· Web viewPGCE Primary (Early Years 3-7) Course Year / Phase . ITE Placement Dates. Key Stage. Placement Requirements . Aims of the ITE Placement The Trainee will: Learning Outcomes

LEEDS BECKETT UNIVERSITY

ITE Placement Supplement2019-2020 EYFS (3-5) Placements

Primary Age Phases 3-7 incorporating School Direct

www.leedsbeckett.ac.uk

Contacts

University Contact DetailsUniversity Switch Board: 0113 812 0000

Academic Contacts Dr Graham Parton(Head of Teacher Education)

101 Carnegie [email protected]

0113 81 23773

Louise Nelson(Primary Lead School Direct)(Course Leader PGCE Primary 5-11)


0113 81 23529

Yinka Olusoga(Course Leader PGCE Primary (Early Years 3-7)


0113 81 21775

Sarah Hindmarsh(Course Leader BA (Hons) Primary Education 5 -11 leading to QTS 3 year route)


0113 81 27072

Mandy Pierlejewski (Course Leader BA(Hons) Primary Education 3-7 leading to QTS 3 year route)


0113 812 2060

Support Staff Contacts Placement Office G01 Carnegie Hall

[email protected] 81 21761

Course Administration

G02/03 Carnegie Hall [email protected]

0113 81 27412

All contact details are correct as at 11.09.19

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CONTACTS 1

UNIVERSITY CONTACT DETAILSACADEMIC CONTACTSSUPPORT STAFF CONTACTS

INTRODUCTION 3ITE PLACEMENT DATES, REQUIREMENTS AIMS AND LEARNING OUTCOMES OF THE ITE PLACEMENT 4

PRIMARY EDUCATION 3-7 4PGCE PRIMARY (EARLY YEARS 3-7) 5PGCE SCHOOL DIRECT ROUTES (EARLY YEARS 3-7) 6

STANDARDS FOR TEACHERS 7SUPPORT IN EVIDENCE FOR THE STANDARDS 8

PLANNING FOR EYFS 9TEACHING FILE CONTENTS PAGE 9PLANNING FORMS 10FORM 3: EYFS CONTINUOUS PROVISION PLAN (OPTIONAL) 16FORM 4: EYFS FOCUS ACTIVITY PLAN 17TEACHING OF SYSTEMATIC SYNTHETIC PHONICS AND EARLY READING 29TEACHING OF MATHEMATICS 30

ASSESSING PUPILS’ PROGRESS 31EYFS OBSERVATION AND FORMATIVE ASSESSMENT SHEET A 35EYFS SUMMATIVE ASSESSMENT SHEET B 37EVALUATION 41REVIEWING YOUR PROGRESS AGAINST THE TEACHERS’ STANDARDS 41MENTOR MEETING 41REVIEWING YOUR PROGRESS AGAINST THE TEACHERS’ STANDARDS 42UPLOADING EVIDENCE TOWARDS THE TEACHERS’ STANDARDS 42LESSON OBSERVATIONS 43SETTING PROFESSIONAL OBJECTIVES 43ENGLISH FOCUS INTERVIEW 45COMPLETE A MID-TERM REVIEW OR END OF PLACEMENT REVIEW 46SUPPORT VIDEOS 47SUMMARY OF PLACEMENT TASKS 48

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Introduction

This supplement is designed to provide specific proforma, assessment forms and guidance for Early Years Foundation Stage (ages 3-5) placements and should be read in conjunction with the Placement Handbook.

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ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE Placement ‘Please note that if your placement dates clash with Placement Provider or University holiday dates you will need to negotiate with the Placement Provider when to make up the missed days either directly before or after the proposed placement period.’

Primary Education 3-7 Course Year / Phase ITE Placement Dates

Key Stage

Placement Requirements

Aims of the ITE PlacementThe Trainee will:

Learning Outcomes of the ITE PlacementOn completion of this ITE Placement the Trainee will have:

Year 1/ Holistic 2 Weeks: 11/11/2019 – 22/11/2019 EYFS

Observational, whole school, experience.To plan and deliver a phonics session to a small groupTo deliver 1 whole class activity using the teacher’s planning in a subject of the Trainee’s choice

● Familiarise themselves with the day-to-day organisation of a primary school

● Develop an understanding of the role of the class teacher

●Develop an understanding of teaching Systematic Synthetic Phonics

●Planned and delivered a successful phonics teaching session to a small group

●Successfully delivered a teaching activity to the whole class

● Demonstrated Part 2 of the Teachers’ Standards

Year 1Teaching Block (7 Weeks):16th March 2020 to 15th May 2020 EYFS

Each trainee will teach 30% to 50% of a timetable. They will also have 20% directed time and 20% preparation time. It is not expected that a class teacher will allocate 100% of the timetable. Two trainees delivering at the same time to a group each would be an example of this paired model working.

● Plan and evaluate independently

● Develop key skills of teaching

● Develop an understanding of the primary school as a learning community

● Used the assess - plan – teach - assess cycle

● Planned and delivered successful teaching and learning sessions with groups and with the whole-class

● Engaged with the broader life of the Placement Provider

● Demonstrated Teachers’ Standards 1-8 and Part 2, according to criteria outlined in the Assessment Booklet attached to this placement

Year 3Teaching Block (8 Weeks):14th October 2019 to 13th December 2019

EYFS or KS1

Responsible for teacher’s role for 75% of the weekly timetable

●Plan, deliver and assess the learning of the class for 75% of the weekly curriculum

●Provide a range of learning experiences to accommodate different learning needs

●Provide inclusive learning situations for children of diverse backgrounds

●Assume the role of the class teacher

●Participate fully in the life of the Placement Provider

● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work;

● Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration

● Used well-chosen formative and summative assessments against national, regional and local data

● Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds

● Monitored and evaluated pupils’ progress and set targets for developing their progress; and

● Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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PGCE Primary (Early Years 3-7)Course Year / Phase ITE Placement Dates

Key Stage




Holistic/Phase 1

21st October 2019 to 20th December 2019 as follows:3 days a week: 21/10/19 to 20/11/195 days a week: 25/11/19 to 20/12/19

EYFS or KS1

Responsible for the teacher’s role for 30%-50% of the weekly timetable

For an EYFS placement:

● Be able to prepare appropriate overview plans for the provision covering adult-led activities, continuous provision and enhanced provision across the seven areas of learning and development

● Prepare detailed activity plans for adult-led activities (whole-class, group, work with pairs/individual children) across the seven areas of learning and development

