School of Education - University of Brighton · PGCE Primary 2017 1. Introduction Thank you for welcoming Postgraduate Certificate in Education trainees (PGCE Primary) back to your

Soo Sturrock

School of Education Inspiring learners, enriching communities.

PGCE Primary Programme

SBT 3 Handbook

Summer 2017

Soo Sturrock

The University of Brighton Initial Teacher Education Partnership aspires for all trainees to become outstanding teachers. We educate the next generation of teachers to the highest standards so that the teachers we train are:

Highly committed to their pupils’ learning and progress, and ambitious in what they want to help them to achieve;

Inquisitive, critically reflective and motivated to keep learning and improving their own practice;

Quick to adapt to different learning contexts and confident to challenge inequalities;

An asset to the profession, willing to share their knowledge and experience and to collaborate with others;

Well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Primary Partnership Headlines from 2015/16:

All trainees exceeded the minimum standards and 69% attained a grade 1 at the point of gaining QTS (target 65%) (Source: UoB Partnership final school-based training grades 2016);

Attainment of grade 1 improved across the Teachers’ Standards in 2015-16. Particular highlights are that 78% of primary students attained a grade 1 in TS8 (professional responsibilities) and 69% of students attained a grade 1 in TS1 (high expectations) (Source: UoB Partnership final school-based training grades 2016);

95% of all primary trainees rated the overall quality of their training as good or very good (Source UoB End of Course Survey 2015-16);

93% of trainees said that advice from mentors and class teachers had been very good/good in helping to improve the way their teaching promoted pupil progress (Source: UoB School-Based Training Evaluation 2015-16).

Primary Partnership Priorities for 2016/17:

To further improve trainee progress and attainment in:

o Teachers’ Standard 2: Promoting good progress and outcomes by pupils;

o Teachers’ Standard 5: Adapting teaching to respond to the strengths and needs of all

pupils;

o Teachers’ Standard 6: Make accurate and productive use of assessment.

To assure the high quality of school and university-based training through embedding the Post-Carter Review Report recommendations on core content, behaviour and mentoring;

To promote wellbeing and improve retention through review of workload expectations with particular reference to planning, marking and data management;

To further embed excellence in safeguarding training.

So that in 2016/17:

All trainees exceed the minimum standards and at least 70% attain a grade 1 overall;

Trainees’ teaching has an even greater impact on pupil progress in our Partnership schools;

Trainees are fully prepared for the transition to their NQT year.

Soo Sturrock

Contents Page

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

2. Useful Information ............................................................................................................ 3

2.1 Key to Frequently used Acronyms and Terms ...................................................... 3

2.2 Key University Contacts ........................................................................................ 3

2.3 Guide to Frequently used Pro formas ................................................................... 3

3. Safeguarding in SBT3 ...................................................................................................... 4

4. Trainee Well-Being .......................................................................................................... 5

5. Aims and Expectations for SBT3...................................................................................... 6

5.1 Our Aspirations for Trainees Preparing to Qualify ................................................. 7

5.2 Dates for SBT3 ...................................................................................................... 8

5.3 Guidance and Support for SBT3 ......................................................................... 10

5.4 Guidelines for Pupil Assessment and the PPR Task .......................................... 16

5.5 Weekly Overview of Expectations and Assessment Points (Mentors) ................ 20

6. Assessment of Trainees ................................................................................................. 26

6.1 Assessing Trainee Progress ................................................................................ 26

6.2 Assessing TS5 ..................................................................................................... 27

6.3 Grading SBT3 ...................................................................................................... 28

6.4 Interim Reports .................................................................................................... 28

6.5 Final Reports ....................................................................................................... 29

6.6 External Examiners ............................................................................................. 29

7. Professional Development ............................................................................................. 30

7.1 Collating Evidence ............................................................................................... 30

7.2 Professional Action Plan ...................................................................................... 30

7.3 Weekly Evaluations ............................................................................................. 31

7.4 Minimum Expectations for Engagement with the e-Portfolio (PebblePad).......... 31

8. Requirements for SBT3 File ........................................................................................... 32

Appendices

Appendix 1: Planning ‘Core Elements’ Guidance .................................................................... 34

Appendix 2: Assessing Trainee Progress in Planning (TS4) ................................................... 35

Appendix 3: PE/SEND Task..................................................................................................... 37

Appendix 4: The 3 R’s Behaviour Management Model (Bennett, 2016) ................................. 39

Appendix 5: DfE Teachers’ Standards .................................................................................... 40

Appendix 6: How to add Comments on Trainee’s e-Portfolios (PebblePad) ........................... 42

Appendix 7: The PGCE Course Structure ............................................................................... 43

Appendix 8: PGCE Detailed Weekly Planner Template .......................................................... 44

Appendix 9: Focus Group Assessment Template.................................................................... 45

1 PGCE Primary 2017

1. Introduction

Thank you for welcoming Postgraduate Certificate in Education trainees (PGCE Primary) back to your school. They have enrolled on an exciting and innovative course and will spend 24 weeks (out of the 36 week PGCE programme) in schools before they complete their studies. The school-based elements have been developed in close consultation with our partnership colleagues. Schools now take an increasingly significant role to provide support and training for trainees and in shaping the content and organisation of the programme. The university based component is referred to as UBT and school-based element as SBT. The PGCE Primary course is designed to focus on the development of pedagogic, subject and curriculum knowledge with school experience focused over 2 consecutive age ranges; either 5-9 years (year groups 1-4) or 7-11 years (year groups 3-6). The majority of the trainee’s school-based learning will be focused in these age-phases although we recognise the importance of extending that to other year groups. This will be negotiated in light of the trainee’s previous experience and interests, the school’s capacity and profile as well as the other enrichment opportunities available for the trainee’s training and learning. This final phase of school-based training (SBT3) provides trainees with a sustained opportunity to draw together the range of their experiences on their programme and to demonstrate the skills and knowledge that lead to the award of QTS.

Please take time to speak to trainees about their experiences and ask them to share their evidence through engagement with their e-Portfolio (PebblePad). Trainees will contact the school prior to the SBT3. They are expected to provide their mentor with a copy of this handbook. They MUST also share their e-Portfolio (PebblePad) with both the school mentor and SBT3 tutor at the start of and throughout SBT3.

Prior to this final phase of school-based training, trainees have undertaken two phases of school-

based training (in different school settings but in consecutive age phases) and have:

Completed School-based training (SBT1: school 1) focused on Professional Induction/Diagnostic (autumn term) and related required tasks including SEND profile pupil work.

Completed School-based training (SBT2: school 2) focused on whole class teaching and practitioner enquiry (spring term) and related required tasks including feedback, behaviour management and SEND/PE work.

Reflected upon, annotated and uploaded all evidence from SBT1 & 2 to their e-Portfolio (PebblePad).

Completed a Teaching and Learning module including a collaborative blog/teacher materials on an aspect of diversity as well as discrete sessions and tasks related to computing (computational thinking and programming).

Completed a Core Subjects module focused on the National Curriculum (including Foreign Languages).

Completed a Foundation Subjects module focused on all subjects in the National Curriculum and a related school-based FS teaching unit and evaluation.

Completed a Master’s level class-based practitioner enquiry.

Been proactive in developing themselves both academically and professionally through engagement with the e-Portfolio (PebblePad).

Details of the relationship between university-based modules and school-based training are included in appendix 7.

2 PGCE Primary 2017

Further information of a generic nature related to Partnership matters can be found in the Partnership in Education Agreement and Handbook which is sent to all schools in the Partnership. This includes information such as:

The pro formas that are used to assess and give feedback to trainees;

Criteria for assessing trainees;

The roles and responsibilities of all within the Partnership;

Enhanced Support process;

The Professional Action Plan requirements for the trainee. The Partnership in Education Agreement and Handbook document and all electronic versions of the SBT3 forms can be found on the Primary Partnership Website The Partnership office can be contacted at any time if you have a query/question regarding procedures. Any concerns with regard to trainee impact on pupil progress should be directed to Soo Sturrock (Programme Leader).

http://about.brighton.ac.uk/education/study/placements/students-on-placement/primary-school-placements.php?PageId=253

3 PGCE Primary 2017

2. Useful Information

This handbook relates to the final phase of school-based training (SBT3) for PGCE Primary trainees.

SBT3 will begin on Wednesday 29th March (3 Induction days) although timings for weeks 1 & 2 vary

according to Local Authority (please see schedules). SBT 3 finishes on June 30th 2017.

2.1 Key to Frequently used Acronyms and Terms

PPiE: Primary Partnership in Education

QTS: Qualified Teacher Status

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

development

2.2 Key University Contacts

Deputy Head of School: Partnership and Engagement

Sarah Fitzjohn-Scott [email protected]

Programme Leader PGCE Primary and 3-7yrs

Soo Sturrock [email protected]

Assistant Programme Leader

Nancy Barclay [email protected]

Partnership Office Primary Administrators

Elissa Gregory 01273 643411

[email protected]

Partnership Office [email protected] 01273 641041 (for reporting absences) (this is a 24 hour answerphone)

Senior School-Based Training Supervisor (QA)

Kathryn Clements [email protected]

2.3 Guide to Frequently used Pro formas

PA: Progress Report Form: completed to feedback about trainee and pupil progress including

observation of teaching.

PB: Interim SBT3 report form: completed at the interim review.

PC: Final SBT3 report form: completed at the end of the SBT3.

