contents

Introduction page 3Your responsibilities page 4Assessment of you page 5Mentor training page 5SBT dates page 5Allocation of Placements page 6Overview of SBT page 6Additional days page 7Attendance record page 7Your weekly timetable page 7Teaching Expectations page 7School Based Training Preparation page 11Organising your School Based Training Files page 12Curriculum Planning page 14Example of a FS2 Session Plan Pro forma page 15Example of a KS1/2 Lesson Plan Pro forma page 17Session and Lesson planning notes page 18Evaluation of children’s learning page 19Monitoring and Assessment of Children’s Progress page 19

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BA Trainee requirements for SBT 2016/17IntroductionThis booklet provides you (the trainee teacher) and others involved in the partnership with specific guidance about the preparation and practice on the BA Primary School Based Training (SBT). It complements the centre based training sessions for trainees in preparation for their school practice and the sessions provided for mentors and link tutors.

This booklet is written in line with the requirements of the Teachers’ Standards (2012), which sets out the standards that must be met by all trainees wishing to be recommended for Qualified Teacher Status at the end of his/her programme. Further details can be found at the following web address: https://www.gov.uk/government/publications/teachers-standards

All SBT material is available on the Middlesex Primary Partnership Wiki (see link below). It is extremely important that everyone involved in SBT uses the latest version of the forms provided on the Wiki. Any school needing help accessing the materials should contact the link tutor or relevant year group leader (see contact details below).

Middlesex Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net

Best wishesDarren McKAY, Professional Studies Module Leader

Trainees, mentors or classteachers who wish to discuss or clarify any of the points in this booklet, should contact:

Darren McKAY, Professional Studies Module LeaderTel: 020 8411 4107email: [email protected]

BA Leadership TeamYear 3 & Programme Leader Helen FARMERY Tel: 020 8411 4751 email: [email protected]

Year 2 Darren McKAYTel: 020 8411 4107 email: [email protected]

Year 1 Rebecca LERMANTel: 020 8411 6112 email: [email protected]

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mailto:[email protected]

http://middlesexpartnership.middlesex.wikispaces.net/

https://www.gov.uk/government/publications/teachers-standards


Your responsibilitiesThe responsibilities of the trainee can also be found as an appendix to the Mentor Handbook along with mentor, classteacher and link tutor responsibilities. The provision of places within schools for you to practice the complex skills of teaching is dependent upon the goodwill built up over a number of years between tutors, headteachers, mentors and classteachers. There is no requirement that schools have to take trainees for school based training. For this reason, you need to be constantly aware of your status as a visitor and that you are under the general direction of the headteacher.

You must: work within the equal opportunities ethos of the university and school, ensuring that you treat

children and adults with respect and consideration behave in a professional way in school from the outset and that you demonstrate and promote the

positive values, attitudes and behaviour expected of a teacher ensure that you are thoroughly prepared for the SBT block and to seek guidance from your mentor

and classteacher as necessary attend all day link visits and the whole SBT block (this is compulsory) be in school for 08:15 and stay after school to attend meetings, work in the classroom and to meet

with the classteacher interact fully and sensitively with teachers, practitioners and other adults who work in the school. (A

balance should be found between the needs of break and lunchtime preparation and the need to integrate with the school staff.)

attend relevant staff meetings, training days, parents’ evenings, parent teacher functions and school clubs

keep a record of training opportunities during SBT

It is important that the University is informed of any factors that might affect the success of your SBT block. If, because of extenuating circumstances, absence is unavoidable, it is vitally important that the school is informed as early as possible. You should also contact your link tutor by email. You must continue to inform the school and link tutor daily until you return to school. Days lost need to be made up in order to ensure the 120-day requirement of the training.

Withdrawal from the SBT block without any prior consultation with the mentor, link tutor or other tutor at the university will be viewed as a failed placement.

General appearance needs to be acceptable to the school. When teaching PE, you should wear trainers and track suits or jogging bottoms and a sweatshirt/t-shirt. Personal effects should be removed (or made safe where removal is not possible) prior to the start of all PE lessons.

You are expected to invest a considerable amount of time in gaining the most from SBT. This will entail:

the development of teaching files throughout the SBT block written and practical preparation for teaching evaluation of all teaching and learning record keeping and assessment of children’s progress and learning planning for and with other adults in the school seeking advice from Key Stage leaders, subject leaders and other professionals displaying children’s work accompanying the class teacher on duty

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BA Trainee requirements for SBT 2016/17 involvement in extra curricular activities collecting evidence for the Professional Development Portfolio (PDP)

Schools vary in their behaviour policy, so it is important to become familiar with the school policy and the rewards and sanctions that are used. Under no circumstances are trainees allowed to administer any form of corporal punishment.

