School Partnership Office

Primary School Experience

2015 – 2016

Information for Schools

Website for School Partnership Office : www.chi.ac.uk/partnership [Key documents can be downloaded from this site]

Working in Partnership benefits all parties; we would like to

share with you some examples of impact as a result of the

intervention time:

Emma (BA PET Y3) Emma’s intervention involved supporting a child who had fallen behind in reading. She ensured that during the Christmas holiday she made herself familiar with ‘Read Write Inc.’ (the school’s systematic synthetic phonics programme). On her return she implemented a successful 10 week intervention (based on this programme), which resulted in the child progressing by two book bands.

Nicola (BA PET Y2) Nicola worked in a Reception class and was tasked with supporting all children to write their first name independently. Nicola quickly identified groups of children who reversed letters. She made high quality resources and activities to help the children address these misconceptions. By the end of the 6 week placement, these children had all made significant progress, with many being able to write their first name without any reversed letters. These are just two examples of hundreds of interventions (across BA PET and PGCE placements) that have taken place this year.

……educating future teachers in partnership

Our Vision It is important that school experience provides an opportunity for student teachers to learn from the practice of experienced teachers. School experience is designed to enable student teachers to critically analyse and reflect on their practice in order to improve and enhance children’s learning and well-being.

What are the benefits to your school of hosting a University of Chichester student teacher?

University of Chichester student teachers have the equivalent of half a day a week, which can be directed by the school, to deliver interventions to directly impact on pupil progress.

Your school plays an active role in educating the next generation of teachers.

We offer free mentor training and partnership training on topics such as early reading, mathematics and behaviour management throughout the year.

The majority of our student teachers are appointed to vacancies in partnership schools.

Placements for our student teachers 2015-16:

We very much appreciate your offer of placements for our student teachers. Below is a table highlighting the requirements for the full range of primary programmes. [See the attached offers sheet for exact dates.]

Programme Number of weeks in

school

Percentage of teaching at end

of practice Type of placement

BA (Hons) Primary Teaching with Specialisms

Yr 1 - Autumn

3 days a week for 4 weeks

- Group

Yr 1 - Summer

4 weeks 40% - 45% Paired

Yr 2 7 weeks 70% Individual

BA (Hons) PET Yr 3 10 weeks 80% Individual

PGCE A - Autumn 9 weeks 50% Paired

PGCE B - Summer 10 weeks 70% Individual

BSc (Hons) Mathematics and Teaching KS 2/3

Yr 1 - Autumn

3 days a week for 4 weeks

- Group (in KS2)

Yr 1 - Summer

4 weeks 40% - 45% Paired (in KS2)

Yr 3 10 weeks 80% Individual

(in either KS2 or KS3/4)

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BA (Hons) Primary Education & Teaching (BA PET) BA (Hons) Primary Teaching with Specialisms (BA PTS)

A Partnership Programme University of Chichester and the Primary School Partnership devised the very successful 3 Year BA [Hons] Primary Education and Teaching programme. The Programme has gone from strength to strength providing high quality teachers for the local area and beyond. In line with University procedures and to take into account educational changes, this programme was revalidated (in consultation with stakeholders) from 2014 as BA (Hons) Primary Teaching with Specialisms. Our Vision It is important that school experience provides an opportunity for student teachers to learn from the practice of experienced teachers and that both parties engage in meaningful professional dialogue that explains the learning and teaching approach. School experience is designed to give student teachers developmental experience in the classroom over the three years of the programme. It encourages an interrelationship between, and reflection on, theory and practice. The model of the primary teacher promulgated by the University of Chichester Primary Partnership is that of the reflective practitioner. This encapsulates a vision of a primary practitioner who continually aims to improve through analysing their practice against theoretical frameworks of reference. Thus, student teachers are encouraged to critically analyse and reflect on their practice in order to improve and enhance children’s learning and well being.

From the start of the BA PET/PTS Programme student teachers are expected to reflect on their own strengths and areas for development which are recorded within their Training Plan. The beginning teachers are encouraged to show a ‘professional thirst’ for improvement and to be proactive in pursuing ways in which to develop and improve their own practice. This vision applies to student teachers who may already be operating at a high level. Listening and acting on Feedback All members of the Primary Partnership are encouraged to provide feedback to the University about the initial teacher training

programmes offered by the University. Mentors, head teachers, students and tutors provided invaluable feedback to help us improve the information and school experience documentation. Feedback from the Partnership indicated a need to provide better scaffolding to promote the learning of beginning teachers in the early stages of the undergraduate programme. In response to this, in 2010/11 we re-configured the Year 1 Autumn school placement. The placement enables new student teachers to orientate themselves with the dual nature of teacher preparation, namely the academic and professional requirements made of them. In the past it has been assumed that the latter would occur through the first school placement. This is still the case but the students’ learning will be planned, supported and promoted with the help of knowledgeable others, namely the experts in school and a University tutor.

