Preparation Days: Tuesday 3rd November – Wednesday 4th November
Block Placement: Thursday 5th November – Friday 4th December and
Monday 14th December - Friday 18th December
1
The Core PGCE Primary and Early Years
Partners’ Intranet
Explore the Partners’ Intranet for placement resources, training information,
dates, conference resources, examples of completed forms, ‘how to’ minivideos and much more! This site is regularly updated to reflect the most
current resources.
This page is password protected.
The password is shared at Mentor and Class Teacher Training; alternatively
contact the Partnership staff at Partnership@warwick.ac.uk or your Link Tutor.
2
PP2 PLACEMENT GUIDE
Contents
1.
CONTACTS, CALENDAR & KEY PRIORITIES ........................................... 5
2.
PROFESSIONAL GUIDANCE .................................................................. 7
3.
THE TEACHING FILE AND PLACEMENT DOCUMENTATION ................ 11
4.
OBSERVING LEARNING AND TEACHING ............................................ 15
5.
WEEKLY GUIDANCE FOR PP2............................................................. 17
6.
TRAINING TASKS ............................................................................... 37
7.
ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’ STANDARDS .. 45
3
The content of this guide was correct at the time of
printing. Any changes in Government policy or
University procedures affecting the guide will be
notified if required.
4
1. CONTACTS, CALENDAR & KEY PRIORITIES
University Contacts:
Partnership
Leigh Capener
Partnership Development Officer:
Email: l.capener@warwick.ac.uk 024 765 23824
Mark Christensen
M.Christensen@warwick.ac.uk 024 761 51368
Professional Support Services
Gabrielle Bennett
G.Bennett.1@warwick.ac.uk 02476 523373
Reception:
Email: cpe@warwick.ac.uk 02476 523801
Website:
http://www2.warwick.ac.uk/fac/soc/cpe/ Fax: 024 7657 2638
Key Dates for PP2
w/b
Mon
2.11.15
9.11.15
PP2 (2)
16.11.15
PP2 (3)
23.11.15
INTERIM
PROFILE
DUE (13))
30.11.15
PP2 (5)
7.12.15
14.12.15
Tue
Wed
PP2 (1)
Preparation
Days
Thurs
Fri
Notes
Mentors to return Interim Profile to
LINK TUTOR by Monday 23rd
November for consideration at the
INTERIM REVIEW Meeting.
University-based training
PP2 (6)
FINAL
PROFILE
DUE (13)
Please return Final Profile to LINK
TUTOR and lesson observations,
and mentor meeting logs to the
Student Services Team by
Thursday 17th December.
School Mentors and Class Teachers are expected to use this Placement Guide in association with
the University’s “Reference Guide for Training in Primary Schools and Early Years Settings which
is available on the University’s website at: http://warwick.ac.uk/primary-mentor the Teachers’ Standards
(DfE, 2013) and Initial teacher training (ITT) criteria (DfE, 2015).
5
Key Expectations for this Placement
 Promote pupils’ progress across all areas of learning (EY) or core
subjects (primary)
 Manage children’s behaviour positively, promote positive learning
behaviours and attitudes and a climate for learning
 Develop skills of planning, teaching and evaluating through planning and
teaching a series of lessons/adult directed activities and evaluating
impact of teaching on pupil progress
 Promote progress in phonics and Early Reading
 Develop Assessment for Learning practice, including assessing and
recording evidence of pupils’ progress and using to inform planning and
teaching
 Build up to responsibility for 60% of the timetable
 Demonstrate excellent professional practice
6
2. PROFESSIONAL GUIDANCE
The Preamble and Part Two of the Teachers’ Standards are of paramount importance and
your performance in these areas is assessed continuously throughout the course and
especially whilst on school placement.
The 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.
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.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and
outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them
to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which
they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their
professional duties and responsibilities.
To meet the Teachers’ Standards and uphold schools’ expectations of professionalism, you
must ensure that you:
 make children your first concern and work consistently to be the ‘best teacher you can be’
 show your school a copy of your University of Warwick Vetting Check form (which gives your
DBS Enhanced Disclosure number and date) and photo ID documentation;
 safeguard children’s well-being – see specific guidance overleaf;
 are appropriately and professionally dressed;
 Maintain high standards of attendance and always notify the school, the University
Absence Line and your Link Tutor of any absence in good time;
 Arrive in school/remain in school to ensure that you are well-prepared for the day ahead/next
day;
 have read, understand and follow all school policies, practices and procedures;
 keep your placement file and pupil records up-to-date and always available in
school/setting for your class teacher, Mentor or Link Tutor to view;
 keep your Training Plan up-to-date and always available in school/setting for your class
teacher, Mentor or Link Tutor to view;
 plan lessons in advance and check initial lesson plans with class teacher/Mentor and as
required thereafter;
7
 evaluate lessons promptly to inform future planning and next steps for pupils and improve
teaching;
 always treat pupils with dignity and respect;
 build positive, professional relationships with your colleagues in school;
 promote equality of opportunity at all times;
 promote fundamental British values
 do not express personal beliefs and show tolerance and respect for the faiths and beliefs of
others
 take responsibility for your own professional development by:
o Engaging in professional dialogue with teaching colleagues/your Mentor,
responding to guidance given in order to support your professional development
and ensure that you offer the best possible experiences for pupils;
o Completing the weekly record of your Mentor meeting (in your Training Plan);
o Regularly reviewing your targets and progress towards meeting these;
o monitoring your progress against the Teachers’ Standards and Warwick
Assessment Descriptors and discussing this progress with your Mentor and Link
Tutor so that you are clear about the ‘next steps’.
o Keeping your Training Plan up-to-date
 log your weekly lesson observation grade online so that the University is able to monitor your
progress:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/monitoring/
At any point, if you find that you are unable to meet any of the above criteria, you need to
seek support from one or more of the following sources:

School Mentor

University Personal Tutor

University Programme Leader C.M.Glavina@warwick.ac.uk

University Lead Link Tutor S.Crosson@warwick.ac.uk

University Student Support Services http://www2.warwick.ac.uk/services/studentsupport-services/
8
Safeguarding
Safeguarding is everyone’s responsibility.
As a priority you must ensure that you:
(a) know who the Designated Safeguarding Lead (DSL) is;
(b) have a copy of the school’s/setting’s Child Protection/Safeguarding
policy in your teaching folder;
(c) have read and understood the school’s/setting’s Child Protection and
Safeguarding policy;
(d) have signed a copy of the school’s ‘Staff Behaviour Policy’ or ‘Code of
Conduct’ and keep this in your teaching folder;
(e) implement these policies/codes.
What to do if a child makes a disclosure
• All disclosures must be taken seriously. It is of vital importance that if a child discloses
experience of abuse or mistreatment, you listen carefully to the child disclosing:
• Take him or her seriously
• Don't judge
• Ask open, non-leading questions
– You are allowed to ask ‘TED’ questions – Tell me, Explain, Describe
• Don't promise to keep it secret
• Tell him or her, if you can, what you will do next
• Check you have got their details
• Carefully record the conversation as soon as possible and keep the record in a secure
place.
What to do if you observe signs of potential abuse or mistreatment
If you observe injuries or behaviours in children you should:
• ask open questions about any injuries you observe
• note what the child says in response
• carefully record your observations as soon as possible
• and keep the record in a secure place.
Don’t share the information with anyone else.
Go straight to the Designated Safeguarding Lead (DSL).
If the allegation is against the DSL go to the Head or the DS Governor.
The piece of information you have may be the piece of the jigsaw that makes
everything clear and may safeguard a child’s life.
For further information see: http://www2.warwick.ac.uk/fac/soc/cpe/current/safeguarding/
9
10
3. THE TEACHING FILE AND PLACEMENT DOCUMENTATION
A. The Teaching File
Trainees must set up and maintain a well-organised teaching placement file in which to store
their planning, evaluations, record-keeping and training information.
All documentation must be maintained in printed form AND the file must available in
school every day of the placement to enable ease of access for those supporting the
trainee’s professional development i.e. Mentors, class teachers and Link Tutors.
To support organisation, a file checklist is available at the end of this section.
B. Planning Proformas (TS 4)
On this first PP2 placement, it is recommended that trainees use the University of Warwick
planning and evaluation formats for all activities and lessons. This is because:

The University proformas ensure that trainees focus on the key elements which underpin
beginning trainees’ effective planning and pupils’ learning;

The University proformas contain carefully worded prompts, designed to scaffold and
develop the beginning trainees’ understanding of planning, assessment and evaluation;

The level of detail required on these plans offers a degree of accountability to schools, so
that schools are aware of trainee’s thought processes and how they intend to meet the
needs of the pupils; it also allows schools to review and support the
planning/assessment/evaluation process to develop trainees’ skills and better meet the
needs of the school’s pupils.
The University understands that the standard 3-part lesson, as on the planning proforma, is
not the only structure for a lesson. However, it does offer a good starting point for beginning
trainees, many of who can find the process of learning to plan both challenging and timeconsuming. As trainees gain experience, competence and confidence, then they will be able
(with the support of class teachers and mentors) to begin to adapt the proforma to meet the
needs of a range of learning intentions, pupils and contexts in order to promote learning.
All proformas are available electronically so the boxes can be expanded where necessary or the
planning format altered to suit the particular learning intention, pupils and context. All proformas are
available at the following address:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential Forms’)
C. Assessment of pupils’ learning (TS 2 & 6)
The focus for this first placement is upon day-to-day, formative assessment for learning,
which includes:
 setting clear objectives
 setting clear success criteria which break down the objective and enable children to
see how to be successful.
11
 ensuring that objectives and success criteria are shared with and understood by
pupils;
 assessment of achievement against learning objectives and success criteria by the
teacher ;
 building into the lesson plan clear questions or focused points for observation to
support teacher assessment;
 assessment of achievement against learning objectives and success criteria by pupils
through peer and self-assessment;
 appropriate oral and written (where appropriate) feedback and marking to learning
objectives, consistent with school policy;
 encouraging pupils to take responsibility for their own learning;
 and, crucially, use of assessment information to inform planning/intervene to promote
learning.
D. Evaluation (TS 4 & 8)
Evaluation is a key skill which enables professionals to be able to develop their own
practice and this is reflected in two of the Teachers’ Standards (TS 4 and 8). At this stage,
trainees will be learning to reflect upon and evaluate their own practice and this process will
be supported by feedback from and discussion with class teachers, mentors and link tutors.
They should use the assessment/evaluation proforma at the end of the Warwick Lesson
Plan.
Trainees should:
-
ensure that they annotate their plans, indicating any changes made as they taught.
-
explicitly assess and record pupils’ learning against their lesson objectives (see also
section 6. Assessment)
-
evaluate the impact of their teaching on the progress and learning of their pupils
They should be analytical in this self-evaluation process, avoiding description and focusing
on specific elements of their practice which promoted learning and progress and specific
aspects which could be improved to further promote progression e.g. clarity of explanations,
teaching strategies/resources, questioning skills, pace, appropriateness of differentiation,
depth of planning, behaviour management, accuracy of subject knowledge etc.
E. Record-Keeping
(TS 2 & 6)
Record-keeping offers evidence (to the class teacher/Mentor and Link Tutor) of the
trainee’s assessment skills. It provides the trainee with information to inform planning and
can offer evidence to all of pupil progress.
The trainee is expected to keep records of:
(a) Pupils’ achievements against learning objectives
- on PP2 you should keep records of achievement for ALL pupils that you teach
- these records should be used to inform your planning so that you are able to
promote pupil progress
(b) Pupils’ personal development, behaviour and welfare
- on PP2 you should keep records of personal development, behaviour and welfare
for a minimum of 6 pupils that you teach (though you may keep records for more
or all)
12
- the enhanced knowledge of pupils contained in these records should be used to
inform your planning so that it is personalised to meet the needs of the individual
and promote pupil progress
NB. The trainee must ensure the confidentiality of record-keeping and follow
school guidance and policy.
Guidance on record-keeping formats
Remember that, ‘assessment’ is making a judgement, for example the child knows or does
not know something / can or cannot do something; ‘record-keeping’ is writing down or
noting this judgement in some way.
There is no one way in which to keep records and trainees should explore the recordkeeping used in school. Some examples of methods of record-keeping are:
-
Marking against objectives (samples of marked work/annotated work)
Post-it notes of observations
Annotated photos (check school policy on photos)
Lesson evaluations which reflect upon pupils’ learning
University record-keeping sheets
School record-keeping sheets
University TA planning sheets.
Trainees should not record the same information twice, so where the trainee uses a recordkeeping sheet, this can replace the assessment section on the lesson evaluation. In this
case, trainees should cross-reference from the lesson evaluation to the relevant recordkeeping sheet.
A range of record-keeping formats is available to download from the Partners’ Intranet. You
may use these forms as given, adapt for your own purposes or use formats suggested by
the school.
To enable customised use or adaptation, the proformas are available electronically:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Forms’)
Reflection on assessment and record-keeping.
Assessment and record-keeping should enable the trainee to:
• talk knowledgeably about pupils’ learning and the implications of this for the next
steps/lesson
• talk knowledgeably about pupils’ personal development, behaviour and welfare and
the implications of this for the next steps/lesson.
• Recognise the impact of teaching on pupils’ progress
Try different approaches to record-keeping and be prepared to evaluate their use in terms of
their manageability and their usefulness. You might ask yourself: How long do they take to
complete? When and how do I use the data that I record?
13
Checklist for Teaching Placement File
Divider Heading

