PGCE Primary Trainee Teacher Requirements

for School Based Training 2015/16

Trainee Teacher Requirements for School Based Training

Contents Page

Introduction 3

The Responsibilities of the Trainee Teacher 4

School Based Training Dates 5

Allocation of Placements 5

Outline of the School Based Training Blocks 6-8

School Based Training PreparationPreparation PeriodSchool Based Training files

9-11

Curriculum Planning

Medium Term Planning 11

Thinking for Teaching for Science and Foundation Subjects 11-12

The Lesson Plan 12-13

Daily Evaluation of Learning 13

Weekly Evaluation of Teaching 14

Monitoring and Assessment

Child Profiles 15

Reading Records 15

Giving Feedback and Marking 16

Work Sampling 16

Reporting 16

Monitoring of Learning 16

Appendices (see list below):

1 School Based Training Checklist

2 Record of day Link Visits

3 Record of attendance on School Based Training

4 School Based Training Record of Observations

5 Training Opportunities During School Based Training

6 Work Sample

7 Child Profile Conference Record KS2

8 Child Profile Conference Record KS1

9 End of School Based Training Child Profile Conference

10 Open Observation Form

11 Trainee Teacher Monitoring of Achievement of Mid-point Assessment Targets

12 Secondary School Visit – tracking a year 7 class

13 Reception Class guidance

14 Trainee Observation Record of other Teachers

Introduction2

I am very pleased to be able to introduce this guidance material specifically for the PGCE Primary Programme for School Based Training One. In addition to this booklet, schools also have booklets ‘Primary Partnership’ and ‘Assessment of Trainees on School Based Training’ providing partnership information for mentors, class teachers and trainees. This booklet also provides information for new schools who have not worked with us before about our School Based Training arrangements. The ‘Primary Partnership’ and ‘Assessment of Trainees on School Based Training’ booklets are common to all primary teaching training programmes at Middlesex.

The main purpose of this booklet is to provide trainees and others involved in the partnership with specific guidance about the School Based Training blocks on the PGCE Primary Education programme. It complements the more detailed information that will be provided for each specific block in Preparation for School Based Training sessions (for trainees) and in training and briefing sessions (for link tutors, mentors and class teachers). The Middlesex Primary Partnership Wiki contains all of the relevant documentation for each school based training placement. You do not need a username of password to download the file. The address to logon to the wiki is:

http://middlesexprimarypartnership.middlesex.wikispaces.net/home

Any school needing help accessing these forms please contact me - PGCE Programme Leader, Fiona Bailey at f.bailey@mdx.ac.uk or telephone 020 8411 5056. For other placement queries please email the Primary Placement team at ittpri@mdx.ac.uk or the Primary Partnership Manager, Darren McKay, at d.mckay@mdx.ac.uk

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 their programme. Further details can be found at the following web address: http://www.education.gov.uk/get-into-teaching

Trainee teachers, mentors or class teachers who wish to discuss or clarify any of the points in this booklet, please contact me.

Best wishes

Fiona BaileyProgramme Leader, PGCE Primary Education

Tel: 020 8411 5056Email: f.bailey@mdx.ac.uk

The Responsibilities of the Trainee Teacher

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The provision of places within schools for Trainee teachers to practice the increasingly complex skills of teaching is dependent on the goodwill built up over a number of years between link tutors, heads, mentors and class teachers. There is no requirement that schools have to take Trainees for School Based Training. For this reason, Trainees need to be constantly aware of their status as visitors and that they are under the general direction of the head teacher. It is important that Trainees behave in a professional way in school from the outset. It is the Trainees' responsibility to ensure that they are thoroughly prepared for the School Based Training block.

Attendance on the day link visits and the School Based Training block is compulsory. Trainee teachers have a responsibility and a commitment to the school. If, because of extenuating circumstances, absence is unavoidable, it is vitally important that the school is informed as early as possible. Trainees should also contact their Link Tutor by email. Mentors also welcome information about any changes in the Trainee's teaching programme. This is particularly important if Trainees are not teaching at times when they might be expected to. If you are absent for more than 3 days your Link Tutor and Mentor will decide whether you need to make up the time at the end of the placement.

It is important that the University is informed of any factors that might affect the success of the School Based Training block. Withdrawal from the School Based Training block without any prior consultation with the mentor, link tutor and Programme Leader will be viewed as a failure.

Trainee teachers are normally expected to be in school for 8.15 am and to stay after school to attend meetings, work in the classroom and to meet with the class teacher.

General appearance needs to be acceptable to the school. Trainees should wear trainers and track suits or jogging bottoms when teaching PE. Personal effects should be removed (or made safe where removal is not possible) prior to the start of all PE/games lessons. It is important that trainee teachers interact fully and sensitively with teachers 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. Trainees should be invited to attend relevant staff meetings, CPD days, parents’ evenings, parent teacher functions and school clubs.

