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Placement organisation and information

This section provides all the information and documentation required for school experience. All of the documents required whilst on placement will be available electronically via Blackboard Learn (BBL) for Student Teachers and via these Brunel ITE web pages for our PCMs and Mentors. We hope this will help you to navigate around the requirements for placement but please do not hesitate to contact us if you require any clarification or further assistance. 

Preparing for the first day of School Experience

Student Teachers will be allocated their school placement by the Partnership Development Unit and will receive information about the school – address, name of the PCM and Mentor (where available). They should begin to plan their route to school to ensure that they arrive in school on time, bearing in mind that they will be travelling at peak times. They may wish to find out about the school e.g. looking at the school website, data dashboard and most recent Ofsted report etc.

Once the placement is confirmed to the Student Teacher, they should then contact the school’s PCM/ Mentor using their Brunel email address to introduce him/herself and check arrangements for their first day at school. Unless otherwise advised, Student Teachers are asked to arrive by 8.15am at the latest and report to the PCM/ Mentor. Student Teachers should remember that schools are busy places and PCMs/ Mentors are busy people so they should be prepared to wait if they cannot be seen straight away and remember that first impressions count.

On the first day Student Teachers will hopefully have the opportunity to meet their Mentor for the first time. They will need to have their Initial Needs Analysis or Professional Learning Action Plan in hard copy for that phase of school experience with specified targets for the placement.

Recording your Professional Learning

There are two components to facilitate the recording and collection of evidence of Student Teachers’ professional learning journey throughout the PGCE year. These are the Professional Learning Record (completed on Pebblepad) and the School Experience files. It is vital that Student Teachers engage with both of these in order to demonstrate progress against the Teachers’ Standards.

Professional Learning Record (PLR)

The PLR for Student Teachers is to be maintained using the PebblePad e-portfolio. Pebblepad should be updated as regularly (once per week minimum). Keeping your PebblePad up to date is very important as it also enables your Personal Tutor, Link Tutor, Course Leaders, Mentor and PCM to track your progress through the School Experience.

There is technical support available if needed from the Learning Technology Team at Brunel University London (email: ltt@brunel.ac.uk). 

 School Experience files

There are three School Experience files. These are:

  • File 1: Planning and Teaching
  • File 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA)
  • File 3: Professional Learning Activities (PLAs)

The School Experience Files are vital working documents during the PGCE year. They contain a range of information, which provides evidence of progress towards meeting the Teachers’ Standards. The files are working documents, as well as being public documents. They should be available and accessible at all times to Partnership staff (Class Teachers, Mentors, PCMs, Link Tutors and Personal Tutors), External Examiners and Ofsted Inspectors. In order to allow a reader to navigate them easily the files need to be organised as follows.

FILE 1: PLANNING AND TEACHING

Section A: General Information

Title Page

  1. Name, address and telephone number of school
  2. Student Teacher’s name and address
  3. Dates of School Experience, including any closures
  4. Names of Head Teacher and Class Teacher
  5. Link Tutor: name and email address
  6. Personal tutor: name and email address
  7. Teaching timetable (where appropriate)

Neighbourhood

Familiarise yourself with the surroundings local to the school, as this will give you background information about the community setting.

School

Before starting the school experience, familiarise yourself with the school’s website. These will provide insight into the school’s aims, ethos and policies.  From your observations and enquiries, make notes on such aspects as:

  • school organisation (vertical grouping, team teaching, year groups, etc.);
  • physical resources (extra teaching spaces, such as group rooms, play areas, etc.);
  • teaching resources (shared equipment for the curriculum areas);
  • reference materials (library and book provision);
  • the pupils (range of religious and cultural traditions, linguistic diversity);
  • home/school/community links;
  • school policies (for example, health and safety, assessment and marking, behaviour management, SEND, EAL, Gifted and talented, Homework, Handwriting, displays…). You are NOT required to include hard copies of these policies in your files but you must ensure that you have read them and notes should be included.
  • the style of handwriting used in the school. You will need to adapt the style of your own handwriting to that recommended by the school, as children will use your writing as a model.

Class Profile

This could include the following:

  • List of names of children and dates of birth (please check with your Mentor if this is appropriate in your setting), together with assessment details available, and note languages spoken by children in the class, SEND, G&T and other individual needs;
  • Copy of the class timetable;
  • Plan of the classroom;
  • List of resources available (books, stationery, equipment for curriculum areas, media resources, including the computer). Remember that use of resources is a sensitive issue. Please do not just help yourself – ask first and be economical!
  • Notes on support available from other staff, assistants and parents;
  • daily classroom routines and homework systems.

Section B: Medium Term Curriculum Planning

A separate section of your file should be dedicated to medium term curriculum planning.  In general, Student Teachers are advised to work in collaboration with the Mentor/ Class Teacher and adopt the school approach to curriculum planning in order to provide continuity and progression.  As you become more confident about planning, you should begin to take more responsibility.  Eventually, in consultation with your Mentor, identify the areas of study for which you will be responsible, and develop a plan for the duration of your school experience. You may need to use the University medium term planning proforma.  Student Teachers should be encouraged to plan for a sequence of lessons (Eliminating unnecessary workload around planning and teaching resources, Report of the Independent Teacher Workload Review Group, March 2016) which then informs their short term lesson planning. For each week of the School Experience, provide an overview of the week, summarising curriculum areas taught and assessed (including formal observations) and activities undertaken in the Weekly Professional Learning Record on Pebblepad, in the box provided.

Section C: Lesson Planning and Evaluations

This section of your file should include all of your lesson plans, annotated lessons plans and evaluations. You must produce an individual lesson plan for EVERY lesson you teach. You should use the Brunel University London template for lesson plans and evaluations.  