PD: Need for Enhanced Support: completed when a trainee is not making sufficient progress and

is at risk of not passing the SBT3.

PH: Record of Mentor meeting: completed by the trainee at the end of weekly mentor meeting.

PK: Developmental Feedback Form

For more detailed information about the purpose, distribution and completion of forms, please see section 2.9 (pp. 15-18) and appendix 3 of the PPiE Handbook. Grading and Assessment guidance, including a video guide to working with form PA (Progress Report Form), is located on the partnership website: www.brighton.ac.uk/primaryforms

mailto:[email protected]






http://www.brighton.ac.uk/primaryforms

4 PGCE Primary 2017

3. Safeguarding in SBT3

Safeguarding relates to the action taken to promote the welfare of children and learners and protect them from harm and is the responsibility of everyone who works with children and learners. The School of Education Partnership Handbookdetails the safeguarding issues that we expect trainees will be aware of over the duration of their programme. All trainees have DBS clearance. Safeguarding is defined in ‘Working Together to Safeguard Children’ (Gov.uk, 2013) as: • protecting children and learners from maltreatment • preventing impairment of children’s and learners’ health and development • ensuring that children and learners grow up in circumstances consistent with the provision of

safe and effective care • taking action to enable all children and learners to have the best outcomes The University of Brighton ITE Partnership is committed to ensuring trainees are aware and able to act upon their safeguarding duties as members of school and setting communities. At the start of the PGCE, trainees are fully briefed upon - and sign - the ‘Partnership’s Code of Personal and Professional Conduct’ and engage in a Safeguarding session. In SBT1 & 2 all trainees completed a school-specific Safeguarding induction. Please note that all trainees have completed the on-line Prevent & FGM training modules. All trainees have read Part 1 of ‘Keeping Children Safe in Education’ (DFE, 2016) and completed a

professional reflection task.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_childr

en_safe_in_education.pdf

As per our Partnership agreement with schools, we expect that the trainee receives safeguarding training and induction in each training setting which is recorded on our pro forma Record of Mentorship and Training. This is a focus and requirement for week 1 of SBT3. The school induction should include:

the child protection policy;

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

the role of the designated safeguarding lead.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf

5 PGCE Primary 2017

4. Trainee Well-Being There are experiences and practices known to impact very positively on trainee well-being. In this respect, the importance of the mentor and teacher cannot be underestimated because of the crucial support provided (additional information and guidance about mentoring can be found here http://blogs.brighton.ac.uk/mentors/ and in the event of any training needs, please contact us direct [email protected]) We know that best practice for trainee well-being can be realised through the following:

- The importance of knowing the trainee; ahead of the training, information will be sent in the form of an updated ‘Pen Portrait’.

- The importance of daily non-contact time; trainees rely on the daily 25% non-contact time for

evaluation, preparation and reflection.

- The importance of weekly mentor meetings; trainees value feedback in all forms, and rely on the weekly meeting to share progress, evidence of development and to ask questions.

- The importance of the mentor/teacher’s role to broker opportunities to observe best practice;

trainees value the opportunity to observe teachers in the school or to talk to leaders about curriculum policy and planning. This should be done to reflect the trainee’s action plan and should take place as ‘contact time’ rather than in lieu of the designated daily non-contact.

- The importance of agreeing trainees’ teaching in advance (and where agreed, supporting/

reviewing planning); wherever possible, trainees appreciate advance notice of their planning and teaching schedule and we recommend that expectations about support for – or feedback on – trainee planning is agreed at that time.

Trainees are not expected to teach full days or provide supply cover for absent teachers.

http://blogs.brighton.ac.uk/mentors/


6 PGCE Primary 2017

5. Aims and Expectations for SBT3

This is the third of the three school-based modules. This module extends trainees’ intellectual and

professional development through a prolonged school experience where they will develop self-

sufficiency and autonomy. The trainee will assume the role of class teacher for the majority of the

school-based training period and this module should be conducted as a solo placement per class.

There are two distinct phases in SBT3: the initial (minimum) emphasis is on the trainee developing

autonomy and in weeks 5-10, the emphasis is on demonstrating autonomy.

All trainees must provide evidence against all Teachers’ Standards to be awarded QTS. It is the

trainee’s responsibility to carefully track progress and evidence against all sub-standards prior to

completing the final phase of school-based training.

By the end of this phase of school-based training, trainees must:

1. Independently plan and teach lessons and sequences of lessons which reflect a secure knowledge and understanding of subject and pedagogic knowledge (TS2a-c, TS3a-e, TS4a,c,d, TS5a &d)

2. Further develop positive relationships with pupils demonstrating a variety of behaviour

management strategies, adapting them to meet the needs of learners (TS1b, TS7a-d)

3. Lead teaching teams working collaboratively with members of staff and planning for the

deployment of additional adults (TS4e, TS6c, TS8b-e)

4. Assess, monitor and record pupils’ progress using a range of assessment strategies (TS1b,

TS2a-c, TS6b-d)

5. Reflect on and improve practice by acting on advice and evaluating the impact of their teaching

on pupil learning (TS1b, TS2a-e, TS4, TS8d)

6. Identify pre-qualificatory professional strengths and needs to complete a career entry action

plan (TS8d & Part 2, Professional Conduct)

7. provide evidence of achievement and progress against the Department for Education’s

‘Teachers’ Standards’ (2012) for QTS (Qualified Teacher Status)

7 PGCE Primary 2017

5.1 Our Aspirations for Trainees Preparing to Qualify By the end of SBT3 and in relation to grade 1 of the grading descriptors, our aspiration is for all trainees to ensure that “the majority of pupils make very good progress” and that they:

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

Demonstrate 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;

Actively promote engaging and effective methods that support pupils in reflecting on their learning;

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

Regularly create opportunities for independent and autonomous learning.

8 PGCE Primary 2017

5.2 Dates for SBT3

Please note that the start of SBT3 differs according to Local Authority.

SBT3 Timeline (West Sussex & Brighton Schools)

3 days School-

based Training

w/b 27-3-2017

School-based Training

Easter Break 7-4-17 to

23-4-17





Week 1

w/b 3-4-2017

Week 2

w/b 24-4-2017

Week 3

w/b 1-5-2017

Week 4

w/b 8-5-2017

KS2Tests

Week 5

w/b 15-5-2017

M University SBT3 SBT3 Bank Holiday SBT3 SBT3

T University SBT3 SBT3 SBT3 SBT3 SBT3

W SBT3 SBT3 SBT3 SBT3 SBT3 SBT3

T SBT3 SBT3 SBT3 SBT3 SBT3 SBT3

F SBT3 SBT3 UBT All

trainees must attend the University day.

SBT3 SBT3 SBT3

Headline

The trainee is class based for 75%. Induction to context, class and children. Trainees should be directed to work with groups.

The trainee is class based for 75%. All trainees should focus on the Pupil Progress review Stage 1. Whole class teaching should not exceed 1 lesson per day.

The trainee is class based for 75%. With planning support, all trainees should plan and teach the class for 50% of the school day.

With planning support, all trainees should plan and teach the class for 75% of the school day.

With planning support, all trainees should plan and teach the class for 75% of the school day

All trainees should now autonomously plan and teach the class for 75% of the school day


School Half term





Week 6

w/b 22-5-2017

School Half term

Week 7

w/b 5-6-2017

Week 8

w/b 12-6-2017 Phonics Screening

Week 9 w/b 19-6-2017

Week 10 w/b 26-6-2017

M SBT3 SBT3 SBT3 SBT3 SBT3

T SBT3 SBT3 SBT3 SBT3 SBT3

W SBT3 SBT3 SBT3 SBT3 SBT3


F UBT- Career

Entry Planning All trainees must attend the University day.

SBT3 SBT3 SBT3 SBT3

Headline All trainees should autonomously plan and teach the class for 75% of the school day

UBT July 3rd 2017 (Final day PGCE) All trainees are expected to attend the career entry tutorial and 1:1 exit meeting with Support Group tutors. Time TBC

Identify pre-qualificatory professional strengths and needs to complete a career entry action plan. Provide evidence of achievement and progress against the Department for Education’s ‘Teachers’ Standards’ (2011) for QTS (Qualified Teacher Status).

9 PGCE Primary 2017

SBT3 Timeline (East Sussex Schools)

3 days School-

based Training

w/b 27-3-2017

Easter Break

31-3-17 to 18-4-17





Week 1

w/b 17-4-2017

Week 2

w/b 24-4-2017

Week 3

w/b 1-5-2017

Week 4

w/b 8-5-2017

KS2Tests

M University Bank Holiday SBT3 Bank Holiday SBT3

T University SBT3 SBT3 SBT3 SBT3

W SBT3 SBT3 SBT3 SBT3 SBT3


F SBT3 SBT3 UBT All

trainees must attend the University day.

SBT3 SBT3

Headline

The trainee is class based for 75%. Induction to context, class and children. Trainees should be directed to work with groups.

The trainee is class based for 75%. All trainees should focus on the Pupil Progress review Stage 1. Whole class teaching should not exceed 1 lesson per day.

The trainee is class based for 75%. With planning support, all trainees should plan and teach the class for 50% of the school day.








Week 5 w/b 15-5-2017

Week 6 w/b 22-5-2017

School Half term

Week 7 w/b 5-6-2017

Week 8 w/b 12-6-2017 Phonics Screening

Week 9 w/b 19-6-2017

Week 10 w/b 26-6-2017

M SBT3 SBT3 SBT3 SBT3 SBT3 SBT3


W SBT3 SBT3 SBT3 SBT3 SBT3 SBT3


F SBT3 UBT- Career

Entry Planning All trainees must attend the University day.

