Embed Size (px)
Citation preview
1
PGCE Primary Education
Final Assessed Placement Handbook
2019 – 2020
Guidelines for Students and Schools TE6681 2019 - 2020
2
CCoonntteennttss
Contact details P. 4 Placement overview and aims P. 5 Modelling Exemplary Practice P. 6 and 17 Outline and requirements P. 7-10 Lesson observation guidance P. 10-11 and 29-30 Weekly review of progress tutorials P. 11 and 27 Standards Progression documentation and evidence P. 12 Assessing pupil progress P. 12 and 19-21 Students experiencing difficulties P. 12 The school placement files P.13-16 School pen portrait P.18 Peer observation record P.22 Planning P. 23-26 Concluding the placement and placement reports P. 31-36
3
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
4
Contact Details
If your query is about: Contact Person Contact at:
Mentor Training. Second opinion visits.
External Examiner visits.
Referred or deferred students.
Any urgent issue
Joanne Clifford Swan Partnership
Manager for Initial Teacher Education
[email protected] 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)
[email protected] Tel: 0191 349 5825
Tel: 0191 215 6914
[email protected] Tel: 0191 215 6850
[email protected] 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
Kevin Sugden Placement Coordinator
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
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.
5
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 is a nine week placement. It is, for the most part, a paired placement, with students being formally
assessed during eight of these. In a small number of cases, students will be placed individually.
For this placement, where students are placed in the same class they share the planning and delivery of
lessons. Team teaching is encouraged. The emphasis throughout is on students developing an
understanding of effective behaviour management, as well as consolidating and developing even further
their whole class- teaching skills across the full range of subjects in the Primary curriculum. It is hoped that
students build on their understanding of pupil progress, through focused observation of children. Students
will require a member of staff to be assigned as mentor.
At the end of the placement, schools are required to submit an end of placement report. For those students
without a phonics report from earlier placements, together with a mathematics report, schools should
provide this too.
During the placement, it is expected that students will work within the Teachers’ Standards, demonstrating
appropriate personal and professional conduct.
Aims of Placement: During this placement, students will:
Build on the skills , knowledge and experience from the initial unassessed and assessed placements
Gain a detailed understanding of English (including phonics), mathematics and science and non-core subjects in, and beyond, the Key Stage in which they are placed
Engage with school based coaching and mentoring in order to improve own skills and be able to demonstrate progress towards personal targets
Develop teaching strategies appropriate to the full range of subjects across the primary curriculum
6
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 across the full range of subjects as stated in Standard 1 of the National Standards for School
Based Initial Teacher Training Mentors (2016).
This will also contribute to their requirement to complete a minimum of 10 days in Key Stage 1 over
the year. Students need to have gained a breadth of experience in Key Stage 1 and 2. However,
because of demands on schools, it may not always have been possible to ensure a protracted block
placement in KS1. It is therefore vital for students who have not had KS1 experience and whose
final placement is not in KS1, to be proactive in ensuring that this KS1 experience is gained. It was
always anticipated that 10 days in KS1 over the year was a minimum expectation for all
students. If this is not the case at the start of Final Placement then it is vital that experience and the
number of days is gained through other sessions. An example of this would be through ensuring that
students in KS2 arrange to visit KS1 classes to observe and teach. Students should use part of their
30% non-contact time each week to make arrangements to visit KS1, without impacting on their
teaching timetable.
A form for students to record these observations is provided on page 17 of this handbook.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/
Mentor_st andards_report_Final.pdf
7
Preparation
week: W/b 30/03/2020
Easter Break Monday
06/04/2020 –
Monday
20/04/2020
Or, as your
placement
school
Outline and Requirements Students to focus on:
A priority is to read and understand the
schools 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.
Familiarise yourself with the schools behaviour, special needs,
assessment and marking policies.
Identify four focus children, representative of the range of ability
in English and mathematics in the class. This should include a
lower ability child and more able, an SEN pupil would be
appropriate too. Collect samples of work from focus children in
English (phonics or written work) and mathematics. Comment,
in writing, saying what the sample of work indicates the child
can do, whether the work had support .This work will be added
to the focus children’s profile in the planning and assessment
file. You will add supporting evidence from each area of the
curriculum you then teach.
Begin to undertake class management tasks during these
preparation days and throughout the placement with the class
teacher’s support and at the class teacher’s discretion.
Ensure that both placement files contain required
Information.
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 the strategies for ensuring that the children behave
appropriately and are aware of the need for consistency in
managing children’s behaviour.
Identify a personal strength and a target, based on teaching
carried out, and discuss at end of week. These will form a starting
point for further discussion and training.
Plan the timetable for the subsequent weeks with the class
teacher.
Class
teacher/mentors to
support with:
Facilitate
opportunities to clarify
and explain classroom
organisation etc.
