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University of Chichester
BA (Hons) Primary Teaching with Specialisms
School Experience
Requirements and
Expectations Year 1
Autumn Term
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Contents
Introduction• School Experience Contact Numbers• DBS Check / TRN Numbers / Teacher Support / Comments and
Suggestions• Attendance and Absence Information for Students• School Experience Checklist for Student Teachers
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School Experience in Year 1 Autumn Term• School Experience Requirements• School Experience Organisation• Mentor and Class Teacher Role• Link Tutor Role• Aims and Learning Outcomes from Year 1 School Experience
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Weekly Overview• PV Days and ESE 1• ESE 2• ESE 3• ESE 4
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School-Based Learning Tasks• Year 1 School Based Task 2014
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This Year 1 SERE (Autumn Term) is to be read in conjunction with the Generic School Experience Handbook. Both of these documents can be downloaded from our website: http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience or the School Experience Moodle page.
The information given in this handbook is intended as a guide only. It should not be regarded as a definitive document nor should it be deemed to form a contract or the terms of a contract between the University, school and student teacher.
School Experience Contact Numbers1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff1 Academic Staff
Co-ordinator for School ExperienceCo-ordinator for School Experience Wayne StallardWayne Stallard Tel. 01243 812040E-mail [email protected]
Head of School Partnership Head of School Partnership Jane EvansJane Evans Tel. 01243 812025E-mail [email protected]
Director of EducationDirector of Education Dr. Jon SpenceDr. Jon Spence Tel. 01243 812034E-mail [email protected]
Programme Co-ordinator for BA PTSProgramme Co-ordinator for BA PTS Dr. Carole BignellDr. Carole Bignell Tel. 01243 812088E-mail [email protected]
Year 1 Co-ordinator for BA PTSYear 1 Co-ordinator for BA PTS Carol HughesCarol Hughes Tel. 01243 812098E-mail [email protected]
2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staff2 Administrative Staffa) School Experience
Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR
Glyn Saunders (am)Glyn Saunders (am) Tel. 01243 812172E-mail [email protected] Tel. 01243 812172E-mail [email protected]
a) School Experience Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR
Louise Mahoney(Mondays,
Wednesdays and Thursdays am)
Louise Mahoney(Mondays,
Wednesdays and Thursdays am)
Tel. 01243 812182E-mail: [email protected]. 01243 812182E-mail: [email protected]
a) School Experience Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR
Nancy Egleton (pm)Nancy Egleton (pm) Tel. 01243 812173E-mail [email protected]. 01243 812173E-mail [email protected]
a) School Experience Administrators Arran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR
Vicky BowmanVicky Bowman Tel. 01243 812174E-mail: [email protected]. 01243 812174E-mail: [email protected]
a) BA [PTS] Programme Administrator F2 St Michael’s HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGISWest SussexPO21 1HR
Debbie HallDebbie HallTel. 01243 812065Fax: 01243 812127E-mail [email protected]
Tel. 01243 812065Fax: 01243 812127E-mail [email protected]
3 School Partnership Office Fax: 01243 812153 Bognor Regis campusFax: 01243 812153
Bognor Regis campus E-mail [email protected] E-mail [email protected]
Section 1
Introduction
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DBS check – please read the following extract from The Partnership AgreementIt is the responsibility of the student to inform the Deputy Vice-Chancellor if there is any change in their criminal record (for instance additional convictions / reprimands / warnings / pending convictions) during the programme of study. In addition, Initial Teacher Education students must immediately inform the Programme Co-ordinator of any such changes.
Teacher Reference Number (TRN)Student teachers should be aware that the University will share Teacher Reference Numbers with their SE schools. Professional bodies (including Schools, the National College for Teaching and Learning, OfSTED, Teacher Training Institutions) can use this information to gain information about the individual’s eligibility to teach (whether they have QTS, have completed their induction, been barred from the profession etc.). This information is made available by the Department for Education through a secure website and is not available to the general public.
As well as the “Troubleshooting” and “Guidance for student teachers in Difficulty” sections included in this handbook, there is also the following:
Teacher Support Line is a free information, support and counselling service which is open 24 hours for teachers and student teachers and is totally confidential.
08000 562 561 " www.teachersupport.info
Any advice or suggestions for improving this guide will be welcomed. All comments and enquiries should be sent to:
Wayne StallardCo-ordinator for School PartnershipArran HouseUniversity of ChichesterBognor Regis CampusUpper Bognor RoadBOGNOR REGIS West SussexPO21 1HR
Further copies of this document may be accessed via the School Partnership Office website at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience/key-documents-ba-hons.