Trainee teachers are expected to invest a considerable amount of time in gaining the most from School Based Training. This will entail:

the development of a teaching file throughout the School Based Training block written and practical preparation for teaching evaluation of all lessons record keeping and assessment of children’s development planning for/with other adults in the school seeking advice from subject co-ordinators displaying children’s work accompanying the class teacher on duty involvement in extra curricular activities collecting evidence for the Teachers’ Standards

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

Trainee teachers 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 children to potentially dangerous situations (e.g. PE, Design Technology and Science). Trainee teachers must ensure that the class teacher or mentor is present at all PE/Games lessons and any lessons where potentially hazardous equipment may be used (e.g. Design Technology)

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Trainee teachers will be assessed against the Teachers’ Standards (2012). It is important that trainee teachers are familiar with the assessment procedures involved. Full information about the assessment of trainee teachers on School Based Training can be found in the Primary Partnership guidance document.

School Based Training Dates

PGCE Primary School Based Training 1: Key Stage 1/2 (Paired)

Day Link Visits 3 days (Thursdays) 3/12/15; 10/12/15; 17/12/15

Autumn Term Directed Task Block 2 weeks w/b 16/11/15w/b 23/11/15

Preparation Week 1 week w/b 04/01/16

Initial Link Tutor Meeting Trainee-teachers at Mdx 07/01/16

Half Term 1 week w/b 15/02/16

SBT1 Block 6 weeks 11/01/16 to 26/02/16 inclusive

Mid-Point Assessment w/b 01/02/16

Mid-Point Review Trainee-teachers at Mdx. 04/02/16

Summative Assessment of professional Practice

w/c 22/02/16

PGCE Primary School Based Training 2: Key Stage 1/2

Day Link Visits 6 days: 2 days per week (Monday and Tuesday) for 3 weeks

7/03/16 & 8/03/16; 14/03/16 &15/03/16; 21/03/16 & 22/03/16

Preparation Week 1 week w/b 11/04/16

Half Term (variable) 1 week w/b 30/05/16

SBT2 Block 10 weeks 18/04/16 to 01/07/16 inclusive

Initial Link Tutor Meeting Trainee-teachers at Mdx 14/04/16

Mid-Point Assessment w/b 16/05/16

Mid-Point Review Trainee-teachers at Mdx. 19/05/16

Summative Assessment w/c 26/06/16

Allocation of Placements Prior to each School Based Training, Trainee teachers are asked to complete a form which is used by the Primary Placement Team to allocate an appropriate school. Trainees have the opportunity to provide information about preferred transport (car/public transport), and can if necessary complete the Special Circumstances Form if, for example, they have caring responsibilities and medical conditions that may require consideration when being allocated a school. It is possible that in some cases a journey to school may take up to an hour and a half although it is usually much less than this. 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. Once a trainee has been allocated to a school, changes will only be made in extreme circumstances.

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Outline of the School Based Training Blocks

School Based Training 1The first School Based Training is a six-week block, preceded by one week of preparation, and takes place in a Key Stage 1 or Key Stage 2 classroom. Where possible trainee teachers are placed in pairs, either in the same class or a parallel class, but it is also appropriate for a trainee teacher to be in a classroom/year group without a partner.

School Based Training 1An Outline of the Six-Week Block Practice

Context• Placement in Key Stage 1 or Key Stage 2.• Trainee teachers will have a 40% teaching load to allow them time to reflect on their practice, to relate

this to observations and discuss planning, evaluation and targets with their class teacher and paired trainee teacher.

• Trainee teachers will work in a collaborative situation to develop their teaching skills and their skills in planning for and managing other adults in the classroom.

• Trainees in Key Stage 1 should spend at least one teaching session per week in a Reception class observing/supporting whole teaching and group work (an open observation form should be completed for each session, and additional guidance can be found in appendix 13)

• Trainee teachers in Key Stage 2 will arrange to spend a day in the secondary school where their SBT2 children transfer to in Year 6. Trainee teachers should arrange to be allocated to a Year 7 class and then follow that class around for all lessons and activities for the day. Observation notes should be written up as evidence for the Professional Development Portfolio and will be presented at the standards check meeting, with their Academic Tutor, after SBT1 (Appendix 12).

Planning requirements• Trainee teachers should, whenever possible, attend the appropriate school planning meetings relating

to the period of their school practice.• Trainee teachers should meet with their class teacher to discuss and clarify planning and make

decisions as early as possible about the areas to be covered by the trainee teachers.• Trainee teachers should make copies of curriculum plans as they relate to their block practice.• Trainee teachers should plan collaboratively on short term planning.• Each trainee teacher will take the lead responsibility for planning a number of lessons. A lesson plan

must be drawn up for each of these. The paired trainee teacher and class teacher should contribute suggestions and offer advice.

