PGCE (Primary & Early Years)
& School Direct
Autumn School Experience (ASE)
2015
(combined with BEES1 placement in spring 2016)
Notes of Guidance for
Student Teachers,
School Based Tutors, University Visiting
Tutors and Mentors
Partnership Office
Plymouth University
Plymouth Institute of Education
Drake Circus
Plymouth
PL4 8AA
Tel:
01752 585324
Fax:
01752 585328
E-Mail: schoolexperience@plymouth.ac.uk
PGCE (Primary & Early Years)
Autumn School Experience (ASE)
Date
Detail
8 October
2015
Year Group Preparation
Meeting
w/c 5 October
2015
Briefing Meetings for
Schools
w/c 19
October 2015
(Week 1)
w/c 2
November
2015
(Week 2)
Associate
Partnership Schools
Teaching
Partnership Schools
n/a
n/a
School representative
attends
School representative
attends
First profiling conference
held this week
Led by School Mentor
(SM) / School Direct
Mentor (SDM)
Led by University
Mentor (UM)
Weekly Monitoring &
Evaluation Form (WM&EF)
(1) including Observation
completed
Led by SM/SDM
Led by UM
Second profiling conference
held this week
Led by SM/SDM
Led by UM
Jointly led by SM/SDM
Jointly led by UM
Led by SM/SDM
Led by UM
School Experience begins
Early Alert may be used
until Friday 6th November
WM&EF inc Observation
completed (2)
w/c 9
November
2015 (Week 3)
Cause for Concern issued
no later than 13th
November
WM&EF inc Observation
completed (3)
w/c 16
November
2015 (week 4)
Insufficient Progress
should be issued no later
than 20th November
PGCE ASE Notes of Guidance
Page 1 of 20
w/c 23
November
2015
(Week 5)
Friday 27
November
2015
WM&EF inc Observation
completed (4)
Led by SM/SDM
Led by UM
Final profiling conference
held this week
Led by SM / SDM
Led by UM
Completed by
SD/SDM
Completed by UM
Visits will be made by
University staff during this
week to moderate those
students who have been
issued with Insufficient
Progress.
End of school experience.
Reports (available in Section
11 of the Primary
Partnership Portfolio) should
be completed electronically
by this date and emailed
together with an Excel
export of the final online
profile to the Partnership
Office.
PGCE ASE Notes of Guidance
Page 2 of 20
Introduction
Autumn School Experience is a paired placement and takes place in the same school or
setting as BEES1, in the spring term. As part one of a two-part placement, this facilitates an
extended period of working with experienced colleagues and pupils, and allows the student
teacher further opportunity to make progress against the Teachers’ Standards. It also allows
each student teacher the chance to establish and develop professional relationships in one
classroom(s) or setting, and over an extended period of time, and have greater impact on
pupil progress.
Student teachers are expected to be fully involved, and to work together and with the School
Based Tutor, in a supportive, collaborative and balanced way. Student teachers should take
it in turns to lead and assist each other’s teaching practice, and to focus observations in
order to inform learning conversations. These learning conversations will develop the
student teachers’ ability to reflect on teaching and evaluate the learning experiences which
they are offering to the pupils. The Evaluating Your Teaching checklist will act as an aide
memoire for your learning conversations.
Student teachers placed in KS1 classes may well be required to work with Reception age
children. Where this is the case it is essential that student teachers read the Notes of
Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to
ensure they are sufficiently prepared for working within the EYFS prior to starting the
placement.
The student teachers will come to the placement with their files prepared (see proforma
section of the Primary Partnership Portfolio) ready to begin using them so that by the end of
the first week there is clear evidence that, with their partner, they have begun to:
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Plan lessons and work with children for 75% of time. This will be working with groups
for the initial stages of this school experience, quickly progressing to working with the
whole class for more frequent, but not necessarily extended periods of time;
Develop a range of strategies and skills, through practice, observation and reflection,
in order to be confident in managing a large group or class;
Teach in core subject areas, other subject areas at KS1 or KS2 and across all seven
areas of learning in the EYFS;
Review children’s work in lessons taught and determine next steps in planning and
teaching through learning conversations;
Ensure that plans for episodes of teaching have been discussed and agreed well in
advance;
Ensure that, whether in the lead or support role, each student teacher communicates
clearly through learning conversations, the role that each will play and that there is a
shared responsibility to prepare resources;
Teach phonics/spelling/grammar as appropriate to groups and whole class, and
receive focussed observations and recorded feedback;
Teach mathematics as appropriate to groups and whole class, and receive focussed
observations and recorded feedback.
As individuals, student teachers must use their Professional Development Profile to
determine progress made, next steps and evidence of this against the Teachers’ Standards.
Student teachers will use an online profiling tool (SCROLL) in order to track and evidence
their progress. This will be used to form the basis of learning conversations in profiling
conferences that will be held regularly throughout the year with School and University
Mentors.
PGCE ASE Notes of Guidance
Page 3 of 20
Student teachers should expect as broad an experience as possible across EYFS or KS1
and KS2. In particular student teachers should be working within the core subjects of the
National Curriculum at Key Stages 1 and 2 and the prime areas of learning in the EYFS.
This provides an opportunity for student teachers to explore their subject strengths and they
need to become fully involved in teaching and learning in order to be able to do so. Student
teachers need to negotiate and agree strategies with the School Based Tutor and reflect as
individuals, in their pairs and with the School Based Tutor on outcomes. Learning
conversations are critical to student teachers in order to make progress against the
Teachers’ Standards and these should be a part of their daily and weekly reflection and
training. Student teachers should use Daily Reflection sheets during ASE to help them focus
on specific targets for progress as well as the Reflective Weekly Overview and Progress
Record. The curriculum grids in the student teachers Professional Development Profiles
should be used to track individual experiences across all curriculum areas, not only for
teaching, but also for observing good practice.
Student teachers should take frequent, but not necessarily extended responsibility for the