Year 1 of the 3-Year BA PTS: Becoming a Teacher

Autumn term group placement & Summer term paired placement:

Autumn Term 3 days per week for 4 weeks – Group Placement

We need you – For the re-configured Year 1 Autumn placement we are looking for schools to take groups of 8-12 student teachers who will be guided through structured tasks and supported by a University tutor and a senior mentor in the school. This group placement was introduced in Autumn 2010 and has been evaluated positively. What does it involve? The group of student teachers will be placed in the school to undertake tasks set by the University, which will help them to begin to understand the process of learning and teaching. In order for them to make relationships with pupils they will be placed in pairs in a home class where they will undertake observations of pupils and teaching, observing the use of different behaviour management strategies, teaching strategies and the work of teaching and learning support assistants. However, it is hoped that students will observe teaching in a number of classes and not just in their ‘home class’. They will be asked to observe the teaching of different subjects

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across the age range as well as professional attributes such as teacher presence. They will also be required to undertake some small group teaching overseen by their tutor and the senior mentor. For example, one of their school based learning tasks may require them to undertake firstly observations of reading and the teaching of phonics and then require them to ‘have a go’ at reading with an individual child or a small group.

Who will oversee this group placement? The University tutor in liaison with the senior mentor will be responsible for ensuring that new student teachers are placed in classes according to the professional work that they have to complete. The tutor will liaise with the senior mentor to organise for key staff to talk to the students about, for example, the school and its ethos, SEN, the behaviour policy, assessment, the creative curriculum, etc. The tutor will also work with the students in school to organise their files, devise training plans, explain planning, evaluation and assessment and use of the University proformas. It is envisaged that such work in situ will enable student teachers to make better connections between the two complementary parts of their teacher education. Economies of scale The school may well be hosting primary PGCE students from the University at the same time as this Autumn placement. The sessions that Year 1s undertake with their tutor or key staff in the school can be extended to include other student teachers from the University. How will it be assessed? This first Autumn block group placement will not be assessed. It will be diagnostic. The intention will be for student teachers to identify areas for development in consultation with their placement tutor and these will be informed by their observations and microteaching experiences. What does the mentor have to do? A senior mentor, someone who has knowledge and experience of working with students, will be required to act as a liaison person who can work with the group placement tutor to organise students’ placement in classes and liaise with staff to provide students with short inputs about an aspect of teaching. The student teachers have an early experience in the classroom in order to help determine

whether they have made an appropriate career choice, and for the partnership to confirm their suitability for teaching in Primary schools. The experience introduces student teachers to the primary classroom, and the focus is on children’s learning and students’ development of skills in observation, planning, teaching and evaluation.

Summer Term 4-week block – Paired Placement

In this placement the student teachers will usually be placed in pairs in classes across a wider range of schools than the Autumn placement. They will work alongside a teacher, and be supported by a University link tutor. The teaching loads will amount to 40%-45%, (approximately 2-3 hours per day) by the conclusion of the placement. In this placement student teachers will be expected to teach the core subjects of English, Mathematics, Science and ICT. It will include some whole class teaching towards the end of the Summer 4 week block. Students are assessed against ‘The Teachers’ Standards’. The assessment in Year 1 is graded pass/fail, at the end of the Summer placement. Pupil intervention time, as outlined above, will be part of this placement.

Year 2 of the 3-Year BA PTS : Summer Term (7 weeks + 1 week top-up)

In Year 2, student teachers are placed individually. During this placement student teachers will work increasingly with the whole class, achieving a teaching load of 70% towards the end of the placement. The assessment is agreed at the Final Review meeting. In Year 2 and 3 students are graded against ‘The Teachers’ Standards’.

The grades reflect their achievement against the Teachers’ Standards on the Year 2 school experience and inform the students’ interim University reference for teaching posts when they apply for jobs in Year 3.

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Special School Placement - Year 2 placements in Special Schools

As part of improving and expanding our practice, as well as extending the Primary Partnership, we will be offering Year 2 students the option of completing their main 7-week placement within a special school.