Provide students
with any schemes
of work or plans
for all subjects to
be taught over the
block placement
period.
Check the student files to
ensure they are well
organised and contain the
required information.
Observe a
minimum of two
sessions of
teaching and
provide feedback
in preparation for
weekly review of
progress meetings
and target setting
for assessed
placement.
8
Assessed
weeks 2-9
20/04/2020-
19/06/2020
(Half term break-
25/05/2020 or as
your placement
school)
Assessed week 1:
Work to an assessed timetable that includes approximately:
50% teaching timetable, across the curriculum
50% carrying out placement tasks as required, including
observation in phonics and early maths tasks
Weekly review of progress to set targets.
From assessed week 2 onwards:
70 % teaching timetable across the curriculum(not less
than 50% whole class teaching)
30% out of class working on personal targets/preparing for
lessons/observing practice in other classes/ supporting an
identified school improvement priori
10% of the week to support the school in any area which
the school identifies. This could include supporting
underachieving children/improving resource areas/running
a club.
Submit lesson observation grades each assessed week to
your Link Tutor.
Observe a
minimum of two
sessions of
teaching and
provide feedback in
preparation for
weekly review of
progress meetings.
Setting new targets
and assessing
progress using the
Standards
Progression
Document each
week
Oversee timetable for
subsequent weeks
Example timetabling commitment:
Support planning for
trainees to teach all primary
subjects across the
placement
Week 7
01/06/2020
Submit grades assessed against all Teachers’
Standards to your Link Tutor, as well as
lesson observation grades.
Ensure students have an
assessment made against
each grade descriptor of the
Teachers’ Standards. The
Standards Progression
Document will provide the
evidence.
100% = 5 days (think of a day accounting for 20%, ½ a day 10%, 1
lesson 5% etc.)
70% is therefore teaching for 3 ½ days in the week
Whole class teaching for a minimum of 50% of this (just short of
two full days)
If paired, working with partner as a TA and involved in group
work for the remaining time. If not paired working with class
teacher in this way
But, this is final placement and students may well be
encouraged to teach more than this, especially as the placement
progresses, seize the opportunity!
9
Week 8
08/06/2020
Placement reports to be completed during final review of
progress. You will require a hard copy of this for your
appointment in the final week.
Placement reports sent to
university with a hard copy
given to students.
Placement report, phonics
and maths reports for all
students to be completed
and sent to:
hl.placements.education@n
orthumbria.ac.uk
Week 9
15/06/2020
You will leave school for one day in this final week to
present your Standards evidence at university. This will
be informed by the evidence contained within the
Standards Progression Document. Students will be
informed of a date and time for their appointment whilst
on placement. You will require a hard copy of your
placement report and Standards Progression
Document for this meeting.
10
Students have a responsibility to:
work on personal targets set each week from observed lesson feedback and weekly reviews of
progress;
proactively improve own subject knowledge, with a strong focus on
English/mathematics/science in KS1/2, extending to experience within all other foundation
subjects across the placement;
ensure you teach across the full range of subjects and record this. Evidence of this will support
your final standards presentation;
respond professionally to advice given, as well as proactively seek advice;
reflect and analyse all taught activities and lessons, in the form of annotations on the lesson
plan. This must include analysis of all ability groups, including challenging the more able;
observe your partner teaching for approximately 10 minutes, record the observation on the
Peer Observation Feedback Record Sheet, and give 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 co-ordinator on
issues arising from the week;
use assessment grids to assess pupil progress for all pupils for all taught lessons. Update
more detailed records on the four focus children;
update placement files, which are always available for scrutiny from school and university staff;
cross reference own experience to Teachers’ Standards and record within the Standards
Progression document;
manage time efficiently to meet the demands of the placement;
maintain an excellent attendance record.
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 university lesson observation proformas, this should be across a range of subjects. This
could be the class mentor, the training co-ordinator, Headteacher 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 related to the Teachers’ Standards. Upon completion of the observation the
mentor will highlight the relevant criteria using the narrative provided to allow them to make an overall
judgement, from grade 4 to grade 1. An overall judgement for the lesson is made by “best fit”
judgement.
The student will benefit from feedback given as soon as practical after the lesson has ended, 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
11
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 a maximum of three SMART
targets as a focus for the next lesson. The student should be able to make measurable improvement during
each lesson observed. These lesson observations should be across the full range of subjects over this
final placement, including P.E.
Peer Observations
In 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 (p. 21).
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 and should carry out and complete the peer observation in addition to the two formal
lesson observations each week. These should be across a range of subjects.
Weekly Review of Progress Tutorials
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 ( p.27), helps students prepare for this
professional dialogue, reflecting on their experience over the week. They should bring any evidence
that informs the Standards Progression Tracker and from this, clear targets should be set for the
week ahead.
