Contents · Web view1 BEd (Primary) Programme Year 3 School Experience 2020 - 2021 Notes of Guidance for Student Teachers & School and University Mentors, Class Teachers Plymouth

[email protected]:

Tel: 01752 585324

Plymouth PL4 8AA Drake Circus

Levinsky Building Room 109, Roland ITE Placements and Partnership Team

Plymouth University, Institute of Education

Teachers

, Class School and University Mentors &

Notes of Guidance for Student Teachers

2020 - 2021 Year 3 School Experience BEd (Primary) Programme

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Contents

Each set of Notes of Guidance for the Primary Programmes School Experience Placements have many common aspects, and some specific, distinctive phase related features. They are all organised in the same format. Any additional documentation, including proformas, is available to download from the POPPI website https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placementsand-workbased-learning/poppi . Student teachers may also access this through Moodle. The documentation developed by the Primary Partnership to support school experience placements is referred to in its entirety as the Primary Partnership Portfolio.

SECTION 1

1. Our vision for Primary ITE 2. Terminology and Abbreviations3. Introduction 4. Data Protection 5. Safeguarding and Ethics understanding, and student welfare 6. Leave of absence during School Experience Placements

i. Illness during School Experience Placements ii. Absence as a result of accidental injury or hospitalisation iii. Requesting leave of absence

7. Supervision during school experience placements

SECTION 2

1. Placement calendar 2. Quality Assurance record 3. Safeguarding and Ethical Understanding proforma 4. Introduction to the placement 5. Electronic Files 6. Curriculum expectations

i. English ii. Mathematics iii. Non-core subjects

7. The 3 R’s of the Behaviour Curriculum 8. e-PAD9. Monitoring and Evaluation section of e-PAD10.Focused Observations 11.Weekly Reflections in e-PAD12.Lesson planning and evaluations 13.Focused Observations14.Progress during school experience15.Level of expectation in the Final School Experience16.Teaching Commitments and expectations

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17.The School Based Training programme 18.Wider responsibilities 19.Placement Assessment and reporting 20.File moderation and Quality Assurance21.External Examiners 22. Intervention and Support – identifying areas of concern 23.Evaluation 24.Checklists

SECTION 3

1. Mentoring expectations 2. Pupil progression3. PDP4. QRG for observation 5. Self-review document 6. Report Form 7. Evidence Towards the Standards Progress Sheet (Aide Memoir for students)

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SECTION 1

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Our vision for Primary ITE

“A longstanding collaborative Partnership which provides unique, high quality evidence based learning opportunities and a diverse practice-led student experience ensuring that the University of Plymouth ITE graduates are employers’ first choice teachers who enrich children’s lives”

The Partnership aims to: Foster and strengthen our school based primary Partnership to ensure our work is

relevant and rooted in current, innovative practice; Develop student teachers who have the capacity to become outstanding

practitioners who are aware of, and impact on, the national, regional and local education priorities;

Enhance our student’s experience, skills, understanding and employability by providing a specialist curriculum pathway;

Encourage student teachers who are research active and who are able to help shape future education policy, practice and leadership;

Prepare Plymouth graduates to be resilient for life as a primary school teacher and have regard for their own wellbeing and that of the children they teach;

Guide our graduates into their first jobs and to support them effectively through their NQT year and beyond;

Establish links with alumni to ensure further research / Partnership opportunities.

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Terminology and abbreviations

The table below explains relevant terminology and abbreviations

Terminology AbbreviationThe Primary Partnership Portfolio is an online resource through which all Partners can access all documentation relation to school experience placements and working in Partnership

PPP

Partner - Led Partnership schools have a trained Plymouth University mentor who is responsible for supporting the student teacher during school experience placement. They can opt in and out of this Partnership arrangement and become a University-Led Partnership school at any point of the year.

PLP

University-Led Partnership schools do not have a Plymouth University trained mentor, or choose not to use them, to support the student teacher during school experience placement.

ULP

Previously known as university tutors, university visiting tutors, university mentors all professional staff employed by the university to mentor student teachers during placement are referred to as University Mentors.

UM

University of Plymouth Primary Partnership trained mentors who are colleagues based in the host school are referred to as School Mentors.

SM

Previously the School Based Tutor, the class teacher who provides the day to day support and guidance for the student teacher on placement in their classroom is referred to as the class teacher.

CT

The Monitoring and Evaluation Form is completed by the mentor at key points in the school experience placement.

M&EF

The School Based Training element of the placement, when required, is part of the overall allocation of time in the school experience placement.

SBT

The Plymouth Online Practice Placement Information site where the Primary Partnership information and the PPP can be accessed by all.

POPPI

The platform on which all of the school experience documentation is captured to document professional and academic progression.

ePAD

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Introduction

All student teachers will have attended a briefing meeting on campus prior to placement commencing. They will all have met with their professional tutor who will have checked that they have read the notes of guidance and that they have understood their roles and responsibilities. They will also have been made aware about the expectations regarding the use of OneDrive and ePAD. Prior to the commencement of the placement, they are required to contact the placement school and the university mentor that will be supporting the placement by way of introduction.

They must share a copy of their Year 2 placement report with their university mentor. This document should also be uploaded One-Drive and shared via ePAD. All schools will be contacted by the University Mentor prior to the commencement of the placement by way of introduction, and to arrange the school briefing meeting which should be attended by the class teacher and school mentor.

The following information indicates to our Partnership that all necessary statutory requirements are addressed and adhered to prior to and during the school experience placement.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, University of Plymouth. All personal information will be treated strictly in terms of the new General Data Protection Register (GDPR) which became law on 25th May 2018.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such an enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Student teachers are told that:

‘We will not normally release data about you to your parents, Partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the University of Plymouth website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

(For further information on GDPR and data protection, please visit the Information Commissioner’s Office website ( https://ico.org.uk/for - the - public/ )

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Safeguarding checks statement

The University of Plymouth, as an ITE provider, ensures that all students enrolled on an ITE programme have had the necessary safeguarding checks performed as part of the recruitment process and as a condition of entry to the programme. This is in compliance with the Department for Education’s statutory guidance. This means that prior to students commencing placement, an enhanced DBS check, Prohibition Order check and the Child Care Disqualification check (both individual and household) has been completed. In addition to this each student is required to read and declare reading the ‘Keeping Children Safe in Education (Part 1)’ document – this is recorded on Moodle at the start of the Academic year.

With regards to the excerpt below from the statutory guidance, information about the outcomes of each student’s checks are available when a placement provider is allocated a student and the partnership agreement signed within the Placement Communication Portal (PCP) online system.

Students are therefore not required to show their DBS certificate or provide any other form of checks information.

‘Providers should confirm in writing to schools that a non-salaried trainee’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this information in their single central record, but they are not required to do so.’

Further details are available in the University of Plymouth’s Student Trainee Teacher Background Checks document including reference to the checks that are undertaken for staff and visiting tutors.

Safeguarding and Ethics Understanding, and student teacher welfare during placement

It is a requirement of each placement that student teachers have a clear understanding of the Safeguarding and Ethics requirements and procedures in the school in which they are working. There is a requirement that the student teacher meets the designated safeguarding officer and is given clear verbal instructions as to the expectations and guidelines on these matters. A proforma recording that this discussion has taken place has to be signed by both the student and the DSO and must be scanned and kept within OneDrive and linked within the student area of e-PAD.

At this point the student teachers must be advised as to the procedures for reporting any matter that they feel personally anxious about to someone they feel comfortable with or through the University Mentor who can act as an advocate. Any problems and issues should be addressed early in order to resolve the problem quickly. Student teachers should be advised where they find information about whistle blowing procedures.

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Student teachers should be advised that the University Security team provide a 24 hour a day, 365 days of the year service should they require advice and support – Security Emergency telephone number – 01752 583333

Leave of Absence during School Experience Placement The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted. Illness during school experience Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Placements and Partnership Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor if they are due to visit on that day. If the illness persists a doctor’s note may be required. Absence as a result of accidental injury or hospitalisation Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Placements and Partnership team and their University Mentor as above. A letter from the doctor or hospital may be required. Requesting leave of absence during school experience placements Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence form. This will be considered and may or may not be granted.

Absence due to Covid-19 restrictions and LawsSee England NHS guidelines and University guidelines It is appropriate to seek Leave of Absence for:

• planned hospital visits/appointments;

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• school visits and interviews for first teaching posts; • the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

• an interview unrelated to securing a first teaching post i.e. a holiday job; • an interview relating to a post within the university i.e. hall of residence manager; • the funeral of a person who is not a close relative (each school will have specific

guidance on this); • attending a wedding; • traveling to a wedding abroad or at a distance; • childcare issues.