SBT3 SBT3 SBT3 SBT3

Headline All trainees should autonomously plan and teach the class for 75% of the school day

UBT July 3RD 2017 (Final day PGCE) All trainees are expected to attend the career entry tutorial and 1:1 exit meeting with Support Group tutors. Time TBC

Identify pre-qualificatory professional strengths and needs to complete a career entry action plan. Provide evidence of achievement and progress against the Department for Education’s ‘Teachers’ Standards’ (2011) for QTS (Qualified Teacher Status).

10 PGCE Primary 2017

5.3 Guidance and Support for SBT3 Each phase of SBT has a set of outcomes which are linked to the Teachers’ Standards. There are some core expectations designed to enable trainee progress and establish readiness for the subsequent stage of professional development; in this case QTS and the Induction year (NQT).

This final phase reflects the necessary 75% contact time for all trainees with increasing responsibility to assume the role of the class teacher. Trainees are allocated 25% non-contact time and this time should be protected to ensure they record achievements, evaluate their teaching, reflect on progress and undertake future planning. This should include any time taken with the class teacher as part of their PPA time. Trainees are not expected to teach full days or act as supply cover for absent teachers.

We expect that all trainees will teach a range of curriculum areas and that these will be directed by the

school and the core aims of the National Curriculum should underpin trainees’ lesson planning.

Building on experiences in SBT2 trainees are expected to:

Plan explicitly for the teaching of reading and writing, ensuring provision is made for pupils’ literacy development in fiction and non-fiction. They are expected to track the progress of all pupils’ reading and writing development in SBT3.

Find opportunities to engage pupils with different types of scientific enquiry (including observing over time, classifying and identifying, pattern seeking, fair tests and researching) as part of ‘Working scientifically’.

Use a variety of elicitation strategies (including concept cartoons, concept maps, annotated drawings, true/false, odd one out) for assessing pupils’ ideas before and after teaching.

Seek out opportunities to plan, teach and evaluate foundation subjects, identifying the distinctive contribution they can make to the education of pupils across the primary phase.

Continue to develop their use of creative, cross curricular and holistic teaching and learning approaches in delivering these subjects.

Continue to apply mathematics subject knowledge in planning and teaching sequences of mathematics lessons that consistently promote reasoning and dialogue and which ensure provision of engaging and challenging experiences. As part of this trainees should focus on developing questioning and a range of approaches to differentiation

The following overview of the SBT3 module outcomes and expectations further clarifies the requirements and should act as a guide and not to constrain practice at this stage. A detailed weekly schedule is provided in section 5.5 and includes reference to the following.


SBT3 LO1 Independently plan and teach lessons and sequences of lessons which reflect a secure knowledge and understanding of subject and pedagogic knowledge (TS2a-c, TS3a-e, TS4a,c,d, TS5a &d)

KEY POINT: Further develop an efficient approach for planning: Use the University and school’s planning protocols / templates alongside the University ‘Core Elements’ planning guidance (appendix 1)

Planning SBT3 PHASE 1. The ‘Core Elements’ planning guidance should inform any decisions about the protocols / templates used. The following is suggested as a planning framework and should be adjusted to suit the individual trainee.

In light of the Teacher Workload recommendations, we expect trainees will use the University’s detailed weekly planner in weeks 1-4 of SBT3. For those with less experience (in SBT2) of the University’s detailed weekly planner, transition arrangements can be negotiated in weeks 1 & 2 and trainees may wish to use the both the individual/ detailed weekly planner.

Trainees appreciate collaboration and feedback on lessons taught in the early stages of SBT3 and where the subject/content is unfamiliar. The University individual lesson planner is recommended as appropriate scaffold where subjects are being taught for the first time or one-off lessons are necessary.

School/ class planning should be made available to trainees, and teachers should agree expectations about supporting and reviewing trainees’ plans. In the absence of medium term planning, staff should work collaboratively with the trainees to ensure they are supported with this.

Where agreed, trainees may also use complementary ‘year-group specific’ teaching resources, for example, Flip notes or other IWB materials and use of subject-specific text books. We advise that trainees annotate these accordingly and alongside the ‘planning core elements’ guidance (appendix 1) and ensure that a lesson evaluation is always wholly completed

Pupil learning should always be comprehensively and promptly evaluated after every lesson. The learning should be reviewed in relation to overall progress made in that session. It is not appropriate for the trainee to write a generalised and descriptive overview of any lesson taught. Trainees should be expected to build up their competence in this area as they plan and teach across subjects.

Trainees who demonstrate progress and competence in planning (at least ‘good), may be directed to use the school’s planning protocols ahead of week 5. This is negotiated with the mentor and teacher.

Planning SBT3 PHASE 2 The ‘Core Elements’ planning guidance should inform any decisions about the protocols / templates used. The following is suggested as a planning framework and should be adjusted to suit the individual trainee.

Ahead of qualification – and further to the Teacher Workload recommendations - we expect

that trainees plan using the school’s protocols and templates across all subjects from week 5. This may include using complementary ‘year-group specific’ teaching resources, for example, Flip notes or other IWB materials and use of subject-specific text books. We advise that trainees annotate these accordingly and alongside the ‘planning core elements’ guidance (appendix 1) and ensure that a lesson evaluation is always wholly completed

A school-specific induction for planning should be completed and all trainees should

complete a professional reflection outlining the ways that the protocols fully reflect the recommended ‘core elements’ guidance (appendix 1). These should be used alongside any school’s protocols.


Trainees should aim to assume some leadership in planning (year group/age phase teams, etc.) and aspire to “contribute to the design and provision of an engaging curriculum within the relevant subject area(s)” (TS4e).

All trainees should use the individual lesson plan for any lessons considered as part of a Progress Review observation and should make these available to observers.

A mentor in consultation with the class teacher may, at any point during SBT3, instruct the trainee to revert to more detailed planning.

KEY POINT: Target subject areas including PE, phonics/ SPAG and PSHE/ British Values (planning and reflection)

Subject and Curriculum knowledge SBT3 offers all trainees opportunities to develop their subject and curriculum knowledge.

We advise all trainees to review curriculum experience (in all guises) and confidence in order they target particular priority areas.

We know that trainees benefit from observing outstanding subject teaching and suggest

mentors support the timetabling of such observations across the school in Phase 1 of SBT3.

Trainees are advised to prioritise opportunities to teach those subjects identified in the subject review as well as the following (with asterisk*) :

Core subjects English * Mathematics Science

Foundation subjects Art and design Computing Design and technology Foreign Language

(KS2) Geography History Music Physical education * RE PSHE *

https://www.pshe association.org.uk/sites/default/files/PSHE%20Education%20Programme%20of%20Study%20%28Key%20stage%201-

5%29%20Jan%202017_1.pdf

Take appropriate action to update/extend your subject knowledge in the priority areas. This may include, e.g. reading of subject knowledge and curriculum documents, web based research, observations of outstanding practice in the school, discussions with subject leaders.

Arrange for either the subject leader, or your class teacher/mentor to observe your teaching of this subject, with subject specific feedback given using the PK developmental feedback form

*Phonics and SPAG

All trainees should liaise with the school to ensure that arrangements are made to observe

best practice in phonics & grammar teaching and teach a sequence of phonics and/or grammar lessons (this may warrant work in a different class). The DFE expects assessment and reporting in relation to the two priority subject areas (early reading/phonics and mathematics). In SBT3, all trainees need to gain experience and evidence which can be reported in PA, PB & PC forms.


*PE

Trainees must identify an aspect of PE not yet taught (e.g games, gymnastics, dance etc. as appropriate to year group) and prioritise this in SBT3. We know that many schools organise PE specialists to teach such lessons and advise that trainees observe, participate, ask to work with a group and, where feasible, co-teach.

In KS1 “Pupils should develop fundamental movement skills, become increasingly

competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations”.(National Curriculum)

In KS2 “Pupils should continue to apply and develop a broader range of skills, learning how

to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success” (National Curriculum).

We recommend that all trainees complete the PE/SEND task in the context of SBT3 (see appendix 3).

*PSHE & British Values

Review the school policy and mission statement on ‘British Values’ and complete a ‘professional reflection’ demonstrating understanding of the ways the school policy reflects DfE non-statutory guidance as follows:

ensure that all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils;

use teaching resources from a wide variety of sources to help pupils understand a range of faiths;

consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

In collaboration with the teacher, plan and teach a sequence of lessons that reflects the school curriculum and promotes the spiritual, moral, social and cultural (SMSC) development of the pupils. This site is a good resource for primary teachers: http://www.doingsmsc.org.uk/



http://www.doingsmsc.org.uk/


SBT3 LO2 Further develop positive relationships with pupils demonstrating a variety of behaviour management strategies, adapting them to meet the needs of learners (TS1b, TS7a-d)

KEY POINT: Use the Bennett ‘behaviour guidance’ (appendix 4) and use videoing and scripting to further improve practice

Trainees should further develop their knowledge of strategies about behaviour for learning. This return to School 1 enables considerable opportunity to develop a repertoire of techniques.

Review the school’s Behaviour Management policy and talk with the class teacher about any changes in behaviour.

As part of the induction to SBT3, agree to target an aspect of TS7 as a focus for video-reflection (with teacher or mentor).