All lessons taught must be evaluated thoroughly and thoughtfully to demonstrate that you are learning from the experience of teaching, by annotating your lesson plan and completing the assessment boxes on the plan. If a Student Teacher is awarded Good or above in TS4 at the Development phase assessment, upon consultation with the Mentor and University Tutor, he/she may progress to using an alternative planning proforma which better supports transition to the NQT

Section D: Additional Activities

In this section you should keep dated notes or additional evidence of activities that you are involved in, that are not recorded in the PLA file or lesson plans. These might include: team teaching; assisting with another class; working with parents or other stakeholders, supporting teachers with displays and observing/ collaborating with any other professionals. These experiences should also be captured on the Weekly Professional Learning Record also (WPLR).

FILE 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA)

Assessment opportunities should be clearly identified within medium term, weekly and daily plans. There should be a direct link between proposed assessment within a lesson plan and the record of this assessment within the specific lesson evaluation. This process should provide clear evidence that planning and teaching are being informed by assessment.

Please see the Professional Learning Activities guidance for FSE, DSE and CSE for specific requirements regarding assessment.

Title Page

  1. Name, address and telephone number of school
  2. Student Teacher’s name and address
  3. Dates of School Experience, including any closures
  4. Names of Head Teacher and Class Teacher
  5. Link Tutor: name and email address
  6. Personal tutor: name and email address

Section A: Individual Profile Pupil

Please see the Professional Learning Activities guidance for FSE, DSE and CSE for information about how many pupils you should complete individual profiles for.

When gathering evidence to inform profiles of individual pupils, the following elements need to be included:

  • Background information (pseudonym, date of birth, place in family, languages spoken, etc.)
  • Assessments in English, including reading records/communication, language and English
  • Assessments in mathematics
  • Assessments in science
  • Any observations of achievements in the core and non-core subjects
  • Relevant details of the children’s physical, social and emotional needs.

Assessments should be based on clear evidence, including annotated examples of work and observation records. Assessment evidence should reflect progression within the National Curriculum, and provide a holistic record of pupils’ development, e.g. social, health-related and extra-curricular aspects.

Section B: Whole Class Records

Tracking Records

These provide an overview of work produced by all individuals in the class. Using the formats suggested by the University and your school, draw up a chart listing all the names of the children in your class and the work they will undertake in the core subjects. Use a symbol system to denote broad levels of pupils’ understanding in relation to the success criteria (e.g. / - attempted; X - completed but not totally understood; q - completed and understood). You must keep tracking records for all core subject lessons that you have taught.

Focus Groups

This proforma should be used whenever you work with a small group of pupils. For example, when you are working with a group on guided reading or writing within English, this should be used to record the learning for the group.

Individual Assessments

This section is for the work of all pupils in the class, who are not included as your profile or focus pupils. 

Pupil progress

There has been a significant emphasis on pupil progress in the recently revised Teachers’ Standards and the Ofsted framework for school inspection (Ofsted, 2014).

The Teachers’ Standards which focus on enabling and assessing the progress of all pupils include: 

2. Promote good progress and outcomes by pupils;

5 Adapt teaching to respond to the strengths and needs of all pupils;

6. Make accurate and productive use of assessment i.e. make use of formative and summative assessment to secure pupils’ progress and use relevant data to monitor progress, set targets, and plan subsequent lessons.

Whilst, as part of the April 2014 Ofsted framework for school inspections inspectors must cover the achievement of pupils at the school and consider the extent to which the education provided by the school meets the needs of the full range of pupils.

Given that Student Teachers will need to meet all Teachers’ Standards to pass the course and be prepared for an Ofsted inspection in their future NQT post, pupil progress constitutes an important aspect of the programme of study. Student Teachers should focus on planning and differentiation to enable and assess the progress of all pupils in their classes.

The Lesson Feedback Record prompts observing staff to comment specifically on pupil progress and achievement in relation to the intended learning detailed on the lesson plan and the contribution of teaching to this learning. This is to support the Student Teacher in focusing on pupil learning as an indicator of the quality of teaching in the lesson. The post-lesson conversations should also focus on pupils’ learning, progress and outcomes.

The FSE Timetable and Professional Learning Activities (PLAs)

The Timetable

The school experience timetable should provide a balanced subject related experience to facilitate a focus on subject knowledge weaknesses and develop areas of strength. In the Initial Needs Analysis Student Teachers reflect on their strengths and areas for development in terms of each of the Teachers’ Standards. The timetable is constructed to take account of the individual needs and also flexible to allow the Student Teacher to undertake a range of Professional Learning Activities (PLAs), as well as whole class teaching.

The weighting of Student Teachers’ timetables should be flexible according to their needs, and the percentage of contact time will increase over the year. This is in order to allow the Student Teacher the critical time required to develop effective practice in planning and evaluation, recognising that in the early stages of the course this is challenging and time-consuming when done well.

Timetable weighting

Weeks in FSE

% on   planning, teaching and evaluating lessons (whole class)

% on other   work with children (for example, PLAs, assessment, small groups, individuals)

% on   preparation

1 - 3

0 (max. 25%, if appropriate)

75

25

4 - 6

25

50

25

7 - 9

50

25

25

Timetables should also include a slot for a Weekly Professional Learning Meeting between the Student Teacher and Mentor.

FSE Professional Learning Activities (PLAs)

Professional Learning Activity Schedule

The list of activities is recommended for use by Student Teachers during Foundation School Experience. The suggested weeks are as a guide only, as the order can be changed to accommodate the school, the Mentor/ class teacher and the Student Teacher’s needs.