Please note: As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.

Supervision during school experience placement

The type and level of supervision in each placement varies according to the length and structure of the school experience and the type of Partnership Agreement made between the University and the school. There is a University Mentor assigned to every school experience placement whose role is to provide guidance and support for both the student teacher and the school, and to quality assure the placement and provision. Where possible, they will visit the school and meet with the student teachers according to the framework outlined in the School Experience calendar (section 2). (Obviously different arrangements are in place for COVID-19 where our mentoring by UMs is done virtually through zoom)

Additional support and guidance

The campus-based School Experience academic team supports student teachers, schools and mentors. In addition, they will communicate with all partners and may visit the placement when additional support or guidance is required, or to carry out quality assurance checks. Students also have access to their Professional Tutor who can offer guidance and advice. The ITE Placements and Partnership team are part of the Professional Services team who will ensure that all enquiries are dealt with and reach the appropriate academic team member.

The University Mentor

The University Mentor is a member of a highly skilled professional team who bring a wealth of experience to Primary Partnership. Many of them do not have any campus-based responsibilities. The team meet every term in order to carry out CPD, receive updates from the university, participate in moderation activities, and contribute to

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Partnership development and quality assurance checks. They also carry out peer appraisal activities and receive individual feedback from placement evaluations.

The School Mentor

In Partner-Led Partnership schools there is a named School Mentor who has been trained to work with the University of Plymouth Primary ITE students. The School Mentor is required to attend refresher training on a 3-yearly cycle (approx.) to ensure that they are familiar with Plymouth systems and procedures as well as updating mentoring skills based on the National Standards for mentors in ITE. The School Mentor is responsible for carrying out a weekly wellbeing and progress meeting with the student teacher and checking with the class teacher that all is well. Further information can be found in the online Mentor Handbook -https://www.plymouth.ac.uk/student - life/your - studies/academic - services/placements -

and workbased - learning/poppi

The School Mentor is also responsible for carrying out an observation, discussing targets, conducting a learning conversation and completing the Monitoring and Evaluation section of e-PAD (as per the calendar). They are also responsible for issuing any intervention that may be required during the placement to support the student teacher and should complete the end of placement Report in consultation with the class teacher and student teacher.

Please note: where a school has a trained mentor but feels that the person does not have capacity at any particular point they may change their partnership status online through the ARC login and the university mentor will play a greater role in supervision. This can happen at any point in the year or for any particular placement.

The Class Teacher

The class teacher provides the day to day support for the student teacher and models high quality teaching and learning opportunities to facilitate pupil progress. The class teacher will also provide daily and weekly feedback, guidance and support thus enabling the student teacher to flourish. Many class teachers are also University of Plymouth ITE Primary trained mentors or graduates and have an in depth understanding of the requirements of the Programmes. The class teacher can access further information and guidelines in the online document - 'Class teacher supporting student teachers during school experience'. In University-Led schools the class teacher will work closely with the University Mentor to ensure that all requirements are met.

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SECTION 2

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BEd (Primary)Year 3 School Experience

2020-2021

CT-Class Teach SM – School Mentor UM – University Mentor

Date Detail Partnership Led(Associate Partnership)

University Led(Teaching Partnership)

Prior to placement start date

Placement briefing meetings for student teachers on campus. Students living away from campus must have secured accommodation and informed the ITE placements team, completed a travel bursary, contacted their placement school and the university mentor to introduce themselves. Personal preparation meeting with Professional Tutor on campus

University Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing

University Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing

w/c 9th November 2020(Week 1)

School experience begins SM and CT meet with UM for a 1 hour briefing meeting in school – 1 hour

UM meets student teachers (15 minutes per student) and conducts wellbeing and preparation check

CT meets with UM for a 1 hour briefing meeting in school – 1 hour

UM meets student teachers (15 minutes per student) and conducts wellbeing and preparation check

CT carries out Focused observation (1)

CT – Focused observation (1)


w/c 16th November 2020 (Week 2)

Observation by the mentor and completion of Monitoring & Evaluation Form (M&EF) (1)

SM UM – 1.5 hours

Focused observation (2) CT – Focused observation (2)


MS1 issued no later than Friday 20th November 2020

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w/c 23rd November 2020(Week 3)

CT carries out Focused Observation (3)



w/c 30th November 2020(Week 4)

Joint observation and completion of Monitoring & Evaluation Form (M&EF) (2)

SM and UM – 1.5 hours

CT and UM – 1.5 hours




Interim Assessment Point for Planning and transition to Final Placement Weekly Review document

w/c 7th December 2020(Week 5)

Observation and completion of Monitoring & Evaluation Form (M&EF) (3)

SM UM – 1.5 hours




MS2 issued no later than Friday 11th December 2020

w/c 14th December 2020(Week 6)

Deadline for submission of interim grades via ePAD Thursday 17th December 2020

CT – Focused Observation (6)

w/c 4th January 2021(Week 7)


SM UM – 1.5 hours




Moderation held during this week via ePAD

w/c 11th January 2021 (Week 8)

Joint Observation and completion of Monitoring & Evaluation Form (M&EF) (5)

SM and UM – 1.5 hours

CT and UM – 1.5 hours


CT – Focused observation(8)


Visits may made by External Examiners during this week (could be virtual engagement)

MS3 should be issued no later than Wednesday 13th January 2021

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Focused observation (9) CT carries out Focused Observation (9)




SM UM – 1.5 hours




End of placement reports should be completed via ePAD by 29th January 2021

SM UM – 2 hours

Quality Assurance Record BEd (Primary and EY) School Experience

Checklist for observation and feedback; and Quality Assurance Record for Class Teacher, School and University Mentor. This QA record should be stored in the student area of e-PAD

Weekly Focused Observation and Feedback

Student teachers should be observed using the Focused Observation section within e-PAD and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further Focused Observations may be required or negotiated. Students wishing to complete Focused Observations on staff members should use the electronic document/proforma (on Moodle) and upload as evidence as required.

Completion of the Monitoring and Evaluation section on e-PAD

This section is completed by the school or university mentor at key points in the placement calendar. There is a requirement for joint observations and completion of this section as indicated in the calendar.

This should be jointly carried out by the University Mentor and the School Mentor in Partner-Led Partnership schools, and by the University Mentor and the Class Teacher in University-Led schools. (Please note that only one M & E form should be created and completed for a joint observation)

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Plymouth Institute of Education, Primary Partnership Safeguarding and Ethics Understanding for School Experience Prior to each school experience placement all student teachers will have re-familiarised themselves with DfE publication ‘Keeping children safe in education, Statutory guidance for schools and colleges, September 2020.’ This will have been checked with each individual by their Professionals Tutor.

Student teachers must ensure that they have a clear understanding of the processes involved in safeguarding and ethics procedure and practice in the school in which they are placed. They must have a conversation with the School Mentor, Headteacher, or Designated Safeguarding Officer so that there will be no lack of clarity over all matters of safeguarding and ethics for the duration of the school experience.

All student teachers will make this a first priority when taking part in any School Experience. All Partnership Schools have a responsibility to ensure that this has been carried out on the student teacher’s first day in school.

Please tick and sign to confirm:

Have the school’s Safeguarding Policy and Procedures been clearly shared with the student teacher?

Yes □ No □

Has the student teacher been given a copy of the policy and accompanying documentation to store in e-PAD?

Yes □ No □

Does the student teacher have clear understanding on ethical matters as set out by the school’s governing body?

Yes □ No □

Does the student teacher have this as a document in e-PAD?

Yes □ No □

Does the student teacher have a clear understanding on all matters pertaining to the Health and Safety of all members of the school community in relation to fire procedures and evacuation of the building and whistle blowing?

Yes □ No □

Does the student have a document in e-PAD with evacuation guidance and fire procedures?

Yes □ No □

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Has the student teacher confirmed that they are familiar with ‘Keeping children safe in education document?

Yes □ No □

Safeguarding, ethical conduct, fire and evacuation procedures and whistle blowing have all been discussed, and there is written guidance in the student’s file as indicated above:

Student teacher: ……………………………………………………………Date:…………………..

School Mentor/Headteacher/Designated Safeguarding Officer: ………………………………...

Please upload this in One Drive and Link to e-PAD – this can also be used as evidence of safeguarding

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Introduction to the final school experience placement for BEd 3

The final school experience is designed to enable the student teacher to demonstrate that they aspire to meet the Teachers’ Standards to the highest possible level.

All student teachers understand that they are guests in the working environment of the school. The school will prioritise the needs of the pupils above all else. As a student teacher the expectation is that they will recognise, respect, commit to and demonstrate flexibility in their approach to meeting the requirements of the school experience element of the Programme and the needs of the school. In doing so, they will clearly demonstrate Part Two of the Teachers’ Standards.