Lesson/Activity plans with copy of the plan and weekly
plan for any observer and any associated resources

Plans for Teaching Assistant(s)

Training Plan

(Completed) Lesson Observation Forms

Warwick Assessment Descriptors (highlighted to indicate
your attainment and progress)

Timetable identifying what and when you are teaching
each week

Class Lists including groupings/sets for different areas of
learning/ subjects

(EY only) Plan of your Indoor and outdoor learning areas

IEPs/EHCs etc.
TODAY
PROFESSIONAL
DEVELOPMENT
TIMETABLES
CLASSROOM
MANAGEMENT
AND ROUTINES
PRIMARY
EARLY YEARS
Divided into Subjects Areas
CURRICULUM
PLANS
Organised by subjects
or Areas of Learning

Contents

Medium-term/weekly
plans (provided by
school)

Lesson plans with
Evaluations in date order
and any associated
resources

For the first half of the
placement divide plans into the
7 areas of learning (whilst a
plan may be broadly crosscurricular, divide according to
your main learning intention);
include any associated
resources
 Weekly plans, where
appropriate, by date

Day-to-day records of pupils’ attainment against
lesson/activity objectives e.g. record-keeping sheets, TA
planning sheets, ‘post-it’ notes, samples of marked
work/annotated work against objectives
ASSESSMENT
FOR/OF
LEARNING
INFORMATION
ABOUT THE
SCHOOL
TRAINING TASKS

Records of pupils’ personal development, well-being and
behaviours.

Pupils’ targets and information about prior learning and
achievement (Provided by school)

(EY only) Observations including reference to
Characteristics of Effective Learning

Any key policies e.g.
safeguarding/behaviour/assessment/marking policies etc.