Some activities form an important part of subject knowledge development or provide evidence towards meeting particular Teachers’ Standards. Although it is the Student Teacher’s responsibility to manage their own workload, we encourage Mentors to keep sight of these activities to oversee how their Student Teacher is managing their workload.

It is useful for Student Teachers to receive structured feedback on any activities that they have led. Preparation work should be undertaken systematically during these first two weeks so that Student Teachers are organised and ready for the experience. Setting up files and preparing key items of paperwork in advance are crucial.

Preparation work should be undertaken systematically during the first three weeks so that Student Teachers are organised and ready for the experience. Setting up files and preparing key items of paperwork in advance are crucial. It is important that Student Teachers take a proactive approach in all aspects of their professional learning.

Student Teachers are expected to go out on playground duties WITH their class teachers, attend all staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if applicable). Student Teachers should find out dates of parents’ evenings and should attend and participate where possible, even if these occur outside of the placement dates.  It is important that they get involved in the wider aspects of school life and we encourage this as part of their professional learning. If there is a school trip during the block experience, we encourage Student Teachers to get as involved as possible as this is a valuable experience.

Student Teachers are expected to use their professional judgement at all times and behave appropriately in line with school protocol.

PLA for FSE

Details

English

 

Grammar directed activity

 

Areas of this will feed into   the writing PLA, but this does not need to be submitted for the Education   Studies 2 poster assignment.

  •   Explore   how grammar is taught within your school and year group. Do they adopt an embedded   or discrete teaching approach, or a combination of both?
  •   Refer   to the grammar PLA set by Geeta (guidance is available on Blackboard Learn,   and Geeta will talk you through this in the relevant session).

SSP and reading

 

The reading PLA must be submitted   as part of your Education Studies 2 poster assignment.

 

Meet the Literacy/ English   Coordinator

 

 

  •   Set   up a meeting with the Literacy Coordinator to discuss the teaching of reading   and SSP within the school.
  •   Explore   how the teaching of early reading and SSP is planned for, taught and assessed   within the school.
  •   Observe   how phonics and reading are taught, to include the teaching of guided reading   where possible. Write up 2 observations of reading, so that you develop your   expertise in this area. Engage in a post observation discussion with your   teacher.
  •   Explore   and note how the school reading scheme and library are organised? What is the   rationale behind the approach?
  •   How   are home/school, or pupil-pupil reading partnerships developed etcetera? Make   brief notes and keep in your school experience file.

English planning (storysack)

 

This does not need to be   submitted as part of the Education Studies 2 poster assignment, but areas may   inform your thinking about the reading PLA.

  •   Deliver   your story sack in school A and complete the PLA set by Geeta. If this   presents difficulty in your class, you can deliver it in another class - the   key is to understand the process and develop confidence.

Writing assessment PLA

 

This must be submitted as   part of the Education Studies 2 poster assignment.

 

Follow the guidance offered by Geeta Ludhra in her assessment of   writing lecture.

Mathematics

 

Number conferences

  •   Carry   out at least three number conferences with the pupil that you have selected   for your Individual Needs Assignment. (Take advice from your mentor). Further   guidance is available on Blackboard Learn and will be explained during the   assessment session.
  •   For   at least one of the conferences, transcribe three continuous minutes using   the format in the guidance and bring to the maths session in week 4.

Mathematics Reasoning   activity

Plan a mathematics task which involves pupils engaging in mathematical   reasoning. Deliver the lesson and evaluate fully using the template available   on BBL.  (This PLA will be introduced   in the algebra and reasoning session and more guidance is available on BBL).

Science

 

Science elicitation activity

With reference to   an area on the National Curriculum for science, plan and facilitate   elicitation activities for your focus pupil. Draw from a range of sources   (minimum of three) to gather information about the pupil’s understanding in   the area identified.

From each of   these sources, identify:

a)       What   understanding is the pupil communicating;

b)       Whether   the pupil’s ideas appear as ‘intuitive conceptions’ or whether they seem to   relate to accepted rational, ‘scientific’ explanations;

With reference to literature, what general implications there may be   for teaching the topic to that pupil?

(Further guidance is available on Blackboard Learn)

Other

 

Foundation Subjects

Investigate how these subjects are integrated, planned, taught and   assessed in your school (It is up to you how this is documented)

Interview with the subject   coordinators

Find out who is responsible for each subject area and arrange to   interview each member of staff about what the role involves

Resources

Find out where the resources for each subject area are stored   throughout the school and what the processes are for using them in your own   classroom

Safeguarding

  •   Familiarise   yourself with the safeguarding policies and procedures in the school
  •   Talk   to the safeguarding officer about:
  • Particular issues that the school faces
  • What support is available for staff,   pupils and families
  • How bullying issues are addressed

Display

Take responsibility to plan and produce a display of pupils’ work   (with guidance from your Mentor)

Observations

  •   Observe   classroom management/organisation
  •   Observe   and make focused notes on the teaching of English lessons (including any   extended writing lessons such as Big Write, phonics, grammar and poetry).   This will support you with your PLAs.
  •   Observe   and make detailed, focused notes on the teaching of at least two mathematics   sessions each week.
  •   Observe   and make detailed, focused notes on the teaching of a science session each   week (where this is not possible, the mentor should ensure that Student   Teachers gain experience of science teaching in another class)
  •   Observe   and make detailed notes on a PE session
  •   Observe   experienced teachers teaching across a range of subjects

Planning & Evaluating

  •   Attend   all planning weekly team meetings so that expectations and standards are   clear and planned for in advance
  •   Plan   and evaluate in detail, any responsibility taken for teaching (whole class   sessions/ group work) on the Brunel ITE lesson planning template and file in   School Experience File 1

Week-by-Week guide to FSE

This schedule is NOT an exhaustive list but includes most of the key professional learning points.