whole class from the start of the school experience where appropriate. Student teachers
should balance this by working with small groups in the initial stages of this school
experience, and until they are confident. Learning conversations with the School Based
Tutor, as well as weekly reflections, will determine how much responsibility and how often.
Leave of Absence during School Experience Placement
The health and well-being of student teachers is paramount, and they should take care to
remain well and appropriately rested during school experience placements. Inevitably, a
small percentage of students will succumb to minor ailments when on placement which may
require 24/48 hours rest and absence from school. Other leave requires greater
consideration, and is not necessarily granted.
Illness during school experience
Student teachers who become ill during school experience must personally inform the school
by telephone before the start of the school day, on the day that they become ill. They also
need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or
schoolexperience@plymouth.ac.uk. They should also inform their University Mentor/Visiting
Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be
required.
Absence as a result of accidental injury or hospitalisation
Student teachers who cannot attend the school experience placement due to unexpected
accidental injury or hospitalisation must personally inform the school on the day of their
absence before the start of the day, and they should also inform both the Partnership Office
and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may
be required.
Requesting leave of absence during school experience placements
Any request for leave of absence during a school experience placement must be gained
from the Headteacher in the first instance, who will judge whether or not it is appropriate in
line with school policy that is applied to all other members of the school staff. If the request is
granted the student teacher will then seek further verification from the Programme Leader by
completing a Leave of Absence form. This will be considered and may or may not be
granted.
PGCE ASE Notes of Guidance
Page 4 of 20
It is appropriate to seek Leave of Absence for:
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Planned hospital visits/appointments
School visits and interviews for first teaching posts
The funeral of a close family member
It is not appropriate to seek Leave of Absence for:
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an interview unrelated to securing a first teaching post i.e. a holiday job
an interview relating to a post within the university i.e. hall of residence manager
the funeral of a person who is not a close relative (each school will have specific
guidance on this)
attending a wedding
traveling to a wedding abroad or at a distance
childcare issues
As part of the Primary Partnership Agreement schools have the right to ask a student to
leave for a range of reasons which includes if they have concerns that the progress of the
pupils in the school is being hampered by poor attendance or disruption caused by
unnecessary or unauthorised absence.
English
There is an expectation that all students will observe, teach and be given feedback on the
teaching of all aspects of English as appropriate to the age phase or key stage in which they
are working. They need to continuously develop their awareness of the impact of teaching
phonics, spelling and grammar, as well as their practice. They should also find out the
approaches that are used in the other age phases/key stages in the school and have
evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
In addition student teachers on Autumn School Experience must complete the required
English task that they have been set as part of their modular campus based work.
Mathematics
There is an expectation that all students will observe, teach and be given feedback on the
teaching of mathematics as appropriate to the age phase or key stage in which they are
working. All students should be mindful of, and reflect on, misconceptions in mathematics.
They should also find out the approaches that are used in the other age phases/key stages
in the school and have evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
In addition:
PGCE ASE Notes of Guidance
Page 5 of 20
a. Student teachers on BEd Year 1 or PGCE ASE school experience placements
should focus on the teaching of geometry (EYFS: Space, Shape and Measures)
whilst
b. Student teachers in BEd Year 2 or PGCE BEES1 school experience placements
should focus on number.
EPGP701/EPGP702 English Learning Opportunity 1
Phonics and Early Reading
Standards addressed: 3d, 4a, 4b, 4d, 6b, 8d
This learning opportunity should be conducted with the following frequency: ASE x1;
BEES1 x2; BEES2 x3
You should negotiate access to a setting where phonics is being taught (your own setting/
classroom or another setting if necessary).
1. Observe phonics teaching and record your observations using the focused observation
proforma.
Note: If you are in a Nursery setting, this will be less formal and may include Letters and Sounds
Phase One style activities that develop phonological awareness, e.g. singing nursery rhymes
2. If possible, discuss the phonics input/ teaching and planning with the teacher/ practitioner
responsible and make notes about this discussion. Reflect upon the session/activities, thinking
about the structure of the session, the teaching methods, the children’s engagement, the
children’s learning, the opportunities for assessment, the use of resources, progression within
the session, progression within the phase/ unit. Record key insights in your weekly review.
Note: If you are in a Nursery setting, the practice may be less structured than in a school-based
setting but you can still reflect upon the methods, engagement, etc.
3. With the support of the teacher/ practitioner (where necessary), plan to teach an observed
session of phonics to a group (small or large) of children. This should be appropriate for the
setting that you have access to, and so could include intervention phonics for much older
children, or a listening game with nursery-age children.
Note: During your three experiences you should aim to observe plan and teach phonics across
either the Early Years (3-7) or Primary (5-11) age range. For BEES2 this should include larger
group or whole class work.
4. Teach the session. Seek feedback from your teacher and at least once from your associate/
link tutor using the feedback proforma for phonics. Agree grades for uploading to the online
phonics grading system and upload.
Agree and set targets for development. Record these on your SCROLL profiling document
and phonics tracker sheets. Share targets with supporting tutors on placement and at
university.
The following supporting documentation can be found within the proforma section of the
