School-Based Training Handbook PGCE Primary 3-7 years and ... · 2 1.2 Safeguarding Safeguarding relates to the actions taken to promote the welfare of children and learners and protect

School of Education Inspiring learners, enriching communities

School-Based Training Handbook

PGCE Primary 3-7 years and

PGCE Primary 5-11 years

(including School Direct Tuition)

2019/20

Our Partnership Vision

The School of Education at the University of Brighton is proud to work in partnership with schools across

the South East of England and beyond. We are:

Committed to the holistic development and well-being of all learners

Underpinned by an enduring commitment to inclusivity and diversity, where all learners are valued, individuality is celebrated and barriers are removed

Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in evaluation, challenge and meaningful change

Centred around a cohesive learning community where professional development is transformational and research-based practice is valued and communicated

Driven by an understanding of local knowledge, regional and national priorities coupled with the agility and capacity to adapt

Contents

1. Introduction ................................................................................................................................... 1

1.1 Frequently used Acronyms and Terms ................................................................................... 1

1.2 Safeguarding ........................................................................................................................... 2

1.3 School Induction ...................................................................................................................... 2

1.4 Using the School-Based Training Handbook .......................................................................... 2

2. University Contacts ...................................................................................................................... 3

3. SBT Information ............................................................................................................................ 4

3.1 Programme Outline: PGCE Primary 3-7 and 5-11 (including SDT) ........................................ 4

3.2 School-Based Training Outline ............................................................................................... 5

3.3 School-Based Training Aims and Learning Outcomes ........................................................... 7

3.4 Expectations of Trainees on School-Based Training ............................................................ 10

4. Targets and the Action Plan ....................................................................................................... 16

4.1 Professional Development .................................................................................................... 17

5. Support for Trainees ................................................................................................................... 18

6. The purpose and use of the e-Portfolio (PebblePad) .............................................................. 19

6.1 Who can see the e-Portfolio (PebblePad)? ........................................................................... 20

6.2 e-Portfolio (PebblePad) Checklist and Organisation............................................................. 21

6.3 Professional School File Requirements ................................................................................ 23

7. Assessment of Trainees ............................................................................................................. 24

7.1 Assessing Trainee Progress ................................................................................................. 24

7.1.1 Interim Reports (PB) SBT2 and SBT3 only ................................................................... 24

7.1.2 Final Assessments (PC) ................................................................................................ 25

Appendices ...................................................................................................................................... 26

Appendix 1: Programme Structure .................................................................................................. 26

Appendix 2: University-Based Modules Overview .......................................................................... 27

Appendix 3: Systematic Synthetic Phonics (SSP) and Grammar, Punctuation and ...................... 29

Spelling (GPS) Tasks .................................................................................................................... 29

SSP task ........................................................................................................................................ 29

GPS task ....................................................................................................................................... 29

Appendix 4: SBT1 Intervention ....................................................................................................... 30

Appendix 5: SEND Tasks ............................................................................................................... 31

SBT1: SEND Case Study .............................................................................................................. 31

SBT2 and SBT3: SEND Self-Audit................................................................................................ 34

Appendix 6: SBT2: Physical Education Task .................................................................................. 35

Appendix 7: Supporting Disadvantaged Pupils ............................................................................... 37

Appendix 8: Behaviour Audit – the 3 Rs Behaviour Management Model (Bennett, 2016) ............ 40

Appendix 9: SBT2 and SBT3 Lesson Evaluation Pro forma (Box A and B) .................................. 41

Appendix 10: Finding out about the School Context (SBT1 and SBT2). ........................................ 43

Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. At the time of publication all information was correct. The Partnership reserves the right to make changes as necessary.

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1. Introduction

Thank you for welcoming to your school Postgraduate Certificate in Education (PGCE) trainees from

the Primary 3-7 years and Primary 5-11 years programmes. This handbook provides key information

for the three different school-based training (SBT) periods, and should be read in conjunction with the

weekly overview of expectations for each SBT.

The PGCE 3-7 years course provides trainees with school experience in both the Early Years

Foundation Stage and Key Stage 1. All trainees will have a period of school-based training in age

ranges 3-5 years (Nursery and Reception) and 5-7 years (year groups 1 and 2), with enrichment

experiences in other phases and key stages e.g. 0-3 years and Key Stage 2.

The PGCE 5-11 course provides trainees with a period of school-based training in both Key Stage 1

(year groups 1 and 2) and Key Stage 2 (year groups 3,4,5 and 6), with potential for enrichment

experiences in other phases and key stages e.g. EYFS and KS3.

In this booklet you will find details that are specific to the school-based training such as:

Contact details;

Dates and significant stages;

Aims and learning outcomes;

Assessment of trainees.

This SBT handbook should be read in conjunction with the Primary Partnership in Education Agreement and Handbook (commonly known as the PPiE handbook), which provides further information of a generic nature related to partnership matters. Sent to all schools in the Partnership, the PPiE handbook is also available electronically, together with all the school-based training forms, at: http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

The PPiE handbook includes information such as:

Pro formas that are used to assess and give feedback to trainees;

Criteria for assessing trainees;

Roles and responsibilities of all within the Partnership;

‘Enhanced Support’ procedures;

Action plan requirements for the trainee.

1.1 Frequently used Acronyms and Terms

PPiE: Primary Partnership in Education Agreement and Handbook

QTS: Qualified Teacher Status

PebblePad: The e-Portfolio used by trainees to record and track their professional development

SBT1/2/3: School-Based Training 1 / School-Based Training 2 / School-Based Training 3

UoB: University of Brighton

UBT: University-Based Training

UT: University Tutor (UTs visit trainees in schools to monitor and support their progress)

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

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1.2 Safeguarding

Safeguarding relates to the actions taken to promote the welfare of children and learners and protect

them from harm and is the responsibility of everyone who works with children and learners.

Safeguarding is defined in Working Together to Safeguard Children (Gov.uk, 2018) as:

• protecting children and learners from maltreatment

• preventing impairment of children’s and learners’ health and development

• ensuring that children and learners grow up in circumstances consistent with the provision

of safe and effective care

• taking action to enable all children and learners to have the best outcomes

The PPiE handbook details the safeguarding expectations that we expect of trainees over the duration

of their programme.

The University of Brighton ITE Partnership is committed to ensuring trainees are aware and able to act upon their safeguarding duties as members of school and setting communities. At the start of the PGCE, trainees engage in a Safeguarding session, online training and input from the NEU. Trainees may also access further support via the designated resource area: https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

All trainees have DBS clearance.

1.3 School Induction

As per our Partnership agreement with schools, we expect that the trainee receives safeguarding

training / induction in each SBT. This is a requirement for week 1 and should be recorded on the PH

(record of mentor meeting) form. It must include:

the safeguarding and child protection policy and procedures;

meet with the designated safeguarding lead in order to understand their role;

the staff behaviour policy (sometimes called a code of conduct).

1.4 Using the School-Based Training Handbook

This handbook is designed to provide you with some specific information about the PGCE Primary 3-7

and 5-11 school-based training. It should be read in conjunction with:

Primary Partnership in Education (PPiE) Agreement and Handbook:

This handbook provides information and guidance relevant to all Primary and EYFS trainee

school-based training, alongside information relating to the overall ITE Partnership Agreement

we maintain and enjoy with our partner schools.

Trainee Handbook:

This handbook provides programme-specific information about the structure and modules for

the Primary PGCE 3-7 and 5-11.

We endeavour to include all the information you will need to support your school-based training within

your handbooks. However, if you cannot find out what you need to know, please ask your university

tutor, a SBT tutor or a member of the administrative staff in the School of Education Office.

All handbooks are available here: https://www.brighton.ac.uk/current-students/my-studies/placements/training-to-teach.aspx

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

https://www.brighton.ac.uk/current-students/my-studies/placements/training-to-teach.aspx

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2. University Contacts Deputy Head of School: Partnership and Engagement Sarah Fitzjohn-Scott [email protected]

Deputy Head of School: Academic and Professional Education Sheridan Denis Le Seve [email protected]

Programme Leader, PGCE Primary 3-7 and PGCE Primary 5-11 years:

Dinah Goss [email protected]

Assistant Programme Leader, PGCE Primary 3-7 and PGCE Primary 5-11 years: Rachel Marks [email protected]

Senior School-Based Training Supervisor (QA)

Kathryn Clements [email protected]

School-Based Training Leads

Carey Beattie [email protected] Elaine Cackett [email protected] The Partnership Office

School-Based Training, Employability and Alumni Officer

Nicola Sage [email protected] 01273 643951

supported by Alex Windsor Partnership Office: Primary Administrators

Victoria Staples, Alex Windsor and Sandra O’Halloran 01273 643411 / 01273 643412 [email protected] Absence Reporting [email protected] 01273 641041

(this is a 24 hour answerphone)

mailto:[email protected]