Placement Week number

Professional Learning Activity

1

 

 

  •   Mentor/ PCM to prepare a programme of induction to the school, with any relevant   school policies, documents, information needed, etc.
  •   Mentor/ PCM to introduce Student Teacher (where possible) to other colleagues,   such as subject & Key Stage coordinators, teaching assistants, and   administrators. (A list of names of key staff would be useful)
  •   Mentor/ PCM to make clear the school’s dress code/ PE dress code and any other   relevant matters
  •   Mentor to ensure Student Teacher is aware of protocol regarding safeguarding   issues
  •   Mentor to share reward and sanction procedures for class and school (Student   Teacher to keep in file)
  •   Mentor to review the School Experience Handbook
  •   Student Teacher and Mentor to discuss attendance and punctuality protocol
  •   Student Teacher to share the Initial Needs Analysis (on PebblePad) with Mentor
  •   Student   Teacher to give the class   teacher their Link Tutor’s name and contact details (if these are available)   so that three-way communication can be facilitated.
  •   Student   Teacher to set up three school   experience files (File 1: Planning, File 2: MARRA, File 3: PLAs)
  •   Student Teacher to   collect information on the school, the neighbourhood and class (refer to the   guide on keeping your file in this Handbook)
  •   Student   Teacher to obtain a copy of the   class and school timetable and note carefully break times, assemblies,   playtime duties, staff meeting, team planning meeting dates etc.
  •   Student   Teacher to obtain a group list   of pupils and their ability sets (where appropriate). Find out who receives   extra support from a TA/ EAL assistant etc.
  •   Student   Teacher to obtain class   teacher’s e-mail address/ school phone number or any other necessary contact   details. Student Teacher to give the school their contact details
  •   Student   Teacher to review the School   Experience Handbook
  •   Student   Teacher to work   with all the children in small groups, getting to know their names as soon as   possible
  •   Student Teacher to ask   the teacher how they can support in any particular group activities during   FSE and to undertake small-scale, whole class work (e.g. taking the register   or reading) for a limited time under the guidance of the Mentor/ class   teacher
  •   Student   Teacher to take responsibility   for “Other work with pupils” (ie. PLAs,   assessment, work with small groups/ individual pupils), under the guidance of the mentor (75% of time) If the Student Teacher   feels confident, they may want to do a whole class activity for PART of a   lesson (e.g.: mental starter, word/ sentence level activity, part of a   Science lesson)
  •   Mentor and   Student Teacher have first   weekly meeting. Student Teacher and Mentor complete Weekly Professional   Learning Record (WPLR) on Pebblepad

2

  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (75% of time)
  •   Student Teacher to obtain dates for parents’ evenings and request possibilities for   involvement
  •   Student Teacher and Mentor to discuss assessment procedures and Student Teacher to   arrange meeting with assessment coordinator
  •   Student Teacher to request to see where resources are located in the school to   support their teaching
  •   Student Teacher to set up a meeting with each of the subject coordinators
  •   Student Teacher to find out about the school's planning and assessment frameworks and   key policies
  •   Student Teacher to obtain/ request copies of IEP’s for pupils in their class (pupils   with SEND) and details of pupils on the EAL/ G&T register or any pupils   with specific medical conditions. These will remain confidential and are   needed for purposes of effective planning, teaching and assessment
  •   Student Teacher to discuss the Education Studies 2 (INA assignment) with the Mentor,   and together decide on an appropriate pupil to use for this work (Further guidance is   available in the Module Study Guide).
  •   Student Teacher and Mentor to select one pupil with EAL for the EAL assessment directed   activity. This child can be an advanced bilingual learner (ABL) who is fairly   proficient in English or working at national expected levels.
  •   Student Teacher to explore suitable ICT resources to use with pupils
  •   Student   Teacher to set up meetings for   observations of other class teachers in the school
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set
  •   Mentor and   Student Teacher have weekly   meeting. Student Teacher and Mentor complete Weekly Professional   Learning Record (WPLR) on Pebblepad

3

 

 

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (75% of time)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for development   are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (25% of time)
  •   Student Teacher to have set up opportunities to observe the teaching of phonics
  •   Student   Teacher to set up meetings for   observations of other class teachers in the school. This maybe particularly   beneficial in the teaching of SSP and any grammar work being done with year   5/ 6 pupils in particular.
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and   Student Teacher have weekly   meeting. Student Teacher and Mentor complete Weekly Professional   Learning Record (WPLR) on Pebblepad

4

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to begin to plan, teach and evaluate (whole class) for 25% of the   week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (50% of time)
  •   Student   Teacher to set up meetings for   observations of other class teachers in the school
  •   Student Teacher to collect examples of the end of term report template used by the   school in preparation for writing the focus pupil’s summative report
  •   Student Teacher to write a draft letter of application for the imaginary job (A job   description and person specification is provided on Blackboard Learn). 
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

5

 

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to continue to plan, teach and evaluate (whole class) for up to 25%   of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (25% of time)
  •  Student Teacher and Mentor to review and discuss   the Professional Learning Activity Schedule together
  • Student Teacher to set up   meetings for observations of other class teachers in the school. This may be   to focus on non-core subjects or different age groups.
  • Mentor and Student Teacher have weekly   meeting. Student Teacher and Mentor complete Weekly Professional   Learning Record (WPLR) on Pebblepad

6

 

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to continue to plan, teach and evaluate (whole class) for up to 25%   of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (50% of time)
  •   Student Teacher to set up meetings for observations of other class teachers in the   school. This may be to include discussion time to look at cross-school planning   and assessment.
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

7

 

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to begin to plan, teach and evaluate (whole class) for up to 50% of   the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (25% of time)
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and Student Teacher to complete FSE Interim Phase Profile on Pebblepad;   Grades discussed and agreed by Student Teacher and Mentor

8

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to continue to plan, teach and evaluate (whole class) for up to 50%   of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (25% of time)
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad
  •   Student Teacher to start to draft the Professional Learning Action Plan on Pebblepad
  •   Student Teacher to start to draft the FSE   End of Phase Profile on Pebblepad (self-assessment against the Teachers’   Standards).