Primary Partnership Portfolio:
1.
Assessment of Phonics Skills - Students should be using schools’ approaches to
assessment of phonics and keeping appropriate records in their AM files. This
document can be used to support assessing children’s progress if there is NO
document for this already in place.
PGCE ASE Notes of Guidance
Page 6 of 20
2. Student Phonics Tracker (provision grid). This is for students to complete themselves
and keep in their PDPs along with their core and foundation subject tracker.
3. Supporting guidance for tutors OR students when observing a phonics, early reading
or spelling session. This guidance is to be used by tutors to help them to complete a
Lesson Observation Form. It will also enable tutors to give English subject-specific
feedback following an observation of a phonics, early reading or spelling session.
EPGP701/EPGP702 English Learning Opportunity 2
Grammar
Standards addressed: 3a, 4a, 4b, 4d, 6b, 8d
Introduction
Since the introduction of the new National Curriculum (2014) and Early Years Outcomes (2013),
grammar teaching, the assessment of children’s grammatical knowledge, and teachers’
grammatical subject knowledge has been made a priority in many schools and settings. This
Learning Opportunity aims to support your developing subject knowledge and confidence to
teach grammar. The best grammar teaching is always contextualised within purposeful and
authentic speaking and listening, reading and writing activities. For examples of
contextualised grammar teaching in the primary school, please see: Reedy, D. and Bearne, E.
(2013) Teaching Grammar Effectively in the Primary School, London: UKLA. This is available
from the UKLA website.
This learning opportunity should be conducted with the following frequency (where
access to Year 1 children or older can be achieved):
ASE x1;
BEES1 x1;
BEES2 x1
To complete this LO, you may need to attempt to negotiate access to a setting where
grammar is being taught (your own setting/ classroom or another setting if necessary).
Note: If you are in a Nursery/ Reception setting within a school, you should negotiate access (if
possible) to a Year 1 class or older.
1. Negotiate to observe some grammar teaching. Record your observations using the focused
observation proforma. Consider how the grammar work is made meaningful to the children, and
how it is contextualized within authentic speaking and listening, reading and/or writing activities.
2. Discuss the objectives for the session and the teaching strategies used, with the teacher/
practitioner responsible. Annotate the focused observation to provide evidence of this discussion
for your file.
3. Reflect upon the session/activities, thinking about: the subject knowledge involved and links to
the new NC; the objectives of the session; the teaching methods; the children’s engagement; the
children’s learning; the opportunities for assessment; the use of resources; progression within
the session. Record key insights in your weekly review.
Note: Grammar will be taught in a variety of ways, from the very formal to the very informal.
Please just record and reflect upon what you see, as your experience will build and vary during
your training. It may vary significantly from one setting to the next. This is fine.
3. With the support of the teacher, plan to teach an element of grammar to a group (small or
large) of children. Your teaching approach should be appropriate for the setting that you have
access to. It will vary according to the age of the children and the priorities of the setting.
Note: During your three experiences you should aim to build confidence in your grammatical
PGCE ASE Notes of Guidance
Page 7 of 20
subject knowledge and teaching. For ASE, you may work with a small group of children; in
BEES1/ BEES2 you may be working with larger groups or the whole class. Your progression will
depend on your confidence and the opportunities available. Your weekly reviews will provide
evidence of your progression.
4. Teach the session. Seek feedback from your teacher and/ or your associate/ link tutor.
Discuss targets and record these using the weekly review system.
5. Record targets and achievements for grammar teaching on your profiling document/ SCROLL.
6. Explore assessment in grammar. If the opportunity arises find out about the Department for
Education 2015 Key Stage 2 English Grammar, Punctuation and Spelling test. Have a dialogue
with the class teacher about formative assessment in grammar and make notes on your
discussion sheet.
The following resources may support your development in grammar teaching:
National curriculum for English (2014) Statutory requirements and Appendix 1 and 2
Reedy, D. and Bearne, E. (2013) Teaching Grammar Effectively in the Primary School
London UKLA (recommended for practical teaching ideas)
Waugh D. Warner, C. and Waugh, R. (2013) Teaching Grammar Punctuation and Spelling in
Primary Schools, London: Sage
Cameron D. (2007) The Teacher’s Guide to Grammar, Oxford: OUP
Crystal, D. (2004) Rediscover Grammar, London: Routledge
DfE Website for assessment information.
Progress during School Experience
Discussions about a student teacher’s progress and targets for improvement during each
placement are based on:
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the Weekly Monitoring and Evaluation Report Form which includes an observation,
learning conversation, the school’s viewpoint and the engagement of the student
teacher in a professional capacity within the school;
Focussed observations;
Reflective Weekly Overview and Progress Record;
Lesson Planning and Evaluation, and all teaching, learning and pupil progress
through the presentation, organisation and content of required files;
The Profiling Conference Records.
The Online Profile
All of these elements can be exemplified in the levels and stages within the teachers
Standards as set out in the online profile (SCROLL), and the online profile gives a clear
indication of the progress being made by the student teacher whilst on placement.
When the student teacher begins a school experience placement they will have already
discussed what their targets for progress might be with their Professional Tutor, based on
their previous placement. They will share these with their mentor at the earliest opportunity,
usually during the first profiling conference.
PGCE ASE Notes of Guidance
Page 8 of 20
Profiling conferences are held at intervals during the placement and provide the opportunity
for the mentor and student teacher to discuss evidence for progress and update the online
profile. The student teacher will regularly (weekly) update their online profile to indicate
when they have achieved targets and gathered evidence in support of this. Some mentors
find it easier to manage this process of checking more frequently than at the point of profiling
conferences, and in any case should, at the very least, ensure that the student teacher is
