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Primary Trainees
Friday 25th September
Friday 2nd October
Friday 9th October
Friday 23rd October
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Early Years Trainees
Friday 25th September
Friday 2nd October
Friday 9th October
Friday 16th October
Friday 23rd October
Serial Placement Days Guide
For Trainees, Mentors
and Class Teachers
15-16
Safeguarding
Keeping pupils safe and promoting the wellbeing of all pupils is a key responsibility for schools, consequently
safeguarding is EVERYONE’S responsibility.
On Serial Placement, as a priority you must ensure that you:
(a) know who the Designated Safeguarding Lead (DSL) is;
(b) have read and understood the school’s/setting’s Child Protection and Safeguarding policy;
(c) implement this policy;
(d) Take your vetting check with you and present it to the staff when you sign in.
1
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 the links between the theory and practice of learning and
teaching
 to offer early opportunities to develop teacher presence and teacher identity
 to support your professional development towards achieving the Teachers’ Standards.
Outcomes: a portfolio of notes and reflections which will:
a. support your ability to actively engage in seminars and discuss effective teaching and learning in
the early stages of your course
b. recognise links between theory and practice and develop your capacity to write your first
assignment
c. a developing sense of teacher identity and teacher presence
2
3. INTRODUCTION AND SUGGESTED ORGANISATIONAL STRUCTURE
Given the central aims of the serial days to help the trainees to make links between university-based
training and real classrooms, and to begin to develop their teacher presence and teacher identity, it would
be helpful for trainees to:
(a) be able to visit more than one classroom/age range and
(b) begin to have a go, in a limited way, at teaching e.g. groups and ideally a short whole class
experience – to feel what it is like to stand in from of a class.
However, the organisation of the 4/ 5 days to achieve this is very flexible and can be structured around school
timetables, events, staff availability etc.
The ‘Home/Away’ structure suggested below was very successful (as trialled last year) enabling trainees to build
relationships and develop continuity and progression with one class of children and class teacher (usually mornings),
whilst also working with a range of classes (usually afternoons). Sometimes it was helpful if the morning in the home
class was swapped to the afternoon so that trainees could see/support Core teaching in a different age-range. This
structure is suggested below, however schools should feel free to adapt this or structure a programme that meets
the needs of the trainees and school.
On the pages which follow, a series of tasks are suggested. However, schools may also adapt this and construct tasks
which they feel help trainees to meet the aims of the serial days.
SUGGESTED ORGANISATIONAL STRUCTURE
Meeting with School Mentor (or their representative)
Meeting to establish timetable for the day.
Morning
‘Home’ Class
Trainees (in pairs/3s – grouping to suit school) spend half a day with a ‘home’ class i.e. a
class that trainees return to every week, become familiar with, and get to know.
For Early Years trainees, this should be in the Early Years or KS 1 and for primary trainees
KS 1 or 2.
Trainees may be allocated to classrooms in pairs/small groups, at the discretion of the
school.
‘Away’ Classes
Over the 5 serial days trainees (in pairs/3s) might spend the other half of the day with a
range of classes/age groups, as decided by the school, in order to enhance breadth of
experiences/facilitate learning experiences.
Meeting with School Mentor (or their representative)
Afternoon
Towards/at the end of the school day, all trainees should meet together with the
mentor to compare/contrast their observations with those of other trainees (who may
well have been in a different age ranges). Trainees will also be able to ask questions of
fellow trainees and the Mentor.
Trainees should ask relevant question so that they are prepared for the following week.
3
4
4. SUGGESTED TASKS AND ACTIVITIES
On the following pages, possible tasks/activities are suggested including what trainees might do in the
classroom, what trainees might observe and information they might gather.
Suggestions are made for trainees whilst in key stages 1 or 2 and for trainees who are in the Early Years
(Nursery or Reception).
Trainees should focus on tasks/activities which meet the aims of the Serial Days, their professional
development needs and which fit in with the school and classes in which they are placed. There is, then,
considerable flexibility in what they undertake at the discretion of the experienced school Mentor.
Linking University-based and School-based Training
For Mentors, information in brief is also provided on what trainees have been undertaking within the
Professional Studies element of their course (see ‘From theory to practice’ in each table). Trainees are
particularly encouraged to make links between theory and practice in these and all areas of their training.