Evidence of tasks (handwritten notes are acceptable)
NB. The last two sections may be placed in a separate file if necessary.
14
4. OBSERVING LEARNING AND TEACHING
Observing Teachers
An important part of trainees’ professional school placements is observation of more
experienced colleagues in order to learn from their practice. Trainees will observe their
class teachers and as part of their school-based training might be directed to observe other
colleagues to support development of identified professional development needs.
In order that the trainees focus their observations, a set of observation proformas have
been provided to guide their observations of teaching and learning in school. These are
available online.
The observation proformas are subject and phase specific and focus on key aspects of
subject/phase learning and teaching.
These observations could form part of the
discussions during weekly mentor meetings when focusing on teaching and learning
strategies.
Observing Children’s Learning
Children might be observed in order to gain knowledge of children’s strengths and areas for
development in order to:
 review provision
 inform planning
 provide information for summative reporting.
Observations can be made:
 at regular times during the day
 at incidental or opportune moments
 at the start and end of sessions/activities
 during activities while participating with the children
 during activities but not participating.
The ‘Proforma for observing children’ should support you in your observations across a
range of activities and opportunities. When observing, try to be as specific as you can,
noting what you see and avoid using general statements such as “excellent response to
story” which although may mean something to you does not mean the same thing to
others. For this example you could say “responded to the story by commenting on the
relationships between the characters in the story” and even quote what the child says.
This is more specific and will help you and others to plan for individual needs more
accurately and carefully.
The subject/phase specific observation proformas are available as electronic
documents online: http://warwick.ac.uk/primary-mentor follow ‘Essential
Forms’
15
16
5. WEEKLY GUIDANCE FOR PP2
Week-by-week guides for Early Years Trainees
Early Years trainees should build up to, but not exceed, planning and teaching for 55-60% of the
timetable. Trainees may teach across the 7 areas of learning and development. During non-teaching
time, trainees might:
- observe learning and teaching (class teacher/other colleagues)
- complete training tasks
- carry out planning, preparation and assessment
- support the class teacher/pupils.
Individual needs: all trainees will vary in terms of their previous experiences and their confidence and
competence in a particular age phase. Therefore it is important that Mentors and Class teachers, in
consultation with trainees, use their judgement and interpret the guidance given below to
ensure that their trainees build up to their 55-60% teaching responsibility as appropriate to the
individual trainee.
Planning: Given the early stage of the course and the significant variability between schools, ALL
trainees will require significant support with planning and it is anticipated that schools will involve
trainees in their joint planning processes, and will provide the medium term/weekly plans for trainees.
Before the Placement
Trainee tasks:
1. Meet with Professional Studies tutor to set targets for the placement and record these in your Training
Plan;
2. Review the school/setting’s latest Ofsted report, the DfE School and College Performance Tables and
Ofsted Data Dashboard to identify: key features of the school and information about pupil progress and
attainment; record this information in your Training Plan (Log of Training Schools section);
3. Review the school’s website and access/read key information e.g. the Behaviour Policy, information about
the Pupil Premium etc.
4. Write a letter of introduction to the placement school/setting and provide Link Tutor with a copy; email and
post copies to the Headteacher;
5. Make sure you know how to get to the school/setting and how long the journey will take;
6. Collect and read the Placement Guide;
7. Start a placement file(s);
8. Meet Link Tutor and share your Training Plan with him/her;
9. Note any questions that you may have about PP2 to share with your Link Tutor.
17
Week 1 and Preparation days: Tuesday 3rd November – Wednesday 4th November
Trainee Tasks
1.
Ensure you have accessed and taken account of relevant school policies – especially
Behaviour and Assessment & feedback;
2. Clarify safeguarding/child protection procedures and personnel;
3. Ensure you are aware of:
- pupils with specific needs e.g. SEND, EAL, G&T; physical and mental health, and practices
to overcome barriers to learning;
- pupils eligible for pupil premium funding and associated targeted interventions;
- assessment data on pupils (e.g. age-related achievements) and pupils’ individual targets;
4. Make sure you have started a school placement file (see checklist in section 3);
5. Gather relevant classroom information e.g.: class/school timetables; class lists and how
children are grouped, any commercial schemes used by the school/setting;
6. Work with groups, getting to know the class as this will help to inform your planning;
7. Undertake activities which help to establish you as an authority figure e.g. reading a story
to the class, taking the register etc.;
8. Share your Training Plan including PP2 targets with mentor and class teacher;
9. Share school-based training tasks with mentor and class teacher;
10. In preparation for the end of week 1, and week 2, agree timetable for planning/teaching
and undertake GUIDED JOINT PLANNING WITH YOUR CLASS TEACHER;
11. You have a responsibility to communicate with the school and to ask appropriate
questions in order that you can fulfil your responsibilities i.e. be proactive!;
12. Write up the log of your mentor meeting in your Training Plan (see section: ‘Training
needs and weekly Mentor meetings’) ensure appropriate reference is made to the
Teachers’ Standards; share with your mentor.
13. Observe the class teacher teaching;
14. Observe classroom and school routines;
15. Observe how the behaviour policy is implemented (including
the use of rewards and sanctions);
16. Identify which ‘learning behaviours’ e.g. ‘try new things’, ‘don’t
give up’, are promoted and how this is achieved;
17. Identify ‘stop’/attention gaining signal(s) in use;
18. Ensure you are aware of classroom rules;
19. Ensure that you learn pupils’ names quickly;
20. Identify the range of phases/age-specific activities, approaches
and resources that the class teacher uses to engage pupils and
promote learning (and minimise behaviour problems);
21. Observe phase 1 phonics being taught (if appropriate) or find
out how it is incorporated into the curriculum.
End of Week 1: Thursday 5th – Friday 6th November
1.
For the second half of this week, you may start on tasks/teaching outlined for week 2.
18
WEEK 2: Monday 9th – Friday 13th November
EARLY YEARS: Plan/teach some adult-directed sessions and support child-initiated learning in the learning environment (approx. 30% teaching responsibility)
PLANNING AND TEACHING
- Review and discuss the short term planning in the
-
-
-
-
-
setting and identify specific activities for
observation.
Explore areas of provision and resources
throughout the learning environment, indoors and
outdoors e.g. role play, small world play,
books/story props, graphics/mark making
including larger play equipment and ICT provision.
Observe adult-directed learning (where relevant)
in large and small groups noting adult/child
interactions, child involvement, resources used,
length of session, the transition of children to
other activities/other areas of the learning
environment;
If appropriate, plan, deliver and evaluate some
adult-directed sessions, based on children’s
previous learning, for either a large or small group
for Communication and Language, Literacy,
phonics or Mathematics.
Ensure you planning identifies:
 a clear learning objective,
 success criteria which break down the
objective and enable children to see how to be
successful
 key questions/points for observation which
help you to assess whether children are
meeting the success criteria/objective
Evaluate all activities taught in terms of children’s
learning and your teaching, using the evaluation
proforma.
In preparation for week 3, agree timetable for the
following week and undertake GUIDED JOINT
PLANNING WITH YOUR CLASS TEACHER to enable
pupil progress
ASSESSMENT, RECORDING &
REPORTING
- Identify a focus group of 7 children;
record observations of these
children and use this information to
inform planning for child-initiated
activities; gather information about
their personal development, wellbeing and behaviours;
- Make careful observations of childinitiated learning supported by other
practitioners throughout the
learning environment, indoors and
outdoors, to identify the children’s
skills, interests and the learning
taking place. Engage in professional
dialogue with your teacher/mentor
to help you interpret your
observations.
- For your adult-led activities, ASSESS
the extent to which pupils have
achieved the learning objective;
- Are your objectives clear?
- Do your success criteria clearly break
down the learning objective and
help children to see how to be
successful?
- Are you pre-planned questions
helpful in identifying learning?
- Maintain OBSERVATIONS/RECORDS
of pupils’ achievements against
learning objectives;
- USE this assessment information to
plan subsequent activities;
- Ensure that feedback to pupils is inline with school policy.
19
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
- Use your ‘checklist’ for
Establishing good
behaviour and a safe
classroom climate’ from
Professional Studies
- Use established
classroom/school
routines;
- Ensure all resources are
prepared in advance;
- Have/teach clear routines
for transitions (e.g.
moving to/from the
carpet) and for stopping
the class/group;
- Remember to use positive
language and to reward
the behaviour you want to
see;
- For minor disruption,
remember to use a
hierarchy of sanctions least intrusive first (e.g.
NVC, moving towards
disruption, offering
support);
- Implement the behaviour
policy, including sanctions
where necessary;
- Reflect upon the extent to
which you are promoting
learning behaviours and a
‘climate for learning’.
- Develop your
understanding of
the individual
needs of pupils in
your class (SEND,
EAL, G&T, pupil
premium, medical,
under-performing
groups etc.) and
how the teacher
meets these needs;
- USE your records
of pupils’ personal
development and
well-being and
child-initiated
learning to begin to
consider how to
meet individual
needs;
- begin to
implement
appropriate
practices to meet
needs;
PROMOTING YOUR
PROGRESS
- Attend the weekly mentor
meeting; write up the log
of the meeting in your
Training Plan,
review/agree new targets
as appropriate and ask
your Mentor to initial this;
- Ask for feedback on your
behaviour management
and classroom ‘presence’;
- Plan in training tasks to be
completed (whilst
teaching commitment is
lowest)
- Begin to reflect upon and
gather evidence for
School-based Training
Tasks
- Begin to review progress
towards Teachers’
Standards by highlighting
your achievements on the
‘Warwick Assessment
Descriptors’
WEEK 3: Monday 16th – Friday 20th November
EARLY YEARS: Plan/teach some adult-directed sessions and begin to plan related activities to support child-initiated learning in the learning environment (approx. 35-
40% teaching responsibility)
PLANNING AND TEACHING
- Lead the session for the whole group during this week on at
least three occasions;
- Continue to plan/teach adult-directed activities based on
children’s previous learning and observations
- Ensure you planning identifies:
 a clear learning objective,
 success criteria which break down the objective
 key questions for assessment
- Begin to plan and resource children’s learning through other
related activities throughout the learning environment.
- Plan for your teacher/partner to support children’s learning
in one of these related activities. Ensure they are clear about
what support they are giving children related to learning
objectives e.g. introduce new vocabulary, encourage
prediction etc. Plan for how they will collect evidence of
learning. This will give you practice in planning for other
practitioners in the setting.
- Debrief with the class teacher for the above activity in order
to collect information to help you and other practitioners in
the setting to plan the next steps in children’s learning.
- Participate in the reception and dismissal of children
including greeting of parents and distribution of messages.
- Evaluate all sessions taught in terms of children’s learning
and your teaching, using the evaluation proforma;
- In preparation for week 4, agree timetable for the following
week and undertake joint planning with your class teacher
to enable pupil progress.
ASSESSMENT, RECORDING &
REPORTING
BEHAVIOUR TO
LEARN
INDIVIDUAL
NEEDS
- Continue to maintain on-going
records for 7 chosen children’,
including pupils’ personal
development and well-being;
- ASSESS the extent to which
pupils have achieved the
learning objective,
- Maintain RECORDS of pupils’
achievements against learning
objectives and USE this
assessment information to
adapt your planning;
- Do your record-keeping and
planning link? e.g. where a
pupil/group of pupils didn’t
achieve the LO, how is this
followed up in the next lesson?
Where does this appear on
your plan?
- Observe how your class teacher
and other teachers gather
assessment information
DURING the lesson. How do
they use this information to
adapt the lesson and promote
learning?
Identify useful assessment
strategies, build these into your
practice and share these via
the online ‘Assessment Wiki’.
- Respond to
feedback provided
by your Mentor
and class teacher
in order to
promote good
behaviour to learn;
- Remember to
maintain positive
interactions with
pupils in order to
support a climate
for learning.
- Seek support
where more
challenging
behaviours are
evident;
- Reflect upon the
extent to which
you are promoting
a ‘climate for
learning’
- Continue to use
records of
pupils’ personal
development,
well-being and
behaviours to
personalise
your teaching;
- Review how
well you are
meeting the
needs of pupils
with specific
needs; with the
CT/mentor,
review the
interventions/p
ractices that
you are using to
promote
learning;
20
PROMOTING YOUR PROGRESS
- Attend weekly Mentor meeting and
write up the log of the meeting in
your Training Plan, review
targets/agree new targets as
appropriate and ask your Mentor to
initial this - remember to reference
the Teacher’s Standards as
appropriate;
- Complete training tasks.
- Review progress towards Teachers’
Standards by highlighting your
achievements on the ‘Warwick
Assessment Descriptors’ and discuss
with your mentor. The purpose of
this is to ensure that both you and
your mentor have a shared
understanding of your development,
and the ‘next steps’ in order to
maximise your progress AND enable
you to promote PUPILS’ progress.
- Discuss the Interim Profile with your
mentor and ensure you are clear
about the targets set on this profile
to maximise your achievements on
this placement.
WEEK 4: Monday 23rd – Friday 27th November
EARLY YEARS: Plan/teach an increasing amount of adult-directed sessions and related activities to support child-initiated learning in the learning environment (approx. 45-50% teaching
responsibility)
ASSESSMENT, RECORDING &
PROMOTING YOUR
PLANNING AND TEACHING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