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3. SBT Information

3.1 Programme Outline: PGCE Primary 3-7 and 5-11 (including SDT)

W/c M T W Th F

02 Sep 2019 UBT UBT UBT

09 Sep UBT UBT UBT UBT UBT



30 Sep UBT UBT SBT1 SBT1 SBT1

07 Oct UBT UBT UBT UBT UBT

14 Oct UBT UBT UBT UBT UBT

21 Oct SBT1 SBT1 SBT1 SBT1 SBT1

28 Oct Half Term

04 Nov SBT1 SBT1 SBT1 SBT1 SBT1



25 Nov UBT UBT UBT UBT UBT

02 Dec SBT1 SBT1 SBT1 SBT1 SBT1

09 Dec SBT1 SBT1 SBT1 SBT1 SBT1 PC

16 Dec SBT1 SBT1 SBT1 SBT1 SBT1

23 Dec Christmas break

30 Dec

06 Jan 2020 UBT UBT UBT UBT UBT Asst 1

13 Jan UBT UBT UBT UBT UBT

20 Jan UBT UBT UBT UBT UBT

27 Jan SBT2 SBT2 SBT2 SBT2 SBT2

03 Feb SBT2 SBT2 SBT2 SBT2 SBT2

10 Feb SBT2 SBT2 SBT2 SBT2 SBT2

17 Feb Half Term

24 Feb SBT2 SBT2 SBT2 SBT2 SBT2 PB

02 Mar SBT2 SBT2 SBT2 SBT2 UBT

09 Mar SBT2 SBT2 SBT2 SBT2 SBT2

16 Mar SBT2 SBT2 SBT2 SBT2 SBT2 PC

23 Mar SBT2 SBT2 SBT2 SBT2 SBT2

30 Mar UBT UBT UBT UBT UBT

06 Apr Easter

13 Apr

20 Apr SBT3 Asst 2 SBT3 SBT3 SBT3 SBT3

27 Apr SBT3 SBT3 SBT3 SBT3 SBT3

04 May SBT3 SBT3 SBT3 SBT3 BH

11 May SBT3 SBT3 SBT3 SBT3 SBT3 PB

18 May SBT3 SBT3 SBT3 SBT3 SBT3

25 May BH Half Term

01 Jun SBT3 SBT3 SBT3 SBT3 UBT

08 Jun SBT3 SBT3 SBT3 SBT3 SBT3

15 Jun SBT3 Asst 3 SBT3 SBT3 SBT3 SBT3 PC

22 Jun SBT3 SBT3 SBT3 SBT3 SBT3

29 Jun SBT3 SBT3 SBT3 UBT

UBT University-based training (UBT)

SBT1 School-based training 1 (SBT1)



UBT support groups /self-study

School holidays

BH Bank holidays

SBT1 PC SBT1 PC (final assessment) due date

SBT2 PB SBT2 PB (interim report) due date


SBT3 PB SBT3 PA (interim report) due date


Asst 1 EV725/726 assignment submission date

Asst 2 EP721/722 assignment submission date

Asst 3 EP722/723 assignment submission date

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3.2 School-Based Training Outline

The university and school-based training components are designed to help trainees integrate theory

and practice, building upon their previous learning, professional and personal experiences.

The key people in the school-based training periods are the school mentor, who is an experienced

teacher or senior member of staff, and the class teacher. The mentor takes responsibility for the

trainee’s professional development throughout the school-based training period. The class teacher

guides and supports the trainee in the day-to-day teaching of the class. The school mentor and class

teacher may be one and the same person – this often happens, and feedback from past trainees

consistently reports that either model works equally well.

All trainees have a University Tutor who will visit trainees in school at least once during each SBT period

to review their progress. Details of roles and responsibilities and guidelines for supervision and

assessment can all be found in the Primary Partnership in Education (PPiE) handbook.

Although we hope that all trainees will have had some experience in a school or Early Years Foundation

Stage (EYFS) setting prior to starting the programme, we recognise that this is not always possible.

The three periods of school-based training (SBT) are carefully designed to allow trainees to develop

their classroom management and teaching skills in a progressive way, with the support of the school

mentor so that trainees meet all the Teachers’ Standards across the age range of their training.

Across all of the SBT periods, trainees will have non-contact time when they are out of class and not

teaching. This enables them to reflect on their progress and next steps, identify future developmental

needs and prepare lessons. The non-contact time includes Planning, Preparation and Assessment

(PPA) time. The school mentor will meet with trainees weekly to guide and facilitate their professional

development and help them to reflect on their progress and identify next steps.

SBT1 (Autumn term)

In SBT1, trainees will start by helping teach focus groups in class under the direction of the class

teacher, getting to know the children, the school routines and expectations. After the first few weeks

and as trainees grow more confident and competent, they will be leading more teaching in small groups,

progressing to team-teaching with the class teacher and taking responsibility for teaching whole-class

lessons.

SBT2 (Spring term)

In SBT2 trainees will be in a different school/setting in the alternative Key Stage. For PGCE Primary 3-

7 if trainees were in EYFS for SBT1, they will be in KS1 for SBT2 and vice versa; for PGCE Primary 5-

11 if they were in KS1 for SBT1, they will be in KS2 for SBT2 and vice versa.

The expectations for SBT2 build on those of SBT1: trainees will be expected initially to take small groups

but then build up to taking responsibility for the teaching, planning and assessing of the whole class

approximately 50% time from week 4 onwards.

Previous education, employment, life skills,

interests University-based training

Independent study; reading, thinking, assignments

School-based training

Qualified Teacher

6

SBT3 (Summer term)

For SBT3 trainees return to their original school from SBT1, and by now should have developed many

of the skills needed to be a primary/EYFS classroom teacher. For the majority of SBT3, trainees will

assume the role of the class teacher, leading the teaching, planning and assessing for approximately

75% from week 4 onwards.

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3.3 School-Based Training Aims and Learning Outcomes

Module Code & Title

Key Dates Aims Learning Outcomes

ET681

School-Based

Training 1

(SBT1):

Exploring

Effective

Practice

Level 6

10 credits

Induction days: 2nd October to 4th October 2019.

SBT1: 21st October to 20th December 2019 (excluding half term 28th October-1st November).

University days: Whole week beginning Monday 25th November to Friday 29th November 2019. SBT1 PC Final assessment due 13th December 2019.

Provide opportunities for students

to gain specific experiences and

demonstrate competencies linked

to the current Teachers’

Standards;

Develop students’ skills and

confidence in a range of

professional responsibilities (e.g.

planning, teaching, assessing and

behaviour management) and

establish professional

relationships with pupils and

colleagues in a range of contexts;

Develop students’ skills required to engage in professional learning, target-setting and self-evaluation.

On successful completion of the module the student will be able to:

LO1 Establish positive relationships with pupils and demonstrate behaviour

management strategies appropriate to needs of the learners (TS1, TS5,

TS7);

LO2 Develop subject and pedagogic knowledge appropriate to the context,

curriculum and age phase. This will be evidenced by planning, teaching and

evaluating sessions (with support as needed) (TS1, TS3, TS4);

LO3 With support as needed, use formative assessment strategies to identify

and interpret pupils’ learning needs, to inform planning and support pupil

progress (TS2, TS5, TS6);

LO4 Reflect on and improve practice by acting on advice and feedback, and

engaging in professional dialogue (TS4, TS8);

LO5 Work collaboratively with members of staff and begin to take professional

responsibility for the day to day running of the class (TS8, Part II).

Achievement of these learning outcomes will provide evidence towards achievement of the Teachers’ Standards, relative to the expectations of the school-based training period.

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Module Code & Title


ET682:

School-Based Training 2 (SBT2): Embedding Effective Practice

Level 6

20 credits

SBT2: 27th January to 27th March 2020.

University days: Friday 6th March 2020; Whole week beginning Monday 30th March to Friday 3rd April 2020. SBT2 PB Interim assessment due 28th February 2020. SBT2 PC Final assessment due 20th March 2020.

Provide opportunities for trainees to consolidate and embed practice, gaining further experiences and evidence towards the current Teachers’ Standards;

Enable trainees to acquire the knowledge, skills and understanding necessary for the professional role of an independent and reflective teacher;

Enable trainees to reflect upon and critically evaluate their experiences, identifying professional strengths and needs, and setting targets for their continued professional development.

On successful completion of the module students will be able to:

LO1 Use a range of effective behaviour management strategies appropriate to

the context and age phase (TS1, TS5, TS7);

LO2 Plan, teach and evaluate sequences of lessons which demonstrate secure

subject and pedagogical knowledge appropriate to the context, curriculum

and age phase (TS1, TS2, TS3, TS4, TS5, TS6);

LO3 Integrate a range of assessment strategies to inform planning, support pupil

progress and address the needs of individual learners (TS2, TS5, TS6)

LO4 Acting on advice and feedback, critically analyse and reflect on professional

practice to identify strengths and areas of professional development (TS4,

TS8);

LO5 Actively contribute to teaching teams, take responsibility of a class teacher

for 50% time, and work collaboratively with members of staff including

planning for the deployment of additional adults. (TS4, TS5, TS8, Part II);

Achieving these learning outcomes will provide evidence towards achievement of

the Teachers’ Standards, relative to the expectations of the school-based training

period.

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Module Code & Title


ET683:

School-Based Training 3 (SBT3): Enhancing Effective Practice

Level 6 30 credits

SBT3: 20th April to 1st July 2020.

University days: Friday 5th June 2020; Thursday 2nd July 2020.

SBT3 PB Interim assessment due 15th May 2020.

SBT3 PC Final assessment due 19th June 2020.

Provide opportunities for trainees to embed and enhance practice, gaining specific experiences and evidence that they have achieved the current Teachers’ Standards;

Enable trainees to apply and further enhance the knowledge, skills and understanding necessary for the role of an autonomous and reflective teacher;

Enable trainees to reflect upon and critically evaluate their experiences, identifying professional strengths and needs, and setting targets for their ongoing and future professional development.

On successful completion of the module trainees will be able to:

LO1 Make effective use of a variety of behaviour management strategies

appropriate to context and age phase, adapting them to meet the needs of

learners (TS1, TS5, TS7);

LO2 Lead the planning of teaching sequences for specific areas for learning or

National Curriculum subjects; independently plan, teach and evaluate

sequences of lessons which reflect secure subject and pedagogical

knowledge appropriate to the context, curriculum and age phase (TS1, TS2,

TS3, TS4, TS5, TS6);

LO3 Assess, monitor and record pupils’ progress using a range of assessment

strategies to inform planning, support pupil progress and address the needs

of individual learners (TS2, TS5, TS6);

LO4 Take responsibility for improving practice through critical analysis and

reflection, responding to advice and feedback to identify appropriate

professional development and using final PC targets to complete a career

entry action plan (TS4, TS8);

LO5 Actively contribute to the ethos of the school, take full responsibility of a

class teacher for 75% time, and work collaboratively with members of staff

including planning for the deployment of additional adults (TS4, TS5, TS8,

Part II).