Student teachers placed in KS1 classes may be required to work with Reception age children. Where this is the case it is essential that that the student teachers reads the Notes of Guidance – Early Years (see Primary Partnership Portfolio on the poppi website https://www.plymouth.ac.uk/student - life/your - studies/academic - services/placements and - workbased - learning/poppi or Moodle). They should take steps to ensure they are sufficiently prepared for working within EYFS prior to starting the placement.

The Start of Placement At the start of placement, the student teacher will have the opportunity to get to know the class and the needs of its individual members through discussions with class teachers and other appropriate professionals, and by undertaking episodes of teaching. This should be completed daily in a core subject and in negotiation with the class teacher. Week 1 also provides the opportunity for the student teacher to observe routines, classroom organisation and relationships; begin to establish links with parents and start to assess pupils’ knowledge, skills and understanding. Student teachers are also expected to gather information about the school/setting, its policies, routines and curriculum planning, monitoring, assessment, recording and reporting procedures. By the end of this initial period student teachers should have discussed in outline the ways in which their School Based Training programme will develop over the period of the placement. (During the period of the placement the School Based Training programme should reflect the revisions of the student teacher’s targets). The student teachers start the placement with e-PAD checked by their Professional Tutor or campus-based team. By the end of the week the week one checklist should be completed and stored in e-PAD as evidence that they have completed the following:

o met the Designated Safeguarding Officer and have jointly signed the Safeguarding and Ethical Conduct Proforma

o undertaken observation of the class teacher maintaining routines, classroom organisation and management; rules, responses and expectations around

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personal professional conduct; rules, responses and expectations around behaviour management

o undertaken observation of the professional relationship between class teacher, pupils, their parents and family

o utilised opportunities to observe how the class teacher assesses pupil learning progress (knowledge, skills and understanding)

o undertaken opportunities to observe effective and sustained teaching of core subjects with regard to impact and pupil progress

o negotiated opportunities to teach their specialist subject across the whole age range

o undertaken opportunities to observe high quality practice in non-core subjectso undertaken opportunities to observe and record teaching strategies used within the

classroom and in other age phases o undertaken opportunities to negotiate advantages to teach across the Areas of

Learning if in EYFS o appraised themselves of resources (both human and practical) and learning

opportunities with the school which will support and impact on their learning, development and progress throughout the placement

o begun to negotiate opportunities to work with and plan for pupils who have particular educational needs, working within the Code of Practice, and knowing how to access additional support and guidance from key staff

o appraised themselves of how the school implements SMSC and fundamental British Values

o established their timetable for week 2 o identified their 4 profile children (Reduced from previous years due to Covid-19 in

2019-2020), in order to develop their understanding of pupil progress, within e-PAD. This needs to be collected within the student area of e-PAD and shared with the CT/UM.

o discussed their previous placement report and targets that were set with the class teacher and/or mentor

o agreed to seek guidance advice and support with the class teacher

By the end of the second week the student teacher will have completed the checklist to indicate that they have:

o discussed personal professional targets and learning opportunities to determine their personalised School Based Training programme

o established their timetable for week 3 in negotiation with the class teacher which clearly sets out their 75% classroom-based commitment and their 25% SBT

o determined where and when there are opportunities to share subject specialist knowledge and skills to support pupils learning

o negotiated opportunities to teach phonics, grammar and spelling to groups and whole class as appropriate and to receive Focused observations and recorded feedback

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o negotiated opportunities to teach mathematics as appropriate negotiate opportunities to teach phonics, grammar and spelling as appropriate

o continued to seek guidance and advice form the school staff and university mentor where applicable

For the remainder of the placement the student teacher should continue to:

o seek and receive regular feedback on their teaching to inform their progress o receive regular weekly feedback and support to plan a structured timetable for the

following week (allowing sufficient time for students to discuss ideas and share initial plans with CTs, and time for CTs to respond) which fully utilises all opportunities within the classroom and within the school

o reflect on the placement on a weekly basis in the Weekly Reflection and determine challenges and next steps. This is shared with their mentor via e-PAD

o continue to record evidence of achievement towards the Standards o evaluate all teaching, consider the impact and track the progress of pupils in the

class o maintain and keep regularly updated OneDrive and e-PAD folders

Electronic Files

All documents that students need to keep are now securely stored on OneDrive and linked within e-PAD in electronic format. The system is structured so that data and evidence is kept secure. There is no need to keep a file for the placement but students may have a Resources File which will support them with the day to day occurrences within the school environment. A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio on the POPPI website link https://www.plymouth.ac.uk/student - life/your studies/academic - services/placements - and - workbased - learning/poppi The maintenance and upkeep of One Drive and e-PAD, which must contain evidence of their engagement, is the student teachers’ professional responsibility. However, it is incumbent on the Class Teacher, School Mentor and University Mentor to support them in this.

Curriculum expectations

English There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop their awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 Focused observations that they have made of this. (if school ‘bubbles’ allow) They should regularly comment on these approaches in their Weekly Reflection within e-PAD, recording how they have influenced their teaching in all areas of the curriculum and the impact on pupil progress.

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Mathematics There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 Focused observations that they have made of this. (if school ‘bubbles’ allow) They should regularly comment on these approaches in their Weekly Reflection within e-PAD, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress. The Broader Curriculum Student teachers should try to include as many broader curriculum subjects (including RE) as possible in their teaching during this final placement. All student teachers should teach PE during Final School Experience (under supervision of the class teacher) and have a graded observation by their mentor using the Monitoring and Evaluation form even where the teaching/coaching is outsourced.

The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus-based learning and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice.

They will receive feedback on their own engagement with each school’s behaviour policy and strategies to support their Weekly Reflection within e-PAD and make clear links between effective behaviour strategies and their impact on children’s learning. e-PAD In preparation for each school experience placement the student teacher will meet their Professional Tutor to discuss their professional targets for progress (taken from their profile from Year 2) and store them in OneDrive and link these to e-PAD. These will be based on previous experience in school. These personal targets should also be shared with the mentor at their first meeting. A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation sections on e-PAD. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

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Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid section of e-PAD. Student teachers will gather evidence (normally two pieces) towards achieving each element of the Standards targeted (orange block). This will be annotated to show a record of evidence presented at each Stage – without annotations the evidence will be marked as insufficient (pink/red block). Students professional profiling grid from their previous placement should be shared with Mentors in Onedrive. When mentors are satisfied that the evidence clearly indicates the achievement they will mark these as sufficient and this will then alter the grid to show a green block on e-PAD. This must be done on a regular basis (as negotiated with the mentor). The student teacher should take a snapshot of their completed grid in order to show their ITEC during their NQT year. The Monitoring and Evaluation section of e-PAD This is a section which the Partnership has developed in response to comments from evaluations and national initiatives. The purpose of this evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress. It includes:

• a short, Focused Observation linked to, but not exclusively, specific targets for improvement that the student teacher has previously identified;

• a learning conversation with key questions about the impact of teaching on learning;

• further discussion on areas for further development and agreed targets to take forward;

• comment on evidence collection, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards;

• an agreed overall grade which is captured within e-PAD, which gives the campus-based staff, university mentor, and their professional tutors an indication of their progress.

Reflections- Self Review and Weekly Reflections, Part 1, 2 and 3 The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust .

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Weekly reflections are integral to the student’s development as a reflective practitioner and can act as a springboard to identify and collate evidence to demonstrate progress towards the standards. Part 1 – requires the student teacher to reflect on all Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement. Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning. Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following weekly reflection. In addition, they can be used to shape the student teacher’s future School Based Training program.

It is a requirement that a Weekly Reflection is completed in e-PAD Lesson Planning and Evaluation The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate developments, change and challenge. In final placements, the mentor supporting the student teacher will decide about whether the student teacher’s planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for final placements, indicates when this is likely to be. When the transfer to school planning is made key principles around evaluating teaching and learning must be highlighted in the planning collected within the appropriate weekly folder in OneDrive. Students may also need to adapt and annotate school planning to continue to demonstrate evidence towards progress in specific standards. Lesson Planning and Evaluation Forms should be kept in the appropriate weekly folder in OneDrive and can be uploaded as annotated evidence as required.

All lesson plans should be contained in weekly folders– not just the ones which are being observed or links to these in a secure area of OneDrive.

Focused Observations

The purpose of these is threefold:

1. The Focused observation is a weekly requirement throughout the placement and should be carried out by the CT. The focus of the observation should be negotiated between the student teacher and the CT and be linked to targets for progress as previously identified in weekly reviews and learning conversations. (This is the electronic part on e-PAD)

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2. They should be used by the student teacher to gather evidence of and provide

opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor and negotiated with the recipient of the observation. (This will be a proforma downloaded from Moodle – and kept in student area and can be then linked to evidence)

Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed and

b) following up the observation with a learning conversation with the person, with agreed outcomes and future developments identified in the appropriate sections.

