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  • Postgraduate/ Professional Graduate Certificate in Education (Part-time) Primary 3-7 or 5-11

    (2019-21)

    Introductory Stage Booklet

    (to be used in conjunction with Course Specific Guidance)

    2019-20

    Trainee name: ……………………………………

    Days in School……………………………………. (signed by SBM)…………………………….

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    4 Timeline and Key Dates 8 Assessment of the Introductory Phase

    a) Core Expectations A-D b) Formative Points c) Summative Point

    9 Placement Expectations

    a) General Expectations b) Weekly Bulletin on Blackboard c) Attendance

    11 The Introductory Placement File

    12

    13

    14

    The use of the eRPD during the Introductory Phase 1. Weekly Records

    a) Weekly mentor meetings b) Weekly Reflection

    2. Action Plans a) Standard 3 Portfolio Action Plan b) PSP or C4C

    3. Observations 4. Reviews

    a) Safeguarding and SBM details b) Breadth of Experience Review c) Introductory Standards Review d) Lack of Evidence

    5. Grade expectations and the use of the Assessment Toolkit

    16 Planning guidance for all placements

    17 Questions to support you in developing planning to support pupil progress

    a) Learning Outcomes/ objectives/intentions b) Success criteria c) Possible misconceptions d) Variation/differentiation e) Key questions f) Role of other adults g) Resources h) Lesson content i) Implications for practice

    19 Learning outcomes for the Introductory phase

    20 23

    27

    Introductory Placement Checklist

    a) Preliminary Days w/c 4th to w/c 11th November 2019 b) Phase A and B w/c 18th November to w/c 10th February

    2020 c) Phase C and D w/c 17th February to w/c 27th April

    29 Block Placement 5th May to 1st June 2020 a) Week 1 (5th to 8th May Friday BH)

    b) Week2 (11th to 15th May)

    c) Week 3 (18th to 22nd May)

    Half term w/c 25th May

    d) Week 4 (11st to 5th June)

    31 Enrichment Week a) w/c 8th June b) w/c 15th June c) w/c 22nd June

    CONTENTS

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    TIMELINE/KEY DATES Part of

    placement dates Outline of week

    Intro days w/c 4th November

    w/c 11th Nov

    - Preliminary Days in school: school/classroom orientation

    - (see relevant checklist p.10), set up files

    Phase A

    2 days/week in school Every Friday training in BGU w/c 18th Nov w/c 25th Nov w/c 2nd December w/c 9th December (8 days)

    - UBM will contact school to support and advise SBM.

    - Observation of good practice

    - Establish self with class

    - Continue to complete elements in Standard 3 Portfolio so all are completed by January 2020

    - Undertake activities required in this booklet.

    - Initially work with groups of pupils, question and identify pupils’ thoughts and ideas regarding what is

    being taught

    - Meet with mentor to negotiate help to complete booklet tasks.

    - Meet mentor fortnightly to record progress on eRPD.

    - Write reflection in the eRPD and setup Introductory Standards review.

    - The Assessment Toolkit must be referred to in meetings as the basis for SMART target setting.

    - To take a wider role in whole school including involvement in end of term Christmas activities, where

    appropriate

    Christmas w/c 16th December

    - Friday 13th Directed Study time

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    Part of

    placement dates Outline of week

    Phase B

    2 days/week in school w/c 7th January 2020 (Monday 6th in BGU) w/c 13th January w/c 20th January w/c 27th January w/c 3rd February w/c 10th February (12 days)

    - Over this part move from observing and analysing pupils’ thoughts to working from a plan to develop a

    group of pupils’ learning – to developing own plans for groups (and evaluate plans in terms of pupil

    progress/ what the pupils learnt)

    - Move to next stage of booklet and complete activities

    - Continue observation of good practice

    - Continue teachinig groups/leading group(s)

    - Teach whole lesson(s) using teacher’s plans – increase number of lessons taught as confidence

    increases.