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Attendance and Absence information for studentsStudent teachers are expected to attend school throughout the day whether or not specific lessons are being taken. If the need for temporary absence arises during the day, then the head teacher or another appropriate member of staff (i.e. your mentor) MUST be consulted and their permission obtained.
Procedures to follow if absentIf you cannot attend school on a particular day, for example because of illness, you should follow these procedures:
• Inform the school by 8am at the latest by telephone and, where possible, by e-mail (marked URGENT).
• Inform other student teachers involved in your planning that you will be absent.
• If your link tutor is due to visit e-mail her/him AND telephone the School Partnership Office on 01243 812174 before 8am.
• Notify the Programme Administrator of your absence, by telephoning 01243 812065 or by e-mailing [email protected] and complete a school absence form (available at http://www.chi.ac.uk/department-education/school-partnership-
office/primary-school-experience and on Moodle). You also need to notify the Programme Administrator when you return to school; you will be recorded as absent until you have ‘signed-on’ again.
Returning after illnessYou must use your own professional judgement over length of absence from school. It is important that you should not stay away from school for too long after a ‘trivial’ illness. On the other hand it is senseless to return prematurely, exposing pupils and staff to the possibility of infection and delaying your own recovery. You should not return to school until you are fit to do so and, if in doubt, should consult your link tutor and/or Programme Co-ordinator for guidance. A medical certificate must be sent to the Programme Co-ordinator if one absence is for more than five days.
Prolonged absence from school – Deferred assessmentOne of the requirements of successfully completing your course is the satisfactory completion of the prescribed period(s) of school experience (SE). In cases of substantial absence from
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school which is supported by medical evidence, assessment will be deferred and student teachers will be required to undertake a further period of time in school to compensate for the lost days. If it is not possible to complete the deferred SE before the end of the academic year, student teachers will be deemed to have failed the SE which will be presented to the Board of Examiners.
Top-up daysAll absences must be made up. Final assessment may be deferred until these days have been completed. A running total of number of days of absence should be kept on the Weekly Mentor Meeting Logs. All absences must be made up in the Year 1 Top-up week.
School Experience Checklist for Student teachers:At the start of your SE please print the Checklist (on pg.5 and 6), and put in the front of your Teaching File(s). Ensure you complete each point (tick when complete).
• Make a list of names of staff and areas of responsibility
• Read the School Prospectus & relevant curriculum policies:• Assessment & Marking• Planning• Inclusion/SEN/G&T
• Make yourself known to Head Teacher, Administrative staff & Site Manager
• Discuss children in class with the class teacher
• Obtain / make lists of names of the class/groups
• Identify any children with specific learning needs (e.g. special educational needs) and ensure that you have access to any relevant IEPs, etc.
• Ensure you are familiar with the school’s procedures for assessment
• Ensure you are familiar with the school’s classroom rules / expectations
• Clarify your expected time of arrival and departure each day
• Obtain information about School community links
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• Legal requirements: please read and note the implications for you as a student teacher regarding the school’s policies on the following:• Race equality and racial harassment – location of racist
incidents log• Equal opportunities• Bullying• Appropriate restraining of pupils• Behaviour management• Health & Safety
• Safety issues (work/play areas, equipment, PE apparatus)
• Emergency procedures for fire, illness, accidents – location of first aid box & accident book, name of first aider, location of accident book
• Procedures for field trips and outings• Be aware of the school’s e-safety or internet safety
policy and sign if requested to do so.• Child protection: Ensure that you are aware who the
Child Protection Officer is.
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School Experience RequirementsStudents will be placed in a group in school where they will undertake a 4-week placement for 3 days per week during the autumn term. This is the first formal period of school experience.
Whilst in school the student is expected to both conduct and present him/herself professionally, and it is essential for both school staff and pupils to perceive the student as fulfilling a professional role.
Students are expected to arrive 1 hour before and leave 1 hour after the beginning and end of the school day to allow sufficient time to prepare and organise for a school day. As such, the student may need to make adjustments to any part-time work to ensure that (s)he is able to meet these SE requirements. School protocols and policies must be observed and adhered to and where unsure advice sought. N.B. Please refer to the Year 1 Summer School Experience Requirements
and Expectations (SERE) handbook pages 8 and 9 for the comprehensive list of requirements.