actively engaged with their online profile on a weekly basis.
The Weekly Monitoring and Evaluation Record Form
This is a new document which the partnership have developed in response to comments
from evaluations and national initiatives. The purpose of this new weekly evaluation is to
determine a more holistic and detailed view of the student teachers’ progress.
It includes:
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a short, focussed observation linked to specific targets for improvement that the
student teacher has previously identified;
a learning conversation with key questions about the impact of teaching on learning;
further discussion on areas for further development and agreed targets to take
forward;
comment on files, preparation and professionalism as exemplified in Part 2 of the
Teachers’ Standards;
An agreed overall weekly grade which the student teacher uploads, and gives the
campus based staff, including their professional tutors an indication of their progress.
Student teachers should keep a completed copy of this weekly document within their school
experience file in each tabulated weekly section.
Reflective Weekly Overview and Progress Record, Part 1, 2 and 3.
Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have
addressed during the course of the week, including those that they had identified as specific
targets for improvement.
Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils
(individuals, small groups, whole class) during the week. They should consider how their
teaching has impacted on the progress of these 3 groups and include commentary on
marking and assessment, and future planning.
Part 3 – requires the student teacher to consider their progress, and that of the pupils to
date and as a result, identify their personal targets for the coming week. They will be directly
linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s
progress record.
It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2
and 3 is emailed to the mentor, who will, by return, provide a signed copy for the
student to include in their school experience file, in each tabulated weekly section.
Daily Reflections
For BEd Year 1 and PGCE student on ASE placement, student teachers should reflect on a
daily basis what they have done towards meeting target Standards; and on the impact of
PGCE ASE Notes of Guidance
Page 9 of 20
their own and the pupils’ progress. This will provide a supportive framework and establish
the foundations for reflective practice.
Those student teachers who are issued with Insufficient Progress will also be required to
complete daily reflections in order to support them through this intervention.
Daily Reflections should be kept in the School Experience file under each weekly tabulated
section.
Lesson Planning and Evaluation
The Lesson Planning and Evaluation Form should be used in all school experience
placements when the student teacher is required to plan and prepare an episode of teaching
and learning. They are working documents and should be completed including annotations
to clearly indicate this.
In some longer placements the mentor supporting the student teacher will make a decision
about whether the student teachers planning, the evaluation of their teaching and the
understanding of the impact of this on pupil progress is sufficiently developed to allow them
to use the school’s preferred mode of planning. The calendar at the start of each set of
Notes of Guidance for longer placements, indicate when this is likely to be.
Lesson Planning and Evaluation Forms should be kept in the School Experience file under
each weekly tabulated section.
Focussed Observations
The purpose of these are twofold.
They may be used by the student teacher to gather evidence of and provide opportunities for
personal professional development and progress during the 25% School Based Training
Programme. In this instance the focus needs to be discussed and agreed with the mentor,
and negotiated with the recipient of the observation. Professional boundaries need to be
observed with the student:
a. agreeing the focus of the observation with the person being observed and
b. following it up with a learning conversation with the person, with agreed outcomes.
Alternatively, the student teacher may negotiate with the School Based Tutor (or another
member of the teaching staff e.g. a PE specialist) to complete a focussed observation form
for specific elements of their teaching in order to support their individual progress.
Completed focussed observations should be kept in the identified tabulated section of the
School Experience File.
Profiling Conference Record Sheet
The profiling conference is held at key points during the school experience placement. It is
designed to reflect on and refocus the student teacher progress against Part 1 of the
Teachers’ Standards and to comment on their status against Part 2 of the Teachers’
Standards. This record sheet provides a written record of the headlines from the learning
conversation that takes place during the profiling conference, suggested targets and how
they might be achieved and comments on professionalism. Copies of the Profiling
Conference Record should be signed and kept in the correctly tabulated section of the
School Experience File.
PGCE ASE Notes of Guidance
Page 10 of 20
Teaching commitment
During this school experience, student teachers should work with pupils for 75% of the
school day in individual, group or class situations as appropriate. Student teachers are
expected, for much of the time, to work closely with their student teacher partner to:
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Establish positive relationships with pupils;
Work within the teaching team as a teacher, TA and a critical friend for the student
teacher partner;
Work alongside a TA who is supporting pupils’ learning in English or mathematics;
Assist the School Based Tutor in offering a range of learning experiences across the
curriculum;
Develop personal confidence in class management;
Develop subject knowledge, particularly in core subjects, and including the planning
and implementation of appropriate and challenging episodes of teaching and learning
using lesson planning proforma;
Where possible gain first-hand experience of the use of ICT in the classroom
Begin to develop an understanding of assessment, including record keeping and
tracking pupil progress;
Negotiate focussed observations of own practice by teaching partner and/or School
Based Tutor.
School based training
This is a professional learning component to school experience called school based training.
It takes place in the 25% of time remaining. Each student teacher should negotiate this
school based training with the School Based Tutor in order to develop a heightened
awareness of the following list which is not exhaustive but should include: 

