TIMELINE/KEY DATES Part of placement w/b Outline of week Key Actions Intro Days 4th – 7th Sept Preliminary Days. Fact finding (see relevant checklist), set up files. Observing – teacher presence, authority, voice and behaviour management. Subject audits completed by 10th September – audits will be explained in sessions on 1st September. Breadth of Experience Review – update with KS3/0-3 info and attach signed evidence form, attach to eRPD. Part A 11th Sept – 28th Sept Observation of good practice. Establish self with class. Undertake elements required in Standard 3 Portfolio. Initially work with groups of pupils, question and identify pupils’ thoughts and ideas regarding what is being taught. Over this part move from observing and analysing pupils’ thoughts – to - working from a plan to develop a of pupils’ learning – to - developing own plans for groups (and evaluate plans in terms of pupil progress/ what the pupils learnt). Write a weekly reflection in the eRPD about the placement. Weekly mentor meeting with SBM and recorded on eRPD. Part B 2nd Oct – 27th Oct Continue to complete elements in Standard 3 Portfolio. Continue observation of good practice. Continue planning for groups/leading group(s). Teach whole lesson(s) using teacher’s plans – increase number of lesson taught as confidence increases. Weekly Mentor meeting upload to eRPD. Weekly reflection as directed in the following tasks, upload to eRPD. UBM/Link Tutor contact/visit to school to support and advise SBM, ensure trainee is ready to begin Part C.
23rd Oct – 27th Oct School Half term – Trainees undertake Directed Study Significant Incidents in Professional Development Assignment Standard 3 Portfolio Part C Teaching 30th Oct – 30th November Initially building up teaching sequences (2 or 3 lessons) of maths and English (or Mathematics/CAL/Literacy in EYFS). Observe P.E. (P.D. in EYFS) and within the session, teach a small group from the teacher’s planning. Building up to teach whole week (4 days) of maths or English (inc. reading, phonics, writing) within one week. Following week teach the ‘opposite’ subject. In weeks you are teaching a sequence you should plan and deliver guided group in whichever subject you are not leading. As Part C continues and your confidence increases you should plan and teach: Science/knowledge and understanding of the world lesson P.E./P.D. lesson Another subject Develop group formative records for English, maths and science. Plan for and obtain feedback from other adults in the classroom. With support, set targets for individuals and groups. Mark work from sessions you have taught (as appropriate). Weekly mentor meeting Weekly reflection as directed in the following tasks, upload to eRPD 2 x University Mentor/Link Meeting With School Mentor jointly observe trainee and assess trainee’s progress, discuss and target set with trainee. Mid-point Standards Review: week commencing 6th November – this is an informal assessment of where you are so far in your training. Final Standards Review for the Introductory Placement: week commencing 20th November (with SBM and UBM/Link Tutor).
Part D 4th Dec – 14th Dec Continue teaching sequences – increase when appropriate to your confidence and skill Continue teaching subjects - increase when appropriate to your confidence and skill 3-7 trainees: observation and group work with 0-3 year olds. 5-11 trainees: observation/group work with EYFS/KS1 including opportunity to observe phonics/work with groups To take a wider role in whole school including involvement in end of term / Christmas activities Weekly mentor meeting Weekly reflection as directed in the following tasks, upload to eRPD Progress Audits completed by 6th December Standard 3 portfolio review: 8th December Friday 15th December is the final BGU session of the year. Time in school 56 days
Total no. of days Introductory Phase 56 days ___________days Reasons for absence Please note that if absence, even for an unavoidable reason, means that progress and completion of elements and activities required in this placement are not completed then the trainee is likely to have to complete extra days or even re-do the placement. Please note that: the school should be notified as soon as possible of any absence the trainee should notify the university mentor know, via email Date(s) of absence No. of days Reason School mentor initials Uni. Mentor initials Signed _____________________________________________________ (Trainee) ___________________________________________________________ (School Mentor)
What strategies does the teacher employ in the classroom 4 Keep notes on how learning objectives and success criteria and how these are formed, shared and used with the children to support pupil progress. Talk to your school based mentor about how the objective is kept focused and specific and how it links to the activities the children undertake during the lesson. Consider how success criteria are used to assess pupil progress throughout the lesson (e.g. peer-assess, plenary, marking and feedback, etc) File notes in section VI. This will link to weekly reflection section for week beginning 25th Sept, reflect upon the tasks stated. 4 Discuss with the teacher the school’s approach to using NC/EYFS and other documents for planning English, Mathematics and Science. Talk to your school based mentor about long, medium and short term planning, in core subjects. Read medium term planning for core subjects and a non-core subject. Look at continuous provision planning / enhanced provision planning for teacher led and child initiated activities. File notes in section V. This will link to weekly reflection section for week beginning 25th Sept, reflect upon the tasks stated 8 Playground duty shadowing a teacher. If your school based mentor is not doing playground duty whilst you are in school, shadow another teacher each time they do a duty. Complete in Weekly mentor meeting to evidence this. 1 Study the displays you see around school and consider the learning areas in the classroom to support you in the development of your own display. Consider : Displays and areas of the indoor and outdoor classroom. What are the main areas e.g. continuous provision for EYFS, role play, book corners etc How do the displays support learning? Put ideas in section IV. Create one display during your three week block. 3 Familiarise yourself with key resources within the school for Mathematics, English, Science and Computing, appropriate to your age phase. Consider the following when planning: How do children access the resources? What space/resources are available, if appropriate for learning through play? How does the teacher organise the use of play spaces/resources? Resources should be evident on your planning
and obtain informal feedback. 4 Observe P.E. (or P.D.) and within the lesson, teach a small group from the teacher’s planning. Make brief notes about how effective the group work was Notes in section VI. 4 Team teach a Science lesson (Understanding the World), using teacher’s planning and plan for a group. Work with your partner or your teacher and jointly teach the lesson, work with a guided group for which you have a planned group session on the BGU format. Mark the work and set targets. Keep all planning in section V. 3, 4 Together plan and team teach a different subject or area of learning In EYFS demonstrate how continuous provision links to the topic or weekly theme. Select from humanities, music, art, design etc Research the content carefully to ensure you include specific knowledge, skills, and understanding in the lesson objective. Keep all planning in section V. 3 Familiarise yourself with progression in systematic synthetic phonics. Know the phase and strategies to teach effectively in your classroom. Look at progression across the phases. Consider how strategies change through the phases.
mirrors the indoor provision. 6 Develop group formative records for English, Mathematics and Science. Use School systems for recording this data over a unit or sequence of work. If applicable, look at the EYFS learning journeys and contribute to these. Put in Section VI. 8 Plan for and obtain feedback from other adults working in the classroom. Devise a method for obtaining feedback. This could be a planned discussion of a feedback sheet. Put your proforma and a completed example in section VII 4 Create session / lessons that challenge children and can be applied to a real life context. Put planning in section V and evaluate the impact on pupils 2 Consider how children learn and begin to use strategies that develop awe and wonder Look at the variety of approaches you have seen or used over a period of time. Consider their impact on children’s engagement and motivation. Put your in section IV. Part 2 Be willing to assume an appropriate degree of responsibility for role in the school Maintain teacher authority in all areas of the School. Be responsible for the class at the start and end of a lesson and at transition times. Standards Review W/C 20th November Fill in Standards Review on eRPD cross referencing evidence to school placement file Make sure mentor fills in Standards Review. Have file available so SBM can see cross referenced sections UBM/link tutor and SBM will fill in grades on eRPD