Monday September 14th – Friday September 18th
The content of this guide was correct at the time of
printing. Any changes in Government policy affecting
the guide will be notified as required.
1
Contents
1. CONTACTS ........................................................................ 3
2. AIMS and OUTCOMES ...................................................... 3
3. GUIDANCE on ARRANGING YOUR PLACEMENT ......... 4
4. GUIDANCE for TRAINEES and SCHOOLS: PP1 KEY
EXPECTATIONS ............................................................... 6
5. WHAT is EFFECTIVE TEACHING? ................................ 10
6. GUIDANCE ON UNDERTAKING YOUR PP1 TASKS .... 13
7. PP1 FORMS ..................................................................... 30
8. AN INTRODUCTION TO THE TEACHERS’ STANDARDS
(DfE, 2013) ....................................................................... 31
2
1. CONTACTS
University Contacts:
Partnership
Leigh Capener
Partnership Development Officer:
Email: l.capener@warwick.ac.uk 024 765 23824
Mark Christensen
M.Christensen@warwick.ac.uk
Professional Support Services
Megan Allan:
Megan.Allan@warwick.ac.uk 02476 523932
Gabrielle Bennett
G.Bennett.1@warwick.ac.uk 02476 528148
Emma Rawlings
E.Rawlings@warwick.ac.uk 02476 528340
Reception:
Email: cpe@warwick.ac.uk 02476 523801
Website:
http://www2.warwick.ac.uk/fac/soc/cpe/ Fax: 024 7657 2638
2. AIMS and OUTCOMES
Aims:
 to develop your understanding of
- effective teaching and learning
- the similarities and differences between key stages/age phases
- areas of national priority (including Behaviour, Phonics and British Values)
- the Teachers’ Standards
 to support your personalised professional development towards achieving the
Teachers’ Standards.
Outcomes: a portfolio of information and reflections which will:
a. enable you to begin to meet professional development targets set at interview
b. support your ability to actively engage in seminars in the early stages of your course
to discuss effective teaching and learning, professional roles and responsibilities and
the distinctiveness of age phases/key stages
c. help you to begin to make links between theory and practice and develop your
capacity to write your first assignment
3
3. GUIDANCE on ARRANGING YOUR PLACEMENT
Professional Placement 1 is a one week placement, undertaken across a range of age
phases, according to the programme on which you have been accepted.
You should arrange to observe practice predominantly in the age ranges for which you are
training to teach, which for trainees on the Early Years Programme is 3-7 years and for
trainees on the Primary Programme is 5-11. However, to meet ITT requirements, trainees
should ‘engage with the expectations, curricula, strategies and teaching arrangements in the
age ranges immediately before and after the ones they are trained to teach’1. You should
therefore aim to arrange your Professional Placement 1 to observe in schools/settings as
follows:
Trainees on the Early Years Programme
1 day in Early Years 0-3 years provision
1 or 2 days in Early Years 3-5 years (Nursery/Reception)
1 or 2 days in 5-7 years provision (school years 1 and/or 2; Key Stage 1)
To a
total of 5
days
1 day in 7-11 years (school years 3-6; Key Stage 2)
Trainees on the Primary Programme
1 day in Early Years 3-5 years (Nursery/Reception)
1 or 2 days in 5-7 years provision (school years 1 and/or 2; Key Stage 1)
1 or 2 days in 7-11 years (school years 3-6; Key Stage 2)
To a
total of 5
days
1 day in 11-14 years (school years 7-9; Key Stage 3)
You should observe in a variety of ‘classes’, however, you will need to be flexible to fit in with
the work of the setting/school.
Settings/schools are busy throughout the year and we suggest that you initiate access in the
following way:





Write on paper (not by email) to the Headteacher/Setting Manager, well before the
summer holidays, explaining that your Primary/Early Years PGCE course at Warwick
requires that you spend time in settings/schools, two weeks after the PGCE begins.
Explain that you wish to observe good practice and support class teachers/work
alongside children to inform your professional development as a trainee teacher.
Enclose a SAE with your letter.
Enclose a copy of your targets arising from the selection process.
Once you have arranged a placement, return the enclosed form to the Student
Services Team.
1
National College for Teaching and Leadership (2014) Initial teacher training criteria: Statutory guidance for accredited
initial teacher training providers in England, p.6 available online:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279344/ITT_criteria.pdf
4
Upon completion of your placement, ask the setting/schools to complete the Open
Report Forms (one for each setting/school). This provides evidence of completion of your
PP1 placement, evidence of meeting ITT training requirements and provides information for
your University reference.
You should copy each Open Report Form and:
- retain one copy for your own records
- pass one copy to the Professional Services Team (Avon Reception) for your University
records
- upload a scanned copy to your electronic Professional Development Portfolio (e-PDP
(accessible from September) to share with your university personal tutor.
Any notes, observations, proformas, completed tasks etc. can also be uploaded to your ePDP for reference/storage.
5
4.
