Preparation Days: Thursday 28th January – Friday 29th January
Block Placement: Monday 1st February – Friday 18th March
Early Years and Primary
PGCE 15-16
PP3 Placement Guide
1
The Core PGCE Primary and Early Years Partner’s
Intranet
Explore the Partner’s Intranet for placement resources, training information, dates,
conference resources, examples of completed forms, ‘how to’ mini-videos 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
PP3 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. WEEK-BY-WEEK GUIDANCE ......................................................................... 17
6. TRAINING TASKS .................................................................................................... 33
7. ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’
STANDARDS ................................................................................................................. 39
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 PP3
w/b
Mon
Tue
Wed
Thurs
Fri
PP3 Preparation
Days
28.1.16
1.2.16
PP3 (1)
8.2.16
PP3 (2)
15.2.16
HALF-TERM
22.2.16
PP3 (3)
29.2.16
PP3 (4)
7.3.16
PP3 (5)
14.3.16
Notes
INTERIM
PROFILE
DUE
Please email the Interim Profile to
your LINK TUTOR by Wednesday
24th February for consideration at
the INTERIM REVIEW Meeting.
FINAL
PROFILE
DUE
PP3 (6)
Please email the Final Profile to
your LINK TUTOR and lesson
observations to the Student
Services Team by Friday 18th
March.
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 the curriculum including foundation subjects
and PE
 Manage children’s behaviour positively, promote positive learning behaviours
and attitudes and a climate for learning
 Develop Assessment for Learning practice including:
- Setting clear objectives and success criteria
- Assessing and recording evidence of pupils’ progress and using to inform
planning
- Developing ability to use the school’s assessment data to inform planning
- Developing skills of pupil self and peer assessment
- Developing understanding of and use school’s target-setting systems to
promote progress
 Develop Assessment of Learning practice including:
- Assessment against national standards
- Understand how assessment data is used to track progress
 Further develop planning and evaluation skills including weekly planning with
daily evaluations
 Develop understanding of individual needs and overcoming barriers to learning,
including SEN and PE
 Promote progress in phonics and Early Reading

 Build up to responsibility for 70% 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 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 have sufficient time to be well-prepared
for the day ahead/next day; ensure your class teacher or mentor knows en you are leaving
the premises;
 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)
At the beginning of PP3, it is recommended that trainees use the University of Warwick individual
lesson planning and evaluation formats for all activities and lessons. This is because:

Whilst trainees will have developed their planning skills on PP2, ALL trainees will be to some extent
starting again on PP3, being placed in a different setting, a different age range and for Early Years
trainees a different age phase and curriculum.

The University proformas ensure that trainees focus on the key elements which underpin trainees’
effective planning and pupils’ learning;

The University proformas contain carefully worded prompts, designed to scaffold and develop the
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 and ensure pupil
progress.
Support for planning from Class Teachers
Trainees will need to develop confidence and competence in planning for a different age
range/curriculum/setting and so:
-
trainees should undertake supported, guided planning and share PPA time with their class teacher
-
and initially, schools are asked to share weekly and medium term plans with the trainee as a basis
for their individual lesson planning.
Adapting the planning proformas
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 trainees, many of who can find the
process of learning to plan both challenging and time-consuming. 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, and on PP3, trainees should be encouraged to do this.
11
Trainees’ use of Weekly Plans with Daily Evaluations
Mentors and Class Teachers should judge the stage at which it is appropriate for trainees to
move to weekly planning. They might take account of:
- the trainee’s developing familiarity with their class, the age range, the school curriculum and the
school’s planning processes;
- the extent to which they demonstrate competent planning and assessment practices which
promote pupil progress;
- balancing the trainee’s workload.
Link Tutors will be happy to advise, where the school needs support.
Trainees should either use the Warwick weekly planning proforma OR use the school’s proforma,
adapting it to ensure it contains the same information as on the Warwick proforma.
Please note that the Ofsted Inspection Framework for ITE (2014) sets out an expectation for ‘a detailed
written lesson plan’ for all observed lessons’ and we would recommend that trainees provide an
individual lesson plan for all observed lessons.
Planning sequences of lessons in science and the foundation subjects – developing
medium-term planning skills
Where schools are able to offer an opportunity and support for trainees to plan a sequence of lessons
in advance/create a medium-term plan, this will aid trainees understanding of progression and
development of their planning skills. A medium-term planning proforma is available (online – see below)
to support trainees’ planning or alternatively they may use the schools medium-term planning format.
Mentors and class teachers should judge whether and when it might be appropriate for trainees to
teach science, computing and foundation subject lessons working from detailed medium-term plans.
C. Assessment of pupils’ learning (TS 2 & 6)
On PP3, trainees should build on their assessment for learning experiences on PP2, which included:
 setting clear objectives and success criteria;
 ensuring that objectives and success criteria are shared with and understood by pupils (and coconstructed with pupils, where appropriate);
 assessment of achievement against learning objectives and success criteria by the teacher and
by pupils through peer and self-assessment;
 appropriate oral and written feedback and marking to learning objectives;
 encouraging pupils to take responsibility for their own learning;
 and, crucially, use of assessment information to inform planning e.g. Key information about prior
learning recorded in Prior Learning box on lesson plan and evidence of this influencing the plans e.g.
groupings of pupils and/or targeting of support, including adult support; the trainee should be able to
explain how his/her assessments from the previous lesson/session (or from prior learning) have
informed their planning
 beginning to consider pupils’ progress over time.
On PP3 trainees should also extend their assessment skills and understanding by:
 developing their ability to consider pupil progress over time, using their own record-keeping;
 developing familiarity with pupil groups recognised by the school (e.g. SEN, EAL, G&T, Looked
After, Pupil Premium etc.)
 developing familiarity with how the school tracks the progress of individuals and groups of pupils;
 Using records to review pupil progress over time and to help inform decisions which promote
pupil progress.
 Observing/supporting/participating in pupil progress meetings (as appropriate)
12
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 and mentors. Trainees should:
-
Arising from assessment information, ensure that they annotate their plans, indicating any
changes made as they taught, or changes to planned lessons.
-
evaluate the impact of their teaching on the progress and learning of their pupils
- Ensure evaluation of every lesson, and when using weekly plans, evaluate daily, so that
evaluations can inform future plans.
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 PP3 trainees should keep records of achievement for ALL pupils taught
- keep records over pupil progress over time
- these records should be used to inform planning in order to promote pupil progress
(b) Pupils’ personal development, behaviour and welfare
- on PP3 trainees should aim to develop records of personal development, behaviour and
welfare for all pupils in their classes over time i.e. records can gradually be built up over the
course of the placement as trainees learn about their pupils.
- use activities such as circle-time and ‘getting to know you’ activities to make this more
manageable
- the enhanced knowledge of pupils contained in these records should be used to inform
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.
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’)
13
Checklist for Teaching Placement File
Divider Heading
TODAY
Contents

Lesson/Activity plans and any associated resources

Plan(s) for Teaching Assistant(s)

Copies of planning for any observer

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 &
PUPIL
INFORMATION
TIMETABLES
PROFESSIONAL
DEVELOPMENT
CURRICULUM
PLANS
Organised by subjects
INFORMATION
ABOUT THE
SCHOOL
TRAINING TASKS

Records of pupils’ personal development, well-being and
behaviour.