3. The student teacher should negotiate with other teaching staff to complete other Focused

observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

Completed Focused Observations are found in the relevant section for mentors and should be kept in student area for student teachers which can be then uploaded as supporting evidence at a later date. Progress during School Experience Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

• the Monitoring and Evaluation section of e-PAD which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school.

• weekly Focused observations of the student teacher; • weekly reflections within e-PAD• The Professional Profiling Grid • Lesson planning and evaluation, and all teaching, learning and pupil progress through the

presentation, organisation and content of the evidence recorded;

Level of Expectation in Final School Experience The range of demands for Final School Experience is extensive. Student teachers should remember that this is a long placement and pace their work accordingly. Priorities will need to be negotiated and realistic targets established with help from colleagues in the school/setting and university tutors. As student teachers learn to cope with the complex demands made upon them they also need to appreciate that their role is more than meeting a set of discrete standards. They need to recognise the ways in which teachers are able also to provide innovative and exciting teaching which motivates and challenges pupils.

Throughout the placement they need to use their own targets for improvement and challenge and show how their teaching can develop and improve to make an impact on children’s learning.

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At this stage in the careers as beginning teachers, they need to appreciate that they will not succeed in every respect all of the time, but show that they have the creativity, commitment, energy, enthusiasm, resilience and potential which successful teaching demands.

Teaching Commitments and expectations

Student teachers should be working in the classroom with their CT for 75% of the time, gradually leading up to being responsible for teaching the whole class. This must be determined by, and in consultation with the Class Teacher and the Mentor. Advice and guidance may be sought from the University Mentor supporting the placement. For 75% of the school week the student teachers should be expected to:

• teach English and mathematics using the schools preferred scheme;

• teach science (or Understanding the World in Early Years Foundation Stage) where possible, if necessary as part of the School Based Training Programme;

• exploit all opportunities for effective and sustained teaching of the core subjects;

• teach their specialist subject across the whole age range where possible;

• teach PE (under supervision of the class teacher) and have a graded observation by their

mentor (using the Monitoring and Evaluation proforma to be uploaded as evidence or via the e-PAD system)

• use ICT appropriately in the core and other subjects;

• teach a range of broader curriculum subjects including Religious Education;

• make use of a variety of strategies and resources (including TAs), to enable them to

differentiate their teaching;

• plan for, and include, TAs as part of the teaching team;

• undertake monitoring, assessment, recording and reporting of pupils’ achievements;

• support the weekly planning activity of SBT in PPA time if appropriate;

Student teachers in consultation with the School/University Mentor who have been identified at the interim assessment point (end of week 4) - as having good or very good planning in particular areas may move towards working with the school’s planning frameworks and systems in these curriculum areas. It is also at this point that we hope stronger student teachers will be able to explore more imaginative approaches to teaching and learning. However, they will still need to evaluate and assess the lessons planned and taught and show evidence of this within the appropriate weekly folder in OneDrive

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During this final placement student teachers may support residential visits in other classes or key stages if they are clearly demonstrating that they have reached or exceeded the required progress at that point and will continue to do so. The School or University Mentor will record the agreement to attend a residential visit on a Monitoring and Evaluation Form.

The School Based Training Programme

Please note this time should not be allocated for planning, marking or private study. This is a professional learning component to school experience called School-Based Training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school-based training with the teacher in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

• in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team;

• in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team;

• observation of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills;

• embrace opportunities for professional dialogue related to the above;

• develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;

• meet with the core subject co-ordinators where appropriate;

• observing the teaching of ICT;

• develop an awareness of the range of TAs and their roles across the school/setting, through observation, team teaching and discussion as appropriate;

• undertake assessment and pupil progress activities including book scrutiny;

• evaluate lessons/activities, plan and resource lessons/activities, mark/assess pupils’ work and record pupil progress;

• discuss Profile Pupils’ progress against national benchmarks with an experienced colleague and upload evidence within e-PAD of being aware of progression.

• address targets identified during earlier school experiences and university-based modules and detailed in the student teachers’ professional development profile;

• identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified;

• take the opportunity to simulate a parent/carer interview on the basis of one of the pupils’ written reports with a school colleague;

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• meet with the Headteacher or Deputy Headteacher to discuss the whole school targets and

how these relate to national data.

BEd 3 Record of School Based Training

All Professional Learning Activities

An outline of the student teacher’s school-based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.

Week Specific Professional Learning Activities and links to

Teachers’ Standards

Weekly professional learning activities and links

to Teachers’ Standards e.g. staff meetings

Week 1 w/c 9 November 2020




Week 5 w/c 7 December 2020

Week 6 w/c 14 December 2020

Week 7 w/c 4 January 2021

Week 8 w/c11 January 2021

Week 9 w/c 18 Jan 2021

Week 10 w/c

25th January 2021

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This should be kept electronically within One Drive and linked to e-PAD.

Wider responsibilities - beyond the school day Student teachers are expected to: -

• maintain e-PAD and OneDrive folders

• continue to analyse and reflect on significant issues or events;

• continue to plan and resource lessons using research to inform practice;

• participate in the general life of the school;

• develop an increasing awareness of the network of relationships existing in the setting;

• develop increasing confidence about working within this network by attending meetings or contributing to subject specific planning;

Pupil Progress At this final stage they should continue to extend their knowledge and understanding of pupil progress in the school context and demonstrate their achievement of the Teachers’ Standards that relate to assessment and monitoring. Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils’ learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral and written feedback and will be part of the planning assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning in order to help them consider targets for individual pupils’ development. Student teachers are expected to:

• prepare for their work in assessment and monitoring through discussing the school’s approach to marking, monitoring, assessment and record keeping with members of staff as appropriate;

• be aware of the school’s Key Stage, local and national initiatives and class targets and how these impact on planning;

• in their planning and evaluations identify next steps which are based on assessment of pupils’ progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement;

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• use keeping track sheets as a guide for their planning

• monitor the achievements of the whole class, across the core subjects and their special

subject;

• undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn including giving examples of progress;

• demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils’ targets appropriately;

• use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching;

• maintain records in keeping with the school’s procedures and systems (individual, group, class or cohort records) which contribute to planning, teaching and reporting;

• make a detailed core and special subject profile for four pupils based on a variety of assessment strategies;

• with the support of an experienced colleague assess profiled pupils’ progress against new performance descriptors and school assessment frameworks;

• reflect on the impact of TAs on the learning of one of the profile pupils;

• where possible, work with children in a SATs classroom to further develop their understanding of national benchmarks;

• prepare simulated reports for parents, relating to attainment in English and mathematics, science and their specialist subjects for two of the profiled pupils;

• discuss these reports with school-based colleagues and where possible be given the opportunity to deliver reports orally;

• meet the Headteacher, Deputy Headteacher or Senior School Leader with responsibility for pupil progress to discuss the whole school targets and how these relate to national data.

Assessment of the final school experience placement Assessment of final school experience will take the form of a holistic summation based on the Teachers’ Standards but also using careful and professional consideration of a range of evidence drawn from:

• the quality of the evidence collected within e-PAD;

• examples of pupils’ work initiated, marked and assessed by the student teacher and collected within e-PAD;

• feedback from class teachers and mentors in the Monitoring and Evaluation section of e-PAD and associated grades;

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• feedback on focused observations collected within e-PAD;

• records of professional conversations, meeting notes and CPD opportunities;

• associated evidence, linked directly to the Teachers’ Standards;

• final reports from School or University Mentors; The final Report Form section within e-PAD will comprise of a detailed overview which will be completed and will include all aspects of the student teachers’ achievements; levels of professionalism; collaborative and independent working; initiative; commitment to the pupils, school and the profession.

It will also make reference to the Teachers’ Standards 2012, Part 2. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between three and five targets to take forward into their NQT year (with possible means of actioning these). All grades are provisional until ratified by the Board at the end of the academic year. The final school experience grade will be considered along with previous school experience grades and academic study achievements across the Programme in order to provide realistic and holistic summary of achievement on completion of the Programme. All student teachers in this final placement are:

Expected to achieve within Stage 2 but it is likely that

They will exceed expectations and achieve within Stage 1.

(Please note that this is the expectation – due to Covi-19 students have had less time in placement and this should be taken into consideration when deciding upon their final stage if appropriate)

Note:

If the student teacher is achieving any element of any Standards within a Stage they can be deemed as working within that Stage.

