School of Education - University of Brighton · 2020-01-09 · 3 1.2 School Induction As per our Partnership Agreement with schools, we expect that the trainee receives safeguarding

School of Education Inspiring learners, enriching communities

BA Hons Primary Education Year 2 School-Based Training Handbook

2019/20

The University of Brighton Initial Teacher Education Partnership

Our Partnership Vision

The School of Education at the University of Brighton is proud to work in partnership with schools

across the South East of England and beyond. We are:

Committed to the holistic development and well-being of all learners

Underpinned by an enduring commitment to inclusivity and diversity, where all learners are valued, individuality is celebrated and barriers are removed

Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in evaluation, challenge and meaningful change

Centred around a cohesive learning community where professional development is transformational and research-based practice is valued and communicated

Driven by an understanding of local knowledge, regional and national priorities coupled with the agility and capacity to adapt

Keys to Quality

Our Partnership is committed to continually driving improvements to ensure consistency in the quality

of training. Representatives from across the Partnership worked together to identify six overarching

‘Keys to Quality’ that are essential to securing high quality school-based provision. These six Keys to

Quality act as a shared reference point for all parties engaged in training including mentors, trainees,

university tutors and headteachers. All members of the Partnership are expected to commit to and

enable the Keys to Quality.

The 6 Keys to Quality:

A warm welcoming induction, including safeguarding;

Ongoing and supportive informal guidance and advice;

Effective regular mentor meetings;

Individualised training and development opportunities;

Constructive, personalised verbal and written feedback;

Accurate assessment using grading descriptors.

BA Primary Priority for 2019/20: TS6 – Make accurate and productive use of assessment

Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes

may be made to some of the information during the academic year. At the time of going to print all

information was correct. The Partnership reserves the right to make changes as necessary.

Contents

1. Introduction ........................................................................................................................... 1

1.1 Safeguarding ........................................................................................................................... 2

1.2 School Induction ...................................................................................................................... 3

2. Useful Information ................................................................................................................ 4

2.1 Key to frequently used Acronyms and Terms ......................................................................... 4

2.2 Key University Contacts .......................................................................................................... 4

2.3 Early Years Foundation Setting School-Based Training ......................................................... 5

2.4 Guide to frequently used Pro formas ...................................................................................... 5

3. School-Based Training (SBT2) Aims and Expectations ................................................... 6

3.1 Aims of SBT2 .......................................................................................................................... 6

3.2 Learning Outcomes for SBT2 .................................................................................................. 6

3.3 Guidance and Support for SBT2 ............................................................................................. 7

3.4 Weekly Overview of Expectations and Suggested Dates for the Second School-Based

Training ................................................................................................................................. 12

3.5 Areas of Learning and Subjects ............................................................................................ 23

4. Professional Development ................................................................................................. 25

4.1 Maximizing Professional Development Opportunities .......................................................... 25

4.2 Professional School File Requirements ................................................................................ 26

4.3 e-Portfolio (PebblePad) Requirements ................................................................................. 27

4.4 Professional Action Plan ....................................................................................................... 28

4.5 Mentor-Trainee Professional Meeting (PH Form) ................................................................. 28

4.6 Minimum Expectations for Engagement with the e-Portfolio (PebblePad) ........................... 30

4.7 Tasks and Professional Learning Opportunities (PLOs) ....................................................... 31

5. Assessment of Trainees .................................................................................................... 32

5.1 Assessing Trainee Progress ................................................................................................. 32

5.2 Grading SBT2........................................................................................................................ 32

5.3 Interim Reports (PB) ............................................................................................................. 33

5.4 Final Reports (PC) ................................................................................................................ 33

Appendices .......................................................................................................................................... 34

1. Task 1: School Context ......................................................................................................... 34

2. Task 2: Behaviour Management (TS7) ................................................................................ 35

The 3 Rs Behaviour Management Model (Bennett, 2016) ................................................... 36

3. Task 3: Special Educational Needs and Disabilities (TS5) .................................................. 37

Special Educational Needs and Disabilities Task Record ..................................................... 39

4. Task 4: Systematic Synthetic Phonics (SSP) Task (TS3d) .................................................. 40

Phonics Observation Form ................................................................................................... 41

5. Task 5: Grammar, Punctuation and Spelling Task (TS3) ..................................................... 42

6. Task 6: Mathematics / analysing mathematical progress (TS5)

Mathematics specialist trainees only .................................................................................... 43

7. Task 7: English – Drama and quality texts

English specialist trainees only ............................................................................................. 43

8. Professional Learning Opportunity 1

English as an Additional Language (EAL) ............................................................................ 43

9. Professional Learning Opportunity 2

Languages ............................................................................................................................. 44

10. School-Based Training Checklist for Trainees (useful optional resource) ............................ 45

11. Working in Partnership – Breakdown of University-Based Module Content ......................... 46

12. GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees .................... 50

13. DfE Teachers’ Standards - Parts 1 & 2 ................................................................................. 51

1

1. Introduction

Thank you for welcoming trainees into your school. This handbook relates to the second school-based training (SBT2) period for the following programmes:

Primary Education (3-7 Years) BA (Hons) with QTS;

Primary Education (5-11 Years) BA (Hons) with QTS;

Primary Mathematics Education BA (Hons) with QTS;

Primary English Education BA (Hons) with QTS.

This school-based training provides trainees with a sustained opportunity to draw together the range of their experiences to date on their programme and to demonstrate the skills and knowledge that lead to the award of QTS.

Trainees from all routes have:

Undertaken a successful school-based training period at the end of year 1;

Been successful in core, foundation subjects and education studies modules;

Begun to engage with a chosen subject study ( 3-7, 5-11) or engaged in their specialism from year 1 ( Mathematics and English specialist routes);

Been proactive in developing themselves both academically and professionally through engagement with the e-Portfolio (PebblePad).

In this booklet you will find details that are specific to the school-based training such as:

Contact details;

Dates and significant stages;

Aims and learning outcomes;

Assessment of trainees.

Further information of a generic nature related to Partnership matters can be found in the handbook

entitled Primary Partnership in Education Agreement and Handbook*. This includes information such

as:

Pro formas that are used to assess and give feedback to trainees;

Criteria for assessing trainees;

Roles and responsibilities of all within the Partnership;

‘Enhanced Support’ procedures;

Action plan requirements for the trainee.

*Please note that you can find the Partnership in Education Agreement and Handbook document and

all electronic versions of the school-based training forms and the SBT2 handbook at:

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/


2

1.1 Safeguarding

Safeguarding relates to the actions taken to promote the welfare of children and learners and protect

them from harm and is the responsibility of everyone who works with children and learners.

Safeguarding is defined in Working Together to Safeguard Children (Gov.uk, 2018) as:

• protecting children and learners from maltreatment

• preventing impairment of children’s and learners’ health and development

• ensuring that children and learners grow up in circumstances consistent with the provision of

safe and effective care

• taking action to enable all children and learners to have the best outcomes

Keeping Children Safe in Education (Department for Education, 2019) identifies the following issues

for those working in schools and other educational settings to be aware of:

abuse (multiple forms of)

bullying including cyberbullying

child criminal exploitation (county lines)

child sexual exploitation (CSE)

children in the court system

children missing education

children missing from home or care

children with family members in prison

criminal exploitation of children and vulnerable adults

domestic abuse

drugs

fabricated or induced illness

faith based abuse

female genital mutilation (FGM)

forced marriage

gangs and youth violence

gender-based violence/violence (VAWG)

hate

homelessness

mental health

missing children and adults

peer on peer abuse

preventing radicalisation

private fostering

relationship abuse

sexual violence and sexual harassment between children in schools and colleges

sexting

(so called) honour based violence

trafficking and modern slavery

upskirting

The UoB ITE Partnership is committed to ensuring trainees are aware and able to act upon their

safeguarding duties as members of school and setting communities. Our Partnership Agreement

states that every trainee:

• Receives safeguarding training and induction in each training setting which is recorded

on the Record of Mentor Meeting form (PH)

• Is fully briefed upon and signs the Partnership’s ‘Code of Personal and Professional

Conduct’ that includes the following duties for trainees:

o become familiar with, respect and adhere to all relevant statutory frameworks,

university policies and documentation and the policies and practices of partnership

settings/schools in which they teach

o prioritise the health, welfare and education of the children in their care

• Is fully briefed on the Partnership’s policy on the ‘Use of Social Media’, this includes

full guidance on the use of electronic communication, appropriate use of social media

and what to do if they have any concerns.

• Engages in university-based study where additional support and guidance related to

safeguarding takes place. For example, online units such as the Home Office Prevent

training: https://www.elearning.prevent.homeoffice.gov.uk/

• Is made aware of key safeguarding policies and practice guidance through our safeguarding

web page www.brighton.ac.uk/safeguarding

University tutors are supported with safeguarding updates.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/835733/Keeping_children_safe_in_education_2019.pdf

https://www.elearning.prevent.homeoffice.gov.uk/

http://www.brighton.ac.uk/safeguarding

3

1.2 School Induction

As per our Partnership Agreement with schools, we expect that the trainee receives safeguarding training / induction in each training setting. This is a requirement for week 1 and should be recorded on the pro forma ‘Mentor-Trainee professional meeting Form’ (PH). It must include:

the safeguarding and child protection policy and procedures;

the role of designated safeguarding lead;

the staff behaviour policy (sometimes called a code of conduct).

4

2. Useful Information

This handbook relates to the second phase of school-based training (SBT2) for BA Primary trainees.

SBT2 will begin on Monday January 27th until Friday March 27th 2020.

2.1 Key to frequently used Acronyms and Terms

PPiE: Primary Partnership in Education (Handbook)

QTS: Qualified Teacher Status

PebblePad: The e-Portfolio system used by trainees to track and support their professional

development.