Special Interest Placement

Year 2 students also undertake a two-week Special Interest placement. As the title of the placement implies it is an opportunity for the student teachers to gain some experience in an educational setting in which they have a particular interest. They may be placed in a special support centre attached to a mainstream school, Special School, hearing impairment unit etc. This placement broadens students’ understanding of the contribution of other educational settings and the role of other professionals. If your school could offer such a placement please indicate on the form provided.

Year 3 of the 3-Year BA PET : Spring Term – (10 weeks + 1 week top-up)

Student teachers will be expected to take increasing responsibility for teaching the whole class and take responsibility for planning teaching and assessment across the primary curriculum.

Teaching loads (whole class) should build progressively to 80% of a full timetable. Student teachers are also expected to take on wider class teacher responsibilities such as organising assemblies and field trips. Year 3 students are graded at specific points through the school experience then reviewed and revised at the end of the placement. Student teachers are assessed jointly by the mentor and the link tutor at the final assessment and review meeting. The grades

inform the students’ final University reference for teaching posts. Head teachers are asked to note that, in our experience, schools able to take two (or more) student teachers have had added benefits. The student teachers provide mutual support for each other, there are economies of scale in giving student teachers the information they require and there is scope for moving student teachers between classes.

Interviewing: 2015 - 2016

As a vital part of the Partnership, Heads and experienced teachers in partner schools are invited to help with interviewing prospective BA PTS and PGCE students. Head teachers in the Partnership (or senior teachers where it is possible to release them) are invited to join with a member of University staff to assess candidates’ suitability for a primary programme place; this helps to ensure that we select the most suitable candidates as future Primary school teachers. Interviews take place between 11.00am and 3pm on various Wednesdays throughout the year. Schools will be contacted in the Autumn Term with dates and requests for help.

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P G C E P r i m a r y

The PGCE is a one-year teacher education programme undertaken at Masters level. Assessed school experience takes place in two schools during the Autumn and Summer Terms. All student teachers have a degree and will have gained pre-course experience in schools before the start of the course. There are two routes: a general Primary route and a Modern Languages specialism.

School A placement Students will have a nine week placement in the Autumn term. This will start two weeks before Half Term and during this period, students will focus on observation and small group teaching. After Half Term, students will continue to observe and teach groups but will begin to teach the whole class and gradually build up their teaching load to around 50% of the week. Students will work under the guidance of an experienced mentor and link tutor. School A is normally a paired placement.

School B placement The final assessed placement will begin with a Preliminary Visit, followed by 10 weeks in school. Students will be expected to observe and teach throughout the placement and also to engage with wider school issues, policies and practices. The teaching load should build up to 70% by the

end of the placement.

Modern Languages There are two routes for the Modern Languages Specialist students. Route ‘A’ of the Modern Languages route involves a four-week placement either in French-speaking Belgium or in Spanish-speaking Tenerife. Route ‘B’ students undertake a short specialist language placement in the UK. For both routes, students are expected to teach Modern Languages for one hour per week in a local partnership school throughout their final placement.

Is your school involved in the teaching of modern languages? Would you be willing to help us in this venture? If so please complete the relevant box on the enclosed school placement offers grid sheet. It would also be helpful to hear from schools which are offering a language in Key Stage 1 and would be willing to host a student teacher during their placement ‘A’ in the autumn.

Masters Level In line with the majority of PGCE courses, the PGCE Primary Programme is at Masters level. This gives graduates the opportunity to progress onto an MA.

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BSc (Hons) in Mathematics and Teaching for Key Stages 2 & 3

This course is intended for students wanting to specialise in teaching Maths at the upper primary/lower secondary level.

As the programme name makes clear, students are preparing for teaching in either Key Stage 2 or Key Stage 3/4. The pattern of placements and the focus within each placement is carefully chosen to ensure that all students experience a range of work across the key stages. A summary is given at the end of this document.