You must conform to all health and safety regulations, paying attention to those that are prescribed by Local Authorities. This particularly applies to subjects of the curriculum that may expose you and children to potentially dangerous situations (e.g. PE, Design Technology and Science). Where relevant you should, in consultation with the classteacher, carry out a Risk Assessment. You must ensure that the classteacher, mentor or other supervisory member of staff is present at all PE lessons and any lessons where potentially hazardous equipment may be used (e.g. Design Technology).

Assessment of youYou will be assessed against the Teachers’ Standards (2012). It is important that you are familiar with the assessment procedures involved which you can access on UniHub. Mentors can access the same documentation via the Primary Partnership Wiki http://middlesexpartnership.middlesex.wikispaces.net. A copy of the Level Descriptors for Assessment of Teachers’ Standards can be found on UniHub or on the Primary Partnership Wiki.

Mentor TrainingSBT mentor training is held regularly. Please familiarise yourself with the training dates (see table below) and check if your mentor or classteacher will be attending. Schools will also receive the information when they are notified that you will be placed with them for SBT.

Day 1Mentoring Theory into Practice09:30 – 15:30

Day 2Mentoring for School Improvement09:30 – 15:30

Links with SBT

Tuesday 22/11/16 Tuesday 10/01/17 SBT2Tuesday 21/03/17 Tuesday 25/04/17 SBT1Combined Day 1 and 2 Intensive training 09:30 – 17:00 Links with SBTTuesday 04/10/16 SBT3Tuesday 09/05/17 SBT1

School Based Training Dates 2016/17We are aware that holiday dates may vary according to borough or county

BA Primary School Based Training 3 Key Stage 1 or 2 Dates (50 days)Preparation 2 weeks w/b 26/09/16 and 03/10/16Half-term 1 week w/b 24/10/16Block 8 weeks 10/10/16 to 09/12/16Initial Link tutor meeting and PS Development Day Thursday 06/10/16Mid point Review and PS Development Day Thursday 10/11/16

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BA Trainee requirements for SBT 2016/17BA Primary School Based Training 2 Key Stage 1 or 2 Dates (45 days)Day link visits 5 weeks

(Tuesdays)08/11/16, 22/11/16, 29/11/16, 06/12/16, & 13/12/16

Preparation 2 weeks w/b 02/01/17 and 09/01/17Half Term (probable) 1 week w/b 13/02/17Block 6 weeks 16/01/17 to 03/03/17 (inclusive)Initial Link tutor meeting and PS Development Day Thursday 12/01/17Mid point Review and PS Development Day Thursday 02/02/17BA Primary School Based Training 1 FS2 (Reception) with KS1 (Paired)

Dates (46 days)

Day link visits 6 weeks (Mondays)

20/02/17, 27/02/17, 06/03/17,13/03/17, 20/03/17, 27/03/17

Preparation 2 weeks w/b 17/04/17 and 24/04/17Half Term (probable) 1 week w/b 29/05/17Block 6 weeks 01/05/17 to 16/06/17 (inclusive)Initial Link tutor meeting and PS Development Day Thursday 27/04/17Mid point Review and PS Development Day Thursday 18/05/17

Total days*a 149*a Includes (equivalent) 4 days PE teaching at Sunnyfields Primary School during Yr2 and 4 days during Yr1

BA Year Two trainees may attend an alternative placement in a SEND school, nursery or another educational setting in May/June 2017.

Allocation of PlacementsIt is the responsibility of the university to place you. There is a designated Placement Team who allocate school places. Trainees must expect that they may travel up to one and half hours each way daily although every endeavor will be made for the journey to be shorter. Those trainees who live a long way from the university will still have to be placed in our partnership schools; every effort will be made to find the nearest possible placement. Trainees should keep the Placement Team informed of any changes to there personal circumstances e.g. change of address. You must contact your year group leader for all other questions regarding placement.