School Experience OrganisationA partnership school will normally accommodate a group of students and identify a named person to act as a senior mentor to answer queries and facilitate the completion of school-based tasks. To form relationships with the pupils you will most likely be placed in pairs in a ‘home-class’; however you may work in a range of classes to complete the tasks. The tasks will be, for example; identify provision for SEN pupils; observe behaviour management strategies; complete a profile of an individual child. You will also undertake some small group teaching overseen by your link tutor and one teaching session which will be peer assessed.
Where possible, your Professional Studies (PS) tutor will liaise with the senior mentor to organise how tasks can be completed. The tutor will also work with you in situ with regard to organising files, planning, evaluations and assessments. The tutor will visit the school during week 2 or 3 to meet with all students and observe a teaching session.
Section 2
School Experience Year 1 Autumn Term
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Mentor and Class Teacher RoleMentors are asked to complete an attendance register and, alongside a class teacher, be responsible for offering regular support, the opportunity to observe and discuss their own practice and for providing feedback and advice. Mentors should note that this is not an assessed practice, and the mentor/class teacher is not required to complete weekly mentor meetings logs or a final assessment review.
Link Tutor RoleThe student’s link tutor will be a Professional Studies (PS) tutor where possible and will support with both PS and the ESE & study skills sessions. The tutor will informally assess student progress in school as well as the student’s ability to translate the content of the PS modules into practice (as identified through observations of the student teaching). The tutor’s role is also to monitor the quality of support within schools and liaise with the mentor to ensure tasks are completed.
Please refer to Learning Journeys (Year 1 Summer Term SERE pages 12-14) for learning outcomes from school experience.
Aims and Learning Outcomes for Year 1 School ExperienceThis school experience is designed to enable student teachers to:
• Develop the knowledge, understanding and skills necessary to become an effective primary teacher.
• Build upon the student teacher’s prior teaching experiences and skills and support them within the partnership of school-based and university-based training and support.
• Develop the student teacher’s knowledge and understanding of primary schooling and learning.
• Assess the student teachers’ potential and ability in the long term to become a teacher and in the short term to achieve a pass in this module and progress to the next school experience and the other parts of the programme.
On completion of the school based learning and training tasks, this module and the Professional Studies 1 and 2 module student teachers will:
• Know the structure and requirements of the National Curriculum/EYFS and begin to use this knowledge to identify and articulate pupil learning outcomes and assessment criteria.
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• Demonstrate satisfactory or better subject knowledge and teaching competence in the core subjects and PE.
• Reflect upon and understand principles of teacher professionalism and how they relate to children’s experiences in the classroom and the Teachers’ Standards.
• Understand the relationship between planning, teaching, task design, and differentiation and how this enables student teachers to meet the needs of all learners and maintain a learning-focussed classroom.
• Identify and apply the principles of effective teaching and learning as evidenced in their planning, including shaping learning objectives, differentiation and task design.
• Begin to plan, teach, evaluate and assess lessons with the support of the Mentor and paired placement student partner.
• Observe the use of different behaviour management strategies and begin to develop own strategies for promoting a learning-focussed classroom environment.
• Demonstrate how assessment for learning and self-evaluation informs next steps for both child and student.
• With support, evaluate own teaching to identify areas for personal and professional development and respond
appropriately to advice given by Mentors, tutors and other professionals.
In terms of transferable skills student teachers are expected to:
• Organise an effective work pattern so as to be able to work to and meet deadlines.
• Work effectively as part of a team, incorporating and effectively planning for and deploying other adults.
• Communicate effectively in written and spoken English.
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The next section specifies the school-based learning tasks to complete each week and the content of Study Skill and ESE support sessions. Please sign tasks off as they are completed.
PV Days and ESE1
Section 3
Weekly Overview and School-based Learning Tasks
PV day 5 Nov and ESE 1 w/b 10 NovemberTeachers’ Standards (2012) most particularly: S3, S5, S8
Task completed
TeachingFor the PV day and during your first week you will be observing the teacher and children in your class base and completing some tasks for your file. You should ensure that you teach a group session in a core subject this week.File and preparation• Complete the checklist• Select profile child• Get your attendance record signed off by your mentor• Keep a copy of notes on lessons/strategies you have observed (see
below) in your SE file
SET UP A SCHOOL EXPERIENCE FILE TO ORGANISE YOUR INFORMATION AND TASKSAgree with your partner and select a profile child – consider diversity, in terms of gender, class, race etc… amongst your group. Profile the attainment and needs of your child. Ask the class teacher for the relevant information e.g. summative and formative assessment results, reading ages… Check with the class teacher and comply to rules regarding confidentiality and anonymity. Training• With your mentor/class teacher, agree draft timetable for week 1• Make observations across the school to develop your understanding of
the curriculum and approaches to teaching it. Note how the curriculum is organised e.g. topic based approach, discrete subjects, streaming across year groups, mixed ability grouping etc... Please also note how early reading and phonics is taught as this is an essential component of teaching.