Pupils’ targets and information about prior learning and
achievement (Provided by school)

IEPs/EHCs etc.

Class Lists including groupings/sets for different areas of
learning/ subjects

Timetable identifying what and when you are teaching
each week

Training Plan

(Completed) Lesson Observation Forms

Warwick Assessment Descriptors (highlighted to indicate
your attainment and progress)

Divided into Subjects Areas

Medium-term/weekly plans (provided by school)

Lesson plans with Evaluations and any associated
resources

Any key policies e.g.
safeguarding/behaviour/assessment/marking policies etc.

Evidence of tasks (handwritten notes are acceptable)
More than one file may be used, 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. WEEK-BY-WEEK GUIDANCE
Week by week guide for Early Years and Primary Trainees,
FOUNDATION SUBJECT TEACHING including PE
Trainees focused upon core subjects or EYFS teaching on PP2, so for all trainees, the foundation
subjects are a particular focus for this PP3 placement.
With national priority subject status, all trainees are expected to teach PE as part of their training.
The new Ofsted ITE Inspection framework also states that they should understand how to include
pupils with special educational needs in their PE lessons.
It is advantageous for trainees to teach all of the foundation subjects during their training and therefore,
the expectation is that trainees should teach all the subjects listed at some time during PP3 and PP4.
Schools organise their curriculum in different ways, and not all subjects may be being taught in the
trainee’s class during the PP3, so breadth of curriculum coverage may be supported by allowing
trainees to teach in other year groups or classes.
TEACHING TIMETABLE
On PP3 trainees should build up to teaching, but not exceed, a timetable of 70%. See overleaf for a
suggested build-up of teaching timetable.
Whilst not timetabled to teach, trainees might:
- observe learning and teaching (class teacher/other colleagues)
- complete training tasks
- carry out planning, preparation and assessment
- support the class teacher/pupils.
17
TIMETABLE and PROJECTED BUILD UP OF TEACHING
Suggested build-up of teaching timetable*
*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 70% teaching responsibility as appropriate to the individual trainee.
Week
Suggested Responsibilities
Individual trainees
Plan/teach/assess/evaluate:
% of
timetable
Suggested Responsibilities
Paired trainees
Plan/teach/assess/evaluate:
0
1
-
30%
Work with groups, getting to know the class as this will help to inform your
planning;
- Undertake activities which help to establish you as an authority figure e.g.
reading a story to the class, taking the register etc.;
- a sequence of whole class
lessons in English or maths.
- some foundation subjects.
Trainee 1: a sequence of whole class
lessons in maths;
Trainee 2: a sequence of whole class
lessons in English;
Trainee 1/2: some foundation subjects
Early Years trainees: phased build-up to the teaching of whole class lessons.
-
2
40%
-
a sequence of whole class
lessons in English or maths
(alternating with what was taught
the previous week).
MFL should be prioritised if
trainee’s specialism
science and possibly some
foundation subjects.
Trainee 1: a sequence of whole class
lessons in English;
Trainee 2: a sequence of whole class
lessons in maths;
Trainee 1: computing and possibly some
foundation subjects
Trainee 2: science and possibly some
foundation subjects
Half Term
3
50%
-
4
60%
-
5
70%
6
-
-
a sequence of whole class
lessons in English or maths.
MFL should be prioritised if
trainee’s specialism
science and some foundation
subjects.
a sequence of whole class
lessons in English and maths.
science and some foundation
subjects (MFL priority for
specialists).
a sequence of whole class
lessons in English and maths.
science and a range of
foundation subjects (MFL priority
for specialists).
18
Trainee 1: a sequence of whole class
lessons in maths;
Trainee 2: a sequence of whole class
lessons English;
Trainee 1: science and some foundation
subjects
Trainee 2: computing and some foundation
subjects
The whole timetable should be shared
between the 2 trainees.
To enable 60/70% teaching time, each
trainee should act as a TA,
teaching/managing a group under their
partner’s direction for some of the timetable.
WEEK-BY-WEEK GUIDANCE for EARLY YEARS AND PRIMARY TRAINEES
Preparation days: Thursday 28th – Friday 29th January
Trainee Tasks and Observations
This is not an exhaustive list but you should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Ensure you have accessed and taken account of relevant school policies – especially
Behaviour and Assessment & feedback;
Clarify safeguarding/child protection procedures and personnel;
Find out about your school’s approach to promoting SMSC development in pupils in order to
address “British values” and prepare pupils for life in modern Britain;
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;
Make sure you have started a school placement file (see updated checklist in section 3);
Gather relevant classroom information e.g.: class/school timetables; class lists and how
children are grouped, any commercial schemes used by the school;
Work with groups, getting to know the class as this will help to inform your planning;
Undertake activities which help to establish you as an authority figure e.g. reading a story to
the class, taking the register etc.;
Share your Training Plan including initial PP3 targets with mentor and class teacher;
Share school-based training tasks with mentor and class teacher;
In preparation for the first full week - week 1, agree timetable for planning/teaching and
undertake GUIDED JOINT PLANNING WITH YOUR CLASS TEACHER;
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!;
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.
19
14.
15.
16.
17.
18.
19.
20.
21.
Observe the class teacher teaching;
Observe classroom and school routines;
Ensure you are aware of classroom rules;
Observe how the behaviour policy is implemented
(including the use of rewards and sanctions);
Identify which ‘learning behaviours’ are promoted and how
this is achieved e.g. ‘try new things’, ‘don’t give up’,;
Identify ‘stop’/attention gaining signal(s) in use;
Ensure that you learn pupils’ names quickly;
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);
WEEK 1: Monday 1st – Friday 5th February
Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths and some foundation subjects.
NB. Early Years Trainees may need a more gradual introduction to planning and teaching in KS 1.
Take responsibility for
around 30% of the
timetable
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
- Primary: plan/teach/
assess/evaluate a sequence
of whole class lessons in
English or maths (teaching
sequences of lessons to aid
development of AfL);
- Early Years: build up to
teaching whole class lessons
in either English or maths;
- Plan how you will ENGAGE all
pupils in learning e.g. using
an interesting ‘hook’, active
learning strategies etc.;
- Observe the class teacher
teaching science in
preparation for teaching this
next week;
- Observe PE, in preparation
for teaching.
- In preparation for week 2,
agree timetable for the
following week and
undertake GUIDED JOINT
PLANNING WITH YOUR
CLASS TEACHER.
- Is your objective clear?
- Do success criteria break down the LO and
help pupils understand how to be successful?
- ASSESS the extent to which pupils have
achieved the learning objective;
- Are you pre-planned assessment questions
helpful in identifying learning?
- Set up and maintain a RECORD-KEEPING
system to record pupils’ achievements