Lesson planning responsibilitiesFor the block practice each trainee teacher will plan, teach and evaluate the following curriculum areas:

• A series of 2 five literacy lessons (one at or near the start, and another towards the end), including phonics

• One week where the trainee teacher will teach two of the literacy lessons and observe the class teacher teaching the remaining literacy lessons, including phonics

• A series of 2 x five mathematics lessons (one at or near the start, and another towards the end)• One week where the trainee teacher will teach two of the mathematics lessons and observe the class

teacher teaching the remaining mathematics lessons• Science – three lessons• History/geography* – three lessons• Art/DT* – three lessons• Music* – three lessons• PE – three lessons, one of which should be a gymnastics lesson using large apparatus• RE* – three lessons• IT/Computing – must feature in at least three lessons

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• Trainee teachers should have half a day, each week, to review, plan and prepare resources (in addition to PPA)

• When a trainee teacher is taking the lead s/he should also be responsible for the organisation of the class and the management of other adults and the pupils’ behaviour.

*evaluations of Foundation Subjects lessons taught can be used to support EDP4128 Interdisciplinary Learning assignment)

If possible, during the last week of the block trainee teachers should organise to plan and teach two whole days including being responsible for transitions to and from assembly, play-time, lunch, etc. This will be invaluable experience prior to the second school placement.

Use of time when not leading teaching• Supporting group activities for literacy and mathematics, including phonics• Supporting group activities for Science and Foundation subjects*• Observing the class teacher during literacy and mathematics where possible, including phonics• Observing the class teacher during foundation subjects and/or topic sessions• In the classroom, supporting the organisation and management strategies of the leading trainee teacher• Observing the class teacher in relation to specific targets• Observing profile pupils• Observing/supporting in a Reception class• Observing the teaching of foundation subjects in other year groups* • Collaborating with paired trainee teacher re. planning, evaluation and assessment• Discussing practice with experienced teachers*

• Evaluations, reflections and observation notes will support EDP4128 Interdisiplinary Learning assignment)

It is important that trainee teachers spend most of their time, when not leading teaching, observing/supporting good practice demonstrated by experienced teachers. This may be in other classes and will need to be planned and timetabled in advance. Trainee teachers must be proactive in organising these opportunities which should be recorded on the timetable each week. Observations should include the teaching of phonics. Trainee teachers should use the observation proforma (Appendix 10) to record their reflection. It is acceptable for a small proportion of time to be spent supporting the partner trainee teacher when he/she is leading teaching.

Trainee teachers should observe two lessons a week. This should include observations of their class teacher. Trainee teachers should observe literacy (including phonics) mathematics in other year groups, the class teacher in relation to specific targets, a practical science lesson, PE and the teaching of foundation subjects.

Lessons that mentor/class teachers will observe the trainee teacher teachingEach trainee teacher should be observed and given individual feedback and (verbal and written) on two lessons per week. Trainees should be observed for two lessons each of literacy and numeracy, and at least one lesson for each of science, art/DT, geography/history, RE, music and PE.

School Based Training 2 The second School Based Training is a ten-week block and takes place in a Key Stage 2 or Key Stage 1 classroom. Trainee teachers are placed individually in the classroom and will teach approximately 50% of the timetable for the first three weeks and 70% for the final seven weeks.

The trainee teacher should have allocated time each week with the class teacher and year team for planning and resourcing lessons. In addition to PPA time, trainee teachers should have half a day each week for planning and resourcing lessons.

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During weeks 3 - 5 (or later on if more appropriate) trainee teachers in Key Stage 2 will arrange to spend a day in the secondary school where their SBT2 children transfer to in Year 6. Trainee teachers should arrange to be allocated to a Year 7 class and then follow that class around for all lessons and activities for the day. Observation notes should be written up as evidence for the Professional Development Portfolio and will be presented at the standards check meeting, with their Academic Tutor, after SBT2 (Appendix 12). Trainees in Key Stage 1 should spend at least one session per week in a Reception class observing/supporting whole teaching and group work (an open observation form should be completed for each session, and additional guidance can be found in appendix 13)

Lessons that the Trainee Teacher will observeTrainee teachers should observe one lesson a week (in addition to Reception Class). This should include observations of their class teacher. Trainee teachers should observe literacy, including phonics and mathematics in other year groups, and across the ability groups, the class teacher in relation to specific targets, a practical science lesson, PE and the teaching of foundation subjects.