During the tutorials, 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 you record the outcome of your assessments
How you ensure that assessment evidence informs the subsequent planning for the
children’s learning
12
Standards Progression Document
This electronic document contains Ofsted expectations of student teachers at different stages of their
training. It is linked to the Teacher Standards and should be reviewed during weekly tutorials. A discussion
against each of the Teacher 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 a final assessment against each of the Teachers’ Standards.
Contributing to this, students are required to collect evidence of achieving QTS Standards while on
placement. 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 collate 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 Progression document and on the student
Individual Learning and Development Portfolio (ILDP). Evidence that is not created electronically such as
observation feedback etc. can be photographed or scanned and uploaded to support the e-portfolio on
PebblePad.
Lesson Evaluation It is good practice to evaluate how lessons have gone. At the end of each lesson taught it is an
expectation that 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 teaching have impacted on children’s learning and should begin to explore ways in which this
should influence 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
Assessing Pupil Progress There is an expectation that assessment information will be recorded for all pupils for all lessons taught
using the format p.19 - 21. More detailed information across the whole curriculum should be collated and
discussed for the four focus children. This should make specific reference to future learning for all pupil
groups including SEN and the more able.
Students Experiencing Difficulties
Students who experience problems or difficulties on placement should speak in the first instance to
the host class teacher/school t r a i n i n g co-ordinator and highlight the problem(s). The problem(s)
13
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 c o-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 Plan may be written.
A Student Support Plan 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. The form must be signed
and copies kept by all parties.
The School Placement Files
Students will keep two files during the placement which they are expected to have in school with them at
all times.
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 for assessing the student’s planning, management and organisation
and other professional requirements.
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 Teacher, university Link Tutor and the
External Examiner;
The files are working documents and they may contain, for example: annotations, post-it
notes and additional material from the student, teachers and u niversity Link Tutors who
may offer annotated comments on the content;
The files should be well organised and clearly divided into sections;
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).
14
THE PLANNING AND ASSESSMENT FILE Print 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 assessed
week
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 / whole
class) 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 children
throughout 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 to
how 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 pupil
progress? 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
15
Pupil progress –
individual
Examples of work completed by 4 focus pupils during the
placement 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
Si gne d Clas s Te a che r:
Si gne d T ra i ni ng Co -or di na tor:
Si gne d Link Tutor:
[Type text]
THE S C H O O L C O N T E X T FILE
Print 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
Personal information
Updated personal pen portrait
Previous placement reports
Key information
about 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
Class records
How does the class teacher monitor individual pupil
progress? 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
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
personal information blackened out
Notes from meetings
Notes from meetings with class mentor, training co-ordinator, link tutor
Safeguarding policy 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:
Si gne d Clas s Te a che r:
Si gne d T ra i ni ng Co -or di na tor:
Si gne d Link Tutor:
[Type text]
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 of lesson
Description of subject and Key stage Observation 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/government/uploads/system/uploads/attachment_data/file/536891/Mentor_stan dards_report_Final.pdf
[Type text]
Placement School Pen Portrait
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?
[Type text]
Assessing Pupil Progress - Expectations
Stage 3 Final assessed placements (PGCE Primary, PGCE Early Primary , BA3)
University based provision
School based provision Student expectations
As in stages 1 and 2 and:
Extending use of pupil progress tracker to all children in the class and for all subjects taught
Introduction of the evaluation questions (see attachment). Looking at what this assessment information means for different groups of/individual children
Re-examine the ‘Assess – Plan – Do – Review’ cycle of learning from stage 1. What do the students now understand about assessment for learning?
Possible assessment data lecture from Headteacher of local school. Sharing whole school, age related assessment data. Breaking this down into what this means for class teachers, groups of children, individuals. Examine how intervention children might be identified/ examining vulnerable groups/pupil premium?
As in stages 1 and 2 and:
Arrange for student to meet with assessment manager/coordinator to discuss the assessment systems used across school
As in stages 1 and 2 and:
Using the pupil trackers for all children in the class across all subjects taught
Regular checking of trackers against evaluation questions. Use weekly review meetings and link tutor visits to discuss these
Discuss individual pupil progress and groups/individual pupils who may benefit from intervention
Look at whole school assessment systems and expectations
Detailed assessment of the 4 focus children. What has their attainment over time been in the subjects they have taught? Ensure assessment information is collated in the 3 core subjects
Students develop a bank of evidence towards Standard 6 for their final Standards Presentation, following final assessed placement.
[Type text]
Assessing pupil progress data
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
[Type text]
Which children are working
towards this expectation? Which children are meeting
this expectation? Which children are
exceeding this expectation?