Observation Forms
Where observation forms are referred to, these may be found online on the Mentor Portal at:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/forms/
5
DAY ONE: PRIMARY TRAINEES KEY STAGE 1 or 2
 Read and analyse the school’s Behaviour Policy (on their
Before day
1



On day 1
Do
Observe
Gather

web site)
Read about the school’s use of Pupil Premium (on their
web site)
Read the School’s Safeguarding Policy and ensure you
know who the Child Protection Officer (CPO) or
Designated Member of staff (DMS) is;
Agree in which class/age phase each activity (below) will
be undertaken;
Identify how you can access other opportunities e.g.
supporting playground duty;
English/Phonics
Maths
Do – sit with a group of
Do – sit with and a group of lower
higher attaining pupils
attaining pupils during the main
during the main learning
learning activities of their maths
activities of their Literacy lesson, in order to support their
lesson, in order to
progress.
support their progress.
Observe - a Literacy
Observe - a maths lesson and
lesson in your ‘Home
make notes specifically on the
Class’;
introduction or the mental/oral
Use the observation
starter, so that you are focussing
sheet and supporting
on whole-class teaching. Use the
prompts to record your
observation sheet and prompts
observations.
to support your observations.
Note how the teacher
Note how the teacher motivates
motivates and engages
and engages the pupils.
the pupils.
Gather - information on how children are grouped for reading
and writing and maths, adding any additional notes below.
Notes
Reflections
6
From theory to practice:
Your university-based training has
introduced you to:
- how children learn and a set of
learning theories: Behaviourism,
Constructivism, Social
Constructivism and Social Learning
Theory;
- the pupil premium
- behaviour to learn including key
principles and strategies;
- motivational strategies such as:
active learning approaches and
praise/ rewards; motivational
trigger; and concepts such as
Maslow’s Hierarchy of Needs and
the Self-fulfilling Prophecy.
Professional Studies
Identify any pupil premium children
in the ‘home’ class and find out what
provision is made for them.
Cumulative thread weeks 1 – 3: look
for evidence of learning theories in
practice.
Observe - Can you identify examples
of each learning theory in practice?
Why do you think this particular
approach to learning was chosen?
Make some notes below. These will
support your trainee-led
presentation on learning theories.
Serial Days 1 – 5 : Key Stage 1 or 2
Science
Like maths and English, science too is a core subject though not taught on a daily basis.
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Over the 5 days, try and observe science being taught in both KS1 and KS2, using the observation sheet and supporting
prompts to guide your observations.
Find out about the school’s approach to teaching science. Is it blocked or does it happen weekly? Is the approach the
same across both key stages? What is the time allocation? Is science taught as a stand-alone subject or through a topic
based approach?
Find out about the science taught in your home class this half term. What ‘hook’ is used to introduce the topic? How is
it developed from week to week? What opportunities for science investigation are included? How do the children
‘record’ what they have done? If possible get a copy of the medium term plan.
Identify a picture or story book that might be used as a hook in teaching science. Note details of the book, which
science topics or concepts it links to, and be ready to share them in our ‘planning’ session.
Notes
Reflections
Behaviour Management
Over the 5 Days – aim to observe a range of lessons, including practical lessons (e.g. D&T, Art, PE) in different
classes/age ranges.
‘Home’ Class - Key Questions:
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
How does the class teacher use the school’s system of rewards and sanctions?
How does this affect the pupils’ behaviour and learning?
What techniques does the class teacher use to minimise the chances of misbehaviour?
‘Away’ Class – Key Questions:
 Carry out the same analysis as the ‘home’ observations
 Evaluate the similarities and differences between the 2 phases/key stages
Other Questions:
 What specific strategies are employed in a practical/PE lesson which differs from other lessons?
Notes
Reflections
7
DAY TWO: PRIMARY TRAINEES KEY STAGE 1 or 2
Before day 2
On day 2
Do
Observe
Gather
 Read the school’s teaching and learning
policy. Specifically note any references to
differentiation.
 Agree in which class/age phase each activity
(below) will be undertaken
 Identify how you can access other opportunities
e.g. supporting playground duty; taking register;
moving the class to assembly etc.