against learning objectives over time;
- USE this assessment information i.e. record it
in the ‘Pupils’ previous learning experiences‘
box on your next lesson plan and ensure that
your planning takes account of this
information;
- Ensure that feedback to pupils is in-line with
school policy.
- Begin to build up RECORDS of pupils’
personal development and well-being e.g.
using ‘getting-to-know-you’ activities;
- Observe how your class teacher and other
teachers gather assessment information
DURING the lesson. How do they assess
during the introduction, the main part of the
lesson, the mini-plenary, the plenary etc.?
- ‘Teach’ established classroom/school routines,
that is, set clear expectations (in-line with school
routines and rules) and actively reward/reinforce
these routines/rules;
- In particular, teach clear routines for transitions
(e.g. moving to/from the carpet) and for
stopping the class;
- Ensure all lessons and resources are prepared in
advance;
- Remember to use positive language and to
reward the behaviour you want;
- For minor disruption, remember to use a
hierarchy of sanctions - least intrusive first (e.g.
NVC, offering support);
- Calmly and firmly implement the behaviour
policy, including sanctions where necessary;
- Reflect upon the extent to which you are
encouraging pupils to work with positive
attitudes and develop positive learning
behaviours;
- Discuss with the CT any pupils with ‘challenging’
behaviour and any individual behaviour plans or
approaches used to manage behaviour
effectively; develop understanding of why the
child/ren might present these behaviours;
- Develop your
understanding of
the individual
needs of pupils in
your class (SEND,
EAL, G&T, pupil
premium, medical,
under-performing
groups etc.) and
the distinctive
approaches that
the teacher uses to
meet these needs;
- begin to
implement
appropriate
approaches to
meet needs;
- at the end of this
week, reflect upon
the
appropriateness of
your
differentiation and
adjust accordingly.
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)
Below is one example of how week 1 might be timetabled between two paired trainees. Please interpret this as appropriate for your context and trainees.
WEEK ONE
Mon
Tues
Wed
Thurs
Fri
AM
AM
PM
Trainee 1: Plan/teach/assess/evaluate a sequence of whole
class lessons in maths
EY Trainees: phased build-up to whole class teaching
Trainee 2: Plan/teach/assess/evaluate a sequence of whole
Foundation Subjects
Each trainee takes responsibility for
planning/teaching/assessing/evaluating one or
more foundation subject lessons.
class lessons in English
EY Trainees: phased build-up to whole class teaching
20
WEEK 2: Monday 8th – Friday 12th February
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths (alternating with what was taught the previous week)
(and MFL if specialist)
Foundation: Plan/teach/assess/evaluate science and possibly some foundation subjects.
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
- Plan/teach/assess/evaluate a
sequence of whole English OR
mathematics lessons;
- Plan and teach science (and
MFL if specialist);
- Plan how to engage all
learners throughout all stages
of the lesson e.g. how will ALL
pupils be actively engaged in
the lesson introduction?
- Ensure that you plan to
deploy your TA to support
learning in ALL phases of the
lesson
- Where you have been able to
observe PE, arrange to teach
a sequence of PE lessons,
planning how you will include
pupils with SEN;
- In preparation for next week,
agree timetable for the
following week and
undertake JOINT PLANNING
WITH YOUR CLASS TEACHER.
- Are your objectives and success criteria clear?
Evaluate how well they are understood and USED by
children in your lesson.
- ASSESS the extent to which pupils have achieved the
learning objective, maintain RECORDS of this
assessment information and USE it to inform
planning;
- Is your record-keeping clearly linked to your
planning? 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;
- Can you use the school’s system of self/peer
assessment, or implement your own strategies?
- Discuss and where possible participate in
assessment against national standards (e.g. new
NC/ APP/NC levels) with your class teacher/subject
leaders; explore how this data is used by the school
to track progress;
- Where possible, participate in/observe preparations
for pupil progress meetings/ in your school’s targetsetting approaches.
- Respond to feedback provided
by your Mentor and class
teacher in order to promote
good behaviour to learn;
- Reflect upon the extent to
which you are encouraging
pupils to work with positive
attitudes and develop positive
learning behaviours;
- Remember to maintain positive
interactions with pupils in
order to support a climate for
learning.
- Implement appropriate
strategies to manage more
challenging behaviours. seeking
support where necessary;
- Where there are no pupils with
particularly ‘challenging’
behaviour in your class,
arrange to observe the
management of challenging
behaviour in another class.
- Discuss with your
CT/Mentor causes of
low achievement
and strategies to
challenge/motivate
pupils from
underperforming
groups.
- Review your recordkeeping over time;
are there any
patterns? e.g. one or
more pupils who
sometimes do not
meet the learning
objective; analyse
why this might be
i.e. what are the
barriers to learning?
- What might you do
to overcome these
barriers?
Take responsibility for
around 40% of the
timetable
PROMOTING YOUR
PROGRESS
- Attend the weekly Mentor
meeting and write up the
log of the meeting in your
Training Plan; review
targets/agree new targets
as appropriate;
- Plan time into your
timetable for training tasks;
- Continue to review progress
towards Teachers’
Standards by highlighting
your achievements on the
‘Warwick Assessment
Descriptors’ and discuss
with your mentor.
- Towards the end of the
week, complete a selfassessment of the Interim
Profile (due in after half
term, ready to share with
your mentor.
- Review progress towards
meeting your PP3 targets.
Below is one example of how week 2 might be timetabled between two paired trainees. Please interpret this as appropriate for your context and trainees.
WEEK TWO
AM
AM
Trainee 2: Plan/teach/assess/evaluate a sequence of whole
class lessons in maths
Trainee 1: Plan/teach/assess/evaluate a sequence of whole
PM
Mon
Tues
Wed
Thurs
class lessons in English
Fri
21
Trainee 1: computing and possibly some
foundation subjects
Trainee 2: science and possibly some
foundation subjects
WEEK 3: Monday 22nd – Friday 26th February
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths. MFL should be prioritised if trainee’s specialism
Foundation: Plan/teach/assess/evaluate science and some foundation subjects.
PLANNING AND TEACHING
- Plan/teach/assess/evaluate a
sequence of whole English OR
mathematics lessons;
- In your planning/teaching, consider
how you will:
 develop breadth and depth of
understanding e.g. use Bloom’s
taxonomy to plan more
challenging activities; plan
questions to probe children’s
responses and challenge thinking;
 engage and sustain the interest of
all pupils throughout the lesson;
- Plan and teach science (and MFL if
specialist)
- Teach an increasing range of
foundation subjects including PE;
- Check plans and timetable for the
following week (4); undertake joint
planning with the class teacher; where
appropriate, take more responsibility
for planning independently.
ASSESSMENT, RECORDING &
REPORTING
- Observe how your class
teacher and other teachers
gather assessment
information DURING the
lesson and use this to
adapt teaching within the
lesson to promote learning;
to what extent are you able