2.2 Key University Contacts

The Partnership Office can be contacted at any time if you have a query / question regarding procedures. Deputy Head: Partnership and Engagement Sarah Fitzjohn-Scott [email protected]

Programme Leader BA (Hons) Primary Education

Keith Triggs [email protected]

Assistant Programme Leader (Professional Lead) BA (Hons) Primary Education

Faye Worthy-Pauling [email protected]

Year 2 Leader, BA (Hons) Primary Education

Lesley Hope [email protected]

Student Experience Lead/ Assistant Programme Leader

Polly Herbert [email protected]

Senior School-Based Training Supervisor (QA)

Kathryn Clements [email protected]

Partnership Office (PO) Primary Administrators

01273 643411

01273 643412

[email protected]

Reporting Absence (PO) 01273 641041 (24 hour answerphone) [email protected]

mailto:[email protected]







5

2.3 Early Years Foundation Setting School-Based Training

Throughout this booklet reference is made to schools, teachers and lessons. Those working in a

Foundation Stage setting should read these as setting, practitioner and session.

2.4 Guide to frequently used Pro formas

PA: Progress Report: completed to feedback holistically about trainee and pupil progress,

including observation of teaching

PB: Interim Report: completed at the interim review to evaluate progress and indicate potential

PC: Final Assessment Report: completed at the end of the SBT

PD: Need for Enhanced Support: completed when a trainee is not making sufficient progress and

is at risk of not passing SBT

PH: Mentor-Trainee Professional Meeting Form:

section A completed by the trainee prior to the mentor meeting as a weekly

evaluation

section C targets for professional action plan agreed and actions to meet targets set

whole form completed by the trainee and uploaded to e-Portfolio (PebblePad) after

the weekly mentor meeting

PI: Record of Attendance: completed by the trainee and signed by the mentor

PK: Lesson Observation: informal feedback for trainee OR trainee uses this form when observing

others

Support for mentors

For more detailed information about the purpose, distribution and completion of forms, including the

corresponding use of assessment descriptors, please see the PPiE handbook found here:


In addition, there is an E-Learning course which covers everything mentors need to know about

partnership-wide expectations and forms. The link for this training can be found on the SBT blog. All

2019-20 mentors are expected to complete this training.

Mentors please note

Please note that if there are concerns regarding the trainee’s progress, it is in the trainee’s interest to

implement the Enhanced Support process as soon as possible (see section 3.6 of the PPiE

handbook).


http://blogs.brighton.ac.uk/mentors/training/

6

3. School-Based Training (SBT2) Aims and Expectations

3.1 Aims of SBT2

This second SBT period aims to provide trainees with the opportunity to develop the skills, knowledge

and understanding necessary for them to become reflective and critical teachers. Trainees will be

equipped to identify professional strengths and needs as the basis for continued professional

development.

3.2 Learning Outcomes for SBT2

By the end of this phase of school-based training, trainees must have taken active and practical account of the principles of equality, inclusion and diversity and demonstrated that they can:

On successful completion of the module the trainee will be able to:

LO1 Make use of assessment strategies that inform planning, support pupil progress and address the needs of individual learners; (TS6, TS5, TS2)

LO2 Plan, teach and evaluate sequences of lessons that reflect secure subject and pedagogical knowledge appropriate to the context, curriculum and age phase; (TS4, TS3, TS1)

LO3 Actively contribute to teaching teams working collaboratively with members of a team; (TS8)

LO4 Use a range of effective behaviour management strategies appropriate to context and age phase; (TS7)

LO5 Act upon feedback and advice from colleagues and identify strengths and areas for development through professional development activity;(TS8)

LO6 Demonstrate achievement of the Teachers’ Standards relative to the expectations of the school-based training period

It is the trainee’s responsibility to carefully track progress and evidence against the Sub-

Standards prior to completing SBT2. It is also their responsibility to share this with their

mentor in order to inform the interim report (PB) and final assessment report (PC).

7

3.3 Guidance and Support for SBT2

Each SBT has a set of outcomes which are linked to the Teachers’ Standards. There are some core

expectations designed to enable trainee progress and to meet these outcomes. A detailed weekly

overview of expectations is provided in section 3.4 and includes reference to the following.

What do we mean

by…?

The information in each section is intended to ‘guide’ the trainees/schools. We

appreciate that some of this will need adjustment and organisation in a way that best

fits the specific school/class context.

Professional Action

Plan

The professional action plan is drafted initially under guidance from the University PAT tutor

and subsequently updated regularly on the ‘Mentor-Trainee Professional Development

Meeting’ form (PH) by the trainee throughout the SBT. See section 4.4 for further guidance.

Mentors and trainees may find ‘action plan menus’ on the SBT blog a helpful resource that

provides a wealth of possible activities to choose from in relation to specific targets. Menus

can be found here: http://blogs.brighton.ac.uk/mentors/action-plan-menus/

Contact time /

Teaching load

All trainees should initially engage in a 50% contact programme building to 75% (see weekly

overview grid, section 3.4)

Weeks Teaching Load Professional

development

Class-based

Non-Contact

Non class-based

Weeks 1-4 50% maximum 25% 25%

Weeks 5-8 75% maximum N/A 25%

Teaching Load

This is where the trainee leads or supports teaching and learning as described in the weekly

overview under ‘classroom experiences’ (Section 3.4).

Professional development opportunities (class based)

This is contact time set aside for class based professional development activities.

As the trainee’s teaching commitment increases, time for engaging with tasks and

professional learning opportunities will decrease as a consequence.

It is therefore suggested that, where appropriate, the majority of professional learning

requirements are completed in weeks 1- 4 where 25% of time is allocated for the completion

of essential tasks and optional Professional Learning Opportunities.

Some of these professional development activities will need to be negotiated and agreed with

colleagues across the school. Mentors will need to facilitate this.

8

What do we mean

by…?




Contact time /

Teaching load

(continued)

Non-Contact time (non-class based)

Non-contact time forms a part of trainee’s professional development so that the trainee can

record achievements, evaluate their teaching, reflect on progress and undertake future

planning. This includes any time taken with the class teacher as part of their PPA time. It

is the equivalent of 25% of the teaching timetable, which is approximately a day and a

quarter. This does not need to be taken as a block and may be spread over a few days. Non-

contact tasks include:

Activities related directly to their Professional Action Plan targets;

Updating e-Portfolio (PebblePad);

Reflecting upon and updating PPR data;

Marking pupils’ learning that’s consistent with the school’s assessment policy;

Updating records of assessment as the school-based training unfolds;

Planning and preparation for teaching.

NB Trainees are not expected to provide supply cover for absent teachers.

Planning for

learning

(including the EYFS

planning template

and the University

lesson planner)

Trainees will need support with the planning process in the first weeks of the SBT and will

plan collaboratively with the partner / team. As SBT continues trainees should become

increasingly independent.

During SBT2 there is an expectation that trainees learn how to plan, teach and evaluate

sequences of lessons effectively.

Trainees should plan on the university Primary or Early years planning template for all subjects. This is to ensure coverage of UoB’s Core Elements.

The Core Elements

TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions will you take to ensure this happens? Use your action plan targets to guide you.

LESSON CONTEXT for example: What are the broader learning aims within the unit/topic/sequence to which this lesson contributes? How will you build on previous learning and enable progress towards these aims?

OBJECTIVES & OUTCOMES for example: What do you intend pupils to learn? What evidence of learning will enable you to evaluate pupils’ progress?

PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are pupils bringing to this lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?

LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? Think about how you will ensure effective classroom management at all stages of the lesson.

MEETING INDIVIDUAL NEEDS for example: How will you differentiate to ensure every pupil is making good progress? How will support staff contribute to this? Draw upon data and knowledge of pupils to guide you.

ASSESSMENT for example: How will you assess and provide feedback to inform the progress of all pupils within this lesson and over time? How will you use the outcomes of assessment to track pupil progress and inform ongoing teaching and learning?

EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?

9

What do we mean

by…?




Planning for

learning

(including the EYFS

planning template

and the University

lesson planner)

[continued]

There is no expectation that trainees should be creating medium term planning independently. It is expected that trainees will use and adapt existing school medium term plans and, in the absence of these, that staff will work collaboratively with the trainees to ensure they are supported to plan a sequence of lessons. It is not expected that trainees will use the school’s own planning formats at this stage of their development.

To support trainees in working with and planning for other adults (TS8c deploy support staff

effectively) paired trainees are encouraged to adopt either a lead or a support role in

alternate lessons /on alternate days of the week (see weekly overview 3.4) and to vary these

roles.

The lead trainee is responsible for planning the lesson and deploying the support trainee (who

acts as a TA) including identifying opportunities for assessment in the focus group activity.

Following the lesson both trainees* should reflect on and discuss:

Assessment and pupil progress during the lesson;

Accessibility of the lead trainee’s planning, including how well they were supported in

using the plan i.e. Was the plan discussed prior to teaching the group, could the

support trainee have been more effectively deployed e.g. act as scribe doing whole

class input.

How to effectively build in time to discuss planning and progress with an additional

adult.

*If the trainee does not have a paired trainee, the class teacher will then take on the role of

lead teacher/TA.

Links to all planning pro formas are available here.

Lesson evaluations Pupil learning should always be comprehensively and promptly evaluated after every

lesson on your EYFS/Primary lesson planning format. The learning should be reviewed in

relation to overall progress made in that lesson / session. Trainees must make accurate and

productive use of assessment (TS6) throughout the planning cycle, in particular in lesson

evaluations, to monitor progress, set targets, and plan subsequent lessons. It is not

appropriate for the trainee to write a generalised and descriptive overview of any lesson

taught. Trainees should be expected to build up their competence in this area as they plan

and teach across areas of development and subjects.

http://blogs.brighton.ac.uk/mentors/lesson-planning/

10

What do we mean

by…?




Pupil assessment

and feedback

Assessment is an essential element of the cycle of planning and teaching. Prior to starting

SBT2, trainees must read the schools assessment, marking and feedback policies. Trainees

should gain as much experience as they can about the procedures and recording strategies

adopted within the school and negotiate an opportunity in week 1 of SBT2 to discuss the

necessary assessment/record keeping protocols with the class teacher. Trainees will need to

be inducted into the school’s approach to marking as part of the school’s assessment policy.

In week 1 trainees are expected to mark a sample of Maths and English/Literacy work,

following school policy and receive feedback on their marking from the class teacher. It

is important that trainees understand that the purpose of marking is to advance pupil progress

and outcomes and that effective marking practices are ‘meaningful, manageable and

motivating’ Eliminating-unnecessary workload around marking (March 2016).

To be an effective teacher, it is imperative that the trainee takes responsibility for their impact

on pupil progress. The assessment records should be used to help trainees to plan the next

session and identify individuals and groups of learners who need further attention or who

excel. Assessments can also be used to identify areas of misunderstanding or gaps in

knowledge that will need to be addressed through subsequent teaching and learning cycles.

When they are teaching trainees are responsible for enabling pupils to progress and active

engagement with assessment is an essential part of this process.

Pupil assessments should be recorded in line with school policy so that information about

achievements in relation to a particular subject/area can be shared with the class teacher in

preparation for any pupil progress reviews/meetings. It is essential that trainees have all data

and assessments up to date should it be requested.

We expect that trainees will gain experience of:

Ongoing and daily assessment for learning (evidenced in lesson plan and via teaching

and ‘learning-focused’ evaluation)

Verbal and written feedback to pupils

Pupil progress review meetings

Moderated writing assessments with an appropriate member of staff

INSET / staff development related to new assessment arrangements

Pupil data tracking and monitoring (e.g. Sims, I-track, Targettracker)

In relation to the school’s data management processes trainees will need support to develop

their understanding of the purpose of the school’s data and how it is utilised to improve

provision. It is also useful to explain how the school makes this a manageable process.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf

11

What do we mean

by…?

The information in each section is intended to ‘guide’ the trainees/schools. We appreciate that some of this will need adjustment and organisation in a way that best fits the specific school/class context.

Tasks and

Professional

Learning

Opportunities

(PLOs)

Please refer to the detailed weekly overview in section 3.4 which outlines suggested weeks to complete essential tasks and optional professional learning opportunities (PLOs) and to the appendices for specific information. There are five essential tasks that need to be completed by all trainees (six tasks for trainees on the Mathematics and English specialist route) and two professional learning opportunities (PLOs) that need to be considered and selected according to trainee’s prior experience and current professional needs.

Professional learning opportunities (PLOs) can be generated in response to the needs of an

individual trainee’s action plan or curriculum audits. In addition, all trainees benefit from

opportunities that provide coherence between theory and practice such as between university

module assessments and school-based training activities.

The professional learning opportunities found in the appendices provide trainees with activities

to develop their knowledge and understanding essential to the successful teaching and

learning of all pupils. Tasks and PLOs are part of the action planning process and, where

appropriate, can be selected as an action plan target for the week on the trainee’s

professional action plan (PH form).

Evidence of completion of Tasks/PLOs can be recorded and stored in the Professional School

file (section 4.2) and/or uploaded to the e-Portfolio (PebblePad) in the PA-PL forms section. In

addition, there are some activities that need to be recorded as part of trainees’ PH Form (as

indicated in the appendices.

Disadvantaged

Learners

Trainees should know who the disadvantaged learners are in their class and foster high

expectations of them. Alongside high quality teaching and accurate assessment trainees

must be aware of any interventions taking place for disadvantaged learners, understanding

what is being done when, by whom and the impact of the interventions. Trainees should also

ensure they are aware of their disadvantaged learners’ interests, strengths and needs as

individuals.

Trainees should know that disadvantaged learners are eligible for Pupil Premium funding,

which is additional to main school funding and is one way to address underlying inequalities

by disadvantaged pupils and their peers. Trainees need to understand the school position in

terms of disadvantaged learners.

Behaviour

Management

Trainees should:

Read the school’s Behaviour Management Policy and talk with the class teacher

about how the systems in this policy work within the context of the class;

Use the 3 Rs Behaviour Management Model (Bennett, 2016) in completing Task 2 on

behaviour management (TS7) to audit their needs in this area and target opportunities

for professional development (see appendix 2).

12

3.4 Weekly Overview of Expectations and Suggested Dates for the Second School-Based Training

Date Teaching and learning arrangements and expectations

Teaching load

Tasks & Professional learning opportunities (PLOs)

Mentor support and assessment

Prior to SBT Professional development & training

Update your Pen Portrait and email link to your e-Portfolio (PebblePad) to mentor and

university tutor.

Organise your Professional School File (section 4.2).

Begin Task 1: ‘School Context’ and begin Task 2: ‘Behaviour Management’.

Develop enquiry question for Task 3 ‘SEND’.

Read the schools assessment, marking and feedback policies in preparation for week 1.

Please use the English Subject Course Companion to support your understanding of GPS

being taught in the year group you are teaching.

N/A Begin Task 1: School context (TS8)

Begin Task 2 “Behaviour Management’ (TS7)

N/A

Week 1

W/B

January 27th 2020

EYFS setting classroom experiences

Collaborative planning, teaching, assessing and evaluating pupil progress.

Working with children alongside the class teacher so that, by the end of the week you have

worked with all pupils within the class and across the setting.

Engaging in elements of whole class interaction e.g. taking the register, reading a story.

Use the school recording formats to make notes of key observations, to track pupil progress

across the setting. Feed these notes back to the class teacher.

KS1 and KS2 classroom experiences

Collaborative planning, teaching, assessing and evaluating pupil progress.

Working with groups alongside the class teacher so that, by the end of the week you have

worked with all pupils within the class.

Engaging in elements of whole class interaction e.g. taking the register, reading a story.

Feedback your observations to the class teacher.

Building up to 50% teaching in the classroom

Complete

Task 1:

School context

(TS8)

Complete Task 2: Behaviour Management

(TS7)

PLOs as appropriate

Mentor and trainee attend BA Yr 2 mentor twilight training (28th January, 2020)

Refreshments are at 4.00 and session is from 4.30-6.00pm

Facilitate completion of tasks and support trainee to plan out PLOs.

13


Teaching load



Week 1

W/B

January 27th 2020

(Continued)

Professional development & training for all trainees

Arrange an initial meeting with your mentor to discuss your professional action plan targets, share your e-Portfolio (PebblePad) and agree a timetable for your weekly mentor meetings.

Gather, read and understand actions required from school policies relating to: safeguarding and role of designated lead, e-safety, inclusion, behaviour, teaching and learning and assessment policy.

Mark a sample of Maths and English work in line with the school’s marking policy and receive feedback on their marking from the class teacher. Trainees in EYFS to mark, assess and feedback as directed by the lead teacher.

Discuss marking and data with mentor with a focus on how it is used to maximise pupils’ learning and progress.

Work alongside teacher/mentor to decide arrangements so that feedback/marking is manageable, motivating and meaningful to pupils.

Find out about the disadvantaged learners in your class and any related

interventions.

Complete ‘Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail after your mentor meeting and uploaded to your e-Portfolio (PebblePad) in SBT2: PH section. Note: This must confirm completion of the safeguarding induction.

Facilitate arrangements for ‘Classroom Experiences’. Facilitate completion of ‘Professional development & training’ activities.

14


Teaching load



Week 2

W/B

February 3rd 2020


For those in EYFS (These guidelines will depend on individual settings and will need to be negotiated and adapted to suit the needs of trainees, schools and children).

You should both work collaboratively to:

Plan the week’s sessions with support of the class teacher so that you work as a team in the setting.

Trainees’ leads on the learning across the setting for one session each day. This will include planning for an area of learning (the continued and enhanced provision) and managing routines, transitions within the setting in the role of the ‘lead teacher’. Decide and vary the roles of each team member. Who will lead and who will support in the different aspects of a session? Experience each of the roles.

Decide when and how you will support and lead focus group activities.

Identify how you will plan opportunities for observation and assessment.


Work collaboratively to teach the whole class:

Plan mathematics and English lessons with the support of the class teacher.

Team teach lessons; vary who will lead the introduction, the main input and plenary. While one trainee leads, the other trainee should support. Alternate these roles.

Plan and teach focus group activities identifying opportunities for group assessments (in English and mathematics).

For those not with a paired trainee then the trainee and the class teacher will alternate the roles as described above.


Discuss marking and data with mentor with a focus on how it is used to maximise pupils’ learning and progress.

Work alongside teacher/mentor to decide arrangements so that feedback/marking is manageable, motivating and meaningful to pupils.

Timetable Task 4 (SSP) observation and teaching times for Week 3.

Complete ‘Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in

detail after your mentor meeting and uploaded to your e-Portfolio (PebblePad) in SBT2: PH

section.

50% Complete Task 2: Behaviour management

Begin Task 3:

SEND

PLOs as appropriate

Continue to facilitate completion of ‘Professional development & training’ activities and ‘Classroom Experiences’. Class teacher or mentor observes trainee’s teaching & provides informal and developmental feedback (PK form).

15


Teaching load



Week 3

W/B

February 10th 2020

Classroom experiences for all trainees

Work collaboratively to both lead and support learning in the classroom.

When acting as the ‘lead’ you should take responsibility for planning the whole lesson including planning for other adults (TS8c) this includes planning for a role for the support trainee. The support trainee takes the role of a teaching assistant so you will need to plan for their focus group activity as well as deploying them effectively during whole class sections.


In EYFS the ‘lead teacher’ just also manage transitions and routines across the setting during this

session.

Trainee A:

Lead 3 morning sessions in Maths, Literacy or another area of learning as directed by the class teacher. Plan for the enhanced and continuous provision that will support these sessions across the setting.

Focus group work and group assessment in the afternoon.

Trainee B:

Lead 3 afternoon sessions in Maths, Literacy or another area of learning as directed by the class teacher. Plan for the enhanced and continuous provision that will support these sessions across the setting.

Focus group work and group assessment in the morning.

Together:

Team-teach with your partner a range of other lessons.

All EYFS trainees to plan and teaching of a series (at least three) sessions in addition to maths/literacy (Eg: Communication and language, Physical Development, PSE, Understanding the World or Expressive Arts and Design) across the setting (either during a week or over consecutive weeks).

50%

leading and supporting in the classroom

Complete Task 3: SEND & Task 4: SSP

This is the preferred week for the first progress report (PA) to be completed by the mentor*

*Any issues in relation to the outcomes of the first progress report (PA1) please contact the Primary Link Tutor and/or the trainee’s University Tutor as soon as possible.

Continue to facilitate completion of ‘Professional development & training’ activities and ‘Classroom Experiences’.

16

Half term break – trainees are reminded that the university is open

Consider using this time to:

Use the Open Learning Centre/Library to aid planning.

Seek support / guidance from university tutors.

Self-evaluate using the grading descriptors and prepare for PB meeting with CT and mentor in week 4.

Meet with peers to discuss and share successes.

Update professional action plans.


Teaching load



Week 3

W/B

February 10th 2020

(continued)


Trainee A:

Lead 3 mathematics lessons.

Focus teaching & group assessment of English.

Trainee B:

Lead 3 English lessons.

Focus teaching and group assessment of mathematics.

Together:

Team-teach with your partner a range of other lessons.

All trainees should plan a series (at least three) science / foundation subjects either

during a week or over consecutive weeks.


Lead trainee and support trainee to liaise with each other to discuss assessments of pupil

learning during sessions and to reflect on effectiveness and accessibility of plans.

Timetable Task 5 observing and teaching GPS in week 4.

Map out a series of lessons to plan and teach in the foundation subjects or science.

Complete ‘Mentor-trainee Professional meeting’ form (PH) – this should be written up in

detail after your mentor meeting and uploaded to your e-Portfolio (PebblePad) in SBT2: PH

section.

17


Teaching load



Week 4

W/B

February 24th 2020


As in week 3 - trainee A and B swap roles.

Both trainees continue with the planning and teaching of a series (at least three) sessions in addition to maths/literacy (Eg: Communication and language, Physical Development, PSE, Understanding the World or Expressive Arts and Design) across the setting (either during a week or over consecutive weeks).

For those in EYFS this will depend on individual settings and will need to be negotiated and adapted to suit the needs of trainees, the setting and the children.


As in week 3 - trainee A and B swap roles.

In addition to teaching English/Maths, both trainees continue with the planning and teaching of a series (at least three) science / foundation subjects either during a week or over consecutive weeks.

50% Complete Task 5 GPS

Specialists Complete Task 6/7

PLOs as required

Mentor meeting Interim Report (PB)

(triangulation meeting with trainee/CT/ mentor) PB to PO by Friday 28th February 2020 [email protected]

Ensure there is a target for each of the Teachers’ Standards recorded on the Interim Report that supports the trainee to meet their ‘potential’ grades.



18


Teaching load



Week 4

W/B

February 24th 2020

(continued)


In preparation for your Interim Report (PB) meeting with your mentor, highlight where you think you are meeting the grading descriptors.

Meet with your mentor and class teacher to share your self-assessment.

Discuss the draft Interim Report (PB) outcomes and progress to date.

Identify 3 targets, taken from your interim review, as a focus for week 5.

Upload a completed ‘Mentor-Trainee Professional Meeting’ form (PH) that confirms the completion of interim review (PB) and 3 new targets on the action plan.

Upload Interim Report (PB) to e-Portfolio (when received).

Draw on these targets for the rest of the SBT period.


Week 5

W/B

March 2nd 2020

Trainees should be working towards increased independence in planning, teaching and

assessing.

Take responsibility for leading all teaching for two mornings or two afternoons. The teaching of a

sequence of science / foundation subjects could take place during this time. At other times the

trainee will act as support (building towards the maximum 75% teaching time).

All trainees will need to work collaboratively to plan the week together identifying which mornings

or afternoons they are taking responsibility for and additional lessons / sessions where they will be

they will be acting as lead or support. The lead trainee continues to plan for the support trainee.

EYFS trainees must take on the role of the lead teacher; this includes leading on transitions and

routines across the setting when they are in this role. EYFS trainees to plan for the different

aspects of a lesson using the headings from the EYFS UoB planning format. This includes planning

for learning across the setting.

Building

towards

maximum of

75%

All Tasks should be completed by the end of this week.

PLOs as required


Class teacher or mentor observes trainee’s teaching & provides informal and developmental feedback (PK form).

https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Guidance/UoB_grading_descriptors.pdf

19


Teaching

load



Week 5

W/B

March 2nd 2020

(continued)

All Trainees

Mornings

Trainee A:

Take responsibility for all the teaching for 2 mornings.

Trainee B:

Focus group teaching.

Engagement with professional learning opportunities.

Afternoons

Trainee A:

Focus group teaching.

Engagement with professional learning opportunities.

Trainee B:

Take responsibility for all the teaching for 2 afternoons.


Complete and upload ‘Mentor- trainee Professional meeting’ form (PH) as in previous weeks.

20


Teaching load



Week 6

W/B

March 9th 2020

All trainees:

As in week 5 (vary roles as required).


Complete and upload ‘Mentor- trainee Professional meeting form’ (PH).

Continue to plan for a series of lessons in Foundation subjects/ RE or in EYFS a range of

areas of learning (Physical Development, PSE, Understanding the World or Expressive Arts

and Design)

Approximately 75% teaching load

Outstanding Tasks / PLOs

This is the preferred week for the second progress report form (PA2). We suggest this is a joint progress review with the university tutor to moderate grades.

NB: Friday 13th March is the last date for the ‘Enhanced Support’ (PD) process to be raised* *Unless an issue arises with safeguarding or professionalism after this date.

21


Teaching load



Week 7

W/B

March 16th 2020

Working independently. Trainees should plan, teach and assess independently the equivalent of

at least 2 full days (per trainee). At other times the trainee will act as support (building towards the

maximum of 75% teaching time).

Whilst the lead trainee prepares this lesson plan, both trainees should collaborate to ensure an

overall understanding and coherence to the learning and progress of the pupils throughout the

week.

Trainee A leads teaching for 2 whole days (Trainee B supports)

Trainee B leads teaching for 2 whole days (Trainee A supports)

Trainees in an EYFS setting must plan for provision across the setting for two full days using the

UoB EYFS planning format (informed by school planning). This includes leading on key transitions

and routines across the setting.


Engage with professional learning opportunities in relation to action plan targets and any outstanding requirements.

Prepare for 3 way mentor meeting (mentor, trainee and class teacher) by self- assessing evidence of progress in each Standard in preparation for final report (PC): https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Guidance/UoB_grading_descriptors.pdf .

Share self-assessment at the mentor meeting.

Complete and upload ‘Mentor- trainee professional meeting’ form to confirm final review

(PH).

Mentor sends completed PC to: [email protected]

Maximum 75% teaching load

Outstanding Tasks / PLOs

This week’s mentor meeting is a triangulation meeting with mentor, class teacher and trainee to review progress and discuss evidence using the assessment descriptors.

Following this

meeting, mentor

completes final

report (form PC)

by Friday 20th

March 2020 and

sends a copy to:

headteacher,

trainee, university

tutor and

Partnership

Office:

educationprimaryr

[email protected]

c.uk







22


Teaching load


Mentor support

and assessment

Week 8

w/b

March 23rd 2020

As week 7

Working independently. Trainees should plan, teach and assess independently the equivalent of

at least 2 full days (per trainee). At other times the trainee will act as support (building towards the

maximum of 75% teaching time).

Whilst the lead trainee prepares this lesson plan, both trainees should collaborate to ensure an

overall understanding and coherence to the learning and progress of the pupils throughout the

week.

Trainee A leads teaching for 2 whole days (Trainee B supports)

Trainee B leads teaching for 2 whole days (Trainee A supports)

Trainees in an EYFS setting to choose areas of learning they have not yet planned for, to plan for

provision across the setting for two full days using the UoB EYFS planning format (informed by

school planning). This includes leading on key transitions and routines across the setting.


Trainee uploads PC to e-Portfolio (PebblePad). Using targets from PC, complete a professional action plan in preparation for year 3. Complete and upload ‘Mentor- trainee professional meeting’ form (PH)

Working independently for at least the equivalent of 2 full days.

Maximum 75% teaching load

Complete all outstanding Tasks / PLOs

Support trainee to

complete action

plan targets for

year 3.

23

3.5 Areas of Learning and Subjects

All trainees should build on the range of subjects/areas of learning taught during SBT1.

Early Years Foundation Stage

The trainees’ teaching commitment must be in line with the weekly overview in 3.4. The teaching

commitment should increase in terms of leading, observing and supporting children.

If trainees are placed in this setting they need to engage learners in the three prime areas of learning

and development. These are: communication and language; physical development; and personal,

social and emotional development. In addition they should support children in the 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.

Trainees are encouraged to devise planning that reflects the three characteristics of effective teaching and learning (DfE, 2015) i.e.

playing and exploring - children investigate and experience things, and ‘have a go’;

active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;

creating and thinking critically - children have and develop their own ideas, make links

between ideas, and develop strategies for doing things.

Trainees should choose an area of interest from, or consistent with, the class teacher’s medium term

planning to use as a springboard to plan sessions. During the first few days they should acquire the

necessary background information in order to prepare their plans. The guidance given in university

should be used to support their planning.

KS1/2

Trainees are expected to have the opportunity to teach mathematics, English (including phonics),

science and Physical Education together with at least one other subject chosen from: computing,

history, geography, art & design, design & technology, music and religious education. Trainees

should not be left unsupervised when teaching any area of PE.

Audit of curriculum experience

In PAT tutor sessions, focusing on professional development, trainees will have highlighted and reviewed their

experience of observing, planning, teaching and evaluating all curriculum subjects. This review should help to

identify and target subjects or areas of learning for this SBT.

Please note for information that the term ‘a series or sequence of lessons’ means 3 or more

lessons.

English

The trainees’ teaching commitment needs to be aligned to the expectations outlined in the weekly

overview in section 3.4 and work within the school’s framework. By the end of the SBT, trainees will

be expected to have taught the whole attainment range at some point. Remembering the importance

of talk in a broad and rich language curriculum, trainees should identify opportunities to practise key

teaching strategies explored in their English modules including:

Shared reading and writing

Literature circles/guided reading and guided writing

Drama, writing in role

Reading aloud on a regular basis using high quality children’s literature.

Trainees should complete the required Phonics and GPS tasks (appendix 4 and 5).

24

Mathematics

The trainee is expected to take increasing responsibility for the mathematics teaching of the whole

class, in line with the weekly overview in 3.4 and working within the school’s framework. By the end of

the SBT trainees will be expected to have taught the whole attainment range. At the beginning of their

school-based training and with the support of the class teacher they should:

Contribute to the planning, teaching and evaluation of a mathematical topic drawn from the school’s medium term plan.

Working from the teacher’s planning, devise activities for group work and lead these with a group of children over the course of a series of sessions, reflecting on questioning and representation.

Observe children closely to make assessments of what they do and do not understand.

Once familiar with the points above the trainee should identify a mathematics topic and its related

teaching objectives from the school’s medium term plan and the teacher’s advice. From this starting

point they should:

• Take responsibility for planning, teaching and evaluating a series of lessons which include opportunities to reason mathematically, solve problems and develop children’s mathematical fluency (the three aims of the National Curriculum) using a range of enactive, iconic and symbolic representations to support children’s understanding of the relevant underpinning mathematical ideas.

• Ensure that they plan a range of probing questions that make children think (e.g. questions that have more than one answer, questions that focus on ‘why’ and ‘what if..’) and consider different ways to encourage all children to participate in whole class discussion and teaching activities.

Be prepared for and reflect on potential misconceptions that may arise from the topic.

• Reflect on and evaluate their teaching approaches and the way these impact children’s developing understanding.

Throughout all the trainees’ mathematics planning, teaching and assessing, they should build on their

learning and assignment feedback from their second year mathematics module assessment (EM513).

Science

During school-based training, trainees should plan to adopt a creative approach to the teaching of

science. This should follow the principles outlined in science curriculum studies modules and include

a good balance between developing scientific enquiry skills and scientific subject knowledge. If

science is not overtly featured in the curriculum during the trainee’s school-based training, it is very

important that they seek opportunities to teach science in a cross curricular context or in other year

groups in school.

The trainee should:

Use a range of formative assessment strategies in order to elicit children’s ideas and provide

evidence of pupil progress.

Use the ideas and principles developed in university science modules to plan, teach and

evaluate a series of creative and effective science lessons.

Have opportunities to resource, organise and manage whole class and group work.

Carry out a risk assessment related to health and safety aspects of the intended science

activities and show evidence of this in their planning.

Foundation Subjects

In the foundation subjects and religious education, trainees must show that they can plan, teach and

evaluate a series of lessons in at least two foundation subjects (PE being one for second year SBT)

with advice from an experienced colleague as necessary. To achieve this, the trainee should use the

medium term plans of the school and create lesson plans arising from these, which are discussed

with the class teacher. The trainee will need to negotiate which curriculum areas they will be teaching

and gather information about the school’s medium term planning in those subjects.

25

4. Professional Development

4.1 Maximizing Professional Development Opportunities

We view the trainee as well placed to be:

Inquisitive, critically reflective and motivated to keep learning and improving their own

practice;

An asset to the profession, willing to share their knowledge and experience and to collaborate

with others;

Well prepared for the realities of teaching, with the confidence, resilience and skills to be

innovative, to take risks and be creative.

Prior to SBT2, trainees will work with their PAT tutor to develop professional action plan targets (see

section 4.4) containing common and bespoke targets. This will be presented for discussion at the first

mentor meeting with the mentor at the beginning of SBT2 and arrangements negotiated for these

areas to be addressed through a range of professional learning opportunities e.g. lesson

observations, learning walks, in depth assessments of pupils, data or policy scrutiny, guided

discussions, moderation of assessments etc. Targets will be reviewed and updated weekly at the

mentor meeting.

The school is a ‘training site’ and there are many opportunities that can benefit and impact on

practice. There are significant opportunities for a trainee to develop their professional profile within

any school and these may be limited or expanded as the school context, capacity and personnel

allow.

We expect trainees will be pro-active and maximise the opportunities that the school context has to

offer. We expect that trainees should attend meetings and any INSET as/when directed. It may also

be appropriate for trainees to engage in activities such as:

Observation of best practice;

Learning about subject-specific pedagogy (subject coordinator observations/meetings);

Targeting time to spend in other key stages/year groups;

Observations of, or meetings with, specialist teachers / staff;

Videoing/recording own teaching;

Visiting a specialist school / local secondary / nursery;

Developing communication and relationships with parents and carers e.g. parent

conferencing and report writing, outreach work with new pupils / home visits;

Contributing more widely to the life of the school e.g. other special events such as school fete

or after-school clubs.

Trainees are able to reflect on what they have learnt from such opportunities during weekly mentor

meetings.

26

4.2 Professional School File Requirements

The professional school file must be accessible and house the documents detailed below. It must be

available at all times for the class teacher, mentor, head teacher and university tutor. This file will

provide evidence of trainees’ professional development towards meeting the Teachers’ Standards.

This is more than just having an orderly file (although this in itself can be indicative about how

systematic and organised trainees are). This is about ensuring that the evidence ‘tells the trainee’s

story’ to date: this should be one of maximising the opportunities across the school, familiarising

themselves with pupils and their learning as well as with pupil data, key policies, planning and

assessment. This is a working file and the trainee/teacher/mentor/university tutor may annotate it.

Please note that all GDPR Guidelines should be followed by all trainees and applies to the pupils and

learners with whom our trainees work as well as the trainees themselves (appendix 12).

Please ensure that any personal data for your pupils or the school is not taken outside of school in

your file (this includes photographs). Upon finishing SBT2 all personal data should be destroyed.

Section one: Lesson plans and evaluations

This section of the file must contain all records of lesson planning and evaluations. The plans must be

organised in chronological order and subdivided week by week. A timetable (indicating the trainee’s

teaching responsibilities) should be placed at the beginning of each weekly section.

Lesson planning must be completed for all taught sessions and should ensure coverage of the core

elements (see page 8).

NB:

1. Pupil learning should be comprehensively evaluated promptly after every lesson is

concluded. How the trainee is acting upon pupil progress should be evidenced in their file.

2. University Tutors will prioritise looking at planning and record keeping/pupil progress

in your files.

3. Files must be taken to mentor and university tutor meetings.

Section two: Medium term plans

This section should include all medium term planning and any school plans that are used to inform

short term (or lesson/weekly) planning.

Section three: Pupil records

This section will contain a record of the assessments undertaken during the school-based training.

It is essential that all pupil information is kept secure and confidential.

Section four: Additional information

This section will contain any additional information about the school/pupils that may help your

professional development and help you to make a positive impact on pupil progress. Responses to

tasks and professional learning opportunities (PLOs) can also be filed in this section, where

appropriate.

How to organise your professional school file (we recommend a plain A4 lever-arch file)

27

4.3 e-Portfolio (PebblePad) Requirements

Carter’s review of initial teacher training (2015, Department for Education) highlighted that the

University of Brighton’s e-Portfolio (PebblePad) is a good example of how technology can support

trainees’ development.

“It allows trainees to evaluate their progress and collate evidence drawn from university and school-

based training against the Teachers’ Standards. As an online learning space, it enables all those

involved (for example, mentors and tutors) to interact and view the materials remotely and monitor

and track trainee progress. It strengthens dialogue between partners and is useful for early tracking

and intervention strategies that support trainee development. Trainees have found this a really

effective way of storing evidence of meeting the Teachers’ Standards electronically, without creating

excessive amounts of paperwork. By uploading work to their e-portfolio, trainees always have

access to their work and the file, as well as staff, despite being miles apart.”

Trainees should use their e-Portfolio (PebblePad) as a tool to reflect critically on their practice and

their professional development. The e-Portfolio both supports and tracks trainees’ learning and

progress.

Primarily evidence to support trainee’s progress towards the Standards should come from:

Progress report forms (PA)

Interim assessment form (PB)

Final assessment form (PC)

Records of mentor meetings (PH)

Informal written feedback (PK) – Trainee decides to use/not use for e-Portfolio

Lesson plans and evaluations linked to trainee progress (PA) reviews

Completion of tasks

Evidence to demonstrate contribution to the wider life of school such as: making a display,

taking part in delivering a staff meeting, talking to parents, giving something back activities

etc.

Evidence of the impact of trainee’s teaching on pupil progress in relation to the Teachers’

Standards

Evidence might also be supplemented to a limited extent with:

Lesson plans and evaluations

Samples of whole class, group and individual assessments

Trainees’ e-Portfolio (PebblePad) should be available to the school mentor and university tutor at the

start of and throughout the school-based training.

28

4.4 Professional Action Plan

The professional action plan is recorded on the Mentor-Trainee Professional Meeting form (PH). It

is the responsibility of the trainee to update this weekly as described in section 4.5.

Prior to SBT2

Trainees must identify and discuss appropriate targets, to enable them to further their professional development and achievements towards meeting the Standards. Trainees should draft these onto Section C of their first PH form, and share these through the e-Portfolio (PebblePad) with their PAT tutor.

During SBT2

In week 1 of the school-based training, trainees should negotiate how they might develop these

targets and actions with their school mentor. An up-to-date action plan, with appropriate targets and

actions, must be available, on the most recent PH form, an uploaded to the e-Portfolio (PebblePad)

on a weekly basis.

4.5 Mentor-Trainee Professional Meeting (PH Form)

We advise that mentor meetings are:

Weekly

Timetabled

Held in an appropriate space

Prepared for beforehand

Structured using the PH pro forma

As trainees’ progress through their programme it is expected that they will become progressively

more pro-active and critically reflective so that as an NQT and beyond they are able to autonomously

drive their own professional learning needs.

The mentor meeting is structured in three parts as detailed on the Mentor-Trainee Professional

Meeting (PH) pro forma:

A: Trainee reflection on professional learning

B: Record of discussion

C: Professional Action Plan

The PH pro forma can be found on the Primary SBT Blog.

Within the three parts described above there are five steps that support professional learning:

Step 1: Preparing for the meeting

It is expected that trainees will be working on a maximum of three professional development targets

each week. In order to prepare for the meeting, on the PH form (step 1), trainees should review their

weekly professional action plan targets, reflect on additional learning if relevant and note where

evidence of each of these can be found.


29

Steps 2-5: During the Meeting

The e-Portfolio should remain open throughout the mentor meeting. In order to minimise workload

trainees should complete the PH pro forma as the meeting progresses and as they work through each

of the steps (2-5) with their mentor. The PH pro forma is a record that is used as part of the evidence

to demonstrate trainee’s progress towards meeting the Teachers’ Standards.

After the Meeting

Having agreed and recorded professional action plan targets and actions in steps 4 and 5, it is

important that trainees show in their lesson planning (Box A) how their targets are being applied,

developed and evaluated in practice. These plans and evaluations can then be shared with their

mentor at the next mentor meeting as evidence of progress. Where possible this should be linked to

the impact on pupil response and learning.

N.B. If the mentor meeting does not take place trainees will still need to complete the PH form for

steps 1, 4 and 5. Step 2 can be left blank and ‘mentor meeting did not take place’ is to be recorded in

step 3.

30

4.6 Minimum Expectations for Engagement with the e-Portfolio (PebblePad)

Trainees must:

Review and update their Pen Portrait and send a link to their e-Portfolio to the mentor and their

university tutor;

Regularly update and review their evidence and professional action plan on the PH form as part

of the weekly mentor meeting and upload to SBT2 PH area;

Use their e-Portfolio, specifically feedback and professional action planning, in a proactive

manner during meetings with their mentor;

Upload all reports/assessments/feedback forms PA-PL forms area;

Upload evaluated lesson plans for all PA progress reviews to PA-PL forms area;

Upload all tasks/PLOs to PA-PL forms area.

Mentors should:

Receive and read the trainee’s e-Portfolio which includes the Pen Portrait; Enable the trainee to discuss their progress and targets with reference to the e-Portfolio and

professional action planning as part of mentor meetings.

University tutors should:

Receive and read the trainee’s e-Portfolio;

Make one comment prior to each progress visit;

Focus on professional action planning and trainee progress so far, particularly in TS6. The

comment will be a global one and there will be a notification to the trainee.

PAT tutors must:

Write two short pieces of feedback per academic year at specific review points determined by

the pattern of their programme;

Relate feedback to the Teachers' Standards, professional action planning and evidence with

a specific focus.

31

4.7 Tasks and Professional Learning Opportunities (PLOs)

Please refer to the weekly overview in section 3.4 which outlines suggested weeks to complete tasks and PLOs and to the appendices for specific information. There are five tasks that are essential and need to be completed by all trainees (six essential tasks for those on the mathematics and English specialist route) and there are 2 PLOs that are optional and need to be selected according to trainee’s prior experience and current professional needs. All trainees benefit from opportunities that provide coherence between theory and practice such as between university module assessments and school-based training activities.

The tasks and PLOs found in the appendices provide trainees with activities to develop their

knowledge and understanding essential to the successful teaching and learning of all pupils.

Evidence of completion of tasks and PLOs can be recorded and stored in the Professional School file

(section 4) and should be uploaded to the PA-PH forms section on PebblePad. In addition, there are

some activities that need to be recorded as part of trainees’ PH Form (as indicated in the

appendices).

32

5. Assessment of Trainees

5.1 Assessing Trainee Progress

Mentors can refer to the Primary SBT Blog for templates and examples of all forms.

Further details and support can be found in the E-Learning course that all mentors are required to

complete.

School mentors and university tutors will assess trainee progress at agreed points. This will enable

them to identify ways forward and areas for further development. The quality of the trainee’s progress

will be graded (1, 2, 3 or 4) against the UoB Grading Descriptors (see appendix 1 of the PPiE

Handbook) and an overall grade will be given using a ‘best fit’ approach. However, if trainee progress

is judged as grade 4, or if the trainee is not meeting professional requirements as outlined in part 2 of

the Teachers’ Standards / Code of Conduct, this will trigger an ‘Enhanced Support’ process. This

process can be found in section 3.6 of the PPiE Handbook.

The school mentor will complete a trainee progress report (PA) on at least two occasions during the

school-based training (the phonics task is in addition to this). At least one will be joint with the

university tutor.

The quality of the trainee’s progress is assessed on the quality of their impact on the learner’s

progress. Therefore, comments should be made in Box 1 (PA form) regarding evidence of progress

and improvements made in relation to meeting the Standards and trainee impact on pupil progress.

This may derive from responses to previous feedback and scrutiny of the e-Portfolio (PebblePad),

teaching file and completed tasks and PLOs. Box 2 (PA form) is a lesson observation but the overall

grade agreed upon is not solely based on this lesson observation as consideration must be given to

the trainees’ overall progress.

5.2 Grading SBT2

Overall the school-based training is assessed on a pass/fail basis. University tutors and school

mentors use the UoB grading descriptors (link can also be found on trainee’s e-Portfolio) to make

judgements about achievement. These judgements are based on trainee progress and are linked

explicitly to the ‘Teachers’ Standards’. To pass the school-based training period a minimum of grade 3

must be achieved against all the Standards. A grade 4 on a final report (PC form) against any

Standard will indicate an overall fail.

Please note: whilst the University of Brighton (UoB) Grading Descriptors derive partly from

the Ofsted framework, trainee teachers must be assessed with acknowledgement that they

are pre-qualificatory. They must not be assessed against the Teachers’ Standards as a

qualified teacher, but as a trainee working within the context and expectations of this

second school-based training period.

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/#Exemplars

http://blogs.brighton.ac.uk/mentors/training/


33

5.3 Interim Reports (PB)

The mid-point three way meeting should involve the trainee, the class teacher and mentor.

The meeting should be used to consider: the progress the trainee has currently made and the

potential final grade, as best fit against the UoB Grading Descriptors, by the end of SBT2.

The PB report form should be completed by the mentor and sent to the Partnership Office

[email protected] and university tutor by Friday 28th February 2020. A copy is

also sent by the mentor to the trainee to upload to their e-Portfolio (PebblePad).

5.4 Final Reports (PC)

This is a strong indicator of the trainee’s strengths, areas for development and overall performance. It

will be used by the trainee to set targets for SBT3. The PC form should be completed and shared with

the trainee prior to being submitted to the Partnership Office

([email protected]) and university tutor by Friday 20th March 2020.

Mentors please note!

If there are concerns regarding the trainee’s progress, it is in the trainee’s interest to implement

the Enhanced Support process as soon as possible (see PPiE handbook).



34

Appendices

Appendix 1

Task 1: School Context

Much of this information can be gained prior to your school-based training by visiting the school

website. Your responses to this task should be evidenced in your professional school file (section 4)

and completed by the end of week 1.

How is the school and your class organised? Consider:

Size of school, year groups and number of classes

Teaching staff / teaching assistants /individual needs assistants (INAs)

Support staff including volunteers

How the school day is organised

How is the curriculum organised?

Start and finish times of the school day and break and lunch times

Assemblies and Acts of Worship

The class timetable (obtain a copy)

The number of children in your class

The individual needs, strengths and interests of the children in the class (class data- including

high attaining pupils).

Identifying those who are EAL/ refugee/asylum seekers / new arrival children and the

supportive mechanisms available.

How pupil premium funding is used to support the children in your class.

How the children are grouped in different contexts. Consider different subjects/areas of

learning and time of day.

The strategies employed in order to manage pupil behaviour and to create a stimulating,

effective and inclusive learning environment.

What resources are available in and around the school? Consider:

The physical environment such as rooms and facilities

How the classroom is set out

The resources available to staff and children

Any additional support e.g. school counsellor

Any external support e.g. Ethnic Minority Achievement Service (EMAS) Literacy support

service (LSS), Educational psychologists (EP).

What are the medium term plans for the period of the school-based training?

Early Years Foundation Stage (EYFS) trainees should consider the setting’s plans to cover the

three prime and four specific areas of learning and development including the use of the outdoor

environment to support learning. Collect copies of the medium terms plans.

KS1/2 consider:

Mathematics , English, science, computer science

Foundation subjects & RE: art & design, design & technology, history, geography,

modern foreign languages, physical education and religious education

35

Appendix 2

Task 2: Behaviour Management (TS7)

Read the school’s Behaviour Management Policy and talk with the class teacher about how the systems in this policy work within the context of the class.

Use the 3 Rs Behaviour Management Model (Bennett, 2016) below to audit your needs in this area and

target opportunities for professional development. It is advisable to create a target and record this on

e-Portfolio (PebblePad) action plan as part of routine target setting and action planning. Evaluate progress

at chosen review date and discuss with mentor during a mentor meeting. Record progress on PH.

36

The 3 Rs Behaviour Management Model (Bennett, 2016)

(formatting adapted from original version)

This model can provide you with a practical introduction to understanding the craft of behaviour management and developing your expertise towards TS7.

You are encouraged to refer to this diagram to help you demonstrate your skills, knowledge and attitude towards managing behaviour successfully.

For all 3 Rs make sure you:

Observe Practice Review

For each element of the 3 Rs identify where you are in terms of your practice:

Fully secure ? Partly secure Not secure

Target those areas in which you do not feel fully secure at the start, middle and end of each of your school-based training periods and implement them in your practice.

Routines*

Relationships** Responses***

*Routines

In-class routines:

Know that class routines drive a positive culture

Have set routines for starting/ending lessons, & start of year routines,

Have routines for in-class transitions

Set clear expectations for individual/pair/group work

Use pace to optimise focus & behaviour

Know the importance of punctuality & proper planning

Organisation & layout:

Resources prepared & ready prior to activities

Well planned lessons that cater for differing pupil needs

Attention to physical layout of classroom – seating plans

High Expectations:

Model & reinforce expectations, rewards & sanctions

Harnessing whole school systems:

Understanding whole school BM policy and know legal powers available

Use expertise of others

**Relationships

Understanding pupils:

Build personalised & meaningful relationships with pupils

Using age appropriate language

Understand how school context impacts on behaviour

Understand how SEND affects behaviour: ADHD, autism, dyslexia, Asperger’s, OCD

Basic psychology of motivation, long/short term memory, focus, learning, cognitive load, spacing & interleaving, group dynamics

Understanding parents:

Build purposeful & meaningful relationships with parents, knowing how to gain their support

Working with families to agree high expectations

Understand yourself:

Regulating your own emotional state & keeping calm & patient

Always acting professionally despite challenging circumstances

Maintaining an ‘unconditional positive regard’

Leveraging the support of other adults to develop understanding

***Responses

Normalising good behaviour, reducing the attention misbehaviour receives:

Using praise & rewards to give attention to good behaviour

Correcting misbehaviour early

Using positive language to refocus pupils

Body language, voice tone and language choice

Strategies to discourage low level disruption including non-verbal interactions

Scripted & practiced reactions

Informal intervention prior to formal

Choosing when to respond, tactically ignoring secondary behaviours

Dealing with significant incidents:

Handling confrontation & stressful encounters, de-escalation, planned & scripted responses

Appropriate use of sanctions

How to react to misbehaviours in public areas

How to have restorative conversations

37

Appendix 3

Task 3: Special Educational Needs and Disabilities (TS5)

NB: This task supports trainees to prepare for the Education Studies module assessment.

This task has been designed with a view to developing trainees’ knowledge, understanding, skills and

attitudes to help them meet the Standards for qualified teacher status in relation to teaching pupils with

SEND (TS5)

It provides trainees with the opportunity:

To develop a real depth of understanding of a particular area of SEND which will support them in their professional practice.

To be autonomous and proactive in their learning.

To focus on an area of particular interest which they feel to be essential in developing their professional understanding of SEND.

How to carry out the task: Before your school-based training begins, develop an enquiry question

around a particular area of SEND practice which interests you. You should keep the question small and

focused. Examples:

a. How do different professionals (e.g. teacher, SENCo, TA, consultant/teacher from support service) liaise with each other to support a child with particular needs (inter-professional and multi-agency working)?

b. How are assessments, observations and marking used to support a child with a particular need (Assessment)

c. How does the school work with parents and carers of children with SEND (parents)? d. How are a child’s experiences and perceptions of their learning differences used to support planning

(pupil voice and planning)? e. How do professionals ensure that individual targets (e.g. IEP targets) are incorporated into planning

(planning and target setting)? f. What resources does a teacher draw from to understand how to plan effectively for a child with

particular needs (resources)? g. How are strategies implemented to support a particular child with a particular need e.g. autism,

dyslexia, ADHD, SLCN, sensory impairment (overcoming barriers to learning)?

Identify what you will need to do in order to research your question. Examples might be:

a. Meeting with SENCo, key professionals e.g. specialist teachers, TAs, Senior Leadership Team, parents. Your discussion with the SENCo should include consideration of how the school implement the SEND Code of Practice

b. Observation of how professionals work with a particular child c. Close observation of child in class and playground d. Informal interview/chat with child e. Observation of meetings with parents/carers f. Reading any documentation relating to a particular child e.g. statement, IEP, assessments, reports g. Attendance at planning meetings and review of teacher plans h. Undertaking an observation of a particular child i. Reviewing a child’s work and levels j. Identifying key assessments that have been undertaken k. Learning walk to identify key resources used l. Reading of any key literature/research around area identified including via University of Brighton

Resources for trainee teachers m. Review of key school and national policies, in particular the SEND Code of Practice

Liaise with teacher/mentor to set up key activities identified as in examples above to take place

throughout the school-based training. These should be incorporated into your usual teaching day.

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

38

Towards the end of school-based training either:

a. Use the following SEND task record pro forma, (which you may adapt as required) to develop a response to your enquiry question (750 words approx.) Or Write a 750 word response to your enquiry question

b. Upload evidence to your e-Portfolio (PebblePad)

39

Special Educational Needs and Disabilities Task Record

Task How has this supported developing

your understanding of your enquiry

question? Meeting with SENCo/INCo

Observation of professionals

working with child

Documentation

Meetings with key professionals

Attendance at planning

meetings/ review of plans

Observations of child

Review of work/levels

Scrutiny of assessments

Interview/chat with child

Learning walk

Personal research

Policy review

40

Appendix 4

Task 4: Systematic Synthetic Phonics (SSP) Task (TS3d)

This task should be completed in your first Early Years or KS1 setting on SBT1, SBT2 OR SBT3. The

task must be completed at least once across the three SBT experiences to meet TS3.

If you would like to develop you confidence in SSP further, please use your timetabled contact time to

observe in your placement setting.

Trainee’s role

SSP Research

1. Trainees gather information regarding:

Which SSP programme the school uses;

The range of SSP materials/resources available and how they are used;

The stage at which the class is working (for reading and writing/spelling) and how the needs of children working ahead or below this stage are met.

SSP Teaching & Learning Observation Task 2. Trainees observe teaching:

Trainees arrange to observe a class teacher teaching a series (2 minimum) of SSP sessions using the following phonics observation form.

Trainees note the strategies and approaches used, and record on the SSP pro forma provided under the headings: 1. Subject Knowledge and Skills 2. Use of motivating and appropriate resources and teaching strategies 3. Role of talk/ opportunities for language comprehension

3. Trainees plan and teach:

Plan and teach a sequence of SSP lessons (minimum 2), following the school SSP policy/planning.

Arrange for at least one of the SSP lessons to be observed by the teacher / mentor/ subject coordinator, with feedback completed on a PK form.

Discuss the children’s attainment and make notes re pupil progress.

Continue teaching SSP where possible, beginning with groups and then moving towards whole class teaching.

NB. Initially the above may be carried out with small groups, for further development trainees will work with the whole class where possible.

41

Phonics Observation Form

Trainee teacher: Date:

School/Setting: Observer:

Context: Discrete / Contextualised / Shared Reading

(underline & give details)

Year Group / No. of Pupils:

Subject knowledge and skills

E.g. phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds; sight

vocabulary; use of correct terminology; structure of phonics session (revisit and review, teach, practise and

apply); learning objective appropriate to age phase / school’s phonics framework.

Use of motivating and appropriate resources and teaching strategies

E.g. suitability of texts; modelling of reading skills; application of phonics knowledge and skills (in real

contexts e.g. reading & writing); interactive opportunities; the print environment.

Role of talk / opportunities for language comprehension

E.g. use of speaking and listening opportunities; vocabulary enrichment and reading comprehension;

speaking and listening central to the teaching phase.

Assessment

E.g. targeted intervention for individuals; constructive use of pupils’ misconceptions through the assessment

of oral and written work.

Strengths

Ways forward

42

Appendix 5

Task 5: Grammar, Punctuation and Spelling Task (TS3)

GPS Task

Trainee’s role

GPS Research

1. Trainees gather information regarding:

The school’s approach to teaching GPS (including how their planning ensures progression, coverage of the National Curriculum and how they meet the requirements for the GPS end of Key Stage tests).

The range of materials/resources available and how they are used.

The stage at which the class is working and how the needs of children working ahead or below this stage are met.

2. GPS Teaching & Learning Observation Task

Trainee’s role:

Trainees arrange to observe a class teacher teaching a series (2 minimum) of GPS sessions.

Trainees note the strategies and approaches used.

Trainees make notes re pupils’ attainment and progress.

1. GPS Teaching & Learning Task

Trainee’s role:

Plan and teach at least 3 GPS lessons (at least one of these to be within the context of Shared Reading and /or Shared Writing).

Arrange for at least one GPS lesson to be observed by the teacher / English Lead.

Discuss the children’s attainment with class teacher and evaluate pupil progress on your lesson evaluation.

NB. Initially the above may be carried out with small groups, for further development trainees will work with the whole class.

43

Appendix 6:

Task 6: Mathematics / analysing mathematical progress (TS5)

Mathematics specialist trainees only

The second part of your EM520 module (April-May 2020) focuses on identifying obstacles to and opportunities for progression in mathematics over a short number of lessons. Keep some brief notes from 2-3 consecutive lessons on the provision made for one child with particular learning needs in mathematics, and the impact this provision has on the child’s mathematical learning. You will use these notes as the stimulus for your assignment in EM520 in May 2020. Your notes should form part of your discussion with your mentor in your week 4 mentor meeting and shouldbe summarised on the PH form (identify this as ‘response to mathematics specialist task’). You will make a fuller record of your observations on a dedicated form that your EM520 module tutors will provide.

Appendix 7:

Task 7: English – Drama and quality texts

English specialist trainees only

Trainees on the English specialist route should endeavour to teach a small sequence of lessons using drama and a quality text (as explored in the drama module). This will add real ‘heart’ and relevance to their EE513 assignment.

Appendix 8:

Professional Learning Opportunity 1

English as an Additional Language (EAL)

Task Trainee’s role Teacher’s role

English as an Additional Language (TS5)

Make yourself familiar with policies relevant to ‘EAL’ learners at the school.

Discuss the implementation of these policies with your class teacher.

If possible observe, identify and evaluate the range of strategies being used to support different EAL learners.

Briefing by the class teacher and/or support from the EAL coordinator (if available) will support the trainee teacher to complete this task.

44

Appendix 9

Professional Learning Opportunity 2

Languages

This task is designed to help you:

Understand the place of language-learning in the primary curriculum;

Investigate the role of the primary class teacher in language-learning;

Begin to understand how children make progress in language-learning;

Build your confidence in teaching a foreign language at primary level.

Completing the task

Carry out an audit of language-learning at your school-based training school:

Which foreign language is taught at this school?

Which year groups or classes learn this language?

Who teaches the foreign language?

How is the foreign language-learning curriculum organised? (e.g. is there a scheme of work,

is it embedded in cross-curricular projects, is it linked with the creative curriculum?)

How is children’s progress in learning a foreign language assessed?

Observe some Foreign Languages teaching: Negotiate with the teacher/teachers which

language lessons/activities you can observe.

Team Teach: Plan ahead with the language/class teacher. Aim to support at least one language-

learning activity by helping to present this with the class teacher.

Individual Teaching: Take the opportunity to engage in some Foreign Language activities in which

you take a lead (e.g., asking questions/modelling target language when taking the register, writing the

date, describing the weather or leading a song, rap or game to practise some vocabulary).

45

Appendix 10: School-Based Training Checklist for Trainees (useful optional resource)

Task Context/comment

Date(s)

completed

School Induction: discuss marking and data

management, ensure feedback/marking is

manageable, motivation and meaningful to

pupils

Collected range of school policies (Inc.

Safeguarding, Behaviour, Assessment,

Teaching & Learning)

Initial Professional Action Plan targets agreed

with mentor and meetings scheduled

Professional Action Plan updated weekly

Observations in other classes

Other observation/video opportunities

Meeting with SENCO

Meeting with literacy subject leader

Meeting with mathematics subject leader

Meeting with other subject leaders

Attendance at staff inset/meetings

(where appropriate)

Completion of class display(s)

Supported extra-curricular events, (e.g.

clubs, fundraising events, etc.)

Supported school trip(s)

Attendance at parents’ evening and/or

experiences of where you have dealt with

parents/carers

Tasks:

School context

Behaviour management

SEND

Phonics

GPS

Mathematics/English specialist task

PLOs:

Languages / EAL

46

Appendix 11: Working in Partnership – Breakdown of University-Based Module Content

BA (Hons) Primary English/Mathematics Education with QTS Module Timetables for 2019/20 Year 1:

Module Credits Starts Finishes

EP405: Introducing the Foundation Subjects

20 Level 4 Credits Beginning of

Semester 1 End of

Semester 1 EV403: Education Studies: How Children Learn


Semester 1 Middle of

Semester 2

EM406: Exploring Learning and Teaching in Mathematics and Computing



Semester 2

EE405: English and Language Acquisition



Semester 2 Subject Specialism 1:

EE406: Children’s Literature

or

EM407: Exploring Mathematical Thinking


Semester 1 Semester 2

ET402: School-Based Training 1

20 Level 4 Credits

Beginning of

Semester 2

End of

Semester 2

47

Year 2:


EV507: Education Studies: Creating an Inclusive Learning Environment


Semester 1

End of

Semester 2 (pauses during SBT2)

EE511: Teaching English, Principled Practice and Current Policy (Mathematics Specialists Only)

or

EM518: Deepening Subject and Pedagogic Knowledge to Impact on Children’s Mathematical Understanding (English Specialists Only)


Semester 1

End of


ES514: Effective and Creative Teaching of Primary Science


Semester 1

End of


Subject Specialism 2:

EE512: Talk for Thinking and Literacy Learning in the 21st Century

or

EM519: Enhancing and Embedding the Learning and Teaching of Mathematics


Semester 1

End of


Subject Specialism 3:

EE513: Exploring Challenging Texts through Drama and Writing

or

EM520: Deepening Understanding of Progression in Mathematics Learning


Semester 1

End of




Semester 2

Part way through

Semester 2

48

BA (Hons) Primary Education with QTS (3-7 & 5-11) Module Timetables for 2019/20 Year 1: Introducing subject specific curriculum / skills / knowledge and child development / learning theory


EP405: Introducing the Foundation Subjects

20 Level 4 Credits

Beginning of

Semester 1

End of

Semester 1

EV403: Education Studies: How Children Learn

20 Level 4 Credits

Beginning of

Semester 1

Middle of

Semester 2

EE405: English and Language Acquisition

20 Level 4 Credits

Beginning of


Semester 2 EM406: Exploring Learning and Teaching in Mathematics and Computing

20 Level 4 Credits

Beginning of

Semester 1

Middle of

Semester 2

ES402: Teaching Primary Science

20 Level 4 Credits

Beginning of


Semester 2 ET402: School-Based Training 1

20 Level 4 Credits

Beginning of

Semester 2

End of

Semester 2

49

Year 2:

Embedding Knowledge & Enhancing Practice


EV507: Education Studies: Creating an Inclusive Learning Environment

20 Level 5 Credits

Beginning of

Semester 1

End of


EE511: Teaching English, Principled Practice and Current Policy

20 Level 5 Credits

Beginning of

Semester 1

End of


EM518: Deepening subject and pedagogic knowledge to impact on children’s mathematical understanding

20 Level 5 Credits

Beginning of

Semester 1

End of


EP508: Curriculum Design and Enhanced Practice in Foundation Subjects and RE

20 Level 5 Credits

Beginning of

Semester 1

End of


Subject Study 1:

EA517: Developing Expertise in Teaching and Learning in Art and Design

EI517: Enhancing Computing Subject Knowledge

EE517: Story: How we use language to Imagine, Entertain and Understand

EH517: Developing Curriculum Expertise in Primary History and Geography

EM517: Developing Mathematical Thinking

EX517: Developing Expertise in Primary Physical Education

ER517: Developing Expertise in Primary Personal, Social and Health Education (PSHE)

ES517: Science, Scientists and Working Scientifically


Semester 1

End of




Semester 2

Part way through

Semester 2

50

Appendix 12

GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees

Get Ready: Familiarise yourself with the information below, on the Information Commissioner’s Office and the

policies and practices of your school / setting as part of induction.

Dispose: Dispose of any information that you hold where the original purpose it was intended or used for has

gone or if it is no longer needed. Clear email regularly.

Paperwork: Treat confidential/sensitive paperwork with the utmost of care. If keeping documents store them away

securely. If disposing of documents use a shredder or confidential waste bin.

Remove: Remove non-compliant software from use, only use secure (password protected) platforms or systems

for storing information. Avoid using memory sticks to store high risk data.

Prompt Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data given their consent for it to be shared;

How it will be used:

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person check the recipient’s ID;

Whether any information is sensitive and should not be shared.

SECURE & SHARE

Secure data or use passwords/encryption (inc. for portable drives & mobile devices).

Avoid keeping individual passwords in places where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive or has copyright protection. If you are ever in any doubt do not share it.

For storing your own data using online/cloud storage be careful. It is an offence to share data outside of the EEA without permitted safeguards. If you are in doubt do not use these services.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/links before pressing send;

Avoid sharing high/risk or confidential information e.g. personal data about individuals. When you receive an email with personal data, don’t share it unless you have permission/it is required for work purposes;

Where possible avoid emailing documents as attachments. If unavoidable ensure confidential documents sent are password protected/encrypted;

Never email a password in the same email/message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

When it is no longer needed.

This includes:

Information stored on old equipment no longer used e.g. PC, laptop, tablet, mobile, etc.;

Paper records with sensitive information (use a shredder or confidential waste bin);

Old emails stored in your inbox.

Data/Area Useful information to be aware of: Personal Information

Always treat personal information with the utmost of care. Follow the policies of your school/setting to remain.

Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/email.

When uploading information to your e-Portfolio (PebblePad) avoid including personal information and data related to pupils. Take care when sharing the e-Portfolio link.

High Risk Data

High risk/confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs.

Electronic – e.g. data/mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/ Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Move these to the ‘Report Spam’ folder in your inbox. Always delete suspicious texts, scams, etc.

https://ico.org.uk/

51

Appendix 13: DfE Teachers’ Standards - Parts 1 & 2

Standard Sub-Standards

TS1 Set high expectations which inspire, motivate and challenge pupils

a) establish a safe and stimulating environment for pupils, rooted in mutual respect;

b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;

c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

TS2 Promote good progress and outcomes by pupils

a) be accountable for pupils’ attainment, progress and outcomes; b) be aware of pupils’ capabilities and their prior knowledge, and plan

teaching to build on these; c) guide pupils to reflect on the progress they have made and their

emerging needs; d) demonstrate knowledge and understanding of how pupils learn and

how this impacts on teaching; e) encourage pupils to take a responsible and conscientious attitude to

their own work and study.

TS3 Demonstrate good subject and curriculum knowledge

a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

TS4 Plan and teach well-structured lessons

a) impart knowledge and develop understanding through effective use of lesson time;

b) promote a love of learning and children’s intellectual curiosity; c) set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired; d) reflect systematically on the effectiveness of lessons and approaches

to teaching; e) contribute to the design and provision of an engaging curriculum within

the relevant subject area(s).

TS5 Adapt teaching to respond to the strengths and needs of all pupils

a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

c) 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;

d) 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.

52

PART 2 PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;

- having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;

- showing tolerance of and respect for the rights of others; - not undermining fundamental British values, including democracy, the rule of law,

individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Standard Sub-Standards

TS6 Make accurate and productive use of assessment

a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

b) make use of formative and summative assessment to secure pupils’ progress;

c) use relevant data to monitor progress, set targets, and plan subsequent lessons;

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

TS7 Manage behaviour effectively to ensure a good and safe learning environment

a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;

b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

TS8 Fulfil wider professional responsibilities

a) make a positive contribution to the wider life and ethos of the school; b) develop effective professional relationships with colleagues, knowing

how and when to draw on advice and specialist support; c) deploy support staff effectively; d) take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback from colleagues;

e) communicate effectively with parents with regard to pupils’ achievements and well-being.

Documents

School of Education - University of Brighton · 2020-01-09 · 3 1.2 School Induction As per our Partnership Agreement with schools, we expect that the trainee receives safeguarding