GUIDANCE FOR TRAINEES AND SCHOOLS: PP1 KEY
EXPECTATIONS
This section will give you an overview of the expectations for PP1, and you should share this
information with your PP1 setting/school.
Guidance for all settings
Safeguarding
Keeping pupils safe and promoting the wellbeing of all pupils is a key responsibility for
schools, consequently safeguarding is EVERYONE’S responsibility.
During ‘Induction’ Week’ and prior to your PP1 placement, you will be given guidance on
safeguarding. On PP1, as a priority you must ensure that you:
(a) know who the designated Child Protection Officer (CPO) is;
(b) have read and understood the school’s/setting’s Child Protection and
Safeguarding policy;
(c) implement this policy;
(d) Take details of your DBS clearance with you and present it to the staff when you
sign in.
In preparation for joining the course, as a minimum, you MUST access and read the
following documents:
DfE (March 2015) Working together to safeguard children A guide to inter-agency
working to safeguard and promote the welfare of children available online at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419595/Worki
ng_Together_to_Safeguard_Children.pdf accessed 20.5.15
DfE (March 2015) Keeping children safe in education - Statutory guidance for schools
and colleges on safeguarding children available online at
https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 accessed
20.5.15
WCC (Dec 2014) Warwickshire County Council Model Staff Behaviour Policy available
online at: apps.warwickshire.gov.uk\api\documents\WCCC-1058-52
You should also find out about:
Child Sexual Exploitation from the NSPCC website www.nspcc.org.uk
The DfE documents may have been updated since this guide was written; you should check
www.gov.uk for the latest version.
Once you have registered with the University you will be able to access a wide range of
information from CPE’s website in the ‘Current Students’ section in the Safeguarding the
Young Portal: http://www2.warwick.ac.uk/fac/soc/cpe/current/safeguarding/
6
Guidance on professional dress, conduct and note-taking
Reading the Teachers’ Standards (at the end of this Guide) will have alerted you to the
importance of your professionalism, honesty, integrity and the highest possible standards of
conduct. You should dress and act professionally at all times in accordance with
setting/school policy.
Guidance on confidentiality
When making notes, please ensure that they are confidential. This means you should not
use the full names of the school, teachers or pupils. If you wish to take photos, you must first
seek the permission of the headteacher/setting manager and where permitted, ensure that
any photos taken are done so in a way that is consistent with school policy. You may be
restricted to photos of empty classrooms and displays but these will be useful reference for
reflecting upon setting/classroom organisation and the learning environment.
Guidance on observing good/outstanding teaching
Use of the observation proforma and age-specific question prompts in section 6 will help you
to identify key areas upon which to focus your attention whilst observing good/outstanding
teaching. Much of the time you will be working with children or supporting the class teacher.
This means that you will need to take a mental note of what is happening and write up fuller
notes at break and lunch times in order to keep memories fresh. You might note questions to
ask whilst in school and developing this professional dialogue is important, however, once
again, be sensitive to the fact that teachers are very busy.
At the end of each day you should use the reflection sheets (within specific tasks in section
6) to organise your notes and guide your post-observation reflection and analysis.
Remember to keep any notes as well as the reflection sheets, so that you will be able to look
back – these can be stored in your e-PDP. These do not need to be typed up neatly, as their
purpose is to inform you, your developing professional perspectives, your ability to actively
contribute during your university-based course and to be able to link theory with practice.
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Setting Specific Guidance
Given the requirement for trainees to ‘engage with the expectations, curricula, strategies and
teaching arrangements in the age ranges immediately before and after the ones they are
trained to teach’2, all trainees will observe in both Early and Primary Years. All trainees
should therefore read section A. and B. below, and Primary trainees should also read section
C., below.
A. The Early Years: 0-3 Years provision and 3-5 years (Nursery/Reception)
You are expected to observe good practice and support class teachers/practitioners,
observing and working alongside children to inform your professional development as a
trainee teacher. You should base your observations/discussions around the following
themes:
1.
2.
3.
4.
5.
6.
7.
Organisation of the setting/classroom
Adult-led activities
Child-initiated activities
Phonics/phonemic awareness
Personal, Social and Emotional Development and positive behaviour for learning
The expectations, ‘curriculum’, strategies and ‘teaching’ in the age-phase.
National Priorities, including: Promotion of British Values and preparing pupils for life in
modern Britain; EAL; SEND; PE.
With the support of your school/setting, you may if you wish, pursue additional avenues of
interest/enquiry, e.g. ‘nurture groups’.
B. Primary Years: 5-7 years provision (school years 1 and/or 2; Key Stage 1) and 7-11
years (school years 3-6; Key Stage 2)
You are expected to observe good practice and support class teachers, observing and
working alongside pupils to inform your professional development as a trainee teacher. You
should base your observations/discussions around the following themes:
1.
2.
3.
4.
5.
6.
7.
8.
Learning in English
Learning in mathematics
Learning in science.
Learning of phonics, (one of the specific components of the English programme)
Positive behaviour for learning/behaviour management/anti-bullying.
Learning in your area specialism (English/Maths/Science/MFL/SEND)
The expectations, curriculum, strategies and teaching in the age-phase.