9

 

 

 

  •   Student Teacher to collect data for the   INA research project (at least one piece of English and mathematics   assessment per week)
  •   Student Teacher to continue to plan, teach and evaluate (whole class) for up to 50%   of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor reviews School Experience files (Files 1, 2, 3). Targets for   development are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with pupils”, under the   guidance of the mentor (25% of time)
  •   Student Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad
  •   Student Teacher to complete the Professional Learning Action Plan on Pebblepad
  •   Student Teacher to complete FSE End   of Phase Profile on Pebblepad (self-assessment against the Teachers’   Standards); Mentor to complete FSE End of Phase Profile on Pebblepad; Grades   agreed & Targets set for DSE by Student Teacher and Mentor.

 

 

[DSE Timetable and PLA Guidance]

The Timetable

The school experience timetable should provide a balanced subject related experience to facilitate a focus on subject knowledge weaknesses and develop areas of strength. In the Professional Learning Action Plan Student Teachers reflect on their strengths and areas for development in terms of each of the Teachers’ Standards, based on previous school experience and University based work. The timetable is constructed to take account of the individual needs and also flexible to allow the Student Teacher to undertake a range of Professional Learning Activities (PLAs), as well as whole class teaching.

The weighting of Student Teachers’ timetables should be flexible according to their needs, and the percentage of contact time will increase over the year. This is in order to allow the Student Teacher the critical time required to develop effective practice in planning and evaluation, recognising that in the early stages of the course this is challenging and time-consuming when done well.

Timetable Weighting

Weeks in DSE

% on   planning, teaching and evaluating lessons (whole class)

% on other   work with children (for example, PLAs, assessment, small groups, individuals)

% on   preparation

1 - 2

0 (max. 25%, if appropriate)

75

25

3 - 5

25

50

25

6 - 9

50

25

25

Timetables should also include a slot for a Weekly Professional Learning Meeting between the Student Teacher and Mentor.

DSE Professional Learning Activities (PLAs)

 Professional Learning Activity Schedule

 The list of activities is recommended for use by Student Teachers during Development School Experience. The suggested weeks are as a guide only, as the order can be changed to accommodate the school, the Mentor/ class teacher and the Student Teacher’s needs.

Some activities form an important part of subject knowledge development or provide evidence towards meeting particular Teachers’ Standards. Although it is the Student Teacher’s responsibility to manage their own workload, we encourage Mentors to keep sight of these activities to oversee how their Student Teacher is managing their workload.

It is useful for Student Teachers to receive structured feedback on any activities that they have led. Preparation work should be undertaken systematically during the first two weeks so that Student Teachers are organised and ready for the experience. Setting up files and preparing key items of paperwork in advance are crucial. It is important that Student Teachers take a proactive approach in all aspects of their professional learning.

Student Teachers are expected to go out on playground duties WITH their class teachers, attend all staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if applicable). Student Teachers should find out dates of parents’ evenings and should attend and participate where possible, even if these occur outside of the placement dates.  It is important that they get involved in the wider aspects of school life and we encourage this as part of their professional learning. If there is a school trip during the block experience, we encourage Student Teachers to get as involved as possible as this is a valuable experience.

Student Teachers are expected to use their professional judgement at all times and behave appropriately in line with school protocol

PLA for DSE

Details

English

 

Grammar directed activity

 

Areas of this will inform   part of the writing PLA, but does not need to be submitted.

      
  • Explore how grammar is taught within        the school and year group that you are in. How are the school addressing        the increased focus on grammar? (i.e. do they adopt an embedded or        discrete teaching approach, or a combination of both)
  •   
  • Refer to the grammar PLA (guidance is        available on Blackboard Learn).

SSP and reading

 

The reading PLA must be   submitted as part of your INA

 

Meet the Literacy/ English   Coordinator

 

 

      
  • Set up a meeting with the Literacy        Coordinator to discuss the teaching of reading and SSP within the school.       
  •   
  • Explore how the teaching of early        reading and SSP is planned for, taught and assessed within the school.
  •   
  • Observe how phonics and reading are        taught, to include the teaching of guided reading where possible. Write        up 2 observations of reading, so that you develop your expertise in this        area. Engage in a post observation discussion with your teacher.
  •   
  • Explore and note how the school        reading scheme and library are organised? What is the rationale behind        the approach?
  •   
  • How are home/school, or pupil-pupil        reading partnerships developed etcetera? Make brief notes.

Other

 

Interview with the subject   coordinators

Find out who is responsible for each subject area and arrange to   interview each member of staff about what the role involves

Resources

Find out where the resources for each subject area are stored   throughout the school and what the processes are for using them in your own   classroom

Safeguarding

  •   Familiarise   yourself with the safeguarding policies and procedures in the school
  •   Talk   to the safeguarding officer about:
  • Particular issues that the school faces
  • What support is available for staff,   pupils and families
  • How bullying issues are addressed

Observations

  • Observe classroom   management/organisation
  • Observe and make focused   notes on the teaching of English lessons (including any extended writing   lessons such as Big Write, phonics, grammar and poetry). This will support   you with your PLAs.
  • Observe and make   detailed, focused notes on the teaching of at least two mathematics sessions   each week.
  • Observe and make   detailed, focused notes on the teaching of a science session each week (where   this is not possible, the mentor should ensure that Student Teachers gain   experience of science teaching in another class)
  • Observe and make detailed   notes on a PE session
  • Observe experienced   teachers teaching across a range of subjects

Planning & Evaluating

  • Attend all planning   weekly team meetings so that expectations and standards are clear and planned   for in advance
  • Plan and evaluate in   detail, all lessons that Student Teachers are responsible for teaching   (including whole class lessons and group work) on the Brunel ITE lesson   planning template, complete evaluations and file in File 1

Assessment

Gather assessments on five profile pupils in English (including   phonics), maths and science (at least once in each subject, over the   placement)

 Week-by-Week guide to DSE

This schedule is NOT an exhaustive list but includes most of the key professional learning points.