 Agree an age range in which to read a rhyming
text, short story or chapter from the class novel
to a whole class next week
English/Phonics
Maths
Do – sit with and support a Do – sit with and
group of lower attaining
support a group of
pupils during the main
higher attaining pupils
learning activities of their
during the main
Literacy lesson
learning activities of
their maths lesson
Observe – a Phonics
Observe and make
session, ideally with a
notes specifically on
whole class, but if not
the introduction or the
possible you can observe
mental/oral starter.
an intervention group. Use Use the observation
the ‘Phonics Observation’
sheet as before.
sheet.
Gather information about
Gather – information
Guided Reading: texts
about how children
used, record keeping,
are grouped for
attainment of groups and
mathematics and the
make notes below.
strategies used to
Collect a copy of this
differentiate maths for
week’s planning
each group. Do
[If Guided Reading is not
strategies vary for
undertaken by the school,
higher and lower
find out how the teaching
attainers?
of reading is managed]
Ask if you may have a copy of MTP, and the weekly
plan for this week.
Notes
Reflections
8
From theory to practice:
Your university-based training has
introduced you to:
- lesson planning, objectives and success
criteria
- different methods of differentiation
including task, outcome, support, resource
and response
- The Wroxham School’s approach of
children challenging themselves
- Growth mindsets
Professional Studies
Look at learning objectives for each lesson
and how these are linked to success criteria.
What form do the success criteria take?
Are these created with the children or given
to them?
Are the SC differentiated?
How is differentiation managed within the
home class? What strategies are used?
Talk to 2 or 3 children about their learning.
What do they feel they are good at? How do
they feel when they are unable to do
something or are struggling? What can they
do to help themselves when this happens?
(link to independent learning)
Consider task demand against the L.O. (link
to Bloom’s Taxonomy)
Cumulative thread weeks 1 – 3: look for
evidence of learning theories in practice –
see week 1.
Serial Days 1 – 5 : Key Stage 1 or 2
These activities can be completed at any time over the 5 serial days
Science
Like maths and English, science too is a core subject though not taught on a daily basis.




Over the 5 days, try and observe science being taught in both KS1 and KS2, using the observation sheet and supporting
prompts to guide your observations.
Find out about the school’s approach to teaching science. Is it blocked or does it happen weekly? Is the approach the
same across both key stages? What is the time allocation? Is science taught as a stand-alone subject or through a topic
based approach?
Find out about the science taught in your home class this half term. What ‘hook’ is used to introduce the topic? How is
it developed from week to week? What opportunities for science investigation are included? How do the children
‘record’ what they have done? If possible get a copy of the medium term plan.
Identify a picture or story book that might be used as a hook in teaching science. Note details of the book, which
science topics or concepts it links to, and be ready to share them in our ‘planning’ session.
Notes
Reflections
Behaviour Management
Over the 5 Days – aim to observe a range of lessons, including practical lessons (e.g. D&T, Art, PE) in different
classes/age ranges.
‘Home’ Class - Key Questions:
 ‘How does the class teacher manage the start and end of a lesson and transition points?
 How does the class teacher ensure a good, safe learning environment?
‘Away’ Class – Key Questions:
 Carry out the same analysis as the ‘home’ observations
 Evaluate the similarities and differences between the 2 phases/key stages
Other Questions:
 What specific strategies are employed in a practical/PE lesson which differ from other lessons?
Notes
Reflections
9
DAY THREE: PRIMARY TRAINEES Key Stage 1 or 2
Before
day 3
 Read the school’s assessment policy .
 Be prepared to read a rhyming text, short story or chapter from
the class novel in an age-range agreed with your Mentor.
 Agree in which class/age phase each activity (below) will be
undertaken
 If possible, for next time, arrange to teach a mental/oral starter
(10-15 mins) to the a whole class – this can be team-taught with
On day
a partner – but agree clear roles)
3
 If possible, for next time, arrange to teach a small group using
the Phonics Sorting activity
 Identify how you can access other whole-class opportunities e.g.
taking register; moving the class to assembly etc.