National Priorities, including: Promotion of British Values and preparing pupils for life in
modern Britain; EAL; SEND; PE.
With the support of your school, you may if you wish, pursue additional avenues of
interest/enquiry.
2
National College for Teaching and Leadership (2014) Initial teacher training criteria: Statutory guidance for accredited
initial teacher training providers in England, p.6 available online:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279344/ITT_criteria.pdf
8
C. Secondary Years (school years 7-9; Key Stage 3)
You are expected to observe good practice and support class teachers observing and
working alongside pupils to inform your professional development as a trainee teacher. You
should base your observations around the following themes:
1.
2.
3.
4.
5.
6.
7.
Discussion with KS3 Co-ordinator
Discussion with “transition” staff
Following a group of Y7 pupils (ideally to include your subject specialism)
Learning in your area of specialism (English/Maths/Science/MFL/SEND)
Positive behaviour for learning/behaviour management/anti-bullying.
The expectations, curriculum, strategies and teaching in the age-phase.
National Priorities, including: Promotion of British Values and preparing pupils for life in
modern Britain; Phonics, EAL; SEND; PE.
Please see Section 6 for guidance on specific PP1 tasks.
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5. WHAT is EFFECTIVE TEACHING?
As you are aware from your induction week lectures, there isn’t one simple answer to this question.
Teacher effectiveness is a construct which changes over time and place, from age-phase to agephase and from person to person. Consider for example the variation in Teachers’ Standards over
time and from country to country.
This section summarises two interpretations of ‘effective teaching’; the first is government (DfE)
statutory guidance about effective practice in the Early Years; the second is a large-scale research
project about effective classroom practice in the primary and secondary years of schooling. Key
points are summarised below and you are also sign-posted to, and encouraged to read, the full
documents which are accessible online.
As previously, all trainees whether on Early Years or Primary programmes, should be familiar
with both documents.
1. Effective Practice in the Early Years (0-5 years)
Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning,
development and care for children from birth to five (DfE, 2014) available online:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/299391/DFE-003372014.pdf
Four guiding principles should shape practice in early years settings. These are:
 every child is a unique child, who is constantly learning and can be resilient, capable, confident
and self-assured;
 children learn to be strong and independent through positive relationships;
 children learn and develop well in enabling environments, in which their experiences respond to
their individual needs and there is a strong partnership between practitioners and parents and/or
carers; and
 children develop and learn in different ways and at different rates. The framework covers the
education and care of all children in early years provision, including children with special
educational needs and disabilities.3
Three characteristics of effective teaching and learning in the Early Years are:



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; and
creating and thinking critically - children have and develop their own ideas, make links
between ideas, and develop strategies for doing things.4
Information about Early Years (0-5) can be found on the Foundation Years website:
http://www.foundationyears.org.uk/
3
4
DfE (2014) Statutory Framework for the Early Years Foundation Stage, pp.5-6
DfE (2014) Statutory Framework for the Early Years Foundation Stage, pp 9
10
2. Research into effective classroom practice in the primary and secondary years of schooling
(5-14 years).
Day, C et al (2008). Effective Classroom Practice: A mixed method study of influences and
outcomes: Full Research Report, ESRC End of Award Report, RES-000-23-1564. Swindon:
ESRC available online: http://www.esrc.ac.uk/my-esrc/grants/RES-000-23-1564/read
This particular research was selected as it is a relatively recent, large-scale study of 81 primary
and secondary school teachers over 2 years, which used an innovative mixed-method approach,
integrating a range of teacher, headteacher, and pupil perspectives, classroom observations and
included a contextual perspective based on level of disadvantage of school intake.
The project aimed to analyse and explain the variation in primary and secondary school teachers’
classroom behaviours and draw out implications from the findings for policymakers concerned with
raising standards, for schools and for teacher development.
Research Findings
You are encouraged to read the full report, accessible as indicated above. In brief, Day et al. (2008
pp 13-15) identified 7 characteristics of effective classroom practice which distinguished effective’
and ‘more effective’ teachers. These included:
 Climate for learning
 Relationships
 Learning & teaching
 Pupil needs
 Assessment for learning
 Resources & environment
 Planning & organisation
(i) Climate for learning
Effective teachers developed a positive learning climate by focusing on positive classroom
relationships and clear expectations of pupils. More effective teachers created a positive climate for
learning by challenging pupils, allowing pupils more control over their learning and differentiating
amongst pupils according to abilities and interests where appropriate. Opportunities for success were
created.
(ii) Relationships
Effective teachers used praise and feedback strategies to establish boundaries and promoted
positive teacher-pupil relationships. More effective teachers focused upon building individual
relationships, promoting trust respect and self-esteem.
(iii) Learning and teaching
Effective teachers shared learning objectives, provided structured and well-paced lessons, used
questioning and scaffolding techniques and maintained high levels of pupil engagement. More
effective teachers focused upon intellectual stimulation and facilitated co-learning and independent
learning which promoted higher levels of engagement.