to do this?
- Are you making effective
use of self and peer
assessment to promote
progress within the lesson?
- Are you using the
information from your
record-keeping?
- Are you implementing
strategies and approaches
to promote independent
and autonomous learning?
- Where possible, participate
in/observe pupil progress
meetings.
BEHAVIOUR TO LEARN
- To what extent can you
actively support pupils to work
with positive attitudes and
develop positive learning
behaviours?
Reflect upon your
management of more
challenging behaviour, do you
make use of:
- behaviour plans to
understand individuals (e.g.
awareness of triggers and
appropriate actions)?
- basic assertion techniques?
- a hierarchy of sanctions?
- de-escalation techniques?
- appropriate body/verbal
language and positioning?
- Ask for feedback on your
management of
challenging behaviour;
Take responsibility for
around 50% of the
timetable.
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Where appropriate, implement
strategies to challenge/motivate
pupils from underperforming groups;
- If there are individual needs within
your class with which you are less
familiar, conduct some research into
these needs, and discuss with your
class teacher/mentor/school SENCO;
- Review how well you challenge higher
attaining/G&T pupils and ask for
feedback/support as appropriate.
- Continue to review your recordkeeping over time to identify any
pupils who do not meet the learning
objective; aim to identify any barriers
to learning; what might you do to
overcome these barriers?
- Timetable 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, e.g.
behaviour management,
assessment for learning,
phonics etc.;
- Discuss the Interim Profile
with your Mentor (submitted
on Wednesday) and ensure
you are clear about the
targets set on this profile and
how to achieve them, to
maximise your achievements
on this placement.
- Do you challenge any stereotypes or
the use of derogatory language; can
you recognise equal opportunities and
diversity e.g. in your teaching and
resources?
Below is one example of how week 3 might be timetabled between two paired trainees. Please interpret this as appropriate for your context and trainees.
WEEK THREE
AM
AM
Trainee 1: Plan/teach/assess/evaluate a sequence of whole
class lessons in maths
Trainee 2: Plan/teach/assess/evaluate a sequence of whole
PM
Mon
Tues
Wed
Thurs
class lessons in English
Fri
22
Trainee 1: science and possibly some
foundation subjects
Trainee 2: computing and possibly some
foundation subjects
WEEK 4: Monday 29th February – Friday 4th March
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in English and maths.
Foundation: Plan/teach/assess/evaluate science and some foundation subjects (MFL priority for specialists).
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable 60% teaching time, each trainee should act as a
TA, teaching/managing a group under their partner’s direction for some of the timetable.
ASSESSMENT,
PLANNING AND TEACHING
RECORDING &
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
REPORTING
- Continue to
- Review the effectiveness of your - Review your record-keeping to
Individual trainees:
make
good
use
management of behaviour to
identify the learning and
- Plan/teach/assess/evaluate a week’s lessons for
of
your
promote
learning;
progress of all pupils and groups
English AND mathematics and science (and MFL
Assessment
for
Reflect
upon
the
extent
to
of pupils in your class:
if specialist);
Learning
which
you
are
supporting
the
- are there any pupils who
- In your planning/teaching, consider how you will:
strategies
and
development
of
‘learning
seem to make less
develop breadth and depth of understanding;
information,
behavours’
and
promoting
a
progress?
and maximize learning by sustaining pupils’
Review
how
‘climate
for
learning’;
Are there any groups of
engagement;
effective
your
Where
possible
observe
in
a
pupils who seem to make
- Plan/teach/assess/evaluate some foundation
AfL strategies
different key stage – how is the
less progress? Can you
subjects including PE
are - do they
school behaviour policy adapted
identify what the barriers to
Paired trainees:
help you to
to different age ranges/phases?
learning might be?
- The timetable should be planned out between the
promote
(this will help to prepare you for - Evaluate and discuss approaches
2 trainees with each taking responsibility for
learning and
subsequent placements in
to overcome barriers to learning
either English or maths;
progress both
different age ranges);
with your class teacher.
- Foundation subjects should also be allocated
within and
- Implement strategies to
- Review your differentiation and
between the 2 trainees;
between
encourage pupils to take
adaptations to ensure the
lessons?
responsibility
for
their
own
progress of ALL pupils, including:
- To increase % teaching time, in some lessons
learning;
- pupils from underperforming
trainees should act as TAs for one another; the
groups;
trainee leading the session should use best
Higher attaining pupils
practice to plan and brief the partner in TA role.
Take responsibility for
around 60% of the
timetable.
PROMOTING YOUR
PROGRESS
- 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.
Below is one example of how week 4 might be timetabled between two paired trainees. Please interpret this as appropriate for your context and trainees.
WEEK FOUR
Monday
- Friday
AM
AM
Trainee 1: Plan/teach/assess/evaluate a sequence of whole
Trainee 2: Plan/teach/assess/evaluate a sequence of whole
class lessons in English
class lessons in maths
Trainee 2: to act as a TA under Trainee 1’s direction in
some lessons
Trainee 1: to act as a TA under Trainee 1’s direction in some
lessons
23
PM
Foundation subjects, including science
and computing, should be shared
between the 2 trainees.
WEEK 5 Monday 7th – Friday 11th March and
WEEK 6: Monday 14th – Friday 18th March
Take responsibility
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in English and maths.
for around 70% of
Foundation: Plan/teach/assess/evaluate science and an increasing range of foundation subjects (MFL priority for specialists).
the timetable.
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable 70% teaching time, each trainee should act as a TA,
teaching/managing a group under their partner’s direction for some of the timetable.
ASSESSMENT,
PLANNING AND TEACHING
RECORDING &
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
REPORTING
Continue to make good
- Continue to reflect
- Evaluate the
- Carry out any training tasks not already
Individual trainees:
use
of
your
Assessment
upon
and
develop
effectiveness
of
your
completed;
- As for week 4, teaching an increasing
for
Learning
strategies,
the
effectiveness
of
strategies
to
overcome
Attend
the weekly Mentor meeting and write up
range of foundation subjects, including
reflecting
upon
the
extent
your
teaching
and
barriers
to
learning
for
the
log
of the meeting in your Training Plan;
PE.
to
which
you
can:
management
of
individuals
and
groups,
review
targets/agree
new targets as appropriate;
- At some point, plan your timetable so
Use
AfL
to
adapt
behaviour
to
learn
including
Conduct
focused
observations
of other teachers
that you take responsibility for the class
teaching
within
and
so
that
learning
and
underperforming
groups;
depending
upon
individual
needs.
for a whole day.
between lessons;
progress are
- Use this evaluation to
- Towards the end of week 6, review progress
- Evaluate how successful you are in
Use
AfL
strategies
maximized.
plan
well-targeted
towards Teachers’ Standards by highlighting your
planning learning activities which
which
allow
pupils
to
interventions
