School Experience Expectations - University Of Worcester · FLEXIBLE PGCE School Experience 1 ... FS School Experience Report ... 7 Manage behaviour effectively to ensure a good and

School Experience Expectations

Primary PGCE

2012-13

1

Content page

Overview of School Experience (SE) Expectations ....................................................................................... 3

Full-time PGCE School Experience 1 ............................................................................................................ 5

SE1 SCHOOL BASED TASKS .................................................................................................................. 6

School Based Tasks .................................................................................................................................. 8

University Expectations ............................................................................................................................. 9

Full-time PGCE School Experience 2 .......................................................................................................... 13

SE2 SCHOOL BASED TASKS ................................................................................................................ 13

School Based Tasks ................................................................................................................................ 15

University Expectations ........................................................................................................................... 17

Full-time PGCE School Experience 3 .......................................................................................................... 19

SE3 SCHOOL BASED TASKS ................................................................................................................ 19

.School Based Tasks ............................................................................................................................... 20

University Expectations ........................................................................................................................... 21

FLEXIBLE PGCE School Experience 1 ....................................................................................................... 24

20-DAY SCHOOL EXPERIENCE ............................................................................................................ 24

10-DAY SCHOOL EXPERIENCE ............................................................................................................ 26



Documentation required throughout school experience ............................................................................... 34

School Information Sheet ..................................................................................................................... 36

Emergency contact details for trainee teachers .................................................................................... 39

on school experience ........................................................................................................................... 39

Weekly Review Checklist for Lead Mentors / Class Teachers .............................................................. 43

KS1/2 School Experience Report ......................................................................................................... 51

FS School Experience Report .............................................................................................................. 54

School Experience Action Plans for English, ........................................................................................ 57

Mathematics, Science and ICT ............................................................................................................ 57

School Experience Attendance and Observation Record .................................................................... 58

Teachers’ Standards for SE1 ................................................................................................................... 62

SE1 Grade Criteria .................................................................................................................................. 63

1. Set high expectations which inspire, motivate and challenge pupils ................................................. 63

2 Promote good progress and outcomes ............................................................................................. 64

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3 Demonstrate good subject and curriculum knowledge ...................................................................... 64

4 Plan and teach well-structured lessons ............................................................................................. 66

5 Adapt teaching to respond to the strengths and needs of all pupils ................................................... 67

6 Make accurate and productive use of assessment ............................................................................ 67

7 Manage behaviour effectively to ensure a good and safe learning environment ................................ 68

8 Fulfil wider responsibilities ................................................................................................................ 69

Teachers’ Standards for SE2 ................................................................................................................... 70










Teachers’ Standards for SE3 (Full Set) ................................................................................................... 82










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Overview of School Experience (SE) Expectations

This booklet is designed to help you become familiar with the expectations and paperwork associated with each School Experience. It should be read in conjunction with the Professional Development Profile (PDP) and the School Experience Handbook (green booklet) which sets out the roles and responsibilities of all those involved, The booklet is broken down into different sections, according to the course and the relevant School Experience. Included are the relevant school-based tasks for Professional Studies, English, Maths, Science and ICT. There is a strong focus on phonics; a key priority for trainee teachers. The tasks are detailed under the relevant school experience expectations in this booklet. Any other school-based are posted on the partnership web pages. Students should ensure that they are familiar with these and add them to their weekly timetable. To access the school-based tasks visit the following URL link http://www.worcester.ac.uk/education-partnerships/index.htm then click ‘Information for Students’ on the left hand menu, then under the heading ‘School-based tasks’ you will find the various tasks listed. All the documents that you will need are placed in the white-paged section at the back of this handbook; many of these documents are available in carbon copy type forms, as many of them require copies for student/ teacher/ University files. These are located in the foyer of the Binyon Building (formerly known as the Education Block). If you are a colleague in school, students should bring a supply of the forms with them to cover the practice requirements; if you require more, please contact the Partnership & Placements Administrator on 01905 855071 and we will post these out to you. Toward the end of the booklet each School Experience breaks down the Teachers’ Standards; these have been carefully considered as the most appropriate Standards for the practice. You will also find a set of grade descriptors for assessing student progress. Please note that it is possible, and intended, that some students may be graded as grade one (outstanding) in any of their practices. We hope that you find School Experience exciting and rewarding. Head of Primary Strategic Partnership

http://www.worcester.ac.uk/education-partnerships/index.htm

http://www.worcester.ac.uk/education-partnerships/index.htm

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PGCE Students

School Experience

SE 1

5

Full-time PGCE School Experience 1

Term 1 Indicative Course Outline

Preliminary Days

One day a

week in school

prior to SE1

BLOCK SCHOOL EXPERIENCE 1 (SE1) 5 weeks

Preliminary Visits: 17th and 24th October 2012 Block Practice: Monday 5th November to Friday 7th December 2012 You will meet with your supervisory tutor in a group situation for one hour prior to the 5-week block and will then have one visit during SE1 placement. After your visit days, you should leave the school with a clear understanding of:

class teaching and grouping arrangements, basic pupil details;

the subjects/topics you will be teaching to groups in weeks 2-5;

the resources that you need to prepare/gather in advance;

the occasions when you can teach the whole class

Observation of Experienced Teacher by Trainee By encouraging trainee teachers to observe experienced teachers during their school experiences, it allows them the opportunity to:

1. learn how the teacher organises their class - this encourages the trainee teacher to maintain similar systems when they take the class and ensures continuity for the children;

2. learn how to manage behaviour and understand the teacher’s expectations - this helps with consistency of standards when the trainee teacher teaches the pupils;

3. learn how to manage other adults effectively in the classroom - teachers have much greater experience of this and again by utilising ‘others’ in a consistent way will benefit both pupils and trainee teacher;

4. learn about the way in which the class teacher groups the children and caters for differing/individual needs - the teacher knows the class much better than the trainee teacher and time spent observing will help the trainee teacher manage the different needs more effectively;

5. learn how to pace a lesson - the teacher will know the strengths and weaknesses of the class and will be experienced at ‘timing’ sessions - the trainee teacher should be able to plan more effectively in light of this opportunity;

6. find out about different teaching styles and approaches.

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SE1 SCHOOL BASED TASKS PGCE 2012/13: English task Your school-based tasks will be undertaken in School Experiences One and Two and will be used for discussion in university- based sessions. Phonics Tasks in School Experiences One and Two – 2 phonics tasks in total. Each task consists of:

An observation of a phonics session being taught, either by the class teacher or a Teaching Assistant.

Teaching and evaluating a phonics session. This does not have to be a whole class lesson and can be carried out with a group of children. The aim of the task is to enable you to develop your subject knowledge of grapheme/phoneme correspondences and to practise using the terminology, segmenting and blending.

Being observed teaching phonics to provide you with feedback about your progress.

Completion of your Phonics Tracking sheet See the School-based tasks pack, English Subject Profile and Blackboard for documents. You must keep 2 copies of each of these documents – 1 for your SE file and 1 for your English Subject Profile

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School Based Tasks

SEN & DISABILITY

ENGLISH MATHS SCIENCE

SCHOOL EXPERIENCE 1 AUTUMN FOCUS ON PLANNING FOR HIGH QUALITY TEACHING AND LEARNING

This task is completed during SE3

Phonics Tasks in School Experiences One and Two Each task consists of:

An observation of a phonics session being taught, either by the class teacher or a Teaching Assistant. Teaching and evaluating a phonics session. This does not have to be a

whole class lesson and can be carried out with a group of children. The aim of the task is to enable you to develop your subject knowledge of grapheme/phoneme correspondences and to practise using the terminology, segmenting and blending. Being observed teaching phonics to provide you with feedback about your progress. Completion of your Phonics Tracking sheet See the School-based tasks pack, English Subject Profile and Blackboard for documents. You must keep 2 copies of each of these documents – 1 for your SE file and 1 for your English Subject Profile.

In consultation with your class teacher, select three children. These need to be one child whose numeracy understanding is below average, one average and one above average from your class or maths group. Observe these children and interact with them whilst they are engaged in numeracy tasks. In your file you should create a detailed portfolio of each child’s numeracy understandings during the time of your school experience. You are expected to share the portfolio information with your class teacher and reflect on the implications your findings have for the management and organisation of effective differentiation. In your discussions together consider what can realistically be achieved in the classroom and what range of strategies might be adopted to enable this to happen.

During the serial days of term 1, you will observe a science session and identify the science skills, in relation to Sc 1, Scientific Enquiry for the Science National Curriculum , that are the focus for the session. For Nursery and Year R classes the activities based on first hand experiences, in line with the Framework for the Early Years Foundation Stage, will be used for this purpose. You will observe the children and make notes on the way they work in relation to the focussed skills. You will then identify, in consultation with your class teacher, a science session that allows you to plan and implement work on Sc1, Scientific Enquiry, or within the Early Years Foundation Stage Framework, with a small group of children, maximum of 6 pupils. Ideally this will form part of the science ‘ topic’ being taught during the placement. However, if this is problematic it may be necessary to devise a ‘one-off ’ session on an aspect of Sc1/ EYFS to meet the requirements of the task. This should be planned in consultation with your class teacher to be carried out during the four week block practice. You are expected to write a session/lesson plan with all the required elements for the session and to collect suitable evidence of children’s learning. You will be expected to bring the session/lesson plan, together with the suitable evidence for the children’s learning to share with the rest of the group at a Science session after the five week block placement.

Subject Knowledge Learning Plan (SKLP)

Subject Knowledge Learning Plan To be completed inschool, signed by your English tutor and copied twice – 0ne copy for your English Subject Profile and one for the central file.

Subject Knowledge Learning Plan To be completed inschool, signed by your Maths tutor and copied twice – One copy for your Maths Subject Profile and one for the central file.

Subject Knowledge Learning Plan To be completed inschool, signed by your Science tutor and copied twice – One copy for your Science Subject Profile and one for the central file.

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University Expectations

On your first few days,

* Gather as much information as possible on what you need to plan and when you will be teaching. Add this information onto a copy of the class timetable;

* Complete the School Information Sheet in the SE Expectations Handbook; * Collate information relating to class teaching, such as groupings and basic class lists; * Be clear about the topics/lessons you will be teaching to groups and to the whole class in weeks

2-5; * Plan resources well in advance and * Negotiate opportunities for coaching and mentoring with your paired partner.

Week 1

* Set up your files according to this handbook. * Observe at least one lesson daily and complete the Observation by Trainee Teacher form. * Work alongside the class teacher taking groups as required and provide retrospective lesson

plans for at least 5 of these group lessons. * Discuss with the class teacher which groups you will be working with in weeks 2, 3, 4 and 5,

and the lessons you will be teaching. * Prepare lesson/session plans for groups to be taught in week 2. You should aim to be planning

two sessions each day. Discuss these with the teacher. * Prepare co-teaching lessons/sessions for next week with your class teacher. * Prepare a weekly review sheet for your weekly meeting and following the discussion, complete

the form with agreed targets set for the next week. * Make some reflective entries in your PDP about what you have learned from your experiences

this week and ask for written feedback from your teacher. * Identify a timescale to complete your school-based tasks.

Week 2

* Co-plan, co-teach and co-evaluate three whole class lessons/sessions with your class teacher. * Continue to work alongside the class teacher supporting groups that the class teacher has

planned for. Make sure that you have clear plans for each session/lesson taught. * Evaluate each lesson, one in detail each day, using the relevant form; this may be the co-taught

lesson on some days. Evaluate all other lesson plans by annotating them to inform future planning.

