PGCE Primary Full Time
SE1 and SE2 Placements
Aims of this briefing meeting
 Know about the changes made to
documentation for 2012-13
 Be aware of the planned progression of
school experiences for PGCE student
teachers
 Know of the preparation that student
teachers receive from the university
 Know what is expected of student teachers
during serial days and block placements
Changes to SE documentation 2012-13
• Student teachers assessed against the Teachers’
Standards 2012
• No published OfSTED characteristics however,
UCET* and NASBTT* have produced descriptors
which can be used in order to grade student
teachers summatively at the end of their
placements (available in Appendix 1 of the
Formative, Diagnostic and Summative Profile and
also at http://www.ucet.ac.uk/3912)
*UCET: Universities’ Council for the Education of Teachers
*NASBTT: National Association of School Based Teacher Trainers
•Guidance for all School Experiences Handbook
to cover all school placements
• Specific Handbook for individual school
placements
•Grading for appraisals
• A (outstanding), B (good), C (satisfactory), D
(below standard)
OfSTED will be looking for student teachers to
be graded at good or outstanding.
Role of staff
SE1 & SE2 Director
Administration Assistant
School Partnership Officer
Link Tutor
School-based mentor
or
External mentor
- Jenny Carpenter
- Darryl Pearson
- Christine Weeks (to
December 2013)
Nicola Thompson
(from Jan 2013)
- regular contact and
support for mentor
- formal appraisals
and checking of
planning
- formal appraisals
and checking of
planning
The Full Time Primary PGCE Programme
• 38 weeks
• Intensive course
• Three key placements to develop their skills in learning
to be a teacher:
• SE1 (introductory)
• SE2 (developmental)
• SE3 (consolidation and extension)
• Experiential placements in a nursery and a diverse
school (in groups) to complement these experiences
• Modules in the core subjects, foundation subjects and
two professional studies modules* (at Masters Level)
*Until July 2012 full time, until July 2014 part time due to programme
revalidation
The Full Time Primary PGCE Programme
SE1, SE2 and SE3 Placements
• SE1 and SE2 occur in the same school
• Usually two student teachers in the school in a different
Key Stage to each other
• Student teachers then swap classes for their SE2
placement
• Student teachers are able to make a smooth transition
because they are already familiar with the school setting
• Student teachers can settle into and contribute to the
wider school life more quickly
• SE3 placement in a different school and in the same Key
Stage as SE1
University modules
• Understanding Learning and Teaching (Masters level)
• Understanding the young learner, learning theories,
designing learning, the learning environment, the role of
the adults and peers
• English
• Mathematics
• Science
• Foundation subjects with a focus on cross-curricular
themes, settings other than schools (Enrichment Days)
• The Emerging Professional
• Introduction to educational research, conducting and
writing a research project in their chosen area
This year’s cohort
•
•
•
•
•
•
•
147 students
60 choosing Foundation Stage/Key Stage 1
87 choosing Key Stages 1 & 2
25% male
25% over the age of 35, 71% are 25 years old or younger
A range of first degrees and experience
All have some prior experience in schools and/or Early
Years settings
• All have completed nine experiential days in two
settings during early September and completed
university-based tasks
• Some have received a training bursary
Learning to become a teacher
• Early idealism
• Personal survival
• Dealing with difficulties
• Hitting a plateau
• Moving on
Furlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge
The Continuum of Experience
Personal
Focus
Skills
Teaching
Learning
Awareness of how
young children learn
and develop, the
impact of ECM
Key ideas of learning
theory
Developing their own
skills as observers in
finding out how to find
out about children
Beginning to
understand the
implications of child
development and
learning theory
Begin to
understand the
relationship
between
learning
outcomes and
success criteria
Awarene
ss of
diverse
needs
Understandi
ng of prior
learning
Designing and Supporting Learning
Beginning to
understand how
to manage a
class of children,
how to plan and
assess, the
importance of an
appropriate
learning
environment
Strategies
for
inclusion
in a
whole
school
and
class
Begin to
understand
medium
term
planning
Organising
for learning,
principles of
intervention,
effective
interaction
Knowledge and understanding
Be able to explain to others the theories relating to learning and
teaching and the key principles of pedagogy
Survival
Personal Well-being
Self image in the teaching context
Perceptions of themselves as learners
Mastering requirements of programme, school experience
SE3
block
SE3 serial
SE2
block
SE2 serial
Diversity
SE1
Nursery
Initial
Placements
School
Exp
Learners may move forwards and back along this continuum
Develop understanding
of meeting needs of
children
Begin to understand the
role of adults in
supporting learning
Begin to evaluate
learning
Develop strategies for
managing a class
Begin to manage adults
Develop skills for writing
session plans
Begin to develop
assessment strategies
Begin to analyse
teaching
Reflect on how children
learn
Understand how to
personalise learning
Full awareness of prior
learning
Develop more effective
strategies for
differentiation
Personalised learning
evidenced in SE3
Justify reasons
for adaptations
in learning
strategies
Evaluate own skills
Seek support and