to
support
achievements on the ‘Warwick Assessment
develop, consolidate and deepen pupils’
understand
and
take
the
learning
and
progress
Descriptors’.
knowledge, understanding and skills.
responsibility
for
their
of
all
pupils/groups
of
Record your judgments on a copy of the Final
- Evaluate how successful you are in
own learning;
pupils across a range of
Profile and discuss with your mentor.
engaging pupils in learning and sustaining
- Use AfL to make a
subjects/lessons.
this interest throughout the lesson.
noticeable impact upon
Additionally in week 6:
Paired trainees:
learning and progress?
- Review, and ensure your Mentor signs off your
As for week 4, swapping the core subject
PP3 targets;
for which you are responsible.
- Continue to explore
- At some point, plan your timetable so
- Discuss/agree your Final Profile using Warwick
how your school tracks
that you take responsibility for the
Assessment Descriptors and ensure that you have
pupil progress and the
class for a whole day;
a copy.
progress of groups of
- Increase teaching time to 70% by
- Attend the weekly mentor meeting and write up
pupils.
increasing responsibility for
the log of the meeting in your Training Plan;
foundation subject and/or the time
- You have now reached Reflection Point 3 and can
for which you act as a TA;
- What implications does
begin to reflect upon your progress in your e- demonstrate outstanding practice by
this have for the class
PDP.
deploying your TA in an extended
teacher?
range of ways which maximises
learning.
24
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
EARLY YEARS TRAINEES
Prior to this placement, these trainees have completed a 1 week observational placement (PP1); a 5day Serial placement which aimed to allow trainees to apply university-based training to school-based
practice; and a six week PP2 placement in a Nursery setting.
At this stage, the trainees’ course has covered the EYFS curriculum prior to their PP2
placement in Nursery, followed by a necessarily brief introduction to the primary core
curriculum and elements of computing and foundation subjects.
Therefore, for this PP3 placement, Early Years trainees will benefit from a phased induction
into teaching and learning in Key Stage 1, where they are expected to build up to teaching
across all areas of the KS1 curriculum.
To provide additional support, Early Years trainees may, at the school’s discretion, be paired
for PP3.
PRIMARY TRAINEES
Prior to this placement, these trainees have completed a 1 week observational placement (PP1); a 4day Serial placement which aimed to allow trainees to apply university-based training to school-based
practice; and a six-week PP2 placement. For PP3, all trainees will be in a different age phase to that
of PP2.
At this stage, the trainees’ course has covered the core curriculum and elements of
computing and foundation subjects. Therefore, on PP3, trainees can teach across all areas
of the curriculum. Schools are asked to provide medium term and weekly plans for all
trainees.
All trainees should teach their specialist subject on PP3. Where a trainee’s specialist subject
is not being taught in his/her class, trainee and school are invited to be flexible, for example,
teaching the specialist subject within another class/age range.
Required Planning and Teaching on PP3
All trainees are expected to build up to teaching 70% 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 change of age range, school, and in the case of Early Years trainees curriculum, ALL trainees will require significant initial 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 (initially individual poroformas, moving onto weekly proformas at the school’s
discretion – see section 3).
Individual needs: all trainees will vary in terms of 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
25
overleaf to ensure that their trainees build up to their 70% teaching responsibility as
appropriate to the individual trainee.
Guidance for Paired Placements
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.
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 received university-based training in these
subjects at this point in their programme.
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
practice in assessment and monitoring pupil progress; and practices to overcome barriers to
learning/support 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 and providing verbal feedback. Ensure clear targets are
set and linked to the appropriate Teachers’ Standards.
26
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 targetsetting 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/primarymentor (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.
27
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.
Preparation days: Thursday 28th – Friday 29th January
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 PP3 Targets, and information about their
previous placement and progress on the PGCE programme. 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 underperforming groups 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 first full 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.
28
WEEK 1: Monday 1st – Friday 5th February
Trainees should: plan/teach/assess/evaluate a sequence of whole class lessons in English or
maths and some foundation subjects. NB. Early Years Trainees may need a more gradual
introduction to planning and teaching in KS 1.
teaching:
approx. 30%
of the
timetable
Suggested foci for week 1
1.
Discuss trainee’s progress with the class teacher.
2.
Offer support and constructive feedback, for example, on the trainee’s:
- behavior management and classroom presence;
- promoting learning behaviours and a ‘climate for learning’;
- understanding of how to manage the behavior of any pupils with more challenging behavior;
- ability to set clear objectives AND success criteria;
- use of information to plan subsequent lessons, and use of the school’s marking and feedback policy;
- ability to engage pupils in learning.
3.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
4.
Review initial PP3 targets in the trainee’s Training Plan, and set new targets as appropriate;
5.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil
progress; we suggest that trainees teach sequences of lessons (in maths or English) as this provides
opportunities to develop assessment for learning practices.
6.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and discuss trainee’s progress with the class teacher.
7.
Where possible, ensure trainees can observe science and PE taught to their class in preparation for teaching
these subjects.
8.
Arrange for the trainee to undertake focused observations of other teachers depending upon his/her
individual needs; and in particular to develop assessment for learning skills.
9.
Ensure that a date has been agreed for the joint observation with the link tutor.
WEEK 2: Monday 8th – Friday 12th February
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths
(alternating with what was taught the previous week) (and MFL if specialist)
Foundation: Plan/teach/assess/evaluate science, and possibly some foundation subjects.
teaching:
approx. 40%
of the
timetable
Suggested foci for week 2
1. Offer support and constructive feedback, for example, on the trainee’s:
- developing behavior management, including the management of more challenging behavior; where there
is no particularly challenging behavior in the trainee’s class, could they observe in another class?
- assessment for learning skills e.g. using assessment information to inform planning; record-keeping; self
and peer assessment;