● Develop the enhanced provision, planning, resourcing, monitoring and improving the provision

● Develop an understanding of the early years’ environment, including working as part of a team and communicating with parents

For a KS1 placement:

● Be able to plan, teach and deliver lessons in the core subjects over a sustained period

● Be able to monitor children’s learning in the core subjects (and a foundation subject)

● Be able to assess children’s learning in the core subjects (and a foundation subject)

● Appreciate the role of the class teacher in a Primary school

● Critically reflect on their own practice

● Have knowledge of inclusion and child protection responsibilities in educational settings


● Used the assess – plan – teach - assess cycle

● Planned and delivered successful adult-led activities with groups and with the whole-class

● Planned, resourced, implemented, monitored and improved at least one area of enhanced provision


● Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placement

For a KS1 placement


● Catered for individual learning styles

● Structured learning for individual needs


Phase 2

13th January 2020 to 20th March 2020 as follows:1 day a week: w/c 13/01/20 (Wednesday)5 days a week:20/01/20 to 20/03/20

EYFS or KS1

(Alternate to Phase

1)

Responsible for the teacher’s role for 50%-60% of the weekly timetable

Phase 3

23rd March 2020 to 12th June 2020 as follows:1 day a week:w/c 25/03/20 (Wednesday)5 days a week:w/c 30/03/20 to 12/06/20

EYFS or KS1

Responsible for the teacher’s role or teaching for 60%-75% of the weekly timetable

● Plan, deliver and assess the learning of the class for 75% of the weekly curriculum

● Provide a range of learning experiences to accommodate different learning needs

● Provide inclusive learning situations for children of diverse backgrounds

● Assume the role of the class teacher

● Participate fully in the life of the Placement Provider

● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work

● Demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration

● Used well-chosen formative and summative assessments against national, regional and local data

● Maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds

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● Monitored and evaluated pupils’ progress and set targets for developing their progress; and

● Attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

PGCE School Direct Routes (Early Years 3-7)

Phase ITE Placement DatesAge Range




Phase 1

Between 1 and 5 days a week school based

Incrementally building to teach 30%-50% timetable

September to December: ECE - 55 days in school20 days University based training.

Please note that the dates of Phases may alter depending upon the Schools in which the trainee is placed.

EYFS or KS1

Responsible for the teacher’s role for 30- 50% of the weekly timetable


● Be able to prepare appropriate overview plans for the provision covering adult-led activities, continuous provision and enhanced provision across the seven areas of learning and development

● Prepare detailed activity plans for adult-led activities (whole-class, group, work with pairs/individual children) across the seven areas of learning and development

● Develop the enhanced provision, planning, resourcing, monitoring and improving the provision

● Develop an understanding of the early years’ environment, including working as part of a team and communicating with parents

For a KS1 placement:

● Be able to plan, teach and deliver lessons in the core subjects over a sustained period

● Be able to monitor children’s learning in the core subjects (and a foundation subject)

● Be able to assess children’s learning in the core subjects(and a foundation subject)

● Appreciate the role of the class teacher in a Primary school

●Critically reflect on their own practice

● Have knowledge of inclusion and child protection responsibilities in educational settings



● Planned and delivered successful adult-led activities with groups and with the whole-class

● Planned, resourced, implemented, monitored and improved at least one area of enhanced provision



For a KS1 placement


● Catered for individual learning styles

● Structured learning for individual needs

● Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria outlined in the Assessment Booklet attached to this placementPhase 2

5 days a week school based

Teaching 50% and 60% timetable

January to MarchPrimary & ECE - 45 days in school7 days University based training


EYFS or KS1

(Alternate to Phase

1)

Responsible for the teacher’s role for 50-60% of the weekly timetable

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Phase 3

5 days a week school based

Teaching 60-%75% timetable

March to June Primary & ECE - 38 days in school2 days University based training


ECEEYFS or

KS1

PrimaryKS1 or

KS2

Responsible for the teacher’s role or teaching for 60-75% of the weekly timetable

● Plan, deliver and assess the learning of the class for 75% of the weekly curriculum

● Provide a range of learning experiences to accommodate different learning needs

● Provide inclusive learning situations for children of diverse backgrounds

● Assume the role of the class teacher

● Participate fully in the life of the Placement Provider

● Planned, assessed and recorded pupil progress against specified learning objectives in the full curriculum of the class ensuring continuity and progression of pupils’ learning for the whole class, group and individual work

● Have demonstrated appropriate learning styles and strategies to ensure pupils’ engagement and concentration

● Have used well-chosen formative and summative assessments against national, regional and local data

● Have maintained an accurate record of pupils’ progress to inform reports to parents and to ensure appropriate differentiation in order to respond to pupils with individual needs and diverse backgrounds

● Have monitored and evaluated pupils’ progress and set targets for developing their progress; and

● Have attained the relevant Teachers’ Standards and set targets to inform their Career Entry Development Profile and Induction Phase

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Standards for TeachersPREAMBLE TS6 Make accurate and productive use of assessment

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirementsMake use of formative and summative assessment to secure pupils’ progressUse relevant data to monitor progress, set targets, and plan subsequent lessons

PART ONE: TEACHING Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedbackTS1 A teacher must set high expectations which inspire, motivate

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

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

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

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

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsTS2 Promote good progress and outcomes by pupils Have high expectations of behaviour, and establish a framework for

discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Be accountable for pupils’ attainment, progress and outcomesPlan teaching to build on pupils' capabilities and prior knowledge

Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate themGuide pupils to reflect on the progress they have made and their

emerging needsDemonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

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

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

TS8 Fulfil wider professional responsibilitiesMake a positive contribution to the wider life and ethos of the school

TS3 Demonstrate good subject and curriculum knowledgeDevelop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist supportHave a secure knowledge of the relevant subject(s) and curriculum

areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Deploy support staff effectivelyDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

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

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

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

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

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

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.

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategiesTS4 Plan and teach well-structured lessonsImpart knowledge and develop understanding through effective use of lesson time

A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: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

Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Reflect systematically on the effectiveness of lessons and approaches to teaching

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

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

Showing tolerance of and respect for the rights of othersNot undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

TS5 Adapt teaching to respond to the strengths and needs of all pupilsKnow when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Ensuring that personal beliefs are not expressed in ways which

exploit pupils’ vulnerability or might lead them to break the lawHave a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome theseDemonstrate 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

B. 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.

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

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

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Support in Evidence for the StandardsGuidance - (LP) shows pupil level data is used to inform differentiated tasks

(including SEN and G&T)These examples are only indicative of the types of evidence trainees may wish to include in their standards portfolios. It is by no means exhaustive. One piece of evidence may be able to be used for more than one standard.