Overview of School Based TrainingExperience in 3 schools in three Key StagesMinimum of 24 weeks (or 120 days) in school

Over the length of the BA programme there are three school placements. SBT1 6 day link visits, 2 weeks prep, 6 week block, paired placement in FS2 (Reception) teaching

approximately 40% of the timetable, with additional KS1 tasks SBT2 5 day link visits, 2 weeks prep, 6 week block, individual placement in KS1 or 2, initially

teaching approximately 50% of the timetable for weeks 1 and 2 and 70% for the remaining 4 weeks

SBT3 2 week prep, 8 weeks block, in either KS1 or 2 (based on your individual training needs), initially teaching approximately 50% of the timetable for weeks 1 and 2 and 70% for the remaining 6 weeks

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BA Trainee requirements for SBT 2016/17Additional DaysYou need to be aware that owing to absences or assessment judgments you may be required to do further days in school. This decision will be made by your programme or year group leader in discussion with the school.

Attendance record All days in school must be recorded on the SBT attendance sheet. If absent for any reason, you must follow the school’s absence procedures and follow up with an email to the school and link tutor before the start of the school day. Contact with the school and link tutor must be continued until the trainee returns to school. A medical certificate must be supplied for any absence extending beyond 5 working days.

Your Weekly TimetableYour timetable must be agreed before the start of your SBT. You will be asked to bring this with you for the Initial Link Tutor Meeting and you will continue to send it to your link tutor each week.

Each week you must produce a timetable indicating 1. Sessions you will teach2. Sessions when you will observe the class teacher or other teachers (two observations on SBT1

and SBT2 and one observation on SBT3)3. Sessions when you will be observed 4. Planning meetings with class teacher/year group meetings/PPA5. Mentor meetings for review of targets, discussions of files and pupil progress

Teaching Expectations on SBT1, SBT2 and SBT3The following information indicates the requirements for each SBT placement. Please read the details about your current SBT but bare in mind it is useful to know the expectations whilst on other SBTs.

SBT1Where possible you are placed in pairs, either in the same class or a parallel class, but occasionally it is necessary for you to be in a classroom without a partner and where this happens you do not have to double up on the workload. You will have a shared teaching load to give you more time to reflect on your practice, to relate this to your observations and discuss planning, evaluation and targets with your classteacher and paired trainee. You will work in a collaborative situation to develop your teaching skills and your skills in planning for and managing other adults in the classroom. During SBT1 it is acceptable for a small proportion of time to be spent supporting the partner trainee when he/she is leading teaching.

You should ensure that you observe and teach core subjects and foundation subjects and gain experience of planning and teaching phonics and early Mathematics in FS2 and the KS1 class.

An outline of the SBT1 Six Week Block PlacementWeek Reception (FS2) KS1 This should be the same class each week

1 Using the teacher’s weekly/daily plans – plan and deliver one teacher led group activity each day. This should include a mixture of indoor and outdoor activities. The teacher led activity should include some sessions focused on early reading and the teaching of phonics and the development of early mathematical skills and concepts.

Spend one day in a KS1 classroom observing

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2 Using the teacher’s weekly/daily plans – plan and deliver one teacher led group activity each day. This should include a mixture of indoor and outdoor activities. The teacher led activity should include some sessions focused on early reading and the teaching of phonics and the development of early mathematical skills and concepts.

Spend one day in a KS1 classroom working with a group each lesson

3 As for weeks 1 and 2, but begin to develop whole class management skills. This can include the following:

Whole class story sessions Greeting and registering children at the beginning

of the day Dismissing children at the end of day Leading children to and from assemblies and

playtimes

Spend one day in a KS1 classroom leading an aspect of each lesson

4 As for weeks 1 and 2, but begin to develop whole class management skills. This can include the following:

Whole class story sessions Greeting and registering children at the beginning

of the day Dismissing children at the end of day Leading children to and from assemblies and

playtimes

Spend one day a week in a KS1 classroom leading one lesson and working with a group for the remainder

5 In addition to weeks 3 and 4 take responsibility for planning and teaching one whole day

Spend one day a week in a KS1 classroom leading one lesson and working with a group for the remainder of the day

6 In addition to weeks 3 and 4 take responsibility for planning and teaching one whole day

Spend one day in a KS1 classroom leading the whole day

If you are placed in KS1, carryout the activities listed above for FS2 in your KS1 class and spend one day per week in FS2 (Reception) completing the tasks listed above for KS1.

Observations by youWhen not teaching, it is important that you spend most of your time observing or supporting good practice demonstrated by experienced teachers. Observations should take place in your own class but also it is expected that you will observe in other classes. The observations will need to be planned and timetabled in advance and this includes one day a week in the KS1 classroom. You must be proactive in organising these opportunities and record them on the timetable. You must also detail the observations on the record of observation sheet. You should use the open observation pro forma to record the focus of your observation and your reflections. You should observe an experienced teacher twice a week in addition to the time spent in the KS1 classroom. The observations should be done outside of the 40% teaching time. Prior to observing, you must decide on a focus. The focus of the observation should be taken from your weekly target sheet.