* Continue to observe the class teacher or observe an experienced teacher in another key stage where possible. Complete the observation form and discuss your learning with your teacher.

* Make notes about how your teacher records child progress. * Prepare a weekly review sheet for your weekly meeting and following the discussion, complete

the form with agreed targets set for the next week. * Continue to make PDP entries for all sections of your PDP and ask for written feedback from

your teacher. * Check that your files are up to date, well organised and presented.

Week 3 As for week 2; however, the first requirement is replaced by:

* Co-plan and co-teach at least three lessons with your class teacher. Evaluate these lessons together.

* In week three ensure that you teach five whole class lessons as a minimum. Week 4 & 5

* Continue to teach at least two lessons per day – a combination of whole class and group lessons. At least five lessons a week should be whole class lessons on your own. Your teacher

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should act as your teaching assistant. Evaluate the effectiveness of these lessons with your teacher.

* Ensure that you have clear lesson plans for each group and whole class lesson taught. * Continue to support class teacher. * Ensure that all resources and items that have been borrowed are returned. * Check that all school based tasks have been completed * Ensure that your files are up to date. * By the end of your practice check to ensure that your PDP is complete. * Ensure that your School Experience Report is completed and that three copies are sent to the

School Experience Office by the date below. IT IS THE TRAINEE TEACHER’S RESPONSIBILITY TO MAKE SURE THAT IT IS COMPLETED AND IS SENT TO THE RIGHT PLACE BY THE APPROPRIATE DATE. If there are any dates when the school will not be open and you are using University transport, please will you inform the Transport Co-ordinator (01905 855457). At the end of each practice you will need to complete a School Experience Action Plan for English, Maths, Science and ICT. The School Experience Report should be e-mailed to [email protected] and a copy of the Attendance Sheet should reach the PGCE Administrator by Monday 10th December 2012. NB: The trainee teacher will, under normal circumstances, return to his/her placement for SE 3. Only under exceptional circumstances will trainees be considered to change, through discussion with the Head of Primary and the Head of Primary Strategic Partnership.

mailto:[email protected]

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OBSERVATION OF LESSON BY TRAINEE TEACHER

Subject: Time: Age group:

What did the teacher do in the preparation before the lesson began?

What are the main learning outcomes for the lesson? Is the work differentiated and if so, how?

How has the teacher organised the structure of the lesson, the resources and the grouping of the children?

If there are additional adults in the classroom, how has their time been deployed and is it to support a particular child/group of children?

What strategies have you observed that encourage the children to maintain a purposeful working atmosphere?

How does the teacher support, monitor, and assess the children during the lesson?

How does the teacher use time at the end of the lesson e.g. to reinforce main teaching points?

What if any records, evaluations or sampling of work does the teacher compile from the lesson? Summary From this observation of an experienced teacher reflect briefly on some of the key points. Make notes on

what you feel you have learned from this:

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PGCE Students

School Experience

SE 2

13



Preliminary Days

One day a week in school prior to SE2

BLOCK SCHOOL EXPERIENCE - 2 4 weeks in 2nd School

PSS Days

One day a week in school

Preliminary Visit: Wednesday 30th January 2013 PSS Focus Days: Wednesday 9th, 16th & 23rd January & 20th March 2013 Block practice: Monday 4th February to Friday 8th March 2013 You will be expected to meet with your university supervisory tutor for a pre-practice tutorial before you begin the block practice. Where schools provide comprehensive medium term planning for trainee teachers, tutors will focus on individual interpretation of these plans and short-term planning (i.e., lesson plans). Please indicate clearly on your medium-term planning/units of work if these are your own plans or those of the school. If there are any dates when the school will not be open and you are using University transport, please will you inform the Transport Co-ordinator (01905 855457).

SE2 SCHOOL BASED TASKS PGCE 2012/13: English School-based tasks Your school-based tasks will be undertaken in School Experiences One and Two and will be used for discussion in university- based sessions. Phonics Tasks in School Experiences One and Two – 2 phonics tasks in total. Each task consists of:

An observation of a phonics session being taught, either by the class teacher or a Teaching Assistant.

Teaching and evaluating a phonics session. This does not have to be a whole class lesson and can be carried out with a group of children. The aim of the task is to enable you to develop your subject knowledge of grapheme/phoneme correspondences and to practise using the terminology, segmenting and blending.

Being observed teaching phonics to provide you with feedback about your progress.

Completion of your Phonics Tracking sheet See the School-based tasks pack, English Subject Profile and Blackboard for documents. You must keep 2 copies of each of these documents – 1 for your SE file and 1 for your English Subject Profile.

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Guided Reading Task in School Experience 2 You should negotiate with your teacher/mentor to work with a group of children (6 maximum) on Guided Reading. Over the course of the school experience, you will be expected to:

Collect evidence about the children’s reading ability.

Collaborate with the class teacher in order to plan, teach and assess one Guided Reading session, lasting about 20 minutes.

Set clear targets and learning objectives for the group of children.

Assess the children and gather evidence of their progress and attainment. Clearly record your findings. If appropriate, ensure that your plan includes a focus on phonic skills. Your school may be using APP (Assessing Pupil Progress) in which case it may be used to help you to plan, teach and assess one or more of the Assessment Foci for Reading.

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School Based Tasks

SEN & DISABILITY

ENGLISH MATHS SCIENCE ICT Primary Subject Specialism (PSS)

SCHOOL EXPERIENCE 2 SPRING

SEN & DISABILITY

ENGLISH See PG1 Guided Reading Task in School Experience 2 You should negotiate with your teacher/mentor to work with a group of children (6 maximum) on Guided Reading. Over the course of the school experience, you will be expected to collect evidence about the children’s reading ability. Collaborate with the class teacher in order to plan, teach and assess one Guided Reading session, lasting about 20 minutes. Set clear targets and learning objectives for the group of children. Assess the children and gather evidence of their progress and attainment. Clearly record your findings. If appropriate, ensure that your plan includes a focus on phonic skills. Your school may be using APP (Assessing Pupil Progress) in which case it may be used to help you to plan, teach and assess one or more of the Assessment Foci for Reading. Guidance will be given, by tutors, on how to carry out these tasks. Ensure that they are submitted with your English Subject Profiles to tutors. All paperwork is either in your School-based tasks pack, English Subject Profile or on

MATHS During SE2 you will

have the opportunity to experience assessment for learning first hand in the classroom. Schools have a variety of assessment procedures and methods for recording and reporting children’s progress. Whilst you are in school you should familiarize yourself with the processes used and begin to understand the use of assessment for taking learning forward. Discuss with members of staff how they use the processes and how it impacts on the children’s learning. In 300 words reflect

upon the impact of the assessment processes in your school, how helpful you think it is to all the stakeholders ie the teachers, the pupils, the parents, the managers and the governors. Bring this reflection to the

SCIENCE

ICTThis task focuses upon children’s

use of ICT. Identify with your class

teacher at least 3 opportunities where

you can work with a group/class of

learners using any technology (PC,

cameras, audio recorders,

programmable toys etc.) to support

learning. This can be in any subject

area but lesson plans must show

progressive ICT capability objectives

for learners. Reference should be

made to National Curriculum

Programmes of Study for ICT on

lesson plans. Collect evidence (any

form- e.g. screenshots, audio, video,

photographs and text) to support your

evaluation of the impact on learning

across these three lessons. Again you

will be presenting and reflecting on

these activities as part of your e-

journal on Blackboard. You will need

evidence from at least 3 children over

at least 3 separate and progressive

activities.

Primary Subject Specialism (PSS)

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Blackboard. Please ensure that you complete your Phonics Tracking sheet.

session in week 31 of the course.

FOCUS ON ASSESSING FOR HIGH QUALITY TEACHING AND LEARNING

Subject Knowledge Learning Plan To be completed inschool, signed by your English tutor and copied twice – One copy for your English Subject Profile and one for the central file.

Subject Knowledge Learning Plan To be completed inschool, signed by your Maths tutor and copied twice – One copy for your Maths Subject Profile and one for the central file.

Subject Knowledge Learning Plan To be completed inschool, signed by your Science tutor and copied twice – One copy for your Science Subject Profile and one for the central file.

Subject Knowledge Learning Plan To be completed in school, signed by your ICT tutor and copied twice – One copy for your ICT Subject Profile and one for the central file.

In this practice you need to carry out observations of teaching in your area of specialism through all the key stages. Focus on how progression is managed for your subject. Use the lesson observation sheets to record your thoughts and consider the strategies used to manage progress in your subject within your current setting. Also you will need to teach and reflect on one lesson in a different KS to your current class.

Subject Knowledge Learning Plan (SKLP)

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University Expectations Week 1

set up your School Experience file;

support and observe the class teacher as appropriate;

in discussion with the class teacher, carry out a pre-teaching assessment for a child in each of the ability groups – low, middle and high; work alongside the class teacher supporting these individuals in English, Maths and Science, providing plans for these sessions; use lesson evaluations to track progress made by the children and the next steps you will take to move their learning forward.

prepare lesson plans for each session - even for small groups;

write your weekly review and set targets and;

record evidence in your PDP. Week 2

your joint teaching of whole class and group and individual teaching should not be more than 50%;

take responsibility for some whole class teaching in one core subject and another that you feel confident teaching;

prepare lesson plans for each session that you teach;

write a detailed evaluation for one lesson per day and annotate lesson plans for others;

continue to support the same individuals as last week in English, Maths and Science, providing plans for these sessions; use lesson evaluations to track progress made by the children and the next steps you will take to move their learning forward;

complete your weekly review and set targets using your PDP;

discuss with your teacher about the organisation of display of children’s work to be in place by the end of the practice and;

record your evidence regularly in your PDP. Weeks 3 & 4

full teaching (60%) from week 3;

take responsibility for the day to day running of the class across the whole curriculum;

discuss your progress regularly with your class teacher and/or mentor (use your PDP as directed);

put up a display of children’s work;

check that your School Experience file is up-to-date and organised;

ensure that you are writing a critical evaluation of one lesson per day and annotating lesson plans for others;


manage and bring to a conclusion (week 4) the assessment and record keeping procedure for pupils’ work;

write your weekly review and set targets;

consider how the children’s work can be brought to a satisfactory conclusion and;

complete a School Experience Action Plan for English, Maths, Science and ICT. The School Experience Report should be e-mailed to [email protected] and a copy of the Attendance Sheet should reach the PGCE Administrator by Monday 11th March 2013.


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PGCE Students

School Experience

SE 3

19



Preliminary Visits

One day in school prior to SE3

BLOCK SCHOOL EXPERIENCE - 3 8 weeks

Preliminary Visits: Wednesday 17th April 2013 Block practice: Monday 29th April to Friday 28th June 2013 Pre-practice tutorial: Your University tutor will also check medium-term planning units of work before you begin the block practice. No trainee teacher will be able to start teaching without having had units of work/lesson plans checked. These pre-practice tutorials will take place before your block practice. Although there are no set tasks in relation to phonics, you need to be confident that your phonics subject knowledge is at Stage 3 therefore you are strongly advised to discuss this at your pre-practice tutorial. 20% of the SE3 PGCE cohort will be observed teaching phonics by a member of the UW English tutor team in their final block school experience. You need to bring your Action Plans to this meeting. Make sure you bring any other plans that you have prepared and also previous School Experience reports.

Post-Practice Tutorial: In University during the final week of term to inform CEDP and prepare trainee teachers for start of Induction year.