• Find out how the school plans lessons and collect examples of short, medium and long term planning.
• Negotiate a mathematics lesson to observe. Ask the class teacher if you could discuss aspects of planning and assessment with them. Keep a record of observations on observation form – see Good Practice Guide for Students.
Professional Studies ESE Support and ReviewThis session will focus on developing further your knowledge of the curriculum. Please bring your observation notes from task 2 and task 3 (curriculum and planning docs) and be prepared to contribute to the discussion.
The assignment expectations will also be clarified for your PS2 assignment (submission date 18.12.14)
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ESE2 ESE 2 w/b 17 November
Teachers’ Standards (2012) most particularly: S5, S7, S8.Task completed
TeachingThis week you will be observing the teacher and children in your class base and teaching small groups as well as completing some tasks for your file. You should ensure that you also teach a group session in a core subject this week:• Plan for and teach a small group session in a core subject. You may
teach in a pair or three, however roles must be equally shared and full involvement within the planning and assessment stage
File and preparation• Complete the school-based mathematics task at the end of this
document.• Keep a copy of notes on lessons/strategies you have observed (see
below) in your SE file.• Keep a copy of profile child’s work (see below).Training• With your mentor/class teacher, agree draft timetable for week 2• Observe a lesson in mathematics. Reflect on how this lesson was
planned focusing on the learning objectives (LOs) and success criteria. Keep a record of observations on observation form – see Good Practice Guide for Students.
• Observe and note down the different assessment strategies that take place. Then, photocopy a piece of work for your profile child and note the learning objective/success criteria. Bring this piece of work to your Thursday PS lecture.
Possible LT visit to observe lesson and discuss ESE and provide formal feedback on the observed lesson and your lesson plan:• Negotiate a session to teach in a core subject with a mentor/class
teacher which will be tutor assessed. • Ask if you could discuss your planning and assessment with them
prior to teaching.Professional Studies ESE Support and ReviewPart of the session will unpick how teachers connect learning objectives to success criteria and how assessment can be effectively used. Please make sure you bring examples of work for marking in the PS sessions.
ESE3 ESE 3 w/b 24 November
Teachers’ Standards (2012) most particularly: S4, S6, S8Task completed
TeachingThis week you will be observing the teacher and children in your class base and teaching small groups as well as completing some tasks for your file. You should ensure that you also teach a group session in a core subject this week:• Plan for and teach a small group session in a core subject. You may
teach in a pair or three; however roles must be equally shared and full involvement within the planning and assessment stage.
File and preparation• Keep a copy of notes on lessons/strategies you have observed (see
below) in your SE file.• Arrange a time to meet with the SENCo for next week and, as a
group, devise a set of questions for this interview.• Keep a copy of profile child’s work (see below).Training 1.Observe how your profile child interacts with other children in the
classroom and beyond. 2.Observe and note down the different assessment strategies that take
place. Then, photocopy a piece of work for your profile child and note the learning objective/success criteria.
3.Observe approaches to behaviour management throughout the school. Please obtain a copy of the school’s Behaviour Policy.
Possible LT visit to observe lesson and discuss ESE and provide formal feedback on the observed lesson and your lesson plan:• Negotiate a session to teach in a core subject with a mentor/class
teacher which will be tutor assessed. • Ask if you could discuss your planning and assessment with them
prior to teaching.
Professional Studies ESE Support and ReviewThis session will firstly focus on the observations you have made regarding behaviour strategies and links to be made with the PS2 focus of managing behaviour effectively.