- developing understanding of assessment against national standards (e.g. new NC) including how this data
is used by the school to track progress; pupil progress meetings; school’s target-setting approaches;
- developing understanding of how to support pupils with individual needs in their class and overcome
barriers to learning.
2.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
3.
Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress.
4.
As part of the training plan, could trainees be offered some input/training on the causes of low achievement
and strategies to challenge/motivate pupils from underperforming groups?
5.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching.
6.
Discuss trainee’s progress with the class teacher.
7.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs). Ensure the trainee is clear
about their ‘next steps’ and how to achieve them. This will support completion of the Interim Profile, due in
after half term.
HALF TERM
29
WEEK 3: Monday 22nd – Friday 26th February
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths.
MFL should be prioritised if trainee’s specialism
Foundation: Plan/teach/assess/evaluate science and some foundation subjects.
teaching:
approx. 50%
of the
timetable
Suggested foci for week 3
1. Offer support and constructive feedback, for example, on the trainee’s:
-
-
developing understanding of the management of challenging behaviour e.g. behavior plans to understand
individuals/triggers/de-escalation techniques/body language;
ability to develop pupils’ breadth and depth of understanding;
ability to engage and sustain pupils’ interest in learning;
assessment skills e.g. using teacher, self and peer assessment to promote progress within the lesson; use
record-keeping to promote progress; strategies and approaches to promote independent and
autonomous learning.
understanding of the needs of SEN pupils in their class and their ability to challenge higher attaining/G&T
pupils, and the ability to identify and plan how to overcome barriers to learning of individuals/groups.
2.
3.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
As part of the training plan, please share strategies and processes challenging higher attaining and gifted and
talented pupils; arrange for the trainee to undertake focused observations of other teachers depending upon
his/her individual needs as appropriate;
4.
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress; where
appropriate, trainees may be developing some independence in planning in areas of greater confidence.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs).
6.
Complete the Interim Profile for discussion with the CT and trainee. Review the trainee’s progress towards
meeting his/her PP3 targets. Discuss the Interim Profile with the CT and trainee and ensure the trainee is clear
about the targets set on this profile (‘next steps’) and how to achieve them. Submit the Interim Profile to
your Link Tutor on/before Wednesday.
WEEK 4: Monday 2nd – Friday 6th March
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in
English and maths.
Foundation: Plan/teach/assess/evaluate science and some foundation subjects including PE
(MFL priority for specialists).
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable
60% teaching time, each trainee should act as a TA, teaching/managing a group under their
partner’s direction for some of the timetable.
approx. 60%
teaching
responsibility
Suggested foci for week 4.
1.
Offer support and constructive feedback, for example, on:
- the effectiveness of the trainee’s AfL strategies to promote learning and progress both within and
between lessons;
- the effectiveness of the trainee’s management of behavior and active promotion of learning behaviours;
- the trainee’s awareness of the learning and progress of all pupils e.g. through reflecting upon their recordkeeping and identifying any patterns of underachievement (individuals or groups);
- the effectiveness of the trainee’s ability to overcome barriers to learning and promote progress;
- the effectiveness of the trainee’s strategies to challenge/motivate pupils from underperforming groups
and high attainers.
2.
3.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
4.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs)
5.
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress, developing
independence in planning in areas of greater confidence.
30
WEEK 5 Monday 7th – Friday 11th March and
WEEK 6: Monday 14th – Friday 18th March
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in
English and maths.
Foundation: Plan/teach/assess/evaluate science and an increasing range of foundation
subjects including PE (MFL priority for specialists).
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable
70% teaching time, each trainee should act as a TA, teaching/managing a group under their
partner’s direction for some of the timetable.
approx. 70%
teaching
responsibility
Suggested foci for weeks 5
1. Offer support and constructive feedback, for example, on the trainee’s :
- use of AfL to adapt teaching within and between lessons and make a noticeable impact on progress;
- use of AfL strategies which allow pupils to take responsibility for their own learning;
- ability to plan well-targeted interventions to support the learning and progress of all pupils/groups of pupils
across a range of subjects/lessons;
- ability to evaluate the effectiveness of their strategies to overcome barriers to learning for individuals and
groups, including underperforming groups;
2. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching.
3. Discuss trainee’s progress with the class teacher.
4. Ensure that trainees undertake joint planning with their class teachers to enable pupil progress and are
developing some independence in planning.
5. In preparation for completing the Final Profile (in week 6) review the trainee’s progress against the Warwick
Assessment Descriptors (WADs).
And in Week 6
6. Review/sign off the initial trainee’s PP3 targets and other targets in the trainee’s Training Plan, as appropriate.;
7. Complete the Final Profile in consultation with the trainee and class teacher;
8. Email a copy of the Final Profile to the Link Tutor
9. Ensure that the trainee has a copy of his/her final profile.
10. Return other documentation e.g. Lesson observation forms to the Student Services Team by the end of the
placement.
31
32
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.
.
33
ENGLISH TRAINING TASKS:
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. Hand in relevant notes and plans to Avon Reception on return to university.
Early Years Trainees Only
1.
Your English task, Learning About the Teaching of Reading, is available to download from the
English section of the PGCE website – click on the Resources For School Placement tab.
Expectations for this task are outlined fully within the document. This task includes observing
the teaching of Phonics before planning and teaching sequences of lessons yourself. You will
also assess an individual child in phonics. This task is to be handed into Avon Reception on
your return to the University.
TS 3
TS 4
TS 6
Primary Trainees Only
1.
Please ensure that you select the right SBT:
 If you are in KS2
- for the first time, you need to download the SBT that is labelled accordingly.
- for the second time, you need to scroll down the page a little to find the
appropriate one.
 If you are in KS1 you need to download the KS1 version of the task. 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/thecommunicat
iontrust/schoolbasedtasks
TS 3
TS 4
TS 6
