Partnership This is a university-based tutor who works with a cluster of schools, supporting and developing the partnership between the schools and Manchester Met. University. The Partnership Tutor is the point of contact for Professional Mentors concerning partnership activities, issues, beyond an individual student and their placement. List of Key Dates
BA Year 1 Placement Overview School-based Training Placement : 9th January- 25th May 2018 In BA Year 1 the emphasis will be on developing your knowledge and understanding of the setting and its environment, of your professional duties as a trainee teacher and of the planning-teaching-assessment cycle. This process will contribute to you becoming a 'reflective practitioner', that is, a teacher who is not only able to 'do' the job of teaching, but can explain and discuss 'why' they are doing it. Overview Focus and expectations of this placement: Your focus Expectations. Understanding Learners Understanding educational institutions Understanding the role of the teacher Observing learning and learners Teach groups of children Teach and plan for whole classes Understanding the learning within an Early Years setting Understanding the learning and pedagogy when teaching PE/ Physical Development By the end of the placement, you will have: developed an understanding of the range and diversity of educational institutions; developed an understanding of the of adults and children in a setting; involved yourself in the life of the setting; contributed to the educational experience of a of children; taught and planned for whole classes across the curriculum planned; taught and to assess an activity during the Early Years focus week; planned and taught PE/ Physical Development. Quick guide to the different phases of the placement (more detailed guidance on pages 12 -16 Placement Days (10): Use ‘Guidance Allocation of Teaching Timetable’ (page 12) to plan your teaching and tasks. Observe in all age phases for half a day EYFS, KS1, KS2 during Placement Days 1-3. Complete activities as required in the overview of student requirements including a developing Contextual Analysis, should comment on the setting’s approach to the teaching of systematic synthetic phonics Liaise with Class Mentor to discuss placement expectations and suggested timetables, including arrangements for the ‘Focus Time’. Identify for development, which will go towards your initial action plan and be finalised at the end of your first week of block placement, including any areas of subject knowledge that should be an area of focus. Prepare and send documents to your University Visiting tutor.
w/c 16/4/18 Adapt teacher’s plans using the university’s planning proforma/ Man Met Planning for EYFS Group Activity planner. Observe a PE lesson in base class. Use the PE Observation proforma (or physical activity in EYFS) on the website. Read key school policies. Establish timetable for following week’s teaching. Complete contextual analysis in preparation for Weekly Review and Reflections Meeting. Week 2 w/c 23/4/18 Teach 30% of timetable (equivalent to 1.5 days) whole class in KS1/2 or focus group work in EYFS. This will be from the teacher’s plans. One lesson must be phonics. teacher’s plans using the university’s planning proforma/ Man Met ‘Planning for EYFS Group Activity’ planner. Address targets from Week 1 RoLO. Week 3 w/c 30/4/18 Teach 40% of timetable (equivalent to 2 days) whole class in KS1/2 or focus group work in EYFS. One lesson must be phonics. Plan collaboratively with your Class Mentor. Use the university’s planning proforma/ Man Met ‘Planning for EYFS Group Activity’ planner. Find out more about how your Class Mentor assesses children’s learning. Week 4 w/c 7/5/18 Teach 50% of timetable (equivalent to 2.5 days) whole class in KS1/2 or focus group work and plan for one area of continuous provision in EYFS using the Man Met weekly ‘Planning for EYFS continuous provision’ planner. Plan collaboratively with your Mentor, using the university’s planning proformas. Work on Interim targets. Either this week or Week 5: Carry out the Lesson Study activity. See Appendix 7 for guidance. School/Setting-based Tutorial 2: Discuss Lesson Study activity and amendments to SBT action plan based on interim targets with Class Mentor/Professional Mentor. Week 5 w/c 14/5/18 Teach 50% of timetable (equivalent to 2.5 days) whole class in KS1/2 or focus group work and begin to plan for some areas of continuous provision in EYFS using the Man Met weekly ‘Planning for EYFS continuous provision’ planner.
How does the adult hook the children into the activity? How does the adult continue to engage the children? How does the adult use questioning to gage children’s engagement and understanding? Observe the children in response to the adult. Are the children listening and concentrating? How can you tell? Are they willing to join in and have a go? Development Does the adult continue to use questioning? How does the adult support the children to develop their ideas? Are the children concentrating? If so, observe how you can tell. Are the children persevering? Observe whether the children are developing their own ideas and if so what this looks like. Conclusion Consider whether the adult or children conclude the activity? What does this conclusion look like? Have the children persevered with the activity throughout? Consider how you can judge this. Evaluation of the Session
Appendix 7: Lesson Study Activity Observation Proforma During your second part of the block placement we would like you to develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer. you are placed as a pod of 3 you will need to coordinate these observations so that each of you has the chance to act in each of the roles. This will be a rolling programmes over 3 lessons. Where you are placed on your own in a school we would like you to take on these roles in an adapted form. You will still be having your weekly lesson observations from your mentor, which in essence is the teacher role. In addition to this, talk to your school mentor/class teacher about taking part in a lesson in the role of the supporting adult and observing a lesson and taking on the role of an observer. Reflect on this process during tutorial 2 in Week 4 (or Week 5 if more appropriate). Please use the proforma below to support the process. Role Date Year Curriculum area Teacher Teaching Assistant support role Observer Standards Use this chart of questions to consider which standards are being met S3c- Is a good standard of spoken and written English used? S8b- How have effective relationships with colleagues been developed? Is advice sought and acted upon? S2b- How is children’s prior knowledge and understanding considered? S2d- In what way does the planning demonstrate understanding of how children learn? Is there awareness of impact on children’s learning? S 3a -How are the children engaged in learning? How are misconceptions addressed when they Is secure subject knowledge checked? S4a-Is the pace of the session appropriate to the needs of the children? Is the use of session time maximised? S5a- In what ways is the lesson differentiated? S5c- Are barriers to learning considered? Is teaching appropriate for children at different stages of development? S6d- What use is made of oral feedback including praise and questions? Is work marked systematically and in line with school policy? S1a-How does the adult command the respect of the children? Is the atmosphere in the classroom purposeful and positive? S1c- How are positive attitudes, values and expected behaviours modelled to the children? S7b- Are there high expectations of behaviour and a range of behaviour management strategies used? S7d- How are effective relationships with children maintained? Do the children respond positively?