0-3/KS3 19th Sept – 7th Oct 0-3 or KS3 Experience – to be taken as 6 days over three weeks by arrangement with school. Undertake suggested activities in 0-3/KS3 booklets and obtain signature of school staff member. Diverse setting 10th Oct – 21st Oct Experience in a diverse setting (e.g. SEN/Special or EAL) – five days over two weeks by arrangement with school. Undertake suggested activities in Enrichment booklets and obtain signature of school staff member. Half term Study week Intro days 31st Oct & 7th Nov 4 Days in school: school/classroom orientation (see relevant checklist pp. 8-10), set up files Part A 14th Nov – 16th Dec 2 days/week in school Observation of good practice Establish self with class Continue to complete elements in Standard 3 Portfolio so all are completed by January 2017 Undertake activities required in this booklet. Initially work with groups of pupils, question and identify pupils’ thoughts and regarding what is being taught To take a role in whole school including involvement in end of term Christmas activities, where appropriate Meet with mentor to negotiate help to complete booklet tasks. Meet mentor fortnightly to record progress on eRPD. Write reflection in the eRPD. UBM will contact school to support and advise SBM.
Week No w/c Outline of week Summer Term: Record of attendance (tick days attended) Mon Tue Wed Thu Fri 19 16th Apr 12 days over 6 weeks – finding time to teach a sequence of four consecutive maths or English lessons. 20 23rd Apr 21 30th Apr 22 7th May 23 14th May 24 21st May HALF TERM: end of assessed placement 25 4th Jun Opportunity to observe/support learning in an adjacent Key Stage. Complete Leading Learning Activities 26 11th Jun 27 18th Jun 28 25th Jun Total no. of days Introductory Phase 56 days minimum ___________days
The ability to acquire and apply a wide range of generic and transferable intellectual, practical and professional skills appropriate to meeting the teachers’ standards. Introductory Placement Checklist Remember to always work professionally and collaboratively with school colleagues; this will also involve listening to, critically evaluating and then implementing any advice given In early weeks remember to take opportunities to observe lessons across the whole curriculum where possible, maintaining your focus on English, Maths, Phonics, Science and P.E. and observe ways in which class teachers establish themselves with the class In Part A you need to be working with small groups in English/CLL, Maths, Phonics, Science/Understanding the World and P.E./PD Preliminary 4 Days: 30th Oct – 10th Nov 2017 Standard Summary of activity Exemplification File Section, eRPD 8 Undertake a tour of the school. Complete induction by SLT: protocol e.g. dress code and responsibilities: e.g. First Aid, routines, punctuality, photocopying, resources, ICT, TAs, Admin staff. Introduce yourself to the Head Teacher, Lead Mentor and Mentor. Share DBS number. Give contact information to school based mentor(s) and complete school contact information. induction. DBS in section I Contact details in section II Mini CV completed Part 2 Safeguarding policy and know the procedures. Make sure you are familiar with Safeguarding policy and know the School’s procedures. Become familiar with the Acceptable Use of ICT Policy. Make notes from school policies and websites and place in section III. Complete the safeguarding information 8 Gain general background information about the School. Have access to and read key school policies: inc behaviour, homework, marking, equal opportunities, SEN, EAL, display, partnership with parents etc. Make notes and put in section III.
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 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? How does the teacher use resources during teaching sessions? How does the teacher organise the clearing away of resources at the end of the session/day? Resources needed and used should be evident on your planning. 3 Observe the teacher teaching phonics, guided reading, and handwriting practice in English, or in FS1 observe the teaching of phonological awareness. Investigate the handwriting policy and practise handwriting on the whiteboard Become familiar with the phonics scheme used in your school. Use phonics scheme evaluation sheet in Phonics Booklet (and file it in Phonics Booklet). Model appropriate handwriting whenever writing anything for children Make notes on each of the observed sessions, and keep in section IV 4 Plan and lead a session Plan the session recording appropriate questions, and ensure you bring the story to life. Put plan in section V 3 Observe then lead warm-up/ cool down in P.E. Observe a P.E. lesson and then lead the warm up and cool down from the teacher’s planning the following lesson. Weekly reflection should make reference to this.