(iv) Pupil needs
Effective teachers catered for a variety of learning styles (visual, aural and kinaesthetic) and were
aware of the needs of groups and individuals. They paid attention to inclusivity and differentiation.
More effective teachers gave individual and personalised support to pupils in order to address their
needs, promoting engagement in learning, so that pupils felt valued and included.
(v) Assessment for learning
Effective teachers were aware of the learning objectives and used feedback and review strategies
throughout the lesson. Monitoring and evaluation was used to record pupils’ achievement and to
11
foster pupil motivation. More effective teachers involved pupils in self-assessment and engaged
pupils in dialogue about learning, developing confidence in influencing their own learning.
(vi) Resources and environment
Effective teachers maintained a bright, organised classroom and displayed commercial posters and
student work. Lessons involved the use interactive whiteboards. More effective teachers used a
variety of resources to extend learning opportunities and promote participation.
(vii) Planning and organisation
Effective teachers had high expectations and used well-structured lessons with a starter and plenary.
More effective teachers focused on expectations that were individualised, and differentiated giving
pupils some control over their learning.
Information about the primary curriculum (5-11 years) and secondary curriculum (11-14 years) can
be found on the National Curriculum website: https://www.gov.uk/government/collections/nationalcurriculum
12
6.
GUIDANCE ON UNDERTAKING YOUR PP1 TASKS
Before and during your placement you should aim to complete the following tasks. These tasks will
be shared in university seminars or tutorials, so ensure that you maintain notes of your tasks,
thoughts and observations. Tasks1-7 are applicable to all trainees and Task 8 is for trainees on
Primary programme only.
TASK ONE: Teacher Effectiveness and the Teachers’ Standards (you may complete this before
your PP1 placement.).
Objective: to begin to develop familiarity with the Teachers’ Standards (DfE, 2013).



Read through the previous section which summarises the work of Day et al. (2008) on the
characteristics of effective and more effective teachers and the DfE’s Statutory Framework for
the Early Years. You are also recommended to read the full report/policy referenced there. Next,
read through the Teachers’ Standards [which includes, The Preamble, Standards 1-8 and Part 2]
which can be found at the back of this PP1 Guide.
Match up each of the 7 characteristics of teacher effectiveness (Day et al.) and the DfE’s
overarching principles/effective practice with the Teachers’ Standard to which you feel each is
most strongly related.
Record this task in the table below:
Statutory Framework for the Early Years
Foundation Stage ‘Overarching principles’
and Effective Practice’
Relevant Teachers’ Standard
Unique Child
Positive relationships
Enabling Environments
Children develop and learn in different ways
and at different rates
Playing and exploring
Active learning
Creating and thinking critically
Day et al.’s 7 characteristics of teacher
effectiveness
Climate for learning
Relationships
Learning & teaching
Pupil needs
Assessment for learning
Resources & environment
Planning & organisation
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Relevant Teachers’ Standard
TASK TWO: Safeguarding
In addition to the guidance in section 4 outlining your professional responsibilities with regard to
safeguarding you should also find out about:





What are the security procedures necessary for gaining access to the building including visitor
passes?
Do staff wear ID?
How are the grounds and the building secured?
What are the procedures for children leaving school/being collected at the end of the school
day?
Is there information for parents regarding safeguarding? Is there information in the staff room
for staff about safeguarding? Is there information around the school for pupils indicating they
will be listened to and who they should approach?
TASK THREE: Observing learning and teaching
Throughout PP1 you should observe teachers/practitioners and work alongside children in a range of
settings/age phases, bearing in mind that what constitutes learning and teaching will look very
different in the range of age-phases visited. You are not required to have detailed observational
notes for every lesson/session/activity you observe, rather you should aim to build up a picture of
learning and teaching in each age phase/key stage visited, including observing your specialism
(where possible).
The age/phase specific ‘question prompts’ below and overleaf are designed to guide and support
your observations. You may also wish to go beyond these prompts to note other observations.
Objectives:
 to have a developing awareness of effective practice in learning and teaching across a range of
age-phases;
 to be developing an understanding of the similarities and differences between age phases/key
stages
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Question prompts for observing Early Years (0-5 years)
When observing an adult-led activity:
Describe where the activity is taking place e.g. role play/water/small world.
What does the practitioner say and do to foster engagement and motivation at the
beginning of the activity?
What resources are being used?
What do the children say and do?
What does the practitioner say and do to develop the learning? How do they use
questions/prompts?
How is good behaviour encouraged?
How do the children respond?
What is the balance of teacher and pupil talk?
How does the practitioner monitor the children’s progress?
How well do the children reflect on their learning?
When observing child-initiated activities:
How do the adults make the environment engaging?
What learning opportunities are offered in each area of the room/ outdoor area?
At which activities do children sustain concentration?
Do children freely engage with each other?
How do adults engage with children to support their learning?
How has children’s learning moved on whilst they have been engaged in the activity?
What do adults do to encourage children who do not settle to an activity?
How is good behaviour encouraged?