Achieving these learning outcomes will provide evidence towards achievement of

the Teachers’ Standards for Qualified Teacher Status.

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3.4 Expectations of Trainees on School-Based Training

Task/Activity TS SBT1 SBT2 SBT3

Assessment

and Pupil

Progress

6, 2, 5

Observe, plan for & use strategies for AfL focusing on verbal feedback questioning. Be familiar with school assessment policy.

Follow school’s assessment and marking policies to give written and verbal feedback for groups which you teach.

Attend pupil progress review meetings, where possible.

Under guidance/advice of class teacher mentor, lead one or two intervention/focus groups (2-3 times per week each), with a different intervention focus for each group. Reflect and review the impact on pupils of the interventions.

Attend school /year group moderation meetings.

Widen and embed a range of AfL strategies, showing explicitly in plans and using increasingly consistently in teaching.

Follow school’s assessment and marking policies to give written and verbal feedback.

Attend pupil progress review meetings.

With support of class teacher /mentor, use school data to understand how to identify and plan for under-performing groups. With class teacher support, plan for and lead in-class intervention/focus groups.

Participate in school/year group moderation meetings.

Consolidate and continue to build range of AfL strategies.

Assess, monitor/track and record pupils’ progress according to school’s policies, using a range of assessment strategies.

Participate in pupil progress review meetings.

With support of class teacher /mentor, use a range of school data to identify under-performing groups and plan intervention /focus-group teaching accordingly.

Participate in school /year group moderation meetings. Where possible, be involved with statutory tests (e.g. KS1 /KS2 SATs and KS1 phonics screening).

Behaviour

Management

7, 1 Complete 3Rs behaviour audit at start of SBT1, action plan accordingly.

Follow school’s behaviour policy, identify and adapt behaviour strategies from observing other teachers.

Use observed/suggested behaviour management strategies and reflect on what works well and why.

Complete 3Rs behaviour audit at start of SBT2, action plan accordingly.

Follow school’s behaviour policy, identify and adapt behaviour strategies from observing other teachers.

Continue to build and use a wider range of behaviour management strategies, reflecting on their efficacy in a different school environment.

Complete 3Rs behaviour audit at start of SBT3. Action plan behaviour if/as required.

Use a variety of behaviour management strategies effectively, adapting these as appropriate for the needs of the class.

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Contact time 75% contact time (not necessarily always in home class), made up of approximately 40% teaching time and 35% class based support /observations.

25% non-contact time for professional reflection, updating action plans, planning, preparation, assessment, etc.

75% contact time (not necessarily always in home class), made up of approximately 50% teaching time and 25% class based support /observations.


75% contact time, taking over the role as Class Teacher.


Curriculum,

subject and

pedagogical

knowledge

3 Self-audit subject knowledge (core subjects during UBT, foundation subjects during SBT) and action plan accordingly.

Observe best practice in all core subjects and most areas of learning (Primary 3-7) or foundation subjects (Primary 5-11). Observe MFL if taught in school.

According to your identified needs, consult with subject leaders, SENCo, senior leaders as appropriate.

Read to continue to widen your own subject knowledge.

Make focused observations to support your understanding of a broad and balanced curriculum, in order to inform your assignment.

Self-audit curriculum coverage.

Observe best practice in targeted curriculum areas, incorporating learning from these observations in subsequent teaching.

Observe best practice in any curriculum subjects not yet observed in SBT1, including MFL if taught in school.

According to your identified needs, consult with subject leaders, SENCo, senior leaders as appropriate.


Where possible, Primary 3-7 trainees gain understanding of expectations in 0-3 setting and/or lower KS2; Primary 5-11 trainees gain understanding of expectations in KS3 and/or EYFS.

PE task.

Self-audit curriculum coverage.

Observe best practice in any areas of development identified in your action plan.



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Disadvantaged

Learners

5, 2 Read & be familiar with the Disadvantaged Learners & Pupil Premium bulletin and UoB Supporting underperforming groups of pupils information.

Find out about disadvantaged pupils in school, using audit Stage 2 prompts.

Re familiarise yourself with the Disadvantaged Learners & Pupil Premium bulletin and UoB Supporting underperforming groups of pupils information.

Find out about disadvantaged pupils in school, using audit Stage 2 prompts.

At the end of SBT2, complete the disadvantaged pupils audit Stage 3 and use it to inform your action planning for SBT3.

Use the disadvantaged pupils audit Stage 3 to inform your action planning.

Complete disadvantaged pupils Stage 4 extension tasks as appropriate.

Professional

development

Part II

FGM & Prevent online training (prior to SBT1).

School safeguarding briefing as part of induction.

Primary 3-7 observe teaching across EYFS and key stage 1 if possible.

Primary 5-11 observe teaching across both key stages and Reception if possible.

School safeguarding briefing as part of induction.

School safeguarding refresher briefing.


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Reflective

practice

4, 8 Evaluate each lesson taught, using the UoB individual lesson planner.

With class teacher’s or mentor’s support and prompts (e.g. during weekly mentor meetings), reflect systematically on own practice, identifying what worked well (and why) /even better if (and how). Record on PH.

Receive developmental feedback (PK form) weekly from class teacher/ mentor.

Respond positively to feedback and advice, developing own practice accordingly.

Independently evaluate own teaching. Use box A and box B to target areas for development in weekly /individual lesson plans.

Use PH to reflect systematically on own practice, identify areas for development and discuss with mentor.

Receive developmental feedback (PK form) weekly from class teacher/mentor.

Be proactive in seeking and responding positively to feedback and advice, adapting and developing own practice accordingly.

Critically reflect on and evaluate the efficacy of your teaching approaches with regards to pupil progress, identifying and implementing improvements in teaching. Record in PH & discuss with mentor.

Receive developmental feedback (PK form) regularly from class teacher/mentor.

Proactively take responsibility for own professional development, effectively using advice and feedback to secure improvements in practice.

SEND 5, 2 SEND pupil case study. Explore two or three broader areas of SEND or EAL within school.

SEND self-audit to identify gaps and learning opportunities.

Systematic

Synthetic

Phonics (SSP)

/Grammar,

Punctuation

and Spelling

(GPS)

3, 4 Find out how the school teaches SSP and GPS.

Observe teaching of SSP and/or GPS (depending on setting).

Teach a sequence (minimum 3) of SSP (if in KS1 /EYFS) and GPS lessons; this could be in small groups. Arrange to be observed for at least one of these lessons.

Action plan according to feedback received.

Find out how the school teaches SSP and GPS.

Observe teaching of SSP and/or GPS (depending on setting).

Teach a sequence (minimum 3) of SSP (if in KS1 /EYFS) and GPS lessons; this could be in small groups at first, then in whole class. Arrange to be observed for at least one of these lessons.

Action plan according to feedback received.

If in EYFS or KS1 setting, plan and teach SSP and GPS in accordance with school’s policies as part of your 75% teaching.

If in KS2 (5-11) setting, plan and teach GPS in accordance with school’s policies as part of your 75% teaching.

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1 Individual lesson plan and weekly planning pro formas can be found here: https://blogs.brighton.ac.uk/mentors/lesson-planning/


TAs/ other

adults/ parents

8 Observe how TAs/other adults are deployed in class, and reflect on the impact this has on pupil learning.

Make yourself known to parents & carers in the class, e.g. by going onto playground at the beginning /end of the school day.

Observe during a meeting with parents, and attend parents & carers consultation/ evening where possible.

Attend any open events (e.g. curriculum sessions, year group briefings) for parents/carers.

Show in your plans your deployment of other adults (e.g. paired trainee /class teacher) in the lessons for which you are responsible.

Make yourself known to and communicate with parents & carers in the class, e.g. by going onto playground at the beginning /end of the school day.

Observe during a meeting with parents, and attend and where appropriate take part in parents & carers consultation/ evening.

Attend and where appropriate, take part in any open events (e.g. curriculum sessions, year group briefings) for parents/carers.

Show in your plans how your deployment of other adults in class is targeted to maximise pupil learning.

Proactively communicate with parents/carers about pupils’ achievements and well-being.

Meet with parents/carers where appropriate. Attend and take part in parents & carers consultation/pupil progress sessions.

Attend and where appropriate, take part in any open events (e.g. curriculum sessions, year group briefings) for parents/carers.

Teaching and

Planning

4, 1, 5, 2

Teach small groups independently, team-teach whole class with class teacher.

By end of week 4, teaching load should be approximately 40% timetable.

Planning for individual lessons/groups to be supported by class teacher /mentor, using school’s plans or scheme of work.

UoB individual lesson plan1 to be used for each lesson taught.

Weekly planning under the supervision and guidance of experienced class teacher /mentor /year group leader.

Attending PPA time is part of the trainee’s 25% non-contact time.

Initially take small groups independently, quickly moving to team-teaching whole class with class teacher.

Increase teaching load to independently teaching whole class for approximately 50% timetable by end of week 3.

Planning for individual lessons/groups to be initially supported by class teacher /mentor, but becoming increasingly independent, using school’s plans or scheme of work.

UoB individual lesson plan to be used initially (e.g. weeks 1-3); subsequently UoB weekly or school planning template

Take on the role of class teacher, teaching whole class.

Increase teaching load to independently teaching whole class for approximately 75% timetable by end of week 3.

Independently plan and teach the whole class in all areas of learning (3-7) / subjects (Primary), using school’s plans or scheme of work. Trainees should join planning teams where appropriate for PPA. Attending PPA time is part of the trainee’s 25% non-contact time.

https://blogs.brighton.ac.uk/mentors/lesson-planning/

15


Teaching and

Planning

(continued)

4, 1, 5, 2

By the end of SBT1 trainees should be able to:

Using and adapting as necessary school’s plans /schemes of work, independently plan and teach an individual whole-class lesson, evaluate its effectiveness with regards to pupil progress and identify strengths and areas to improve.