In light of the Bennett (2016) recommendations for behaviour management (appendix 4) please audit confidence and skills in relation to:

Routines

Response

Relationships

Prioritise the development of strategies necessary to support pupils with specific learning/ behavioural needs and review best practice. Script your responses/directions for ‘hot-spot’ moments (i.e. on lesson planning) in the class. For example, pupils with autism may need a safe place/retreat when overwhelmed; pupils with ADHD may need support in monitoring talk and interruptions through e.g. use of a pictorial reminder, timers, ‘checklists’ and positive reinforcement and rewards.

SBT3 LO3 Lead teaching teams working collaboratively with members of staff and planning for the deployment of additional adults (TS4e, TS6c, TS8b-e)

KEY POINT: Ensure that staff you are working with (e.g. teaching assistants) are fully briefed/ consulted strategically and in ample time prior to any teaching.

Maximise opportunities to lead / develop planning in areas of curriculum/subject strength

Develop your practice with TAs/other support staff by:

Ensure that TAs are fully prepared for their role in the classroom

TAs should not be used as an informal teaching resource for low-attaining pupils

Use TAs to add value to what teachers do, not replace them;

Use TAs to help pupils develop independent learning skills and manage their own learning

(Taken from the EEF 2015)


SBT3 LO4 Assess, monitor and record pupils’ progress using a range of assessment strategies (TS1b, TS2a-c, TS6b-d)

KEY POINT: Comprehensively and quickly complete the (PPR) Pupil Progress Review/data task as this can make a huge impact on the quality of your planning and teaching.

o Trainees should have access to the usual data-sets for the pupils they teach and

appreciate an in-class induction as to the use and management of such data. This is central to success in the SBT3 Pupil Progress review task.

o Throughout SBT3, trainees should focus on embedding formative assessment strategies (including questioning, verbal and written feedback).

o We expect that trainees may gain further experience of any of the following:

o Ongoing and daily assessment for learning (evidenced in lesson plan and via teaching and ‘learning-focused’ evaluation)

o Verbal and written feedback to pupils o Pupil progress review meetings o SBT3-specific opportunities for understanding assessment, e.g. SATS, YR1 phonics check

and Report writing and parent conferences / meetings. o Pupil data tracking and monitoring (e.g. Sims, I-track, Targettracker)

Aspiring to the recommendations of the Independent Teacher Workload Review Group https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf

o Trainees should identify the key features of the school policy on feedback and marking

o Trainees should carefully target planning and teaching to identify opportunities for feedback that is meaningful, manageable and motivating.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf


5.4 Guidelines for Pupil Assessment and the PPR Task

Assessment is an essential element of the cycle of planning and teaching. Trainees should gain as

much experience as they can about the procedures and recording strategies adopted within the school

and negotiate an opportunity near the start of SBT3 to discuss the necessary assessment/record

keeping protocols with the class teacher. The SBT3-specific Pupil Progress Review will support

trainees’ preparedness to engage with school-specific protocols. We recognise that there may be some

subject-specific assessment requirements that the trainee should support e.g. phonics screening (Y1),

grammar, punctuation and spelling testing (Y6).

TS6 & the Pupil Progress Review (PPR)

Trainees need to know those pupils who are particularly vulnerable to under-achievement; this may

differ from school to school or within a local authority. They should also seek advice about ‘group-

specific’ interventions that are known to be more successful with e.g. pupils entitled to pupil premium,

BME pupils or those with EAL. NB “white British children eligible for FSM are consistently the lowest

performing ethnic group of children from low income households, at all ages”

(http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf).

Trainees will review the barriers for those pupils who are at risk of under-achieving and will make use

of school-specific strategies and intervention approaches as well as what they learn from these recent

publications:

https://www.gov.uk/government/publications/closing-the-gap-with-the-new-primary-national-curriculum

Ofsted https://www.gov.uk/government/publications/the-pupil-premium-an-update

‘Underachievement in Education by White Working Class Children’

http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf

- PPR Task Stage 1: SBT3 Induction

Mentors have been alerted to the benefits of sharing pupil data with the trainees and we have asked

them/the class teacher to be prepared to assist the trainee with this prior to planning. With support from

the school, trainees should demonstrate a capacity to “use relevant data to monitor progress, set

targets, and plan subsequent lessons” (TS6). As agreed with the school, the following data may have

been considered:

Raise online or FFT data scrutiny

Pupil premium data

Pupil portfolios

Data for defined groups FSM, EAL, BME, SEND and interventions

IEP

Targeted pupils’ records

TA/other focused interventions

All trainees should be focused on the following questions:

1. What is the range of attainment and achievement within the class?

2. Which pupils are not meeting targets?

3. What is known about effective strategies employed to support pupils (and as witnessed/discussed with the class teacher, SENCO etc.)


https://www.gov.uk/government/publications/closing-the-gap-with-the-new-primary-national-curriculum

https://www.gov.uk/government/publications/the-pupil-premium-an-update



With guidance from the school, all trainees should use the available data to summarise the pupils’

attainment in relation to reading, writing and mathematics (in the following table).

PUPIL PROGRESS REVIEW (PPR)

Write pupil name in appropriate boxes noting any SEND stage or other notable information (pupil premium, EAL, etc.) as appropriate. If levels of attainment are available, please include these.

Subject Emerging expectations for progress

Expected expectations for progress

Exceeding expectations for progress

Maths




Reading




Writing

- PPR Task Stage 2: Easter Planning and SBT3 Weeks 1 & 2

As trainees review the data, they should consider the implications for planning and teaching of reading,

writing and mathematics. Trainees should use Box B on the lesson plan to highlight particular practice,

intervention and targeted teaching approaches and use Box F to review pupil learning and progress.

Trainees are reminded to maintain a clear focus on the evidence of impact of such adjustments and

interventions.

In week 1 you should ensure you have completed careful observations of pupils, worked with groups in

the 3 targeted areas (reading, writing and mathematics), completed a work scrutiny and engaged

experts about good practice in the school. Ensure that you have agreed the use of any specific teaching

approaches, resources and intervention strategies for pupils who are not making expected progress.

Consider how you will utilise this information as you plan for week 2. Where is the evidence that this

has been acted upon?

- PPR Task Stage 3: Focus Group Assessment and Evaluation (Weeks 2-10)

All trainees should build upon their learning from the PPR task and provide evidence (via planning,

teaching and records) that they can “set goals that stretch and challenge pupils of all backgrounds,

abilities and dispositions” (TS1). This will be further evidenced in Box B on the lesson plan.

Over weeks 2-10, trainees should target a group to review the children’s learning and progress. The

emphasis here is on the trainee’s capacity to critically analyse and evaluate pupils’ learning as well as

to explicitly act upon this through subsequent teaching. It entails making one focus group recorded

assessment in one subject per week and follows on from Stages 1 & 2 of the PPR task. We anticipate


that this will complement and extend other assessment practices and will link with their increasing

capacity to be accountable for progress. This weekly evaluation will support subsequent planning and

the trainee should identify the interventions or differentiation in light of this monitoring.

This task supports trainees in relation to TS2, TS4 and helps them to “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” (TS5).

We suggest this is organised as follows and examples are provided as further guidance:

Week

Subject focus Evaluation for focus Lesson plan and Box B

Week 1 Data gathering and reviewing (Stages 1 & 2 of task)

Week 2 Reading (trainees may use the PLR to inform their analysis) 1 Focus Group assessment and evaluation

Over this week- and drawing upon a range of data - one group’s reading is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the under-attaining pupils. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs in any other ‘reading-related’ planning.

Week 3 Writing (trainees may use the PLR to inform their analysis) 1 Focus Group assessment and evaluation

Over this week - and drawing upon a range of data - one group’s writing is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the pupils making expected progress. What actions are necessary to take as a consequence?

For example, use Box B to target this group in a humanities focused lesson to address key writing target.

Week 4 Mathematics 1 Focus Group assessment and evaluation

Over this week - and drawing upon a range of data - one group’s progress is carefully analysed and reviewed in relation to attainment in maths. Focus on the under-attaining pupils. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs in relation to subsequent teacher-led group work.


Over this week - and drawing upon a range of data - one group’s writing is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the pupils exceeding expectations. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs in a follow up guided writing session.


Over this week - and drawing upon a range of data - one group’s progress is carefully analysed and reviewed in relation to attainment in maths. Focus on the pupils exceeding expectations. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs and differentiate to extend and deepen understanding.


By the end of SBT3 and in relation to the TS2 Grading Descriptors for grade 1, our aspiration is that

trainees ensure that “the majority of pupils make very good progress” and that they:

Assume a high level of responsibility for the attainment progress and outcomes of the pupils

they teach.

Demonstrate 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.

Actively promote engaging and effective methods that support pupils in reflecting on their

learning.

Set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior

attainment, which has been obtained through systematic and accurate assessment.

Regularly create opportunities for independent and autonomous learning.

Week

Subject focus Evaluation for focus Lesson plan and Box B


Over this week - and drawing upon a range of data - one group’s reading is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the pupils meeting expectations. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs for targeted TA intervention support.


Over this week - and drawing upon a range of data - one group’s writing is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the under-attaining pupils. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs for targeted TA intervention support.


Over this week - and drawing upon a range of data - one group’s progress is carefully analysed and reviewed in relation to attainment in maths. Focus on the pupils meeting expectations. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs via a mixed-ability ‘open task’.


Over this week - and drawing upon a range of data - one group’s reading is carefully analysed and reviewed in relation to assessment conducted in week 1. Focus on the pupils exceeding expectations. What actions are necessary to take as a consequence?