guidance about
addressing weaknesses
Understand the
role of adults in
supporting
learning and
deploy them
effectively
including self
Implement and practice
Translate emerging
understanding within a
real-life context
Evaluate and reflect
Identify strengths and
targets
Set in new SE3 context
Continue to develop
understanding of
medium term planning
in new Key Stage
Implement strategies for
managing class from
outset
Implement strategies for
monitoring and
assessment
Implement strategies for
supporting children with
SEN
Refine and improve
Continue to seek advice
and observe experienced
professionals
Teaching Task
Mastering Content to be taught
Improving teaching skills – resources, timings,
methods
Consolidate
Demonstrate
independent
skills of an NQT
Impact
Viewing Learners as individuals with
individual needs – ensuring pupil
achievement, understanding, social and
emotional well-being
SE1 (introductory) Placement Aims
•
•
•
•
Establish a presence in the classroom
Use body language and voice appropriately
Manage a class and give instructions
Deliver foundation subject/cross curricular lessons*
from the teacher’s objectives or ELGs
* Some student teachers may be confident in teaching
core subjects (based upon their previous experience)
SE1 Expectations
• Use lesson objectives from the teacher’s planning
• Teach at least 5 whole class sessions and at least 5
focus group activities
• Write a session plan or focus group sheet for every
taught session
• Evaluate each session in terms of children's progress
and the impact of their teaching and discuss this with
the teacher
• Assist the teacher in other lessons
• Time for Professional Development
SE1 assessment of student teachers
• Two whole class appraisals (one each week) using a
simplified appraisal sheet linked to the SE1 aims
• Appraisals can be carried out by the mentor, external
mentor or the class teacher
• Ongoing informal feedback from class teacher
• Interim Report at the end of SE1 completed by the
mentor or external mentor in discussion with the student
teacher and class teacher
• No summative grade or pass/fail at this stage
• All student teachers will be expected to progress to SE2
• Significant targets will be followed up in university with
specific support
SE1 dates
Half term: 29.10.12
• Five serial days
• 22nd – 26th October
• Two week block
• 5th – 16th November
inclusive
Half term: 22.10.12
• Five serial days
• 15th, 16th, 17th October
• 1st, 2nd November
• Two week block
• 5th – 16th November
inclusive
SE2 dates
• Five serial days
• 29th, 30th November
• 3rd, 4th December
• 7th – 11th January 2013
• Five week block
• Half term 22nd Feb
• 14th January – 14th February ( 4 days in final week)
• Half term 11th Feb
• 14th January – 8th February
• 18th – 21st February (4 days)
SE2 (developmental) Placement Aims
• Aims from SE1 (new Key Stage and new class in most
instances)
• To work alongside the class teacher and individually,
with increasing and sustained competence
• Develop planning, teaching, monitoring and
assessing skills in core and foundation subjects
• To contribute to the wider life of the school
• To carry out data collection for their Masters level
research project
SE2 Expectations
• Write medium term plans, weekly plans as well as
session plans, using their own ideas when
appropriate
• Teach 40% of the week from week 1, rising to 70% by
week 5
• Evaluate each session in terms of children's progress
and the impact of their teaching
• Trial various ways of recording children’s progress
• Assist the teacher in other sessions
• 10% PPA and 10% PD time
SE2 assessment of student teachers
• Four whole class appraisals using the YSJ Standardsrelated appraisal sheet
• Appraisals must be carried out by the mentor or
external mentor only
• Ongoing informal feedback from class teacher
• Interim Report half way through the block (25 th
January) completed by the mentor or external
mentor in discussion with the student teacher and
class teacher
• A summative grade and pass/fail at the end of the
placement through the triangulation process
Preparation for student teachers
• Three briefings before SE1:
• Introduction to documentation and the
expectations of the placement
• Roles of people involved in school placements
• Session planning
• One briefing before the SE2 block
• Debriefing from SE1 and academic tutor follow-up
tutorial
• Expectations of the SE2 placement and links to the
Continuum of Experience
Student teacher files
• Teaching File
• Planning and Evidence File (more likely to be used
in SE2)
• Monitoring and Assessment File
• Standards File
Student teachers are expected to have their files
organised and ready at the start of the first SE1 serial
day. These files must be made available for mentors
and external mentors to check at any time.
Teachers’ Standards
• Teachers’ Standards have to be met in order for the
university to recommend students for QTS to the
Teaching Agency
• Standards can be signed off as ‘met’ if student
teachers achieve a grade of ‘C’ or above in lesson
appraisals
Changes to the full time programme from Sept
2013
• Government requirement from 90 school- based
days to 120 (in line with secondary PGCE)
• Newly revalidated programme which will include
opportunities for specialisms and an international
placement
(Part time cohort will follow the new programme from
February 2014)
Any further questions?
Darryl Pearson: 01904 876373
d.pearson1@yorksj.ac.uk
Christine Weeks: 01904 876549
c.weeks@yorksj.ac.uk
Nicola Thompson (from January 2013:
n.thompson@yorksj.ac.uk)
Jenny Carpenter
j.carpenter@yorksj.ac.uk