General observations:
Do children have a specific key worker?
How are learning opportunities planned?
How is the outdoor environment integrated with indoors?
How is progress recorded?
How are individual needs catered for?
15
Question prompts for observing in KS1/2/3:
First phase of lesson:
Is there a ‘Starter’ activity?
How does the main lesson begin e.g. sharing of Learning objectives; identification of
Success Criteria; an engaging starter activity…
Does the teacher check pupils’ prior knowledge? How does new learning build on
this?
How does the teacher develop children’s subject knowledge?
How does the teacher use questions/prompts?
What is the balance of teacher and pupil talk?
How does the teacher assess pupil progress in this phase of the lesson?
Second phase of the lesson:
How does the teacher model new learning?
What sorts of tasks are the pupils doing?
How do they relate to the lesson introduction and learning objectives?
How do the pupils know what to do/how to work?
Does the teacher work with one group or several or all?
How do children apply new subject knowledge?
What is the role of ‘talk’ in the lesson?
Are there opportunities for peer assessment or self review in this phase of the
lesson?
How does the teacher assess pupil progress in this phase of the lesson?
Final phase of the lesson:
What kind of questions does the teacher ask?
What opportunities are children given to peer and self-review?
What is the balance of pupil/teacher talk?
What evidence does the teacher have that the learning objectives have been
achieved?
General observations:
How is ICT used?
How are support staff deployed in different phases of the lesson?
What resources do the children use?
Is there evidence of learning beyond the classroom, e.g. outside, visits, homework?
16
PP1 Learning and Teaching Observation Form
This observation form may be used to record observations across all age ranges from 0-14
It can be used alongside the age/phase specific ‘Question prompts for observing in KS1/2/3 (5-14 years)/Early Years (0-5 years’)
Your observations and notes of learning and teaching will inform your reflection for Task Three: ‘Understanding Teacher
Effectiveness’
Date:
Year Group/age phase:
Subject/Focus:
No. of Children:
Duration of observation:
What is the teacher/practitioner doing?
What are the children doing?
17
TASK FOUR: Understanding Teacher Effectiveness
This is a reflection task to be completed at the end of PP1 and links explicitly to Task One and the
work of Day et al/the DfE’s Early Years Framework. It will form the basis of discussions in a seminar
in the fourth week of your university course and underpin work in your specialism module.
Objectives:
 to develop awareness of the knowledge, understanding, skills and attitudes required to be an
effective teacher
 to enable you to begin to link practice with theory and theory with practice.
 to develop your awareness of the similarities and differences between age phases/key stages
and reflect upon your preparedness for the relevant age phases/key stages




Reflect upon your observations/notes of the different lessons/activities, age-phases/key stages
that you have made across PP1,
Analyse your observations. What evidence of the characteristics of teacher effectiveness (Day et
al./DfE) have you noticed?
Ultimately, the evidence for teacher effectiveness is judged in terms of children’s learning and
pupil progress. Analyse the extent to which, and perhaps how/why the observed characteristics
contributed to children’s learning/pupil progress. (You may find this hard! Don’t worry: your
understanding of this will be developed during the course.)
Record your reflections in the tables below and ensure that you bring these reflections to your
Professional Studies Seminar on Teacher Effectiveness following PP1.
18
Teacher Effectiveness Reflection Sheets for observation
in the EARLY YEARS (O-5 YEARS)
This is a reflection task to be completed at the end of PP1 using data collected from lesson observations in
the Early Years.
Prompts to promote
reflection
Unique Child
How do practitioners:
• understand and observe each
child’s development and learning,
assess progress, plan for next
steps
• support babies and children to
develop a positive sense of their
own identity and culture
• identify any need for additional
support
• keep children safe
• value and respect all children
and families equally
How did this contribute to
children’s learning?
Positive Relationships
How do practitioners create
‘positive relationships’ which are:
• warm and loving, and foster a
sense of belonging
• sensitive and responsive to the
child’s needs, feelings and
interests
• supportive of the child’s own
efforts and independence
• consistent in setting clear
boundaries
• stimulating
• built on key person
relationships in early years
settings
How do ‘positive relationships’
contribute to children’s learning?
Enabling Environments
You do not need to provide
evidence for all of these
How does the environment:
• value all people
• value learning
How does the environment offer:
• stimulating resources,
relevant to all the children’s
cultures and communities
• rich learning opportunities
through play and playful
teaching
• support for children to take
risks and explore
How does the environment
contribute to children’s learning?
Examples of what the practitioner/teacher does
You may complete this form electronically, in which case the boxes will
expand to fit your content.
19
Children develop and learn in
different ways and at different rates
Playing and
exploring
How does the setting/do
practitioners:
• Meet the needs of all children,
including those with SEN and
disabilities, and EAL.
How is learning of all children
promoted?
How do practitioners encourage:
• Finding out and exploring
• Playing with what they know
• Being willing to ‘have a go’
How does ‘playing and exploring’
promote learning?