Week number

Professional Learning Activity

1

 

  •   Mentor/ PCM to prepare a programme of induction to the   school, with any relevant school policies, documents, information needed,   etc.
  •   Mentor/ PCM to introduce Student Teacher (where   possible) to other colleagues, such as subject & Key Stage coordinators,   teaching assistants, and administrators. (A list of names of key staff would   be useful)
  •   Mentor/ PCM to make clear the school’s dress code/ PE   dress code and any other relevant matters
  •   Mentor to ensure Student Teacher is aware of protocol regarding   safeguarding issues
  •   Mentor to share reward and sanction procedures for class and school (Student   Teacher to keep in file)
  •   Mentor to review the School Experience Guidance
  •   Student Teacher and Mentor to review Professional Learning Action   Plan (on Pebblepad)
  •   Student Teacher and Mentor to discuss attendance and punctuality   protocol
  •   Student Teacher to set up three   school experience files (File 1: Planning and teaching; File 2: MARRA; File   3: Professional Learning Activities (PLAs)
  •   Student Teacher to collect information on the school, the neighbourhood and class   (refer to the guide to keeping your file in this Handbook)
  •   Student Teacher to obtain a copy   of the class and school timetable and note carefully break times, assemblies,   playtime duties, staff meeting, team planning meeting dates etc.
  •   Student Teacher to obtain a group   list of pupils and their ability sets (where appropriate). Find out who receives   extra support from an LSA/ TA/EAL assistant etc.
  •   Student Teacher to obtain class   teacher’s e-mail address/ school phone number or any other necessary contact   details. Student Teacher to give the school their contact details
  •   Student Teacher to review the   School Experience Guidance
  •   Student Teacher to work with all the children in small groups,   getting to know their names as soon as possible
  •   Student Teacher to ask the teacher how they can support in any particular group   activities during DSE and to undertake small-scale, whole class work (e.g.   taking the register or reading) for a limited time under the guidance of the   Mentor/ class teacher
  •   Student Teacher to take   responsibility for “Other work with pupils” (ie. PLAs, assessment, work with small groups/   individual pupils),   under the guidance of the mentor (75% of time)
  •   Student Teacher to observe   Mentor/ class teacher teach mathematics and/or English, including phonics/   early/ guided reading, any grammar and poetry related activities
  •   Student Teacher and Mentor to select five focus pupils.   The Student Teacher will assess   these pupils in the three core subjects (ongoing – once over the placement).   Select one pupil with EAL for the EAL assessment directed activity – this may   be one of the focus children. This child can be an advanced bilingual learner   (ABL) who is fairly proficient in English or working at national expected   levels.
  •   Mentor and Student   Teacher have first weekly   meeting.
  •   Student Teacher   and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

 

2

 

  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (75% of time)
  •   Student Teacher to obtain dates   for parents’ evenings and request possibilities for involvement
  •   Student Teacher   and Mentor   to discuss assessment procedures and Student Teacher to arrange meeting with   assessment coordinator
  •   Student Teacher to request to see   where resources are located in the school to support their teaching.
  •   Student Teacher to set up a   meeting with each of the subject coordinators
  •   Student Teacher to find out about   the school's planning and assessment frameworks and key policies
  •   Student Teacher to obtain/ request copies of IEP’s for   pupils in their class (pupils with SEND) and details of pupils on the EAL/   G&T register or any pupils with specific medical conditions. These will   remain confidential and are needed for purposes of effective planning,   teaching and assessment
  •   Student Teacher to discuss the number conference directed   activity with the mentor and select an appropriate pupil.
  •   Student Teacher to explore suitable ICT resources to use   with pupils
  •   Mentor to discuss expectations of standards of pupils’ work with Student   Teacher. Marking should be in line with the school’s policy
    •   Mentor to discuss strategies for pupil assessments with Student Teacher
    •   Student Teacher to observe a science lesson.
    •   Student Teacher to set up   meetings for observations of other class teachers in the school
    •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
    •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
    •   Student   Teacher and Mentor to review and discuss the Professional Learning   Activity Schedule together
    •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set
    •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad

 

3

 

  •   Student Teacher to build up to plan, teach and evaluate   (whole class) for 25% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (50% of time)
  •   Student Teacher to have set up   opportunities to observe the teaching of phonics
  •   Student Teacher to discuss the Education Studies 3   (ED5619, Curriculum Enhancement assignment) with the Mentor
  •    Student Teacher to observe Mentor/ class teacher teach   Mathematics and / or English
  •    Student Teacher to observe a PE lesson. Take note of class   management, particularly re: health/safety and any individual needs
  •    Student Teacher to conduct English Speaking/Listening observation
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad

 

4

 

  • Student Teacher to continue to plan, teach and evaluate   for 25% of the week, with support from the Mentor
  • Mentor conducts lesson observation and completes   Lesson Feedback Record (at least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (50% of time)
  •   Student Teacher to set up   meetings for observations of other class teachers in the school.
  •   Student Teacher to find opportunities to report to parents   (preferably about positive achievements!)
  •   Student Teacher to observe subject co-ordinators teach   their subjects, make notes and file in PLA folder
  •   Student Teacher to join in with KS1/2 SATs or other termly   assessment preparations where possible
  •   Student Teacher to plan/present display with advice from   mentor
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad

 

5

Interim Phase Assessment

  •   Student Teacher to begin to plan, teach and evaluation for   up to 25% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (50% of time)
  •   Student Teacher to teach a PE   lesson (under supervision of class teacher)
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student Teacher to report   information regarding particular pupil’s progress to parents, (informally and   where possible)
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to focus on non-core subjects   or different age groups.
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad.
  •   Student Teacher and Mentor to complete DSE Interim Phase Profile on Pebblepad;   Grades discussed and agreed

 

6

 

  •   Student Teacher to continue to plan, teach and evaluate   for up to 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to include discussion time to   look at cross-school planning and assessment.
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •     Student Teacher to report information regarding particular   pupil’s progress to parents, (informally and where possible)
  •     Student Teacher to observe experienced teachers teaching   across a range of subjects
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad

 

7

 

  •   Student Teacher to continue to plan, teach and evaluate   for up to 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Student Teacher to report   information regarding particular pupil’s progress to parents, (informally and   where possible)
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad

 

8

 

  •   Student Teacher to continue to plan, teach and evaluate   for up to 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Student Teacher to report   information regarding particular pupil’s progress to parents, (informally and   where possible)
  •   Mentor to make available   medium term planning for Core & foundation subjects that the Student   Teacher will be teaching in the next term.
  •   Mentor and Student Teacher to draft DSE End of Phase Profile on Pebblepad   (self-assessment against the Teachers’ Standards); and discuss grades and   Targets set for CSE by Student Teacher and Mentor
  •   Student Teacher to draft the Professional Learning Action   Plan on Pebblepad

 

9

End of Phase Assessment

  •   Student Teacher to continue to plan, teach and evaluate   for up to 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Student Teacher to report   information regarding particular pupil’s progress to parents, (informally and   where possible)
  •   Mentor to make available   medium term planning for Core & foundation subjects that the Student   Teacher will be teaching in the next term.
  •   Mentor and Student Teacher to complete DSE End of Phase Profile on Pebblepad   (self-assessment against the Teachers’ Standards); Mentor to complete DSE End   of Phase Profile on Pebblepad; Grades agreed & Targets set for CSE by   Student Teacher and Mentor
  •   Student Teacher to complete the Professional Learning   Action Plan on Pebblepad

 

CSE Timetable and PLA Guidance

The Timetable

The school experience timetable should provide a balanced subject related experience to facilitate a focus on subject knowledge weaknesses and develop areas of strength. In the Professional Learning Action Plan Student Teachers reflect on their strengths and areas for development in terms of each of the Teachers’ Standards, based on previous school experience. The timetable is constructed to take account of the individual needs and also flexible to allow the Student Teacher to undertake a range of Professional Learning Activities (PLAs), as well as whole class teaching.

The weighting of Student Teachers’ timetables should be flexible according to their needs, and the percentage of contact time will increase over the year. This is in order to allow the Student Teacher the critical time required to develop effective practice in planning and evaluation, recognising that in the early stages of the course this is challenging and time-consuming when done well.

Timetable Weighting

Weeks in CSE

% on   planning, teaching and evaluating lessons (whole class)

% on other   work with children (for example, PLAs, assessment, small groups, individuals)

% on   preparation

1-2

50

25

25

3-8

70

10

20

Timetables should also include a slot for a Weekly Professional Learning Meeting between the Student Teacher and Mentor. 

CSE Professional Learning Activities (PLAs)

Professional Learning Activity Schedule 

The list of activities is recommended for use by Student Teachers during Consolidation School Experience. The suggested weeks are as a guide only, as the order can be changed to accommodate the school, the Mentor/ class teacher and the Student Teacher’s needs.

Some activities form an important part of subject knowledge development or provide evidence towards meeting particular Teachers’ Standards. Although it is the Student Teacher’s responsibility to manage their own workload, we encourage Mentors to keep sight of these activities to oversee how their Student Teacher is managing their workload.

It is useful for Student Teachers to receive structured feedback on any activities that they have led. Preparation work should be undertaken systematically so that Student Teachers are organised and ready for the experience. Reviewing and setting up files and preparing key items of paperwork in advance are crucial. It is important that Student Teachers take a proactive approach in all aspects of their professional learning.

Student Teachers are expected to go out on playground duties WITH their class teachers, attend all staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if applicable). Student Teachers should find out dates of parents’ evenings and should attend and participate where possible, even if these occur outside of the placement dates.  It is important that they get involved in the wider aspects of school life and we encourage this as part of their professional learning. If there is a school trip during the block experience, we encourage Student Teachers to get as involved as possible as this is a valuable experience.

Student Teachers are expected to use their professional judgement at all times and behave appropriately in line with school protocol

PLA for CSE

Details

Assessment

  •   Student Teacher to gather annotated assessments   on five profile pupils each week   in:

1) English

This   must include the following:

  •   phonics or guided reading
  •   writing
  •   spoken language

2) Mathematics

3) Science

  •   Student Teacher to gather one annotated assessment in   maths, science, spoken language, reading and writing, for every pupil in the class, once   over the whole School   Experience.

Planning & Evaluating

  • Attend all planning   weekly team meetings so that expectations and standards are clear and planned   for in advance
  • Plan and evaluate in   detail, all lessons that Student Teachers are responsible for teaching   (including whole class lessons and group work) on the Brunel ITE lesson   planning template, complete evaluations and file in File 1

Week-by-Week guide to CSE

This schedule is NOT an exhaustive list but includes most of the key professional learning points.