SE3 SCHOOL BASED TASKS English Task There is no set task on SE 3 but, in order to reach Stage 3 of your Phonics Subject Knowledge, it would be advisable to ensure that you teach phonics. If you are in FS, KS1 or lower KS2, this may not be a problem but if you are in upper KS2, it is strongly recommended that you arrange to teach phonics in another year group. Guidance will be given, by tutors, on how to carry out these tasks. Ensure that they are submitted with your English Subject Profiles to tutors. All paperwork is either in your School-based tasks pack, English Subject Profile or on Blackboard in the Monitoring Progress in English folder. Please ensure that you complete your Phonics Tracking sheet. All paperwork is available in your School-based tasks pack and on the English section on Blackboard

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.School Based Tasks

SCHOOL EXPERIENCE 3

SEN & DISABILITY

ENGLISH MATHS SCIENCE ICT

Primary Subject Specialism (PSS)

SUMMER FOCUS ON PLANNING And ASSESSING FOR HIGH QUALITY TEACHING AND LEARNING

The aims of this task are for you to:

find out in detail about the

educational needs of a pupil with

special educational needs (SEN) in

""a particular subject area. This will

results in a written report of

approximately 500 words, including

any recommendations you may have

for future interventions and what

you learnt from the task –

knowledge, understanding, skills and

attitudes.

You are also expected to send a copy of this report to the SENCO or school-based tutor who supported you in doing it. You can also use this as evidence for your PDP to support Standards for Final Practice-

In order to ensure that you

are confident in teaching

phonics, you will be

expected to teach a lesson

on SE 3. This will be

checked by a member of

the English Team.

20% of the cohort will have

an additional phonics

observation during school

experience 3 as part of the

moderation process.

This is an opportunity

to collect any

outstanding evidence

from SE1 or SE2 for

your E-journal. You

may opt to replace

items collected earlier if

you feel better

opportunities have

been available on SE3

Throughout this practice, you will need to consider the role of the subject coordinator and reflect upon the key features of their role in terms of a whole school approach to your subject. You will need to be observed by the subject coordinator for one of your weekly observations. You will need to teach one lesson for your speciality subject across the key stages. E.g. if you are placed in Year 1, then you will need to teach Reception, Year 2, Year 3 and so on. This can all happen in a week or over a number of weeks. This will allow you to gain experience of your subject throughout the phases. You only need to do this once in each year group. Ensure that you have reflected on these experiences. If it is not possible for you to teach in all year groups, consider working with a small group of children from each year group.

Career Entry Development Profile (CEPD) SUMMER TERM 3

SUPPORT AND GUIDANCE ON THE COMPLETION OF THIS WILL BE LATER IN THE YEAR

CEPD CEPD CEPD CEPD?

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University Expectations In setting up your School Experience Files please ensure that all relevant paperwork is transferred from SE1, e.g. school brochures, class lists, school information sheet etc. No confidential information should be included unless your class/head teacher has given permission. You are encouraged to show evidence of having read the most recent OFSTED report from your school.

You will be expected to gather as much information as possible on:

the subjects/topics you need to teach;

what you need to plan and when you will be teaching it;


the times that you will be responsible for the class as a whole and;

a draft timetable for the first 2 weeks if possible.

Week 1

set up your School Experience files;

begin to get to know the class again;

support the class teacher with group teaching;

take the whole class for agreed lessons; your whole class teaching should not be more than 50%;

prepare lesson plans for every session, even for small groups, and keep these in your school experience file;

discuss with your class teacher how to carry out some pre-teaching assessments as a formative means of assessment, and demonstrate how this informs your lesson planning. This could be done with selected groups of children across the ability range. Use lesson evaluations to record pupil progress and to track the next steps you will take;

begin to put evidence in your PDP; trainee teachers should be aware of issues of e-safety to ensure that children and young people are safeguarded. Examples of potential risks include, but are not limited to: grooming, cyberbullying, viewing inappropriate content and misuse of personal information. (Teachers’ Standard 7)

agree with your teacher what records/evidence they will expect to have transferred back at the end of the practice and;

write a weekly review based on your experiences and set PDP targets. Week 2

take responsibility for teaching more whole class lessons in the Core Subjects and those that you feel confident teaching but not more than 70% of the timetable;


write a full evaluation for one lesson per day (put this in your PDP if you think it will provide evidence) and annotate lesson plans for others;

check the assessment and record keeping procedures for three pupils’ work across the ability groups; demonstrate in your lesson planning how your AfL informs your next lesson;

record evidence against the standards systematically in your PDP;

talk to your teacher about displays of children’s work and;

complete your weekly review and set PDP targets. Mid-point review During the mid-point of your practice you will meet with your school and/or supervisory tutor to discuss your progress to date and to set further targets for the next few weeks. The school will

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complete the Mid-Point Review Sheet and it should be kept at the front of your school experience file with a copy sent to the PGCE Primary Course Administrator. Weeks 3-7

take responsibility for the day to day running of the class;

discuss your progress regularly with your class teacher;

display children’s work to show that you value it;

check that your file is up-to-date and well organised;

ensure that you are writing a critical evaluation of one lesson per day and annotate lesson plans for others;

use level descriptions for your three pupils to identify pupil progress;

record evidence regularly against the standards in your PDP and;

manage the assessment and record keeping procedures for children’s work; Week 8 (in addition to Week 7):

decide how the children’s work can be brought to a satisfactory conclusion;

identify 3 pupils and focus on a specific aspect of your Extended Subject Study to demonstrate your ability to assess against the level descriptions in the National Curriculum or equivalent stages in the Early Learning Goals;

discuss the SE report form with your teacher/mentor and begin to consider how this will inform your Career Entry Profile and;

ensure that you have responded to all the work that you have set the children; return all borrowed resources to school and/or University.

School Experience reports, grades and statements to be agreed between school and tutor. Written report should be completed during final week of practice. This must e-mailed to [email protected] and a copy of the Attendance Sheet should reach the PGCE Administrator by Monday 1st July 2013. In completing the final School Experience Report judgements will be made against the Teachers’ Standards using a range of evidence collected in the PDP, including observation sheets and your school experience file. During the post-practice tutorial the strengths and future areas of development will be discussed in readiness for the completion of the Career Entry Profile.


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Flexi- PGCE Students

School Experience

SE 1

24

FLEXIBLE PGCE School Experience 1 TIME SCHEDULE – Trainees will spend a minimum of 10 days in a placement and a maximum of 20 days. This will be agreed as part of your Needs Analysis assessment and will be based on the extent of your experiences to date. A minimum of 2 ½ days per week must be spent in school. SCHOOL EXPERIENCE SERIAL DAYS – It may be appropriate for you to spend up to 2 days prior to the block in order to familiarise yourself with the school. Again this will be determined in your Needs Analysis assessment. UNIVERSITY EXPECTATIONS Gather as much information as possible on:

what you need to plan and when you will be teaching it. This should relate particularly to any area (s) you have asked us to consider for APEL as this will provide your opportunity to demonstrate your abilities in a practical context.

complete the School Information Sheet as found within this handbook. You should leave the school with a clear understanding of:


the subjects/topics you will be teaching during the block;


the occasions when you can teach the whole class

For those trainees completing the maximum of 20 days, before you begin the second half of your School Experience you should produce a series of lesson plans in each subject showing what you will be teaching during the practice. Tutors will check these when they visit you in school.

20-DAY SCHOOL EXPERIENCE For those trainees undertaking the maximum 20 days: You will need to complete a Needs Analysis PDP. UNIVERSITY EXPECTATIONS Week 1 / First 5 days:

set up your School Experience files according to guidelines in School Experience handbook;

observe at least one lesson daily and complete trainee teacher observation sheet as found in this handbook. This may be in the class in which you are working although it would be useful if this could also take place in an opposite key stage class at some point in the week;

work alongside the class teacher taking groups as required, providing plans for these groups;

gather information for the next stage when you will take responsibility for planning and teaching groups;

you should produce a series of lesson plans in each subject, showing what you will be teaching during the last half of the placement and;

write a review of your experience and set PDP targets for the next stage. Week 2 / 5 – 10 days:

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check that your files are up-to-date and organised according to the School Experience instructions;

make sure you have clear lesson plans for each lesson you teach;

support the class teacher with teaching of groups;

evaluate each lesson in the light of your teaching, including one lesson in detail using the evaluation sheet as found in this handbook;

write a review of your experience and set PDP targets for the next stage;

record evidence in your PDP and ask for feedback and;

find out how your teacher assesses children’s progress. Week 3 / 10 – 15 days:

continue to plan for work with groups;

prepare lesson plans for each session you teach;

continue to evaluate all lessons, including one in detail;

continue to record evidence in your PDP and ask for feedback and;

agree opportunities to teach the whole class for a minimum of 5 lessons in the 5 days. Week 4/ Final 5 days:

continue to plan for and work with groups;

continue to evaluate all lessons including one in detail each day;

continue to record evidence in your PDP and ask for feedback and;

prepare lessons for, and teach, the whole class on at least 5 occasions. At the end of each practice you will need to complete a School Experience Action Plan for English, Maths, Science and ICT.

The School Experience Report and Attendance sheet should be e-mailed to [email protected] by the end of the practice and a copy should be handed in to the PGCE Primary Course Administrator as soon as possible after completion.


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Remember teachers and tutors are there to help you so please ASK if you need something! Role of the Needs Analysis Tutor:

1. To pay 1 visit, normally in the last half of the placement. 2. Check the PDP has been used effectively. 3. Observe teaching of a class or small groups. 4. Discuss with the class teacher that progress is at least satisfactory.

10-DAY SCHOOL EXPERIENCE For those trainees undertaking the minimum 10 days: You will need to complete the School Experience Targets sheet. UNIVERSITY EXPECTATIONS Week 1 / First 5 days:

set up your School Experience files according to guidelines in School Experience handbook;

observe at least one lesson daily and complete trainee teacher observation sheet as found in this handbook. This may be in the class in which you are working although it would be useful if this could also take place in an opposite key stage class at some point in the week;

work alongside the class teacher taking groups as required, providing plans for these groups;

gather information for the final 5 days when you will take responsibility for planning and teaching groups and the whole class in order to demonstrate specific abilities in relation to any APEL claim;

write a review of your experience and set targets for the next stage;

make sure you have clear lesson plans for each lesson you teach and;

evaluate each lesson in the light of your teaching, including one lesson in detail using the evaluation sheet as found in this handbook. Week 2 / Final 5 days:

check that your files are up-to-date and organised according to the School Experience instructions;

make sure you have clear lesson plans for each lesson you teach;

continue to support the class teacher with teaching of groups or whole class;

evaluate each lesson in the light of your teaching, including one lesson in detail using the evaluation sheet as found in this handbook;

write a review of your experience;

record evidence against your School Experience Targets and ask for feedback;

find out how your teacher assesses children’s progress and;

prepare lessons for, and teach, the whole class on at least 5 occasions. Role of the Needs Analysis Tutor:

1. To pay 1 visit, normally in the second half of the placement. 2. Observe teaching of small groups and whole class. 3. Discuss with the class teacher that targets are being met.