**Please note that whichever year group you are teaching your SBT requires you to
observe, plan, teach and assess a series of phonics sessions.
All SBTs are labelled clearly. Check the detail on the front to confirm that you have the
right version. Instructions for what to do are outlined within the document.
ENGLISH, MATHEMATICS and SCIENCE: EY & Primary
Objectives:
- to enhance understanding of how effective use of ‘talk’ can promote learning in the core subjects;
- to support the writing of your core subject assignment;
- to enhance your personal teaching skills
 Analyse and make notes on the different ways in which ‘talk’ is used to support and enhance
the learning of skills, knowledge or understanding.
 Make notes on the way the groups of children are organised for the session and consider the
rationale behind this, e.g. mixed attainment or similar attainment, mixed gender or same
gender etc.
 Make notes of who asks the most questions, children or adults? Does the balance shift over
the course of the session? A tally chart approach might help you gather the evidence and
reflect on the teaching and learning.
 Try to make notes of the type of questions asked by adults and children (see science lecture
notes on questioning). Listen to groups of children talking together as well as them talking to
adults.
 Try to make links between your reading for your assignment and the practices you are
observing.
 You will find it helpful to record episodes of talk eg. of children talking together, for later
analysis/inclusion as transcripts in your assignment (seek permission from your school first).
34
TS
1, 2, 3,
4, 5, 6,
7, 8
EARLY YEARS 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.
Related
Standards
TS 2
TS 3
TS 5
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.
Specialism
Aim: to develop a strong understanding of how pupil progress can be maximised in your
chosen specialism.
Guidance: You should upload any outcomes from these tasks to your specialism page
on Mahara.
Related
Standar
ds
1a
(Primary) Teach an activity which incorporates your chosen strand.
1b
Reflect upon and evaluate on how your activity maximised pupil progress.
2
(Early Years) Plan to teach an activity which incorporates your chosen strand at
the beginning of PP4 if unable to do so on PP3.
TS4
3
Interview subject coordinator / phase leader about their role in maximising pupil
progress and your chosen strand (if unable to do this on PP2)
TS8
35
TS4
TS2
SEN and PE Training Task
Aims:
- to develop your understanding of how to meet the needs of pupils with special educational needs and
disabilities and be able to use and evaluate distinctive teaching approaches to engage and support them (TS5)
within the national priority subject of PE.
Guidance:
your should share the concise case study which you develop through this task with your fellow
trainees (see below) in order to build a community of knowledge;
read the contributions of your colleagues in order to further develop your own understanding of
this important topic.
1. Discuss with key personnel e.g. the SEN co-ordinator, PE co-ordinator what adaptations are
made to support pupils with SEN/D in PE.
2. (a) Where possible, arrange to observe PE lesson(s) where ‘quality first’ teaching and/or
‘reasonable adjustments’ allow pupils with SEN/D to participate fully.
(b) Where possible, discuss how pupils’ needs are planned for with the member of staff
teaching the lesson(s).
3. Contribute to the on-line Wiki page for your Professional Studies group to share one concise
case-study, identifying:
- the pupil’s need(s)
- ‘quality first teaching or ‘reasonable adjustments to meet the pupil’s needs within PE
- Evaluate how successful you/school staff felt these measures to be and why.
NB. please ensure anonymity of the school and pupil in this case-study
For an example, and to add your case-study, go to :
http://www2.warwick.ac.uk/fac/soc/cpe/students-partners/current/sen_and_pe_wiki/
36
TS 5
PROFESSIONAL STUDIES TASKs
Communication with Parents
“The more parents are engaged in the education of their children, the more likely their
children are to succeed in the education system.” Goodall and Vorhaus, 2011, p. 16)
Aims:
- To help you understand the importance of effective home-school communication;
- To raise your awareness of the breadth of opportunities for home-school
communication
- To consider what constitutes ‘appropriate’ communication
Guidance: you should bring the outcomes of this task to the Professional Studies
seminar in week 26 where you will you will share and critically evaluate practice in this
area.
You should:
1a
Read your school’s policy on promoting parental engagement/involvement.
1b
Discuss, with your mentor/class teacher your school’s practice on engaging/involving
parents and characteristics of effective communication with parents.
Discuss, with your mentor/class teacher, opportunities to communicate with parents
and how you might be involved in these: e.g. introductory letter from trainee
introducing themselves to parents; informal communications with parents at the
start/end of the school day; home-school diary; working with parents as classroom
helpers; school learning platform (online newsletter, blog etc.); phone update;
newsletter/letter; mid- year report; summary text message/e-mail; certificates of
achievement; parents’ evening; workshops for parents; other opportunities as
appropriate.
1c
TS
8
Behaviour to Learn: Bullying
Aim: to develop your awareness of the issue of Bullying and appropriate proactive and
reactive responses;
Guidance: The outcomes of this task:
- enable you understand what to do if you see a bullying incident in school
- will inform your developing understanding of TS7 ‘Manage Behaviour
effectively…’. which will be recorded in your e-PDP page for TS7;
- should be brought to your third Behaviour to Learn seminar on Bullying which in
week 28
1
Read the current DfE advice on ‘Preventing and tackling bullying’ (DfE, 2014) and
‘Cyberbullying’ (DfE, 2014), available to download from the Behaviour and Anti-bullying
Portal: http://www2.warwick.ac.uk/fac/soc/cpe/current/bullying_portal/ (follow Bullying:
DfE & Ofsted Resources)
2
Explore:
Relat
ed
Stand
ards
- 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;
- and different forms including face-to-face and cyber-bullying via text messages or
the internet.
Explore through:
(i) Reading written school documentation/policy relevant to bullying. If possible, it
would be helpful to have a copy of this policy for reference;
(ii) Talk to staff about bullying and school policy and practice. Identify specific
approaches and strategies used by the school, these may be proactive
(aimed at preventing bullying occurring in the first place) or reactive
strategies (which respond to any bullying identified).
37
TS 1,
TS 7
Optional Challenge Task
Aims: to enable you to promote the progress of all pupils via an enhanced understanding of individual
needs and application of strategies to overcome barriers to learning.
Guidance: the outcomes of your work will be presented to your PS group (in the Reflection Session
after PP3/week 25)
1. IDENTIFYING A LACK OF
PROGRESS
2. IDENTIFYING
POTENTIAL BARRIERS
3. STRATEGIES/APPROACHES
4. EVALUATION
Use information to identify where there may be a lack of pupil
progress, including:
- observations and experiences of working with pupils
- pupil records
o your own records of progress over time against learning
objectives;
o the school’s system of recording/tracking progress over
longer periods of time
o progress in books/learning journals over time
o your own individual records which gather a broad range
of information about each pupil Individual record of