For example, use Box B to highlight this group’s needs for other learning across the curriculum.


5.5 Weekly Overview of Expectations and Assessment Points (Mentors)

In relation to the SBT3 outcomes (LO7), all trainees must “provide evidence of achievement against the Department for Education’s ‘Teachers’ Standards’ (2012) for QTS (Qualified Teacher Status)”. Trainees must have uploaded directed tasks and audited progress using the evidence listed below ( ) no later than 2-7-2017 This is a condition for the exit tutorial.

e-Portfolio (PebblePad): Trainees must upload and link evidence to the Teachers’ Standards as specified below.

In relation to the school context for SBT3, all trainees need to become (re)acquainted with the school’s routines, practices and protocols as well as developing further relationships with the teacher, pupils and other adults.

Trainees should ensure that all PebblePad auditing and action planning is reviewed/adjusted in light of SBT2 final report (PC).

Update and send the Pen Portrait and e-mail the link to your mentor and SBT3 university tutor.

Organise SBT3 files.

Date Weekly Training Schedule (proposed as a guide to achieving the outcomes for SBT3/meeting the Standards to at least a ‘good’ level. There may be some variation and adaptation from week to week, as per the school’s context)

Progress and Evidence

Mentor Support and Assessment (see Section 6)

Phase 1 Developing Autonomy

INDUCTION

3 days

All trainees should be allocated 25% non-contact time each day.

Training Focus: Induction and Safeguarding

a. Complete the school’s Safeguarding Induction. (Teachers’ Standards Part 2) b. Arrange an initial meeting with your mentor to discuss your Professional Action Plan and agree a

timetable for your weekly mentor meetings.

The trainee must have updated their Pen Portrait ( e-Portfolio [PebblePad]) and emailed the link to the school. Upload weekly evaluation and mentor meeting form (PH) Note: This must confirm completion of the Safeguarding Induction. Review progress and evidence and update ‘action planning’ (PebblePad)

Weekly mentor meeting and induction

Classroom Experiences By the end of this week, trainees should have worked with all pupils within the context of

Directed group work and assisting teacher-led inputs.

‘Beyond classroom’ contexts i.e. playground, lunch-hall, assemblies.

Professional Development By the end of this week, trainees should have:

a. Become reacquainted with school policies for safeguarding, behaviour (and reflect key issues in weekly evaluation). (TS8)

b. Drafted your teaching timetable and areas of the curriculum to be taught during the summer term. c. With your class teacher or mentor, discuss school policy and practice in assessment and record-

keeping, including emerging practice in light of any adjustments to school policy. d. Completed a weekly evaluation that identifies the necessary actions arising in relation to school policy

and the implications for future class-based work. What are the 3 key issues at this time? (TS8)


WEEK 1

Pupil Progress Review and Data task

All trainees should be allocated 25% non-contact time each day.

Training Focus: Pupil Progress Review & Data Task:

Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Review progress and evidence and update ‘action planning’ (PebblePad)

Upload pupil data record with an evaluation on the ways you will action this in one targeted area of planning next week. (PebblePad: SBT3)

Weekly mentor meeting

Classroom Experiences By the end of this week, trainees should have worked with all pupils within the context of

The progress review and data task.

Planning and teaching 1 lesson per day.

To further support the achievement of SBT3 outcomes, all trainees should identify and discuss those pupils with specific learning needs (TS5c/d).


a. Completed a weekly evaluation that clearly identifies the necessary actions (behavioural and pedagogic) arising in relation to pupils with additional learning needs and/or vulnerable to under-achievement. What are the 3 key issues (for you) at this time? (TS8)

WEEK 2

Curriculum and subject focus All trainees should be allocated 25% non-contact time each day.

Training Focus: With planning support, all trainees should plan and teach the class for 50% of the school day.

Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Review progress and evidence and update ‘action planning’ (PebblePad) Upload an evaluated copy of weekly planning in one subject.

Weekly mentor meeting ! Please report on the Pupil Progress review / data task in PA#1 !

Classroom Experiences By the end of this week, trainees should have:

Developed further autonomy in leading planning/teaching and adopt the role of the class teacher for 50% of each day. The class teacher will remain responsible for 25% of the teaching day.

Complete a PPR focus group assessment (see task details) and use the lesson plan Box B to integrate key actions for this pupil group in (any) subsequent teaching.

Professional Development By the end of this week, trainees should have: a. For the equivalent of one session per day, trainees should arrange subject-specific observations for

their professional development (TS3). b. Completed a weekly evaluation that clearly identifies the necessary actions arising in relation to pupils

with additional learning needs and/or vulnerable to under-achievement. What are the 3 key issues at this time? (TS8)


WEEK 3 British Values subject focus (or Week 4)

Who are you targeting for the Pupil Focus group?


Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Review progress and evidence and update ‘action planning’ (PebblePad) Upload example of ‘British Values’ planning. (PebblePad: SBT3)

Weekly mentor meeting The first Progress Review (PA) is best done by at least week 3 if not earlier.

Classroom Experiences By the end of this week, trainees should have: a. Developed further autonomy in leading planning/teaching and adopt the role of the class teacher for

75% of each day. The class teacher will remain responsible for 25% of the teaching day. b. Complete a PPR focus group assessment (see task details) and use the lesson plan Box B to

integrate key actions for this pupil group in (any) subsequent teaching.

Professional Development By the end of this week, trainees should have: a. (In collaboration with the teacher) planned and taught a sequence of lessons that reflects the school

curriculum and promotes the spiritual, moral, social and cultural (SMSC) development of the pupils. b. Completed a weekly evaluation that clearly identifies the necessary actions arising in relation to

planning and teaching the class. What are the 3 key issues at this time? (TS2/TS8)

WEEK 4 Who are you targeting for the Pupil Focus group?


Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Professional Reflection on school policy and ‘British Values’


Classroom Experiences By the end of this week, trainees should have: a. Developed further autonomy in leading planning/teaching and adopt the role of the class teacher for

75% of each day. The class teacher will remain responsible for 25% of the teaching day. b. Complete a PPR focus group assessment (see task details) and use the lesson plan Box B to

integrate key actions for this pupil group in (any) subsequent teaching.


a. Completed a weekly evaluation that clearly identifies the necessary actions arising in relation to planning and teaching the class. What are the 3 key issues at this time? (TS2/TS8)

b. Where possible, negotiate some involvement with KS2 SATS this week. You need to “know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements”. (TS6a)


Phase 2 Demonstrating Autonomy


Training Focus: All trainees should now autonomously plan and teach the class for 75% of the school day. The trainee should plan and teach lessons across the curriculum and in line with the school’s medium term planning. These lessons should be agreed with the class teacher but the trainee should plan and teach autonomously at this stage. Ensure that staff you are working with (e.g. teaching assistants) are fully briefed/ consulted in ample time prior to any teaching. Supporting roles for whole class inputs, group work and assessment should be evident in your planning.

Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Upload your focus group record from this week (PebblePad: SBT3) Upload an example of weekly planning to show evidence that focus group assessment has been acted upon (PebblePad: SBT3)

Weekly mentor meeting Reminder! PB report due on 16-5-2017


- Demonstrated autonomy in leading planning/teaching and adopt the role of the class teacher for 75% of each day. The class teacher will remain responsible for 25% of the teaching day.

- Complete a PPR focus group assessment (see task details) and use the lesson plan Box B to integrate key actions for this pupil group in (any) subsequent teaching.


- Completed a weekly evaluation that clearly identifies the necessary actions arising in relation to planning and teaching the class. What are the 3 key issues at this time? (TS2/TS8)


Training Focus: As before - All trainees should now autonomously plan and teach the class for 75% of the school day.







- Completed a weekly evaluation that clearly identifies the necessary actions arising in relation to planning and teaching the class. What are the 3 key issues (for you) at this time? (TS2/TS8)


Half Term. As you near the end of the PGCE programme you should start to review the evidence you have for the Teachers’ Standards. Review your progress against the Standards. What does your evidence show thus far (re-read PA and PB forms as well as action plans and weekly evaluations). Review and update

action plan.

Review your progress in the directed tasks and identify remaining actions. Where are the gaps or areas to improve that must be addressed before you complete the SBT? What actions are necessary to ensure you have maximised all the professional development opportunities prior to qualification?

WEEK 7

Who are you targeting for the Pupil Focus group?


Upload weekly evaluation and mentor meeting form ( PH) (PebblePad: SBT3) Review progress and evidence and update ‘action planning’ (PebblePad) Upload your focus group record from this week (PebblePad: SBT3)

















WEEK 9



Weekly mentor meeting Reminder PC Report due 23-6-2017






WEEK 10










6. Assessment of Trainees

6.1 Assessing Trainee Progress

School mentors and SBT3 university tutors will assess trainee progress at agreed points. This will

enable them to identify ways forward and areas for further development. The quality of the trainee’s

progress will be graded (1, 2, 3 or 4) against the UoB grading descriptors (see appendix 1 of the PPiE

Handbook) and an overall grade will be given using a ‘best fit’ approach. However, if trainee progress

is less than a grade 3, or if the trainee is not meeting professional requirements as outlined in part 2 of

the Teachers’ Standards (2012)/Code of Conduct, this will trigger an ‘Enhanced Support’ process.

These criteria can be found in section 3.6 (p.23) of the PPiE Handbook.