You should observe: English, including phonics and guided reading Mathematics practical Science lessons

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BA Trainee requirements for SBT 2016/17 PE and the teaching of other foundation subjects, particularly art and design, history, geography

and Citizenship in your own and other classes; be aware of how IT is used by the teacher and children for each observation

Observations of youYou must be observed by a teacher with QTS and given individual feedback (verbal and written) on two sessions per week. You should be observed teaching a range of areas but must include literacy (reading and phonics) and mathematics (numbers and shape, space and measure). You should also receive feedback from your teaching in KS1.

SBT2The second SBT is a two week preparation period and a six week block that takes place in either a KS1 or KS2 classroom. You should teach everyday and should observe an experienced teacher twice a week. These two lesson observations should be completed during non-teaching time and shown on your weekly timetable. From week 3 onwards, you should have half a day each week for planning and resourcing lessons, half a day for PPA with the classteacher and half a day for observing experienced teachers and meeting with specialist teachers.

When teaching 50% of timetable(Weeks 1 and 2)

Activities

2 ½ days Teaching (you must teach every day)½ day PPA with the classteacher½ day Planning and resourcing your own lessons1 ½ days Two lesson observations of experienced teachers,

discussions with specialist teachers, supporting in class, experience in other primary phase (see below)

When teaching 70% of timetable

Activities

3 ½ days Teaching (you must teach every day)½ day PPA with the classteacher½ day Planning and resourcing your own lessons½ day Two lesson observations of experienced teachers,

discussions with specialist teachers, experience in other primary phase (see below)

If in KS1, 5 sessions in FS if SBT1 was not EYFS; if in upper KS2, 5 sessions in lower KS2; if in lower KS2, 5 sessions in upper KS2

Observations by youYou should observe two lessons a week. This should include observations of your classteacher in relation to specific targets to support you working with your class. You should also observe other year groups and across the range of achievement, particularly if your school organises children into sets. The focus of your observations should be taken from your weekly target sheet.You should observe:

English, including phonics, reading (e.g. guided reading) Mathematics practical Science lessons PE and the teaching of other foundation subjects, RE or Citizenship, art and design, music, MFL,

and DT in your own and other classes; be aware of how IT is used by the teacher and children for each observation

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Observations of youYou must be observed by a teacher with QTS and given individual feedback (verbal and written) on two lessons per week. You should be observed teaching a range of subjects that should include guided reading and phonics as well as English, Mathematics, Science, art and design or DT, geography or history and PE.

SBT3The third School Based Training is an eight-week block and takes place in a KS1 or KS2 class dependent on your individual learning and development needs. You will observe an experienced teacher once a week. These observations should be shown on your weekly timetable. In addition to PPA time, you should have half a day each week for planning and resourcing lessons. You must teach all curriculum subjects where possible. Trainees should teach two lessons of RE and PHSE during the block. If this is not possible you should observe two lessons being taught in another class.

When teaching 50% of timetable(Weeks 1 and 2)

Activities

2 ½ days Teaching (you must teach every day)½ day PPA with the classteacher½ day Planning and resourcing your own lessons1 ½ days Two lesson observations of experienced teachers,

discussions with specialist teachers, supporting in class, experience in other primary phase (see below)

When teaching 70% of timetable

Activities

3 ½ days Teaching (you must teach every day)½ day PPA with the classteacher½ day Planning and resourcing your own lessons½ day One lesson observations of experienced teachers,

discussions with specialist teachers, experience in other primary phase (see below)

If in KS1, 5 sessions in FS if SBT1 was not EYFS; if in upper KS2, 5 sessions in lower KS2; if in lower KS2, 5 sessions in upper KS2

Observations by youYou should observe one lesson a week from week 3 onwards. This should include observations of your classteacher in relation to specific targets to support you working with your class. You should also observe other year groups and across the range of achievement, particularly if your school organises children into sets. The focus of your observations should be taken from your weekly target sheet.You should observe:

English, including phonics, reading (e.g. guided reading) Mathematics practical Science lessons PE and the teaching of other foundation subjects, Citizenship or RE, computing, geography or

history and MFL in your own and other classes; be aware of how IT is used by the teacher and children for each observation

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BA Trainee requirements for SBT 2016/17Observations of youYou must be observed by a teacher with QTS and given individual feedback (verbal and written) on two lessons per week. You should be observed teaching a range of subjects that should include foundation subjects. You must receive written feedback on your teaching of phonics (this could be a group, individual children or a class). After the mid-point assessment of standards, observations of highly achieving trainees should focus on the level descriptors at Grade 1.