Lessons that mentor/class teachers will observe the trainee teacher teachingEach trainee teacher should be observed and given individual feedback (verbal and written) on two lessons per week. After the mid-point assessment of standards observations of more able trainee teachers should focus on level descriptions of the Outstanding Trainee Teacher (see appendix 16 of the Assessment of Trainee Teachers on School Based Training booklet).

Monitoring and Assessment of the Trainee Teacher Full details of how trainee teachers are assessed are given in the “Assessing Trainee Teachers on School Based Training” booklet.

Trainee Teacher Absence from School Based TrainingDuring the course trainee teachers should have completed 120 days in school (this varies slightly due to the calendar). Any period of absence from School Based Training may need to be made up at some other time in order to have completed the appropriate number of days in school; this decision will be made by the Programme Leader in discussion with the mentor.

*If absent for any reason, the trainee should inform the school AND link tutor as soon as possible. Contact with both should be continued until the trainee returns to school.

School Based Training PreparationBefore the School Based Training block, trainee teachers will need to find the following information:

• Information to complete the Contextual Analysis;• Teaching resources available in the school • 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 PeriodDuring their Preparation Week trainee teachers should spend the majority of time in class to maintain relationships with the children and observe areas of the curriculum not seen during previous visits but which are essential to see before starting the block e.g. PE. The rest of the time should be spent on finalising planning which should be approved by the mentor and class teacher. One day during this week will be spent at the university meeting with link tutor and attending preparation support sessions.

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

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• Organise School Based Training files as outlined on pages 9 to 11;• Build up a teaching timetable (through discussion with the class teacher). 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 (see Appendix 7 or 8).• Complete the School Based Training Checklist (see Appendix 1) and present it along with the file for

signing off by the mentor and class teacher.• Attend any preparation meetings at the University.

School Based Training FilesTwo large A4 files will be needed for each School Based Training. The first one (the Curriculum and Context File) will contain the required school details (see the list below). The second file (the Planning and Teaching and Assessment File) will be sectioned into the number of weeks of the School Based Training block and will contain any weekly planning, lesson planning, evaluations, assessments and observations of teaching. Included will be medium term planning, curriculum information and all monitoring and assessment including Child Profiles. (see list below)

The maintenance of these files is an essential part of the School Based Training block. It is a means by which Trainees can improve their teaching through careful planning and recording and through observation and analysis of their 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 School Based Training files will be monitored by the mentor throughout the School Based Training block and are a crucial part of the assessment of Trainees.

The files may occasionally contain sensitive material about individual children and their needs, and Trainee teacher’s are expected to treat this professionally, recognising the need for confidentiality.

The files should always be in school and available for perusal by the class teacher, the head teacher 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.

Medium term planning and early lesson plans are developed after discussion with the mentor and class teacher. The School Based Training files are signed by the mentor and class teacher. The signing of the files indicates that an appropriate standard has been reached and the Trainee is ready to start the block.

Before the files are signed, they must contain everything listed below. Some of these documents will be blank forms ready to be completed during the School Based Training.

An unsatisfactory file may delay the start of the School Based Training 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:Trainee Teacher's nameThe SchoolThe HeadteacherThe Class TeacherMentor

Link TutorAny additional information about curriculum leadership in the school, or specific roles (e.g. Teacher responsible for Trainees)

2. Contents page

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3. School Based Training attendance sheets (appendices 2 and 3)

4. Monitoring of files form (in Assessment booklet ) and ‘sign off’ checklist (appendix 1)

5. Record of Observations form (Appendix 4)

6. On SBT2 the previous Assessment of Standards form

7. Training Opportunities in School form (Appendix 5)

8. Trainee Observation Record of other Teachers form (Appendix 14)

9. Open Observation forms (Appendix 10)

10. Reception Class/Secondary school task (Appendices 10, 12, 13)

11. A copy of the school brochure in order to become acquainted with the school’s philosophy and setting.

12. The contextual analysis of the school developed in Preparation for School Based Training.

13. Reception Class/Secondary School Observations as appropriate.

14. A list of events affecting the school’s normal programme e.g. In-service training days, polling day, major school events.

15. 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)

16. Any information about particular needs of children who will require early or special consideration.

17. Information on managing the work of other adults in the classroom.

18. A plan of the classroom

19. A plan of the intended display space, and some indication of preliminary ideas.

20. A copy of the school’s policy on managing behaviour (or the summary page if this is a long document).

21. Trainee teachers will need to have access to school curriculum policies. It is not necessary to collect copies of all these policies for the file. Copy only the relevant sections if you need to. Place any documents in this position of your file. Ask the class teacher for guidance.