English/Phonics
Maths
Do –read a short story/chapter
Do - Support a group of higher
Do
from the class novel/rhyming text
attaining pupils during the
to the whole class (ideally a class
main learning activities of
with which you are now familiar)
their maths lesson
Observe – a Phonics session, using If possible, observe a maths
the ‘Phonics Observation’ sheet.
lesson in a different key
Observe a non-core lesson in a
stage/age to your
Observe different age phase. Track
observations on days 1 or 2.
evidence of the teacher and
How does the teacher assess
children applying English/Phonic
learning
skills within the lesson - use the
observation sheet.
Find out about, and make notes
Ask for a copy of this week’s
below on, the phonics scheme
planning. Talk to the teacher
used within school; look through
about how Maths is assessed
the available resources. Talk to the and how these assessments
Gather teacher about how Phonics is
are recorded.
assessed and how these
assessments are recorded.
Notes
Reflecti
ons
10
From theory to practice:
Your university-based training has
introduced you to:
- Key strategies for formative
assessment including learning
objectives and success criteria
Professional Studies
Observe how class teachers:
- set learning objectives and
success criteria. Schools may use
a range of terms for objectives
e.g. learning intentions, WALT
etc. and for success criteria e.g.
‘steps to success’, or ‘WILF’.
- break down the objectives into
success criteria
- assess learning at different
stages of the lesson;
Make notes of some assessment
strategies that you could use in
your teaching.
How do teachers use the
assessment information that they
gather during the lesson/after the
lesson? What sort of records do
they keep?
Serial Days 1 – 5 : Key Stage 1 or 2
These activities can be completed at any time over the 5 serial days
Science
Like maths and English, science too is a core subject though not taught on a daily basis.




Notes
Over the 5 days, try and observe science being taught in both KS1 and KS2, using the observation sheet and supporting
prompts to guide your observations.
Find out about the school’s approach to teaching science. Is it blocked or does it happen weekly? Is the approach the
same across both key stages? What is the time allocation? Is science taught as a stand-alone subject or through a topic
based approach?
Find out about the science taught in your home class this half term. What ‘hook’ is used to introduce the topic? How is
it developed from week to week? What opportunities for science investigation are included? How do the children
‘record’ what they have done? If possible get a copy of the medium term plan.
Identify a picture or story book that might be used as a hook in teaching science. Note details of the book, which
science topics or concepts it links to, and be ready to share them in our ‘planning’ session.
Reflections
Behaviour Management
Over the 5 Days – aim to observe a range of lessons, including practical lessons (e.g. D&T, Art, PE) in different
classes/age ranges.
‘Home’ Class - Key Questions:
 What strategies have you observed where pupils take responsibility for their own behaviour?
 How would you evaluate the rapport between the class teacher and pupils and Adult Support and
pupils?
‘Away’ Class – Key Questions:
 Carry out the same analysis as the ‘home’ observations
 Evaluate the similarities and differences between the 2 phases/key stages
Other Questions:
 What specific strategies are employed in a practical/PE lesson which differs from other lessons?
Notes
Reflections
11
DAY FOUR: PRIMARY TRAINEES
On Day Four, primary trainees will be working with school children as part of a Partnership Activity Day in
the University as part of the University’s 50th Anniversary Celebrations.
12
DAY FIVE: Key Stage 1 or 2
Before day 5
On day 5
Do
Observe
Gather
 Prepare a Phonics Sorting activity
 Plan/prepare a whole class a maths mental/oral starter
(10-15 mins)
 Agree in which class/age phase each activity (below) will
be undertaken
 Identify how you can access other opportunities e.g.
supporting playground duty; taking register; moving the
class to assembly etc.
 Enjoy your last day, and remember to thank the mentor,
class teachers and staff for all their time and help!
English/Phonics
Maths
Do – teach a small group using Do - teach a mental/oral
the Phonics Sorting activity
starter (10-15 mins) to the
whole class – this can be
team-taught with a partner –
but agree clear roles)
Use the planning sheet to
record your lesson plan.
Observe the remainder of
the lesson, supporting a
group.
Find out about and make
Gather: Note resources,
notes below on the transition strategies and interventions
from phonics, at the end of
used to support pupils who
Year 2, to a spelling and
are not making expected
grammar focus in Year 3. Find progress.
out about interventions for
children who are not making
expected progress
Notes
Reflections
13
From theory to practice:
Your university-based training has
introduced you to:
- a range of special educational
needs and disabilities
- the role of the SENCO, class
teacher and specialists in
supporting pupils with SEN
Professional Studies
Focus on one of the S.E.N. children
in the class (or lower attaining
pupils if there are no S.E.N.).