- Observations that comment on individualised feedback --

PART ONE: TEACHING TS7 Manage behaviour effectively to ensure a good and safe learning environmentTS1 A teacher must set high expectations which inspire, motivate

and challenge pupils - Lesson planning/ Feedback- Lesson Plans (LP) / Feedback - Engaging resources- Weekly reviews - Risk assessment documentation- Testimonials from staff/wider work force - Setting and applying expectation with consistency- Trainee reflections; daily/ weekly - Modelling expectations- Implementing and supporting school systems e.g. behaviour - Use of a range of behaviour management strategies- - Trainee explanations and evaluations- - Examples of effective reward and sanctions processesTS2 Promote good progress and outcomes by pupils - Observations of more experienced colleagues and good practice- Lesson evaluations commenting on learning intentions- (LP) shows learning informed by evaluation -- Mentor feedback identifies use of pupils knowledge of pupils -- (LP) shows a variety of teaching approaches TS8 Fulfil wider professional responsibilities- (LP) shows that pupils are given opportunities to assess their own

and peers learning and setting of future targets- Work with staff and colleagues outside the department- Contributions in other areas of school e.g. pastoral/ extra curricular

-- - Weekly reviews and reflectionsTS3 Demonstrate good subject and curriculum knowledge - Work in the community

- Parents evening- Subject specific feedback and questioning - Attendance at professional meetings- Lesson Planning short and medium term - Use of support and collaboration for planning- Lesson Feedback - Use of CPD time and target setting- Trainee reflections - Formal and informal meetings with staff, pupils, parents etc.- Proactive research- Pupil engagement - School visits and planning for them- Modelling accurate spoken and written English -- Appropriate high quality resources -- Deployment of a range of effective T&L strategies PART TWO: 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. Evidence for standards 1 – 8 may also provide evidence of personal and professional conduct

TS4 Plan and teach well-structured lessons- (LP); creative and imaginative- Observations and feedback show appropriate pace and time

management and all pupils engaged in learning- Resources are engaging- (LP); include a range of appropriate homework/ extended learning

tasksA. Teachers uphold public trust in the profession and

maintain high standards of ethics and behaviour, within and outside school. - Lesson evaluations demonstrate reflection rather than description and

impact subsequent lessons B. 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.

- Mentor feedback - Schemes of work/ medium term plans--TS5 Adapt teaching to respond to the strengths and needs of all

pupilsC. Teachers must have an understanding of, and always act

within, the statutory frameworks which set out their professional duties and responsibilities.- (LP); Personalisation and differentiation

- Planning and managing the role of colleagues- Use of pupil information/ data - Child protection certificate- Reflection of impact on pupil progress - Mentor summative and formative feedback- Learning journals, case studies, recording mechanisms/ systems - Personal testimonials

- Record of attendance- Learning dialogue - Engagement in wider school issues- -- -TS6 Make accurate and productive use of assessment

This guidance has been agreed for use by Yorkshire & Humber APTE

- Examples of marked and levelled pieces of work- Extract from mark book/ monitoring sheet- (LP) shows a variety of AfL strategies- Examples of formative assessment including verbal

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Planning for EYFS

All of your planning should be kept in your paper teaching file. An outline of suggested contents of your teaching file is outlined below.

Teaching File Contents page

A Title Page Name of trainee, name of Placement Provider, the dates of the practice, the name and contact details of the Head Teacher, Mentor, host teachers and Link Tutor

Background Information about the school and class

Background information, plan of Placement Provider, resources, type of buildings etc.Plan of classroom, class list, groupings, seating plan

Organisation of the school day/week

Details of routines and procedures and a timetable

Personal Timetables To indicate teaching time and professional development time

Mid-Term Plans/Staged Unit Planners/ Schemes of Work

For each curriculum area taking into account National Curriculum requirements to show continuity, progression and coherence in planning

Short-term forecasts/ Lesson plans

For each teaching and learning session written daily in advance

Weekly meetings with minutes written up by traineesAssessment forms and record sheetsProfile comments.

These should provide evidence of assessment of learning in relation to objectives for a sample of two or three pupils depending on phase of placement.

Any other relevant material e.g. samples of materials, resource list, samples of work etc.

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Planning forms

All trainees in EYFS placements will be expected to prepare:

Weekly planningPlan 1 Weekly overview (essential)Plan 2 Phonics weekly plan (essential)Plan 3 continuous provision plan (optional)

Daily planningPlan 4 EYFS Focus activity plan (for adult focus or whole class teach)Plan 5 In the moment plan (For those who use a child led approach)Plan 6 Phonics Phase 2+ lesson plan (for phase 2 phonics and above)Plan 7 other adults plan (when required)

Whole placement projectPlan 8 Play project (essential)

The following proforma are correct at time of printing and provided for illustrative purposes only. Electronic and up to date versions of the individual proforma will be available online at: http://www.leedsbeckett.ac.uk/placements/Carnegie

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Form 1: EYFS (Option 2) Weekly overviewDate: Class/Group: Age-range:

Learning and Development: What do you want the children to want to learn?

Enabling Environments, Positive Relationships and The Unique Child

EYFS Area What do you want the children to learn?

Key Vocabulary you will use

Activities/Provision

You will not necessarily plan all of these for all areas.

Resources/Staffing Observation-led Assessment Opportunities- how will you know what the children have learned?