Reports should be completed within e-PAD before the end of the placement.

File Moderation Meetings and Quality Assurance Moderation meetings are a crucial part of the Partnership’s rigorous quality assurance procedures. Most importantly, they form a key element of the on-going student support and feedback process.

e-PAD will be moderated to look at the development of the evidence collected and also that the decision of the grades associated with the evidence is corroborated at the moderation. Moderation meetings are held normally just after the midpoint of the placement and following submission of interim grades. E-PAD will be moderated against the Teachers’ Standards and Quality assured to ensure equity amongst the student cohort.

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School Mentors are required to enter an interim grade within e-PAD at the required point in the placement calendar and will be prompted to do so within the calendar. Student teachers whose e-PAD entries are selected for moderation should not be overly concerned about the process. However, they should ensure that their e-PAD entries fully reflect the standard of work they have completed in school and the progress that they have made. This can be achieved through clear recording of evidence. External Examiners The Plymouth Institute of Education arranges for a selection of student teachers to be visited by External Examiners during final placements. The selection normally includes some student teachers completing the period of school experience who have been recommended for a 'fail' grading by school or university mentors, together with a sample of other student teachers representing a range of achievement. If a student teacher is selected, the host school, the student teacher and university mentor will be contacted and advised of the process involved. The lead External Examiner for each programme provides a written report to the University, which is considered by the appropriate Assessment Panel and the BEd and PGCE Primary Partnership Programmes Committees. Responses to matters of concern are indicated in the reports and reviews required by the Plymouth Institute of Education and Faculty and monitored by the Academic Standards Committee.

Identification of intervention and support – withdrawal from placement Intervention and support The Primary Partnership Portfolio https://www.plymouth.ac.uk/student - life/your - studies/academic services/placements - and - workbased - learning/poppi details the procedure to be adopted and the relevant proformas can be found here. (These are hoped to be housed with e-PAD in the near future) Prior to this written feedback in the Monitoring and Evaluation section within e-PAD completed by the mentor must clearly identify any areas of concern. The following interventions should be used in a timely way to support the student teacher. The calendar gives a clear indication of when, and until which point they should be used. It is the responsibility of the School Mentor in Partner-Led Partnership schools and the University mentor in University-Led schools to complete FORMS A, B and C as required and to send them to [email protected]. They can only be issued when the student teacher is in school so if they are absent they should not be issued until their return.

Mentor Support 1 can be used up until Friday 20th November 2020

Mentor Support 2 can be used and should be issued no later than Friday 11th December 2020*

* Please note this can be negotiated given that there is only a Focused observation in Week 6

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If concerns continue the Mentor Support 3 formal notification should be given to the student teacher no later than Wednesday 13th January 2021

Withdrawal from placement

The Headteacher of the school has the authority to ask the university to remove the student teacher from the placement at any point by using FORM D. The form, guidance and an exemplar are available on https://www.plymouth.ac.uk/student - life/your - studies/academic services/placements - and - workbased - learning/poppi The university may deem it necessary to withdraw a student teacher from placement if they feel that remaining in that placement is detrimental to their wellbeing or professional progress towards the Teachers’ Standards. The school experience academic team will oversee the process and ensure that the school is kept informed. Whilst all circumstances of ill health, personal issues and wellbeing will be considered on an individual basis the university cannot guarantee to find another placement regardless of how the placement came to an end. However, if they are able and elect to do so the approach to another Partnership school will be transparent.

If a student teacher wishes to voluntarily step out before the completion of their placement it is mandatory that they discuss this with their university mentor, a member of the school experience academic team and their Professional Tutor first. They will be advised of their options by the Senior Tutor and Programme Leader in order that they make an informed decision.

Evaluation At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing a triangulated evaluation. The information from the evaluations form a valuable part of our ongoing quality assurance process and contributes to the development of the Programme through the academic campus-based teaching team.

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Checklist for student teachers and class teachers

By the end of the first week student teachers should have:

Details of the placement requirement Please tick when completed

1 met the Designated Safeguarding Officer and have jointly signed the Safeguarding and Ethical Conduct Proforma – then stored in OneDrive and linked to e-PAD

2 undertaken observation of the class teacher maintaining routines, classroom organisation and management; rules, responses and expectations around

3 undertaken observation of the professional relationship between class teacher, pupils, their parents and family

4 utilised opportunities to observe how the class teacher assesses pupil learning progress (knowledge, skills and understanding)

5 undertaken opportunities to observe effective and sustained teaching of core subjects with regard to impact and pupil progress

6 Negotiate opportunities to teach their specialist subject across the whole age range

7 undertaken opportunities to observe high quality practice in non-core subjects

8 undertaken opportunities to observe and record teaching strategies used within the classroom and in other age phases

9 negotiate opportunities to teach across the Areas of Learning if in EYFS

10 appraised themselves of resources (both human and practical) and learning opportunities with the school which will support and impact on their learning, development and progress throughout the placement

11 begun to negotiate opportunities to work with and plan for pupils who have particular educational needs, working within the Code of Practice, and knowing how to access additional support and guidance from key staff

12 appraised themselves of how the school Page | 33

implements SMSC and fundamental British Values

13 established their timetable for week 2

14 identified their 4 profile children for progress tracking

15 discussed their previous placement report and targets that were set with the class teacher and/or mentor

15 agree to seek guidance advice and support with the class teacher

Signature of student teacher: ……………………………..

Signature of class teacher: ………………………………..

Date: …………………………………….

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From the start of week two and for the remainder of the placement should have: Details of the placement requirement Please tick when completed

16 discussed personal professional targets and learning opportunities to determine their personalised School Based Training programme

17 established their timetable for week 3 and beyond as appropriate in negotiation with the class teacher which clearly sets out their 75% classroom-based commitment and their 25% SBT

18 determined where and when there are opportunities to share subject specialist knowledge and skills to support pupils learning

19 negotiate opportunities to teach phonics, grammar and spelling to groups and whole class as appropriate and to receive Focused observations and recorded feedback

20 negotiate opportunities to mathematics as appropriate negotiate opportunities to teach phonics, grammar and spelling as appropriate

21 continued to seek guidance and advice form the school staff and university mentor where applicable

22 sought and received regular feedback on their teaching to inform their progress

23 received regular weekly feedback and support to plan a structured timetable for the following week which fully utilises all opportunities within the classroom and within the school

24 reflected on the placement on a weekly basis in the Reflective Weekly section of e-PAD and determined challenges and next steps. Shared this with their Mentor

25 continued to regularly record evidence of achievement towards the Standards

26 evaluated all teaching, considered the impact and the progress of pupils in the class

27 One Drive and e-PAD folders maintained and kept regularly updated



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Date: …………………………………….


For the 75% element of the school experience programme the student teacher should be expected to: Details of the placement requirement Please tick

when completed

28 teach English and mathematics using the schools preferred scheme

29 teach science (or Understanding the World in Early Years Foundation Stage) where possible, if necessary as part of the School Based Training Programme

30 exploit all opportunities for effective and sustained teaching of the core subjects

31 teach their specialist subject across the whole age range where possible

32 teach PE (under supervision of the class teacher) and have a graded observation by their mentor using the Monitoring and Evaluation form

33 use ICT appropriately in the core and other subjects

34 teach a range of Broader Curriculum subjects including Religious Education;

35 make use of a variety of strategies and resources (including TAs), to enable them to differentiate their teaching

35 plan for, and include, TAs as part of the teaching team

36 undertake monitoring, assessment, recording and reporting of pupils’ achievements

37 support the weekly planning activity of CT in PPA time if appropriate



Date: …………………………………….

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For the 25% School Based Training professional learning component of the school experience programme the student teacher should be expected to negotiate opportunities to:

Details of the placement requirement Please tick when completed

38 in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team

39 in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team

40 observation of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills

41 embrace opportunities for professional dialogue related to the above;

42 develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care

43 meet with the core subject co-ordinators where appropriate;

44 observing the teaching of ICT 45 develop an awareness of the range of TAs and their roles

across the school/setting, through observation, team teaching and discussion as appropriate;

46 undertake assessment and pupil progress activities including book scrutiny

47 evaluate lessons/activities, plan and resource lessons/activities, mark/assess pupils’ work and record pupil progress

48 discuss Profile Pupils’ progress against national benchmarks with an experienced colleague

49 address targets identified during earlier school experiences and university-based modules and detailed in the student teachers’ Professional Development Profile

50 identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified

51 take the opportunity to simulate a parent/carer interview on the basis of one of the pupils’ written reports with a school colleague

52 meet with the Headteacher or Deputy Headteacher to discuss the whole school targets and how these relate to national data


Signature of class teacher: …………………………… Date: …………….