With support from class teacher /mentor, plan, evaluate and independently teach across a range of areas of learning (if in EYFS setting) or Foundation Subjects (if in Primary setting). These lessons could be to a group of pupils.

With support from class teacher /mentor, plan, evaluate and independently teach and evaluate a short sequence (3) of whole class sessions in Maths, English and Understanding the World (Primary 3-7)/ OR Maths, English and Science (Primary 5-11).

If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a sequence (minimum 3) of SSP lessons. This could be to a group of pupils.

(amended if necessary) used as appropriate and with agreement of mentor /UT.

Trainees should join planning teams where possible for PPA, but take responsibility for adapting the school’s plans for individual lessons for their own class. Weekly planning with support from class teacher /mentor /year group leader. Attending PPA time is part of the trainee’s 25% non-contact time.


Using and adapting as necessary school’s plans /scheme of work, independently plan, teach and evaluate sequences of whole-class lessons in a range of areas of learning /NC subjects.

If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a series of SSP lessons.

Use either UoB weekly planning template or the school’s planning template (amended if necessary).

Lead the year group planning on specific areas of learning /subjects /units of work.

If in EYFS or KS1, teaching should include SSP according to the school’s policies.


Using and adapting as necessary school’s plans /scheme of work, independently plan, teach and evaluate sequences of whole-class lessons in all areas of learning /NC subjects.

With support, take the lead in planning sequences (3 or more lessons) or units of work for specific areas of learning (Primary 3-7) or NC subjects (Primary 5-11), using the school’s plans or scheme of work. Seek support if/where needed (e.g. from subject leader). Evaluate the whole unit of work/sequence in terms of pupil progress and efficacy of chosen teaching approaches, pedagogy and methods.

If in EYFS (3-7) or KS1 (Primary), independently plan, teach and evaluate a series of SSP lessons.

16

4. Targets and the Action Plan

Meeting targets for improvement is central to trainees’ progress. Targets are focussed on improving the

quality of trainees’ teaching and its contribution to pupil progress and learning over time.

Targets for trainees can arise from:

• trainee self-evaluation and longer-term targets from previous school-based training;

• progress review points including lesson feedback and weekly mentor/trainee

professional development meetings: short term and more immediate targets;

• interim and formal/summative review points: longer term targets;

• end of programme assessment: NQT targets to be shared with the employing

school/setting through the Career Entry Profile.

Targets and actions are recorded in the weekly mentor/trainee professional development meeting (PH).

This is a key part of the trainee’s experience and professional development, which is continually

amended and updated during school-based training.

The weekly mentor/trainee professional development meeting forms are:

• stored in the e-Portfolio (PebblePad) and refer to the Standards;

• used to review progress; identifying strengths and priorities for development;

• discussed by the mentor and trainee;

• used to inform and guide trainee professional practice;

• used in conjunction with other written feedback, to confirm (and provide evidence of)

trainee strengths and future development needs.

Action Planning Cycle

Targets

Actions

Professional Activity

Evaluation

Self Review

Development and

Review

17

4.1 Professional Development

At the start of each SBT, trainees should bring their action plan (Section C on PH form) to discuss with

the school mentor. In SBT1 this action plan will initially be similar for most trainees. For SBT2 and SBT3

the action plan will be informed by the trainee’s experiences and outcomes of the previous SBT,

including lesson observations, feedback and PC (final report and grading). Mentors should help trainees

address their targets by arranging appropriate professional development opportunities, including (for

example):

Lesson observations in particular classes or particular lessons

Learning walks

Meetings with subject leaders, SENCo &/or Senior Leadership Team

In-depth assessments of pupils

Looking at pupils’ work together to understand expectations

Data or policy scrutiny

The action plan is reviewed during the weekly mentor meeting and updated by the trainee as targets

are achieved and new ones agreed.

We expect trainees will be proactive and maximise the opportunities that the school context has to offer.

We expect that trainees should attend meetings and any INSET as/when directed. It is also appropriate

for trainees to engage in activities such as:

Observation of good and outstanding practice across the school /setting

Learning about subject-specific pedagogy (subject coordinator observations/meetings)

Targeting time to spend in other key stages/year groups

Observations of, or meetings with, specialist teachers / staff

Videoing/recording own teaching

Visiting a specialist school / local secondary / nursery

Developing communication and relationships with parents and carers e.g. parent conferencing

and report writing, outreach work with new pupils / home visits

Contributing more widely to the life of the school e.g. other special events e.g. education visits

and after-school clubs

Trainees should reflect on what they have learnt from such opportunities when completing and

discussing Section A (Trainee reflection on professional learning) of the PH form before their weekly

mentor meetings.

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5. Support for Trainees

Trainees are at the start of their careers as teachers and will need support to help them acclimatise to

schools and learn some of the craft of teaching in order to achieve the TS. Here are some of the ways

class teachers and mentors can help them:

Planning

After trainees have observed some lessons being taught, please help them deconstruct a few lesson

plans retrospectively to understand the planning process in your school (SBT1 and SBT2). Discussing

the lesson and plans in this way will help trainees understand how the teaching and activities related to

the learning objectives and National Curriculum, and some of the decisions made about sequencing in

the lesson.

Trainees will need a lot of help from either their mentor or class teacher in understanding how to create

individual lesson plans from the school’s plans, especially in SBT1 and SBT2. Trainees are not

expected to create lesson plans from scratch but should be using the school’s schemes or units of work

as starting points, and adapting these to suit the needs of their class. They should take part in Planning,

Preparation and Assessment (PPA) meetings wherever possible, as part of their 25% non-contact time.

Assessment

At the beginning of each SBT period, the class teacher or the mentor should go through assessment

data for the class with trainees. Support in understanding how to assess and record pupils’ attainment

according to the school’s systems and policies should also be given, for example, using data to identify

under-performing groups (SBT1, SBT2); side-by-side marking (SBT1 and SBT2); and modelling how to

summatively assess pupils’ work (SBT2 and SBT3).

Coached lesson

The trainee and mentor (or a senior member of staff) together observe an experienced teacher taking

a lesson. The mentor quietly identifies and articulates to the trainee specific strategies and techniques

the teacher is deploying. Coached lessons are useful at any time during SBT1 or early in SBT2, but can

be particularly effective in the first few weeks, e.g. to help a trainee understand how teachers manage

behaviour effectively and/or maintain high expectations.

Developmental feedback (PK form)

Links to electronic copies of all pro formas, including planning templates, PA, PC and PK forms can

be found on: http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

It is most helpful for trainees to receive developmental feedback to supplement the progress reports

(PA). The formative nature of this feedback lends itself particularly well to focusing on an identified area

of the trainee’s practice, which has been jointly agreed beforehand. Developmental feedback can be

given by mentors, class teacher or other qualified members of staff, and may just focus on a short part

of the lesson (e.g. transitions from table to carpet /lining up). We recommend that the developmental

feedback form (PK – see PPiE handbook Appendix 3) is used as a useful prompt.

After the observation and formative feedback, trainees are expected to consider what their own next

steps are going to be, in the light of what has been observed and discussed.


19

6. The purpose and use of the e-Portfolio (PebblePad) The e-Portfolio (PebblePad) is a professional development tool. All ITE trainees have an e-Portfolio

(PebblePad). This is an electronic system that allows them to evidence and reflect on their professional

development against the Teachers’ Standards. This evidence will be based on the forms described in

section 2.12 of the PPiE Handbook.

The e-Portfolio (PebblePad) can be accessed from various devices, so can be used by tutors in school

and university, and should be accessed during weekly mentor meetings. This supports robust

monitoring across the ITE Partnership and allows colleagues to work in closer partnership, identifying

when intervention strategies need to be put in place. A link to each trainee’s e-Portfolio (PebblePad)

workbook is sent to the new training school prior to the start of a training period to aid transition.

The e-Portfolio (PebblePad) also supports career advancement: it is retained at the end of the training

programmes thus facilitating a smooth transition to the NQT year.

Every trainee’s e-Portfolio (PebblePad) includes the following:

Pen Portrait

A short CV/professional biography, updated before each school-based training that

contains details of prior qualifications/experiences; previous school school-based

trainings; grades against the Teachers’ Standards.

This is updated at the end of the programme to aid transition into the NQT year.

DfE Teachers’

Standards and

Grading

Descriptors

For reference.

School-Based

Training Sections

This is where trainees upload their records of mentor/trainee professional development

meetings (PH), progress reports (PA), developmental feedback (PK), interim reports

for SBT2 and SBT3 (PB) and final assessments for each SBT period (PC). Trainees

are required to upload all completed report / assessment / feedback forms promptly.

The trainee’s professional action plan is found on Section C of each PH form. The action plans guide your professional development towards meeting the Teachers’ Standards. Each action plan should:

Focus on your professional targets – no more than 3 targets at any one time.

Have 2-4 specific, achievable actions for each target, that when completed, will reassure you that the target is slowly and surely being met.

Reference the Teachers’ Standards but not necessarily the whole Standard. These targets are short term; you are aiming to achieve the whole of each Teachers’ Standards by the end of the year.

Be reviewed and updated regularly - a process supported by mentors and university tutors.

20

6.1 Who can see the e-Portfolio (PebblePad)?

At the start of each phase of school-based training trainees must share the link to their e-Portfolio (PebblePad) with their university tutor and mentor. During the weekly mentor meetings, the trainee’s e-Portfolio must be open and used to review previous targets and inform new action planning. The University Tutor, School Mentor, Programme Leader, Primary Link Tutor, SBT Professional Leads and PAT tutor will all have access to your e-Portfolio. Given that this has such a wide audience it is important that trainees consider carefully what is written and ensure that this is professional and will not cause offence.

SBT Lesson Plans

and Other

Evidence

All officially observed lessons for progress reviews (PA) need to be recorded on an

individual UoB lesson plan regardless of which SBT the trainee is on. A hard copy of

this plan should be given to all observers. After the lesson, the plan should be

evaluated in detail and uploaded to this section of PebblePad.