PRIME AREA: Personal, Social and Emotional Development

Enhancements

Adult-initiated Focus Activities

Whole class sessions

PRIME AREA: Communication and Language

Enhancements



PRIME AREA:

Physical Development

Enhancements



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SPECIFIC AREA:

Literacy

Enhancements



SPECIFIC AREA:

Mathematics

Enhancements



SPECIFIC AREA:

Understanding the World

Enhancements



SPECIFIC AREA:

Expressive Arts and Design

Enhancements



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Form 2: Systematic Synthetic Phonics Weekly Planner To be used if planning systematic synthetic phonics phases 2-6 (If you are planning phase one activities, use the EYFS focused activity plan, form 4)

Phase: ___________________ Week: __________ Letters and Sounds Set: Ensure plan includes: Practise letters/ sounds and practise blending for reading; practise segmentation for spelling; read and write whole sentences using Set letters, plus relevant tricky wordsFeedforward information from formative assessments

Monday Tuesday Wednesday Thursday FridayRevisit/ ReviewPractise previously learned lettersPractise oral blending and segmentation

TeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letter

Assessment:

Additional activities:

Homework: (If appropriate) E.g. Grapheme recognition / Spellings / Sentences

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Form 3: EYFS Continuous Provision Plan (optional)You can choose to either use this form or an equivalent form created by the school / setting

Date: Monday Tuesday Wednesday Thursday FridayContinuous Provision (Indoor)

Water

Sand (dry)

Sand (damp)

Free collage

Free painting

Dough

Mark-making

Imaginative play

Small constructionLarge construction

ICT

Listening

Role-play

Continuous Provision (Outdoor)Gross motor

Creative play

Construction

Exploratory play

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Form 4: EYFS Focus Activity PlanDate: Location /

Group:Topic/Theme:

Teachers’Standards

PRIME AREAS SPECIFIC AREASPSED PD CL L M UW EAD

Formative Assessment information from previous daily evaluationsThe big picture… what do the children know already? What did they learn in the last lesson you taught?

Misconceptions… to be addressed from previous learning (who/what?)

EYFS Development Matters area and age band.

Differentiated learning objectives (LO). Main LOSEN LO

Key Concepts and VocabularyWhat are the key concepts you are teaching?

Note the key words you need to teach the children.

Meeting Individual Need (what differentiation strategies will be used to support specific individuals / groups of children/ extension activities)

Resources (including Health and Safety considerations, human resources)

Other adults supporting this focused activity (ensure the other adult has a copy of this plan.)Use form 5 if the other adult is doing a separate focused activityAdult support during the lesson:

Look, listen and note opportunities (formative assessment opportunities)What are you assessing?

How are you assessing it?

What questions will you ask?

Outline of activity

Behaviour & duration

What the teacher is doing?What are the children learning?

Assessment

Duration of each section.

Note behaviour management strategies.

How will you ‘hook’ your pupils into the learning? How will you capture their attention, enthusiasm and previous knowledge?

How will you assess each section of your activity?

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Evaluation

Children’s Achievements:Evaluate the progress children made in this lesson in relation to the learning objecttive(S6b)

Self-evaluation/reflection:What were the strengths and weaknesses of your teaching? Make reference to effectiveness of modelling, differentiation, levels of engagement, use of resources(4d, S8d)

Which children made the desired progress against the learning objective?

Which children didn’t make the desired progress? (record names) Why?

Strengths of your teaching:

Your next steps:

Feed Forward: What will you do in the next lesson to ensure that the identified children make progress?

How will you improve your teaching next time?

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Form 5: EYFS: In the moment planning(For settings / classes where the planning is developed based on children’s interests)

Start date of focus Child or children

Prior observation and assessment. What did you notice the chid/ren do?

How did you move the learning on? (Through questioning, playing with or alongside the child/ren, adding resource, a location, visitor?)

What was the outcome? What did the child/ren learn? How was their engagement in terms of the Leuven scales? Does this relate to Development Matters?

How did you THEN move learning on? (Through questioning, playing with or alongside the child/ren, adding resource, a location, visitor?)

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What was the outcome?

Evaluation

Self-evaluation/reflection:What were the strengths and weaknesses of your teaching? (TS4d, TS8d)


Your next steps:

Form 6: Systematic Synthetic Phonics Phase 2+ lesson plan To be used if planning systematic synthetic phonics phases 2-6 (If you are planning phase one activities, use the EYFS focused activity plan, form 4)

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Date: Number of children:

Phonic Phase:

Feed forward information from formative assessments

Resources

Introduction

Revisit/ ReviewPractise previously learned lettersPractise oral blending and segmentation

TeachTeach a new letter; teach blending and/or segmenting with letters Teach one or two tricky words

PractisePractise reading and/or spelling words with the new letter

ApplyRead or write a caption using one or more HF words and words containing the new letter

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Specific Learning Outcomes Additional activitiesAll children will be able to:

Most children will be able to:

Some children will be able to:

Evaluation

Children’s Achievements:Evaluate the progress children made in this lesson in relation to the learning objecttive(S6b)

Self-evaluation/reflection:What were the strengths and weaknesses of your teaching? Make reference to effectiveness of modelling, differentiation, levels of engagement, use of resources(4d, S8d)

Which children made the desired progress against the learning objective?

Which children didn’t make the desired progress? (record names) Why?


Your next steps:

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Feed Forward: What will you do in the next lesson to ensure that the identified children make progress?

How will you improve your teaching next time?

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Form 7: Planning for Other Adults in Early Years Settings

Name of Adult Date Focus of activity

Children involved Key Vocabulary

EYFS Development Matters area and age band.

Differentiated learning objectives (LO).

Outline of activity

Behaviour & duration What the adult is doing?

What are the children learning?

Assessment

Duration of each section.

Note behaviour management strategies.

How will they ‘hook’ their pupils into the learning?

How will they capture their attention, enthusiasm and previous knowledge?

How will they assess each section of the activity?

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Form 2 : Co-created Play Project for Extended Child Initiated Play(Please complete electronically so that the boxes for each phase can be expanded)

Project name (Devised by Children):

Identification Phase

Children’s Interests● What are their interests?

● How do you know (eg identified from observing their play; discussions with children)?

● Whose interest (individual / small group)?

● Thematic or schematic interest?

Co-creation Phase

How are the children involved with● Generating ideas (eg involved with

focus group planning)?

● Decision making (eg choosing location, what resources required)?

● Creating and resourcing the provision?

● Recording the process

Are there opportunities for children to develop aspects of the Characteristics of Learning?

Create a mind map of the concepts, questions, ideas and vocabulary generated during this phase (use two colours – one for the ideas generated by the children and a different colour for ideas generated by the adults involved).

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Making and Resourcing Phase

Resources made by the children● During adult focused activities

● During child initiated play

● Identification of any key skills, Areas of

Development, Characteristics of Learning addressed during this phase

Resources made by the adults● When?

● What do you need to collect together?

Engagement Phase

Initial Observation of the children’s engagement

● Who is engaging in the child initiated play?

● How?

● What concepts and language are emerging during the play (reference where appropriate to Development Matters)?

● Which Characteristics of Learning are evident?

● Which resources are being used / not

use / what else do the children need to develop their play?

Record of adult engagement within child initiated play

● Did you or any other adults engage in the child initiated play?