REPORTING
PROGRESS
- Lead sessions for the whole group at least once a
- Discuss the records of children’s
- Respond to feedback provided
- If there are individual
- Carry out any training
day;
learning kept in the setting; find out
by your Mentor and class
needs within your
tasks not already
- Continue to plan/teach adult-directed activities
how evidence you have collected
teacher in order to promote
class with which you
completed;
based on children’s previous learning and
could contribute to these records
good behaviour to learn;
are less familiar,
- Attend the weekly
observations.
e.g. learning journals
- Observe and develop your
conduct some
Mentor meeting and
- Plan and resource children’s learning through
- Maintain RECORDS of pupils’
awareness of how your class
research into these
write up the log of the
other related activities throughout the learning
achievements against learning
teacher (and other teachers
needs;
meeting in your
environment.
objectives and personal
you observe) promote a
- Discuss with your
Training Plan; review
- What strategies/approaches are you using to
development, well-being and
climate for learning which
class teacher/mentor/
targets/agree new
motivate pupils and sustain their engagement in
behaviours, and USE this assessment
encourages pupils to take
school SENCO.
targets as
learning?
information to adapt your planning;
responsibility for their own
appropriate;
- Continue to plan and effectively deploy your
- Do your record-keeping and
learning;
- Review progress
teacher/partner to support children’s learning in
planning link? e.g. where a
- Where possible observe in key
towards Teachers’
one of these related activities.
pupil/group of pupils didn’t achieve
stage 1– how is the school
Standards by
- All individual sessions must be planned in detail
the LO, how is this followed up?
behaviour policy adapted to
highlighting your
for this placement.
Where does this appear in your
different age ranges/phases?
achievements on the
- Evaluate all sessions taught in terms of children’s
planning?
(this will help to prepare you
‘Warwick Assessment
learning and your teaching, using the evaluation
- Plan to use different assessment
for subsequent placements in
Descriptors’ Conduct
proforma
strategies (record on your lesson
different age ranges);
focused observations
- In preparation for the final weeks, discuss a
plan – right-hand column) you might
of other teachers
weekly plan for week 5 to provide an overview.
be trying out strategies you have
depending upon
seen teachers using in school or one
individual needs, e.g.
you have found on the Assessment
behaviour
Wiki.
management,
- Observe and note how teachers use
assessment for
talk as a foundation for peer and
learning, phonics etc.;
pupil self-assessment
21
WEEK 5: Monday 30th November – Friday 4th December
EARLY YEARS: With support, plan a weekly plan (covering the seven areas of learning and development) from observations and discussions with other practitioners of children’s
previous learning. This will incorporate adult-directed sessions and planning for other related activities and for other practitioners, in areas of the learning environment that will
support and develop child-initiated play and learning (approx. 55-60% teaching responsibility)
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Continue to plan and deliver adultdirected sessions and plan for and
resource activities in areas of the learning
environment that will support and develop
child-initiated play and learning.
- Plan an adult led activity which is
differentiated for two different groups
according to their needs. Observe how
they then go onto using the resources you
have introduced them to outside the
adult-directed session to enhance their
learning.
- Evaluate all sessions taught in terms of
children’s learning and your teaching,
using the proforma provided.
- Plan sessions for support staff focussing
on supporting a small number of children
with a particular need. Debrief with the
staff member focussing on next steps in
the children’s learning
- Revisit children’s learning journals. Note
an area of learning where less
observations have been made. Analyse
why this might be. Share your thoughts
with colleagues and plan activities which
will help you and other staff collect
evidence.
- Continue to make good use of your
Assessment for Learning strategies and
information;
- From prior observations of teacher-child
talk as a foundation for peer and pupil
self-assessment, aim to try out some of
the approaches;
- Review how effective your AfL strategies
have been - have they helped you to
promote pupil progress?
- Review the effectiveness of your recordkeeping – has it provided useful
information to inform planning and to
promote pupils’ personal development,
well-being and behaviours? Has it been
manageable?
Reflect upon the extent to
which you are:
- promoting learning
behaviours;
- a ‘climate for learning’;
- developing a rapport with
learners;
- able to motivate all
learners to engage with
and sustain interest in
learning.
- Record
interventions/
practices that
you are using to
overcome
barriers to
learning on your
lesson plans;
- Evaluate and
discuss
approaches to
overcome
barriers to
learning with
your class
teacher.
- Carry out any training tasks not
already completed;
- Attend the weekly Mentor meeting
and write up the log of the meeting
in your Training Plan; review
targets/agree new targets as
appropriate;
- Conduct focused observations of
other teachers depending upon
individual needs.
- Towards the end of the week,
review progress towards Teachers’
Standards by highlighting your
achievements on the ‘Warwick
Assessment Descriptors’.
- Record your judgments on a copy
of the PP2 Final Profile and discuss
with your mentor.
- -How and why have you
been able to do this? For
which pupils has this
been more challenging?
What else could you do
to improve these pupils’
engagement in learning?
Monday 7th – Friday 11th December : University-based Week
Week 6: Monday 14th – Friday 18th December: ‘The Wider Life of the School’
During this week Trainees should
1.
Support the timetable in their classes as appropriate, recognising that the timetable is likely to be more flexible at this time of year.
2.
Complete any training tasks still outstanding.
3.
Offer support to the wider school, enhancing their understanding of and contributing to the wider life of the school (TS8).
4.
Have a lot of fun!
22
- Discuss/agree your PP2 Profile using
Warwick Assessment Descriptors and
ensure that you have a copy;
- Attend the weekly mentor meeting and
write up the log of the meeting in your
Training Plan; review targets;
- You have now reached Reflection Point
2 and can reflect upon your progress in
your e-PDP.
PRIMARY
Week by week guide for Primary Trainees
PP2 Primary
Trainees should build up to, but not exceed, planning and teaching for 55-60% of the timetable.
Trainees should focus their planning and teaching on the core subjects of English, Maths and Science
(and MFL where this is the trainee’s specialism). During non-teaching time, trainees might:
- observe learning and teaching (class teacher/other colleagues)
- complete training tasks
- carry out planning, preparation and assessment
- support the class teacher/pupils.
Where trainees are paired, they might take on additional responsibilities, for example, bringing in the
class from break/taking the class into assembly, reading a story to the class, taking the register etc.
Trainees might also teach some foundation subjects, in areas where they feel more confident,
however schools should be aware that trainees will have received little/no university input in these
subjects.
Individual needs: all trainees will vary in terms of their previous experiences and their confidence and
competence in a particular age phase. Therefore it is important that Mentors and Class teachers, in
consultation with trainees, use their judgement and interpret the guidance given below to
ensure that their trainees build up to their 55-60% teaching responsibility as appropriate to the
individual trainee.
Planning: Given the early stage of the course and the significant variability between schools, ALL
trainees will require significant support with planning and it is anticipated that schools will involve
trainees in their joint planning processes, and will provide the medium term/weekly plans for trainees.
Before the Placement
Trainee tasks:
1. Meet with Professional Studies tutor to set targets for the placement and record these in your
Training Plan;
2. Review the school/setting’s latest Ofsted report, the DfE School and College Performance Tables
and Ofsted Data Dashboard to identify: key features of the school and information about pupil
progress and attainment; record this information in your Training Plan (Log of Training Schools
section);
3. Review the school’s website and access/read key information e.g. the Behaviour Policy, information
about the Pupil Premium etc.
4. Write a letter of introduction to the placement school/setting and provide Link Tutor with a copy;
email and post copies to the Headteacher;
5. Make sure you know how to get to the school/setting and how long the journey will take;
6. Collect and read the Placement Guide;
7. Start a placement file(s)
8. Meet Link Tutor and share your Training Plan with him/her;
9. Note any questions that you may have about PP2 to share with your Link Tutor.
23
Week 1 and Preparation days: Tuesday 3rd November – Wednesday 4th November
Trainee Tasks
1. Ensure you have accessed and taken account of relevant school policies – especially Behaviour and
Assessment & feedback;
2. Clarify safeguarding/child protection procedures and personnel;
3. Ensure you are aware of:
- pupils with specific needs e.g. SEND, EAL, G&T; physical and mental health, and practices to
overcome barriers to learning;
- pupils eligible for pupil premium funding and associated targeted interventions;
- assessment data on pupils (e.g. age-related achievements) and pupils’ individual targets;
4. Make sure you have started a school placement file (see checklist in section 2);
5. Gather relevant classroom information e.g.: class/school timetables; class lists and how children
are grouped, any commercial schemes used by the school/setting;
6. Work with groups, getting to know the class as this will help to inform your planning;
7. Undertake activities which help to establish you as an authority figure e.g. reading a story to the
class, bringing children in from lunchtime, taking the register etc.;
8. Share your Training Plan including PP2 targets with mentor and class teacher;
9. Share school-based training tasks with mentor and class teacher;
10. In preparation for the end of week 1, and week 2, agree timetable for planning/teaching and
undertake GUIDED JOINT PLANNING WITH YOUR CLASS TEACHER;
11. You have a responsibility to communicate with the school and to ask appropriate questions in
order that you can fulfil your responsibilities i.e. be proactive!;
12. Write up the log of your mentor meeting in your Training Plan (see section: ‘Training needs and
weekly Mentor meetings’) ensure appropriate reference is made to the Teachers’ Standards;
share with your mentor.
13. Observe the class teacher teaching;
14. Observe classroom and school routines;
15. Observe how the behaviour policy is implemented (including the
use of rewards and sanctions);
16. Identify which ‘learning behaviours’ e.g. ‘try new things’, ‘don’t
give up’, are promoted and how this is achieved;
17. Identify ‘stop’/attention gaining signal(s) in use;
18. Ensure you are aware of classroom rules;
19. Ensure that you learn pupils’ names quickly;
20. Identify the range of phases/age-specific activities, approaches
and resources that the class teacher uses to engage pupils and
promote learning (and minimise behaviour problems);
21. Observe phase 1 phonics being taught (if appropriate) or find out
how it is incorporated into the curriculum.
End of Week 1: Thursday 5th – Friday 6th November
1.
For the second half of this week, you may start on tasks/teaching outlined for week 2.
24
WEEK 2: Monday 9th – Friday 13th November
PRIMARY: Build up to planning/teaching whole lessons across the core subjects (and MFL if specialist) (approx. 30% teaching responsibility) for around 30% of the timetable.
PLANNING AND TEACHING
- Observe the class teacher teaching;
- Plan and teach the agreed parts of
English, science and mathematics
lessons (and MFL if specialist);
- Ensure you planning identifies:
 a clear learning objective,
 success criteria which break down
the objective and enable pupils to
see how to be successful
 key questions/points for
observation which help you to
assess whether children are
meeting the success
criteria/objective
- Evaluate all activities taught in terms
of pupils’ learning and your teaching,
on the evaluation proforma;
- In preparation for week 3, agree
timetable for the following week and
undertake GUIDED JOINT PLANNING
WITH YOUR CLASS TEACHER to
enable pupil progress.
ASSESSMENT, RECORDING &
REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- ASSESS the extent to which pupils
have achieved the learning
objective;
- Is your objective clear?
- Do your success criteria break down
the LO and help pupils understand
how to be successful?
- Are you pre-planned questions
helpful in identifying learning?
- Maintain RECORDS of pupils’
achievements against learning
objectives;
- USE this assessment information to
plan subsequent lessons, i.e. record
it in the ‘Pupils’ previous learning
experiences‘ box on your lesson
plan and ensure that your planning
takes account of this information;
- Ensure that feedback to pupils is inline with school policy.
- Maintain RECORDS of pupils’
personal development and wellbeing;
- Use your ‘checklist’ for Establishing
good behaviour and a safe
classroom climate’ from Professional
Studies classroom/school routines;
- Ensure all resources are prepared in
advance;
- Have/teach clear routines for
transitions (e.g. moving to/from the
carpet) and for stopping the class;
- Remember to use positive language
and to reward the behaviour you
want to see;
- For minor disruption, remember to
use a hierarchy of sanctions - least
intrusive first (e.g. NVC, moving
towards disruption, offering
support);
- Implement the behaviour policy,
including sanctions where necessary.
- Reflect upon the extent to which
you are promoting learning
behaviours and a ‘climate for
learning’.
- Develop your
understanding of the
individual needs of
pupils in your class
(SEND, EAL, G&T,
pupil premium,
medical, underperforming groups
etc.) and how the
teacher meets these
needs;
- USE your records of
pupils’ personal
development and
well-being to begin
to consider how to
meet individual
needs;
- begin to implement
appropriate
practices to meet
needs;
- Attend the weekly mentor
meeting; write up the log of
the meeting in your Training
Plan, review/agree new
targets as appropriate and
ask your Mentor to initial
this;
- Ask for feedback on your
behaviour management and
classroom ‘presence’;
- Plan in training tasks to be
completed (whilst teaching
commitment is lowest)
- Begin to reflect upon and
gather evidence for Schoolbased Training Tasks
- Begin to review progress
towards Teachers’
Standards by highlighting
your achievements on the
‘Warwick Assessment
Descriptors’
Below is one example of how week 2 might be timetabled between the two trainees and the class teacher. Please interpret this as appropriate for your context and trainees.
WEEK TWO
Mon
Tues
Wed
Thurs
Fri
Mathematics
Trainee 1: plan/lead introduction
Both to work with a group under teacher’s direction in main part of lesson
Trainee 1: plan/lead introduction and plenary
Both to work with a group under teacher’s direction in main part of lesson