What are his/her barriers to
learning? What provision is made
to overcome these barriers?
Interview the child about their
learning. E.g. What do they enjoy in
school? What do they feel they are
best at? Do they find anything
hard? What helps them to learn?
If possible, speak to the class
teacher and/or SENCO about
barriers to learning, Education and
health care plans and
interventions to promote progress.
Serial Days 1 – 5 : Key Stage 1 or 2
These activities can be completed at any time over the 5 serial days
Science
Like maths and English, science too is a core subject though not taught on a daily basis.




Notes
Over the 5 days, try and observe science being taught in both KS1 and KS2, using the observation sheet and supporting
prompts to guide your observations.
Find out about the school’s approach to teaching science. Is it blocked or does it happen weekly? Is the approach the
same across both key stages? What is the time allocation? Is science taught as a stand-alone subject or through a topic
based approach?
Find out about the science taught in your home class this half term. What ‘hook’ is used to introduce the topic? How is
it developed from week to week? What opportunities for science investigation are included? How do the children
‘record’ what they have done? If possible get a copy of the medium term plan.
Identify a picture or story book that might be used as a hook in teaching science. Note details of the book, which
science topics or concepts it links to, and be ready to share them in our ‘planning’ session.
Reflections
Behaviour Management
Over the 5 Days – aim to observe a range of lessons, including practical lessons (e.g. D&T, Art, PE) in different
classes/age ranges.
‘Home’ Class - Key Questions:
In preparation for PP2:
 How does the class teacher establish discipline, rules and routines at the start of the year?
 What strategies does the class teacher use to establish a teacher presence?
 How could you use these skills and techniques to establish your own presence and discipline at the
beginning of PP2?

‘Away’ Class – Key Questions:
 Carry out the same analysis as the ‘home’ observations
 Evaluate the similarities and differences between the 2 phases/key stages
Other Questions:
 What specific strategies are employed in a practical/PE lesson which differs from other lessons?
Notes
Reflections
14
DAY ONE: in the Early Years Foundation Stage
 Become familiar with Development Matters,
 Read the school’s/setting’s Behaviour Policy (on their
Before day 1
On Day 1 in
‘Home’ Class
On Day 1 in
‘Away’ Class
web site)
 Read about the school’s use of the Pupil Premium (on
their web site)
 Establish the school’s policy on photographs and
whether you will have permission to take photos of
your classroom observations, the setting etc.
 Establish how you might take responsibility for the
whole class or groups in the following week e.g.
reading a rhyming text, taking the register, helping to
supervise outdoor activities etc.
 If your ‘Away’ class is in KS 1, then please select
relevant activities from the earlier pages in this
booklet for KS1 & 2, otherwise continue with
guidance as on this page.
A unique child
Find out how the setting
keeps children safe:
- Read the School’s
Safeguarding Policy ensure
you know who the Child
Protection Officer (CPO) or
Designated Member of staff
(DMS) is;
- How is the start and the
end of the day managed to
ensure children are safe
and go with their correct
adult?
- How are transitions
managed, going to the
toilet, lunch, going outside,
so staff know where the
children are at all times?
- Make a note of the
timetable or structure of
the day (class routine),
what time they are on the
carpet, when are group
times, tidy up times, snack
times?
Positive Relationships
Notice how staff
build/maintain positive
relationships:
- How is a sense of belonging
created in the class room?
- What are the settling
strategies used (home
visits, induction meeting?)
- How do staff appropriately
respond to children's needs,
feelings and interests?
- How are the needs of pupils
with special needs met?
- Find out the class rules,
boundaries and how they
are maintained consistently
and clearly made
understandable to the
children.
From theory to practice:
Your university-based training has
introduced you to:
- how children learn and a set of
learning theories: Behaviourism,
Constructivism, Social Constructivism
and Social Learning Theory;
- the pupil premium
- behaviour to learn including key
principles and strategies;
- motivational strategies such as:
active learning approaches and praise/
rewards; motivational triggers; and
concepts such as Maslow’s Hierarchy
of Needs and the Self-fulfilling
Prophecy.