4 Note Health and Safety issues in PE and Science and how these are addressed. Observe P.E. routines e.g. changing, routes to hall or field, jewellery, behaviour for learning, use of apparatus. Observe routines and safety considerations in Science. Observe routines, safety measures and risk assessments for Outdoor play within the EYFS if appropriate. Keep notes in section III 6 In English, Mathematics, Science lessons note teacher’s use of questioning and dialogue. Gather information on how the teacher questions the children and how this informs the lesson. Observe children when involved in independent tasks or structured play. Observe science and maths , make notes on the subject specific dialogue, and dialogic strategies In mentor meeting and weekly reflection reflect upon the tasks stated. 5 Talk to the teacher about pupil groupings and how children are organised in different lessons. Talk to the teacher about how the children are given targets to make sure they make progress, in each grouping. Professional discussion with SBM. 4 Work with a group of children in English and Mathematics from the teacher’s planning. Mark the children’s work the School’s Marking Policy. Talk to the teacher about the session, and how the books are to be marked and the expectations of setting children targets for future learning. Evidenced in the mentor meeting. Plan and a small group in maths and English, creating your own plan. Using an appropriate planning format, plan a small group session linked to the main lesson objective. Include key questions, resources and vocabulary. Put in section V Teach a starter for a maths and English lesson. From your teacher’s planning, deliver the starter to the whole class in maths and English. 5 With the help of your mentor select three profile pupils. Study their prior work, make notes on their personal, social and learning needs, to enable you to pitch work appropriately for attainment in your class Keep this in section VI. 5 Consider how the teacher differentiates Keep relevant reflections for your professional development. Professional discussion with SBM. This will link to weekly reflection reflect upon progress.
the learning in each lesson. 8 Attend staff meetings / inset/shadow teacher at parents evenings/ out of school hours clubs Take all opportunities to learn about the wider role of the teacher. Keep notes and evidence that you have taken on wider professional responsibilities. 4 Begin to take responsibility for whole class activities e.g. leading the children in from playground, taking the register, meeting and greeting, reading a story. Demonstrate a confident presence in leading whole class activities. When you are ready, move to joint planning and teaching of English and maths to the whole class on the days you are in school. Planning in section V.
PARTS C & D: 19th Feb – 25th May Standard Summary of activity Exemplification File section/eRPD 3, 4 Plan and teach 2 consecutive maths lessons and 2 consecutive English (or C&L) lessons and obtain informal feedback. Use the learning objectives provided by the mentor to base your full lesson plans on Keep all planning in section V. 4 Observe P.E. (or P.D.) and within the lesson, a small group from the teacher’s planning. 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 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, 4 Plan and a PE or PD lesson, and obtain informal feedback Seek advice with planning as required, but write your own plan Planning in section V. 3, 4 Plan and teach a science or UW lesson, and obtain informal feedback 3, 4 Plan and teach a different subject and obtain informal feedback If in EYFS demonstrate how outdoor provision 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 be a planned discussion of a feedback sheet. Put your proforma and a completed example in section VI. 1 Consider how children and begin to develop strategies that inspire ‘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 notes/ideas in section IV. Standards Review 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 and SBM will add grades to eRPD.
Part E: 4th June - 29th June Standard Summary of activity Exemplification File/eRPD 3-7 trainees: at least ONE day observing in KS2 7-11 trainees: at ONE day observing in KS1, including an opportunity to observe and work with a group in phonics Make on what you have observed e.g consider specific pupils, the curriculum content, behaviour management strategies, organisation etc. Add to Breadth of Experience Review on eRPD. Consider the understanding you need of where children have progressed from or to. 2, 3 Take opportunities to contribute to teaching and learning in the ‘expressive arts’ aspects of the curriculum – music, art, design, dance Support class or school end of year activities and events (themed learning, trips, performances/productions/sports etc). If possible, contribute to planning for these activities. 3 Understand how learning is led in one area of the curriculum. Undertake suggested activities in leading Learning booklet.