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School Experience

SE 2

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FLEXIBLE PGCE School Experience 2

TIME SCHEDULE - Trainees will spend 5 weeks or equivalent for this block placement in their non-preferred key stage. PRELIMINARY VISITS – You will spend 2 days prior to the block in order to familiarise yourself with the school. You should leave the school with a clear understanding of:


the subjects/topics you need to teach having consulted the school’s medium term planning;

the resources that you need to prepare/gather in advance and;

the times that you will be responsible for the class as a whole, including a draft timetable for the first two weeks. You will be expected to meet with your University tutor before you begin the block practice. Where schools provide comprehensive medium term planning for trainee teachers, tutors will focus on individual interpretation of these plans and short-term planning (i.e., lesson plans). Please indicate clearly on your medium-term planning/units of work if these are your own plans or those of the school. University Expectations Week 1

set up your School Experience file;

support and observe the class teacher as appropriate;

in discussion with the class teacher, carry out a pre-teaching assessment for a child in each of the ability groups – low, middle and high; work alongside the class teacher supporting these individuals in English, Maths and Science, providing plans for these sessions; use lesson evaluations to track progress made by the children and the next steps you will take to move their learning forward;

prepare lesson plans for each session - even for small groups;

write your weekly review and set targets and;

record evidence in your PDP. Week 2

your joint teaching of whole class and group and individual teaching should not be more than 50%;

take responsibility for some whole class teaching in one core subject and another that you feel confident teaching;


write a detailed evaluation for one lesson per day and annotate lesson plans for others;


complete your weekly review and set targets using your PDP;

discuss with your teacher about the organisation of display of children’s work to be in place by the end of the practice and;

record your evidence regularly in your PDP. Weeks 3-5

full teaching (60%) from week 3;

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take responsibility for the day to day running of the class across the whole curriculum;

discuss your progress regularly with your class teacher and/or mentor (use your PDP as directed);

put up a display of children’s work;

check that your School Experience file is up-to-date and organised;

ensure that you are writing a critical evaluation of one lesson per day and annotating lesson plans for others;


manage and bring to a conclusion (week 5) the assessment and record keeping procedure for pupils’ work;

write your weekly review and set targets;

consider how the children’s work can be brought to a satisfactory conclusion and;

complete a School Experience Action Plan for English, Maths, Science and ICT.

The School Experience Report should be e-mailed to [email protected] by the end of the practice and a copy should be handed in to the Flexible Primary PGCE Course Administrator as soon as possible.


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School Experience

SE 3

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FLEXIBLE PGCE School Experience 3

Normally this must be in your preferred Key Stage. PRIMARY SUBJECT SPECIALISM VISITS:

Four days will be agreed when you can focus on your PSS. These days may be before or after the block

PRELIMINARY VISIT: You will spend 2 days prior to the block in order to familiarise yourself with the school.

BLOCK PRACTICE: 8 weeks full time

PRE-PRACTICE TUTORIAL: In University before start of block

MID POINT REVIEW FORM: The school mentor/class teacher should complete this. (Please return to the Flexible Primary PGCE Course Administrator by the end of Week 5.)

FINAL SCHOOL EXPERIENCE REPORT

Reports, grades and statements to be agreed between school and tutor. Reports to be completed during final week of practice. Trainee teachers to hand in as soon as possible.

POST PRACTICE TUTORIAL: In University after completion of SE3 to inform CEDP and prepare trainee teachers for start of NQT status.

UNIVERSITY EXPECTATIONS: In setting up your School Experience Files please ensure that all relevant paperwork is transferred from SE1, e.g., school brochures, class lists, school information sheet etc. No confidential information should be included unless your class/head teacher has given permission. You are encouraged to show evidence of having read the most recent OFSTED report from your school. You will be expected to gather as much information as possible on:

the subjects/topics you need to teach;

what you need to plan and when you will be teaching it;


the times that you will be responsible for the class as a whole;

a draft timetable for the first 2 weeks if possible.

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Week 1

Set up your School Experience files;

Begin to get to know the class again;

Support the class teacher with group teaching;

Take the whole class for agreed lessons; your whole class teaching should not be more than 50%;

Prepare lesson plans for every session, even for small groups, and keep these in your school experience file;

Discuss with your class teacher how to carry out some pre-teaching assessments as a formative means of assessment, and demonstrate how this informs your lesson planning. This could be done with selected groups of children across the ability range. Use lesson evaluations to record pupil progress and to track the next steps you will take;

Begin to put evidence in your PDP; trainee teachers should be aware of issues of e-safety to ensure that children and young people are safeguarded. Examples of potential risks include, but are not limited to: grooming, cyberbullying, viewing inappropriate content and misuse of personal information. (Teachers’ Standard 7);

Agree with your teacher what records/evidence they will expect to have transferred back at the end of the practice and;

Write a weekly review based on your experiences and set PDP targets. Week 2

Take responsibility for teaching more whole class lessons in the Core Subjects and those that you feel confident teaching but not more than 70% of the timetable;

Prepare lesson plans for each session that you teach;

Write a full evaluation for one lesson per day (put this in your PDP if you think it will provide evidence) and annotate lesson plans for others;

Check the assessment and record keeping procedures for three pupils’ work across the ability groups; demonstrate in your lesson planning how your AfL informs your next lesson;

Record evidence against the standards systematically in your PDP;

Talk to your teacher about displays of children’s work and;

Complete your weekly review and set PDP targets. Mid-point review During the mid-point of your practice you will meet with your school and/or supervisory tutor to discuss your progress to date and to set further targets for the next few weeks. The school will complete the Mid-Point Review Sheet and it should be kept at the front of your school experience file with a copy sent to the PGCE Primary Course Administrator. Weeks 3-7

Take responsibility for the day to day running of the class (80% teaching timetable);

Discuss your progress regularly with your class teacher;

Display children’s work to show that you value it;

Check that your file is up-to-date and well organised;

Ensure that you are writing a critical evaluation of one lesson per day and annotate lesson plans for others;

Use level descriptions for your three pupils to identify pupil progress;

Record evidence regularly against the standards in your PDP and;

Manage the assessment and record keeping procedures for children’s work. Week 8 (in addition to Week 7):

Decide how the children’s work can be brought to a satisfactory conclusion;

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Identify 3 pupils and focus on a specific aspect of your Primary Subject Specialism to demonstrate your ability to assess against the level descriptions in the National Curriculum or equivalent stages in the Early Learning Goals;

Discuss the SE report form with your teacher/mentor and begin to consider how this will inform your Career Entry Profile and;

Ensure that you have responded to all the work that you have set the children; return all borrowed resources to school and/or University.

In completing the final School Experience Report judgements will be made against the 2007 QTS Professional Standards using a range of evidence collected in the PDP including observation sheets and your school experience file. During the post-practice tutorial the strengths and future areas of development will be discussed in readiness for the completion of the Career Entry Profile.

The School Experience Report should be e-mailed by the end of the practice to [email protected] and a copy should be handed in to the Flexible Primary PGCE Course Administrator as soon as possible.


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Documentation required throughout school experience

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SE Activity for block practice

Frequency Who is involved

On What When is this needed

To go where

Before Placement

Group practice tutorial for SE1

Flexible PGCE have individual pre-practice before Needs Analysis Placement

Pre-practice tutorial for SE2, SE3

Trainee & UW Tutor

Pre-practice tutorial sheets

Before start of practice

SE File

Starting Placement

Information sheet about school

Emergency contact details

Trainee

School information sheet Emergency Contact Sheet

By ed of first week At start of placement

SE File School

Daily

Lesson Plans for each lesson

PDP Entries

Lesson Evaluations

Trainee & Class Teacher Trainee & Class teacher Trainee

Lesson Plan format as agreed by UW/ school In PDP Evaluation Sheet

At agreed point in week before teaching Class teacher to respond to entries once a week. One per day

School Experience File In PDP SE File

Weekly

Weekly Review

PDP

Lesson Observations

Trainee and Lead Mentor Class Teacher Trainee and observer

Trainee completes first section of weekly review sheet PDP UW Observation forms; pink copies to give to UW tutor

Once per week Class Teacher to engage in written dialogue with student’s entries One lesson per week, to cover range of core and foundation subjects

SE File PDP SE File

Mid-point of practice

Midpoint review

Trainee & Lead Mentor

Mid-Point Review forms

Half way through practice

SE File & UW

By end of placement

School Experience Action Plans for En, Ma, Sci, ICT

School Experience Report & attendance sheet

Evaluation

Post-Practice Tutorial

Career Entry & Development Profile (only SE3)

Trainee & Class teacher Class teacher & Lead Mentor Class Teacher, UW Tutor & Trainee UW tutor & trainee UW tutor & trainee

School Experience Action Plans School Experience Report & attendance sheet Evaluation forms (Partnership office will distribute information by email) Pre/Post practice Tutorial form Career Entry & Development Profile (Transition point 1)

Before end of placement Before end of placement; check dates to reach UW. After placement After placement During Post-Practice tutorial

SE File SE File & send to UW UW SE File & UW SE File & UW

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School Information Sheet

Student’s name:

Student contact details:

Supervisory Tutor: Tutor contact details:

PGCE (Full-time or Flexible)/ 3yr BA School Experience: SE1 SE2 SE3

General Information about the school

Name of School:

Head Teacher:

School Address and Telephone number:

No. of children on roll: No. of classes:

Lead Mentor:

Who to contact regarding illness or absence:

Named first aider: Time school starts:

Assembly times and staffing:

Dress code, including that for PE:

Photocopying: Supplies and Stock:

Staff Room Procedures (tea/coffee money/ notice boards/ seats, etc)

Staff Meetings/ T.E Days – are you expected to attend?

Playground Duties:

Fire Procedures/ Accidents or Emergencies

Staffing

English/Literacy:

Science:

Maths/Numeracy:

ICT:

SENCo:

MFL:

EYFS Co-ordinator: KS Co-ordinators:

Child Protection Officer:

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General Class Information

Teacher’s Name:

No. of children in class: Ages/Year Groups within class:

Teaching Assistants/ Support Staff

Children with medical conditions: Yes/No Please ask for necessary information

Children having SEN: Yes/No Please discuss these details with class teacher

Timetable for the week

Marking/ Assessment Policy: Behaviour Policy: (including rewards and sanctions)

Daily Routines:

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OBSERVATION OF LESSON BY TRAINEE TEACHER

Subject: Time: Age group:

What did the teacher do in the preparation before the lesson began?

What are the main learning outcomes for the lesson? Is the work differentiated and if so, how?

How has the teacher organised the structure of the lesson, the resources and the grouping of the children?

If there are additional adults in the classroom, how has their time been deployed and is it to support a particular child/group of children?

What strategies have you observed that encourage the children to maintain a purposeful working atmosphere?

How does the teacher support, monitor, and assess the children during the lesson?

How does the teacher use time at the end of the lesson e.g. to reinforce main teaching points?

What if any records, evaluations or sampling of work does the teacher compile from the lesson? Summary From this observation of an experienced teacher reflect briefly on some of the key points. Make notes on

what you feel you have learned from this:

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Emergency contact details for trainee teachers on school experience

Name: ____________________________________________________ Course: ____________________________________________________ Year Group: ____________________________________________________ Dates in school: ____________________________________________________ In case of emergency I would like you to contact: Name: ___________________________________________________ Address: ___________________________________________________ ___________________________________________________ Telephone Number: ___________________________________________________ If you cannot contact the person above, please try: Name: ___________________________________________________ Address: ___________________________________________________ ___________________________________________________ Telephone Number: ___________________________________________________ Medical conditions that you should be aware of: _____________________________________________________________ __________________________________________________________ A copy of this form should be submitted to the school office of the placement setting.

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Pre- practice and post- practice tutorial Trainee teacher: …………………………..……....…… UW tutor: ……………...........………………..

School: ……………………………………………...…… Class: ………………………........…………..