● If so, how? (eg observations, verbal interactions, physical interactions with

● the children and resources)

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Ongoing observations, engagement and modifications

● Does the use of the area by the children change over time?

● How does the play develop or change over time?

● Are there any sustained play themes?

● What modifications to the resources do the children/adults create over time?

Reflection Phase

Impact on Children’s Learning and Development

● Characteristics of Learning

● Concepts and Language (reference to Development Matters where relevant)

● Reflect on impact on individual children (use either first name or initials)

● Did it impact on any particular groups of children (eg gender / EAL /SEND / Summer born)?

● Feed forward information

Reflecting on the response of the adults during the child initiated play

Reflect how you (and other adults you observed interacting in the area)

● Sensitively interacted

● Developed shared sustained thinking

● Developed inter-subjectivity

● Modified resources (adding or removal)

● Conversed with, rather than questioned, children

● Became involved in child-initiated play (playing with, not dominating the play)

Impact on your Professional Understanding and Practice

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How well do you think you have developed your professional understanding (eg linking theory to practice)?

● Have you got some specific examples?

Which Teachers’ Standards have you evidenced during this project?

How has your understanding of these aspects developed?

● Supporting child initiated play developed

● Identifying children’s interests

● Engaging in co-construction

How have you developed your ability to observe, evaluate and analyse child initiated play?

How have you developed your understanding of providing sensitive interactions within child-initiated play?

If you were to initiate an extended child initiated play project in the future, what would you do differently?

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Teaching of Systematic Synthetic Phonics and Early Reading

A key aspect of Standard 3 is that trainees are now required to be involved with the planning and teaching of aspects of systematic synthetic phonics, early reading and spelling within all their teaching placements. The nature of this teaching will vary depending on the age range of the children and the organisation of the classroom or setting.

We have created a series of specific lesson observation pro formas to support this process. All of these pro formas can be found in the “Observations” section of BlueSky.

● Systematic Synthetic Phonics Phase One (Speaking and Listening) Observation Feedback Pro forma

● Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (for Phases 2-6)

● Guided Reading Observation Feedback Pro forma

Guidance for Trainees:

For each placement you must complete the school-based tasks set out in the SSP pack you will receive prior to each placement. You must evidence the tasks in your SSP Portfolio, as part of placement ‘sign-off’ documentation.1. Prior to assuming full timetabled responsibilities:

a. Consider your own subject knowledge relating to the teaching of systematic synthetic phonics; use your SSP Portfolio to revise key information, including practising accurate enunciation of phonemes.

b. Find out about the main phonics schemes used by your school/settingc. Find out how your school/setting embeds the teaching of spelling across KS1 and

KS2.2. Once you have assumed full timetabled responsibilities:

a. If you are not teaching a series of discrete sessions of phonics as part of your timetabled responsibilities, you must negotiate to at least observe three discrete phonics sessions in Reception or KS1.

b. If you are not teaching a series of discrete sessions of phonics as part of your timetabled responsibilities, it is preferable that you arrange to teach a small group so that you actively enunciate phonemes and practise using related technical language with confidence.

c. In addition to Guided Reading sessions, purposely plan opportunities to use phonic approaches for decoding and spelling in English lessons and potentially in cross-curricular contexts.

3. Observation(s) during placement:a. You must be observed at least once teaching either a discrete session of

systematic synthetic phonics, or, a Guided Reading session which includes reference to word-level work. Please ask your School-Based Mentor to use the specific phonics and guided reading observation proformas on BlueSky in order to provide you with subject specific feedback and Target(s).

b. Towards the end of your placement, arrange with your School-Based Mentor to complete the English Focus Interview

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Teaching of Mathematics

As we are all aware the Government are looking at strategies to improve pupils’ performance in mathematics. Within primary education this is being carried out through the introduction of the “Mastery Approach”.

All students must receive at least one maths observation per placement. Please complete on BlueSky using the following form:

● Focused Observation for Mathematics 2019-20

During the placement

Year 1 (Primary 3-7) PGCE Phase 1

As part of their non-teaching time trainees need to observe mathematics teaching across the Key Stages in order to develop an understanding of the maths curriculum from Foundation Stage to Y6.

Trainees to complete a reflection sheet to highlight any areas of subject knowledge and understanding to be re-visited.

PGCE Phase 2

Trainees need to arrange time with the Maths Subject Lead to a) discuss the school’s maths policy – to develop their understanding of progression

across the Key Stagesb) discuss how maths is assessed and how the data is used

Trainees to produce a record of the meeting and highlight any aspects to be discussed with University tutors prior to the final placement. Year 3 (Primary 3-7 and ECE) PGCE Phase 3

Trainees need to ensure they carry out at least one maths assessment using the school’s assessment grid and discuss the results with the class teacher – thinking of next steps, interventions etc.

Trainees to have evidence of this in their placement file. This will be discussed on their return to University as part of the post placement interviews.

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Assessing Pupils’ ProgressAssessment is an essential part of the assessing – planning – teaching – assessment cycle. It enables you to evaluate the current stage of each child’s learning and progress, and to identify the next step for each child. This knowledge is then used to inform the planning for the next lesson, enabling you to build on the children’s interests, identify appropriate learning intentions and relevant differentiation to meet the needs of all the children within your class.

Data ProtectionData about the children’s assessments needs to be kept safe in line with GDPR regulations. In order to do this, you must not record children’s surnames. You must also keep your data safe on your Onedrive. DO NOT KEEP ANY INFORMATION ABOUT CHIDLREN ON A MEMORY STICK.

Prior to starting your block placement

● Establish the attainment levels of individual and groups of children, their rates of

progress, and any specific individual needs through discussions with the host teacher and analysing class data

● For a final placement, also access and analyse the school’s Data Dashboard

(available on the Ofsted website)

During the placement

A) Formative Assessment of all the children within your class

1) You will be formatively assessing the children during their child initiated play through:

i) Observing how the children respond during activities – what support do they need, how long did it take them, who they interacted with, what resources did they use.

ii) Identifying who they are interacting with, for how long and the quality of these interactions

iii) Identifying the children’s interests and which play themes develop during the session

iv) Evaluating the attitudes, skills, knowledge and understanding that the children are applying, developing and/or practising through their play, as well as the characteristics of effective learning they are demonstrating.

v) Do the children demonstrate anything which surprises you during the play?