Planning, Teaching and Assessment File

1. Contents page

2. Section for each week, these will contain

Timetable word processed, showing clearly where you are teaching (if this changes each week email a copy to your Link Tutor)

Weekly plans (at the front of the section), lesson plans and teaching materials 10

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.

Weekly evaluation of teaching

Weekly review of targets (form found in assessment booklet)

Monitoring of achievement at mid-point (appendix 11)

Notes from the Trainee teacher’s observations of other teachers (appendices 10, 12, 13 and 14)

Literacy and mathematics medium term plans

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.

Child Profiles including conferences, work samples, reading records, a report and other records kept about the learning and development of the profile children (appendices 6, 7, 8, 9)

Monitoring of learning: whole class record

* The plans for week one must be ready before the file can be signed off.

Curriculum PlanningTrainee teachers will have subject specific input on curriculum planning during the University based part of the programme.

It is important that the curriculum planning format, as detailed in this guidance, is followed where possible.

Pre-planningTrainee teachers should identify those aspects of literacy and mathematics, National Curriculum Programmes of Study, and where appropriate the QCA Schemes of Work that will be covered during the School Based Training block.

Medium Term PlanningTrainee teachers should use the school’s medium term planning and highlight those areas to be covered during the School Based Training block. Trainees must, however, show their planning at the ‘lesson’ level and use the lesson planning headings as shown in this booklet. Through this plan, the trainee will demonstrate his/her ‘ownership’ of the lesson, demonstrating consideration of to the Trainees’ own classroom context. Where the opportunity occurs, Trainees should observe, participate in and contribute to planning at the next level up, unit planning. Trainees should be aware of this level of planning and be prepared to show an understanding of the underlying rationale which relates individual lessons to the unit plan.

Computing Trainee teachers will need to make reference to IT/computing in all plans where appropriate. It is likely that IT will feature in most areas of the curriculum during School Based Training.

Religious EducationTrainee teachers 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, Trainees should have a copy of the school’s Medium Term Plan and an explanation of the school’s situation.

Thinking for learning and teaching

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In preparation for teaching a series of lessons or a unit of work, trainee teachers should actively develop their 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.

Trainee teachers 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), - supporting reading background reading (reference to Centre 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.

Background research can be approached and presented in a number of ways, for example. use of mind-mapping, ‘brain-storms’; key headings/bullet-points; notes taken from relevant background reading, internet sources, lectures and other centre-based training; annotated texts and planning documents, notes from meetings with mentor, class teacher and other colleagues, reflections from observed lessons; example resources, illustrations, models and examples; outline of teaching approaches; glossaries and word banks; information on children’s prior learning.

This does not have to be word processed, it is just the collection of the research notes that trainees would normally do before planning individual lessons for a particular unit.

Annotating Medium Term PlansTrainee teachers are now ready to annotate the Medium Term Plan given to you by your school. It may be the QCA Scheme or the school’s own plan.

Trainee teachers must: Change the suggested activities/resources if you can think of better ones (discuss this with your class

teacher). Ensure that the children are being assessed using a variety of methods, for example, observing,

questioning, concept- maps, concept cartoons and recorded work (discuss this with your class teacher).

Trainees will be given more detailed subject specific advice during your subject modules.

The Lesson PlanTrainee teachers must write a full lesson plan for every lesson taught. The following headings must be used for all lessons other than literacy and mathematics. The list of headings varies slightly for these lessons and specific advice will be given later in this section.

*SBT 2 onlyAt mid-point trainees graded as 2 should teach from their weekly plans for English and mathematics. Individual lesson plans are required for all other subjects.

Lesson Plan Headings

Area of LearningDateTime/length of session

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Children’s starting points for learning, based on previous assessmentIndicate how previous evaluation/s informs this lesson plan.

Learning ObjectivesThese should be numbered statements of what it is intended that the children will know, understand and/or be able to do by the end of the lesson.

Success CriteriaTrainee teachers should identify success criteria which relate clearly to the learning objectives.

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

Resources for LearningList here the materials that will be used.

Introduction (time) In this part of the lesson it is important to ensure that the children know what the learning objectives are and that you make any relevant links to previous learning.

Direct teaching (time)This section forms the major part of the planning. It will show in note form your teaching input, including 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.You should also include what children are doing; what children are saying; what resources children are using

Independent and/or group tasks (time)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 the role of the Trainee and other adults in supporting and assessing children.

Plenary/review (time)Trainee teachers must indicate how each learning objective will be assessed. This section of the lesson must focus back on the learning objectives and success criteria, and should include key questions to be asked in the plenary. This is also an opportunity to make links with subsequent learning. Trainees should consider opportunities for self and peer evaluation.