Individual lesson plan pro forma can be found here: https://blogs.brighton.ac.uk/mentors/lesson-planning/

There is no requirement to upload other lesson plans unless as advised by UT or

mentor (e.g. when part of a period of Enhanced Support). If trainees wish to house

their other lesson plans in this section that is of course fine.

Other evidence in this section should include SBT-specific tasks and audits (see the

checklist below).

Please note that although you are only required to upload the lesson plans for your

PAs, you are expected to evaluate other lessons regularly in order to reflect on and

improve your practice. In SBT1 this will be using the individual lesson plan template

whilst in SBT2/3 you will be progressing to using a weekly template (the school’s or

UoB’s). This should be evaluated each week in conjunction with Box A and Box B to

review pupil progress in relation to your professional action plan targets.

Curriculum

Experience

During the course of SBT2 you should aim to teach all of the National Curriculum

subjects for KS1 or KS2. The subjects coverage audit is designed to help you keep

track of what you have taught and when. Review it during weeks 5-6 (SBT2) so you

can address any gaps.

At the end of SBT2, Primary 5-11 trainees should use this audit to identify any subjects

which they need to target for teaching in SBT3. During SBT3, Primary 5-11 trainees

update the audit as evidence of their curriculum coverage.

Primary 3-7 trainees use this audit only during SBT2 to ensure and provide evidence

that they have taught a wide range of NC subjects.

University-Based

Training Section

Upload professional evidence relating to Part II TS, i.e. FGM certificate and Prevent

E-Learning certificate.

Upload your feedback and grades from your University assignments as you receive

them.

Career Entry Plan This section is completed during near the end of SBT3, in order to support trainees’

transition to Newly Qualified Teachers. The CEP is based on trainees’ performance in

their final phase of school-based training and communicates their achievements,

strengths, areas for development and the proposed targets and actions that will

support their transition. Targets on the NQT action plan will align with targets from

trainees’ final SBT3 assessment.

Personal Portfolio

(optional)

Trainees can use this area, if they wish, to upload any relevant documents or evidence

that they think will support them in their teacher training and NQT years (e.g. hand-outs

from staff professional development meetings, pictures of displays). There is no

requirement that this section is populated.

21

6.2 e-Portfolio (PebblePad) Checklist and Organisation

Pen Portrait

Pen Portrait Personal details, portrait picture and professional biography (pen portrait)

Relevant qualifications, previous experience

SBT1 grades inserted



Teachers’ Standards

For reference only

SBT1

SBT1 Details Mentor name, email address, school details

SBT1 Mentor Meetings SBT1 x 7 PHs (or thereabouts), numbered and dated.

SBT1 Forms SBT1 x minimum of 2 PAs, numbered and dated

SBT1 x PC

SBT1 x PKs (optional)

SBT1 Lesson Plans and Other Evidence

Minimum of 2 x lesson plans for PAs, dated

Any other lesson plans (optional) or as required by mentor/UT

3Rs behaviour management audit

SSP task (if in EYFS or KS1)

GPS task (if appropriate)

SEND case study

Supporting disadvantaged pupils audit Stages 1 & 2

Intervention Group

SBT2


SBT2 Mentor Meetings SBT2 x 7 PHs (or thereabouts), numbered and dated


SBT2 x PB

SBT2 x PC





3Rs behaviour management audit

SSP task (if in EYFS or KS1) if not completed during SBT1

GPS task if not completed during SBT1

SEND self-audit


PE task

SBT3


SBT3 Mentor Meetings SBT3 x 9 PHs (or thereabouts), numbered and dated


SBT3 x PB

SBT3 x PC





3Rs behaviour management audit (if required)

SSP task (if in EYFS or KS1) if not completed during SBT1 or SBT2

GPS task if not completed during SBT1 or SBT2

SEND self-audit


22

Please note that although the Systematic Synthetic Phonics (SSP) task and the Grammar, Punctuation

and Spelling (GPS) tasks only need to be evidenced ONCE across all three SBTs, it is expected that

trainees will be teaching SSP and GPS as part of their everyday teaching across the SBTs, as

appropriate to their setting/key stage.

Curriculum Experience

Subjects Coverage Audit

Subjects coverage audit completed for SBT2 (PGCE Primary 3-7) OR Subjects coverage audit completed for SBT2 and SBT3 (PGCE Primary 5-11)

University-Based Training

University-Based Training

FGM certificate

Prevent E-Learning certificate

EV725 or EV726 Assignment feedback

EP720 or EP721 Assignment feedback

EP722 or EP723 Assignment feedback

Career Entry Plan

Career Entry Plan Insert Name and Course

NQT Year Information form

Complete all information

Trainee profile Complete table (most interesting & rewarding aspects etc.)

NQT Action plan Complete table in full, based on your SBT3 PC

23

6.3 Professional School File Requirements

The professional school file must be accessible and house the documents detailed below. It must be

available at all times for the class teacher, mentor, headteacher and university tutor. This file will provide

evidence of trainees’ professional development towards meeting the Teachers’ Standards.

This is more than just having an orderly file, although this in itself can be indicative about how systematic

and organised trainees are. This is about ensuring that the evidence ‘tells the trainee’s story’ to date:

this should be one of maximising the opportunities across the school, familiarising themselves with

pupils and their learning as well as with pupil data, key policies, planning and assessment. This is a

working file and the trainee/teacher/mentor/university tutor may annotate it.

Section one: Lesson plans and evaluations

This section of the file contains all individual/weekly lesson plans and evaluations. The plans should

be organised in chronological order and subdivided week by week. A timetable indicating the trainee’s

teaching responsibilities should be placed at the beginning of each weekly section.

Lesson plans should be evaluated as soon as possible after each lesson; this could be during

trainees’ 25% non-contact time.

Section two: School’s medium term plans/schemes of work (optional)

This section should include all medium term planning or any school schemes that are used to inform

individual or weekly lesson planning. We recognise that some schools may keep this information

electronically, so this section is optional.

Section three: Pupil records

This section will contain a record of the trainee’s assessments undertaken during the school-based

training.

It is essential that all pupil information is kept secure and confidential and in compliance with General Data Protection Regulations (GDPR). This section therefore may be kept in a separate file that is kept in a secure location in the classroom. Due to GDPR this information must not be taken off site. For more guidance regarding GDPR please see the PPiE handbook, appendix 5.

Section four: Tasks

This section will contain your UBT and SBT tasks and associated material ONLY if it is not included in

PebblePad; for example:

Any handwritten notes from observing SSP and GPS being taught; your sequence of SSP/GPS

lesson plans and evaluations;

Notes from your meetings with the SENCo and other information related to the SEND self-audit;

Your notes from observing other teachers (if not kept electronically).

Please ONLY include information in this section if it is NOT in PebblePad.

Section five: Additional information

Any additional information that may support trainees’ professional development (e.g. notes from

INSET days or staff professional development meetings).

How to organise your professional school file

We recommend a separate, A4 lever-arch file for each SBT

24

7. Assessment of Trainees

Please note: whilst the University of Brighton Grading Descriptors2 derive from the Ofsted framework,

trainee teachers must be assessed with acknowledgement that they are pre-qualification. They must

not be assessed against the Teachers’ Standards as a qualified teacher, but as a trainee working

within the context and expectations of the relevant school-based training period.

7.1 Assessing Trainee Progress

School mentors and SBT University Tutors will assess trainee progress at agreed points. This will

support trainees to identify strengths, areas for further development and how to improve further. The

quality of the trainee’s teaching will be graded (1, 2, 3 or 4) using the UoB grading descriptors* and an

overall grade will be given using a ‘best fit’ approach. However, if a trainee is graded as less than grade

3 in any Teachers’ Standards, or if the trainee is not meeting professional requirements as outlined in

part 2 of the Teachers’ Standards (2012) / Code of Personal and Professional Conduct for Trainee

Teachers, this will trigger an ‘Enhanced Support’ process. These processes can be found in the PPiE

Handbook.

For each SBT, the school mentor will formally review trainee progress at least twice for a progress

review (using form PA), and again for the final assessment (using form PC). One of the progress reviews

(PA) will be conducted jointly with the university tutor.

The trainee’s progress is assessed on the quality of their impact on the pupils’ progress. Comments in

Box 1 on the PA form should relate to evidence of progress and improvements made in relation to

meeting the Teachers’ Standards and trainee impact on pupil progress. This may derive from responses

to previous feedback, scrutiny of the e-Portfolio (PebblePad), professional file and fulfilling the learning

outcomes specific to the SBT period.

Box 2 (PA form) is to record feedback from the lesson observation; the overall grade agreed upon is

not solely based on this lesson observation, as consideration must be given to the trainee’s overall

progress.

A video guide, exemplars and templates of the assessment forms can be found here:


7.1.1 Interim Reports (PB) SBT2 and SBT3 only

For SBT2 and SBT3 mentors complete an interim report (form PB) mid-way through the SBT period.

To inform the report, a three way meeting should be held, to enable the trainee, the class teacher and

mentor to discuss and consider the progress the trainee has made. The PB report includes an

indication of the potential final grade, as best fit against the UoB grading descriptors by the end of the

SBT.

A grade 4 in the interim report (PB) against any Standard must trigger Enhanced Support (PD). The

procedures related to trainees who need ‘Enhanced Support’ are detailed in the PPiE handbook,

section 3.6.

2 *Grading descriptors can be found in the PPiE handbook (Appendix 1) and online at:




25

7.1.2 Final Assessments (PC)

Each of the school-based training modules are assessed on a pass/fail basis, using form PC. Using

evidence from the trainee’s e-Portfolio (PebblePad) and Professional file to inform their judgements,

school mentors and university tutors assess the trainee’s achievement against the UoB grade

descriptors3, relative to the Learning Outcomes of the specific SBT period. These judgements are

based on trainee progress and are linked explicitly to the Teachers’ Standards.