PGCE (Full-time or Flexible)/ GTP/ 3 yr BA School Experience: SE1, SE2, SE3

Pre Practice Tutorial Date:

Planning & resources received from school: Planning & resources to be prepared:

Has the timetable for the first week been agreed? Y/N Has the School Experience File been set up? Y/N Has the PDP File been set up? Y/N Summary of strengths from previous school experience

Summary of areas to develop:

Post-Practice Tutorial Date:

You must bring your SE report & copies of all class teacher observations with you. Strengths discussed? Y/N Areas to develop discussed? Y/N

Any comments:

Recommended Action / support

Academic / PAM Tutor: You must demonstrate full attendance on SE. Please bring previous SE attendance sheets with

you to your pre and post-practice tutorials.

Once completed this form and class teacher observations must be sent to the Primary Placements Administrator

White copy for student / Yellow copy for tutor (send into UW)

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Lesson Evaluation

LESSON: DATE: QTS focus:

Pupil response to teaching and learning:

What I learned from the lesson:

Areas to develop/ points to include in next lesson:

Other comments:

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Weekly Review for week beginning ....................................

Review of previous targets:

Aspects that are going well:

Areas in need of further development: Teachers’ Standard Targets set for next week:

Signed: Trainee ………………………………….. Class Teacher/Lead Mentor …………………….…

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Weekly Review Checklist for Lead Mentors / Class

Teachers

What to check:

1. Has the trainee teacher completed the first part of the Weekly Review sheet?

2. Has the trainee teacher completed his/her lesson annotations and evaluations

from the past week?

3. Have I checked the trainee teacher's progress on last week's targets?

4. Have I checked the trainee teacher's planning for next week?

5. Have targets been set for the coming week?

Have we discussed how these targets might be met?

6. Have we discussed the trainee’s subject knowledge required for next week’s

teaching?

7. Have I reminded the trainee teacher to update the PDP? Have I given written

feedback?

8. Have I agreed a joint observation with the UW Tutor?

9. Have I formally observed the trainee teach once this week, and provided them

with written feedback on the UW observation form?

10. Have we completed and signed the Weekly Review form?

11. Has the trainee completed the PDP by the end of their practice?

12. Have we completed the School Experience evaluations?

13. Have copies of Notice to Improve or Cause for Concern been sent to the

University via the course administrator (details at front of booklet) or by fax 01905

855325?

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Lesson observation by Class Teacher

School:...........................................................… Trainee teacher:...............................…............................

Lesson:.............................…..........………......... Tutor:..........................................………….…….…….

Date:….................................................... Year Group: ..........................................................


Set high expectations which inspire, motivate and challenge pupils (1A – 1C)

Grade 1 2 3 4 5

Promote good progress and outcomes by pupils (2A – 2E)

Grade 1 2 3 4 5

Demonstrate good subject and curriculum knowledge (3A – 3 E)

Grade 1 2 3 4 5

Plan and teach well structured lessons (4A – 4E)

Grade 1 2 3 4 5

Adapt teaching to respond to the strengths and needs of all pupils (5A – 5D)

Grade 1 2 3 4 5

Make accurate and productive use of assessment (6A – 6D)

Grade 1 2 3 4 5

Manage behaviour effectively to ensure a good and safe learning environment (7A – 7D)

Grade 1 2 3 4 5

Fulfil wider professional responsibilities (8A-8E)

Grade 1 2 3 4 5

Overall Comments including targets related to QTS Standards:

Overall Grade:

White copy for student / Yellow copy for class teacher / Pink copy for tutor (send into UW)

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Mid-point Review Form


Lesson:.............................…..........………......... Teacher/Lead Mentor:...................................………...…

Date:….................................................... Year Group: ..........................................................

PGCE (Full-time or Flexible)/ GTP/ 3 yr BA School Experience: SE1, SE2, SE3 Indicative grades: Please indicate the grade that reflects the level your trainee is currently operating at: 1. Higher 2. Good 3. Passing 4.Targeted Support 1 5. Targeted Support 2

Standard 1 Standard 2 Standard 3 Standard 4

Standard 5 Standard 6 Standard 7 Standard 8

Strengths: Areas for development: Agreed Targets related to Teachers’ Standards

Signed:

Trainee teacher:… …...................………...............… UW tutor:………............…………… Lead Mentor/Class Teacher: …..………................…. Date:………………..............……..


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Lesson Observation by UW Tutor (page 1 of 2)


Lesson:.............................…..........………......... Tutor:..........................................………….…….…….

Date:….................................................... Year Group: ..........................................................


Set high expectations which inspire, motivate and challenge pupils (1A – 1C)

Grade 1 2 3 4 5

Promote good progress and outcomes by pupils (2A – 2E)

Grade 1 2 3 4 5

Demonstrate good subject and curriculum knowledge (3A – 3 E)

Grade 1 2 3 4 5

Plan and teach well structured lessons (4A – 4E)

Grade 1 2 3 4 5

Adapt teaching to respond to the strengths and needs of all pupils (5A – 5D)

Grade 1 2 3 4 5

Make accurate and productive use of assessment (6A – 6D)

Grade 1 2 3 4 5

Manage behaviour effectively to ensure a good and safe learning environment (7A – 7D)

Grade 1 2 3 4 5

Fulfil wider professional responsibilities (8A-8E)

Grade 1 2 3 4 5

Any further comments:

Please complete page 2 with trainee


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Lesson Observation by UW Tutor (page 2 of 2)



Date:….................................................... Year Group: ..........................................................


Strengths

* * *

Targets related to Teachers’ Standards

* * *

Overall Progress and comment School Experience File: PDP:

Signed (as appropriate)

Trainee: …………………………… Joint Observation Teacher/Lead Mentor: …………………………… Grades agreed UW tutor: ………………………….. Date: ……………………………


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Checklist for UW Tutors

Check: Have you seen the PDP and SE Files on each visit? Are they up to date, organised according to guidelines and well presented?

Have you planned and carried out a joint observation with the class teacher?

Does the trainee’s planning:

- show necessary detail, including reference to NC/EYFS and to the Teachers’ Standards? - show how objectives will be assessed? - indicate differentiation? - indicate timings where appropriate? - include the roles of other adults? - show how assessment is used effectively to inform the next lesson in the sequence?

Discussion: Are there written evaluations completed after the lesson to inform planning of next lesson? Are there annotated lesson plans? Has the trainee used this information to keep records of pupil progress?

Are there reflective PDP entries being made on a regular basis? Is there supporting evidence of a good quality?

Have any school-based tasks been discussed?

Has there been shared discussion with Lead Mentor/class teacher on trainee’s progress?

Has the Mid-point review been discussed? (where applicable)

Has the School Experience Report been discussed and grades agreed? (where applicable)

Tutor & Lead Mentor/ Class Teacher

Has there been a joint observation of lesson?

Agreement over rating of lesson observed?

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Name of Trainee: ___________________________________________ Date: _______________

(Please circle one of the following: BA Year 1, BA Year 2, BA Year 3, PGCE) School: ______________________________________________ Year group: __________

Prompts Notes

1. Revisit: Does the trainee ensure that children practise phonemes already taught? Is it kept lively and fast-paced? Are all children encouraged to participate?

2. Teach: Is the articulation of phonemes correct? Are children required to articulate phonemes themselves? Are the children taught the name of the letter? Are the children shown clearly how to read and write the letter? Are the children being taught how to blend and/or segment? Is there evidence of new learning?

3. Practise: Do children have opportunities to practise saying the phoneme? Are they given opportunities to read the corresponding graphemes? Are they given opportunities to blend phonemes to read words? Are they given opportunities to segment words into phonemes/graphemes for spelling? Are they given opportunities to write the letter?

Apply: Is there evidence that children have opportunities to apply their phonic knowledge and skills in purposeful reading and writing activities? Do activities promote all four interdependent strands of language: speaking, listening, reading and writing?


Phonics observation (page 1 of 2)

to be used by a teacher when observing a trainee (please note, there are 2 pages)

Phonics observation (page 2)


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Name of Trainee: ___________________________________________ Date: _______________

(Please circle one of the following: BA Year 1, BA Year 2, BA Year 3, PGCE) School: _________________________________________________ Year group: __________

Prompts Notes

Overall - throughout the session: Is the session multi-sensory but tightly focused on the learning goal? Is it kept fun and interactive? Are props used effectively? Is it kept short and focused? Is it appropriate to the principles of EYFS practice? Does the trainee observe carefully to assess individual children’s progress?

Taking into account the trainee’s point in the course, please rate the session in order for the trainee to monitor his/her progress in phonics teaching.

Excellent Good Satisfactory Unsatisfactory

Planning

Subject Knowledge

Assessment

Points for development

Name of observer (Print): ______________________________________________________ Role: ________________________________________

Signature of observer: _________________________________________________________

Thank you for supporting our students. (Adapted from D.Litt DVD2009)


Phonics observation (page 2 of 2)


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KS1/2 School Experience Report



Date:….................................................... Year Group: ..........................................................


Q1 Sets high expectations which inspire, motivate and challenge pupils Grade:

Q2 Promote good progress and outcomes by pupils Grade:

Q3 Demonstrate good subject and curriculum knowledge Overall Grade:

Please grade the following subjects:

Early Reading/Phonics English Maths ICT Science

Q4 Plan and teach well structured lessons Grade:

Q5 Adapt teaching to respond to the strengths and needs of all pupils Grade:

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Q6 Make accurate and productive use of assessment Grade:

Q7 Manage behaviour effectively to ensure a good and safe learning environment Grade:

Q8 Fulfil wider professional responsibilities Grade:

Areas of strength:

Targets related to the Teachers’ Standards:

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Overall Grade: 1 2 3 4 5 (Please consult the ‘Pen Portraits’ in the PDP and choose the best fit)

Please tick as appropriate: The trainee teacher has completed their PDP with evidence for each Teachers’ Standards The trainee teacher has passed the School Experience by achieving Grade 3 or above in each category. The trainee teacher has failed the School Experience. We have completed the school experience evaluations. Signed: School Representative:..……………………………………………………………. UW tutor:…..……………………………………………………………………………… Trainee Teacher:……………………………………………………………………….. Date:………………………………………………………………………………………….

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FS School Experience Report



Date:….................................................... Year Group: ..........................................................


Q1 Sets high expectations which inspire, motivate and challenge pupils Grade:

Q2 Promote good progress and outcomes by pupils Grade:

Q3 Demonstrate good subject and curriculum knowledge Overall Grade:

Please grade the following subjects: Early Reading/Phonics Literacy Mathematics Understanding the World Expressive Art and Design

Q4 Plan and teach well structured lessons Grade:

Q5 Adapt teaching to respond to the strengths and needs of all pupils Grade:

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Q6 Make accurate and productive use of assessment Grade:

Q7 Manage behaviour effectively to ensure a good and safe learning environment Grade:

Q8 Fulfil wider professional responsibilities Grade:

Areas of strength:

Targets related to the Teachers’ Standards:

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Overall Grade: 1 2 3 4 5 (Please consult the ‘Pen Portraits’ in the PDP and choose the best fit)

Please tick as appropriate: The trainee teacher has completed their PDP with evidence for each Teachers’ Standards The trainee teacher has passed the School Experience by achieving Grade 3 or above in each category. The trainee teacher has failed the School Experience. We have completed the school experience evaluations. Signed: School Representative:..……………………………………………………………. UW tutor:…..……………………………………………………………………………… Trainee Teacher:……………………………………………………………………….. Date:………………………………………………………………………………………….

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School Experience Action Plans for English, Mathematics, Science and ICT

Please complete a copy of this form for each of the above subjects, towards the end of your school experience. Ask your Class Teacher to read and sign it.

Please put a copy for each subject into your PDP, and a photocopy into your subject profile. Name:…………………………………….…………… Subject: ………...................…………... School:………………….............................................……..

