SBL... · Web viewUniversity of Chester Faculty of Education and Children’s Services. Year 1 SBL Professional Development ActivitiesBA (Hons) Primary Education and BA (Hons) Early

Faculty of Education and Children’s Services

Year 1 School-Based Learning – Professional Development Activities

BA (Hons) Primary Education andBA (Hons) Early Years - Primary Education

2016 - 2017

University of Chester Faculty of Education and Children’s ServicesYear 1 SBL Professional Development Activities BA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

BOOKLET RATIONALEThis booklet has been created to support the bringing together of university and school-based learning. The school-based learning activities have been designed within the ITE Partnership to provide guidance to Associate Teachers (ATs) and Professional Mentors/ Class Teachers on the types of activities that ATs should engage in in order to meet, to an appropriate level at this stage of training, key aspects of the Teachers’ Standards. This set of activities is by no means exhaustive and, as with all aspects of ITE Partnership, school colleagues and ATs are encouraged to seek other related and bespoke opportunities for development in these areas. Feedback from school colleagues and ATs is, as always, very welcome and can be given either to the University Link Tutor, programme tutors or noted on the relevant SBL evaluation form.

Activities, and priorities for 2016/17, have been developed in consultation with the following school colleagues:

Tim Dann – The Firs School

Sally Astbury – The Firs School

Tracy Jones – Ysgol Merllyn

Nici Owens – Ysgol Mynydd Isa

Helen Plant – Broomfields Junior School

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Y1 UNIVERSITY-BASED LEARNING 2016/17

Below is information for our ITE Partnership colleagues based in school outlining the university-based learning undertaken by the BA (Hons) Associate Teachers across all modules throughout the year. As all modules are ongoing at the placement start, only some of the content will have been covered prior to this.

Education and Professional Studies – Outline of module contentIntroduction to learning, teaching and assessment

An introduction to the concepts of learning, teaching, education, school and curriculum;

A brief introduction to the history, sociology and philosophy of education; Learning theories and their application in Primary and EYFS classrooms/settings;

the role of play in supporting learning and development; Key theories of child development (social, moral, motor and cognitive); An introduction to Early Years pioneers; Factors influencing motivation and learning; Classroom management and organisation; behaviour management and

engagement; Theory into practice: planning for effective learning in primary or EYFS settings; An introduction to Safeguarding/e-safety and Child Protection; Personal and professional conduct;

The teacher as researcher: Research in education; Brief introduction to ethics in research; Observation and the reflective practitioner; reflecting on practice; Case studies and child profiles; Interviewing professional colleagues.

School-based Learning Preparation - Outline of module content The role of the teacher; Professionalism (focus on Part 2 of the Teachers' Standards); Time management; Planning and assessment skills; Articulacy and the use of the voice; Target setting and subject knowledge auditing.

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CORE SUBJECT LEARNINGENGLISH - Outline of module content

English in the statutory documents for the EYFS and Primary phases (with a focus on spoken English and reading);

Early language acquisition; Spoken English with a focus on the use of standard English; The Rose Review and the Simple View of reading; The role of Systematic Synthetic Phonics in the teaching of early reading and spelling; Teaching reading comprehension; Reading for pleasure; Technology to support the teaching of reading; The application of reading and spoken language across subject boundaries.

MATHEMATICS - Outline of module content Introduction to the EYFS and National Curriculum for mathematics Exploration of attitudes towards mathematics Early number - counting Place Value and other number systems Mental and written methods for the four rules of number calculations

SCIENCE - Outline of module content The nature of science and why we teach it Early years science experiences - early explorations Children's ideas in science Constructivism Science in the National Curriculum at Key Stage 1 and Key Stage 2 Scientific Enquiry (working scientifically) Selected topics from the NC programmes of study for physics, chemistry and biology Introduction to lesson planning in science

OTHER MODULESPE and Outdoor Learning in the EYFS and Primary Phases - Outline of module content

An introduction to Physical Development and PE in the statutory frameworks for EYFS and Primary phases;

Learning and teaching through core PE activities, such as games, gymnastics and dance, health related exercise and outdoor activities;

An introduction to developmentally appropriate Physical Education and the motor skills which underpin fundamental movement;

A review of a range of teaching strategies that can be used in practical Physical Education contexts;

The contribution of Physical Development and PE to learning across the Early Years and Primary phases;

The promotion of Health and Safety and management of risk in Physical Education lessons and out-of-school contexts;

An introduction to teaching and learning Physical Development and PE in out-of-school contexts;

The contribution of Physical Development and PE, and the role of fundamental movement skills in the promotion of appropriate health enhancing physical activity.

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Learning and teaching in the Arts - Outline of module content Key skills and concepts in relation to arts education, including gaining experience and

expertise in a range of techniques for teaching children; Approaches to planning, learning, teaching, assessment, evaluation, classroom

management and inclusion in art and design, design and technology and music; The potential for working collaboratively with a variety of art forms; Creative learning and teaching opportunities across the arts; The place of art and design, design and technology and music in a child’s curriculum; To explore cultural diversity through the arts; Meaningful cross-curricular links between the arts.

Computing, Primary Foreign Languages and Intercultural Perspectives - Outline of module content

The essential knowledge, skills and understanding to teach Computing and use technologies to enhance learning;

The Computing curriculum for key stages one and two and ICT in the EYFS; Progressions in programming; Selecting, using and combining technologies for creative purposes; Digital citizenship: safe, responsible and sensitive use of technologies and media; Choosing when and when not to use technologies for learning; Using technologies to support the teaching of languages and to explore intercultural

perspectives; Auditing of cultural journeys – global links and language experiences; Exploring the notion of different heritages and cultures; The contributions of different cultures and heritages to British culture and values; 'Self and Other’ - articulation of own culture/heritage as a pre-requisite for

understanding another; Language as part of culture - learning from other languages; Multicultural and intercultural education – practice and development, similarities and

differences; The role of languages in developing children’s interculturality; The intercultural classroom, including school linking locally and globally; Introduction to the global dimension to the curriculum – global learning; Language teaching pedagogy, including cross-curricular approaches Language teaching pedagogy, including planning for micro-teaching and resources.

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INDUCTION TO THE SCHOOL

M aking the most of the first 2 days The first 2 serial days of the placement should enable Associate Teachers to orientate themselves with the class/ classes and schools they will be based in, collecting key information and documents about the class/ classes, and about school policies and procedures. Opportunities for meeting the class teacher and Professional Mentor will greatly enhance this process.

Key information and documents to collectKey Policies: e.g. Safeguarding and Child Protection; e-safety; subject-specific policies; behaviour management; anti-bullying; Equality.

School information: school prospectus and mission statement; roles and responsibilities of all staff; resources available in school and any procedures for booking them.

Class information: class list; details of groupings; key assessment data and tracking information about children in class (including targets); information about children with additional needs (e.g. EAL; SEN and disability (access to IEPs); medical needs); class timetable (including access to hall and other facilities, e.g. ICT Suite); topics/ areas to be covered during SBL; sketch classroom layout.

School routines: lunchtime arrangements; playground duty rota; staff meetings; staffroom protocol.

Age-phase enhancement and enrichmentDiscussion should focus on requirements for this over the course of the year. These are detailed in the Phase 1 document within the appendices in the SBL Guide.

General organisation Arrange with your Professional Mentor or Class Teacher a suitable time each month

(during the serial days) to hold a ‘review’ meeting; With your Class Teacher and, if appropriate, your paired placement partner, establish

your responsibilities and activities for the second and third serial days.

Observation Observe a range of both core and foundation subjects, including at least one Literacy

lesson and one Numeracy lesson. From your observations and discussions with the class teacher make a note of the

strategies used to manage children’s behavior; record exactly how they are used; the rationale behind them; the impact they have.

Child Profiles Two contrasting children should be selected as a focus for child profiles by the class

teacher. ATs should then work closely with these children throughout the year, gaining insight into their learning needs and supporting their learning appropriately. Regular reviews or progress in this activity will take place in university sessions throughout the year.

Breaking the ice with the whole class (suggestions)Whilst this is not mandatory, it is a good idea to do some activity that you feel confident with, very early in the placement.For example, you could:

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Begin to read aloud to the class on a regular basis and continue for the rest of the placement.

Team teach an oral/mental starter for a numeracy lesson.

KEY AREAS OF FOCUS FOR THE WHOLE PLACEMENT

Classroom management and behaviour managementMany of the suggested Professional Development Activities for the autumn term focus on this area, and are detailed later in this document. Weekly reviews of progress should regularly review progress in this area and set targets.

Presence in the classroomAssociate Teachers should be aware of the importance of this from the start of the placement, and regular feedback and support should be given to enable them to develop greater self-awareness of the impact of aspects such as body language, positioning and voice. Where there are any concerns about classroom presence, these should be shared with the University Link Tutor, so that additional support can be provided.

Working with parents and carersDeveloping confidence for communicating with parents and carers has been identified as a programme priority. During the course of the year, Associate Teachers should be given the opportunity to do each of the following on at least one occasion: Write a letter to parents, introducing themselves as an Associate Teacher. A template

for this is provided on the Professional Journey website; Communicate with parents to give praise about a child’s achievement (s); Communicate with parents to respond to concerns about a child’s progress or well-

being; Engage in at least one communication with parents that involves technology (e.g.

Twitter, text, blog); Attending and, if deemed appropriate, contributing during a consultation with parents

and carers (e.g. parents’ evening); Make a phone call to parents; Communicate to parents about a child’s progress in reading (e.g. through reading

record/ diary); Attend an extra-curricular event organised for parents, and talk to the parent (s) of at

least 3 children during this.

Core subjectsMany of the suggested Professional Development Activities for the spring term focus on this area. Weekly reviews of progress and target setting throughout the year should review progress in subject knowledge and set targets, taking account of ATs’ subject knowledge audits.

PlanningAssociate Teachers need to gain an insight into levels of planning in a primary school (long term, medium term and short term), and support in this area should be provided throughout the year. Suggested progression is as follows:

Autumn Term: Associate Teachers should be engaged in discussion about the planning process, and shown good examples. ATs should engage in teaching, as directed by the class teacher and from his/ her planning.

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Spring: Term (1)Using the university lesson planning format (introduced to the ATs on Wednesday 14 th

December), and under the direction of the class teacher, Associate Teachers should plan lessons, or parts of lessons for groups. Associate Teachers should be shown examples of medium term planning and how this translates to weekly and/ or lesson plans.

Spring Term (2)As above + Associate Teachers should be given the opportunity to engage more with medium term planning, and how short term planning is derived from this. This may involve some collaborative working, but Associate Teachers should not be asked to derive their own medium term plans during the first year placement.

Summer Term (1)As above + Associate Teachers should be given the opportunity to evaluate progress towards medium term planning.

Summer Term (2, block placement)As above + Associate Teachers should be completing lesson plans with increasing independency, and preparing plans and teaching the whole class in some lessons, as deemed appropriate.

Child ProfilesAims: Enable Associate Teachers to gain a greater understanding of assessment, target

setting and tracking of children’s progress; Enable Associate Teachers to gain a greater understanding of factors that affect

children’s attainment.

In completing the Child Profiles, Associate Teachers must demonstrate that they are aware of (for at least English and Mathematics): Each child’s attainment in relation to national age-related expectations and baseline

attainment at the start of the year and/ or key stage/ age phase; How the child’s attainment has been tracked over time; Each child’s quantitative and qualitative targets, and how these impact on planning; Contributory factors that may have impacted on the child’s learning and attainment.

Associate Teachers must also provide evidence of how they have (for English and Mathematics): Monitored the child’s progress towards targets; Planned for and assessed the child’s learning in relation to their targets.

Outstanding Associate Teachers will: Demonstrate a degree of autonomy and initiative in addressing the above; Liaise with appropriate colleagues in school in support of the child’s learning.

Using the Child Profiles for SBL and UBL assessmentAssociate Teachers are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards and to support critical reflection in academic assignments, where appropriate.

The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards identified below:5b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,

and how best to overcome these;

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5c) demonstrate an awareness of the physical, social and intellectual development of children, 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 English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them;

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.

Presentation of Child ProfilesAside from the cover sheet, there is no set presentation format for the Child Profiles. They should appear in the relevant section of the SBL File, and provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL.

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets.

The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

Child Profiles – examples of possible content Records of pupil tracking Details of qualitative and quantitative targets (and assessment made in relation to

these) Examples of summative and formative assessment that has been completed Work samples (annotated to demonstrate relevance)

AUTUMN TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS: CLASSROOM ORGANISATION, BEHAVIOUR MANAGEMENT AND TEACHING PEDAGOGY

The following are suggested activities, which will help structure your time in school during the autumn term. The emphasis is on enabling you to gain a greater insight into classroom organisation, behaviour management and teaching pedagogy, and to make links between theory introduced in the university to practice observed in school.

1. Track a full day for one class of childrenRecord your observations during the day in your own diarised format. Try to consider why particular class management and teaching strategies are being used to support children’s learning. You should take opportunities to support individual children/ groups as directed by the Class Teacher throughout the day. Observation should be participatory!

Some suggestions of what to look for: Transitions; Routines, including at the start and end of the day; Behaviour management strategies; How questioning is used to find out what children know and understand, or to

challenge their thinking;

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Strategies used to engage children in discussion; Ways in which children are grouped and why; Ways in which children’s learning is assessed.

You may find Appendix 4 in the SBL Guide useful in supporting your observations.

Date to undertake Task Signature Date

completed15th November 1.Observation of class for full day

2. Safeguarding and Child Protectiona. Read the school’s Safeguarding/ Child Protection Policy and talk to the designated

teacher and/ or the Head Teacher to find out more about Safeguarding and Child Protection.

b. Find out who the Designated Safeguarding Officer is, and if possible talk to them to find out more about their role, and about Safeguarding and Child Protection.

c. Make sure that you know what to do if you are worried about the welfare of a child – so that you can help to protect children from maltreatment

d. Identify and record what is happening in the school, and what is done to: prevent impairment of children’s health or development; provide safe and effective care; enable children to have the best life chances. Explore the role of the curriculum.

e. Gather evidence of how your placement school/setting ensures children use technology, including the internet, safely. Evidence may include school policies, e-safety rules and/or planning which illustrates appropriate e-safety practice.

Date to undertake Task Signature Date

completed8th November 2a8th November 2b8th November 2c8th November 2d8th November 2e

3. Observe and note the types of questions asked of children in the classroom. Consider what makes effective questioning and the impact that high quality questions have on the learning in the lesson. How is questioning used? Is it to illicit answers; to check understanding; for assessment purposes? Using Bloom’s taxonomy, consider the types of questions asked.

4. Keep a reflective diary of your observations in classrooms, particularly in relation to classroom management and organisation; behaviour management; and teaching strategies, including differentiation. Appendix 4 in the SBL guide offers some prompts to help focus your observation.

5. Write a reflective commentary (500 words approx.). This should focus on the extent to which you have seen a particular learning theory evidenced in classroom practice, and the impact on children’s learning. Submit your reflective commentary to Moodle as directed by Thursday 15th December 2016 by 6pm. You may find the model of reflective writing on Moodle (PR4902) useful to help structure your thoughts.

6. Design and make an interactive resource to be used in supporting learning on Visit Day 4, 5 or 6. You will need to discuss the resource with your base class teacher on Day 1 or Day 2, identifying what kind of resource it will be and which children it will be used with. How will the resource complement the children’s learning? You have free choice as to

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http://www.learningandteaching.info/learning/bloomtax.htm


what to design and make, but ideas could include an IT resource, problem-solving activity, role-play activity, story-sack, number game, puppet etc. It should be interactive. You should use the resource to support the learning of a group of children or the whole class, and evaluate its effectiveness. Use your interactive resource to support teaching a small group or the whole class and write a short evaluation (up to 500 words) of your teaching and the effectiveness of the resource in enhancing the children’s learning. Submit your reflective commentary to Moodle as directed by Monday 16th January 2017.

7. Meet with 2 children (selected for child profiles), to find out about their interests and attitudes to learning. Identify any factors that may affect the children’s motivation and learning. Write a brief report of what you have found out about each child, ensuring that this is done anonymously (e.g. referring to the children as Child A and Child B).

8. Through informal discussion, find out more about the professional roles of adults working in the school.

9. Observe an assembly or whole-school gathering led by the Head Teacher or Deputy Head Teacher and try to identify how this relates to the school ethos.

10. Identify differences in the physical classroom environment in two different classes (e.g. one in KS1 and one in KS2, or one in EYFS and one in KS1). You may find it useful to sketch and label a detailed plan of the classrooms.

11. Accompany a teacher on break duty and observe the children interacting in an informal context.

12. Observe a PE lesson in EYFS, KS1 or KS2 (where possible).

13. Investigate and report on the use of displays to support learning in the classroom. Have a close look at the ways in which displays support children’s learning. For example, displays of vocabulary lists, book reviews, role-play areas, topic webs, working walls, displays of children’s work across the curriculum, thematic displays etc.

14. Observe how 1 unfamiliar classroom resource is used to support children’s learning and record some findings.

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15. Take any opportunities to assist with extra-curricular activities.

Date to undertake

Task Signature Date completed

22nd November 3Ongoing 413th December 513th December 66th December 76th December 822nd November 929th November 1013th December 1122nd November 1229th November 1329th November 1413th December 15

SPRING TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS: ENGLISH, MATHEMATICS AND SCIENCENote, this section also contains information pertinent to the block placement.

English

SBL Focus 1: Teaching Reading

1A: Word-reading - Systematic Synthetic PhonicsAs you know from English sessions in university, Teacher Sub-standard 3d relates to your ability to demonstrate your SSP subject knowledge. The pure subject knowledge element of this can be evidenced in part by university-based evidence: your articulation test, your SSP terminology test and your phonics assignment, but your understanding of the pedagogical element of subject knowledge is significantly enhanced in school. It is from your SBL, therefore, that much of your evidence for this teacher standard will come. As outlined in green on your PR4903 schedule of sessions and below, there are several activities which you must undertake in order to deepen your understanding of how ‘teaching reading theory’ and ‘teacher subject knowledge’ relate to your practice in the classroom.

Essential Tasks From the outset, ensure that you model correct articulation of phonemes when working

with children on reading/spelling activities. (Associated UBL session: 1) Observe and support phase 1 SSP teaching in a Foundation Stage 1 setting (Nursery/3

year olds). As this is unlikely to follow the 4-part structure of a discrete SSP lesson, use the usual university observation form (LO1) to make your notes, taking care to use appropriate terminology when recording information. (Associated UBL session: 2)

Observe, support and later teach a sequence of phase 2/3 SSP lessons in a Foundation Stage 2 setting (Reception/4-5 year olds). Use the specific discrete SSP lesson pro-formas: ‘AT observing teacher’ and ‘SSP discrete lesson planning’ (resource folder on Moodle). (Associated UBL session: 3)

Observe, support and later teach a sequence of phase 4/5 SSP lessons (Y1/2 – 5-6 year olds). Use the specific discrete SSP lesson pro-formas: ‘AT observing teacher’ and

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‘SSP discrete lesson planning’ (resource folder on Moodle). (Associated UBL session: 4)

If possible, observe, support and later teach a phonics intervention group in KS2. Alternatively/in addition, observe/examine the place of SSP in KS2 spelling lessons.

Note how SSP is applied in other English lessons and in other areas of the curriculum.

Use the specific discrete SSP lesson pro-formas: ‘AT observing teacher’ and ‘SSP discrete lesson planning’ (Moodle). You should be formally observed teaching discrete SSP lessons at least twice during SBL 1.

1B: Reading Comprehension Read with individual children. Use questioning to teach and assess literal, inferential and

evaluative aspects of comprehension (Associated UBL session: 8) Observe guided reading and later lead a sequence of group guided reading sessions

following the structure outlined on the university ‘guided reading structure’ doc’ on Moodle. (Associated UBL session: 9)

Note how reading comprehension is applied in other English lessons and in other areas of the curriculum.

1C: Reading for Pleasure Read whole fiction book(s) to a group/class purely for the purpose of promoting a love of

reading. Develop an element of the school reading environment e.g. create an exciting reading

area. Collate examples of whole school or class-based attempts by teachers to promote

reading for pleasure. E.g. World Book day events, visiting authors, reading-based rewards etc. Comment on the impact of such activities. (Associated UBL session: 6)

SBL Focus 2: Teaching Spoken English Note how teachers in the EYFS promote pupil progress in the Prime Area

‘Communication and language.’ Observe teaching/provision and ask to see EYFS planning in this area. Make notes on your observations.

In years 1-6, note examples of how do teachers promote pupil progress in Spoken English? (See P7 of the English NC programmes of Study for specific aspects of spoken English that should be taught). (Associated UBL session: 12)

SBL Focus 3: Standard English As partial evidence for Teacher Standard 3c, endeavour to model the use of Standard

English throughout your time in school, practising in particular avoidance of the common errors highlighted in UBL sessions.

N.B. WritingThe teaching of writing is not the focus of university based learning this year. However, observing and supporting writing lessons this year (and possibly teaching aspects of writing if you feel confident) will be extremely valuable in preparation for the year 2 English module in which teaching writing will be the focus of your UBL.

Immediately following SBL, complete the ‘Teaching English Experience Log’ and upload this to Moodle (as will be explained). Also, update your ‘English Subject knowledge Confidence Audit’ (electronic and hard-copy), focussing particularly on the teaching of reading elements.

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Mathematics1. Observe maths teaching outside your base class in at least one other class in school.

Write a descriptive account of the lesson that would allow you to use your notes to teach the same lesson. Note the learning objectives, structure of the lesson, questions the teacher asks in whole class session and of individuals or groups as the children completed the tasks set. Pay particular attention to any misconceptions that occur with pupils or that the teacher may introduce to teach from. Include these misconceptions in your written account. Include your perceptions of what the pupil’s learnt.

2. Teach the starter activity you taught and evaluated in maths session in University to your peers to pupils. You can teach a whole class, group or pair of pupils. Write a reflective account of the teaching episode. Include as a minimum, what went well, what you would change if you used the task again and what the pupil’s learnt.

3. Obtain a copy of the schools calculation policy. Read this and document any discussions you have with staff in school re clarification of ideas within the policy that you are not clear about.

4. Complete the ‘Resources for Teaching Place Value evaluation document’ (Available on Moodle to download).

Science (Serial Days)

Science Activity 1The place of science as a core subjectDiscuss with your mentor and/or science co-ordinator the rationale for how science is ‘positioned’ in the curriculum in your school. What is the pattern of delivery in the timetable (e.g. regular slots twice a week) and why has that approach been adopted? Compare the place of science alongside the other core subjects of English and Mathematics. Policy and curriculum planning documents might also help you to explore this if available to you. Make notes of your findings.

Science Activity 2Observation of science lessonsObserve at least three full science lessons across different year groups in your school.

Focus your observations on these key aspects: Identify when and how a constructivist approach is applied in the lessons. Note the

features you observe where this happens (i.e. what it looks like) and observe the impact on pupils’ progress in conceptual understanding within individual lessons.

Analyse which types of scientific enquiry you see being taught in the lessons and discuss with the teacher concerned their rationale for selecting that type of enquiry for the given learning opportunity.

Identify the specific skills of scientific enquiry being taught, practised and extended in the lessons you observe. How are they matched to the age and experience of the children?

What techniques does the teacher use to manage classroom organisation and pupil behaviour in practical science sessions?

To support your focused observation of science lessons, you can use the prompts in the science lesson observation pro-forma (Appendix 1) to record your analysis of the selected features. Complete one pro-forma for each of the science lessons you observe. You can do this electronically if you prefer so you can expand boxes. If you don’t observe any of these features, make notes of the approaches that you see being used in the lesson instead.

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Science (Block Placement)

Science Activity 3Continue to observe a range of science lessons in different year groups, including observation of the science co-ordinator teaching where possible. Continue to use the science lesson observation pro-forma to record your observations. Work alongside teachers during these lessons to support groups or individuals.

Science Activity 4Plan, teach and evaluate a minimum of two whole science lessons. These may be team taught if it is a paired placement.

You should receive at least one formal observation of your teaching of a science lesson and science should feature as a focus for discussion within at least one weekly meeting.

Evidence of these learning activities should be retained in your SBL file and you will be asked to complete a record of science experience when SBL 1 is completed to enable science tutors to track your progress. You will be required to upload sample lesson plans and the formal observation of your science teaching.

You should make every effort to negotiate opportunities to meet these minimum expectations.

Science Activity 5At the end of SBL 1: Update your science confidence audit (hard copy in PJF and electronic version on

Moodle); Complete the science record of experience via Moodle, including upload of plans and

observation when prompted.

SUMMER TERM PROFESSIONAL DEVELOPMENT ACTIVITIES

FOCUS (during serial days): THE BROAD CURRICULUM

The serial days in the summer term should enable Associate Teachers to gain further experience across the breadth of the curriculum. During the block placement, Associate Teachers should draw upon any of the Professional Development Activities in the booklet, as appropriate to support training needs.

1. ObservationsObserve at least one lesson for each National Curriculum area and/ or EYFS area of learning. For each lesson observed, track the content back to the curriculum and record this in your notes.

2. Researcha) Find out what cross curricular links are made through the teaching of foundation

subjects in KS1 and KS2. Ask to look at examples of medium term planning to support this. Investigate approaches used to teaching the curriculum (e.g. through topics or more ‘subject-specific approaches)

b) The following extract is taken from the statutory framework for the Early Years

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Foundation Stage. Investigate how the statement in bold is put into practice.

‘There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: communication and language; physical development; and personal, social and emotional development.

‘Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.

The specific areas are: literacy; mathematics; understanding the world; and expressive arts and design.’

3. Teachinga) Identify opportunities for supporting learning in non-core subjects, and keep a

record of experience. or

b) Identify opportunities for supporting learning across prime and specific areas of learning in EYFS, and keep a record of experience.

4. Identify time to meet with the SENCO. In your meeting, discuss how the school identifies children with Special Educational Needs and Disability (SEND) and how provision is made for these children in school. Identify what additional provision is made for the children and what the role of parents is.

5. Observe continuous provision in the Early Years. How do the children learn in the different areas? How are the children encouraged to be independent learners?

6. Investigate the use of TAs within an Early Years setting. What do they do on a daily basis to support the children? How do they support learning? What other tasks do they carry out?

7. How does the Outdoors Area support children in their learning? How do teachers plan for learning outdoors? What are the children’s perceptions of learning outdoors?

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Appendix 1 Science Lesson Observation Form

School: Year group: Date:

Science topic Time:

Learning Objectives:

Features of a constructivist approach observed:

What did this look like in this lesson?

What was the impact on pupils’ conceptual understanding?

Type of scientific enquiry taught:

Please circle:

fair test survey observation research

sorting/classifying problem-solving none

Specific skills of scientific enquiry/working scientifically being taught, practised or extended:

Please tick all that apply:

Raising questions Planning investigations Identifying and controlling variables Predicting Observing/measuring Presenting and analysing data Interpreting results and drawing conclusions Evaluating investigations

What did this look like in this lesson?

Notes on classroom organisation/behaviour management techniques used

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Documents

SBL... · Web viewUniversity of Chester Faculty of Education and Children’s Services. Year 1 SBL Professional Development ActivitiesBA (Hons) Primary Education and BA (Hons) Early