Trainee 1: plan/lead introduction and groupwork phase of lesson
Trainee 2: work as TA under Trainee 1’s direction
Trainee 1: plan/lead whole lesson
Trainee 2: work as TA under Trainee 1’s direction
As Thursday
English
Trainee 2: plan/lead introduction
Both to work with a group under teacher’s direction in main part of lesson
Trainee 2: plan/lead introduction and plenary
Both to work with a group under teacher’s direction in main part of lesson
Trainee 2: plan/lead introduction and groupwork phase of lesson
Trainee 1: work as TA under Trainee 2’s direction
Trainee 2: plan/lead whole lesson
Trainee 1: work as TA under Trainee 2’s direction
As Thursday
25
PM
Science
e.g. Trainee 1: plan/lead,
trainee 2 acts as TA
WEEK 3: Monday 16th – Friday 20th November
PRIMARY: Individual trainees: Plan/teach a series of whole class lessons for English OR mathematics and science (and MFL if specialist).
Paired trainees: Each trainee takes responsibility for planning/teaching either English OR Maths and trainees share the teaching of science (and MFL if specialist)
(approx. 35-40% teaching responsibility)
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Plan and teach a series of whole English
OR mathematics lessons – (plan and teach
sequences of lessons to aid development
of assessment for learning);
- Plan and teach science (and MFL if
specialist)
- Ensure you planning identifies:
 a clear learning objective,
 success criteria which break down the
objective
 key questions for assessment
- Evaluate all activities taught in terms of
pupils’ learning and your teaching, on the
evaluation proforma;
- Ensure that your teaching assistant/fellow
trainee is effectively deployed to support
learning in ALL phases of the lesson;
- In preparation for week 4, agree
timetable for the following week and
undertake JOINT PLANNING WITH YOUR
CLASS TEACHER to enable pupil progress.
- ASSESS the extent to which pupils have
achieved the learning objective,
- Maintain RECORDS of pupils’
achievements against learning
objectives and USE this assessment
information to adapt your planning;
- Does your record-keeping and planning
link? e.g. where a pupil/group of pupils
didn’t achieve the LO, how is this
followed up in the next lesson? Where
does this appear on your plan?
- Continue to develop records of pupils’
personal development, well-being and
behaviours;
- Observe how your class teacher and
other teachers gather assessment
information DURING the lesson. How do
they use this information to adapt the
lesson and promote learning?
- Identify useful assessment strategies,
build these into your practice and share
these via the online ‘Assessment Wiki’.
- Respond to feedback
provided by your
Mentor and class
teacher in order to
promote good
behaviour to learn;
- Remember to
maintain positive
interactions with
pupils in order to
support a climate for
learning.
- Seek support where
more challenging
behaviours are
evident.
- Reflect upon the
extent to which you
are promoting
learning behaviours
and a ‘climate for
learning’.
- Continue to use
records of pupils’
personal
development,
well-being and
behaviours to
personalise your
teaching;
- Review how well
you are meeting
the needs of
pupils with
specific needs;
with the
CT/mentor,
review the
interventions/pra
ctices that you
are using to
promote
learning;
- Attend weekly Mentor meeting and write
up the log of the meeting in your Training
Plan, review targets/agree new targets as
appropriate and ask your Mentor to initial
this - remember to reference the
Teacher’s Standards as appropriate;
- Complete training tasks.
- Review progress towards Teachers’
Standards by highlighting your
achievements on the ‘Warwick
Assessment Descriptors’ and discuss with
your mentor. The purpose of this is to
ensure that both you and your mentor
have a shared understanding of your
development, and the ‘next steps’ in
order to maximise your progress AND
enable you to promote PUPILS’ progress.
- Discuss the Interim Profile with your
mentor and ensure you are clear about
the targets set on this profile to maximise
your achievements on this placement.
Below is one example of how week 3 might be timetabled between the two trainees and the class teacher. Please interpret this as appropriate for your context and trainees.
WEEK THREE
Mon - Fri
Mathematics
English
PM
Trainee 2: plan/lead lesson
Trainee 1: act as a TA under trainee 2’s direction
Trainee 1: plan/lead lesson
Trainee 2: act as a TA under trainee 1’s direction
Science
Trainee 2: plan/lead; trainee 1 acts as TA
26
WEEK 4: Monday 23rd – Friday 27th November
PRIMARY: Individual trainees: Plan/teach all maths OR English and a mix of the remaining core subjects (and MFL if specialist).
Paired trainees: share the responsibility for planning ALL the core subject teaching for the week. (approx. 45-50% teaching responsibility)
ASSESSMENT, RECORDING &
PROMOTING YOUR
PLANNING AND TEACHING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
REPORTING
PROGRESS
- ASSESS the extent to which
- Respond to feedback
- If there are
- Carry out any training
Individual trainees:
pupils have achieved the
provided by your Mentor
individual needs
tasks not already
1. Plan/teach all maths OR English (depending on what was
learning objective; RECORD
and class teacher in order
within your class
completed;
taught last week) and a mix of the remaining core subjects,
this and USE this assessment
to promote good
with which you
- Attend the weekly
up to the required amount of teaching.
information to inform
behaviour to learn;
are less familiar,
Mentor meeting and
Paired trainees:
planning
- Observe and develop your
conduct some
write up the log of the
1. Share the responsibility for ALL the core subject teaching for
- Do your record-keeping and
awareness of how your
research into
meeting in your
the week, with a timetable which clearly indicates
planning link? e.g. where a
class teacher (and other
these needs;
Training Plan; review
responsibility for each lesson;
pupil/group of pupils didn’t
teachers you observe)
- Discuss with
targets/agree new
achieve
the
LO,
how
is
this
promote
a
climate
for
your
class
targets as appropriate;
2. Where Trainee 1 is leading the lesson, trainee 2 should work
followed
up
in
the
next
learning
which
teacher/mentor/
Review
progress
as a TA under his/her direction. Trainee 1 has responsibility
lesson?
Where
does
this
encourages
pupils
to
take
school
SENCO.
towards
Teachers’
for planning and lesson management including effectively
appear
on
your
plan?
responsibility
for
their
Standards
by
deploying Trainee 2 in ALL phases of the lesson in order to
Plan
to
use
different
own
learning;
highlighting
your
promote learning. Trainee 2 will therefore be gaining
assessment
strategies
(record
Where
possible
observe
achievements
on the
teaching and assessment experience throughout the lesson
on
your
lesson
plan
–
rightin
a
different
key
stage
–
‘Warwick
Assessment
(and vice versa for trainee 1 when Trainee 2 is leading).
hand column) you might be
how is the school
Descriptors’ Conduct
3. Following the lesson, all evaluation and assessment data
trying
out
strategies
you
have
behaviour
policy
adapted
focused observations of
must be shared.
seen
teachers
using
in
school
to
different
age
other teachers
All trainees:
or one you have found on the
ranges/phases? (this will
depending upon
1. Evaluate all activities taught
Assessment Wiki.
help to prepare you for
individual needs, e.g.
2. What strategies/approaches are you using to motivate
- Observe and note how
subsequent placements
behaviour management,
pupils and sustain their engagement in learning? Are they
teachers implement peer
in different age ranges);
assessment for learning,
successful?
and pupil self-assessment
phonics etc.;
3. Check plans and timetable for the following week; undertake
joint planning with the class teacher; where appropriate,
take more responsibility for planning independently
Below is one example of how week 4 might be timetabled between the two trainees and the class teacher. Please interpret this as appropriate for your context and trainees.
WEEK FOUR
Mon - Fri
Mathematics
English
PM
Trainee 2: plan/lead lesson
Trainee 1: acts as a TA under trainee 2’s direction
Trainee 1: plan/lead lesson
Trainee 2: acts as a TA under trainee 1’s direction
Science
Trainee 2: plan/lead; trainee 1 acts as TA
27
WEEK 5: Monday 30th November – Friday 4th December
PRIMARY: Individual trainees: Plan/teach a week’s lessons for English AND mathematics and science. Paired trainees: Paired trainees: share the responsibility for planning ALL the core
subject teaching for the week plus some foundation subjects as appropriate (approx. 55-60% teaching responsibility)
INDIVIDUAL
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
PROMOTING YOUR PROGRESS
NEEDS
- Can you use assessment, e.g.
Reflect upon the extent to which
- Record
- Carry out any training tasks not already
Individual trainees:
questioning, to adapt your lesson in
you are:
interventions/
completed;
1. Plan/teach a week’s lessons for
progress e.g. identifying a
- promoting learning
practices that
- Attend the weekly Mentor meeting and
English AND mathematics and
misconception/misunderstanding and
behaviours;
you are using
write up the log of the meeting in your
science (and MFL if specialist).
responding to this to promote the
- a ‘climate for learning’;
to overcome
Training Plan; review targets/agree new
Paired trainees:
learning of all pupils;
- developing a rapport with
barriers to
targets as appropriate;
1. Plan/teach as week 4, above
- Implement peer and pupil selflearners;
learning on
- Conduct focused observations of other
swapping the subjects you lead.
assessment strategies;
- able to motivate all learners to
your lesson
teachers depending upon individual
- Review the school’s approach to
engage with and sustain
plans;
needs.
2. In order to increase teaching
target-setting. How are targets
interest in learning.
- Evaluate and
- Towards the end of the week, review
responsibility, trainees may
identified and used?
discuss
progress towards Teachers’ Standards by
teach foundation subjects.
Review
how
effective
your
AfL
-How
and
why
have
you
been
approaches
to
highlighting your achievements on the
However, as they have not yet
strategies
have
been
have
they
helped
able
to
do
this?
For
which
pupils
overcome
‘Warwick Assessment Descriptors’.
received training in all
you
to
promote
pupil
progress?
has
this
been
more
challenging?
barriers
to
Record your judgments on a copy of the
foundation subjects, they will
Review
the
effectiveness
of
your
What
else
could
you
do
to
learning
with
PP2 Final Profile and discuss with your
need to be appropriately
record-keeping
–
has
it
provided
useful
improve
these
pupils’
your
class
mentor.
supported in their planning and
information
to
inform
planning
and
to
engagement
in
learning?
teacher.
preparation.
promote pupils’ personal development,
well-being and behaviours? Has it been
manageable?
Monday 7th – Friday 11th December : University-based Week
Week 6: Monday 14th – Friday 18th December: ‘The Wider Life of the School’
During this week Trainees should
1.
Support the timetable in their classes as appropriate, recognising that the timetable is likely to be more flexible at this time of year.
2.
Complete any training tasks still outstanding.
3.
Offer support to the wider school, enhancing their understanding of and contributing to the wider life of the school (TS8).
4.
Have a lot of fun!
- Discuss/agree your PP2 Profile using
Warwick Assessment Descriptors and
ensure that you have a copy;
- Attend the weekly mentor meeting and
write up the log of the meeting in your
Training Plan; review targets;
- You have now reached Reflection Point
2 and can reflect upon your progress in
your e-PDP.
28
GUIDANCE for MENTORS and CLASS TEACHERS
This information and guidance is intended to support Mentors in maximising the progress of their
trainees and in doing so, offer the best provision possible to the pupils of the school which has
agreed to train the trainee.
Trainees’ prior experiences
PP2 Early Years. The Early Years course qualifies trainees to teach across the 3-7 age range.
Thus their course includes a substantive placement in both phases. Prior to this placement, these
trainees have completed a 1 week observational placement (PP1) and a 5-day Serial placement
which aims to allow trainees to apply university-based training to school-based practice. The
Early Years course has introduced the EYFS and the seven areas of learning and development.
Initially, nurseries are expected to provide the medium term plans and the weekly plans for all
trainees.
PP2 Primary. The Primary course qualifies trainees to teach across the 5-11 age range. Thus
their course includes substantive placements in both Key Stages. Prior to this placement, these
trainees have completed a 1 week observational placement (PP1) and a 4-day Serial placement
which aims to allow trainees to apply university-based training to school-based practice. The
Primary course has introduced the core subjects of Maths, English and Science; at this stage
trainees are not generally expected to teach outside these subjects on PP2. They might take on
additional responsibilities, for example, bringing in the class from break/taking the class into
assembly, reading a story to the class, taking the register etc.
.
Required Planning and Teaching on PP2
All trainees are expected to build up to teaching 55-60% of the timetable by the end of the
placement. During non-teaching time, they might:
- observe learning and teaching (class teacher/other colleagues)
- complete training tasks
- carry out planning, preparation and assessment
- support the class teacher/pupils.
Planning: Given the early stage of the course and the significant variability between schools,
ALL trainees will require significant support with planning and it is anticipated that schools
will involve trainees in their joint planning processes. Following this support, trainees should
develop/write up plans for those sessions they are teaching and subsequently assess children’s
learning and evaluate each session using the University proformas.
Individual needs: all trainees will vary in terms of their previous experiences and their
confidence and competence in a particular age phase. Therefore it is important that Mentors
and Class teachers, in consultation with trainees, use their judgement and interpret the
guidance given below to ensure that their trainees build up to their 55-60% teaching
responsibility as appropriate to the individual trainee.
Guidance for Paired Placements
Where primary trainees are paired, they might take on additional responsibilities, for example, bringing in
the class from break/taking the class into assembly, reading a story to the class, taking the register etc.
They might also teach some foundation subjects, in areas where they feel more confident, however
schools should be aware that they are unlikely to have have received university-based training in these
subjects at this point in their programme.
29
The Role of the Class Teacher
The class teacher acts as a critical supportive colleague for the trainee
Before the placement
The class teacher will:
 have attended the CT /Mentor Professional Development & Placement Briefing OR have accessed
the online training materials;
 know the name of the trainee, and the dates of the placement
Preparation training days
The class teacher will:
 have a copy of the Placement Guide;
 share with the trainee specific class info e.g., timetables, class lists, groups, routines etc. ;
 ensure that the trainee is aware of individual needs e.g. in relation to pupils’ physical and mental
health, SEND, EAL, G&T etc.;
 share assessment data and records to enable the trainee to plan appropriately;