I have experienced teaching these topics.

My strengths are:

Areas I need to improve are:

My action plan is to:

(Try to word your action planning so that you think of them as targets to achieve, and remember to make them SMART targets)

Signed:

Student:………………………………………………………… Date: …………………………

Class Teacher:………………………………………………… Date: …………………………

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School Experience Attendance and Observation Record

Name: …….....…........…………….….…… School: …………….............……………………… Class: ……...…..……

PGCE (Full-time or Flexible) / GTP / 3 yr BA School Experience: SE1, SE2, SE3

Delete the appropriate half term and any TED dates. Total attendance:

Serial Days/ Visit Days/ ESS Days

Week beginning:

Monday

Tuesday

Wednesday

Thursday

Friday

AM

PM

AM

PM

AM

PM

AM

PM

AM

PM

Block Practice

Week beginning:

Monday

Tuesday

Wednesday

Thursday

Friday

AM

PM

AM

PM

AM

PM

AM

PM

AM

PM

Lesson Observed Date Observer

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

PHONICS

59

Targeted Support 1



Date:….................................................... Year Group: ..........................................................


Concerns from initial discussion related to Teachers’ Standards:

Strategies for improvement:

Targets: Signed Trainee: ………………………………. Teacher/ Tutor:…………………………… Review date: …………….

Please note that a copy must be sent to Liz Davies – Partnership & Placements Administrator Fax: 01905 855325 or email [email protected] & there should also be copies for Trainee and Teacher.

Review

Have the concerns now been resolved? Continue practice as normal Signed:

Teacher/ Tutor:…………………………………. Date:…………………………..

Do the concerns continue? Issue Targeted Support 2 Signed: Teacher/ Tutor:…………………………………. Date:…………………………..

Please note that a copy must be sent to Liz Davies – Partnership & Placements Administrator Fax: 01905 855325 or email [email protected] & there should also be copies for Trainee and Teacher.



60

Targeted Support 2



Date:….................................................... Year Group: ..........................................................


Your progress to date is giving cause for concern in the following areas, related to the Teachers’ Standards. Unless sufficient development occurs in these areas, you are unlikely to pass this practice.

This will be reviewed on: …………………………….

Signed Trainee: …………………………………………. Teacher/ Tutor:……………………………………………

Please note that a copy must be sent to Liz Davies – Partnership & Placements Administrator Fax 01905 855325 or email [email protected] & there should also be copies for Trainee and Teacher.

Review

Have the targets now been addressed? Continue practice as normal Signed:


Have the targets not been met? Student has failed the practice Signed:


Please note that a copy must be sent to Liz Davies – Partnership & Placements Administrator Fax 01905 855325 or email [email protected] & there should also be copies for Trainee and Teacher



Teachers’ Standards and Grades

61 School Experience – Full Teachers’ Standards

The Teachers’ Standards are set out under the following headings:

1. Set high expectations which inspire, motivate and challenge pupils (1A – 1C)

2. Promote good progress and outcomes by pupils (2A – 2E)

3. Demonstrate good subject and curriculum knowledge (3A – 3E)

4. Plan and teach well structured lessons (4A – 4E)

5. Adapt teaching to respond to the strengths and needs of all pupils (5A – 5D)

6. Make accurate and productive use of assessment (6A – 6D)

7. Manage behaviour effectively to ensure a good and safe learning environment (7A – 7D)

8. Fulfil wider professional responsibilities (8A – 8E) Assessment of the trainee’s knowledge and understanding is undertaken principally through subject profiles linked to taught University sessions and school based tasks. Evidence of Maths, English, Science and ICT teaching needs to be included in the PDP. There are details on the next few pages of the Teachers’ Standards that are linked to each School Experience. These are the ones that are recommended to focus on during each SE however, should you feel that the trainee has some additional experience and reflections that they wish to record this may be recorded too. Weekly targets should be explicitly related to the Teachers’ Standards and lesson observations should be completed using the University’s observation forms. These observation forms are specifically related to the Teachers’ Standards and to the grading in the PDP. The grades are as follows: Grade 1 Higher

Grade 2 Good

Grade 3 Pass

Grade 4 Targeted Support 1 (Fail in some areas)

Grade 5 Targeted Support 2 (Fail)

In order to pass the School Experience, the trainee must gain a Grade 3 (Pass) or above in all eight sections of the Standards and complete the Teachers’ Standards for every assessed School Experience.


Teachers’ Standards for SE1

1 Set high expectations which inspire, motivate and challenge pupils

1A

Establish a safe and stimulating environment for pupils, rooted in mutual respect

1B

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

1C

Demonstrate consistently the positive attitudes, values and behaviour that are expected of pupils

2 Promote good progress and outcomes by pupils

2B Plan teaching to build on pupils’ capabilities and prior knowledge

2D Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

2E Encourage pupils to take a responsible and conscientious attitude to their own work and study

3 Demonstrate good subject and curriculum knowledge

3A Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

3C Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

3D Demonstrate a clear understanding of systematic synthetic phonics

3E Demonstrate a clear understanding of appropriate teaching strategies in early mathematics

4 Plan and teach well-structured lessons

4A Impart knowledge and develop understanding through effective use of lesson time

4B Promote a love of learning and children’s intellectual curiosity

4D Reflect systematically on the effectiveness of lessons and approaches to teaching

5 Adapt teaching to respond to the strengths and needs of all pupils

5A Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

6 Make accurate and productive use of assessment

6B Make use of formative and summative assessment to secure pupils’ progress

6D Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

7 Manage behaviour effectively to ensure a good and safe learning environment

7A Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

7B Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

7D Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

8 Fulfil wider professional responsibilities 8A Make a positive contribution to the wider life and ethos of the school 8B Develop effective professional relationships with colleagues, knowing how and when to

draw on advice and specialist support


SE1 Grade Criteria

1. Set high expectations which inspire, motivate and challenge pupils In the current context, additionally the higher trainee (1):

constantly encourages pupils to participate and contribute in an atmosphere highly conducive to learning;

consistently has high expectations of pupils in different training contexts;

has high levels of mutual respect between themselves (the trainee) and the pupils;

is very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities;

generates high levels of enthusiasm, participation and commitment to learning. Additionally the good trainee (2):

is reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning;

sets high expectations of pupils in their different training contexts;

consistently demonstrate professional behaviour;

are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate. The pass trainee (3):

is able to encourage pupils to participate and contribute in an atmosphere conducive to learning;

is able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning;

demonstrate an understanding of how to set appropriately high expectations, believing that all pupils have the potential to make progress;

demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school;

demonstrate enthusiasm for working with children and young people and for teaching and learning. The trainee who is Targeted Support 1 (4):

is inconsistent in encouraging pupils to participate and contribute in an atmosphere conducive to learning;

makes little effort to develop a rapport with a range of individuals and groups. As a consequence of this few pupils are engaged in their learning;

does not adequately demonstrate an understanding of how to set appropriately high expectations, in order for pupils to make progress;

makes little effort to demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school;

shows little evidence of enthusiasm for working with children and young people and for teaching and learning. The trainee who is Targeted Support 2 (5):

fails to encourage pupils to participate and contribute in an atmosphere conducive to learning;

fails to develop a rapport with a range of individuals and groups. As a consequence of this pupils are disengaged in their learning;

fails to demonstrate an understanding of how to set appropriately high expectations, therefore pupils do to make progress;

fails to demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school;

fails to demonstrate enthusiasm for working with children and young people and for teaching and learning.


2 Promote good progress and outcomes In the current context, additionally the higher trainee (1):

demonstrates confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement;

sets appropriately challenging tasks, drawing on a secure knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment;

regularly creates opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. Additionally the good trainee (2):

demonstrates a sound understanding of the need to develop pupil learning over time;

through their short and medium term planning which consistently takes into account the prior learning of the pupils;

uses their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. The pass trainee (3):

through their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement;

are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are able to implement this into their practice;

plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. The trainee who is Targeted Support 1 (4):

through their short and medium term planning and teaching demonstrate limited understanding of, and provision for, pupil progression and is inconsistent in taking into account prior achievement;

is seldom able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are unable to implement this into their practice;

may not effectively plan teaching and learning activities which encourage independent and autonomous learning. As a consequence not all groups of pupils make at least satisfactory progress. The trainee who is Targeted Support 2 (5):

through their short and medium term planning and teaching demonstrate poor understanding of, and provision for, pupil progression that fails to take into account prior achievement;

is unable to explain how effective teaching strategies are informed by an understanding of how pupils learn and cannot implement this into their practice;

does not plan teaching and learning activities which encourage independent and autonomous learning. As a consequence pupils do not make at least satisfactory progress.

3 Demonstrate good subject and curriculum knowledge In the current context, additionally the higher trainee (1):

draws on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest;

demonstrates very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning;

models very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing;


(In relation to early reading) draws on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age phases they are training to teach;

(In relation to early mathematics) draws on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age ranges they are training to teach. Additionally the good trainee (2):

has well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest;

makes good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching;

models good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons;

(In relation to early reading) has very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach;

(In relation to early mathematics) has very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach. The pass trainee (3):

has sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach;

knows how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions;

is able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject;

demonstrates an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons;

(In relation to early reading) demonstrates sufficient knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and be able to apply this effectively across the specific age phases they are training to teach;

(In relation to early mathematics) knows and understands the principles and practices of teaching and assessing early mathematics, and be able to apply this effectively across the specific age phases they are training to teach. The trainee who is Targeted Support 1 (4):

has insufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach;

has limited understanding of how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions;

is weak in their responses to subject specific questions which learners ask and their use of subject specific language is often inaccurate and inconsistent which limits learners developing knowledge, understanding and skills in the subject;

demonstrates insufficient understanding of the need to promote high standards of communication, reading and writing for all learners and inconsistently builds this into lessons;

(In relation to early reading) demonstrates limited knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and is inconsistent in applying this effectively across the specific age phases they are training to teach;

(In relation to early mathematics) has limited knowledge and understanding of the principles and practices of teaching and assessing early mathematics, and is inconsistent in applying this effectively across the specific age phases they are training to teach.


The trainee who is Targeted Support 2 (5):

has poor knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach;

has a lack of understanding of how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions;

fails to respond appropriately to subject specific questions which learners ask and their use of subject specific language is poor which prevents learners developing knowledge, understanding and skills in the subject;

demonstrates inadequate understanding of the need to promote high standards of communication, reading and writing for all learners and seldom builds this into lessons;

(In relation to early reading) demonstrates poor knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and fails to apply this effectively across the specific age phases they are training to teach;

(In relation to early mathematics) fails to know and understand the principles and practices of teaching and assessing early mathematics, and fails to apply this effectively across the specific age phases they are training to teach.

4 Plan and teach well-structured lessons In the current context, additionally the higher trainee (1):

plans lessons that often use well-chosen imaginative and creative strategies and that match individuals’ needs and interests;

is highly reflective in critically evaluating their practice;

accurately judges the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. Additionally the good trainee (2):

demonstrates a willingness to try out a range of approaches to teaching and learning;

plans lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes;

knows how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. The pass trainee (3):

employs a range of teaching strategies and resources;

plans individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes;

when teaching maintains the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners;

can create an environment in which the learners are usually engaged;

reviews and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning. The trainee who is Targeted Support 1 (4):

shows a limited use of teaching strategies and resources;

is inconsistent in planning individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes;

needs to develop strategies when teaching to maintain the pace of the learning, may not respond flexibly to what is happening in the classroom and seldom has the confidence to adapt their teaching in order to respond to the needs of the learners;

is inconsistent in creating an environment in which learners are often engaged;

may not review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning.



is unable to use a range of teaching strategies and resources;

does not effectively plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes;

shows a lack of strategies when teaching to maintain the pace of the learning, fails to respond flexibly to what is happening in the classroom and lacks the confidence to adapt their teaching in order to respond to the needs of the learners;

fails to create an environment in which learners are engaged;

fails to review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning.