To pass the school-based training period a minimum of grade 3 must be achieved against all the

Teachers’ Standards. A grade 4 on a final report (PC form) against any Standard will indicate an overall

fail. For further guidance on grading trainees, please refer to the PPiE handbook section 3.4.

The PB and PC report forms should be completed and sent to the Partnership Office

[email protected] and the university tutor by the dates indicated on the

Programme Outline calendar.

It is essential that mentors discuss openly with trainees the gradings and comments on the PB and PC

forms. There should be no surprises.

3 *Grading descriptors can be found in the PPiE handbook (Appendix 1) and online at:


Mentors please note!

If there are concerns regarding the trainee’s progress at any point, it is in the trainee’s

interest to implement the Enhanced Support process as soon as possible (see PPiE

handbook).



26

Appendices

Appendix 1: Programme Structure

The programme is split between university-based training and school-based training, so that you can develop your theoretical knowledge and understanding of pedagogy and effective practice before applying it in school. The majority of your time (a minimum of 120 days) will be spent in schools, with approximately 60 days spent in university. The school-based training (SBT) modules for both 3-7 and 5-11 programmes are:

ET681: School-Based Training 1 (SBT1); Autumn term; 10 credits at Level 6.

ET682: School-Based Training 2 (SBT2), contrasting setting and alternative Key Stage; Spring term; 20 credits at Level 6.

ET683: School-Based Training 3 (SBT3); usually in the same school as SBT1; Summer term; 30 credits at Level 6.

The university modules for your programme are:

PGCE Primary 3-7: PGCE Primary 5-11:

EV725: Principles of Early Education and the Wider Curriculum; 20 Level 7 (Master’s level) credits.

EP720: Professional Knowledge 3-7; 20 Level 7 (Master’s level) credits.

EP722: Professional Enquiry 3-7; 20 Level 7 (Master’s level) credits.

EV726: Principles of Education and the Wider Curriculum; 20 Level 7 (Master’s level) credits.

EP721: Professional Knowledge 5-11; 20 Level 7 (Master’s level) credits.

EP723: Professional Enquiry 5-11; 20 Level 7 (Master’s level) credits.

27

Appendix 2: University-Based Modules Overview

PGCE Primary 3-7 years

Module Code & Title

Module Overview Assessment Task Submission Date*

EV725: Principles of Early Education and the Wider Curriculum Level 7 (Masters) 20 credits

The aim of the module is to support the development of students’ pedagogy, professionalism and professional knowledge. It will develop this knowledge with a particular focus on the Early Years of learning, addressing the attributes and skills needed to support informed and critical awareness. There is specific emphasis on the interconnected nature of theory policy and practice. Throughout the module students will have discrete inputs drawing on aspects of Education Studies, the distinctive nature and scope of the areas of learning and development, the Foundation Subjects, RE and PSHE. Keynote lectures and seminars will support students in critically reflecting on the creation of a broad, balanced and inclusive curriculum for all.

A 3,000 word (maximum) essay focusing on the affordances of a broad, balanced and inclusive curriculum highlighting the tensions between theory, policy and practice. Essay title: What are the affordances of a broad, balanced and inclusive curriculum, and what are the issues of realising this in practice?

Friday 10th January 2020

EP720: Professional Knowledge 3-7 Level 7 (Masters) 20 credits

This module will enable the development of secure curriculum, subject, and pedagogic knowledge appropriate to teaching pupils 3-7 years. It will span two curriculum frameworks (EYFS & Primary KS1) with a view to deepening subject knowledge (KS1) in English, mathematics (with computing) and science as well as focusing on learning and development and the ‘prime areas’ (EYFS). Across each subject area, students will reflect on and evaluate the development of their subject knowledge. Students will have the opportunity to consider current educational theory and policy issues within an area of professional relevance.

A 2,500 word (maximum) literature review of an aspect of Early Years or primary education of professional interest and relevance, highlighting the tensions between theory, policy and practice and identifying the implications for own practice.

Monday 20th April 2020

EP722: Professional Enquiry 3-7 Level 7 (Masters) 20 credits

This module will introduce students to the concept of Professional Enquiry as a form of professional development in education. Students will have the opportunity to design and conduct a small-scale enquiry in the field, evaluating the approach in relation to personal and professional learning. This enquiry will allow students to demonstrate originality and creativity in their critical thinking about teaching and learning and identify the professional implications arising from their study.

An A1 sized research-style poster and accompanying reference list detailing the student’s Professional Enquiry focus, approach and outcomes. Posters will be produced and submitted electronically only.

Monday 1st June 2020

28

Primary PGCE 5-11 years:

Module Code and Title

Module Overview Assessment Task Submission Date*

EV726: Principles of Education and the Wider Curriculum Level 7 (Masters) 20 credits

The aim of the module is to support the development of students’ pedagogy, professionalism and professional knowledge. It will develop professional knowledge, attributes and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice. Throughout the module students will have discrete inputs drawing on aspects of Education Studies, and the Foundation Subjects and RE. Keynote lectures and seminars will support students in critically reflecting on the creation of a broad, balanced and inclusive curriculum for all.

A 3,000 word (maximum) essay focusing on the affordances of a broad, balanced and inclusive curriculum highlighting the tensions between theory, policy and practice. Essay title: What are the affordances of a broad, balanced and inclusive curriculum, and what are the issues of realising this in practice?

Friday 10th January 2020

EP721: Professional Knowledge 5-11 Level 7 (Masters) 20 credits

This module will enable the development of secure subject, curriculum and pedagogic knowledge for primary teaching in English, mathematics (with computing), and science. Across each area, students will reflect on and evaluate the development of their subject knowledge. Students will have the opportunity to consider current educational theory and policy issues within an area of professional relevance.

A 2,500 word (maximum) literature review of an aspect of primary education of professional interest and relevance, highlighting the tensions between theory, policy and practice and identifying the implications for own practice.

Monday 20th April 2020

EP723: Professional Enquiry 5-11 Level 7 (Masters) 20 credits

This module will introduce students to the concept of Professional Enquiry as a form of professional development in education. Students will have the opportunity to design and conduct a small-scale enquiry in the field, evaluating the approach in relation to personal and professional learning. This enquiry will allow students to demonstrate originality and creativity in their critical thinking about teaching and learning and identify the professional implications arising from their study.

An A1 sized research-style poster and accompanying reference list detailing the student’s Professional Enquiry focus, approach and outcomes. Posters will be produced and submitted electronically only.

Monday 1st June 2020

* Students with a Learning Support Plan (LSP) have an extra 2 week adjustment for assignment submissions.

29

Appendix 3: Systematic Synthetic Phonics (SSP) and Grammar, Punctuation and

Spelling (GPS) Tasks

Trainees are expected to teach GPS and SSP as and where appropriate during their everyday practice.

These lessons should be integrated within their English lessons.

These SSP and GPS tasks are designed to support trainees in understanding how these areas are

taught within their own school’s context. They will provide supporting evidence to show trainees’

achievement of TS3, specifically “Demonstrate a clear understanding of systematic synthetic phonics,”

alongside their regular teaching of English.

All trainees must complete the SSP and GPS task. Primary PGCE 5-11 trainees must complete the

SSP task when in the KS1 setting; primary PGCE 3-7 trainees may complete both tasks in either EYFS

or KS1 setting.

These tasks should be completed during SBT1 and/or SBT2 wherever possible.

If you would like to develop your confidence further, please use your non-contact time to observe

other SSP or GPS lessons / discuss with English lead /team teach with another teacher.

SSP task 1. Find out

Which SSP programme the school uses;

The range of SSP materials/resources available and how they are used;

The stage at which the class is working (for reading and writing/spelling) and how the needs of children working ahead or below this stage are met.

2. Observe class teacher teaching SSP (check with the teacher first that this is all right). Use the

pro forma below to note and reflect on:

Subject knowledge and skills

Strategies, resources and motivation

Role of talk /language comprehension

Pupil attainment and progress

3. Teach a sequence of SSP lessons (minimum 3). Arrange to be observed for at least one SSP lesson.

GPS task 1. Find out

The school’s approach to teaching GPS;

The range of materials/resources available and how they are used;

The stage at which the class is working and how the needs of children working ahead or below this stage are met.

2. Observe class teacher teaching GPS (check with the teacher first that this is all right), noting

and reflecting on:

Strategies, resources and approaches used

Pupil attainment and progress

3. Teach a sequence of GPS lessons (minimum 3). Arrange to be observed for at least one GPS lesson.

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Appendix 4: SBT1 Intervention

The intervention group task is designed to support trainees in learning about some of the barriers to

learning for pupils at risk of under-achieving. During an agreed two-week period during SBT1, the

trainee should work with one OR two agreed focus groups that warrant intervention, 2-3 times per week.

The groups(s) should, where appropriate, include disadvantaged children or children who have EAL.

We recommend that the intervention(s) take place during weeks 2-6, to avoid timetabling difficulties in

the run-up to Christmas.

The group will comprise pupils who have particular learning needs; for example:

Pupil-pupil relationships

Behaviour

Under-attainment in a curriculum area or specific aspect (e.g. handwriting)

Struggling with an aspect of school life

Pupils entitled to Pupil Premium, or EAL or SEND learners

With advice from the teacher, trainees should agree and action a set of interventions. Trainees should

focus on how best to support the group and address their particular needs. Trainees should review the

impact of these interventions on the pupils and plan future support in consultation with the class teacher.

When the intervention has run its course, trainees complete the intervention record and upload it to

PebblePad under SBT1 Lesson plans and other evidence.

An electronic copy of this pro forma is available on Student Central, in the SBT folder.

INTERVENTION GROUP SUMMARY Week Commencing:

Initials of pupils:

Learning focus and activity

What is the focus of the

intervention and how is this

supporting pupils?