The school mentor will complete a Trainee Progress report (PA) on at least three occasions during

SBT3. At least one of these three reviews will be conducted jointly with the university tutor who will also

make a second Trainee Progress visit.

The quality of the trainee’s progress is assessed on the quality of their impact on the learners’ progress.

Therefore comments should be made in Box 1 (PA Form) regarding evidence of progress and

improvements made in relation to meeting the standards and trainee impact on pupil progress, including

marking. This may include responses to previous feedback, e-Portfolio (PebblePad), file and tasks.

Also, comments may be made in Box 2 (PA Form) in reference to their teaching. Assessment of the

trainee is not solely based on a lesson observation.

A video guide to working with the PA form can be viewed on the University of Brighton

website:

www.brighton.ac.uk/primaryforms

Please note: Whilst the University of Brighton (UoB) grading descriptors derive from

the Ofsted framework, trainee teachers must be assessed with acknowledgement that

they are pre-qualificatory. They must not be assessed against the Teachers’ Standards

as a qualified teacher, but as a trainee working within the context and expectations of

this final phase of school-based training.



6.2 Assessing TS5 As one of the priorities for trainees and the Partnership this year, we are reiterating some of the features of inclusive practice which may be helpful to report as well as possible questions and prompts for trainees and mentors to incorporate into a Progress Review. Whilst not an exhaustive list we hope that the following exemplification will support trainees and mentors to plan for and evaluate progress in this important area. TS5a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

To what extent does the trainee draw on assessment information (e.g. lesson evaluation, group assessments, marking of work, school and class data, pupil progress meetings) in order to plan specifically for identified needs?

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

Does the trainee use appropriate means to make abstract or unfamiliar concepts more concrete and tangible through the use of e.g. resources in mathematics, real life scenarios, images, books and video as stimuli?

To what extent does the trainee differentiate questions during whole class activity? Does the trainee demonstrate awareness of the need to scaffold responses at times, or to probe for deeper responses?

TS5b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

Does the trainee understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups?

Does the trainee research specific learning needs and reflect these in planning and teaching? (For example, pupils with e.g. ADHD may benefit from a ‘distraction free’ area.)

To what extent does the trainee understand and use specific ‘need-related pedagogy’, for example providing opportunities for working independently and more autonomously for pupils who are gifted/talented, provision of learning challenge options?

Does the trainee consider pupil needs in the physical organisation of the class and the classroom such that children can see/hear/engage? (E.g. are children with dyslexia facing the front? Are children with concentration difficulties paired appropriately? Is the TA seated to enable targeted support/intervention?)

Does the trainee ensure that ‘props’ are in place to scaffold and support pupil independence and to remove the barriers sometimes presented by the structure of a task or set of instructions? Strategies to support may include e.g. visual timetables, prompt cards, word lists, clue sheets, writing frames.

TS5c) 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

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

Does the trainee ensure that children understand expectations of the type of engagement required e.g. clarifying how children should work together, ensuring children are clear about the timescale for questions (‘for this question you need to think about it for….. minutes.’ ‘I’m looking for a quick reply to this question!’)?

Does the trainee make expectations of outcomes and time available for a task clear and provide reminders to enable children to comply with these expectations?

Is new or difficult vocabulary visible, on display and frequently referred to?

Does the trainee show understanding of the need to offer different response methods in response to children’s needs and current capacity? (e.g. making provision for alternatives to written responses, enabling children to utilise peer support to respond to questions, not requiring that all children copy learning intentions from the board)


TS5d) 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

Does the trainee show understanding of their role and responsibility to ensure that all children make progress?

Does the trainee have a secure knowledge of the pupils who are at risk of under-attaining and consider the motivation for learning?

To what extent does the trainee demonstrate understanding of the need to teach new concepts well and make sure that pupils with learning difficulties and/or disabilities receive high-quality teaching at key times during a sequence of lessons (Ofsted, 2008)?

Does the trainees draw upon specialist materials to ensure planning is appropriate and effective (e.g. use of NALDIC site for pupils with EAL http://www.naldic.org.uk/)?

Is the trainee sensitive and reactive to particular disabilities e.g. in reviewing the light and noise levels for pupils with visual/hearing impairments, ensuring children with ASD are not subject to unexpected changes in expectations/routine?

Mentors can view guidance regarding assessing TS4 / Planning in appendix 2. 6.3 Grading SBT3

Overall SBT3 is assessed on a pass/fail basis. University SBT3 tutors and school mentors use the UoB grading descriptors (published in the PPiE Handbook) to make judgements about achievement. These judgements are based on trainee progress and are linked explicitly to the ‘Teachers’ Standards 2012’. To pass the SBT3 a grade of at least ‘3’ must be achieved against each of the standards. A grade 4 against any standard will indicate an overall fail. Please note that we expect all trainees to exceed the minimum standard required to pass SBT3. All trainees are expected to attain at least a grade 2 in the majority of the Teachers’ Standards by the end of the final SBT3. Trainees may be expected to extend their school experience in order to meet this expectation. Copies of interim and final reports should be discussed and made available to the trainee.

6.4 Interim Reports

The mid-point three way meeting should involve the trainee, the class teacher and mentor.

The meeting should be used to consider: the progress the trainee has currently made and the

potential final grade, as best fit against the UoB grading descriptors by the end of the SBT3.

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

[email protected] by May 19th 2017 and a copy given to the trainee.

Mentors please note!

All trainees should prepare to escalate their roles and responsibilities in phase 2 of SBT3.

It is an expectation that all trainees are able to demonstrate autonomy in all aspects of the

class teacher’s role. If the class teacher feels it is inappropriate for the trainee to assume

the role of class teacher, this should be raised formally with the mentor and SBT3 tutor and,

where necessary, the procedures for ‘Enhanced Support’ should be adhered to.

Please note that if there are concerns regarding the trainee’s progress, it is in the

trainee’s interest to implement the Enhanced Support process as soon as possible

(see section 3.6 (p.23) of the PPiE handbook).

http://www.naldic.org.uk/



Should a trainees’ current or potential grades indicate that they may be awarded three or more grade

3s by the end of the school-based training period we will add an additional assessment point between

the PB and PC on a tick box pro forma.

6.5 Final Reports

This is a strong indicator of the trainee’s strengths, areas for development and overall performance.

The PC will be used by the trainee to set targets for their NQT year or further school experience that

they may need to gain before graduation. The PC form should be completed and shared with the trainee

prior to being submitted to the Partnership Office ([email protected]) by 23rd

June 2017. This will be used to inform their reference and Career Entry Profile.

6.6 External Examiners

As part of the university’s quality assurance external examiners visit a number of trainees towards the

end of SBT3. They will expect to observe trainee teachers teach, read their files and discuss their

experiences in SBT3. It is always helpful if the school mentor can assist with arranging the programme

for the visit (usually approximately 1.5 hours per trainee). This might include ensuring that files are

placed in a convenient ‘quiet reading’ space and that there is time to talk with the mentor and trainee

teacher independently. This is expected to take place in w/b June 19th 2017 and schools/trainees will

be contacted with a draft schedule ahead of this.



7. Professional Development

Carter’s review of initial teacher training (2015, Department for Education) highlighted that The University of Brighton’s e-Portfolio (PebblePad) is a good example of how technology can support trainee assessment.

“It allows trainees to evaluate their progress and collate evidence drawn from university and school-

based training against the Teachers’ Standards. As an online learning space, it enables all those

involved (for example, mentors and tutors) to interact and view the materials remotely and monitor

and track trainee progress. It strengthens dialogue between partners and is useful for early tracking

and intervention strategies that support trainee development. Trainees have found this a really

effective way of storing evidence of meeting the Teachers’ Standards electronically, without

creating excessive amounts of paperwork. By uploading work to their e-portfolio, trainees always

have access to their work and the file, as well as staff, despite being miles apart.”

7.1 Collating Evidence

Trainees should use their e-Portfolio (PebblePad), as a tool to encourage and assist them to reflect

critically on their practice and their professional development. As well as evaluating their teaching and

the children’s learning, trainees should be selective in the evidence they present to indicate their

progress and achievement against the Teachers’ Standards.

Primarily evidence to support trainee’s achievement against the Standards should come from:

Progress Report Forms (PA)

The interim assessment form (PB)

The final assessment form (PC)

Observational evidence to support additional activities such as taking part in a staff meeting,

talking to parents, attending a residential trip, enrichment activities beyond the class.

Evidence might also be supplemented to a limited extent with:

Lesson plans and evaluations

Samples of whole class, group and individual assessments

Trainees’ e-Portfolios (PebblePad) should be available to the school mentor and university tutor at the

start of and throughout SBT3.

7.2 Professional Action Plan

The Professional Action Plan is part of the trainee’s professional development e-Portfolio

(PebblePad) and is intended to be a significant element of SBT3 through which trainees plan

opportunities for extending the range and level of their competence.

Prior to SBT3

Trainees must identify and discuss appropriate targets, to enable them to further their professional

development and achievements towards meeting the standards. Trainees should draft these onto their

Professional Action Plan, and share these through the e-Portfolio (PebblePad) with their support tutor.

Trainees also provide an ‘at a glance’ replica (word) version for ease of presentation whilst in school.

https://www.gov.uk/government/publications/carter-review-of-initial-teacher-training


During SBT3

In week 1 of SBT3, trainees should negotiate how they might develop these targets and actions with

their school mentor. They should review and update their Professional Action Plan each week, and

always after a formal observation and/or review point. An up-to-date Action plan, with appropriate

targets and actions, must be available in their e-Portfolio (PebblePad) at all times.