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ESE 4 ESE 4 w/b 1 December
Teachers’ Standards (2012) most particularly: S2, S4, S5, S7.Task completed
TeachingThis week you will be observing the teacher and children in your class base and teaching small groups as well as completing some tasks for your file. You should ensure that you also teach a group session in a core subject this week:• Teach a small group session in a core subject that will be peer
assessed using the university pro-forma.File and preparation• Keep a copy of notes on lessons/strategies you have observed (see
below) in your SE file.• Complete your child profile. Consider:
• Diversity, including class, gender, ethnicity, SEN• The core values of access, participation and achievement for all
and how this is achieved.• Discuss your profile with your class teacher/mentor. Training• Observe and discuss the range of roles adults have within and
outside schools? TA, parents, outside agencies etc… Consider the impact of these roles on a child’s learning.
• Talk with SENCo re. provision for SEN children within the school. Find out about: • Whether there are specific programmes running to support SEN
children• How the school works with outside agencies• How the school deploys LSAs/TAs etc.
Professional Studies ESE Support and ReviewYour peer-assessed lesson will be discussed (please bring your feedback sheet) with an opportunity to address any issues relating to this ESE and its requirements.
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The school-based learning tasks are planned carefully to extend the student teacher’s learning by giving them opportunities to explore key features of planning, resourcing, teaching and assessment in their school setting and to discuss these with expert practitioners in school. Student teachers should plan, with their mentor and class teacher, a timetable for completing and submitting their tasks at the start of the placement. The timetable should include planned time for discussion of the tasks following completion as it is this professional dialogue that will help to develop student teachers to develop their skills and understanding.
Tutors will be happy to offer advice to student teachers and mentors about tasks. Student teachers should contact their seminar tutor. ALL school-based learning tasks should be completed before the end of the placement and must be completed satisfactorily in order to pass the placement.
Year 1 School Based Task 2014Linked to S3 and underpinning the module & assignmentThis task will be set prior to your autumn school experience and will help to prepare you for the spring mathematics module and your assignment.This task will be set prior to your autumn school experience and will help to prepare you for the spring mathematics module and your assignment.The aims of, and other general information given in the National Curriculum 2014 (as well as statements in the Early Years Foundation Stage Curriculum) suggest that children of all ages should have opportunities to:
• Solve problems• Reason mathematically• Hear and use mathematical language
It is therefore your responsibility as a teacher to promote these as features of your mathematics teaching and to incorporate them in the activities you provide for children to engage with. This task will give you the opportunity to observe mathematics teaching to identify and reflect on the above features. It can be undertaken with children of any age during the autumn block and you should discuss your observations with your mentor, class teacher, or professional studies tutor. Hopefully you will also have the opportunity to engage in some maths planning and teaching of your own.
The aims of, and other general information given in the National Curriculum 2014 (as well as statements in the Early Years Foundation Stage Curriculum) suggest that children of all ages should have opportunities to:
• Solve problems• Reason mathematically• Hear and use mathematical language
It is therefore your responsibility as a teacher to promote these as features of your mathematics teaching and to incorporate them in the activities you provide for children to engage with. This task will give you the opportunity to observe mathematics teaching to identify and reflect on the above features. It can be undertaken with children of any age during the autumn block and you should discuss your observations with your mentor, class teacher, or professional studies tutor. Hopefully you will also have the opportunity to engage in some maths planning and teaching of your own.
Arrange at least one observation of a maths lesson identifying the intended learning and describing how the teacher promotes one or more of the features of mathematics teaching bullet-pointed above.
Arrange at least one observation of a maths lesson identifying the intended learning and describing how the teacher promotes one or more of the features of mathematics teaching bullet-pointed above.
Mentor/ Teacher/ Tutor:
Continued on page 13
Section 4
School-Based Learning Tasks
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Now describe the activities undertaken by the children, reflecting upon their opportunities to solve problems, reason mathematically and/or use mathematical language for themselves.
Now describe the activities undertaken by the children, reflecting upon their opportunities to solve problems, reason mathematically and/or use mathematical language for themselves.
Mentor/ Teacher/ Tutor:
Plan a mathematics lesson or activity of your own, actively incorporating one or more of the bullet-pointed features. Summarise it below.Plan a mathematics lesson or activity of your own, actively incorporating one or more of the bullet-pointed features. Summarise it below.
Mentor/ Teacher/ Tutor:
Evaluate your lesson or activity carefully – if you taught it again how might you enhance the children’s opportunities to solve problems, reason mathematically or use mathematical language for themselves?
Evaluate your lesson or activity carefully – if you taught it again how might you enhance the children’s opportunities to solve problems, reason mathematically or use mathematical language for themselves?
Mentor/ Teacher/ Tutor:
