BA (Hons) Primary Education: Year 1 School Based Training 2017-18

Focus of the block placement• Teaching whole class a from adapted teacher’s plans, then b your own • Mark and assess children’s work • Incorporate your assessment into the next planning

BA (Hons) Primary Education: Year 1 School Based Training

2017-18

Block Placement

Briefing for Students

BA1 Unit Lead: Helen

Ryan-Atkin

What difference did I make? Why? How?

Focus of the block placement

• Teaching whole class a) from adapted teacher’s plans, then b) your own

• Mark and assess children’s work

• Incorporate your assessment into the next planning doc

• Act upon any feedback from CM (written or oral)

• After each RoLO, work on your targets.

• Observe CM (or other staff member) to help with targets

• Plan for additional adults

• Plan homework and out-of-class learning

• MMU tasks and activities

Documents to send to your UVT before March 23 rd

 Timetable for the first week of block

 A plan that will be used during the first week of block

 Draft action plan with targets (if decided)

 Initial contextual analysis

 First Weekly Review Meeting Record (if taken place)

16 th April– 25 th May Block placement

w/c 16 TH April Agree and complete Action Plan with CM

26.3.18 – 13.4.18 MMU Easter holiday period

w/c 16 th April – w/c 30 th April Interim Report window:

•UVT and CM joint observation

w/c 23 rd April Interim Report completed and grades (but not

report) sent to placements office (by 27 th April)* w/c 7 th May Week 41 – look out

on your PDR Moodle page Students return to University for PDR tutorial following Interim assessment week

w/c 14 th May or 21 st May Senior Moderator Visit

w/b 21 st May 2018 University Tutor visit

Final Report **

25 th May 2018 End of Placement

Communicating with Tutors

School Based Training Problem – School Based

Class Mentor and/or Professional Mentor

University visiting tutor and/or Deputy Head Teacher

Pastoral problem

Personal Tutor

Student experience team lead – Mairead Owens

Partnership coordinator – Helen Ryan- Atkin

Counselling Services: 0161 247 3493

Your class mentor’s role

• Agreeing timetable on a weekly basis

• Provide Schemes of Work/Medium Term Plans

• Enabling you to carry out your tasks, etc.

• Lesson Observations - 1 per week, agreed, written feedback, focusing

on the Standards (where possible, in addition to phonics and

numeracy RoLOs)

• Progress Meeting - 1 per week, timetabled, protected – recorded on Weekly Review and Reflection

• Student’s files – comment on planning, teaching, assessment,

evaluations, reflections and tasks - check and sign (Appx 1)

• Complete SBT Reports - Interim and Final

• Joint observation with MMU tutor - first visit

Placement Documentation

Handbooks, proformas and other key documents:

All documentation is electronic and available on the Partnership website – see link below.

There are several areas:

•BA1 Placement – Relates specifically to this

placement

•Students: Relates to all placements

•Mentors and Tutors: Relates to all placements

Available at

www.mmu.ac.uk/education/partnerships/primary

Keep informed!

• Check SBT Moodle page regularly

• Read Helen’s emails!

• Check PDR Moodle page

• Contact UVT if any unresolvable problems.

Absences

Known absence:

•Negotiate with school, inform UVT PT and

Placements Team.

•If possible, ensure that you have left a copy of any

of your plans with your class mentor.

Unexpected absence:

•Contact the school YOURSELF by TELEPHONE as

early as possible (8.30 at the latest).

•Keep the school informed on a daily basis.

•Email the Placements Team, UVT and PT

•Text messages to CM are NOT acceptable

Handbook p8

Absences (cont.)

• Doctor’s note if you are absent for more than five

consecutive school days

• All absences must be made up

• You will need to apply for Exceptional Factors (click to

follow the link to the guidance) if you have an absence that will impact on your placement being delayed in any way and

at any stage, i.e if you are not able to complete your

placement at the scheduled time.

Your files – a reminder

• Use the Contents of School Based Training

Files (Appendix 1 SBT Handbook)

• Files should have distinct sections that are

clearly labelled Anyone who needs to access

your file should be able to find their way around it.

• You are required to read and be aware of policies indicated on the checklist Make notes on these.

• Students graded 1-4 on files, and can be put at ARoF for poor files (see SBT handbook).

• PDR tutorial 4 – bring your files

Being professional – a reminder

The Block Placement

Teaching requirements = Progressive

•Week 1: 20% (one day equivalent) Observe P.E.

•Week 2: 30% (1.5 days equivalent) Teach Phonics

•Week 3: 40% (2 days) Teach Phonics

•Weeks 4-6: 50% (2.5 days) Teach P.E

•Whole class teaching and group work appropriate to the setting (core

and foundation subjects)

Paired Placement Guidance

Students will be engaging in one of four ways at any one time:

Paired Placement Peer Observation

Date of observation:

Lesson/session:

Observed colleague: Observer:

Observed colleague:

summary of main outcomes

(e.g what you got out of the

observation, feedback &

discussion)

Observer: summary comments (e.g what impressed you about the session/things you may adapt in your own teaching)

Agreed action points and any other matters arising:

p12 in Paired Placement HB

Paired Placements: An example of a 50% teaching

timetable for Student A & Student B

Monday Tuesday Wednesday Thursday Friday Session 1 Student A

Lead Teacher Student B – Group

Teacher

Student A Lead Teacher Student B – Group

Teacher

Student A Lead

Teacher Student B – Group

Teacher

Team Teaching

2 Team

teaching

Student B Lead Teacher

A – Group Teacher

Student B Lead Teacher

A – Group Teacher

Student B Lead

Teacher

A – Group Teacher

3 Student B

Lead Teacher

Student A Lead Teacher

Lead Teacher

Student A Lead Teacher

EYFS: Example of how the teaching timetable might

look: 50% at Final

Monday Tuesday Wednesday Thursday Friday Session 1 Student A

Lead Teacher Student B – Group

Teacher

Student A Lead Teacher Student B – Group

Teacher

Student A Lead Teacher Student B – Group

Teacher

Team Teaching

2 Team

teaching Student B Lead Teacher

Student A – Group

Teacher

Student B Lead Teacher

Group Teacher

Student B Lead Teacher Student A – Group

Teacher

3 Student B

Lead Teacher Student A Lead Teacher

4 Student B

Lead Teacher Student A Lead Teacher

If students are paired in EYFS setting then as the Lead Teacher, the

student can plan for the continuous provision and other focus group

activities Student B can plan and deliver a focus group activity during

this time

How you will be assessed

• Your own lesson

Alternative RoLO for Paired Placements

Subject knowledge

Addresses misconceptions or understanding of children’s learning S3

Secure subject knowledge is evident

Student has secure understanding S3

Selects appropriate pedagogy for teaching

S2

Children are engaged

in learning and display enthusiasm.

S1

Student displays good model of standard English both written and spoken

S3

Planning

Identifies learning intentions in planning

Challenges all children

S1 S4

Takes into account children’s prior knowledge + understanding S4

Plans are clearly differentiated

S5

Plans opportunities for children to take responsibility for their own learning S2

Is independent in planning and contributes own ideas

S4Develops and makes own

resources

S4

Annotates planning on a regular basis

S6

Will readily change and adapt planning if required S6

Plans display a clear learning objective

Learning objective maybe displayed S4

Student is aware of their impact on children’s learning

S4

Teaching is creative and engaging S4

Range of teaching approaches are used

Teaching meets the needs of all children

S4

Allows children to think independently and problem solve

S1 S2

Refers back to the learning objective throughout lesson

S4

Explanations and instructions are clear and easy for children

to follow S7

Opportunities for collaborative learning are evident I.e talking partners

S2 S4

Assessment

AFL opportunities evident and used to assess children’s learning

S2

Allows children to reflect on their own learning

S2

Monitors progress being made and is able

to reflect on this

S6

Uses written and oral feedback to monitor pupils’ progress

Gains respect of children

Displays positive and purposeful atmosphere

S7

Has established clear rules and routines for behaviour Sets high expectations S7

Uses a range of behaviour strategies

S7

Effectively manages children’s behaviour

S7

Can motivate and enthuse the children and has strong, positive relationships

S7

Weekly Review Meetings

• A dedicated meeting time

• You are responsible for completing the document

• An opportunity to be reflective and reflexive

• Prepare as much as possible beforehand

• A chance to discuss your progress

• Review your lesson evaluations

• Review the last RoLO and your targets

• Discuss following week’s plans and actions

• Update on task completion

‘Focus Time’

• Students to spend 3-5 days in EYFS if base class is KS1/KS2, and vice versa in a specified alternative class

• Students get to know the routines, rules, staff and children.

• Arrangements for students in stand-alone nurseries

• Task 1: observe children and adults and make notes on similarities and differences in how teaching and learning is organised with base class.

• Task 2: plan, teach and assess the learning of a group of children in the alternative class.

• Task 3: Evaluate the above session and suggest next steps for you and the children Discuss with CT.

•

Typical Professional Development Time Activities

• Work on targets from RoLOs

• Observe other teachers around the school

• Talk to/shadow the SENCO

• Discussion with subject leaders

• Becoming familiar with assessment systems

• Sit in with any other outside professionals who are working with children in your class

• Early reading, maths and science tasks

• Bilingualism Portfolio

• Preparing materials and displays

• Students complete this over the 3 years.

• Some tasks are about working with EAL children

• If no EAL children in your class, arrange for student to go elsewhere.

• There are tasks to complete which are more based.

research-The Bilingual Learners Portfolio

Reading, Mathematics and Science Tasks

• Early Reading and Phonics – p 21

Task 1: short report

Task 2: journal and short report

Task 3: Phonics RoLO and evaluation

• Early Mathematics – booklet

• Science Task – on Moodle

Becoming involved in the wider school life

• Behaviour management around the school

• Playground duty

• After-school clubs and activities

• Class assemblies

• School functions

• Attend staff meetings and training

• Phase/year planning meetings

• Engage with parents where possible

• Get to know all members of staff (not just teachers)

Interim Report Stage

• Joint observation with UVT (around 20mins)

• CM highlights grading criteria, in discussion with UVT

• CM and student set targets together

• Student writes response to each target

• UVT writes grades on ‘Interim Grades and QA’ form.

How you are graded

Grade 1 Profile student:

Grade 3 Profile student:

5 or more grade 3s is a Grade 3 overall

•Fail Profile Student:

Grade 4 in ONE or more elements

Poor files could fail you.

Graded ‘At Risk of Failure’

• Performance concerns discussed with students asap

• School makes contact with University tutor

• Issues documented on RoLOs/Interim report

• CM and UVT prepare an action plan, identifying clear targets and timescale

• Special support arrangements apply

P23 in the Handbook

• Focus on your targets in week after Interim

• Observe your CM who will demonstrate good practice in target areas.

• Observe/talk with other teachers, focusing on targets.

• Focus of Weekly Review in week after Interim should be targets from report.

• PDR tutorial at MMU

PDR Tutorial at MMU

• w/c 7 th May

• Bring SBT interim grades and targets

• Your focus up to Final Report Stage?

• How will you address these?

• Bring and share Weekly Review Meeting notes

Lesson Study Approach (week 4 or 5)

• Taking on different roles in class:

Demonstrating progress from Interim to Final Report

Final Report stage

• w/b 21 st May

• CM prepares the Final Report, in discussion with you and PM

• CM confirms final report content and grades with UVT

• No joint observation needed, unless student is RI/ARoF

• CM comments on how far you have progressed against

previous targets

• CM and you agree 3 targets for BA2

• Report sent to UVT by end Thursday 24 th May

• CM completes the SBT Evaluation on-line.

• Summary of Achievements uploaded to Moodle by 15 th June.

Reflecting and Moving Forward

• Return to MMU Monday

• Guest speakers

• Prepare a poster/display

in small groups, reflecting

on what you have learnt.

• Focus for BA2 Placement?

• What will you do

differently?

What are you going to do to ensure your placement

is a great success?