School Based Training PreparationBefore the SBT block, you will need to find the following information:

information to complete the Contextual Analysis (see your SBT module area) teaching resources available in the school e.g. staff library, computer, DVD, photocopier,

audio/visual routines used by the class teacher e.g. lining up children, collecting children from the playground,

changing for PE, etc. procedures for responding to and marking children's work and setting targets; a copy of the school's handwriting policy and examples; availability of specialist teaching rooms e.g. music, Computing, library arrangements for taking children on outside visits any other key routines and procedures within the school

Preparation PeriodThis is spent in the school. During these weeks you should spend the majority of time maintaining relationships with the children and observing areas of the curriculum not seen during day link visits e.g. PE. The rest of the time should be spent on finalising planning which the mentor and classteacher must approve. During the preparation period, it is advisable to start taking over some teaching responsibility as soon as you and your mentor agree you are ready. For SBT2 and 3 this may be a whole lesson.

In order to make the best use of the preparation time it is advisable to gather as much relevant material as possible. You must:

complete/update your Pen Portrait and email it to your academic tutor organise SBT files as outlined on pages 11 to 13 build up a teaching timetable (through discussion with the classteacher). In the early stages, this

may involve indicating the times of starting and finishing school, break times and teaching times complete the Child Profile conferences complete the SBT Checklist and present it along with the file for signing off by the mentor and

classteacher attend preparation meetings at the University complete the behaviour case study (see the module area on UniHub)

Additional Preparation Tasks for SBT3 Complete the following tasks and bring them to the Professional Studies session during the Initial Link Tutor meeting and Professional Studies Day on 06/10/16

1. Complete a lesson plan about how you would use the children’s booklet ‘Young persons guide to keeping children safe’ in an upper KS2 class.

2. Explore how intervention groups are linked to the Pupil Premium Grant spending in your school?3. Reflect on daily routines in the classroom

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BA Trainee requirements for SBT 2016/17Pre and Post Phase Tasks SBT2 and 3As a trainee teacher you must engage with the curriculum for the age phases pre and post those for which you are training to teach. For trainees following the 5 – 11 route this means Reception and KS3. Your engagement with the tasks will be monitored by your Link Tutor (during SBT) and Academic Tutor (at PDP Sign-off). Trainees must spend one full day observing PSE areas of development during their KS1 placement (this is in addition to spending at least five teaching sessions in Reception during SBT1). Trainees must spend one full day observing in a secondary school during their KS2 placement

Organising your School Based Training FilesYou will need two large A4 files for each SBT. The first one (the Curriculum and Context File) will contain the required school details, curriculum information and the documents pertaining to your own professional development. The second file (the Planning, Teaching and Assessment File) will contain any medium term planning, class information and will be sectioned into the number of weeks of the SBT block and will contain any weekly planning, lesson planning, evaluations, impact reports and observations of teaching.

The maintenance of these files is an essential part of the SBT block. It is a means by which you can improve your teaching through careful planning and recording and through observation and analysis of your work with the children. It also indicates to the other professionals concerned with the block, the continuity of the experiences given to the children, and the relevance of these experiences within the overall framework of the National Curriculum.

The SBT files will be monitored by the mentor throughout the SBT block and are a crucial part of the assessment of you.

The files may occasionally contain sensitive material about individual children and their needs. You must treat this professionally, recognising the need for confidentiality.

Your files should always be in school and available for perusal by the classteacher, the headteacher and the mentor. It is useful to either have the planning file open at the appropriate lesson or include a bookmark to indicate the lesson to be taught.

The School Based Training Checklist is signed by the mentor and classteacher and should be kept at the front of the Curriculum and Context File. The signing of the files indicates that an appropriate standard has been reached and that you are ready to start the block. Your plans for week one must be ready before the file can be signed off. Some of these documents will be blank forms ready to be completed during the SBT. An unsatisfactory or incomplete file may delay the start of your SBT block or result in failure.