Implications for future practice

and Interventions

Reflection: Reflect on your learning and progress in relation to TS2, TS5 and TS6

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Appendix 5: SEND Tasks

SBT1: SEND Case Study

Fundamental to all phases of school-based training is that trainees learn how to ‘adapt teaching to respond to

the strengths and needs of all pupils’ (TS5). Trainees are expected to draw upon their increasing knowledge

and understanding of their learners’ interests, backgrounds and approaches to learning, lesson evaluations,

pupils’ work / written feedback, other feedback about pupils’ progress e.g. from support or specialist staff, the

school / class data, and to make increasingly accurate use of this in their planning.

Children with SEND are considered to be one category of learner within a broader framework of inclusive

practice where it is expected that the needs of all children are met. It is important to remember that the identified

area of SEND for the learners in your case study is one aspect of these learners’ profiles and planning should

take account of their complex and nuanced profiles.

This task has been designed to develop trainees’ knowledge, understanding, skills and attitudes and help them

meet the standards for qualified teacher status in relation to TS5 and to develop an understanding of the

requirements of the SEND Code of Practice (DfE, 2015). The key outcome of the task is to enhance

confidence and insights into mainstream inclusive practice/s.

The Graduated approach: • Assess • Plan • Do • Review Common to each case-study is the cycle: a) assessing pupil need, b) planning, c) reviewing and

d) implementing change to support pupil progress (as referenced in the Code of Practice)

Overview Questions and prompts for trainees/ mentors:

Identify a pupil in your class for your case-study. We recommend a learner who has been identified with either: autism, dyslexia, attention deficit hyperactivity disorder (ADHD), sensory impairment or speech, language and communication needs (SLCN). If your class does not offer such an opportunity, identify another pupil with additional needs for focus.

Record your case-study using the template overleaf. This must be uploaded to ‘SBT1 Lesson plans and other evidence’ on your PebblePad.

Find out about the educational needs of your case-study pupil. What are the origins and characteristics of specific educational needs? What are the environmental factors? What are the pupils’ perspectives on learning?

Observe how the class teacher adapts practice to ensure your pupil is part of the learning community. How is planning adapted, how are support staff deployed, how does the teacher communicate with the learner’s family and specialist staff?

Shadow the TA or meet the SENCO to learn about best practice to support your pupil.

Form a teaching relationship with the pupil, developing skills in planning and teaching to meet their learning needs and monitoring the progress they make as a result. This does not mean individual tutoring; you will work as closely as possible to typical classroom settings.

To what extent does the trainee create a secure and supportive learning environment in which children feel confident that their contributions are valued?

Does the trainee research specific learning needs and reflect these in planning and teaching?

Is the trainee sensitive and reactive to particular disabilities e.g. ensuring children with ASD are not subject to unexpected changes in expectations/routine?

Does the trainee consider pupil needs in the physical organisation of the class and the classroom such that children can see/hear/engage?

Does the trainee modify objectives and outcomes for particular pupils where appropriate?

Note: Where feasible, trainees should be allocated

observation time in special facilities, special schools

or specific provision with the school.

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SBT1: CASE-STUDY REPORT FORM

Case Study: A Focus on a learner with *autism, dyslexia, attention deficit hyperactivity disorder (ADHD), sensory impairment or speech, language and communication needs (SLCN) *Delete as appropriate

Specialist advice and recommendations (please draw upon module materials and reading as well as the sites and resources here: https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

Anonymised background information about the pupil (gathered from pupil and school documentation, discussion with SENCO / class / subject teacher / TA, observations)

Age: Gender: Relevant past information (e.g. school attendance, previous specialist reports): Strengths and difficulties: Current barriers to learning: Current provision made to support this pupil: Current targets (if appropriate) and relevant progress:

How were the recorded targets, approaches etc. on the pupil’s IEP being used? Was the pupil making progress towards these targets? What was the relevance of the setting to the pupil’s progress in learning? E.g. where, when, with whom, teaching strategies used, resources used?

Identify the key approaches observed and employed, and evaluate the impact of the distinctive teaching and organisational approaches used to engage and support the pupil.

Consider how the pupil’s broader profile (i.e. not just his/her area of SEND) was used to enhance learning.



33

An electronic version of this form is available on Student Central SBT area.

Discuss any difficulties you encountered in teaching and learning and the reasons for these.

Reflect on what you have learnt about specific factors that may inhibit this pupil’s ability to learn, and how best to overcome these (including the effective use of other adults).

Conclusions and Reflections

What recommendations do you suggest for the next steps in teaching this pupil in the future? Give reasons for these.

What have you learned from the task – knowledge, understanding, skills, and attitudes?

Where feasible, please share your report with the teacher and SENCO and others as appropriate.

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SBT2 and SBT3: SEND Self-Audit This self-audit is designed for trainees to develop a real depth of understanding of three particular areas of

SEND reflected in the audit below. Trainees should have completed two of these areas during SBT2, and

should complete the final area for SBT3, as well as identifying any aspects for further exploration. Targets

should be incorporated into their Action Plan.

At the end of SBT2, upload the partially filled-in audit to SBT2 Lesson plans and other evidence. At the end

of SBT3, upload the fully completed audit to SBT3 Lesson plans and other evidence.

An electronic version of this form is available on Student Central in the SBT area.

N.B. It is the process of this task that is important. Completing this self-audit will support you in providing

evidence (consisting of a reflection or discussion with your mentor documented within the PH form) towards

TS5. However it is the development of your wider understanding of SEND within school that is key.

In order to help you complete the SEND self-audit you must meet with the SENCo to discuss your focus

areas and how the school implements the SEND code of practice. Some of the following may also be helpful:

Observe professionals working with children (e.g. TA, Speech & Language Therapist)

Meet with key professionals (e.g. specialist teachers, TA, Senior Leadership Team)

As an observer, attend parent/carer meeting with SENCo (seek permission first)

At planning meetings, find out how class teachers plan for children with particular needs

Identify key assessments that the school uses for children with SEND

Learning walk to identify resources and strategies used in school

Review documentation (e.g. EHCP, statement, IEP, assessments, reports)

Personal research (reading key literature/ research around area identified including via UoB

National Priorities website)

Policy review (review of key school and national policies, in particular SEND code of practice)

Focus

(Complete the final focus area during

SBT3)

What do I KNOW, DO and

BELIEVE about this?

(These should all be

completed during SBT3)

What do I need to explore further

to develop my understanding in

SBT3?

(Incorporate targets into your SBT3

Action Plan)

1. Inter-professional and multi-

agency working:

How do different professionals (e.g.

teacher, SENCo, TA, consultant/teacher

from a support service) liaise with each

other to support a child with particular

needs?

2. Planning and target-setting for

children with SEND:

How do professionals ensure that

children’s individual targets are

incorporated into planning?

3. Parents and Carers of children

with SEND:

How does the school work with parents

and carers of children with SEND?

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Appendix 6: SBT2: Physical Education Task

Overview

Task Outline

The task will involve observing your class teacher or PE specialist/coach teaching a PE lesson. You will then use your observation notes and reflections on the lesson, as well as the resources, readings and input from the taught sessions at University to take responsibility for teaching two subsequent PE lessons.

In so doing, you will be focusing on the subject knowledge and pedagogical processes involved in planning, teaching and evaluating primary PE lessons.

Aims To enhance subject and pedagogical knowledge in the teaching of Primary PE, appropriate to the context and age phase (TS3, TS1);

To develop your practice with regard to planning, teaching and learning in Primary PE (TS4, TS1, TS2);

To employ inclusive teaching and learning strategies which promote enthusiastic and purposeful learning for all learners (TS1, TS2, TS4, TS5).

Timeline The task should be carried out during weeks 2 – 5.

This provides ample time to observe one lesson and teach two subsequent lessons.

Task Breakdown

Pre-Observation

(Week 2/3)

Read your SBT2 school’s PE policy and become familiar with the expectations and routines within your SBT2 class for PE lessons. This might include: Expectations for PE kit and the organisation of changing; Time devoted to PE and its status; Health and safety considerations.

Organise a time to observe the class teacher/PE specialist teaching PE.

Identify the area of PE to be observed and then taught by you.

Look at the National Curriculum for PE for the identified area, and use the reading list and resources on Student Central (SBT2) to explore potential subject specific knowledge and teaching strategies.

Observation

(Week 2/3)

Use the PE lesson prompt sheet (see below) to record your observations on the lesson.

Use your observation notes to inform your planning for the following lessons: Will you change anything based on what you’ve seen or will you stick to the

same model as observed? How were the activities differentiated? Was the S.T.E.P. (Space, Task,

Equipment, People) principle used? How will you use this in your teaching? What subject specific knowledge was used in the observed lesson and will

be required in your teaching with regard to physical/tactical/technical/ compositional skills and processes?

Were all pupils active for ‘sustained periods of time’? If so, how did the teacher achieve this?

Planning & Teaching

Weeks (3-5)

Plan and deliver your series of two lessons. Ask your class teacher/PE specialist teacher to observe you teaching lesson 1 and to provide informal feedback on a PK form (Appendix 9).

Between lessons reflect on your own lesson evaluation, as well as the feedback given from the observer. Use this to guide your planning and delivery for lesson 2.

Post Task Upload evidence (lesson plans/observations/evaluations) onto your PebblePad to Professional Evidence, SBT2.

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School/Setting: Teacher: Observer:

PE Subject Area: Year Group & Number of Pupils:

Use the following sections to guide your observation:

Teaching Strategies &

Styles

Demonstration/modelling?

How is pupil attention gained during activities? Whistle? Voice? Cue Cards?

Behaviour management - are classroom strategies brought into the PE lesson?

Were activities teacher or pupil led?

How were tasks and activities explained?

Pupil & Resource

Organisation

How are the resources organised?

When were they set up? Were pupils involved?

How were the pupils organised? Is this routine or ad hoc between lessons?

Subject Specific

Knowledge

What subject specific knowledge was shown/needed by the teacher?