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In order to develop the student teacher’s knowledge and understanding of pupil progress through undertaking assessment activities they should: Details of the placement requirement Please tick when

completed

1 prepare for their work in assessment and monitoring through discussing the school’s approach to marking, monitoring, assessment and record keeping with members of staff as appropriate

2 be aware of the school’s Key Stage, local and national initiatives and class targets and how these impact on planning;

3 in their planning include evaluations and identify next steps which are based on assessment of pupils’ progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement

4 use keeping track sheets as a guide for their planning 5 monitor the achievements of the whole class, across the core subjects and

their special subject

6 undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn including giving examples of progress

7 demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils’ targets appropriately

8 use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching

9 maintain records in keeping with the school’s procedures and systems (individual, group, class or cohort records) which contribute to planning, teaching and reporting

10 make a detailed core and special subject profile for four pupils based on a variety of assessment strategies

11 with the support of an experienced colleague assess profiled pupils’ progress against performance descriptors and school assessment frameworks

12 reflect on the impact of TAs on the learning of one of the profile pupils

13 where possible, work with children in a SATs classroom to further develop their understanding of national benchmarks

14

prepare simulated reports for parents, relating to attainment in English and mathematics, science and their specialist subjects for two of the profiled pupils discuss these reports with school based colleagues and where possible be given the opportunity to deliver reports orally;

15 meet the Headteacher, Deputy Headteacher or Senior School Leader with responsibility for pupil progress to discuss the whole school targets and how these relate to national data.

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Signature of student teacher: …………………………

Signature of class teacher: …………………….. Date…………………….


Wider responsibilities - beyond the school day The student teacher should:

Details of the placement requirement Please tick

when completed

1 maintain their professional profile 2 continue to plan and resource lessons using research to

inform practice

3 participate in the general life of the school 4 develop an increasing awareness of the network of

relationships existing in the setting

5 develop increasing confidence about working within this network by attending meetings or contributing to subject specific planning



Date: …………………………………….

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SECTION 3

Mentoring expectations

Introduction

Our University Mentor team regularly attend training across the course of the academic year to ensure that their mentoring skills and Programme knowledge remain current, comprehensive and robust.

We recognise that many teaching staff within a school will contribute to the mentoring of student teachers while on placement.

We offer mentor training for our Programmes as widely as we can across the Partnership as 2 sessions throughout the year in order to support teachers in the University of Plymouth Primary Partnership School Mentor role. (These are currently carried out via Zoom due to Covid-19 restrictions) Please contact ITE Placements and Partnership team for further details [email protected]

We understand that the role and responsibilities of the School Mentor from other providers may vary and also acknowledge that mentoring skills are likely to be

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transferable. However, as part of our quality assurance we require schools that wish to have a Partner-Led Partnership agreement with us to have a trained University of Plymouth mentor supporting the student teachers on school experience throughout the placement.

Mentoring skills

University of Plymouth Primary Partnership Mentors are well informed about the processes and requirements of the Programmes in order to ensure high quality support and alongside this are the professional requirements and personal qualities of the mentor. These are that:

• They relate sensitively to the student teachers and relish the opportunity to work them

• They play a central role in both encouraging and challenging the student teacher to reach their full potential during the placement

• They have excellent subject knowledge and are able to support and broker the opportunities for development for the student teacher throughout the placement

• They have a very clear understanding of what high quality teaching looks like and are able to inspire the student teacher through observations of this being modelled across the school

• They are able to give clear and positive feedback that encourages reflective practice and progress.

Pupil Progression – This section should be kept within OneDrive and the link shared in e-PAD

The following documents and information should be saved into a folder named School Information Folder

Policies and sample documents

Assessment, behaviour, safeguarding and marking policies and procedures; Examples of the school’s reporting to parents documentation;

Assessment materials relevant to the class that the student teacher is working in

Examples of statutory documents, or where to access them (e.g. for Foundation Stage, SEND) where they support teacher assessment;

Examples of standardised tests where they are used in schools;

The school’s record keeping system

An example of how the school records and tracks pupil progress;

Folders should also be set up in OneDrive for Pupil Profile (Profile Child 1,2,3,4 or A,B,C,D)

A file for each pupil beginning with a short statement using the Introduction to the Profile Child proforma to explain why that pupil was chosen;

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In discussion with the class teacher, choose one piece of work for each of the pupils, for each of the core subjects and the student teacher’s specialist subject. These should demonstrate the level at which pupils are currently working.

Targets already set by the class teacher should be included;

At regular intervals throughout the placement, the student teacher should collect further examples of work. These should demonstrate the pupils’ progress as a result of learning that has been taken from their teaching. Context sheets should be attached to demonstrate this;

As appropriate, the sub sections for each pupil may include evaluation sheets and individual monitoring sheets. Copies of any school or national records that are available and permissible to use (IEP, national test results, baseline assessment) may also be included;

A summary profile sheet for each pupil (see proforma section of the Primary Partnership Portfolio) should be completed based on the evidence listed above. Student teachers must focus on the impact of their teaching on the pupil’s learning and be able to discuss;

A sample report.

The Professional Development Profile (PDP)

Every student teacher has a Professional Development Profile which is used and maintained across both campus based and school based work. This file is stored electronically on Pebblepad and provides a common understanding across the Partnership of what is involved in achieving QTS; how each individual has done this and what their individual achievements are. Student teachers should share this with school and university mentors to support their target setting and progress.

The PDP will contain:

A summary of all school-based training and experience to date, to include: -

1. A record which identifies school and classes taught during each school experience placement;

2. A record of subject areas taught; 3. A record of completed school-based training from previous experiences including

the Assessment and Monitoring Audit (PPP proforma section);

Summative assessment Reports to include an up to date copy of the Assessment and Monitoring Audit including:

4. Assignment feedback and audit results; 5. An overview of the campus based taught curriculum; 6. School experience reports issued on completion of each school experience;

placement; 7. Other statements of achievement.

Details of previous experience to include:

8. Curriculum vitae; 9. Interview feedback; 10. Previous school-based experiences.

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Quick Reference Guide for Observation

The observation linked to the Monitoring and Evaluation review of the student teachers progress will be determined by the focus of their identified targets. Other Focused observations will have been identified and negotiated in order to assist the student teacher in becoming proficient in other areas of teaching that they have recognised as needing further development, challenge and support.

Observations are Focused specifically on the way in which pupils learn from the method by which the student teacher structures, guides and challenges them.

Therefore, this will involve the scrutiny of books and conversations with the pupils in order to support the evidence that will determine the student teacher’s skill and professional attainment against the Teachers’ Standards.

The observer will need to determine whether or not the structure of the lesson is flexible and sufficiently fluid in order to maximise learning opportunities for all pupils. This will include the deployment of additional adults as well as the way in which resources are used.

Key phrases to promote, consider and discuss as part of a learning conversation:

What have you done?

What is the impact?

How do you know?

Quick Reference Guide: General Observation - developed by the wider Partnership

Does the student teacher have consistently high expectations of the pupils? o Does the student teacher systematically and effectively check pupils understanding and employ appropriate interventions?

Is the focus of the lesson well taught? o Does the student teacher and the adults who are directed by the student teacher, create a positive climate for learning in which pupils are interested and engaged?

Are books marked and is constructive feedback given to contribute to pupils’ learning? Do teaching strategies, together with support and intervention, match individual needs? Are the pupils in class and ready to work on time? o Do all the pupils have a positive

attitude to learning? Is there any low level disruption in the lesson? o Is the student teacher inclusive? o Does the student teacher make expectations of good behaviour clear? o Does the student teacher manage any poor behaviour well? o Is there evidence of pupil progress?

Are pupils able to articulate their learning? Do they have a clear understanding of targets set for their own personal improvement? Is there evidence of SMSC in the classroom and in the teaching taking place?

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Prompts to support the observation of teaching and learning as recommended by the wider Partnership Learning

• How many pupils and which pupils/groups make exactly which gains in skills, knowledge, ideas and understanding?

• Pace, quantity and quality of work? • Can they explain confidently and clearly what they have learned and why? • Do they know how today's work relates to previous work and what may be the next stage? • Do they ask questions about their work and learning? • Are they used to reviewing their work in relation to objectives and targets? Do pupils

understand how well they are doing and how they can improve? • Are pupils clear about the criteria used to assess their work? • How many pupils know their targets? • Which pupils are aware of what they were supposed to be learning and where to focus

their efforts to learn and improve their work? • Can they apply new ideas in different contexts?

Achievement

• How much and which pupils are being stretched and working to their capacity? • Are they doing as they as they can?

Attitudes, relationships and behaviour

• Which pupils show engagement, application and concentration and work productively? • Are they keen to work? Keen to answer questions? Keen to get on with the task in hand?

Take pride in their work? Self-esteem? • Pupils know what behaviour and attitudes are expected? Respect own and others'

property? Respect others' values? • Do they form constructive relationships with one another and other adults

Prompts and guide for observing specific Standards

Standard 1 How well does the teacher challenge pupils, expecting the most of them?

• Teacher committed to getting the best out of pupils? • Questioning (planned), problem setting, choice of materials & resources sufficiently

challenging? • Praise used effectively to provide feedback and further challenge? • Methods & quality, first-hand resources motivate pupils to develop ideas? • Teaching strategies take account of pupils' differing learning styles? • Grouping based on assessment & conducive to teaching & learning? • Applications & development of English, maths and ICT across the curriculum?

Standard 2: How well do teachers interest, encourage and engage pupils?

• How enthusiastic is the teacher and how is enthusiasm promoted? • Content and learning real, relevant, imaginative and interesting?

Standard 3: Subject knowledge

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• Subject knowledge secure and confident & used to ensure appropriate challenge & expectations, able to address misconceptions, effective planning and accurate assessment?

• Demonstration & explanations clear? • Questioning perceptive and based on secure subject knowledge? • Clear understanding of how pupils learn the subject shown? • New ideas explained well? • Accurate use of subject vocabulary? • Questions answered well? • Interesting examples, contexts and first-hand experiences used to support teaching and

learning?

Standard 4: Planning is based on clear learning objectives and teaching points.

• Planning shows evidence of clear understanding of how learning is built up? • Planning supports effective teaching and learning during the lesson? • Planning takes account of learning needs of all groups of pupils • Learning objectives are clear, specific, concise, achievable and appropriate to pupils'

learning needs? • Effective strategies for ensuring that pupils are aware of where to focus their efforts to

learn and improve? • Too many learning objectives? • Does work done at home complement work in class? • Do pupils find homework helpful? Is it well matched? Home reading? • Good feedback on homework provided?

Standard 5: How well do teachers promote equality of opportunity?

• All pupils treated with respect, contributions encouraged and valued? • Teaching has regard for Codes of Practice for SEN and promoting race equality?

Teacher works to overcome barriers to underachievement • Planning and teaching take account of learning needs of EAL pupils and pupils from ethnic

minority groups.

Standard 6: Use of assessment

• Pupils' work assessed thoroughly & constructively? • Assessment used to inform planning & target setting? Targets used regularly, reviewed and

refined? • Assessment of pupils with SEN thorough and used? • Pupils informed of what they are learning & how they can improve? On-going feedback

provided on errors, good work and underachievement? • Targets specific, well matched & referred to often? • Marking and feedback well focused & diagnostic? • Pupils helped to judge the success of their work and given clear next steps?

Standard 7: Management of time and behaviour?

• Focus on learning more than behaviour? • Pace good & no learning time wasted? • Clear, high expectations of behaviour are effectively communicated and monitored? • Positive & clear feedback on behaviour & relationships provided? • Clear, efficient, organisation of activities & groups?

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• Fair, clear exercise of authority, mutual respect & good work habits/routines? • Behaviour management consistent?

Standard 8; Use of TAs and other support?

• TAs' expertise known & used effectively? • TAs know learning objectives & teaching points? TAs promote achievement? • TAs enable teacher to use time to teach.

Self - Review: Assessment for Learning

(This should be uploaded to OneDrive and then linked within the student section of e-PAD)

Learning Objectives Beginning Developing Established Notes for my profiling/weekly review

I always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activity

When I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improve

My use of open ended questions and explanations are mainly Focused on the learning objectives

The learning objectives in my lessons can be tracked back to my medium term plans

I understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria

Beginning Developing Established Notes for my profiling/weekly review

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I always share the expected learning outcomes/success criteria for each lesson with my pupils

I differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentions

When I ask them, pupils can explain what they need to do to demonstrate success

The learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning Developing Established Notes for my

profiling/weekly review

My oral and written feedback focuses on the shared learning objectives

I ensure that I plan in opportunities for regular and frequent oral feedback

My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targets

I give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established Notes for my


I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improve

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I train pupils to assess each other’s work and to provide fair and helpful feedback

My planning includes regular opportunities for pupils to assess their own work and that of others

I enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning Developing Established Notes for my


I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levels

I understand summative data and use this to inform formative assessments and pupils future targets

My pupils are aware of their personal targets and what they need to do next to further improve

My pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning

Beginning Developing Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationships

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My teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainment

I use a range of strategies to engage pupils in learning how to learn and how to assess their progress

I use display as a tool in supporting ongoing learning as well as celebrating achievement

REPORT FORM for BEd within e-PAD;

This report form will comprise two sections:

Section One is made up of two parts and should be completed by the student teacher in consultation with the mentor.

Part A should outline achievements and progress made against the Teachers’ Standards and to what Stage during the placement.

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Part B sets out some challenges and targets to carry forward to the next placement. It must show links with the Teachers’ Standards. In a final school experience placement these can be used as a basis for targets for the NQT year. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between 3 – 5 targets to take forward into their next placement, or in the case of final practice student teacher, into their NQT year.

Section Two should be completed by the School or University Mentor and should include all aspects of the student teacher’s achievements; levels of professionalism; collaborative and independent working; use of initiative; commitment to the pupils, school and the profession.

It must also refer to Part Two of the Teachers’ Standards.

This report will indicate and confirm the Stages achieved and each of the elements for each of the Teachers’ Standards 1-8 as agreed and finalised by the University/School Mentor on completion of the school experience.

Teachers’ Standards and Student Teachers achievements.

In order to achieve QTS all student teachers must meet the Teachers’ Standards, 2012. These are exemplified as Stage 3 throughout Part One of the profiling document. All student teachers must demonstrate compliance with Part Two throughout each school experience placement.

Good and very good students will achieve beyond the expected level of achievement for each placement. Their Professional Profile, which includes details of the elements completed, and end of placement report will provide the detail of their individual achievements.

A final grade for each Standard must be recorded to show levels of achievement and to indicate where progress is required for the following placement or NQT year.

Progression

Successful progression through each placement will normally be demonstrated by the expected achievement required by both Programmes. This is outlined in the table below and further details can be found in the Notes of Guidance for each school experience placement, in the section on Assessment of School Experience.

Cohort and School Experience

Expected achievement for all Standards

Exceeded achievement is likely to include

BEd Year 3 in the spring term 2019

Within Stage 2 Within Stage 1

If the student teacher is achieving any element of any Standard within a Stage they can be deemed to be working within that Stage.

The final grades on the report form will indicate the level of achievement for all 8 Standards of Part One: Teachers’ Standards. There can be no slash grades. The final grade will also indicate that all sections of Part Two: Teachers’ Standards have been met. These final grades will be determined by

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the author of the report and evidenced through the student teacher’s files, Professional Profile, and clearly demonstrated and evidenced commitment to their chosen profession.

Profiling grid

(This is an aide memoir for the student teacher to refer to the evidence they have uploaded within e-PAD – It is not necessary to upload this document to e-PAD but you may wish to upload to OneDrive to make it easy to organise and classify their evidence) Teaching standards STAGE 3

Standard statement Evidence 1. Set high standards which inspire, motivate and challenge pupils

1a. Establish a safe and stimulating environment for pupils, rooted in mutual respect.

1b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

1c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils 2a. Be accountable for pupils’ attainment, progress and outcomes

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2b. Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these.

2c. Guide pupils to reflect on the progress they have made and their emerging needs

2d, Demonstrate knowledge and understanding of how pupils learn and how this impacts on

2e. Encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge 3a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject and address misunderstandings.

3b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.

3c. Demonstrate an understanding of and take responsibility for promoting high standards in literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

3d. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

3e. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons 4a. Impart knowledge and develop understanding through effective use of lesson time.

4b. Promote a love of learning and pupils’ intellectual curiosity.

4c. Set homework and plan other out of class activities to consolidate and extend the knowledge and understanding pupils have acquired.

4d. Reflect systematically on the effectiveness of lessons and

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approaches to teaching.

4e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils 5a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

5b. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

5c. Demonstrate an awareness of the physical, social and intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development.

5d. Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and to be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

6a. Know and understand how to assess the relevant subject areas, including statutory assessment requirements.

6b. Make use of formative and summative assessment to secure pupils’ progress

6c. Use relevant data to monitor progress, set targets, and plan subsequent lessons.

6d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting

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good behaviour both in the classrooms and around the school, in accordance with the school’s behaviour policy.

7b. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

7c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

7d. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional opportunities 8a. Make a positive contribution to the wider life and ethos of the school.

8b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

8c. Deploy support staff effectively.

8d. Take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

8e. Communicate effectively with parents with regard to pupils’ achievements and well being.

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Teaching standards STAGE 2

Standard statement Evidence 1. Set high expectations which inspire, motivate and challenge pupils

1a. Consistently uses a range of strategies to establish a safe and stimulating environment for pupils in a range of situations e.g. drama, music, education outdoors.

1b. Consistently set goals that stretch, challenge and motivate all pupils across a range of curriculum areas. Uses strategies to support the learning and progress of underperforming groups.

1c. Consistently demonstrate and model positive attitudes, values and behaviour which are expected of pupils. Consistently provide a good role model to all in the school community and has a positive attitude which influences all pupils.

2. Promote good progress and outcomes by pupils 2a. Take accountability for pupils’ attainment, progress and outcomes.

2b. Have a good understanding of the pupils’ capabilities and their prior knowledge. Assess pupil’s achievement and plan and teach lessons that enable pupils, including those who are

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disabled and those who have special educational needs, to make at least expected progress.

2c. Offer intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve.

2d. Demonstrate secure knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.

2e. Encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting clear expectations.

3. Demonstrate good subject and curriculum knowledge. 3a. Have a broad and secure knowledge of all the relevant subject and curriculum areas in order to inspire children. Anticipate potential and common misconceptions.

3b. Be proactive in developing a critical understanding of developments in the subject and curriculum areas

3c. Demonstrate a secure understanding of, and promote high standards in literacy, articulacy and the correct use of Standard English at all times. Demonstrate a good understanding of how to develop the reading, writing communication … skills of the pupils they teach.

3d. If teaching early reading, demonstrate a secure understanding of systematic synthetic phonics.

. 3e When teaching primary mathematics, demonstrate a secure understanding of appropriate teaching strategies so that pupils make at least expected progress.

4. Plan and teach well structured lessons 4a. Adjust the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding

. 4b. Engage pupils to be inspired and excited about learning.

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Motivate pupils to ask further questions and undertake personal research.

4c. Set homework and other out of class activities across a variety of curriculum areas which consolidates and extend learning opportunities

4d. Reflect systematically on all lessons and identify areas for improvement. Is able to evaluate the effectiveness of their lessons and impact on all groups of pupils

4e. Contribute thoughtful, useful ideas around planning and provision.

5. Adapt teaching to respond to the strengths and needs of all pupils. 5a. Demonstrate an awareness of the range of abilities within the whole class and begin to plan for differentiated activities across the class.

5b. Have an understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Gain an understanding of the work of outside agencies and how they can support pupils’ learning.

5c. Begin to adapt teaching according to the different physical, social and intellectual development of pupils.

5d. Begin to demonstrate an understanding of the needs of all individual and groups of pupils through effective planning and a variety of teaching strategies.

6. Make accurate and productive use of assessment 6a. Have a secure knowledge and understanding of required assessments and make some contribution to moderation meetings

6b. Demonstrate effective use of formative and summative assessment with support from school colleagues to secure pupils’ progress.

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6c. Demonstrate effective use of relevant data to monitor progress, set targets, and inform future planning.

. 6d. Provide quality, effective oral feedback to pupils and marks work effectively. Work with pupils to help them know what they have done well and what their next steps are. Have well developed skills in getting pupils to respond to feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Effectively use clear routines and rules for behaviour management. Make consistent use of the school’s behaviour policy both in the classroom and around the school or setting. To have an awareness of strategies, including cyber and prejudicebased (and homophobic) bullying.

7b. Establish a highly effective framework for discipline.

. 7c. Manage all parts of the lesson effectively, using

approaches that suit pupils’ needs and stage of development. Ensure pupils are involved and motivated.

7d. Maintain consistently good relationships throughout the placement.

8. Fulfil wider professional opportunities 8a. Consistently make a positive contribution to the wider life and ethos of the school.

8b. Sustain effective professional relationships with colleagues. Draw on advice from a variety of appropriate sources.

. 8c. Give support staff clear guidance which is Focused on

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particular pupils’ needs and respond to their feedback

8d. Take responsibility for setting targets for development. Respond to feedback; be receptive to advice and continue to be open to both coaching and mentoring.

8e. Be proactive in communicating with parents and establish a positive rapport with them.

Teaching standards STAGE 1

Standard statement Evidence 1. Set high standards which inspire, motivate and challenge pupils

1a. Consistently uses a range of innovative strategies to maintain a safe and stimulating environment for pupils in a wide range of situations e.g. extracurricular activities and off site visits, and taking responsibility for this.

1b. Set aspirational goals that are personalised for groups of learners including underperforming groups that reflect the individual learning culture of the school.

1c. Demonstrate a highly effective presence in the classroom and around the school. Provide an outstanding role model in all contexts and all situations, building a positive attitude that inspires all pupils.

2. Promote good progress and outcomes by pupils

2a. Is consistently accountable for pupils’ attainment, progress and outcomes.

2b. Have a detailed understanding of the pupils’ capabilities and their prior knowledge. Demonstrate through their planning and

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teaching that their pupils, including those who are disabled and those who have special education needs, make good progress

2c. Consistently offer high quality intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve.

2d. Consistently demonstrate a broad knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.

2e. Consistently encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting high expectations.

3. Demonstrate good subject and curriculum knowledge 3a. Have a detailed, in depth knowledge of all the relevant subject(s) and curriculum areas. Anticipate and plan to avoid misconceptions. Be proactive at inspiring children.

3b. Demonstrate the ability to use research and then apply to own teaching or aspects of school development.

3c. Model a high standard of literacy in all professional activities. Consistently demonstrate a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of the pupils they teach.

3d. If teaching early reading, demonstrate a very good understanding of systematic, synthetic phonics.

3e When teaching primary mathematics, demonstrate a very good understanding of appropriate teaching strategies so that pupils make a good or

better than expected progress

4. Plan and teach well structured lessons 4a. Consistently adjust the pace and momentum of lessons to

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enable all pupils to develop their knowledge and understanding.

4b. Consistently engage pupils to be inspired and excited about learning.

4c. Set homework and other out of class work which consistently enriches learning.

4d. Analyse and evaluate the effectiveness of lessons and approaches to teaching. Is able to accurately evaluate the effectiveness of their lessons and impact on all groups of pupils.

4e. Consistently contribute thoughtful, useful ideas around planning and provision.

5. Adapt teaching to respond to the strengths and needs of all pupils 5a. Consistently adapt practice in response to pupils’ needs. Have the knowledge and skill to take educational risks when appropriate

5b. Understand the causes of low achievement, challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

5c. Have secure understanding of the pupils’ physical, social and intellectual development and use this to inform pedagogical approaches.

5d. Have a very good understanding of the needs of pupils from all identified groups. Use personalised strategies to effectively engage, support and challenge them.

6. Make accurate and productive use of assessment

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6a. Regularly assess pupils in all relevant subject areas and contribute to moderation meetings.

6b. Consistently demonstrate effective use of formative and summative assessment to secure pupils’ progress

6c. Consistently demonstrate effective use of relevant data to monitor progress overtime, set targets, and inform future planning

6d. Consistently provide effective oral feedback that is personalised to each pupil or group of pupils. Mark work effectively so that pupils know what they have done well and what their next steps are. Be highly skilled at getting pupils to respond to feedback clearly impacting on their progress overtime.

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Consistently use very clear rules and routines in order to promote positive behaviour. Promote the effective use of the school’s behaviour policy both in the classroom and around the school or setting. Deliver lessons or an assembly that promote strategies to tackle bullying, including cyber and prejudicebased (an homophobic) bullying.

7b. Use a range of innovative and effective strategies for behaviour management in response to individual needs.

7c. Consistently manage all parts of the lesson very effectively using approaches that suit the pupils’ needs and stage of development adapting practice as appropriate. Ensure pupils are involved and highly motivated

7d. Demonstrate consistently good relationships with all pupils across the school.

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8. Fulfil wider professional opportunities 8a. Be proactive in creating frequent opportunities to contribute to the wider life and ethos of the school.

8b. Take an active role in the team gaining the respect of colleagues.

8c. Deploy support staff consistently, effectively involving them in planning and assessment to maximise the learning of all pupils

8d. Take full responsibility and set challenging targets for own development. Use advice and guidance of colleagues to make sustained improvements in practice.

8e. Gain the respect of parents through effective communication. Demonstrate the ability to report to parents in oral or written form.

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Documents

Contents · Web view1 BEd (Primary) Programme Year 3 School Experience 2020 - 2021 Notes of Guidance for Student Teachers & School and University Mentors, Class Teachers Plymouth