The files must be organised in the following way:

Curriculum and Context File

1. Front sheet with the following information:Your nameThe SchoolThe HeadteacherThe ClassteacherMentorLink Tutor

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BA Trainee requirements for SBT 2016/17Any additional information about curriculum leadership in the school or specific roles (e.g. Teacher responsible for trainees)

2. Contents page3. Pen Portrait, Safeguarding Training Certificate(s), Affirmation of Suitability to teach form4. Day Link Visit and/or SBT attendance sheets5. Monitoring of files form6. Record of Observations form7. The previous SBT Assessment of Standards form and Summative Report (n/a SBT1)8. Training Opportunities in School form & record of trainee observations of other teachers9. A copy of the school brochure (or a print out of appropriate pages from the website) in order to

become acquainted with the school’s philosophy and setting10.The contextual analysis of the school 11.Reception Class Tasks/Secondary School Observations as appropriate12.A list of events affecting the school’s normal programme, obtained from the admin office e.g.

training days, polling day, major school events13. Information on managing the work of other adults in the classroom14.A plan of the classroom15.A plan of the intended display space, and some indication of preliminary ideas16.A copy of the school’s policy on managing behaviour (or the summary page if this is a long

document)17.You will need to have access to school curriculum policies. It is not necessary to collect copies of all

of these policies for the file. Copy only the relevant sections if you need to. Ask the class teacher for guidance

Planning, Teaching and Assessment File

1. Contents page2. Class information:

Name and age rangeNumber of childrenBrief statement of the class organisation, (e.g. mainly class teaching, integrated day, individual assignments, group work, a mixture)

3. Any information about particular needs of children who will require early or special consideration 4. Child Profiles including conferences, work samples, reading records, a report and other records

kept about the learning and development of the profile children5. Impact reports 6. English and Mathematics medium term plans (with highlighted sections)7. Medium term planning for all subjects that will be taught, QCA sections or planning documents

provided by the school for the foundation subjects. This should be accompanied by the relevant information for a Medium Term Plan.

8. Section for each weeka. Timetable word processed, showing clearly where you are teaching (if this changes each

week email a copy to your link tutor)b. Weekly plans (at the front), lesson plans and teaching materials. Each individual lesson

plan will be followed by one copy of any relevant work sheets or information sheets. Any observation feedback sheets and the lesson evaluation will be paper clipped or stapled to the lesson plan when complete

c. Lesson evaluationd. Monitoring of learning: whole class recorde. Notes from the Trainee’s observations of other teachers

Curriculum Planning

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BA Trainee requirements for SBT 2016/17You will have subject specific input on curriculum planning during the University based part of the programme.

Curriculum Planning SBT1You should produce the plans for every lesson that you lead. You must plan at the ‘teacher-led session’ level and use the lesson plan headings given on the example pro forma included in this booklet. Through this plan, you will demonstrate your ‘ownership’ of the lesson.

You are expected to familiarise yourself with the curriculum coverage for the class during your placement and do relevant research for it.

You are not required to write unit, weekly or medium term plans but you will require copies of them in order to write your lesson plans. You should use the school’s topic/weekly plans to highlight those areas for which you will lead the teaching and learning.

You should be aware of the different levels of planning and be prepared to show an understanding of the underlying rationale that relates individual lessons to the unit plan. You should attend and contribute to the planning meetings.

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Example of a FS2 Session Plan Pro formaIf you do not adopt this Pro forma but use the school’s own planning template, all the headings of this pro forma must be included.

Area/s of learning: Date: Class: Trainee: Other adults:

Number in class/group: Additional needs (initials of child and particular need):

Prior learning: How has previous assessment and lesson evaluations informed this lesson? Refer to your monitoring of learning and lesson evaluations.

LO: Statements of what it is intended that the children will know, understand and/or be able to do by the end of the lesson.

SC: These must relate to the LO and support the children and adults to identify how successful the children have been in meeting the LO.

Key vocabulary: Vocabulary you will be teaching and/or want the children to use successfully.

Time: Lesson activity:Introduction – Whole class or group; Direct Teaching; Mini plenary Independent and/or Group Work; Review – Whole class or group

What you will do, including targeted questions to extend learning of all children and assessment opportunities

What the additional adults will do, including targeted questions to extend learning of all children and assessment opportunities

What the children will do, including clear and appropriate differentiation

Resources


Curriculum Planning SBT2 and SBT3You should identify the topics and areas of English and Mathematics that will be covered during your teaching block. You are expected to do relevant research in preparation for your SBT and throughout your practice. You should use the school’s medium term planning to highlight those areas to be covered.

You should observe, participate in and contribute to planning meetings including planning at the next level up. You should be aware of different levels of planning and be prepared to show an understanding of the underlying rationale that relates individual lessons to longer term planning.