Was this physical skill/technique-based or related to tactics/strategies/composition?

How was this subject knowledge translated into the learning activities? Teaching points for skills? AfL strategies? (see below)

Lesson Structure

How was the lesson structured?

Make notes on how the teacher/pupils led:

- Introduction - Warm up - Skill development or competitive/compositional type activities - Lesson ending

Pupil Activity Levels

How active are the pupils?

Are ALL pupils active for sustained periods of time?

What factors impact how active the children are? (e.g. changing, task and resource set up, pace of lesson…)

Assessment for Learning

Learning objectives?

Success Criteria?

Feedback in relation to LO & SC?

How do the children know how to improve their performance?

Use of ICT/digital technology?

Self/Peer assessment?

Mini plenaries?

Use of a WAGOLL (What A Good One Looks Like)

Differentiation

Was the S.T.E.P. (Space, Task, Equipment, People) principle used? If so, how? Was this pupil or teacher led?

How were all pupils included?

Were non-participants still engaged with the learning? If so, how?

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Appendix 7: Supporting Disadvantaged Pupils

This is a working document to be used throughout SBT to inform and support your progress towards

meeting TS5 in the area of supporting disadvantaged pupils. It highlights what you need to think about

and do in order to promote and action diminishing difference with the classes you teach.

Remember: There is no simple way to improve the outcomes for disadvantaged pupils. Every school

is unique and every pupil is unique. Therefore approaches may be individual and may need to change

over time. Teaching is the main and universal approach to promoting disadvantaged pupils’ learning.

Small changes in the classroom can make a difference and everyone can make a difference, including

you.

Disadvantaged pupils are defined as:

Pupils recorded as Ever6 FSM (Free School Meals)

This means pupils who are currently eligible or have been eligible for FSM in the past 6 years.

Looked After Children (LAC)

This means pupils who have been looked after continuously for one day or more. They may have

been in foster care, at home with their parents under the supervision of social services, in residential

children’s homes, other residential settings like schools or secure units.

Post LAC

This means pupils who are no longer LAC because of an adoption, a special guardianship order, a

child arrangements order or a residence order.

Stage 1: SBT1 – Research and Familiarisation Tick when completed

Find, read and familiarise yourself with the bulletin on Disadvantaged Learners

and Pupil Premium Funding.

Find, read and familiarise yourself with information on Supporting

underperforming groups of pupils on the UoB website, available at:

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-

for-trainee-teachers.aspx

During your Induction day, or early in SBT1, find out who are the disadvantaged

pupils in your class.



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Stage 2: SBT2 – School Culture and Disadvantaged Pupils

In your first three mentor meetings, have disadvantaged learners as an item. Discuss these questions with your mentor and record on a PH form in PebblePad.

Ensure you know who the disadvantaged pupils are in your class.

Tick when completed

1. How is information relating to disadvantaged pupils shared across the school, between key stages and teams?

2. Who is responsible for disadvantaged pupils in your school?

3. How does the culture of the school foster strong relationships with disadvantaged pupils?

4. What are the school’s expectations for disadvantaged pupils’ learning? Is there a ‘culture of no excuses’?

5. Are the outcomes for disadvantaged pupils a focus throughout the school? How is this demonstrated?

6. Is there specific support and intervention for disadvantaged pupils across the school? What does this look like?

7. How are relationships established and developed with disadvantaged pupils’ parents and carers?

8. How is the school ‘Poverty Proofed’?

9. What is the school vision for improving the achievement of disadvantaged pupils?

10. How does the school tackle barriers relating to pupils’ welfare?

11. How well do disadvantaged pupils attend school?

12. How is data used to track, support and intervene for disadvantaged pupils?

Stage 3: SBT3 – Audit - Supporting the Disadvantaged.

For each of the questions below identify how secure you are in terms of your practice,

then discuss each with your mentor and use this to inform your target setting within

your Professional Action Plan.

How secure am I in…

Key

Fully secure

? Partly secure

Not secure

1. Using pupils’ achievement information to plan learning?

2. Collating accurate data/evidence in tracking pupil progress?

3. Meeting pupils’ needs accurately?

4. Addressing barriers to learning?

5. Using feedback to support all pupils’ progress and learning?

6. Taking effective actions to support disadvantaged pupils’ learning?

7. Being able to distinguish between SEND, low attainment and disadvantage?

8. Identifying how homework can be a barrier for the disadvantaged pupils I teach?

9. Identifying any potential patterns in: a. The rewards and sanctions I give to the disadvantaged pupils I teach? b. The attendance/lateness of the disadvantaged pupils I teach?

10. Understanding what my assessment is telling me about the disadvantaged pupils I teach?

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Please note that when researching individual disadvantaged learners you must be sensitive and

thoughtful. Remember that all details and data relating to pupils are confidential.

Stage 4 (optional): SBT3 – Extended Professional Development Opportunities

These can be used as evidence towards the Teachers’ Standards.

1. Conduct a work scrutiny to compare disadvantaged pupils’ work to those of other pupils. This could include looking at: how much they grapple with their work, the level of challenge, how well pupils’ knowledge, skills and understanding have developed over time and how well their work matches the assessment of pupils’ attainment.

2. Look ‘through’ the eyes and experiences of disadvantaged pupils by participating in a learning walk to consider a disadvantaged pupil’s experience in the school day.

3. Ask your mentor if your school has any case studies of disadvantaged pupils? Critically reflect on some of these with your mentor. What worked? Why? What was not successful? Why not? What could be done differently?

4. Record your findings in a PH.

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Appendix 8: Behaviour Audit – the 3 Rs Behaviour Management Model (Bennett, 2016)

For all 3 Rs make sure you: Observe Practice Review

Annotate this diagram to show:

Fully secure

? Partly secure

Not secure

Areas in which you feel less secure

should be discussed with your

mentor and integrated into your

action plan as appropriate.

Routines In-class routines:

Know that class routines drive a positive culture Have set routines for starting/ending lessons, & start of year routines, Have routines for in-class transitions Set clear expectations for individual/pair/group work Use pace to optimise focus & behaviour Know the importance of punctuality & proper planning

Organisation & layout:

Resources prepared & ready prior to activities Well planned lessons that cater for differing pupil needs Attention to physical layout of classroom – seating plans

High Expectations:

Model & reinforce expectations, rewards & sanctions

Harnessing whole school systems:

Understanding whole school BM policy and know legal powers available Use expertise of others

Relationships Understanding pupils:

Build personalised & meaningful relationships with pupils Using age appropriate language Understand how school context impacts on behaviour Understand how SEND affects behaviour: ADHD, autism,

dyslexia, Asperger’s, OCD Basic psychology of motivation, long/short term memory, focus,

learning, cognitive load, spacing & interleaving, group dynamics

Understanding parents:

Build purposeful & meaningful relationships with parents, knowing how to gain their support

Working with families to agree high expectations

Understand yourself:

Regulating your own emotional state & keeping calm & patient Always acting professionally despite challenging circumstances Maintaining an ‘unconditional positive regard’ Leveraging the support of other adults to develop understanding

Responses Normalising good behaviour, reducing the attention misbehaviour receives:

Using praise & rewards to give attention to good behaviour

Correcting misbehaviour early

Using positive language to refocus pupils

Body language, voice tone and language choice

Strategies to discourage low level disruption including non-verbal interactions

Scripted & practiced reactions

Informal intervention prior to formal

Choosing when to respond, tactically ignoring secondary behaviours

Dealing with significant incidents:

Handling confrontation & stressful encounters, de-escalation, planned & scripted responses

Appropriate use of sanctions

How to react to misbehaviours in public areas How to have restorative conversations

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Appendix 9: SBT2 and SBT3 Lesson Evaluation Pro forma (Box A and B)

Lesson Plan Learning Objective: ___________________

Trainee teacher’s name: Curriculum area: Lesson number: of Date/time: Lesson duration:

Class: Number of pupils: Number of pupils with SEND: Number of pupils with FSM/PPG: Names and roles of other adults present:

LO1

A

Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and Action Plan?

B

Using your previous lesson evaluation, identify specific actions to support pupil progress.

Use initials to identify learners who need additional support to make progress or those who require additional challenge etc.

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Lesson evaluation To what extent have the learning outcomes been achieved in relation to the learning objectives?

LO1

Reflect upon your professional development including the impact and outcomes of the actions identified in Box A

Reflect upon pupil progress including the impact and outcomes of the actions identified in Box B

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Appendix 10: Finding out about the School Content (SBT1 and SBT2)

Much of this information can be gained prior to your school-based training by visiting the school website.

Please use these questions flexibly to find out as much as you can about your school. You can include

this information and your responses in your professional file, if you wish.

How is the school and your class organised? Consider:

Size of school, year groups and number of classes

Teaching staff / teaching assistants /individual needs assistants (INA’s)

Support staff including volunteers

How the school day is organised

How is the curriculum organised?

Start and finish times of the school day and break and lunch times

Assemblies and Acts of Worship

The class timetable (obtain a copy)

The number of children in your class

The individual needs, strengths and interests of the children in the class (class data- including

high attaining pupils).

Identifying those who are EAL/ refugee/asylum seekers / new arrival children and the supportive

mechanisms available.

How pupil premium funding is used to support the children in your class.

How the children are grouped in different contexts. Consider different subjects/areas of learning

and time of day.

The strategies employed in order to manage pupil behaviour and to create a stimulating,

effective and inclusive learning environment.

What resources are available in and around the school? Consider:

The physical environment such as rooms and facilities

How the classroom is set out

The resources available to staff and children

Any additional support e.g. school counsellor

Any external support e.g. Ethnic Minority Achievement Service (EMAS) Literacy support

service (LSS), Educational psychologists (EP)

Documents

School-Based Training Handbook PGCE Primary 3-7 years and ... · 2 1.2 Safeguarding Safeguarding relates to the actions taken to promote the welfare of children and learners and protect