Creating and thinking
critically
Active learning
How do practitioners encourage:
• Being involved and
concentrating
• Keeping trying
• Enjoying achieving what they set
out to do
How do ‘active’ approaches
promote learning?
How do practitioners encourage:
• Having their own ideas
• Making links
• Choosing ways to do things
How does ‘creating and thinking
critically’ promote learning?
20
Teacher Effectiveness Reflection Sheets for observation
in KEY STAGES 1, 2 and 3 (5-14 YEARS)
This is a reflection task to be completed at the end of PP1 using data collected from lesson observations.
Prompts to promote
reflection
You do not need to provide
evidence for all of these
Examples of what the teacher does
You may complete this form electronically, in which case the boxes will
expand to fit your content.
Climate for learning
How is a positive learning climate
created?
What do you notice about pupilteacher relationships?
How are clear expectations set for
pupils?
How are pupils challenged?
How are pupils encouraged to
take control of their own learning?
How are pupils’ individual needs
and interests accommodated?
How are opportunities for success
created?
How did the observed
characteristics contribute to
children’s learning?
Relationships
How are clear boundaries for
behaviour set and enforced?
How is this managed in a way
which promotes positive teacherpupil relationships?
What rewards and sanctions are
used to establish good behaviour?
How is trust respect and selfesteem promoted?
How did the observed
characteristics contribute to
children’s learning?
Planning & organisation
How does the teacher
communicate high expectations?
How are expectations
individualised and differentiated to
meet individual needs?
How is the lesson structured to
promote learning?
What variety of lesson structures
have you observed?
How are pupils encouraged to
take control of their learning?
How are resources
organised/managed to promote
effective use of lesson time?
How did the observed
characteristics contribute to
children’s learning?
21
How are learning objectives
shared?
How does the teacher take
account of pupils’ prior learning?
What contributes to the lesson
being well-paced?
Learning & teaching
How are questioning and
scaffolding techniques used to
promote learning?
What teaching strategies are used
to promote learning?
What strategies are used to
promote active learning where
pupils are ‘doing’ and engaged in
the lesson?
How does the teacher maintain
high levels of pupil engagement?
How are pupils intellectually
stimulated?
How is co-learning and
independent learning promoted?
How did the observed
characteristics contribute to
children’s learning?
How does the teacher provide for
a variety of learning styles (visual,
aural and kinaesthetic)?
Pupil needs
How are the needs of groups
catered for?
How does the teacher include all
pupils?
How is differentiation managed to
meet the needs of all?
How is individual and
personalised support given to
pupils in order to address their
needs?
How does the teacher show that
they value and respect pupils?
How did the observed
characteristics contribute to
children’s learning?
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Assessment for learning
How is the learning objective
assessed during the lesson? How
does the teacher use feedback
and review strategies throughout
the lesson to assess and promote
learning?
How does the teacher monitor
evaluate and record pupils’
achievements?
How is assessment used to foster
pupil motivation?
How is pupil self-assessment
used to promote learning?
How does the teacher promote
pupils’ dialogue about learning?
How does the teacher develop the
pupils’ confidence to influence
their own learning?
Resources & environment
How did the observed
characteristics contribute to
children’s learning?
In what ways does the teacher
create an attractive, welcoming
classroom environment?
How are ICT resources used to
promote learning?
What resources are used to
promote engagement, extend
learning opportunities and
promote participation?
How are these resources used to
enhance learning?
How did the observed
characteristics contribute to
children’s learning?
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THE IMPACT OF PP1 ON YOUR AWARENESS OF LEARNING AND
TEACHING
Reflect upon your notes, observations and tasks from PP1.
Compare and contrast your views prior to PP1 and post PP1, and then answer these
questions.
(a) Identify three noteworthy things that have, for example, surprised you/changed your
attitudes/interested you (etc.) during this week.
(b) Summarise the key similarities and differences between each of the age phases/key
stages in which you have observed.
(c) What do you feel are the key challenges facing teachers/practitioners?
(d) What are the best things about being a teacher?
(e) Your comfort Zone:
- In which age-phase(s)/key stage(s) do you think you feel most comfortable?
- Why do you think this is?
- Is there an age-phase(s)/key stage(s) in which you feel less comfortable?
- Why do you think this is?
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TASK FIVE: Understanding Behaviour to Learn
Objective: to develop awareness of the importance of effective behaviour management in promoting
learning





For at least one school/setting, read the school’s/setting’s behaviour policy (this will be
available on the school’s/setting’s website)
Observe and make notes on how this policy is put into practice e.g. what rewards and
sanctions are used; how effective are they in promoting learning?
Observe and analyse the practice of effective practitioners/teachers to determine how they
minimise behavioural difficulties arising in the first place.
If possible, talk to practitioners/teachers about how they view behaviour management, what
they feel are the key elements of effective behaviour management.
Ask teachers what steps they take to ‘establish’ their behaviour management at the start of
the school year.
Observations and Reflections
Significant aspects
of school
behaviour policy
Reflections on
implementation of
school behaviour
policy
e.g. rewards and
sanctions and their
effectiveness in
promoting learning
Reflections on how
teachers minimise
behavioural
difficulties arising
in the first place.