    - Fortnightly Mentor meeting upload to eRPD.

    - Weekly reflection as directed in the following tasks, upload to eRPD.

    Half term

    Half term holidays

    commence either

    17th or 24th

    February.

    - Friday 21st February Directed study, no lectures in BGU

    - Friday 28th February taught session in BG

    Phase C

    2 days/week in school w/c 17th or 24th February w/c 2nd March w/c 9th March w/c 16th March w/c 23rd March w/c 30th March (12 days)

    - Continue observation of good practice. - Continue adapting teacher´s ST/MT planning for groups/leading group(s). - Teach whole lesson(s) using teacher’s plans – increase number of lessons taught as confidence

    increases. - Maintain SMART target focus - Maintain eRPD & School Placement File according to the Introductory Phase Booklet.

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    Part of

    placement dates Outline of week

    Easter

    Phase D Preparation for Block Weeks

    2 days/week in school

    - Start to adapt teacher’s MT and ST plans for Block Weeks. Continue teaching– increase when appropriate to your confidence and skill

    - Continue teaching other subjects - increase when appropriate to your confidence and skill.

    Block Placement

    w/c 20th April w/c 27th April *Friday 1st May directed study day for planning for BW 4 days Block Placement 4 days/week in school w/c 5th May (Friday BH) w/c 11th May w/c 18th May

    - During Block Placement: - You should ensure you refer regularly to the Assessment Toolkit during the block for SMART target

    setting. It is important you update your Introductory Standards review on a daily basis and add layers to the online toolkit every two weeks.

    - Initially building up to teaching sequences of maths and English. - Find a week where you can teach at least 4 consecutive lessons of maths or English/C and L

    (inc. reading, phonics/spelling, writing) within one week.

    - *Observations and mentor meetings are weekly in all Block Weeks - Find another week where you can do 4 days and teach maths or English/C and L depending on what

    you did not teach the first time. - In weeks you are teaching a sequence you should undertake guided group work in whichever core

    subject you are not leading.

    - As the Block Weeks continue and your confidence increases you should plan and teach a science/ understanding of the world lesson/session where you adapt teacher´s ST/MT plans.

    - Move onto teaching other foundation subject lessons. - It is important you complete the comments in your Introductory Standards review before half

    term to enable your SBM time to add their comments before the final summative review and observation with your UBM.

    Half term w/c 25th May

    w/c 1st June final week for assessment

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    Part of

    placement dates Outline of week

    Enrichment Experience

    w/c 8th June w/c 15th June w/c 22nd June

    (6 days)

    - 3-7 trainees: 2 days observation and group work with EYFS or KS1 (the age-phase your placement was

    not in). - 5-11 trainees: 2 days observation/group work with EYFS (or unfamiliar age group). - All trainees: undertake Leading Learning activities outlined in Leading Learning Booklet. - opportunity to observe phonics/work with groups - ensure all introductory placement activities completed

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    ASSESSMENT OF THE INTRODUCTORY PHASE

    a) Core Expectations: A. The trainee will be expected to complete all the tasks and elements in the Standard 3 Portfolio according to the given timeline. B. The trainee will be expected to use the suggested activities in the Introductory Phase Booklet as a platform to progress their learning. C. To pass the placement the trainee must achieve at least a 3 in all standard (including all subject grades – where a subject is not

    graded it will count as a fail unless there are exceptional reasons why it was not possible to be assessed in this subject). Where this is not the case progression to the next stage (Developing Placement) will be at the discretion of the Placement Panel and could result in the placement being repeated after Christmas. In this case it is likely the trainee will not complete the programme leading to QTS until the following academic year. This also applies to any subsequent failed placement. The programme is not designed to allow trainees to catch up in-year.

    D. There will be formative and summative assessment points:

    b) Formative points:

    • University mentors will liaise with trainees and school mentors throughout the placement to offer feedback and opportunities for focussed discussion about the trainee progress in every Standard and in Part 2 of the Standards.