Year 1 of the 3-Year BSc : Becoming a Teacher Autumn term Group placement

& Summer term Paired placement:

Autumn Term 3 days per week for 4 weeks –

Group Placement We need you – For the re-configured Year 1 Autumn placement we are looking for schools to take groups of 8-12 student teachers who will be guided through structured tasks and supported by a University tutor and a senior mentor in the school. The group placement was introduced in Autumn 2010 and has been evaluated positively. What does it involve? The group of student teachers will be placed in the school to undertake tasks set by the University, which will help them to begin to understand the process of learning and teaching. In order for them to make relationships with pupils they will be placed in pairs in a home class where they will undertake observations of pupils and teaching, observing the use of different behaviour management strategies, teaching strategies and the work of teaching and learning support assistants. However, it is hoped that students will work in a number of classes and not just in their ‘home class’. They will be asked to observe the teaching of different subjects across the age range as well as professional attributes such as teacher presence. They will also be required to undertake some small group teaching overseen

by their tutor and the senior mentor. For example, one of their school based learning tasks may require them to undertake firstly observations of reading and the teaching of phonics and then require them to ‘have a go’ with an individual child or a small group. Who will oversee this group placement? The University tutor in liaison with the senior mentor will be responsible for ensuring that new student teachers are placed in classes according to the professional work that they have to complete. The tutor will liaise with the senior mentor to organise for key staff to talk to the students about, for example the school and its ethos, SEN, the behaviour policy, assessment, the creative curriculum, etc. The tutor will also work with the students in school to organise their files, devise training plans, explain planning, evaluation and assessment and use of the University proformas. It is envisaged that such work in situ will enable student teachers to make better connections between the two complementary parts of their teacher education. Economies of scale The school may well be hosting primary PGCE students from the University at the same time as this Autumn placement. The sessions that Year 1s undertake with their tutor or key staff in the school can be extended to include other student teachers from the University. How will it be assessed? This first Autumn block group placement will not be assessed. It will be diagnostic. The intention will be for student teachers to identify areas for development in consultation with their placement tutor and these will be informed by their observations and microteaching experiences. What does the mentor have to do? A senior mentor, someone who has knowledge and experience of working with students, will be required to act as a liaison person who can work with the group placement tutor to organise students’ placement in classes and liaise with staff to provide students with short inputs about an aspect of teaching. The student teachers have an early experience in the classroom in order to help determine whether they have made an appropriate career choice, and for the partnership to confirm their suitability for teaching in Primary schools. The

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experience introduces student teachers to the primary classroom, and the focus is on children’s learning and students’ development of skills in observation, planning, teaching and evaluation. Summer Term 4-week block – Paired Placement in Key Stage 2 In this placement the student teachers will be placed in pairs in classes across a wider range of schools than the Autumn placement. They will work alongside a teacher, and be supported by a University link tutor. The teaching loads will amount to 40%-45%, by the conclusion of the placement. In this placement student teachers will be expected to teach the core subjects of English, Mathematics, Science and ICT. It will include some whole class teaching towards the end of the Summer 4 week block. Students are assessed against The Teachers’ Standards. The assessment in Year 1 is graded pass/fail, at the end of the Summer placement. The teaching loads will amount to 40% and 45%, respectively by the conclusion of each placement.

Year 2 Key Stage 3/4 : Summer Term (8 weeks)

In Year 2, student teachers are placed individually in a KS 3/4 setting. During this placement student teachers will work increasingly with the whole class, achieving a teaching load of 70% of a teacher’s timetable. The assessment is agreed at the Profile meeting at the end of the Summer Term.

Year 3 Either Key Stage 2 or 3/4 : Spring Term – (10 weeks + 1 week top up)

In Year 3, students choose their preferred age phase. Student teachers opting for Primary are expected to teach the whole class and will gradually assume responsibility for planning teaching and assessment across the primary curriculum.

The anticipated common pattern is summarised as follows:

Year: Phase:

Year 1 KS2

(Primary)

Year 2 KS3/4

(middle or secondary)

Year 3 KS2 or 3/4

(primary, middle or secondary – students choose their preferred age phase).

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I n t e r n a t i o n a l S h o r t P r o g r a m m e U n i t

(International Continuing Professional Development) V i s i t s b y I n t e r n a t i o n a l T e a c h e r s

We receive groups of international school teachers from a variety of different countries. These teachers are qualified English teachers or qualified Subject Teachers able to teach in English who have all had upwards of three years teaching experience in school. They are receiving in-service training in the UK.

As part of the course we would like to arrange visits to either secondary or primary schools where they can observe, for short periods, the approaches to secondary and primary education adopted in England and Wales (Visit Type 1). We would also like to organise attachment visits (Visit Type 2) where a school could take a small group of international teachers to watch individual British teachers and their classes. Subsequently, the international teachers would be involved in teaching content subjects to British school students in different modes e.g. individual teaching of groups, group teaching and co-teaching, in addition to a wide variety of other in-school experiences.