Practitioner’s/class
teacher’s views
about behaviour
management e.g.
key elements of
effective behaviour
management, and
establishment of
behaviour
management at the
start of the year.
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TASK SIX: English
Prompt Sheet for Learning about the teaching of phonics and early reading (Theme 5)

Find out about the school’s approach to the teaching of systematic synthetic phonics.
You might find the English Coordinator an appropriate person to talk to, or it may be beneficial to talk
instead with staff in the EYFS setting. Make some notes in response to the questions on the proforma below. Some questions you will be able to answer from discussion with staff and others you
can find out by borrowing the teachers’ guide to the scheme and browsing through that.
Features of the scheme used by school to teach systematic synthetic phonics
Name of scheme:
Why did the school choose
this scheme?
What are the particular
strengths of the scheme?
What principles are
highlighted in the Teacher’s
Guide for the scheme?
e.g. discrete teaching, swift
pace, interactive, multisensory etc.
How is progression mapped?
e.g. incremental
stages/phases/steps/levels
What is the starting point for
the scheme? e.g.
developing phonological
awareness? In EYFS?
Does the scheme
recommend or provide ideas
for activities? Specific
resources?
Is guidance provided for
planning a discrete
lesson/session?
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Is guidance provided about
how and when to assess
children?
Does the introduction to the
Teacher’s Guide place
phonics in the context of
early reading and writing?
How is this made explicit?
(prose/diagrams/brief
mention/full exemplification?)
How is phonics timetabled in
EYFS and KS1? How often
and when does it take place?
How are links made for
children between what they
learn in phonics sessions
and their development as
readers?
How are links made for
children between what they
learn in phonics sessions
and their development as
writers?
Children take a Phonics
Screen at the end of Year 1.
What provision is made for
those children starting in
Year 2 who have not passed
the Phonics Screen?
What emphasis is given in
EYFS and KS1 to Guided
Reading? If the school does
not undertake Guided
Reading, how is the teaching
of reading managed? (e.g.
through an individualised
approach?)
If possible, observe a group of children undertaking Guided Reading (preferably in the
early stages of reading development).
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Please take the opportunity during PP1 to read a story to the class. This can be a picture
book, a short story or a chapter from a class novel. You can undertake this task in any year
group. Ask the class teacher to comment on your performance. Use the proforma provided
to record the experience.
Title of book/story
Why did you
choose this text?
Make some brief
notes on how
successfully you
think you managed
this activity.
e.g How did you
position the
children?
Did you read with
expression?
Did you project your
voice sufficiently?
Did you engage with
the children in terms
of eye contact?
Did you engage with
the children in terms
of discussion?
Is there anything you
would do differently
another time?
Comments from
your class teacher.
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TASK SEVEN: SPECIALISM (Maths, English, Science, MFL, SEND or Early Years)
Objective: to begin to develop your understanding of being a ‘specialist’




Where your specialism is a subject, observe your specialism being taught, preferably in more
than one age-range; use the observation proforma and question prompt sheets to guide your
observations (see also Task two);
For Early Years age-phase specialists:
o As appropriate, talk to children about their experiences of the school/setting, what they
like to do etc.
o Talk to a senior manager or phase leader about the importance of: Early Years
education and their role as manager/leader; effective deployment of additional adults;
involving/engaging parents with the setting and home learning/homework.
For SEND specialists
o As appropriate, talk to children with SEND about their experiences of the
school/setting, what they like to do etc.
o Talk to the SEND coordinator about his/her role and the roles of others in relation to
SEND (e.g. child, parent, class teacher and teaching assistant)
o Find about the range of pupils’ needs, provision for needs, interventions and how
progress is monitored and assured.
For subject specialists:
o Talk to a child/children, preferably in more than one age-range; what do they like best
and least about the subject?
o Talk to the subject leader/co-ordinator about their views of the subject, its place in the
curriculum, how it is taught, resources allocated to it, progress in the subject
monitored and their role in managing the subject etc.
TASK EIGHT: TRANSITION TO KEY STAGE 3 (To be completed by trainees on Primary
Programme only)
Objective: to understand how transition from primary to secondary education is managed and how
learning continues in the next key stage of education.




Talk to the key stage 3 co-ordinator to understand learning, teaching and assessment
arrangements in key stage 3 e.g. timetable, pupil grouping, assessment arrangements
use of records from primary schools etc.
Talk to the transition manager about how the transition from key stage 2 to 3 is managed
e.g. open days/evenings, transition days, Y6 events at the secondary school, information
sharing between phase leaders/class teachers etc. What do staff identify as the key
issues in transition?
Follow a group of pupils in KS3 for half a day to observe teaching and learning, ideally to
include observation of your specialism (see also Tasks Two and Six);
Talk to some Y7 pupils about their experiences of secondary education, their
likes/dislikes, and experiences of transition.