2) You will be formatively assessing the children during each session through:i) Identifying clear initial learning intentions in your adult-led focused activities,

which you intend to use to evaluate the children’s learning ii) Identifying opened ended questions in your planning

(a) Asking your open-ended questions and listening carefully to the children’s answers, what do these tell you about the children’s understanding?

(b) Noticing when any children demonstrate misconceptions? If so, what is the thinking behind them and how can you address these?

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iii) When appropriate, encourage the children to evaluate and reflect on their own learning, and respond to these within your next activity

iv) Do any children surprise you – either by exceeding your expectations or finding it harder than you expected? Did children take the learning in any unplanned/unexpected directions?

v) What does this tell you about their learning and what are the implications for the next activity?

Use post it notes / address labels / small note pad / annotate your planning to jot these observations down during the lesson.

3) You will be formatively assessing the children when marking their work (if relevant for your setting) through

i) Assessing whether they demonstrated have met the learning intentionii) Identifying and highlighting strengths within the workiii) Identifying any misconceptions or misunderstandings demonstratediv) Providing comments in child friendly language which identify the strengths of the

piece of work and next steps for the individual child.

You will need to become familiar with the school’s marking policy before the start of your placement, and use this consistently when marking children’s work.

4) You will be formatively assessing the children by completing your lesson evaluation / feed forward comments on your daily planning (Plans 4,5 and 6) for any other focused activities you have implemented that day.

i) You will be evaluating each ability as a whole and some individuals within each group

(a) How well did they meet the learning outcome? (b) What did their responses within the introduction show about their

understanding?(c) What evidence of quality learning taking place do you have?(d) Did they show any misconceptions? How were these addressed?(e) Comment about individual children’s progress as well as the group

overall – did any children stand out for a particular reason.

B) Detailed Formative Assessments of Three Focus Children

During each placement

1) Identify three children who will become your focus for detailed assessment on this placement (discuss your choice of children with the host teacher)

2) Create a separate section in your Placement file or set up a separate assessment folder

3) Collect formative ‘evidence’ which will support your assessment when you complete the summative assessment forms (Assessment form B) at the end of your placement

4) There should be a range of ‘evidence’ including:(a) Informal observations – post it notes / jotted notes(b) Completed focused observations (Observation and Assessment Sheet

A)(c) Annotated examples of children’s work and your marking comments

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(d) Extracts from the comments on your daily evaluations which identify aspects of the learning of this child

(e) Photographs (if the photo shows children, you have permission from the school)

(f) Comments from the child / children(g) Comments from other adults

5) For each observation, you need to consider the child’s well-being and involvement, using the Leuven Scales below:

Leuven Scale of Well-Being

Level Well-Being Signals

1 Extremely Low

The child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn. The child may behave aggressively, hurting him/herself or others.

2 LowThe posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.

3 ModerateThe child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.

4 HighThe child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.

5 Extremely High

The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He /she is open and accessible to the environment. The child expresses self-confidence and self assurance.

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C) Summative Assessments of the Three Focus Children

1) During of the final week of the placement, collate all the formative assessments, in order to summatively assess the child’s current stage of progress using Assessment Form B.

2) Use your evidence and knowledge of the child to assess the child’s progress in the prime and specific areas of learning, and identify possible lines of development.

3) Consider what your observations demonstrate about the child’s overall well being and involvement.

4) Arrange a meeting with your host teacher/ Mentor to ‘moderate’ your summative assessments, where you can discuss the reasons behind your judgements in each area of learning

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EYFS Observation and Formative Assessment Sheet A

Child’s name: Age:

Adult Observer:

Area of Provision:

Date: Time/Duration:

Child Initiated / Adult-Initiated (circle appropriate)

Independent / with peer / in group / with adult support (circle appropriate)

Observation record (of what the child does and says - include information about the context)

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Evaluation of observation: What did you find out about the child/ren’s learning? How does this relate to the prime and specific areas?

Involvement and Well beingLeuven Scores: Extremely Low Low Moderate High Extremely High

Well-being 1 2 3 4 5Involvement 1 2 3 4 5

Characteristics of Effective Learning

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Creating and Thinking Critically – Thinking Active Learning – Motivation Playing and exploring – EngagementT1: Having their own ideas covers the critical area of creativity - generating new ideas andapproaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these.

M1: Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities.

E1: Finding out and exploring is concerned with the child’s open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out.

T2: Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought.

M2: Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience.

E2: Using what they know in their play describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking.

T3: Choosing ways to do things and finding new ways involves approaching goal-directedactivity in organised ways making choices and decisions about how to approach tasks,planning and monitoring what to do and being able to change strategies.

M3: Enjoying achieving what they set out to do refers to the reward of meeting one’s own goals, building on the intrinsic motivation which supports long-term success, rather than relying on the approval of others.

E3: Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a ‘can do’ orientation, being willing to take a risk in new experiences, and developing the view of failures as opportunities to learn.

Comments: Comments: Comments:

Possible lines of development (PLOD): What have you learnt about the child’s interests, needs and abilities that will inform the next steps of your planning?

EYFS Summative Assessment Sheet B

Child’s Name: Date:

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Date of Birth: Age (in years and months):

Summary Statement (drawing on information over time from observations of child initiated play and during adult focused activities, conversations with the child or other adults, and samples of work)

Creating and Thinking Critically – Thinking

Active Learning – Motivation

Playing and Exploring – Engagement

Involvement and Well beingLeuven Scores: Extremely Low Low Moderate High Extremely High

Well-being 1 2 3 4 5Involvement 1 2 3 4 5

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Current Stage of Development (complete for the areas which you have seen evidence of during your placement)Prime Areas of Learning and Development

Aspect Current Stage of Development(months band)

Specific Areas of Learning and Development

Aspect Current Stage of Development(months band)

Personal, Social andEmotional Development

Making relationships English Reading

Self-confidence and self-awareness

Writing

Managing feelings and behaviour

Mathematics Numbers

Physical Development Moving and handling Shape, space and measure

Health and self-care Understanding the World

People and communities

Communication and Language

Listening and attention The world

Understanding Technology

Speaking Expressive Arts and Design

Exploring and using media and materialsBeing imaginative

Possible Next Steps in Prime and Specific Areas of LearningIdentify possible next steps of the child in each of the relevant Prime and Specific Areas of Learning (relate to the Development Matters Age/Stage statements)

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EvaluationYou will evaluate each lesson identifying feed forward issues for both you and the children using forms 4,5 and 6.

Reflect upon strengths and areas for personal development at the end of each week using the BlueSky Journal function.