 share copies of long/medium plans/overviews and short term weekly/daily plans;
 ensure that the trainee is aware of pupils eligible for pupil premium funding and relevant
interventions;
 ON preparation days, encourage the trainee to establish themselves as an authority figure, for
example, by: reading a story to the class, taking the register, bringing the children in from break etc;.
 ensure appropriate timetabling of PPA time so that the trainee and class teacher are able to
undertake shared/supported planning together.
During Placement
The class teacher will:
 undertake shared, guided planning, with trainee, gradually reducing support so that the trainee
learns to plan independently; ensure the trainee is clear about his/her planning responsibilities;
 offer support and informal feedback e.g. with lesson delivery, classroom management, lesson
evaluation etc.;
 liaise with Mentor;
 role model good/outstanding professional practice to the trainee, including behaviour management
and practice in assessment and monitoring pupil progress;
 in consultation with the mentor, ensure an appropriate timetable for the trainee;
 facilitate the trainee’s completion of training tasks;
 notify the trainee and mentor of any difficulties that arise on the placement as early as possible, so
that these can be swiftly addressed;
 where requested by the mentor, undertake a formal written observation of the trainee’s teaching,
recording this on the observation proforma (provided in triplicate) and providing verbal feedback.
Ensure clear targets are set and linked to the appropriate Teachers’ Standards.
30
The Role of the Mentor
As a minimum, all trainees should be observed teaching once per week and should have a
weekly meeting with the Mentor.
Weekly Lesson Observation
All trainees should have a formal lesson observation once per week, that is, an observation of
his/her teaching which is recorded on the triplicate lesson observation forms (copies provided)
with a formative feedback discussion after the lesson and developmental target-setting linked to
the Teachers’ Standards.
Observations are usually undertaken by the Mentor, however, observations may be undertaken
by colleagues where this is felt to be more appropriate e.g. subject leads might observe teaching
of the trainee’s specialism or of phonics.
All trainees should be observed teaching phonics using the Phonics Observation Form
(triplicate copy provided/additional e-copies available online: http://warwick.ac.uk/primary-mentor
(Follow ‘Essential Forms’).
The Mentor should undertake a joint observation with the Link Tutor during the placement.
Weekly Mentor Meeting
Each trainee should have a weekly meeting with the Mentor, to:
- review progress against the Teachers’ Standards/Warwick Assessment Descriptors (WADs)
- review the trainee’s teaching file (planning, assessment and record-keeping, evaluation)
- set new targets to further development;
- agree actions to meet identified training needs
The trainee will take responsibility for recording the meeting in the trainee’s Training Plan, which
the Mentor should initial.
Where the school/setting is hosting more than one trainee, Mentor meetings can be conducted
with all trainees together. However, it may be appropriate to offer a separate, short meeting
where trainees indicate that they wish to discuss something in private.
Below is a set of week-by-week prompts which give ideas for key foci for discussion, observation
and action. Mentors are encouraged to interpret the guidance flexibly to fit the context of
the placement and a trainee’s individual needs.
31
Week by week guides for Early Years and Primary Mentors
Before the Placement
 I/the class teachers have attended the CT /Mentor Professional Development & Placement Briefing OR have
accessed the online training materials
 The trainees are placed in classes with a good role model and where they will be well-supported;
 Where the Mentor and Class Teacher are the same person, an additional ‘supporting’ colleague has been
identified;
 I have organised an induction programme for the preparation training days;
 I have an up-to-date Reference Guide for Training in Schools / Early Years Settings, see:
http://warwick.ac.uk/primary-mentor (Follow ‘Handbooks and Reference Guide’;)
 I and the class teachers have copies of the Placement Guide;
 I know who the University Link Tutor is and how I can contact him/her.
Week 1 and Preparation days: Tuesday 3rd – Wednesday 4th November
Keep in good contact with the Link Tutor throughout the placement and contact the Link Tutor promptly with any
concerns or queries.
1.
Inform trainee of timing of weekly mentor meeting;
2.
Arrange induction to school, staff and class, including a tour of the school and fire regulations and procedures;
3.
Clarify safeguarding/child protection procedures and personnel;
4.
Ensure that trainees have signed the staff code of conduct and have a copy in their files;
5.
Arrange access to relevant school policies (including safeguarding, behaviour, assessment and feedback);
6.
Read the trainee’s Training Plan, which includes their initial PP2 Targets and begin to arrange a training
programme to support the trainee’s professional development so they are able to support effective pupil
progress;
7.
Ask trainees to share their school-based training tasks and agree steps to complete these;
8.
Ensure that trainee(s) have relevant information about:
- individual needs e.g. SEND, medical, physical and mental health, G&T, EAL etc.;
- pupils eligible for pupil premium funding and associated targeted interventions;
- assessment information about pupils (e.g. age-related achievements) and pupils’ individual targets;
9.
Provide information about the curriculum being taught for the period of the placement;
10. Arrange access to timetables and long/medium term plans;
11. Ensure trainees know where resources and equipment are located and how they may access them;
12. Clarify the expectations for the trainee’s planning/teaching for second half of this week and the second week
of the block placement; ensure that the trainee has GUIDED JOINT PLANNING with the CLASS TEACHER;
13. Arrange for trainee to work with groups, getting to know the pupils;
14. Encourage trainee to undertake activities which help to establish them as an authority figure e.g. reading a
story to the class, bringing children in from lunchtime, taking the register etc.
End of Week 1: Thursday 5th – Friday 6th November
For the second half of this week, trainees may start on tasks outlined for week 2.
32
WEEK 2: Monday 9th – Friday 13th November
EARLY YEARS: Plan/teach some adult-directed sessions and support child-initiated learning in the learning
environment
PRIMARY: Build up to planning/teaching whole lessons across the core subjects (and MFL if specialist)
(for around 30% of the timetable)
Suggested foci for week 2 and weekly observation and Mentor Meeting.
1.
Discuss trainee’s progress with the class teacher
2.
Offer support and constructive feedback on the trainee’s:
- behavior management and classroom presence;
- promoting learning behaviours and a ‘climate for learning’;
- planning and assessment skills e.g. setting clear objectives, translating these into success criteria, key
questions for assessment;
- evaluations of teaching and developing awareness of the impact of their teaching on pupil progress;
- record keeping and how to use this information to inform planning.
3.
Review the initial PP2 targets in the trainee’s Training Plan, and set new targets as appropriate.
4.
Arrange for the trainee to undertake focused observations of other teachers depending upon trainee’s
individual needs.
5.
Monitor/support completion of school-based training tasks.
6.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil
progress;
7.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees have a clear build up to teaching whole lessons.
8.
Ensure that a date has been agreed for the joint observation with the link tutor;
WEEK 3: Monday 17th – Friday 21st November
EARLY YEARS: Plan/teach some adult-directed sessions and begin to plan related activities to support child-initiated
learning in the learning environment.
PRIMARY: Individual trainees: Plan/teach a series of whole class lessons for English OR mathematics and science
(and MFL if specialist).
Paired trainees: Each trainee takes responsibility for planning/teaching either English OR Maths and trainees share
the teaching of science (and MFL if specialist)
(for around 35-40% of the timetable)
Suggested foci for week 3 and weekly observation and Mentor Meeting
1. Offer support and constructive feedback on the trainee’s:
- developing behavior management, classroom presence, promotion of learning behaviours and a
‘learning climate’;
- planning and assessment skills e.g. translating objectives into success criteria, key questions for
assessment, and in particular evidencing in their planning how and where they are adapting plans in
response to assessment information from the previous lesson;
- evaluations of teaching and developing awareness of the impact of their teaching on pupil progress;
- developing record keeping, including records of personal development, behaviour and welfare for a
minimum of 6 pupils; help trainees understand how broader information about pupils can help personalise
teaching and promote progress;
- deployment of TA in all phases of the lesson;
2. Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
3.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS;
4.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees are teaching a series of whole lessons in maths OR English.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs) and complete the Interim
Profile with the class teacher and trainee. Although this might seem an early stage to complete this
assessment, please bear in mind the formative nature of this document. Its key purpose is to sum up the
trainees’ early progress and identify clear ‘next steps’ to maximise progress by the end of the placement. The
Interim Profile is available to download from http://warwick.ac.uk/primary-mentor (Follow ‘Essential Forms’).
Please email the completed Interim Profile to your LINK TUTOR and ensure that the trainee has a copy.
33
WEEK 4: Monday 24th – Friday 28th November
EARLY YEARS: Plan/teach an increasing amount of adult-directed sessions and related activities to support childinitiated learning in the learning environment
PRIMARY: Individual trainees: Plan/teach all maths OR English and a mix of the remaining core subjects (and MFL if
specialist). Paired trainees: share the responsibility for planning ALL the core subject teaching for the week.
(for around 45-50% of the timetable)
Suggested foci for week 4 and weekly observation and Mentor Meeting
1.
2.
3.
4.
Discuss trainee’s progress with the class teacher.
Offer support and constructive feedback on the trainee’s:
developing understanding of behavior management across age phases/key stages;
developing ability to motivate pupils and sustain pupils engagement in learning;
assessment skills e.g. evidencing how assessment information from one lesson informs
planning/teaching in the next lesson; record-keeping; developing range of assessment strategies;
developing understanding of self and peer assessment
developing understanding of how to support pupils with individual needs in their class and overcome
barriers to learning;
deployment of TA in all phases of the lesson to promote learning;
Review targets in the trainee’s Training Plan and Interim Profile and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress; where
appropriate, trainees may begin to develop some independence in planning in areas of greater confidence.
5.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees continue to teach series of whole lessons in maths OR English.
6.
Monitor/support completion of school-based training tasks.
WEEK 5: Monday 1st – Friday 5th December
EARLY YEARS: With support, plan a weekly plan (covering the seven areas of learning and development) from
observations and discussions with other practitioners of children’s previous learning. This will incorporate adultdirected sessions and planning for other related activities and for other practitioners, in areas of the learning
environment that will support and develop child-initiated play and learning.
PRIMARY: Individual trainees: Plan/teach a week’s lessons for English AND mathematics and science. Paired
trainees: Paired trainees: share the responsibility for planning ALL the core subject teaching for the week plus some
foundation subjects as appropriate (for around 55-60% of the timetable)
Suggested foci for week 5 and weekly observation and Mentor Meeting
1. Offer support and constructive feedback on the trainee’s:
- ability to motivate pupils and sustain pupils’ engagement in learning, considering any pupils for whom this
might have been more challenging and why;
- assessment skills e.g. implementation of pupil self and peer assessment , understanding/implementation
of school’s approach to target-setting, assessing within the lesson to adapt teaching in progress;
- ability to use their knowledge of pupils (e.g. see record-keeping) to implement and evaluate strategies to
overcome barriers to learning;
2.
3.
Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress and assess
extent to which they are developing confidence/some independence in planning
4.
Monitor/support completion of school-based training tasks.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs). Towards the end of the
week, complete a draft of the Final Profile (available to download from http://warwick.ac.uk/primary-mentor
Follow ‘Essential Forms’) and discuss with the class teacher and trainee. Whilst the profile is due to be
submitted in WEEK 6, completing a draft at this stage may assist with identifying the trainee’s timetable and
training plan when they return to school, after a week in the University, for Week 6 of their placement.
6.
Discuss appropriate activities for Week 6, when the trainee returns to school following the university-based
week.
34
Monday 8th – Friday 12th December : University-based Week
Week 6: Monday 15th – Friday 19th December: ‘The Wider Life of the School’
Suggested foci for weeks 6 and Weekly observation and Mentor Meeting
1. Trainees should support the timetable in their classes as appropriate, recognising that the timetable is likely to
be more flexible at this time of year.
2. Advise trainees on how they can be involved in the ‘wider life of the school’ (TS8) during this week.
3. Where the draft Final Profile identified particular needs, support trainees in meeting these needs;
4. Complete the Final Profile in consultation with the trainee and class teacher;
5. Email a copy of the Final Profile to the Link Tutor
6. Ensure that the trainee has a copy of his/her final profile.
7. Return Lesson observation forms to the Student Services Team by the end of the placement.
8. Please complete the online placement evaluation form: http://warwick.ac.uk/primary-mentor (Follow
‘Evaluations’) Your feedback is much appreciated, and where patterns in feedback emerge, is used to adapt
course provision and documentation.
Thanks you for supporting Warwick trainees.
35
36
6. TRAINING TASKS
All trainees are asked to complete a number of training tasks whilst on placement. The purpose
of these tasks is to help trainees to bridge the gap between theory and practice and they are thus
an integral part of their professional development.
Some tasks may be directly assessed and, if this is the case, guidelines on submission are
provided. Other tasks, whilst not directly assessed, will contribute to a trainee’s professional
development in a number of ways, for example:

informing school-based reflection and discussions with colleagues, mentors, link tutors
and peer partners;

promoting reflection and evaluation within university-based seminars where trainees share
and evaluate their experiences thus informing their future practice;

informing written assignments for the award of PGCE;

informing the trainee’s e-PDP (electronic Professional Development Profile) another
assessed element of the course which in turn feeds into target-setting and action-planning
for professional practice.
All trainees will have discussed the tasks at the University as part of the teaching sessions so
they should be clear about the expectations.
It is the trainee’s responsibility to complete these tasks, contributing to the achievement of
Standard 8, where trainees are expected to:
-
take responsibility for improving teaching through appropriate professional development
(TS 8),
However, we ask schools to facilitate the collection of the necessary data for the tasks that follow.
If trainees are not able to complete tasks, they may be disadvantaged in terms of the assessment
for the course. We encourage trainees to discuss findings/issues/questions arising with mentors,
link tutors, peers and their university-based tutors.
.
37
EARLY YEARS and PRIMARY Professional Studies Training Tasks:
Aim: to further develop your awareness, understanding and skills of assessment for learning
Guidance: your notes/observations will
- inform discussion in your Professional Studies seminars and should be brought to the second the
Assessment for Learning seminar in week 17;
- contribute to a shared resources of AfL strategies via the Assessment Wiki;
- evidence your developing understanding of assessment via your e-PDP
Day-to-day assessment strategies: observe how experienced teachers assess learning and progress
1a
within the lesson. Most importantly:
- how do they use this assessment information within the lesson to ensure all pupils are
making progress
- How do they use this information after the lesson to inform planning and teaching?
What strategies are used in whole-class teaching?
What strategies are used during the groupwork phase of the lesson?
Make notes on the strategies you/teachers have used and evaluate their effectiveness in promoting
pupils’ progress and learning.
Self Assessment (what Wiliam calls ‘Activating students as owners of their own learning, including’):
1b
Observe how experienced teachers involve pupils in assessing their own learning and progress.
Talk to pupils about their experiences of self-assessment. How do they feel about their involvement
in the process? How do they feel it affects their learning and progress?
Make notes on the strategies you/teachers have used and evaluate their effectiveness in promoting
pupils’ progress and learning.
In what other ways have you observed pupils taking responsibility for their own learning?
Peer assessment (part of what Wiliam calls ‘Activating students as instructional resources for one
1c
another’):
Observe how experienced teachers enable children to act as instructional resources for one another
e.g. collaborative learning, peer mentoring, and especially peer assessment.
Talk to pupils about these experiences. How do they feel about their involvement in the process?
How do they feel it affects their learning and progress?
Make notes on the strategies you/teachers have used and evaluate their effectiveness in promoting
pupils’ progress and learning.
Feedback and Target-setting
1d
Observe how experienced teachers offer oral and written feedback to children:
- during lessons
- after a lesson has ended e.g. marking
How are ‘next steps’ and/or targets identified and by whom? What is the school’s policy on targetsetting?
Make notes on the strategies you/teachers have used and evaluate their effectiveness in promoting
pupils’ progress and learning.
Contribute at least one example of (a), (b), (c) or (d) to the Assessment Wiki:
Early Years: http://www2.warwick.ac.uk/fac/soc/cpe/current/ey/ps/assessment-strategies-wiki-ey-15-16/
Primary: http://www2.warwick.ac.uk/fac/soc/cpe/current/primary/professional/assessment-strategies-wiki15-16/
Read the strategies shared by other trainees to develop your own knowledge and understanding of
assessment.
1e
Periodic Assessment: in preparation for PP3, investigate and make notes on how your school
assesses pupils’ progress against National Standards e.g. EYFS Profile, National Curriculum
performance descriptors or year group expectations; APP, National Curriculum levels (Y2 &6 only) etc.
Who is this data shared with? How are pupils involved in this process?
How is pupil progress tracked and monitored by the teacher and school?
What happens if a pupil does not make expected progress?
38
Standards
Assessment for Learning
TS
2,
TS 6
Bullying and More Challenging Behaviour
1a
Aim: to develop your awareness of:
- the issue of Bullying and appropriate proactive and reactive responses;
- managing ‘more challenging’ behaviour
Guidance: your notes/observations will:
- inform discussion in your PS seminar on the above topics in weeks 15 and week 28.
- inform your developing understanding of behaviour management in your e-PDP
Managing ‘more challenging’ behaviour
Related Standards
Where relevant, identify some ‘more challenging’ behaviours exhibited by children.
Discuss with school staff how they plan to manage these behaviours and promote
learning behaviours in these pupils. How do they plan to minimise the ‘more
challenging’ behaviours arising in the first place? When they do occur, how are they
managed? i.e. identify proactive and reactive strategies.
TS 1, TS 7
In the school behaviour policy, identify and note content relevant to ‘more challenging’
behaviour.
1b
Bullying
In the school behaviour policy, identify and note content relevant to ‘bullying’.
-
Talk to staff about bullying and school policy and practice in relation to:
- bullying on the grounds of race, religion or belief, gender, sexual orientation, or
because a child is adopted, has caring responsibilities or belongs to a particular
community;
TS 1, TS 7
- and different forms including face-to-face and cyber-bullying via text messages or
the internet.
Identify proactive and reactive strategies used by the school/setting.
EARLY YEARS and PRIMARY Subject Studies Training Task:
English/Maths/Science Training Task related to ‘Talk’ and Subject Studies
assignment.
Aims:
- to focus and reflect upon on ‘talk’ as a pedagogy which promotes pupil progress
- to support progress with your Subject Studies assignment.
1a
Dis Discuss the school’s/setting’s speaking and listening policy with your mentor/class
teacher
1b
Observe different models of ‘talk’ across all areas of learning (EY) or the core
subjects (Primary).
Analyse and make notes on the different ways in which ‘talk’ is used to support and
enhance the learning of skills, knowledge and understanding.
Focus on how talk is used to promote learning.
You might find it useful to ‘tape’ record a sequence of questions and answers or
dialogue in part of an observed lesson so that you have something to analyse later
when completing your Subject assignment on ‘Talk’.
1c
Consider the characteristics of successful ‘talk’ scenarios
1d
Chart differences in the balance between adult and child ‘talk‘ across the curriculum
and in a range of learning contexts
39
Related Standards
TS 3
TS 4
Early Years and Primary Safeguarding Training Task
Spiritual, Moral, Social and Cultural development (SMSC) to promote the ‘Prevent’
agenda, British values and how schools prepare pupils to live in modern Britain
Aim: to develop your awareness, knowledge and understanding of how schools promote SMSC development in
pupils in order to address “British values” and prepare pupils for life in modern Britain.
Guidance:
Your notes/observations will inform discussion and should be brought to the in the Reflection session in week 10.
They will also inform your reflection on the Preamble/ Part 2 page of your e-PDP.
Below is the definition of SMSC development from the Ofsted 2015 Section 5 framework for inspecting
Relat
schools.
ed
Observe how each aspect of the definition is addressed in every-day interactions and across specific school
Stand
terms in the general life of the school. You should also discuss with your class teacher how they address the
ards
issues.
1. The spiritual development of pupils is shown by their:
 ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on
life and their interest in and respect for different people’s faiths, feelings and values
 sense of enjoyment and fascination in learning about themselves, others and the world around them
 use of imagination and creativity in their learning
 willingness to reflect on their experiences.
2. The moral development of pupils is shown by their:
 ability to recognise the difference between right and wrong and to readily apply this understanding in
their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of
England
 understanding of the consequences of their behaviour and actions
 interest in investigating and offering reasoned views about moral and ethical issues and ability to
understand and appreciate the viewpoints of others on these issues.
3. The social development of pupils is shown by their:
 use of a range of social skills in different contexts, for example working and socialising with other
TS2
pupils, including those from different religious, ethnic and socio-economic backgrounds
TS3
 willingness to participate in a variety of communities and social settings, including by volunteering,
TS8
cooperating well with others and being able to resolve conflicts effectively
 acceptance and engagement with the fundamental British values of democracy, the rule of law,
Part
individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they
Two
develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute
positively to life in modern Britain.
4. The cultural development of pupils is shown by their:
 understanding and appreciation of the wide range of cultural influences that have shaped their own
heritage and those of others
 understanding and appreciation of the range of different cultures within school and further afield as an
essential element of their preparation for life in modern Britain
 knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and
values, and in continuing to develop Britain
 willingness to participate in and respond positively to artistic, musical, sporting and cultural
opportunities
 interest in exploring, improving understanding of and showing respect for different faiths and cultural
diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by
their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local,
national and global communities.
40
Aim: to develop your understanding of key aspects of communication and language and literacy, including
phonics and early reading
Guidance: there is a detailed booklet to guide you in this task available on the PGCE website, English,
Resources for School Placement.
Finding out about and observing patterns of talk
Planning, teaching and evaluating communication and language and literacy
activities
Observing and finding out about a rich literacy environment
Planning, teaching and observing phonological awareness
Planning, teaching and evaluating other important experiences
Related
Standards
EARLY YEARS Literacy Training Task
TS 3
TS 4
TS 6
Aim: to develop your understanding of key aspects of English and literacy, including the teaching of phonics
and early reading
Guidance: there is a detailed guidance on this task available on the PGCE website, English, Resources for
School Placement.
Related
Standards
PRIMARY English Training Task
Learning about the Teaching of Reading
This is a substantial piece of work which includes assessing a child’s phonic knowledge. You must complete
this task and hand it in to Reception after PP2.
You will be fully briefed about the expectations associated with this task in a lecture taken by your English
tutor.
If you are in Key Stage 1: In addition to the main English Task, please complete The Communication
Trust 'Observation Tool' - this audit will support your developing understanding of how to create a rich
speech, language and communication environment. Full details, and the audit tool itself, can be found on
the 'Communication Trust' tab on the English homepage or follow this link:
http://www2.warwick.ac.uk/fac/soc/cpe/current/primary/core/english/thecommunicationtrust/schoolbase
dtasks
TS 3
TS 4
TS 6
EARLY YEARS and PRIMARY Specialism Training Tasks:
Aim: To develop understanding of how to promote pupil progress in the trainee’s specialism in order to
support their role as a specialist.
Guidance: Upload notes and reflections to your online e-PDP as these will form part of the evidence base
for your Specialism assessment
Task 1: observation of teaching
a) Observe good/outstanding practice in your specialism, across a range of ages (and phases if
appropriate) using the relevant pro-forma to record your observations.
b) Analyse and evaluate how progress is promoted in these lessons.
Download the observation proforma relevant for your specialism from: http://warwick.ac.uk/primarymentor (Follow ‘Essential Forms’)
Task 2: Interview with subject leader/phase leader
a) Before you interview the subject leader/phase leader (EY) please read the school policy for your
specialism. :
b) Questions for Phase Leaders to prompt discussion can be found on Specialism page on the PGCE
website.
c) As a result of your interview with the subject co-ordinator/phase leader, evaluate the role of coordinators/phase leaders in terms of impact on the quality of pupils’ learning and improved standards of
achievement for all pupils
Task 3 Specialism Focus
Analyse and evaluate how your identified focus (as outlined on your most recent specialism day) helps to
promote pupil progress in your specialism. For further details, see the Specialism pages of the PGCE
website.
41
TS 2
TS 4
TS 2
TS 8
TS 2
PRIMARY Science Training Task
Aim: to develop your understanding of how pupil progress is tracked in science
Guidance: your notes/investigations from this task should be brought to your science seminar in
week 17 ‘Assessing pupil Learning;.
Related
Standards
Talk to the science subject leader and/or class teacher to identify processes in place, or
developments planned, to track pupil progress in Science. In particular, establish how ‘Working
scientifically’ (practical skills) is tracked.
TS 1, TS 4
PRIMARY Mathematics Training Tasks:
Aim: To develop your understanding of pupils’ errors and misconceptions
Guidance: the outcomes of your work will be presented (PowerPoint presentation) to your seminar
group in the first week back after placement. Your presentation should also be uploaded to your
‘Completed Tasks page of your e-PDP.
Pupils’ Errors and Misconceptions
You will need to work with a range of pupils on appropriate arithmetic tasks. From your own