5 Adapt teaching to respond to the strengths and needs of all pupils In the current context, additionally the higher trainee (1):

will quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups.

Additionally the good trainee (2):

consistently adapts their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. The pass trainee (3):

knows the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. The trainee who is Targeted Support 1 (4):

does not know the pupils well enough to recognise the different needs and strengths of individuals and groups and finds it difficult to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. The trainee who is Targeted Support 2 (5):

has poor knowledge of the pupils to recognise the different needs and strengths of individuals and groups and fails to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential.

6 Make accurate and productive use of assessment In the current context, additionally the higher trainee (1):

uses a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning;

assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress. The good trainee (2):

employs a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses;

assesses learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve. The pass trainee (3):

has planning that is characterised by the use of a range of formative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to


evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress. The trainee who is Targeted Support 1 (4):

seldom makes use of a range of formative assessment strategies when planning and designing to support pupils in making progress. They make limited and ineffective use of these strategies in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

has a limited understanding of how to mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.


fails to make use of a range of formative assessment strategies when planning and designing to support pupils in making progress. They fail to use these strategies in lessons, either to evaluate the impact of teaching on the progress of learners or as a basis for modifying their teaching and classroom practice when necessary;

fails to mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

7 Manage behaviour effectively to ensure a good and safe learning environment In the current context, additionally the higher trainee (1):

rapidly adapts to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly;

consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning;

actively seeks additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. The good trainee (2):

works within the school’s framework for behaviour and apply rules and routines consistently and fairly;

consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning;

actively seeks additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. The pass trainee (3):

works within the school’s framework for behaviour and can apply rules and routines consistently and fairly;

shows understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate;

has high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning;

understands that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.



demonstrates little evidence of working within the school’s framework for behaviour and applies rules and routines inconsistently and unfairly ;

has insufficient understanding of how barriers to learning can impact on pupil behaviour and are unable to apply strategies to address these, working alongside experienced teachers and support staff as appropriate;

is not able to set high expectations and has limited understanding of the range of strategies that experienced teachers use to promote positive behaviour. They are therefore unable to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning;

has insufficient understanding that behaviour management is context-dependent and may not articulate which factors may contribute to more challenging behaviour being exhibited within their classes.


fails to work within the school’s framework for behaviour and does not apply rules and routines consistently and fairly;

has a poor understanding of how barriers to learning can impact on pupil behaviour and fails to apply strategies to address these, even when working alongside experienced teachers and support staff as appropriate;

fails to set high expectations and lacks awareness of the range of strategies that experienced teachers use to promote positive behaviour. They fail to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning;

fails to understand that behaviour management is context-dependent and unable to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

8 Fulfil wider responsibilities In the current context, additionally the higher trainee (1):

is pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school;

builds strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. The good trainee (2):

is pro-active in seeking out opportunities to contribute to the wider life and ethos of the school;

is effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. The pass trainee (3):

understands and is able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways;

can build effective professional relationships with various colleagues and have the skills required to work collaboratively. The trainee who is Targeted Support 1 (4):

has limited understanding of how to support the ethos of the school and shows little inclination in contributing to the wider life of the school;

needs to build effective professional relationships with various colleagues and develop the skills required to work collaboratively. The trainee who is Targeted Support 2 (5):

fails to understand how to support the ethos of the school and to contribute to the wider life of the school;

fails to build professional relationships with various colleagues and the skills required to work collaboratively.


Teachers’ Standards for SE2


1A


1B


1C




2C Guide pupils to reflect on the progress they have made and their emerging needs





3B Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship




4 Plan and teach well structured lessons




4E Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5 Adapt teaching to respond to the strengths and needs of all pupils 5A Know when and how to differentiate appropriately, using approaches which enable pupils

to be taught effectively 5B Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,

and how best to overcome these 5C Demonstrate an awareness of the physical, social and intellectual development of

children, and know how to adapt teaching to support pupils’ education at different stages of development

5D Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them



6A Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

6B Make use of formative and summative assessment to secure pupils’ progress 6C Use relevant data to monitor progress, set targets, and plan subsequent lessons 6D Give pupils regular feedback, both orally and through accurate marking, and encourage

pupils to respond to the feedback




7C Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them


8 Fulfil wider professional responsibilities

8A Make a positive contribution to the wider life and ethos of the school 8B Develop effective professional relationships with colleagues, knowing how and when to

draw on advice and specialist support 8C Deploy support staff effectively 8D Take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues


SE2 Grade Criteria






generates high levels of enthusiasm, participation and commitment to learning. The good trainee (2):









demonstrate enthusiasm for working with children and young people and for teaching and learning.






shows little evidence of enthusiasm for working with children and young people and for teaching and learning. The trainee who is Targeted Support 2 (5):









actively promotes engaging and effective methods that support pupils in reflecting on their learning;


regularly creates opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. The good trainee (2):



regularly provides pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching;

use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. The pass trainee (3):

through their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement;

supports pupils in reflecting on their learning and identifying their progress and emerging learning needs;

when planning lessons devise suitable opportunities for learners to evaluate and improve their performance;

are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are able to implement this into their practice;

plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. The trainee who is Targeted Support 1 (4):


inconsistently supports pupils in reflecting on their learning and identifying their progress and emerging learning needs.

when planning lessons may not devise suitable opportunities for learners to evaluate and improve their performance.

is seldom able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are unable to implement this into their practice.

may not effectively plan teaching and learning activities which encourage independent and autonomous learning. As a consequence not all groups of pupils make at least satisfactory progress. The trainee who is Targeted Support 2 (5):


fails to support pupils in reflecting on their learning and identifying their progress and emerging learning needs.

when planning lessons does not devise suitable opportunities for learners to evaluate and improve their performance;





In the current context, additionally the higher trainee (1):



is astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training;



(In relation to early mathematics) draws on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age ranges they are training to teach. The good trainee (2):



is critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career;

models good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

(In relation to early reading) has very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach.





recognises the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so;

demonstrates an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.

(In relation to early reading) demonstrates sufficient knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and be able to apply this effectively across the specific age phases they are training to teach.

(In relation to early mathematics) knows and understands the principles and practices of teaching and assessing early mathematics, and be able to apply this effectively across the specific age phases they are training to teach.






is weak in recognising the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown limited ability and readiness to do so;


(In relation to early reading) demonstrates limited knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and is inconsistent in applying this effectively across the specific age phases they are training to teach.






fails to recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown a lack of ability and readiness to do so;

demonstrates inadequate understanding of the need to promote high standards of communication, reading and writing for all learners and seldom builds this into lessons.

(In relation to early reading) demonstrates poor knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and fails to apply this effectively across the specific age phases they are training to teach.


4 Plan and teach well-structured lessons In the current context, additionally the higher trainee (1):

plans lessons that often use well chosen imaginative and creative strategies and that match individuals’ needs and interests;


accurately judges the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning;

shows initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings. The good trainee (2):




knows how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners;

makes a positive contribution to the development of curriculum and resources in their placement settings. The pass trainee (3):





reviews and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

works collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc. The trainee who is Targeted Support 1 (4):





may not review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

makes little attempt to work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc. The trainee who is Targeted Support 2 (5):





fails to review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

makes insufficient attempts to work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.


will quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups;

has an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.


The good trainee (2):

consistently adapts their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress;

has a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils;

clearly recognises how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff. The pass trainee (3):

knows the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

shows awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society;

is aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate;

has a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. The trainee who is Targeted Support 1 (4):

does not know the pupils well enough to recognise the different needs and strengths of individuals and groups and finds it difficult to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

has limited awareness of how children and young people develop and takes inconsistent account of this in their teaching. They have insufficient understanding of the challenges and opportunities of teaching in a diverse society;

shows little awareness of a range of factors that are potential barriers to achievement and has a limited understanding of how experienced teachers use a range of strategies to reduce these barriers. They occasionally deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate;

has a limited understanding of the needs of pupils and finds it difficult to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they seldom use these successfully and inconsistently evaluate the impact of the adaptations if employed, on the progress of individual learners.


has poor knowledge of the pupils to recognise the different needs and strengths of individuals and groups and fails to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

fails to show awareness of how children and young people develop and fails to takes account of this in their teaching. They have a poor understanding of the challenges and opportunities of teaching in a diverse society;

fails to show awareness of a range of factors that are potential barriers to achievement and has a poor understanding of how experienced teachers use a range of strategies to reduce these barriers. They are unable to deploy these strategies themselves, even whilst working alongside experienced teachers and support staff as appropriate;

fails to understand the needs of pupils and is unable to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they fail to use these successfully and are unable to evaluate the impact of the adaptations if employed, on the progress of individual learners.



can confidently and accurately assess pupils’ attainment against national benchmarks;


systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning;


is able to assess pupils’ attainment accurately against national benchmarks;

employs a range of appropriate formative and summative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses;

maintains accurate records of pupils’ progress and use these to set appropriately challenging targets;


has a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks;

has planning that is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

understands how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach;

with guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups;

mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress. The trainee who is Targeted Support 1 (4):

has a weak understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are inconsistent in make accurate assessments against national benchmarks;

seldom makes use of a range of formative and summative assessment strategies when planning and designing to support pupils in making progress. They make limited and ineffective use of these strategies in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

has insufficient understanding of how school and pupil level summative data is used to set targets for groups and individuals and makes inconsistent use of that knowledge to monitor progress in the groups they teach;

with guidance from experienced teachers, pupil progress is monitored inconsistently and records with the setting of new targets for individuals and groups are seldom kept;



has a poor understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are fail to make accurate assessments against national benchmarks;

fails to make use of a range of formative and summative assessment strategies when planning and designing to support pupils in making progress. They fail to use these strategies in lessons, either to


evaluate the impact of teaching on the progress of learners or as a basis for modifying their teaching and classroom practice when necessary;

has a poor understanding of how school and pupil level summative data is used to set targets for groups and individuals and fails to make use of that knowledge to monitor progress in the groups they teach;


with guidance from experienced teachers, they fail to monitor pupil progress, maintain accurate records and set new targets for individuals and groups;





manages pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation;




manages behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual;





understands when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

recognises that planning appropriate lessons which challenge learners, teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;

understands that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.






shows little understanding of when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

infrequently recognises that planning appropriate lessons which challenge learners, has limited understanding that teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;






fails to understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

fails to recognise that planning appropriate lessons which challenge learners, has poor understanding that teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;




builds strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis;

takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs;

deliberately seeks out opportunities to develop their own professional learning and respond positively to all the feedback they receive. The good trainee (2):


is effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so;

takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils individual needs;

is pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. The pass trainee (3):



can build effective professional relationships with various colleagues and have the skills required to work collaboratively;

communicates with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils;

understands when to ask for information and advice from specialist staff about individual pupils with specific needs.

seeks out and is responsive to advice from more experienced colleagues;

in evaluating their own practice are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets;

recognises the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being; The trainee who is Targeted Support 1 (4):


needs to build effective professional relationships with various colleagues and develop the skills required to work collaboratively;

makes little attempt to communicate with and direct any support staff deployed in their lessons to assist in supporting the progress and achievement of individuals and of groups of pupils;

shows little understanding of when to ask for information and advice from specialist staff about individual pupils with specific needs.

makes little effort to seek out and be responsive to advice from more experienced colleagues;

in evaluating their own practice has to be strongly supported to identify subsequent or ongoing personal professional development targets and opportunities to address and meet these targets;

demonstrates little recognition of the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being;

communicates ineffectively, including at parents’ evenings and through written reports. Displays limited understanding of the need to communicate at other points in response to individual pupils’ emergent needs. The trainee who is Targeted Support 2 (5):


fails to build professional relationships with various colleagues and the skills required to work collaboratively;

fails to communicate with and direct any support staff in their lessons;

fails to understand when to ask for information and advice from specialist staff about individual pupils with specific needs;

fails to seek out and be responsive to advice from more experienced colleagues;

in evaluating their own practice fails to identify subsequent or ongoing personal professional development targets and opportunities to address and meet these targets;

fails to recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being;

has poor communication both verbally and in writing. Fails to understand the need to communicate at other points in response to individual pupils’ emergent needs.