pupil’s personal development and well-being
- For each child identified as making less than expected progress,
try to identify potential barriers to learning.
- You might consult other adults (class teacher/TA/Learning
Mentor) and the child, for example – have learning discussions
with pupils e.g. what helps them to learn, what gets in the way
of learning or makes it hard to learn, when do they learn best,
who do they learn best with, how do you know when you’ve
done well etc.
- Consider that the barrier(s) may be attributable to a diagnosed
SEN, a social emotional or behavioural issue, but equally the
child may have no recognised SEN and the barrier to learning
may be less specific e.g. poor/short concentration span, low
self-esteem/self-efficacy, poor social skills etc.
- Once you have identified a possible barrier to learning, consider
what you can do to address this and implement appropriate
practices/strategies.
- See lecture on Barriers to Learning for specific ideas.
- Evaluate the success of these strategies and impact on the
learning and progress.
Prepare a short case-study which can be presented to fellow trainees outlining how you
identified 1. ‘less than expected progress’, 2. barrier to learning, 3. strategies to overcome the
barrier and 4. evaluating outcomes for the pupil.( not more than 5 minutes).
38
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
39
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 (see proforma in
this section);
- 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.
40
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 (see blank action plan on following page and exemplar completed action plan on Mentor
portal) with carefully graduated targets, clearly specified actions, and progress meetings;
 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.
41
LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
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.
NOT YET MET
Climate for
Learning (TS1)
Engagement
(TS4)
Lesson
Structure and
Pace (TS4)
Subject
Knowledge
(TS3)
Explanations &
Language
(TS4)
Depth (TS4)
Learning
Behaviours
(TS2)
Meeting needs
of All
(TS5)
Assessment
and pupil
progress
(TS2/6)
Behaviour
Management
(TS7)
(In accordance
with the
school’s/
setting’s
behaviour
policy)
Management
of other adults
(TS8)
Impact on
Learning
(TS2)*
Preamble &
Part 2
RI
GOOD
OUTSTANDING
Is beginning to promote a
Can promote a ‘climate for Uses a range of strategies to
‘climate for learning’.
learning’.
promote a ‘climate for learning’.
e.g. trainee uses positive language and behaviour strategies, recognises effort…
requires support to identify
uses a limited range of
Uses a range of approaches/
strategies/ resources to
approaches/strategies/
strategies /resources to engage
engage learners.
resources to engage
pupils, arouse their curiosity and
pupils.
sustain interest in learning.
beginning to develop pace,
Lesson pace appropriate;
effective use of lesson time in most
though lesson may run out
stages of the lesson
of time
Uses a range of strategies, carefully
matched to learners needs, to promote
a ‘climate for learning’.
range of (often) imaginative and
creative strategies/resources used to
engage pupils, arouse their curiosity
and sustain interest in learning.
effective use of lesson time in all stages
of the lesson
Some accuracy of SK;
requires development.
Accurate SK is used to:
develop learners’
understanding; and to
address misconceptions.
some clarity of explanation/
instruction; some language
adapted to suit learners
new concepts/ instruction
clearly explained; adapts
language to suit learners
Accurate SK used in all phases of lesson
to: develop learners’ understanding;
and address misconceptions,
anticipated and arising during the
lesson, promoting learning
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.
new concepts/instruction clearly
explained; language well-matched
to learners’ needs
Is beginning to develop
Can develop pupils’
Can develop, consolidate and
develops, consolidate and deepens
pupils’ knowledge,
knowledge, understanding
deepen pupils’ knowledge,
knowledge, understanding and skills of
and skills.
understanding and skills.
all groups of pupils.
understanding and skills.
Little/no evidence of the
encourages pupils to work
expects and supports pupils to
Is proactive in implementing strategies
promotion of positive
with positive learning
work with positive learning
which support pupils to work with
learning behaviours.
behaviours
behaviours.
positive attitudes and learning
behaviours.
e.g. resilience, concentration, trying new things, improving…
developing understanding of Deploys a limited range of
Plans/deploys well-targeted
Plans/deploys well-targeted
barriers to learning
strategies to overcome
interventions to overcome barriers
interventions to overcome barriers to
barriers to learning
to learning
learning for a range of pupil needs
e.g. appropriate differentiation, considering motivation, supporting resources, appropriate pupil groupings, pre-teaching…
requires support to set
assessment criteria
Can set assessment criteria
which link to the learning
objective
developing understanding of
purpose of assessment
strategies
Identifies assessment
opportunities and
strategies in their planning
uses a limited range of
assessment strategies to
check learners’
understanding in their
lessons.
Little/no evidence of
self/peer assessment
Learners evaluate their
achievement
Requires support to exercise
appropriate 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.
exercises appropriate
authority to manage
behaviour positively.
mutually respectful trainee
- pupil relationships
learners respond promptly
to teachers’ direction and
work cooperatively
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
including clear questions
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.
manage learners’ behaviour largely
in a way which promotes self
control and independence
has a developing rapport with
learners
Makes effective use of clear and
accurate assessment criteria to
maximise learning.
Identifies a wide range of assessment
strategies in their planning
systematically and effectively assesses
learners’ understanding throughout the
lesson, identifying and supporting
individuals who start to fall behind and
intervening quickly to help them to
improve their learning.
Learners evaluate their achievement
against success criteria which improves
their performance within the lesson.
manage learners’ behaviour
consistently in a way which promotes
self control and independence
an established rapport with learners
learners demonstrate positive
learners display very high levels of
attitudes towards teacher,
engagement, courtesy, collaboration
learning and others; lesson flows
and cooperation
smoothly
deploys support staff
Deploys support staff as
Deploys support staff, in all phases of
enabling learning and
appropriate in all phases of the
the lesson and in an extended range of
teaching.
lesson and in an increasing range
ways which maximises learning
of ways which promotes learning
Some learners make
Most learners make
All learners make progress/learning in
Learning not evident
progress or learning in
progress/learning in most parts of
all parts of lesson.
some parts of lesson
lesson.
* Impact on Learning should be highly weighted in assigning a lesson grade
Needs support to ensure
Excellent professional practice is demonstrated including: working in line with school policies and practices;
appropriate professional
striving to work to the best of his/her ability; safeguarding children’s well-being; tolerant and respectful
practice
behaviour and relationships with all.
42