How do you know? What are they capable of? So what do they still need to
achieve? What activities and resources will
support them in making progress? If they cannot access these
resources and activities, what will
you do? If children achieve, how will you
extend or deepen their learning?
How do you know? Is their understanding secure? So do they need to consolidate,
extend or deepen their learning? What activities and resources will
support them in making progress? If they cannot access these
resources and activities, what will
you do? If children achieve, how will you
extend or deepen their learning?
How do you know? How do you plan to deepen
children’s learning so the children
are able to apply it to new contexts? What activities and resources will
support them in making progress? If they cannot access these
resources and activities, what will
you do? Is your task open ended? If not,
what provision have you made to
extend their learning/provide
additional challenge?
[Type text]
Peer Observation Record
The observation must last for approximately 10 minutes
What was the most
positive part of the activity / lesson that
you observed?
To what extent were the children engaged
in the learning 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:
[Type text]
Preparation Checklist
Students should read 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 learn 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? Refer to the TA/Teacher planning tool.
[Type text]
Lesson Planning Generic Lesson Plan - Key Stage 1 / 2
Name: Date:
Placement: Class: School:
Subject: Time of lesson: Number of children:
My targets / focus based 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?
Differentiation & Groupings How will I organise the lesson to ensure all children make progress?
Assessment What strategies will you use to monitor and support learning during the lesson?
Key vocabulary that I want children to use during the lesson:
Resources required for the lesson (including use of other adults).
Key questions that I want to ask the children during the lesson:
Guidance: Please amend this structure to make it appropriate to the intricacies of your lesson.
[Type text]
Approx . Timing s
Introduction (Explain to the group/class what they’ll be doing in this lesson, share the objective, your expectations, 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)
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 you
had hoped? Why?
[Type text]
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:
Lesson Pl an E valu ati ons
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’
[Type text]
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.
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)
[Type text]
Signed
Mentor
Trainee
Mentor: Confirm (tick) The trainee is up to date with:
o Professional Learning Summary (ILDP) o Standards Progression Tracker
Trainee: Targets agreed for the week ahead With the support of your mentor, use the elaborated descriptors on the SPD to define a maximum of 3 clear targets
Standard Target
Action (How will you do this?)
Support (What support might you need?)
[Type text]
2012 Standards Grade 4 Grade 3 Grade 2 Grade 1
Lea
rnin
g, T
each
ing
& A
sses
smen
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.
Pu
pil
pro
gre
ss &
Lea
rnin
g
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.
Su
bje
ct
Kn
ow
led
ge/
Pu
pil
Lea
rnin
g
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.
Beh
avio
ur
for
Lea
rnin
g
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.
Overall Grade
[Type text]
Lesson Observation Number:
Trainee Name Date
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.
Summary of key strengths following observation:
Learning, Teaching & Assessment:
Pupil Progress & Learning:
Subject Knowledge & Pupil Learning:
Behaviour for Learning:
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):
[Type text]
Concluding the Placement
Placement Report Forms
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.
A hard copy of these forms should be given to the student at the end of the placement
and sent electronically as soon as possible to the University at the address below. These reports are required to inform the student’s references and to track individual student progress.
It is very helpful if reports are in a Word document format (i.e. not scanned or PDF). Please do not hand write these
32
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
[Type text]
3-Demonstrate good subject knowledge and curriculum knowledge
4-Plan and teach well structured lessons
5-Adapt teaching to respond to strengths 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
[Type text]
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.
Updated June 2019
[Type text]
Initial Teacher Education Phonics Report
Name of Student Dates of Placement Signature of member of staff supervising this placement.
Student signature:
One of the key themes of this placement is aimed at ensuring all students have the opportunity to develop
their skills and understanding of ‘High Quality’ provision and practice in ‘Systematic Synthetic
Phonics’ and the development of children’s early reading skills. This includes observations of
phonics sessions, including:
Intervention programmes in both KS1 and KS 2
Delivery of phonics session (KS1 students)
Planning and delivery of guided reading sessions
Student practice in this key theme should be assessed at the end of this placement using
the OFSTED Initial Teacher Training system and criteria for grading students, as stated in
the placement handbook.
Key Theme Statement 1 2 3 4
Observations demonstrating a developing understanding of ‘High Quality’
provision for ‘Systematic Synthetic Phonics’ teaching and learning.
Effective planning and delivery of sequential ‘High Quality Systematic
Synthetic Phonics’ lessons that impact upon children’s learning.
Demonstrate a developing understanding of a deeper insight into the use of
formative and summative assessments to track children’s progress
in ‘Systematic Synthetic Phonics’ informing the next steps in learning.
Other Significant ‘Systematic Synthetic Phonics’ and Early Reading Experience:
Other Significant Key Stage 1 Experience:
[Type text]
[Type text]