Assessment Highlight to indicate assessment opportunities throughout the lesson plan. This may be by mini plenaries, questioning, discussing, observing, through peer or self evaluation. Remember to plan for additional adults to support assessment. After the lesson children’s work should be marked and feedback on assessment collected from adults.

Daily evaluation of children’s learningEvaluations should be completed as soon as possible after the lesson has taken place, and attached to the relevant lesson plan in the file.

The main purpose of lesson evaluations is to monitor the extent to which children have achieved the learning objectives in order to inform future planning. For every lesson taught, trainees 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?

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How appropriate were your success criteria?

B) Using assessment to inform planning What will the next learning steps be?

Weekly Evaluation of TeachingThroughout the week, trainee teachers are encouraged to make notes to inform their evaluations and should also annotate their plans to reflect on their teaching. Their evaluations would also be informed by the children’s learning (see above) and should always include comments on the progress of their child profile children. Trainees should also have their own targets in mind. *Trainees should write their weekly evaluation on the other side of the Weekly Review of Targets form and send this to their link tutor each week. This should then inform the weekly review of targets meeting or discussion, (see updated Weekly Review of Targets form in SBT Assessment booklet) See below for ideas on what to incorporate in evaluations.

Trainee teachers need to reflect on their subject knowledge and on effectiveness of their planning, teaching and classroom management. These evaluations are to help trainees critique what went well or not so well in their teaching; it is important that the evaluation doesn’t become a commentary on lessons. The weekly evaluation will inform the trainee’s identification of how to improve future teaching.

Subject knowledge and understanding - for each subject taught Trainees must consider

How their subject knowledge and skills were demonstrated in the lessons Subject specific pedagogy Effective use of subject specific vocabulary

Planning, Teaching and Class Management- the areas for reflection should relate to previous targets identified by mentors, class teachers and the Trainee. Areas for reflection are detailed below. Trainees may also select other areas for reflection.

School Based Training

Areas for reflection

One • Managing children’s behaviour• Teacher presence• Identification of and appropriateness of learning objectives and success criteria• Appropriateness of planned activities• Use of resources for supporting teaching and learning• Deploying other adults to support children’s learning

Two As for SBT1and• Working with other adults outside the classroom to support children’s learning• Organising children for learning• Planning for progression• Differentiation• Supporting children with a SEN/D or EAL• Equal opportunities• Making connections to other subjects• Considering how children’s well-being and learning is affected by a range of

developmental, social, religious, ethnic, cultural and linguistic, influences.

Issues for subsequent Planning and TeachingIn light of the evaluation, identify what you could do to improve teaching and learning in the following week.

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Monitoring and AssessmentThe 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 actually using the information gained to identify the next steps in learning and inform planning.

Trainee teachers will be involved in six specific aspects of monitoring and assessment for the purposes of the School Based Training blocks:

1. Child Profiles2. Reading 3. Giving feedback and marking4. Work samples5. Reporting6. Monitoring of learning: 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 class teachers, mentors and link tutors at any time.

1. Child ProfilesThese are profiles about individual children selected during the day link visits and should be based on the trainee teacher's observations and records of the children’s learning and development.

Trainee teachers will select three children for School Based Training One and Two. During the Day Link Visits trainee teachers should agree focus children with the class teacher. Where possible trainees should choose a child with a SEN/D and a child for whom EAL.

The Child Profile initial conference should be completed during the preparation period (see Appendix 7 or 8). Each week during the School Based Training block, entries should be made for the profiled children.

Specific guidance will be given to trainee teachers about the requirements of the profiles for each School Based Training. Trainees should demonstrate children’s progress in both English and maths. They should demonstrate progress in a variety of ways e.g. observations, work samples, photos, APP.

In the final week of the placement trainee teachers must complete the end of School Based Training conference which facilitates reflection, by both the child and the trainee teacher, about the learning experience. (Appendix 9)

Guidance Notes for Completing the Child Profile Forms (KS1 & 2)

a. Languages - include English

b. Factors affecting the child’s learning - this can include vision, hearing, long absences from school, persistent lateness - anything that you feel is appropriate to include.

c. Initial Conference child/trainee teacher (see Appendix 7 or 8) and final Conference child/ trainee teacher (see Appendix 9).

2. Reading RecordsIn Key Stage 1, trainee teachers should hear their profile children read once a week and make brief notes on each child’s progress and the strategies they use. Trainees should receive feedback on their notes and /or their teaching of reading.

In Key Stage Two, trainee teachers should contribute to the school’s own reading record system for one group (possibly a guided reading group) on a weekly basis. Trainee teachers will need evidence of how

15

they have contributed to the reading records for their group. Trainees should ask to be observed and get feedback on their teaching of reading.

Further guidance will be given in English modules.