Enabling Environments
Identify how the setting
values all the people and
learning that is taking
place:
- Is children's work shared?
- What displays can you
see? Are these working
walls or displays of
projects? (this early in the
year there might not be
much, ask how the
teacher is planning to use
the space)
- How do toys and
resources reflect the
different cultures of the
children in the class?
Learning and Development
Observe and note what
opportunities children have to:
- Play and explore
- Behave as active learners
- Think critically and behave
creatively
- Engage with listening
activities to support early
phonics
- How are children's interests
used, followed up and
enhanced to bring their
learning and thinking on?
Cumulative thread weeks 1 – 3:
look for evidence of learning
theories in practice:
- Can you identify examples of
each learning theory in
practice? Why do you think
this particular approach to
learning was chosen?
- Make some notes below.
These will support your
trainee-led presentation on
learning theories.
Notes
15
Reflections
DAY TWO: in the Early Years Foundation Stage
Before day 2
 Read the school’s setting’s Early Years Policy,
 Bring a copy of Development Matters with you
 Prepare a rhyming text to read to the class/a group


On Day 2 in
‘Home’ Class

On Day 2
‘Away’ Class

From theory to practice:
Your university-based training
has introduced you to:
- lesson planning, objectives
Take responsibility for a group e.g. reading a rhyming text,
and success criteria
taking the register, helping to supervise outdoor activities etc.
- different methods of
On this second day you will build on what you observed in
differentiation including task,
your first day and look at how the four prime areas of learning
outcome, support, resource and
and development are planned for and delivered.
response
Discuss how you might be able to take responsibility for the
- The Wroxham School’s
whole class for a short period, next week e.g. reading a story, approach of children
taking the register.
challenging themselves
If your ‘Away’ class is in KS 1, then please select relevant
- Growth mindsets
activities from the earlier pages in this booklet for KS1 & 2,
otherwise continue with guidance as on this page.
A unique child
Positive Relationships
Enabling Environments
Learning and Development
Understand and observe each
child’s development and
learning, assess progress, and
plan for next steps.
Find out how key person
relationships are built and
developed in the setting:
Children learn and develop
well in enabling environments
in which their experiences
meet their individual needs:
Prime areas of learning:
- Find out how children are
observed and how their
next steps planned for.
- How are children in need
of additional support
identified and supported?
- How are children’s
individual needs
met/differentiated for?
- How are pupils challenged?
- how is the key person
system implemented in
the setting?
- how does it link and
develop home school
relationships ?
- Make a map of the
classroom, note where the
different tables are and what
is set up on each e.g. writing
table, maths area, small
world, etc.
- How does this organisation
support development of all
areas of learning?
- Observe and note whether
the children are able to
choose what is set up or if it
is planned.
- Look at group work areas,
and how positioning allows
the adult to continue to be
aware of activity in the rest
of the classroom.
Notes
16
PSED
- How are positive relationships
between children and staff
built/maintained?
- How is self-confidence and selfawareness developed?
- How are children helped to manage
their feelings and behavior?
Physical Development
- What opportunities are there for
children to move and handle, small
and large objects inside and out.
Communication and Language
Note opportunities for
- Children and staff to listen to each
other and pay attention;
- Showing understanding;
- Speaking
- Phonics
Match your observations to the age
levels in Development Matters to
identify the levels at which pupils are
working.
Reflections
DAY THREE: in the Early Years Foundation Stage
Before day 3
On Day 3 in
‘Home’ Class
On Day 3 in
‘Away’ Class
 Be prepared to manage the whole class for a short period e.g.
prepare a story to read
 On this third day you will look closely at the four specific areas of
learning. Keep in mind the themes and note how they are being
included to enhance children's learning in the four specific areas.
 Manage the whole class for a short period, as agreed.
 Observe adult-led activities (use the observation sheet) and if
possible arrange to lead a group yourself next week.
 Ask to observe/track a specific child or 10 minutes next week.
 If your ‘Away’ class is in KS 1, then please select relevant
activities from the earlier pages in this booklet for KS1 & 2,
otherwise continue with guidance as on this page.