Week number

Professional Learning Activity

1

 

  •   Student Teacher and Mentor to review Professional Learning Action   Plan (on Pebblepad)
  •   Student Teacher to continue to plan, teach and evaluate   for 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Student Teacher to observe mentor teaching core subjects
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student Teacher to carry out   whole class tracking for the core subjects that the Student Teacher teaches,   in consultation with the class teacher/ Mentor
  •   Student Teacher to write (or   adapt school’s) medium term plans for the core subjects for the Summer term
  •   Student Teacher to collect   examples of the end of term report template used by the school in preparation   for completion of profile pupils’ summative reports
  •   Mentor and Student   Teacher have weekly   meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

2

 

  •   Student Teacher to continue to plan, teach and evaluate   for 50% of the week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take   responsibility for “Other work with pupils”, under the guidance of the mentor   (25% of time)
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student   Teacher have weekly   meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

3

Interim Phase Assessment (Alternative Setting Students only)

 

  •   Student Teacher to plan, teach and evaluate for 70% of the   week, with support from the Mentor
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Student Teacher to take responsibility for “Other work with   pupils”, under the guidance of the mentor (10% of time)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student   Teacher have weekly   meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad
  •   Alternative   Setting Students only: Student Teacher and Mentor to complete CSE Interim Phase Profile on Pebblepad;   Grades discussed and agreed Student Teacher and Mentor

4

 

  • Student Teacher to continue to plan, teach and evaluate   for 70% of the week, with support from the Mentor
  • Mentor conducts lesson observation and completes   Lesson Feedback Record (at least one per week)
  • Student Teacher to take responsibility for “Other work   with pupils”, under the guidance of the mentor (10% of time)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Student Teacher to assess focus pupils in the three core   subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  • Mentor and   Student Teacher have weekly   meeting. Student Teacher and Mentor complete   Weekly Professional Learning Record (WPLR) on Pebblepad

 

5

Interim Phase Assessment

 

 

 

 

 

  •   Student Teacher to plan, teach and evaluation for up to 70%   of the week, with support from the Mentor (where possible)
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take responsibility for “Other work   with pupils”, under the guidance of the mentor (10% of time)
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to focus on non-core subjects   or different age groups.
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad
  •   Student Teacher and Mentor to complete CSE Interim Phase Profile on Pebblepad;   Grades discussed and agreed

6

 

  •   Student Teacher to continue to plan, teach and evaluate   for up to 70% of the week, with support from the Mentor (at least one per   week)
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take responsibility for “Other work   with pupils”, under the guidance of the mentor (10% of time)
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Mentor to share with the Student Teacher how the school uses assessment data   to set targets for pupils
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to include discussion time to   look at cross-school planning and assessment.
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to report information regarding particular   pupil’s progress to parents, (informally and where possible)
  •     Student Teacher to observe experienced teachers teaching   across a range of subjects
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning Record   (WPLR) on Pebblepad

 

7

  •   Student Teacher to continue to plan, teach and evaluate   for up to 70% of the week, with support from the Mentor (at least one per   week)
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take responsibility for “Other work   with pupils”, under the guidance of the mentor (10% of time)
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Mentor to share with the Student Teacher how the school uses assessment data   to set targets for pupils
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to include discussion time to   look at cross-school planning and assessment.
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to report information   regarding particular pupil’s progress to parents, (informally and where   possible)
  •     Student Teacher to observe experienced teachers teaching   across a range of subjects
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad
  •   Student Teacher to draft CSE End of Phase Profile on Pebblepad   (self-assessment against the Teachers’ Standards); Mentor to complete CSE End   of Phase Profile on Pebblepad; Grades agreed & Targets discussed for NQT   Transition Plan by Student Teacher and Mentor

8

End of Phase Assessment

  •   Student Teacher to continue to plan, teach and evaluate   for up to 70% of the week, with support from the Mentor (at least one per week)
  •   Mentor conducts lesson observation and completes Lesson Feedback Record (at   least one per week)
  •   Mentor   reviews School Experience files (Files 1, 2 & 3). Targets for development   are set/ reviewed
  •   Student Teacher to take responsibility for “Other work with   pupils”, under the guidance of the mentor (10% of time)
  •   Student Teacher to carry out whole class tracking for the   core subjects taught, in consultation with the class teacher/ Mentor
  •   Mentor to share with the Student Teacher how the school uses assessment data   to set targets for pupils
  •   Student Teacher to set up meetings for observations of   other class teachers in the school. This may be to include discussion time to   look at cross-school planning and assessment.
  •   Mentor and Student Teacher to discuss ways of   working with additional adults in the class
  •   Student Teacher to report   information regarding particular pupil’s progress to parents, (informally and   where possible)
  •     Student Teacher to observe experienced teachers teaching   across a range of subjects
  •   Student Teacher to assess focus   pupils in the three core subjects (ongoing – once over the placement)
  •   Student   Teacher and Mentor to review and discuss the Professional   Learning Activity Schedule together
  •   Mentor and Student Teacher have weekly meeting. Student Teacher and Mentor complete Weekly Professional Learning   Record (WPLR) on Pebblepad
  •   Student Teacher to complete CSE End of Phase Profile on Pebblepad   (self-assessment against the Teachers’ Standards); Mentor to complete CSE End   of Phase Profile on Pebblepad; Grades agreed & Targets set for NQT   Transition Plan by Student Teacher and Mentor
  •   Student Teacher to draft the NQT Transition Plan on   Pebblepad

 

 

Documents

Overview of Professional Learning processes and documentation

Overview of professional learning documentation 1

Overview of professional learning documentation 2

Overview of professional learning documentation 3