You are required to produce a plan for every lesson that you teach. You will have to produce weekly or unit plans for some subjects you teach e.g. English and Mathematics. You may also be required to contribute or produce medium term planning for some other curriculum areas e.g. foundation subjects.

Medium term planningMedium term planning should be included in the Planning, Teaching and Assessment file prior to the start of the teaching block, highlighted to indicate what you will teach.

For Religious Education, you need to establish which Agreed Syllabus the school is working from and photocopy the necessary sections and plan accordingly. If the school does not work from an Agreed Syllabus, you should have a copy of the school’s Medium Term Plan and an explanation of the school’s situation.

Thinking for teaching In preparation for teaching a series of lessons or a unit of work, you should actively develop your knowledge and understanding of each area to be taught. This will involve personal background research which explores and collates the information, concepts and ideas around each specific subject, topic or theme. You should consider and document:

individual starting points (What do I know/understand already?) areas for development (What do I need to know/understand before I teach?) background reading (reference to University Based Training, taught modules; assignments) resources, illustrations, models, examples and activities; teaching approaches/pedagogies

(What is needed to support teaching/learning?) how does this topic meaningfully link to other subjects/curriculum areas?

- subject specific language and key vocabulary - children’s prior learning (What do children already know/need to know and

understand?) - key questions- possible misconceptions- progression

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BA Trainee requirements for SBT 2016/17Example of a KS1 or 2 Lesson Plan Pro formaIf you do not adopt this Pro forma but use the school’s own planning template, all the headings of this pro forma must be included.

Area of learning: Date: Class: Trainee: Other adults:

Number in class: Additional needs (initials of child and particular need):

Prior learning: How has previous assessment and lesson evaluations informed this lesson? Refer to your monitoring of learning and lesson evaluations.

LO: Statements of what it is intended that the children will know, understand and/or be able to do by the end of the lesson.

SC: These must relate to the LO and support the children and adults to identify how successful the children have been in meeting the LO.

Key vocabulary: Vocabulary you will be teaching and/or want the children to use successfully.

Time: Lesson activity:Introduction; Direct Teaching; Mini plenary Independent and/or Group Work; Plenary

What you will do, including targeted questions to extend learning of all children and assessment opportunities

What the additional adults will do, including targeted questions to extend learning of all children and assessment opportunities

What the children will do, including clear and appropriate differentiation

Resources

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Session and Lesson planning notes

DifferentiationIndicate how the learning will be made accessible and challenging for all the children.Consider resources, adult and peer support, grouping, tasks and outcomes.

Introduction Indicate if the introduction is to the whole class or to a focus group. In this part of the session it is important to ensure that the children know what the learning intentions are and that you make any relevant links to previous learning.

Main activityThis section forms the major part of the planning. It will show the sequence of steps by which children will progress through set tasks. It will identify how children’s learning will be supported by the you, through explanations, demonstration and interactive use of teaching resources. Key questions and teaching points should be planned and sequenced. Possible areas of misconception must be addressed. Subject knowledge should be correct and communication clear. Tasks should be clearly explained and modelled and resources should be organised. Indicate your role in supporting and assessing children. Indicate the role of any additional adults in supporting and assessing children.

Independent and/or group tasks (KS1 and 2)This section will be organised for children to work independently and/or in groups on their own tasks. Tasks should be clearly explained and modelled and resources should be organised. Indicate your role and the role of other adults in supporting and assessing children.

Review/Plenary Indicate if the review is with the whole class or a focus group. You must indicate how each learning intention will be assessed. This section of the session must focus back on the learning intentions and success criteria, and should include key questions to be asked in the review/plenary. This is also an opportunity to make links with subsequent learning. You should consider opportunities for self and peer evaluation.

Assessment Remember that assessment can take place during any part of the session therefore you should use a highlighter to indicate assessment opportunities throughout the plan. This may be by observing, questioning, discussing, through peer or self evaluation. Remember to plan for additional adults to support assessment. After the session children’s work must be marked and feedback on assessment collected from adults.

SBT3 only: at mid point, with permission of mentor and in discussion with link tutor, you could teach from your weekly plans for English and Mathematics. Individual lesson plans are required for all other subjects.

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Evaluation of children’s learning (daily)The evaluation section of the session/lesson plan should be completed as soon as possible after the session/lesson has taken place, and attached to the relevant session/lesson plan in the file.