7.3 Weekly Evaluations

At the end of each week the trainee must evaluate their progress and then upload this to the

‘Professional Evidence’ tab within their e-Portfolio (PebblePad). This should demonstrate increasing

evidence of how they act “upon advice and feedback, responding to mentoring and engaging in

professional dialogue” (TS8). The weekly evaluation should maintain a reflective stance, focusing on

what has been learned rather than what has been done. This may be informed by an observation or

assessment (PA, PB) and may provide useful evidence for e.g. TS1, TS4, TS8.

Trainees’ weekly evaluations should include bullet point reflections on the following:

Progress made in relation to the Professional Action Plan

Trainees should avoid just describing what they have done. Instead the comments they make should

enable them to reflect on their achievements, opportunities and overall progress in relation to the

targets they have set in their Professional Action Plan and previous weekly evaluations.

Areas for improvement

Trainees should consider their progress and the feedback they have received together with their

own lesson evaluations and identify specific areas that they need to work on in the following week.

This might mean revising their Professional Action Plan.

Actions for the following week

In order for the trainee to address the areas for improvement they have identified they should consider

the specific actions that they now need to take.

Trainees’ weekly evaluations should be referenced to the Standards and subsequent

actions fed into their Professional Action Plans, lesson plans, as and when appropriate,

throughout the week. They should be selective about which actions to include in each

lesson plan, thinking about relevance and priority.

7.4 Minimum Expectations for Engagement with the e-Portfolio (PebblePad)

Trainees must:

Send the link to their Pen Portrait to their mentor and their SBT3 university tutor;

Send the link to their e-Portfolio (PebblePad) to their mentor and SBT3 university tutor;

Regularly update and review the Teachers’ Standards and Professional Action Plans, adding

evidence;

Use their e-Portfolio (PebblePad); specifically feedback and action planning in a proactive

manner during meetings with their mentor;

Upload all report/assessment/feedback forms regularly.


Mentors must:

Receive and read the trainee’s Pen Portrait;

Enable the trainee to discuss their progress and targets with reference to the e-Portfolio

(PebblePad) and professional action planning, as part of mentor meetings;

Make one global comment, on two of the eight Teachers' Standards in the week after the three

way PB meeting. This comment will relate to the two Standards needing the most development

and the associated targets and actions, as identified with the trainee.

SBT3 university tutors must:

Receive and read the trainee’s Pen Portrait;

Make one comment prior to each progress visit;

This will focus on professional action planning and trainee

progress so far. The comment will be global and there will

be a count notification to the trainee.

Support tutor must:

Provide feedback as part of the CEP process (July).

The feedback will be related to the Teachers' Standards, action planning and evidence with a

specific focus on NQT targets.

N.B. Guidance on how to add comments to a trainee’s e-Portfolio is provided in appendix 6.

This is also available on the Partnership website: www.brighton.ac.uk/primaryforms

8. Requirements for SBT3 File

The School File must be accessible and organised. During SBT3, the file must be available at all times

for the class teacher, mentor, Headteacher and university tutor. This folder will be kept in addition to

forms and evidence stored in the e-Portfolio (PebblePad).

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

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

and should include pupil data, tracking, key policies, planning and tasks. The file is a working document.

All trainees evidence their own progress and track development via the e-Portfolio (PebblePad). This

should be updated as per the weekly schedule.

Organising the Professional File

Section One: Professional Development

Record of Mentorship should be completed.

Copies of all observation/feedback forms (PA and PB) should be uploaded to the e-

Portfolio (PebblePad) during the SBT3. It is essential that they are also accessible to the

mentor, class teacher and university SBT3 tutor at all times.

Professional Action Plan - This must be updated regularly to track the trainee’s achievements

and target areas for development against the targets set.

Weekly Evaluations - These should refer to the standards and inform actions in the following

week. These are uploaded to ‘Professional Evidence’ in the e-Portfolio (PebblePad).

Global comment

Click here and

follow the short

dialogue to add and

save a comment.



Section Two: Lesson Plans and Evaluations

Trainees should plan using the School’s protocols and templates and there is no expectation that

trainees should be creating medium term planning independently.

NB Pupil learning should be comprehensively evaluated after every lesson and promptly after the lesson

is concluded. The learning should be reviewed in relation to overall progress made in that session.

This section of the file must contain all lesson plans and evaluations. The plans must be organised in

chronological order and subdivided week by week. A timetable (indicating the trainee’s teaching

responsibilities) should be placed at the beginning of each weekly section. Lesson plans must be

completed in full and it is essential that the evaluation section of each planner is completed

shortly after each lesson.

Section Three: Medium Term Plans

This section should include all medium term planning and any school plans that are used to inform short

term planning.

Section Four: Additional Information

This section will contain any additional information about the school/pupils that may help your

professional development and/or will help you to make a positive impact on pupil progress.


Appendix 1: Planning ‘Core Elements’ Guidance

TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions are you going to take to ensure that this happens? Use targets from your action plan to guide you.

LESSON CONTEXT for example: What are the broader learning aims to which this individual lesson contributes? How does this lesson build on previous learning and enable progress towards these broader aims?

OBJECTIVES & OUTCOMES for example: What do you intend the pupils to learn in this lesson? What evidence of learning will enable you to evaluate their progress?

PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are your pupils bringing to the lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?

LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? How long do you think each part will take?

ASSESSMENT for example: How will you assess the progress of all pupils? How will you use the outcomes of assessment to inform ongoing teaching and learning?

MEETING INDIVIDUAL NEEDS for example: What are you going to do to make sure every pupil in your lesson is making good progress?

EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?


Appendix 2: Assessing Trainee Progress in Planning (TS4)

SBT3 offers trainees significant opportunity to develop their skills of planning, teaching and assessing sequences of lessons. Whilst this experience will enable them to meet the expectations of the DfE Teachers’ Standards in relation to TS3, TS4, TS5, & TS6 the following examples focus on how mentors might assess trainee progress specifically against TS4. All judgements should be in relation to the expectations for SBT3 and in the context of autonomous planning. The questions and prompts may serve as useful guidance for trainees and mentors.

TS4a: impart knowledge and develop understanding through effective use of lesson time

To what extent does the trainee use lesson time effectively to enable learning activities to take place?

Are opportunities for talk well used and do these enable all children to participate productively?

Is pace at different points in the lesson appropriate?

Are other adults effectively deployed?

Does the lesson build on previous assessments of learning?

Are objectives modified for particular pupils where appropriate?

TS4b: promote a love of learning and children’s intellectual curiosity

Does the trainee consider the motivation of pupils at risk of underachieving?

To what extent does the trainee demonstrate enthusiasm for the topic and enable children to engage in stimulating and meaningful ways?

Does the trainee pose stimulating questions?

Can children’s ideas and interests sometimes be seen to be built upon in trainees’ planning or in their deepening of discussion?

Does the trainee employ techniques and approaches that reflect their knowledge of specific pupils’ diverse learning needs?

Is there a sense of enjoyment and curiosity in the classroom?

TS4c: set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

To what extent does the trainee take advantage of opportunities to stimulate out of class activity or suggest avenues for children to consolidate and extend their learning?

How well does homework reinforce or extend the learning for particular pupil groups?

Has the trainee engaged in the construction of displays to enable children to revisit ideas and reflect or further engage?

Has the trainee taken any opportunities presented by a school trip or school visitor to extend children’s learning?

TS4d: reflect systematically on the effectiveness of lessons and approaches to teaching

How well does lesson evaluation inform their planning for the needs of groups and particular children?

How well does the trainee reflect on their pedagogical decisions and the impact of these on learning, in relation to the whole class and in relation to particular groups and individuals?

Can improvements suggested through lesson observation be seen to be implemented in planning and teaching?

Is the trainee’s planning regularly annotated to show changes, adaptations and reflections?

Does the trainee’s engagement in their PKE enquiry lead them to try ideas and reflect on approaches?


TS4e: contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

How well has the trainee contributed to year group or key stage planning meetings and discussions?

Does the trainee contribute ideas and resources to support teaching in the class or year group?

Has the trainee attended and contributed to any staff meetings/INSET which focus on curriculum development?

Has the trainee taken available opportunities to participate in a subject work scrutiny or resource evaluation?

Has the trainee taken opportunities to participate in planning and leading enrichment activities e.g. visits?


Appendix 3: PE/SEND Task

This task should be completed over the period of SBT3 and can be cited as evidence in relation to

TS3 & TS5.

You should complete the PLANNING and TEACHING review section before the start of SBT3.

You should complete the READING review section before the start of SBT3.

Plan to make some subject observations in the early part of the SBT3.

During your planning and teaching of PE arrange a subject specific observation.

Use this template to record your responses and any notes arising from each part of the task:

Action Reflect and Answer Follow up

PLANNING AND

TEACHING

REVIEW

National Curriculum for PE https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf

What year groups have you taught or observed?

What was the PE focus e.g. games, dance, gymnastics, swimming, OAA (Outdoor and Adventurous Activities) or athletics.

SEND focus What pupils with special educational needs and/or disabilities have you taught or observed? How was, for example, the pupil with any hearing impairment included in the PE lesson? What strategies were used to include a pupil with ASC (Autistic Spectrum Condition)?

Identify at least 1 area

of PE for the focus of

the task. Review

pupils and their needs

for SBT3.