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7. PP1 FORMS
Professional Placement 1 (PP1) 2015/2016 OPEN REPORT FORM
PGCE EARLY YEARS AND PRIMARY COURSE
NAME OF TRAINEE:
NAME OF SCHOOL/SETTING:
NUMBER OF DAYS SPENT IN SCHOOL/SETTING:
YEAR
GROUPS
OBSERVED
(Please circle):
0-3
N
R
1
2
3
4
5
6
7-9
Guidance to the school: Thank you for hosting the trainee for their observational placement.
We would be grateful if you could provide us with information about the year groups observed,
the professionalism and conduct of the trainee and whether any of the trainee’s personal targets
have been addressed. Please hand the completed form to the trainee.
Comments on the trainee’s professionalism and conduct on PP1:
Comments on the trainee’s personal targets:
Signed (Teacher in charge of trainee):
Date:
Guidance to the trainee:
 You should ensure that this form is completed by each school/setting in which you spend
time on PP1 as this form provides evidence of addressing criteria for the award of QTS;
 You should copy this form, retaining one copy for your own records, scan/upload one copy to
your e-PDP, and pass one copy to Avon Building Reception, at the Centre for Professional
Education.
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8. AN INTRODUCTION TO THE TEACHERS’ STANDARDS (DfE, 2013)
What are the Teachers’ Standards?
The Teachers’ Standards are a set of statements which define the minimum level of practice
expected of trainees, and teachers from the point of being awarded QTS. The standards
need to be applied as appropriate to the role and context within which a trainee or teacher is
practising. Providers of initial teacher training (ITT) should assess trainees against the
standards in a way that is consistent with what could reasonably be expected of a trainee
teacher prior to the award of QTS. Providers need to ensure that their programmes are
designed and delivered in such a way as to allow all trainees to meet these standards (DfE,
2013, p.35)
Why are they important to me?
In order to qualify as a teacher and be awarded ‘Qualified Teacher Status’ (QTS) you must
show that by the end of your training you have met all of the Teachers’ Standards, including:
the Preamble, Standards 1-8 and Part Two of the Teachers’ Standards.
How will I meet the Teachers’ Standards?
Your course is designed to help you meet the Teachers’ Standards, both in the University
taught course and on your professional placements. You will be involved in reflecting upon
your own progress towards meeting these standards and will be supported by both university
and school-based staff in order to do this. However, the most important person is you – as a
professional you are expected to take responsibility for your own professional development
and that process begins now!
You can start by reading and familiarising yourself with the Teachers’ Standards which can
be found on the pages which follow. Some of the tasks in this Guide aim to help you to begin
to use, apply and become familiar with these standards.
The Teachers’ Standards (DfE, 2013)
Preamble
Teachers make the education of their pupils their first concern, and are accountable for
achieving the highest possible standards in work and conduct. Teachers act with honesty
and integrity; have strong subject knowledge, keep their knowledge and skills as teachers
up-to-date and are self-critical; forge positive professional relationships; and work with
parents in the best interests of their pupils.
5
DfE (2013) The Teachers’ Standards DfE Available online at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf accessed
10.6.14
31
Part One: Teaching
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils
t for pupils, rooted in mutual respect
es, values and behaviour which are expected
of pupils.
2. Promote good progress and outcomes by pupils
r knowledge, and plan teaching to build on
these
ate knowledge and understanding of how pupils learn and how this impacts on
teaching
study.
3. Demonstrate good subject and curriculum knowledge
knowledge of the relevant subject(s) and curriculum areas, foster and
maintain pupils’ interest in the subject, and address misunderstandings
ments in the subject and curriculum areas,
and promote the value of scholarship
literacy, articulacy and the correct use of standard English, whatever the teacher’s
specialist subject
lear understanding of systematic synthetic
phonics
strategies.
4. Plan and teach well structured lessons
ective use of lesson time
-of-class activities to consolidate and extend the
knowledge and understanding pupils have acquired
the effectiveness of lessons and approaches to teaching
subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
o differentiate appropriately, using approaches which enable pupils
to be taught effectively
and how best to overcome these
ysical, social and intellectual development of children,
and know how to adapt teaching to support pupils’ education at different stages of
development
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.
32
6. Make accurate and productive use of assessment
statutory assessment requirements
ssment to secure pupils’ progress
pupils to respond to the feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
promoting good and courteous behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
of strategies, using praise, sanctions and rewards consistently and fairly
appropriate to pupils’ needs in
order to involve and motivate them
when necessary.
8. Fulfil wider professional responsibilities
ion to the wider life and ethos of the school
draw on advice and specialist support
hrough appropriate professional development,
responding to advice and feedback from colleagues
-being.
Part Two: 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.
ofession and maintain high standards of ethics and
behaviour, within and outside school, by:
observing proper boundaries appropriate to a teacher’s professional position
-being, in accordance with statutory
provisions
undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs
vulnerability
or might lead them to break the law.
of the school in which they teach, and maintain high standards in their own attendance
and punctuality.
which set out their professional duties and responsibilities.
The full document can be accessed at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teach
ers__Standards.pdf
33