To add a journal entry

● click on the Journal tab on the left hand tab menu on BlueSky

● Select add a new entry

● Label and add your entry

● Journal reflections should identify the following: ● What went well this week and why?

● What did I find difficult this week and why?

● Identify and evaluate at least two examples of how your approach to teaching and learning has impacted on children’s learning this week.

● Next steps

● Share your entry with your link tutor and mentor

Reviewing your progress against the Teachers’ Standards

Mentor MeetingEach week you will meet with your mentor to discuss your progress. An agenda for this meeting follows:

● Ensure you have a device with you with BlueSky open. You also need your teaching file with you.

● Discuss generally how the week has gone

● Discuss what went well and what was a challenge. Ask the mentor for specific feedback on this.

● Evaluate your targets from the previous week. If you have met them, click objective met on BlueSky and your mentor can then validate the objective

● Discuss what you are going to teach the following week

● Arrange to observe some other colleagues and your mentor to learn from their good practice. Do you need to arrange to talk to any subject leaders?

● Discuss how you can participate in the wider life of the school.

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● Work with your mentor to review your progress against the teachers’ Standards on BlueSky. Where are your strengths? Where are your areas for development?

● Set 2 or 3 new professional objectives for the following week using BlueSky. The mentor can then approve them on their BlueSky.

● You need to record notes of the mentor meeting and file these in your teacher’s file.

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Reviewing your progress against the Teachers’ StandardsThis can be done using the “reviews” tab on the left hand tab menu on BlueSkyYou need to review your progress each week in the mentor meeting

To review your progress:1. Student to log on2. Click on the reviews tab3. Select Bespoke Teachers Standards Leeds Beckett4. Here you’ll see all the Teacher Standards. 5. Have a look at the Teachers’ Standards. These are the standards you must meet

in each placement. 6. Select Standard 1 and click on the circle with TS1 in it7. Click on the grading which you feel reflects your progress so far for each sub

standard.8. On the reviews page you’ll see the following tabs:9. Statement: Here is where you will record your progress against each sub-

standard. As you’ll see the scale is A - Working Towards, B -Requires Improvement, C - Good, D - Outstanding

10. Analysis: This section shows your progress against the standards11. Evidence: This is where you can upload and review evidence for your progress

against the Teacher Standards 12. Prompt: You will find here the descriptors for the levels A-D which will inform

discussion around levels of progress and achievement. 13. Professional Objectives: Here you can set Objectives linked to the Teaching

Standards. Objectives set here will be linked to the Teacher 14. CPL: ignore this.15. overview of your responses: this gives a bar chart which shows your

responses for all Teachers’ Standards

Uploading evidence towards the Teachers’ StandardsUsing the Blue Sky system will allow you to upload a wide range of evidence and that evidence will be critical for how we assess you ultimately to award QTS. Please upload 2-3 pieces per standard.

Subject to the limit on file size, you can upload any sort of evidence to Blue Sky, so we would encourage trainees to gather data of all types. The following is a suggestive but not exhaustive list:

Scans of pupil work, to show how pupils have made particular progress and/or to show feedback through your marking and assessment of work Sound recordings of question and answer sessions. Such exchanges often provide good evidence of formative feedback, questioning strategies and personalised and precision teaching. You will need to think about potential issues of confidentiality and the practical difficulty of how to identify individual children’s voices from within a group

To upload evidence:1. Student to log on2. Choose the evidence tab3. Click manage

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4. Choose a file to upload or5. Select link and paste the link to your chosen document. This could be a Onenote or

blog entry, uploaded video or audio file. 6. Add a label to show what the evidence is7. Click attach this evidence to other statement sets8. Attach your evidence to any other teachers’ standards

Lesson observationsEach week a member of staff needs to complete an observation of you. This could be an observation of child initiated learning, an adult focus or a whole class session. At least one of your observations needs to be of a maths sessionAt least one of your observations needs to be of phonics

How to complete a lesson observation

1. Mentor to log on to BlueSky2. Click on the home tab3. Select observations from the left hand tab list4. Select the correct form from the following:

a. Lesson Observation Form 2019-20 (for lessons which are not Maths or English)

b. Systematic Synthetic Phonics Phase One (Speaking and Listening: EYFS Placements only) Observation Feedback 2019-20

c. Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases 2-6) 2019-20

d. Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (Phases 2-6) Using Read, Write Inc 2019-20

e. Focused Observation for Mathematics 2019-20f. Guided Reading/ Whole Class Reading Observation Feedback Proforma

2019-205. Click create to start the lesson observation or PDF to download a blank PDF version.

Please note that all lesson observations must be completed online. The PDF can be used to make notes during the lesson if it is not possible to use a device to record.

6. Open the observation and complete. 7. At the end of the lesson observation click save and you can come back to it later. If you

are happy that it is entirely finished, click select to submit to the person observed and click save.

Setting Professional objectivesEach week, you need to set 2 professional objectives linked to the Teachers’ Standards. These will relate to the areas of development identified in your review. To set an objective:

1. Student to log on2. Select objectives from the left hand tab list3. Click create objective on the top right of the screen4. Fill in the following boxes:5. Objective Type: We expect this will always be a Professional Objective 6. Objective: write your objective here and link it to a Teaching Standard. Eg “TS8

develop relationship with colleagues”7. Date Objective Set -

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8. Date Objective will be met –usually this will be the next mentor meeting9. Performance Criteria: This is how you will know you have met the objective. An

example is “I have started to get to know my mentor/class teacher. We have met together for our mentor meeting and are discussing my progress on the placement regularly”.

10. Actions: This is what you as a student agree to do to help yourself meet the objective. Eg. “I will make time to talk to me mentor/class teacher each day”

11. Organisation Commitments: This is what the school or setting agree to do to help you meet the objective. Eg. “The mentor/class teacher will make time to discuss progress on the placement each day and will arrange a formal mentor meeting during the first week”.

12. Lesson Observation/Supporting Evidence: This is the evidence that you expect to provide to show that you have met the objective. Eg “New objectives set during mentor meeting. Notes from mentor meeting. Evidence in reflective journal”

13. Click next step14. Attach to the Teaching Standards by clicking to Bespoke Standards and selecting the

appropriate standards. 15. Click save

The mentor will then need to approve this objective on their log in to say that they agree with the objective set.