International teachers will therefore make a valuable contribution to the educational experience of British school students. Throughout, they will be supported by University link tutors who will supervise them in schools. It is proposed that two experienced teachers are sent to each school.

The final type of visit (Visit Type 3) would involve a group of 5/8 teachers spending one day of observation in a school looking at a range of different classes and involving discussion with some teachers and/or the Headteacher. The international teachers are most willing to talk about their home context and their country and to present aspects of their culture to groups of school pupils. The response from schools hosting them in previous years has been excellent. There is an agreed level of funding for Visit Type 1 and Visit Type 3 as shown in the table below. Fees for Type 2 visits are negotiable on an individual basis according to the extent of the period spent in school.

Table of Fees

Length of visit

Group size

1 - 4 5 - 8 9 +

Half day per group £75 £100 £175

Whole day per group £150 £200 £250

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B A ( H o n s ) P h y s i c a l E d u c a t i o n & S p o r t s C o a c h i n g D e g r e e

The new BA (Hons) Physical Education and Sports Coaching degree has been created in order to prepare students to apply for a post graduate route into teaching (at secondary or primary level) or to enter a career in coaching. In order to prepare students for postgraduate study, we are organising a range of placements that will help the student make an informed decision regarding their future profession.

Year 1 Year 2 Year 3

Primary school Experience

Secondary school Experience

(Curriculum time & extra-curricular activities)

Bespoke placement (Primary or secondary school or

coaching placement at club level)

Year 1 Placement The primary placement will give students the opportunity to observe teaching

across a range of core and foundation subjects including Physical Education (PE). As their confidence

and competency develops students will be encouraged to take an active involvement within sessions

and apply the pedagogical skills learnt during semester 1. Whilst on placement students will be asked

to carry out a semi structured interview focused on the delivery of curriculum PE in primary school.

Students will need to complete a minimum of two weeks experience for this placement. The blocked

nature of the placement also provides students with a realistic experience of the workplace.

Year 2 Placement The student’s placement in Year 2 is to be undertaken in a Secondary School

environment. This will expose students to working with the 11-16 age range and build upon placement

experiences in Year 1. It is anticipated that students will have developed more confidence and

knowledge from their time in schools and at university over the past year. Therefore they will be

encouraged to take a more active role in lessons i.e. lead aspects/all of a lesson to develop their

teaching/coaching. Students will also be encouraged to engage in whole school practice i.e. role of the

form tutor, extra-curricular activities. This will aim to develop a deeper understanding of the

workplace. Students will need to complete a minimum of two weeks experience for this placement.

Year 3 Placement The student’s placement in Year 3 is a bespoke placement. After their experiences in Years 1 and 2 students will now start to think about their chosen career path. Students will be assessed on their teaching/coaching in their selected environment and ability to reflect upon the session taught. A minimum of 10 hours must be spent on placement and students will be expected to lead sessions.

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Website for School Partnership Office : www.chi.ac.uk/partnership [Key documents can be downloaded from this site]

Contact details: Role

Jane Evans Head of School Partnership 01243 812025 J.Evans@chi.ac.uk

Wayne Stallard Co-ordinator for School Partnership 01243 812040 W.Stallard@chi.ac.uk

Carole Bignell Head of BA Primary Education &

Teaching Programme and BA Primary Teaching with Specialisms Programme

01243 812088 C.Bignell@chi.ac.uk

Chris Shelton Head of PGCE [Primary] Programme 01243 812028 C.Shelton@chi.ac.uk

Michael Foreman Head of BSc KS 2/3 Mathematics

Programme 01243 812059 M.Foreman@chi.ac.uk

Elaine Minett Modern Languages Route Leader 01243 812051/2054 E.Minett@chi.ac.uk

Steve Corcoran Director, International Short

Programme Unit 01243 812080 S.Corcoran@chi.ac.uk

Vicky Bowman Senior Administrator – School

Partnership Office 01243 812174 V.Bowman@chi.ac.uk

Aileen O’Grady Senior Administrator – School

Partnership Office 01243 812172 [am] A.OGrady@chi.ac.uk

Nancy Egleton Senior Administrator – School

Partnership Office 01243 812173 [pm] N.Egleton@chi.ac.uk

Louise Mahoney Senior Administrator – School

Partnership Office 01243 812181 L.Mahoney@chi.ac.uk

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