Year 1 School Based Training
• Have experience across all three key stages;
• Develop an understanding of the multiplicity of roles within the
primary school;
• Observe quality teaching of English, Mathematics and
Science;
• Understand how Computing (ICT) is integrated into the core
curriculum;
• Gain experience of Early Reading & phonics (phonics
booklet)
• Gain experience of Early Mathematics (mathematics booklet)
• Participate in group and then whole class teaching;
• Observe and evaluate how the school engages and
motivates its children and manages their behaviour;
• Develop an emerging understanding of what
information can be gleaned about children’s learning
from observing individuals and groups of children;
• Develop an understanding of how professionals
work and from this develop their own professional
identity;
• Explore and engage in the wider life of the school;
Being a Reflective Teacher
Placement Focus
a) Day Visits x 15
b) Block of 2 weeks
c) Block of 3 weeks x 2
• Understanding Learners
• Understanding educational
institutions
• Understanding the role of the
teacher
• Observing learning and learners
• Teach groups of children
• Teach and plan for whole
classes
Expectations
• develop an understanding of how
children learn
• develop an understanding of the
range and diversity of educational
institutions
• develop an understanding of the roles
of adults and children in a school
• get involved in the life of the school
• contribute to the educational
experience of a group of children
• teach and plan for whole classes
across the curriculum
Dates
Tuesday 18th November ‘14
Week 16
25th
2nd,
Tuesday
Nov,
December 2014
Weeks 17-20 inc.
w/b 12th January 2015
Week 24
9th
&
16th
27th Jan, 3rd & 9th Feb 2015
Weeks 26-28
27th Feb & 6th March 2015
Weeks 30 and 31
w/b 9th March 2015
Week 32
24th April, 1st 8th, 15th & 22nd May
2015
Weeks 38 - 42 inc.
w/b 18th May 2015
Week 42
w/b 1st June or 8th June
(depending on half-term)
Week 44 or 45
First Day Visit
Day visits each Tuesday (last day is 16th December)
Two Week Block (1)
Visit 1 from University Tutor for joint tutorial with mentor.
Day Visits on Tuesdays
half term *check this*
Day visits on Fridays
Three Week Block (2)
Visit (2) from University Tutor and Interim Report (w/b
16th or 23rd March)
Day Visits on Fridays
*Check half term dates*
Completion of SBT tasks for PDR tutorial w/b 18th May
Three Week Block (3)
Visit (2) from University Tutor (w/b 8th or 15th June)
Final Report (w/b 15th or 22nd June)
Placement Requirements
Autumn Term - Day Visits
– Students to identify Personal Development Targets
with the School Mentor
– Set up SBT file
– Get involved
– Work with small groups of children at the outset
– Gain some experience in the EYFS
– Plan and teach a section of a lesson to the whole class
(as a minimum)
– Arrange to complete all required tasks for this stage of
the placement
Placement Guidance
It is essential that the students read and understand the
guidance on placement which are accessed from the
partnership website:
www.mmu.ac.uk/education/partnerships/primary
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•
•
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Key features about the placement
Preparation and focus
Planning and proformas
Checklist for SBT file
Students are directed to look out for updates and messages
on Moodle.
Spring Term - Block 1 (and day visits)
– Plan and teach at least part of a lesson to the
whole class in both Mathematics and Literacy (as
a minimum)
– Talk about learning – discuss the planningteaching-assessment cycle
– Respond to targets from 2 RoLOs (Record of
Lesson Observation) one per week of the block
and set new targets for next block
– Completion of all relevant SBT tasks to this stage
of the placement
Spring Term - Block 2
– Plan and teach a lesson to the whole class in English,
mathematics, science and a foundation subject (as a
minimum). Students are advised to try to plan and teach a
short sequence of lessons if it is possible and they are
ready.
– Participate in the lesson study approach with other
members of the pod (see notes below slide for details)
– Discuss individual children’s learning
– Respond to targets from each RoLO
– Complete a weekly reflection including progress towards
meeting standards and identified targets
– INTERIM REPORT
– Discuss Interim Report and set new targets for next block
School Based Training Tasks
Autumn & Spring term day visits and Blocks 1 & 2
•
•
•
•
•
•
•
•
•
Science Task
BBT Task 1
BBT Task 2
Specialism 1
Specialism 2
Phonics and E.R. Booklet - set tasks for each year
Early Mathematics Booklet - set tasks for each year
EAL Booklet - ongoing
See SBT Task Booklet
ongoing
Language Booklet -
Interim Report and Joint Observations
• Takes place in Block 2
• University Tutor visits the school to talk with the teacher and
Mentor about student’s progress and discuss the interim
report
• Class Mentor/Professional Mentor and University Tutor will do
a joint observation (20 -30 minutes)
• SBT files are checked for: quality of the planning, assessment
and evaluation. Evidence of reflection of progress against SBT
focused targets.
Also SBT tasks are checked
• A judgement will be made against the standards. The interim
report will be shared with the student with clear targets to
develop
Summer Term - Block 3
– Plan and teach 50% of the weekly timetable to the
whole class across the curriculum which will
include English, mathematics, science and a range
of foundation subjects. (In some settings eg. EYFS
this may be teaching groups of children.)
– Begin to use a range of assessment strategies (AfL)
– Respond to targets from RoLOs and continue to
complete weekly reflections
– Ensure SBT and PDR files are complete
– FINAL REPORT
– Discuss Final Report and set new targets for
placements in year 2
– Complete electronic evaluations
Overview - Six sessions of PDR
Whole Cohort Session - 3rd November – Introduction to PDR
University Tutorials
1. Tuesday 4th November: Introductory session – meet tutor and
group
2. Week beginning 1st December
3. Week beginning 12th/19th January*
4. Week beginning 11th May
School Mentor
1. Week beginning 12th or 19th January*
2. Week beginning 16th / 23rd March
3. During block 3
*Tutorial in school with school mentor and University tutor
Teachers’ Standards (2012)
• The Standards that the Year
1 students will be working
with are:
– 1 a, c
– 2 b, d
– 3 a, c, d, e
– 4 a, b, d
– 5 a, c
– 6d
– 7 a, b, c, d
– 8 a, b, e
Students must:
• Remember to gather evidence to
demonstrate that they are
engaging with the Standards.
• Students are now compiling a
portfolio of evidence of how they
are engaging with each Standard.
This goes beyond, but can also
include, evidence from Record of
Lesson Observations (RoLO)
and/or Interim and Final Reports.
• Students have received guidance
on some examples of how they
might provide examples for their
PDR portfolio.
Guidance given to students in their first SBT
briefing on Professional Values and Practice:
• Make a good first impression
• Have high standards of dress and conduct. You want
to be seen as a professional so act, dress and speak
like one.
• Arrive at school by 8.15 and expect to stay behind
after school
• Inform the school, university and your tutor of any
absence as early as possible (definitely before
8.30am) and preferably before the day.
• Work as part of a team
Guidance given to students about
how they can get involved
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Be involved in playground duty and assemblies
Be involved in INSET days and staff meetings (where appropriate)
Study school policy documents
Shadow the class teacher talking to parents/carers
Attend a parents’ consultation when acceptable to the Head
Experience a visitor to the class or a class outing
Be involved in a lunch time or after school club and school
functions
Final Report
• The decision is a joint one made between the
school mentor and the university tutor
• This decision is made from evidence against
the standards using the grading criteria.
• Examples of where this evidence is found is
through RoLOs, teacher comments, planning,
evaluations, weekly reflections and notes in
the SBT file