1. Mentor to log on2. Go to manage tab3. Click on dashboard where you will see objectives to be approved or validated4. Identify the objectives to approve from the dashboard5. Select approve objective6. Click on the word NO7. Scroll down to the bottom of the page and click YES8. Save

Once the objective is achieved, the student need to clarify that they have achieved the objective.

1. Student to log on2. Go to home tab3. Select the objective you want to say you have met4. In the actions box on the top right of the screen, click on complete my objective

record5. Select achieved from the drop down menu6. You can add an optional comment in the impact statement box7. Click save

The mentor needs to validate the objective to say they agree that it has been approved

1. Mentor to log on2. Go to manage tab3. Click on dashboard where you will see objectives to be approved or validated4. Identify the objectives to validate from the dashboard5. Select validate objective6. In actions at the top right of the screen click on validate objective

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7. Choose agree from the drop down menu8. Save

This is the end of the process for each objective and shows that the objective has been set, approved, met and validated.

English Focus Interview

An essential part of trainees’ development in this area is receiving specific formative feedback about their planning and teaching of systematic synthetic phonics. At some point towards the endo of the placement, the trainee should have the opportunity for an English focussed interview on BlueSky with their School Mentor or host teacher. This is seen as an important ‘tool’ to track trainees’ ability to teach reading with the emphasis on systematic synthetic phonics and spelling. Each trainee will be briefed about these requirements prior to their block placements. We want trainees to have a clear understanding of the role that systematic synthetic phonics (SSP) for word recognition plays in the teaching of early reading alongside the development of language comprehension, (as shown in the Simple View of Reading model – see annex of Rose, J. (2006) The Independent Review of Early Reading, p.75).

Available: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-0201-2006

To locate the English focussed interview on Blue Sky:1. Mentor to log onto BlueSky2. Click on the home tab3. Select observations from the tabs on the left4. Select English Focus Interview (KS1/KS2) / Communication and Language, and

Literacy Interview, (EYFS) 2019-20 from the list5. Click on create to start the interview

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Complete a mid-term review or end of placement review

Mid-term reviewAt the mid point of the placement the link tutor and mentor will complete the mid-term review together. The process for this is as follows:

1. Mentor and link tutor to observe 10 minutes of the student’s teaching2. Mentor and link tutor to discuss how the student is progressing on the placement.3. Mentor to log onto BlueSky 4. Select observations from the left hand tab list5. Choose Mid-Placement Review 2019-206. Click create7. Grade the student for each standard using the gradings 1- outstanding, 2-good, 3-

rewquires improvement, 4-fail. 8. Comment in each box about how the student is progressing against this standard.

Note their strengths and areas for development. 9. Comment on the student’s progress towards part 2 of the Teacher’s Standards10. Mentor to click save but not select to share with the person observed11. The link tutor will then receive notification.12. Link tutor to open the observation record and select manage notes link. Link tutor

validates the review by adding a comment agreeing with the mentor gradings. 13. The mentor will receive notification when this note has been added and can then

select share with the person observed to share with the student. This finalises the process

14. The Link tutor will upload the grades onto Inplace

End of placement reviewThis review is carried out by the mentor at the very end of the placement. The mentor completes the review and grades the student against the Teachers’ Standards. The link tutor will then look at the review on BlueSky and put the grades on Inplace.

How to complete an end of placement review on BlueSky

1. Mentor to log on to BlueSky2. Click on the home tab3. Select observations from the left hand tab list4. Choose End of Placement Review 2019-205. Click create6. Grade the student for each standard using the gradings 1- outstanding, 2-good,

3-rewquires improvement, 4-fail. 7. Comment in each box about how the student is progressing against this

standard. Note their strengths and areas for development. 8. Comment on the student’s progress towards part 2 of the Teacher’s Standards9. Mentor to click save but not select to share with the person observed10. The link tutor will then receive notification.11. Link tutor to open the observation record and select manage notes link. Link

tutor validates the review by adding a comment agreeing with the mentor gradings.

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12. The mentor will receive notification when this note has been added and can then select share with the person observed to share with the student. This finalises the process

13. The Link tutor will upload the grades onto Inplace

Support videosA number of short videos have been created to demonstrate how to perform all the functions on BlueSky outlined above. These can be found on the Youtube channel:Leeds Beckett Teacher TrainingThis channel is open and available to anyone.

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Summary of placement tasks

Weekly Daily

Teach appropriate percentage of teacher’s timetable.

Meet with your mentor for 1 hour to review progress and set objectives on BlueSky

Planning Daily

Form 1. Weekly overview Form 4. lesson plan for adult focus or whole class

Form 2. Phonics weekly plan Form 5. In the moment plan for child led approach

Form 3.Optional continuous provision plan Form 6. Phonics Phase 2+

Form 8 Ongoing Co-constructed play project

Form 7. Other adults plan

Evaluation

Weekly evaluation and reflection in the journal section of BlueSky.

Identify feed-forward issues for every session

Assessment

Complete focused observations (Assessment sheet B for your 3 children)

Formatively assess children during each session. Use assessment sheet A

Complete assessment sheet C for each of your 3 children at the end of the placement. This will include an assessment against the National Curriculum age related expectations.

Formatively assess children through marking work

Phonics

Complete all tasks in phonics booklet

If not teaching Phonics to own class arrange to observe and teach a series of phonics session to another class.

Observations

Arrange to be observed once a week. If not maths or English use:

● Lesson observation form

At least one observation in total must be of phonics or guided reading which includes word level work. Use the BlueSky forms:

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● SSP Phase 1

● Teaching SSP (phases 2-6)

● Teaching SSP (phases 2-6) Read Write Inc

● Guided Reading/Whole class Reading Observation Feedback

At least one maths observation using BlueSky form

● Focused observation Mathematics

General

Complete at least one maths assessment of the whole class using the school’s assessment grid and discuss with the class teacher.

The mentor needs to complete the Communication, Language and Literacy interview with you at the end of placement. Use BlueSky form

● English Focus Interview (KS1/KS2) / Communication and Language, and Literacy Interview, (EYFS)

The questions are in the Phonics booklet

Ensure the mentor is confident with using BlueSky and that the university have the mentor’s email address. The LB BlueSky guide will help with this.

Each week, with your mentor, review your progress against the standards in the BlueSky review area and set your professional objectives

Collect evidence towards the teachers’ standards and upload into review area of BlueSky

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Documents

· Web viewPGCE Primary (Early Years 3-7) Course Year / Phase . ITE Placement Dates. Key Stage. Placement Requirements . Aims of the ITE Placement The Trainee will: Learning Outcomes