3. Giving feedback and markingTrainee teachers must follow the guidance provided by the school’s marking policy and will find it helpful to discuss marking with the class teacher during the first part of the block. During Preparation for School Based Training sessions, guidance will be provided on target setting and encouraging children to reflect on their own learning (e.g. ‘Closing the Gap’ marking). It is likely that schools will have their own systems for target setting and using success criteria with children. Trainee teachers should work closely with the Class Teacher to incorporate these systems into their teaching.

4. Work samplingTrainee teachers will sample and comment on the Child Profile group. The samples of work will come from lessons taught in English, Mathematics and Science (or Humanities if no Science is being taught). One sample should come from each of these subjects. Trainees will find it helpful to discuss the levelling process with the class teacher. A work sample recording sheet is shown in Appendix 6.

5. ReportingDuring the final week of the School Based Training block all trainee teachers should write a report (of the type sent to parents/carers at the end of the school year) for one of the profiled children. Class teachers will help with this task and trainee teachers should look at examples of the school’s format for report writing. Further guidance will be provided in subject and Preparation for School Based Training sessions.

6. Monitoring of LearningTrainee teachers 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 appropriate School Based Training File. Guidance will be given in Preparation for School Based Training workshops. Trainees could also engage with mentors in developing their records by looking at school practice.

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School Based Training ChecklistThis checklist is intended to help you in your School Based Training planning. Check that you have completed it before your tutorial with your mentor, who will then sign it. The signature of your Mentor indicates that your preparation is complete and satisfactory. The start of your School Based Training Block may be delayed if the form is not completed and appropriately signed.

Trainee Teacher …………………………………… Mentor ……………………………………

From the Curriculum and Assessment File Yes No Mentor Comments

Front sheet and Contents Page

Day link visits and SBT attendance sheet

School Based Training Checklist (Monitoring of files form)

Record of Observations form

The previous SBT Assessment of Standards form and summative report

Training Opportunities in School form

Trainee Observation Record of other Teachers form

Open Observation forms

Reception Class/Secondary school task

A copy of the school brochure

The contextual analysis of the school

List of school events/dates

Class details and information about individuals

Information about managing the work of other adults in the classroom

Plan of the classroom

A plan and ideas about display

Copies of policies where appropriate

From the Planning, Teaching and Assessment File

Timetable(s) in file and sent to Link Tutor

Weekly plans and lesson plans for the first week

Teaching materials for the first week

Medium term planning for all subjects being taught

Thinking to support teaching and learning

Completed Initial Child Profile Conferences

Signatures: Mentor………………………………………………….. Date ………………

Class Teacher …………………………………………

17Appendix 1

RECORD OF DAY VISITS

Trainee teacher ______________________________ School ____________________________

Class teacher ______________________________

DATE ATTENDANCE (CLASS TEACHER’S SIGNATURE)

Appendix 1

PLEASE KEEP THIS RECORD FOR YOUR SCHOOL BASED TRAINING FILE

18Appendix 2

Record of Attendance on School Based Training

Trainee Teacher Name:

School:

SBT1/SBT2

Week Number of days in school

Reasons for absence Class teacher signature

Total number of days in school …………………

Signature of Trainee Teacher: …………………………………………

Signature of Mentor: …………………………………………

19Appendix 3

School Based Training Record of Observations

School Based Training: 1 2

Trainee Teacher Name:

Mentor:

Date of Written Observation Subject / Lesson Signature of Observer

20Appendix 4

Training Opportunities Form PGCE PrimaryRecord all opportunities from day link visits and block. All listed aspects should be supported with Trainee Teacher’s notes. Trainee Teachers should add additional opportunities (staff meetings, school based CPD). Trainee Teachers are not expected to address all aspects on every placement, but all aspects should be addressed over the two placements .Add more rows as necessary.

Aspect SBT1 SBT2

Observed Phonics

Observed Guided Reading

Observed mathematics across KS1 (note year groups)

Observed mathematics across KS2 (note year groups)

Observed literacy across KS1 (note year groups)

Observed literacy across KS2 (note year groups)

Observed PE/ games

Observed a practical science lesson (note year group/s)

Attended parent/ teacher meeting

Helped plan/ assisted on a class outing

Taught child/ children for whom EAL (note the language/s)

Taught child/ children with a SEN (specify the SEN)

Observed/ taught MFL (specify language)

Observed/ participated in an extracurricular club

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Appendix 5

Work Sample

Name Date

Subject Year Group

Attainment Target Level

A brief explanation of why this level has been awarded- the relevant highlighted level description may be stapled to work sample

22Appendix 6

Child Profile Conference KS2

Child’s name: DoB: Year group:

Languages understood: Languages read:

Languages spoken: Languages written:

Factors affecting the child’s learning

Adults involved in child’s learning

People who live at home

Child / Trainee Teacher conference

This is an opportunity to find out about the child. This suggested list of questions is by no means exhaustive; Trainee teachers will need to rephrase questions appropriately. Other questions may be added.

• What sort of things do you do in your spare time at home?• Who do you read with at home? How often?• What sort of fiction do you like? (Older children - do you have a favourite

author?)• What topics (non-fiction) interest you? Why?• What are you good at in school?• What would you like me to help you with?• What do you think your behaviour is like? How does it affect your work? How

can we improve it?• Is there anything special you are looking forward to?

Trainee Teacher: Child: Date:

23Appendix 7

Child Profile Conference KS1

Child’s name DoB Year Group

Languages understood Languages spoken

Languages used at home for reading or writing

Factors affecting the child’s learning

Adults involved in child’s learning People who live at home

Pupil Conference:

People I like to help…

Toys and games I like to play with…

Friends I like to play with…

Stories that I like to hear…

Songs that I like to sing…

Books that I like…

TV programmes I like to watch…

Clubs and activities I like…

What I like doing best is…

I am sad when…

I am happy when…

Other comments

24Appendix 8

End of School Based Training Child Profile Conference

Child’s name: Date of conference:

Child/Trainee teacher conference

This is an opportunity for you to engage with the child about her/his learning experience and progress while you have been teaching the class. The suggested list of what may be discussed is not exhaustive; Trainee Teachers will need to phrase questions appropriately. Other ideas may be added.

What did she/he really enjoy? Why?What have been the main achievements of the child?Were there any aspects that she/he did not enjoy?What would she/he like to have done better?Refer back to any comments made in the initial conference and follow-up on these as appropriate

Trainee teacher reflection

Reflect upon what you have learned about the child’s learning experiences and progress while you have been teaching the class. How did you facilitate this? How might this knowledge impact upon your practice in the future?

25Appendix 9

Open Observation Form

Focus for the observation• The focus for the observation may arise as a result of co-coaching between you or your

partner or your mentor or class teacher may direct you to observe a specific area. You should discuss the focus with your class teacher and / or mentor.

• There are also some suggested areas to focus upon which are listed at the end of the page• Write the focus in the form of a question

Observation notes

Write brief notes of what your have observed – relate these to your question

What I have learned from the observation and how I will implement it my teaching

Try to answer your question. Indicate how you will use what your have learned in your own teaching. Discuss this with others e.g. your paired partner, class teacher, mentor, Link Tutor, subject leaders

Further questionsHas the observation thrown up any related questions? These will be the focus for further observations.Discuss this with others e.g. your paired partner, class teacher, mentor, Link Tutor, subject leaders

Impact on my teaching (This section will be relevant on Day Link Visits when you work with groups and the whole class)

What happened when your implemented the change? How did it impact on the children’s learning and your teaching? Remember the impact may not be immediate – you may have to persevere!

Suggested areas to focus upon on during Day Link Visits:

• Inclusion of children for whom English is an additional language (EAL);• Inclusion of children with special educational needs or disability (SEN/D);• The role of the TA throughout the lesson;• Strategies for managing inappropriate behaviour and for maintaining appropriate behaviour.

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Appendix 10

Trainee Teacher Monitoring of Achievement of Mid-point Assessment Targets

Target(Create enough rows to accommodate the number of targets identified at mid-point assessment. Add targets arising from the weekly review of targets)

Action: on a regular basis note how you have been addressing/ exceeding the targets. Indicate where your mentor may be able to find additional evidence e.g. lesson planning, evaluations, record keeping, observations of your teaching, your observation of the practice of other teachers/practitioners.

27Appendix 11

Secondary School Task

Plan your visit – do this doing the preparation period

Find out which secondary school/s is/are linked to your school (where the children move on to).

Contact the school (your school will tell you who the relevant person is) and ask to spend a day in the school ‘shadowing’ a year 7 class.

Visit the school – do this any time during week 3-5

Make notes on your reflections of what you have observed, for example,

• Progression from KS2

• Children as independent learners

If you cannot visit a secondary linked to your primary school, then you can visit one of your choice.

28Appendix 12

Reception Class

Effective practice in the Early Years Foundation Stage is built on these four guiding themes:

A Unique ChildEvery child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive RelationshipsChildren learn to be strong and independent through positive relationships.

Enabling EnvironmentsChildren learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

Learning and DevelopmentChildren develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

From your observations in Reception identify examples and the context in which they were set for each of these themes

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Appendix 13

Trainee Observation Record of other Teachers

Include a range of subjects and teachers (including your own class teacher) Please note your focus should be linked to your weekly targets

Date of observation Subject Focus

30Appendix 14

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