The main purpose of session/lesson evaluations is to monitor the extent to which children have achieved the learning intentions/objectives in order to inform future planning. For every session/lesson taught, you must consider:

A) Monitoring and Assessment • Who exceeded and/or did not achieve the learning objectives? How do you know? Indicate

children using their initials.• How do you know that the rest of the class achieved the objectives?• How appropriate were your success criteria?

B) Using assessment to inform planning• What will the next learning steps be? Copy these onto your next lesson/session plan.

Monitoring and Assessment of Children’s ProgressThe need for keeping effective records of the progress of the children is an essential part of the role of the teacher. The important thing to bear in mind is that assessment for learning depends on using the information gained to identify the next steps in learning and to inform planning.

At mid point and final assessment the mentor will be asked to record on your assessment reports how well children have progressed during your SBT. It is essential you have regular dialogue with your mentor and share evidence of children’s progress.

You will be involved in seven specific aspects of monitoring and assessment for the purposes of the SBT blocks:

1. Impact reports2. Child profiles 3. Reading records: evidence of progress4. Marking and feedback on children’s work5. Work sampling6. Report writing7. Monitoring of learning: learning objectives of whole class

All assessment and monitoring information should be kept in the Planning, Teaching and Assessment File. This file should be available to be looked at by classteachers, mentors and link tutors at any time.

1. Impact ReportsThe purpose of the impact report is for you to demonstrate the impact of your teaching on pupil progress across the curriculum. During SBT you will write several impact reports, two each for English and Mathematics, one for Science and one for Humanities and one for Creative. The impact reports are based on units of work that you teach. A unit of work for English and Mathematics is likely to be a weekly plan, for Science, Humanities and Creative is likely to be a medium term plan that spans several weeks. A unit of work for English and Mathematics is usually a week but may be more or less. Science, Humanities and Creative are likely to be taught over several weeks. Adapt the form by adding or removing rows.

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The impact report will draw on evidence of your planning (annotated medium term plans, weekly plans, lesson plans) quality of teaching (observation of your teaching, if possible by a subject leader, weekly review of targets, mid point review report) and assessment of children’s learning (annotated samples of work, photographs of children’s work, observations of profile children, monitoring of learning).

2. Child Profiles These are profiles about individual children selected during the day link visits (SBT1 and 2) or during preparation weeks (SBT3) and should be based on your observations and records of the children’s learning and development.

You will select three children for each SBT. During the day link visits/preparation weeks you will agree the focus children with the classteacher. Where possible you should choose a child with a SEN or Disability and a child for whom EAL. The Child Profile initial conference should be completed during the preparation period. Observations of your profile children will contribute towards your impact reports. You do not need to restrict your observations of your profile children to the curriculum area you are focusing on each week. You can also add observations of significant achievements for other aspects of the school.

In the final week of the placement you must complete the end of School Based Training conference which facilitates reflection, by you and the child, about the learning experience.

3. Reading RecordsWhen working in FS2/KS1 you should hear your profile children read once a week and make brief notes on each child’s progress and the strategies they use.

At KS2 you should contribute to the school’s own reading record system for one group (possibly a guided reading group) on a weekly basis. You will need evidence of how you have contributed to the reading records for your group.

Further guidance will be given in English modules.

4. Marking and feedbackYou must follow the guidance provided by the school’s marking policy and will find it helpful to discuss marking with the classteacher during the first part of the block. During Professional Studies sessions guidance will be provided on target setting and encouraging children to reflect on their own learning. It is likely that schools will have their own systems for target setting and using success criteria with children. You should work closely with the classteacher to incorporate these systems into your teaching.

5. Work sampling You will collect work samples of the Child Profile group for your impact reports. Use the school’s national benchmarking procedure and processes to assess the attainment of each profile child in the area of learning you are focusing on for each impact report. You will find it helpful to discuss the assessment process with the classteacher.

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6. Report writingDuring the final week of the SBT block you must write a report (of the type sent to parents/carers at the end of the school year) for one of the profiled children. Classteachers will help with this task and you should look at examples of the school’s format for report writing. Further guidance will be provided in subject and Professional Studies sessions. For SBT3 only, wrote one report for each of your profile children.

7. Monitoring of LearningYou must monitor whole class learning on a daily basis in order to inform subsequent learning and teaching. An up-to-date record of this must be kept in the Planning, Teaching and Assessment File. Guidance will be given in Professional Studies workshops.

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Documents

middlesexprimarypartnership.middlesex.wikispaces.netmiddlesexprimarypartnership.middlesex.wikispaces.net/f… · Web viewBA Primary. Trainee Requirements. for. School Based Training