Teachers’ Standards for SE3 (Full Set)


1A


1B


1C



2A Be accountable for attainment, progress and outcomes of the pupils


2C Guide pupils to reflect on the progress they have made and their emerging needs





3B Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship




4 Plan and teach well structured lessons



4C Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired


4E Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5 Adapt teaching to respond to the strengths and needs of all pupils

5A Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

5B Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

5C Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

5D Have a clear understanding of the needs of all pupils, including those with special


educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them


6A Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

6B Make use of formative and summative assessment to secure pupils’ progress 6C Use relevant data to monitor progress, set targets, and plan subsequent lessons 6D Give pupils regular feedback, both orally and through accurate marking, and encourage

pupils to respond to the feedback




7C Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them


8 Fulfil wider professional responsibilities

8A Make a positive contribution to the wider life and ethos of the school 8B Develop effective professional relationships with colleagues, knowing how and when to

draw on advice and specialist support 8C Deploy support staff effectively 8D Take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues 8E Communicate effectively with parents with regard to pupils’ achievements and well-being


SE3 Grade Criteria






generates high levels of enthusiasm, participation and commitment to learning. The good trainee (2):









demonstrate enthusiasm for working with children and young people and for teaching and learning.

The trainee who has been given Targeted Support 1 (4):





shows little evidence of enthusiasm for working with children and young people and for teaching and learning. The trainee who has been given Targeted Support 2 (5):








assumes a high level of responsibility for the attainment progress and outcomes of the pupils they teach;


actively promotes engaging and effective methods that support pupils in reflecting on their learning;


regularly creates opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. The good trainee (2):

assumes responsibility for the attainment, progress and outcomes of the pupils they teach;



regularly provides pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching;

uses their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress;

use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. The pass trainee (3):

understands how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional.

through their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement.

supports pupils in reflecting on their learning and identifying their progress and emerging learning needs.

when planning lessons devise suitable opportunities for learners to evaluate and improve their performance.

are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are able to implement this into their practice.


plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. The trainee who has been given Targeted Support 1 (4):

has limited understanding of how teachers are accountable for the attainment, progress and outcomes of pupils and has taken little responsibility for this following guidance from the usual class teacher or other professional;


inconsistently supports pupils in reflecting on their learning and identifying their progress and emerging learning needs.

when planning lessons may not devise suitable opportunities for learners to evaluate and improve their performance.

is seldom able to explain how effective teaching strategies are informed by an understanding of how pupils learn and in the majority of cases they are unable to implement this into their practice.

may not effectively plan teaching and learning activities which encourage independent and autonomous learning. As a consequence not all groups of pupils make at least satisfactory progress. The trainee who has been given Targeted Support 2 (5):

has poor understanding of how teachers are accountable for the attainment, progress and outcomes of pupils and has taken no responsibility for this following high levels of guidance from the usual class teacher or other professional;


fails to support pupils in reflecting on their learning and identifying their progress and emerging learning needs.

when planning lessons does not devise suitable opportunities for learners to evaluate and improve their performance;



3 Demonstrate good subject and curriculum knowledge In the current context, additionally the higher trainee (1):




is astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training;



(In relation to early mathematics) draws on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age ranges they are training to teach. The good trainee (2):



is critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career;

models good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

(In relation to early reading) has very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach.





recognises the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so;

demonstrates an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.

(In relation to early reading) demonstrates sufficient knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and be able to apply this effectively across the specific age phases they are training to teach.


(In relation to early mathematics) knows and understands the principles and practices of teaching and assessing early mathematics, and be able to apply this effectively across the specific age phases they are training to teach. The trainee who has been given Targeted Support 1 (4):




is weak in recognising the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown limited ability and readiness to do so;


(In relation to early reading) demonstrates limited knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and is inconsistent in applying this effectively across the specific age phases they are training to teach.






fails to recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown a lack of ability and readiness to do so;

demonstrates inadequate understanding of the need to promote high standards of communication, reading and writing for all learners and seldom builds this into lessons.

(In relation to early reading) demonstrates poor knowledge and understanding of principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, and fails to apply this effectively across the specific age phases they are training to teach.



4 Plan and teach well-structured lessons

In the current context, additionally the higher trainee (1):

plans lessons that often use well chosen imaginative and creative strategies and that match individuals’ needs and interests;


accurately judges the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning;

shows initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings. The good trainee (2):



understands how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks;

knows how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners;

makes a positive contribution to the development of curriculum and resources in their placement settings. The pass trainee (3):





understands how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks;

reviews and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

works collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc. The trainee who has been given Targeted Support 1 (4):






has a limited understanding of how homework or other out of class work can sustain learners’ progress and consolidate learning and seldom designs and set appropriate tasks;

may not review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

makes little attempt to work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc. The trainee who has been given Targeted Support 2 (5):





has no consideration of how homework or other out of class work can sustain learners’ progress and consolidate learning and fails to design and set appropriate tasks;

fails to review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning;

makes insufficient attempts to work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.


will quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups;

has an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.

The good trainee (2):

consistently adapts their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress;

has a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils;

clearly recognises how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.


The pass trainee (3):

knows the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

shows awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society;

is aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate;

has a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. The trainee who has been given Targeted Support 1 (4):

does not know the pupils well enough to recognise the different needs and strengths of individuals and groups and finds it difficult to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

has limited awareness of how children and young people develop and takes inconsistent account of this in their teaching. They have insufficient understanding of the challenges and opportunities of teaching in a diverse society;

shows little awareness of a range of factors that are potential barriers to achievement and has a limited understanding of how experienced teachers use a range of strategies to reduce these barriers. They occasionally deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate;

has a limited understanding of the needs of pupils and finds it difficult to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they seldom use these successfully and inconsistently evaluate the impact of the adaptations if employed, on the progress of individual learners.


has poor knowledge of the pupils to recognise the different needs and strengths of individuals and groups and fails to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential;

fails to show awareness of how children and young people develop and fails to takes account of this in their teaching. They have a poor understanding of the challenges and opportunities of teaching in a diverse society;

fails to show awareness of a range of factors that are potential barriers to achievement and has a poor understanding of how experienced teachers use a range of strategies to reduce these barriers. They are unable to deploy these strategies themselves, even whilst working alongside experienced teachers and support staff as appropriate;

fails to understand the needs of pupils and is unable to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they fail to use these successfully and are unable to evaluate the impact of the adaptations if employed, on the progress of individual learners.



can confidently and accurately assess pupils’ attainment against national benchmarks;


systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning;


is able to assess pupils’ attainment accurately against national benchmarks;

employs a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses;

maintains accurate records of pupils’ progress and use these to set appropriately challenging targets;


has a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks;

has planning that is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

understands how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach;

with guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups;

mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress. The trainee who has been given Targeted Support 1 (4):

has a weak understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are inconsistent in make accurate assessments against national benchmarks;

seldom makes use of a range of formative and summative assessment strategies when planning and designing to support pupils in making progress. They make limited and ineffective use of these strategies in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary;

has insufficient understanding of how school and pupil level summative data is used to set targets for groups and individuals and makes inconsistent use of that knowledge to monitor progress in the groups they teach;





has a poor understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are fail to make accurate assessments against national benchmarks;

fails to make use of a range of formative and summative assessment strategies when planning and designing to support pupils in making progress. They fail to use these strategies in lessons, either to evaluate the impact of teaching on the progress of learners or as a basis for modifying their teaching and classroom practice when necessary;

has a poor understanding of how school and pupil level summative data is used to set targets for groups and individuals and fails to make use of that knowledge to monitor progress in the groups they teach;


with guidance from experienced teachers, they fail to monitor pupil progress, maintain accurate records and set new targets for individuals and groups;





manages pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation;




manages behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual;






understands when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

recognises that planning appropriate lessons which challenge learners, teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;

understands that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. The trainee who has been given Targeted Support 1 (4):




shows little understanding of when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

infrequently recognises that planning appropriate lessons which challenge learners, has limited understanding that teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;






fails to understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated;

fails to recognise that planning appropriate lessons which challenge learners, has poor understanding that teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management;





builds strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis;

takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs;

deliberately seeks out opportunities to develop their own professional learning and respond positively to all the feedback they receive;

communicates very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being, both when required to do so formally and are proactive in communicating in relation to individual pupils’ emergent needs. The good trainee (2):


is effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so;

takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils individual needs;

is pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further;

communicates effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to individual pupils’ emergent needs. The pass trainee (3):


can build effective professional relationships with various colleagues and have the skills required to work collaboratively;

communicates with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils;

understands when to ask for information and advice from specialist staff about individual pupils with specific needs.

seeks out and is responsive to advice from more experienced colleagues;

in evaluating their own practice are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets;

recognises the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being;

communicates effectively at set points in the school year, including at parents’ evenings and through written reports. They understand the need to communicate at other points in response to individual pupils’ emergent needs. The trainee who has been given Targeted Support 1 (4):


needs to build effective professional relationships with various colleagues and develop the skills required to work collaboratively;


makes little attempt to communicate with and direct any support staff deployed in their lessons to assist in supporting the progress and achievement of individuals and of groups of pupils;

shows little understanding of when to ask for information and advice from specialist staff about individual pupils with specific needs.

makes little effort to seek out and be responsive to advice from more experienced colleagues;

in evaluating their own practice has to be strongly supported to identify subsequent or on-going personal professional development targets and opportunities to address and meet these targets;

demonstrates little recognition of the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being;

communicates ineffectively, including at parents’ evenings and through written reports. Displays limited understanding of the need to communicate at other points in response to individual pupils’ emergent needs. The trainee who has been given Targeted Support 2 (5):


fails to build professional relationships with various colleagues and the skills required to work collaboratively;

fails to communicate with and direct any support staff in their lessons;

fails to understand when to ask for information and advice from specialist staff about individual pupils with specific needs;

fails to seek out and be responsive to advice from more experienced colleagues;

in evaluating their own practice fails to identify subsequent or ongoing personal professional development targets and opportunities to address and meet these targets;

fails to recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being;

has poor communication both verbally and in writing. Fails to understand the need to communicate at other points in response to individual pupils’ emergent needs.

Documents

School Experience Expectations - University Of Worcester · FLEXIBLE PGCE School Experience 1 ... FS School Experience Report ... 7 Manage behaviour effectively to ensure a good and