observations and discussions with the teacher, plan a small number of questions (10 at most) in
an area of arithmetic, which will be appropriate for the pupils concerned. There is no point in
choosing something too easy, or too difficult, so you will need to discuss this with the class
teacher. You will need to decide whether to present the questions orally or in written form, and
whether you will make any apparatus available.
Arrange to give the questions to the pupils in a situation where you have the chance to observe
the methods they use. You will certainly want to ask pupils to describe what they have done, and
make some notes. Try to record as clearly as you can what the pupils do and say, rather than
commenting on why they are doing it. This is an important assessment skill, which you need to be
able to use in the classroom. After the session, look at the pupils’ work and annotate it with any
notes from your observations. Try to remember as much detail as you can.
When the task is completed you should have:
 a record of the arithmetic tasks you used;
 brief notes on how you presented the tasks, apparatus available, the pupils involved etc;
 a record of both mental and written strategies used in the calculations;
 examples of the pupils’ work, annotated with your own comments if appropriate;
 your own notes on what the pupils said and did;
 your notes from your reading which supports your analysis or offers alternative perspectives.
Keep these together in your mathematics curriculum folder so that you have them available after
your placement.
Presenting the Analysis
You will be asked to present your findings to a group of colleagues within a seminar after the first
week back after placement. A laptop and flip chart will be available and it is anticipated that
trainees will present using PowerPoint. Further support will be given before your placement.
42
Related
Standards
TS 2
TS 3
TS 5
EARLY YEARS Mathematics Training Task
Aims:
- to develop your understanding of effective Early Years mathematics practice
Guidance:
- retain your notes in your mathematics file to inform professional discussions; your
developing understanding will enable your effectiveness as an EY mathematics
practitioner both on this Nursery placement and on your PP4 Reception placement;
1a
Related
Standards
Continuous Provision:
High quality continuous provision is vital to enable child-initiated learning in EY settings.
Observe and investigate opportunities for children to use and apply their mathematical
knowledge and understanding within the continuous provision of the Nursery ( e.g.
counting, recognising numerals, recognising shape, comparing sizes and developing
mathematical language).
TS 1
TS 3
TS 4
How does the continuous provision link with teacher-led activities; how does it change
and develop over the course of the placement; what concepts are applied and developed?
1b
Enabling environments for problem-solving: How does the environment (indoors and
outdoors) support problem solving activities? How do Early Years practitioners set up the
environment to offer child-initiated or practitioner-led problem-solving opportunities?
TS 1
TS 3
TS 4
1c
Rhymes and Songs: Observe and find out about the use of rhymes and songs to support
mathematical learning. Build up a repertoire of songs and rhymes and note the
mathematical concepts they can be used to develop.
TS 3
43
TS 4
44
7. ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’
STANDARDS
Maximising the progress of trainees
Processes are in place which aim to ensure that all trainees maximise their progress over each
placement and over the course of their PGCE. These include ensuring that:
 there are clear expectations for all parties;
 regular meetings are held according to the guidelines;
 targets are negotiated, agreed, set and monitored;
 progress against the Teachers’ Standards and Warwick Assessment Descriptors is
formatively monitored; and
 appropriate and regular feedback is given.
Consistent assessment of trainees across placements is essential in maximising the progress of
trainees. Formative assessment and self-assessment using the Warwick Assessment
Descriptors is, therefore, an integral part of the assessment process ensuring that trainees
are completely aware of their strengths and areas for development and the appropriate actions
they might take. Summative reviews of trainees’ achievement take place at the interim and end
point of every placement.
Clear expectations of progress are also established as follows:
Desirable Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level or above;
a mix of grades
WT & 3.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Achievement at:
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Minimum Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level;
Largely WT
grades.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Good’ or
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
45
Trainees failing to make ‘Minimum progress’ or ‘causing concern’
Prompt Intervention
Concerns about a trainee’s performance are usually identifiable at an early stage, allowing prompt
intervention by the school, notification of the Link Tutor and coordinated support from both school and
university leading to successful outcomes.
A ‘Cause for Concern’ grade is identified where:
- a trainee is failing to make progress despite the support offered;
- where there are serious concerns about the trainee’s performance with reference to the
Teachers’ Standards and particularly with reference to the Preamble and Part 2 (for
example: negative impact on pupil progress; inappropriate professional behaviour of trainees
by not following professional policies and procedures of the setting; or insufficient regard for
the safety and safeguarding of pupils).
Any trainee causing concern does not, of course, reflect negatively on a particular teacher, mentor or
school training programme. Having monitoring processes in place provides a robust means of
providing prompt intervention to promote a trainee’s progress and assure quality. There is a clear
process in place for Communication of ‘Cause for Concern’ – see below.
Figure 1: Communication process for ‘Cause for Concern’.
Formal Monitoring Points
Where progress concerns are identified by the mentor and Link Tutor, they will be formally
monitored/documented at Interim and Final Placement Review Meetings. The following steps will be
taken:
(a) Trainees will be informed in writing to ensure that they understand the need for action and support
(‘Progress’ letter);
(b) Additional support will be provided to help trainees re-establish appropriate progress.
The support will vary depending on the point of identification, so that,
Support during a placement is likely to include:
- an action plan drawn up in consultation with the trainee, link tutor and mentor
- additional focused training and support from school;
- additional support from the University link tutor;
- pastoral support by the trainee’s personal tutor;
Support at final (end) point of a placement is likely to include:
- relevant Further Professional Training provided by the University;
- pastoral support by the trainee’s personal tutor.
46
Additional guidance for supporting trainees failing to make ‘expected progress’ or
‘causing concern’
For the small minority of trainees whose progress falls below expectations, self-assessment can be at
variance with the assessment of Mentors and tutors. ‘Weaker’ and failing trainees sometimes locate
their problems outside of themselves, displaying reluctance to accept any responsibility for their
difficulties. In these cases, the requirements for openness, honesty and regularity in assessment and
for a secure evidence base are even more important. There are a number of reasons why trainees
may be experiencing difficulties; these vary considerably, both in complexity and severity. It is often
possible in these circumstances to put in place support mechanisms which ultimately can lead to
success
Some general principles apply:
 prompt intervention is important; it allows difficulties to be dealt with at an early stage and may
prevent potential problems from escalating;
 University tutors and Student Services Team should be alerted as soon as possible where
problems are identified (see Communication Process on previous page) to allow a coordinated
approach to be planned; thereafter, all parties should be kept informed of developments. A quick
response to such information is to be expected from both University and school-based staff;
 ‘weaker’ trainees who struggle with tasks which others take in their stride often benefit from a
‘small steps’ approach, which analyses tasks into their component parts, enabling these trainees to
move towards their ultimate objective more gradually; this usually requires a weekly ACTION
PLAN with carefully graduated targets, clearly specified actions, and progress meetings (download
Action Plan from the Mentors’ Portal:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Documentation’)
 detailed and thorough record keeping is essential; records should specify dates, times,
purposes and outcomes of meetings, trainee performance, and behaviour, provision offered, or
made, etc. Detailed records are crucial either as evidence demonstrating progress, or to support
‘Cause for Concern’ decisions if that is the recommendation at the end of the placement;
 where trainees have been impervious to advice and guidance, Mentors should not be afraid to
instruct the trainee.
47
LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
NOT YET MET
RI
GOOD
OUTSTANDING
These criteria should be used in conjunction with the Warwick Assessment Descriptors which will provide extension
and exemplification of the criteria listed below. Trainees do not need to meet all the statements within a particular
grade and alternatively schools may identify other relevant criteria. A ‘best-fit’ approach should be taken.
Requires support to
identify strategies/
Engagement
resources; some learners
engaged
Beginning to develop pace,
Lesson
Structure and though lesson may run out
of time
Pace
Some clarity of
explanation/ instruction;
Explanations
some language adapted to
& Language
suit learners
Some accuracy of SK;
requires development.
Subject
Knowledge
Autonomous
learning
Meeting
needs of All
Little/no evidence of the
promotion of independent
learning.
Developing understanding
of barriers to learning
Requires support to set
assessment criteria linked to
objectives.
developing understanding
of purpose of assessment
strategies
Assessment
and pupil
progress
Little/no evidence of
self/peer assessment
Requires support to
Behaviour
Management exercise appropriate
(In
accordance
with the
school’s/
setting’s
behaviour
policy)
Management
of other
adults
Impact on
Learning*
authority to manage
behaviour positively
Beginning to promote
mutually respectful trainee
- pupil relationships
Some evidence that
learners respond promptly
to teachers’ direction and
work cooperatively
May not plan for/deploy
support staff to enable
learning and teaching.
Learning not evident
Limited range of
strategies/resources;
most learners engaged
Range of strategies /resources
carefully matched to learners
needs; learners are motivated and
engaged
Effective use of lesson time in most
stages of the lesson
Range of (often) imaginative and
creative strategies/resources: high
levels of enthusiasm, participation
and commitment to learning
Effective use of lesson time in all
stages of the lesson
New concepts/
instruction clearly
explained; adapts
language to suit
learners
Accurate SK used to:
develop learners’
understanding; and to
address
misconceptions.
New concepts/instruction clearly
explained; language well-matched
to learners’ needs
Exceptionally clear and carefully
structured language; matched to the
full range of learners needs.
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, promoting
learning.
Encourages
independent learning.
Uses strategies which encourage
independent learning in all phases
of the lesson
Plans/deploys well-targeted
interventions to overcome
potential barriers to learning
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, anticipated and
arising during the lesson, promoting
learning
Proactively implements strategies
which promote independent s
learning in all phases of the lesson
Plans/deploys well-targeted
interventions to overcome potential
barriers to learning for a range of
pupil needs
Makes effective use of clear and
accurate assessment criteria to
maximise learning.
Lesson pace
appropriate;
Deploys a limited range
of strategies to
overcome barriers to
learning
Can set assessment
criteria which link to
the learning objective
Identifies assessment
opportunities and
strategies in their
planning and uses a
limited range of
assessment strategies
to check learners’
understanding in their
lessons.
Learners evaluate their
achievement
Sets clear and accurate assessment
criteria which break down the
objective and enable children to
see how to be successful.
Identifies assessment opportunities
and strategies in their planning and
uses an increasing range of
strategies to check learners’
understanding throughout lessons
and adapt teaching within the
lesson to promote learning.
Learners evaluate their
achievement against success
criteria to improve performance
over time.
Implements the school’s/own
system of personal target-setting in
their teaching
Plans and uses a wide range of
strategies, to systematically and
effectively assess learners’
understanding throughout the lesson,
anticipating where intervention may
be needed and doing so with notable
impact on the quality of learning.
Learners to evaluate their
achievement against success criteria
which improves their performance
within the lesson.
Implements the school’s/own system
of personal target-setting in their
teaching with a noticeable impact on
learning
Manage learners’ behaviour
consistently in a way which promotes
self control and independence
Exercises appropriate
authority to manage
behaviour positively.
Manages learners’ behaviour
largely in a way which promotes
self control and independence
Mutually respectful
trainee - pupil
relationships
Learners respond
promptly to teachers’
direction and work
cooperatively
Deploys support staff
enabling learning and
teaching.
Has a developing rapport with
learners
An established rapport with learners
Learners demonstrate positive
attitudes towards teacher,
learning and others; lesson flows
smoothly
Deploys support staff as
appropriate in all phases of the
lesson and in an increasing range
of ways which promotes learning
Learners display very high levels of
engagement, courtesy, collaboration
and cooperation
Most learners make progress.
All learners make progress.
Some learners make
progress.
48
Deploys support staff, in all phases of
the lesson and in an extended range
of ways which maximises learning