Literacy
Reading
Writing
Phonic awareness
Mathematics
Number
Shape, Space and Measure
Understanding of the World
People and communities
the world
Technology
From theory to practice:
Your university-based
training has introduced you
to:
- Key strategies for formative
assessment including
learning objectives and
success criteria
Expressive Arts and Design
Exploring and using media and
materials
Being imaginative
- In each of these four areas, note what learning intentions have been set and what success criteria staff are looking for.
- Note what has been planned/set up in each area (e.g. Numbers in the sand) to encourage children’s learning towards the
learning objectives.
- Find out why activities have been chosen (previous day’s interests? Building on previous day’s activities?)
- Spend time in each of the areas and make observations of what children are doing and match these experiences against
Development Matters to identify learning levels and possible next steps.
Notes
17
Reflections
18
DAY FOUR: in the Early Years Foundation Stage
 Prepare an adult-led activity for day 4
Before day 4
On Day 4 in
‘Home’ Class
On Day 4 in
‘Away’ Class
 Teach your adult-led activity
 Track one child, making a detailed 10 minute
observation as they move around the setting:
note what they do; what they say (in their words);
interactions with others (adults and children);
body language. Then analyse your observation
and look for learning using Development Matters
to help you, how many areas of learning can you
identify? What ‘next steps’ would you plan for
them?
 Observe adult-led activities in the four specific
areas of learning.
 Agree an adult-led activity for next week.
 If your ‘Away’ class is in KS 1, then please select
relevant activities from the earlier pages in this
booklet for KS1 & 2, otherwise continue with
guidance as on this page.
Literacy
Reading
Writing
Phonic awareness
Mathematics
Number
Shape, Space and Measure
From theory to practice:
Your university-based training has
introduced you to:
- Key strategies for formative assessment
and effective feedback
Observe how key workers/teachers assess
learning at different stages of an activity.
What strategies do they use at different
points?
How is feedback shared with pupils? How
is it used to promote learning and
progress?
Make notes of some assessment and
feedback strategies that you could use in
your teaching.
How do key workers/teachers use the
assessment information that they gather
during/after the activity?
What sort of records do they keep?
Understanding of the World
People and communities
the world
Technology
Expressive Arts and Design
Exploring and using media and
materials
Being imaginative
- In each of these four areas, note what learning intentions have been set and what success criteria staff are looking for.
Compare them with last week, can you see progression?
- Note what has been planned/set up and in what areas, (continuous provision) to encourage children's learning towards the
learning objectives.
- Find out why activities have been chosen and arranged, (previous day’s interests? Building on previous day’s activities?)
- Spend time in each of the areas either working with a group or engaging with the children. Observe and note what the
children are doing and using development matters identify learning, levels, and possible next steps.
Notes
Reflections
19
DAY FIVE: in the Early Years Foundation Stage
Before day 5
On Day 5 in
‘Home’ Class
On Day 5 in
‘Away’ Class
 Prepare an adult-led activity for day 5
 Conduct some research to find out more about the specific
needs of the pupil with SEN that you will track/support today.
 Teach your adult-led activity
 Track one child with SEN, making a detailed 10 minute
observation as they move around the setting: note what they
do; what they say (in their words); interactions with others
(adults and children); body language. Then analyse your
observation and look for learning using Development Matters to
help you, how many areas of learning can you identify? What
‘next steps’ would you plan to meet his/her needs and promote
development?
 Enjoy your last day and remember to thank the mentor, class
teachers and staff for all their time and help!
 If your ‘Away’ class is in KS 1, then please select relevant
activities from the earlier pages in this booklet for KS1 & 2,
otherwise continue with guidance as on this page.
Literacy
Reading
Writing
Phonic awareness
Mathematics
Number
Shape, Space and Measure
Understanding of the World
People and communities
the world
Technology
From theory to practice:
Your university-based
training has introduced you
to:
- a range of special
educational needs and
disabilities
- the role of the SENCO,
class teacher and specialists
in supporting pupils with SEN
Expressive Arts and Design
Exploring and using media and
materials
Being imaginative
- Support child-initiated activities and observe/note: learning intentions and success criteria; planned activities and
resources in the areas in which you are working.
- Compare them with previous weeks, can you see progression?
- How are the needs of pupils with SEND met and how is progress enabled for these pupils?
Notes
Reflections
20