READ

These supplementary

texts are also helpful

Pickup, I., Price, L.,

Shaughnessy, J.,

Spence, J. and Trace,

M. (2008) Achieving

QTS: Learning to

Teach Primary PE,

Exeter: Learning

Matters (p.42-49)

Williams, A. and Cliffe,

J., (2011) Primary PE:

Unlocking the

potential,

Maidenhead:

McGraw-Hill/Open

University Press

(p.40-55)

Good practice for inclusive teaching of PE Guidance

taken from TDA (2009) SEND/PE paper

http://dera.ioe.ac.uk/13804/1/physicaleducationpe.pdf

What have I already learnt about inclusive PE teaching

strategies from SBT1/2?

Identify at least 3

principles and/or

strategies that will

further enable an

inclusive approach to

the teaching of your

‘Focus’ PE area.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf





Action Reflect and Answer Follow up

SCHOOL POLICY

REVIEW

Read the school policy about the teaching of PE and

note key points.

Look at the medium

term plans for the

teaching of PE in your

year group.

TEACHER

OBSERVATION

and/or PE

specialist/coordinator

observation

Consult with the

teacher about

referring to the TDA

‘STEP’ guidance

How did they differentiate the lesson? What strategies did they use? Note key points.

Were there any pupils with special educational needs and/or disabilities? If so, how were they included? Note key points.

What are implications

for future action?

PLANNING AND

TEACHING

Review your pupils’ needs and in relation to e.g.

communication and interaction

cognition and learning

social, mental and emotional health

sensory and/or physical (DfE, 2013).

When planning and

teaching a sequence

of PE lessons, ensure

that you focus on those

inclusive strategies that

may support specific

pupils but that may also

prompt reflection about

good practice for all.

Please use the (TDA)

STEP guidance

http://dera.ioe.ac.uk/138

04/1/physicaleducationp

e.pdf

STEP stands for How can I change…?

S Space Where the activity is happening?

T Task What is happening?

E Equipment What is being used?

P People Who is involved?

Modifying an activity can make it easier or harder. One way of looking at this modification process is the

‘STEP’ method. The STEP principle underpins the delivery of inclusive PE.





Appendix 4: The 3 R’s Behaviour Management Model (Bennett, 2016)

For all 3 R’s make sure you:

Observe

Practice

Review

This model can provide you with a practical introduction to under-standing the craft of behaviour management and developing your expertise towards TS7. You are encouraged to refer to this diagram to help you demonstrate your skills, knowledge and attitude towards managing behaviour successfully.

For each element of the 3 R’s identify where you are in terms of your practice: Fully secure ? Partly secure Not secure Target those areas in which you do not feel fully secure at the start, middle and end of each of your school-based training periods and implement them in your practice.

Routines In-class routines:

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

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

Model & reinforce expectations, rewards & sanctions Harnessing whole school systems:

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

Relationships Understanding pupils:

Build personalised & meaningful relationships with pupils Using age appropriate language Understand how school context impacts on behaviour Understand how SEND affects behaviour: ADHD, autism, dyslexia, Asperger’s, OCD Basic psychology of motivation, long/short term memory, focus, learning, cognitive load, spacing & interleaving, group dynamics Understanding parents:

Build purposeful & meaningful relationships with parents, knowing how to gain their support Working with families to agree high expectations Understand yourself:

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

Responses Normalising good behaviour, reducing the attention misbehaviour receives:

Using praise & rewards to give attention to good behaviour Correcting misbehaviour early Using positive language to refocus pupils Body language, voice tone and language choice Strategies to discourage low level disruption including non-verbal interactions Scripted & practiced reactions Informal intervention prior to formal Choosing when to respond, tactically ignoring secondary behaviours Dealing with significant incidents:

Handling confrontation & stressful encounters, de-escalation, planned & scripted responses Appropriate use of sanctions How to react to misbehaviours in public areas How to have restorative conversations


Appendix 5: DfE Teachers’ Standards

TS1 Set high expectations which inspire, motivate and challenge pupils

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

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

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

TS2 Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.

TS3 Demonstrate good subject and curriculum knowledge

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

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

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

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

TS4 Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

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

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

TS5 Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

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

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

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.

TS6 Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.


TS7 Manage behaviour effectively to ensure a good and safe learning environment

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

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

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

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

TS8 Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

PART 2 PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position - having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs -ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.


Appendix 6: How to add Comments on Trainees’ e-Portfolios (PebblePad) Commenting on trainees’ e-Portfolios (PebblePad) Instructions for professional tutors and mentors For PC, Mac and iPad The professional tutor/mentor will receive an email from the trainee with a link to that trainee’s PebblePad e-Portfolio. A link to the Pen Portrait may also be included. The link takes the professional tutor/mentor to a view of the e-Portfolio without the need for a PebblePad account.

The professional tutor

/mentor works from a link

When ready to make comments about the e-Portfolio

(PebblePad), select the global comment button.

Commenting on individual pages is also possible but the

trainee can easily miss these. It’s strongly recommended

that only the global comment button is used. Trainees can

see the comments by clicking on the same button.

Add comment

Don’t forget to save after

adding a comment

If the global comment bubble is not

visible or the e-Portfolio will not

open then the trainee has published

the link incorrectly.

Write the comment. If

appropriate, it’s helpful to

be clear about which part

of the e-Portfolio the

comment applies to.

Enter your name (this ensures that the trainee

knows that you wrote the comment)


Appendix 7: The PGCE Course Structure Programme Overview

The PGCE Primary course aims to prepare graduates to become effective practitioners capable of

making a significant contribution to the workplace.

By the end of the programme, trainees must:

1. Demonstrate secure and current subject knowledge for teaching and of the current curriculum requirements and/or other specifications appropriate to the age/phase of those they are trained to teach (TS3).

2. Distinguish a range of teaching, learning, management and assessment strategies and know how to use and adapt them to meet the varying needs of learners, and in accordance with the demands of the subject area (TS1-7).

3. Understand the principles of equality, inclusion and diversity and reflect these in their practice (TS1, TS2, TS4, TS5).

4. Sustain high expectations which inspire, motivate and challenge learners, whilst addressing barriers to learning and promoting aspirational outcomes (TS1, TS5).

5. Exhibit the principles and values consistent with high standards of personal and professional behaviour (TS1, TS7, TS8).

6. Evaluate and analyse practice systematically and critically and via an independent professional enquiry (TS8).

7. Collaborate with colleagues to assess learning needs, set appropriate learning objectives and establish a purposeful atmosphere in the classroom to support the attainment of all learners (TS4, TS7, TS8).

8. Communicate effectively to create a constructive dialogue with learners, parents, carers and colleagues (TS6, TS8).

9. Demonstrate a commitment to reflection and continuing professional development for responsive and effective teaching (TS8).

10. Make critical connections between theory, policy and practice (TS8). Trainees will complete 3 school-based/led modules. These are designed in a progressive manner

and are linked with the university based modules. They will facilitate the development of trainees’

professional attributes, skills, knowledge and understanding and provide specific experiences that will

enable trainees to critically analyse professional practice and take responsibility for their own

professional development.

1. Exploring effective practice (SBT1) which takes place in SCHOOL 1 (autumn term) 2. Embedding effective practice (SBT2) which takes place in SCHOOL 2 (spring term) 3. Enhancing effective practice (SBT3) which takes place in SCHOOL 1 (summer term)

Trainees will also complete 3 university based modules.

Contemporary Issues in Learning and Teaching

This module aims to enable an understanding of pedagogy, including an appreciation of current and emerging educational theories and debate. Discrete sessions on computer science and ICT will also be included.

The Foundation Subjects

This module enables trainees to become acquainted with all the curriculum subjects beyond the ‘core’. Understanding how to make connections across and within subjects and to teach creatively is a central outcome.

Professional Knowledge and Enquiry (Master’s level)

This Master’s level module incorporates discrete core subject (and primary languages) programming as well as a Master’s level school-based professional enquiry (spring term).


Appendix 8: PGCE Detailed Weekly Planner Template

A. Within the context of this week’s plans, what specific actions are you going to take to advance your professional development in relation to your Action Plan?

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

Organisation, resources and any risk assessment

Subject:

Key learning objectives

Learning outcomes and success criteria

Teaching points/ strategies/ teacher role

What teaching points will you provide in order to support and progress the learning of all pupils?

Pupil learning activities What learning activities will pupils be engaged in? How will you differentiate these activities so they are achievable for all pupils?

Assessment for learning strategies How will you monitor, assess and evaluate progress of all pupils? Plan questions, interventions, feedback

Lesson evaluation

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

Monday

Tuesday

Wednesday

Thursday

Friday

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

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


Appendix 9: Focus Group Assessment Template

FOCUS GROUP RECORD

The ‘focus’ group will comprise (some) pupils from your Pupil Progress Review data groups i.e. working below/at/above expected levels/stages

This evaluation should be completed once a week.

Trainees should comment on the pupils’ learning and responses to any interventions and cite pupil comments or observations.

Trainees should speculate on the ways in which any interventions have impacted on progress.

Trainees should consider the gaps in the learning and identify points and actions for subsequent planning and practice.

These should be explicitly linked to targeted lesson plans and the use of Box B should further evidence how a focus group will be differentiated and supported.

Focus group

Learning objective and activity

ACTIONS

Implications for future planning and practice

(including any adjustments to planning and further

interventions & use of Box B )

Documents

School of Education - University of Brighton · PGCE Primary 2017 1. Introduction Thank you for welcoming Postgraduate Certificate in Education trainees (PGCE Primary) back to your