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Opportunities to develop aspects of classroom management and organisation in the
student teachers own classroom, and where possible and appropriate in other
classrooms or areas of the school (such as learning outside of the classroom, in
practical activities, during PE);
Focussed observations of the work and role of TAs in their own classroom and
beyond;
Identify how SMSC is linked across the curriculum and how fundamental British
Values are exemplified;
Focussed observations of good practice in core subjects in different year groups or
age phases;
Undertaking the Learning Opportunities required in this School Experience (detailed
in module handbooks).
Beyond the school day
Student teachers are expected to: 
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maintain their online profile;
continue to analyse and reflect on significant issues or events;
continue to plan and resource lessons using research to inform practice;
participate in the general life of the school;
develop an increasing awareness of the network of relationships existing in the
setting;
PGCE ASE Notes of Guidance
Page 11 of 20

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develop increasing confidence about working within this network, for example
attending meetings or contributing to subject specific planning;
upload grades from the Weekly Monitoring and Evaluation Record on a weekly basis.
PGCE ASE Notes of Guidance
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Learning to manage the whole class
Students should take frequent, but not necessarily extended, responsibility for the whole
class from the start of the school experience where appropriate. The focus here is on
developing a range of strategies and skills, through regular practice, in order to begin to feel
confident in managing a large group. Such skills are best learnt by working alongside the
teacher or TA in the first instance, so that the student is seen as part of the teaching team.
Initial opportunities might include:

greeting children at the start of the day and settling them down;

taking the register;

seeing children in from/out to playtimes and other out-of-class activities (though
children should, of course, always remain under the overall supervision of qualified
staff in these instances);
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practising stopping the class, before either handing over to the teacher or continuing
to give instructions;
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focusing on managing specific transitions between tasks (eg moving from one activity
to another, including ‘tidying up’) before allowing the teacher to take over again.
More extended/challenging opportunities might include:
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reading books, or engaging in other discursive activities, with the whole class;
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managing mental/oral mathematics sessions;
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managing introductions and/or plenaries to lessons, especially English and
mathematics;

managing other whole class discussions (e.g. circle time);

managing small parts of practical sessions – the warm-up in PE; moving from carpet
to groups for a practical science session etc.;

taking part in bigger group tasks – reading a story to a Key Stage assembly; stopping
and bringing in children from playtime (always alongside a qualified teacher).
Students’ Files
The Primary Partnership Portfolio (Section 8) sets out Partnership expectations for students’
files. It is crucial that students understand the importance of the files as an evidence base
towards achievement of the standards. In terms of entitlement, consistency and for
moderation purposes, students will be given support and guidance by tutors to enable them
to create purposeful working files that fulfil the requirements contained in the Primary
Partnership Portfolio. The files are public documents and must be in school and be available
to tutors at any time.
Planning, evaluating and reviewing teaching and learning
The Primary Partnership Portfolio provides advice about planning lessons/activities and
reviewing teaching and learning. Students have been organised to work in pairs, so that they
can take it in turns to lead, assist and to observe each other's practice. In these ways they
will have opportunities to develop their ability to reflect on and evaluate the learning
experiences which they are offering the children and their own progress. From this they
should be able to draw aspects for deeper exploration in their reviews. Before the school
experience begins early in the spring term, they will have reviewed the autumn term
experience with their mentor and set targets on Scroll for BEES1 as part of the profiling
process. They will have also discussed with the School Based Tutor the curriculum content
PGCE ASE Notes of Guidance
Page 13 of 20
for the spring term and what they are expected to prepare for their return to the school. This
will allow the student teacher the opportunity to research, plan and prepare in the interim
period and be able to demonstrate both commitment and engagement.
PGCE ASE Notes of Guidance
Page 14 of 20
School Experience checklist for all partners
These checklists are designed to be an aide memoire for all partners supporting students as
well as for the student themselves to ensure rigorous coverage of all requirements. The
completed documents form part of our Quality Assurance procedures.
Student teachers should use this week as an opportunity to get to know as much about the
school, daily routines, class routines, duty rotas, key policies, parent partnerships, clubs and
activities as they can.
In addition they should:
discuss and sign the Safeguarding and Ethics Proforma;

involve themselves with small groups working on tasks planned
by the School Based Tutor;

find out about the pupils and their recent, relevant learning, particularly
in core subjects in KS1/2 and the prime areas of learning and
development in the EYFS;

work on their own planned activity with a group;

negotiate how they may work in a whole class activity;

work alongside and experienced TA for English or mathematics;

hold a learning conversation with their student teacher partner to review
activities undertaken and to discuss and plan subsequent activities in an
equitable way;

find out more from the SBT about the planning, assessment, recording and
reporting procedures;

negotiate opportunities to undertake the Learning Opportunities in English and
mathematics;

negotiate the personalised School Based Training programme;

begin to use the Daily Reflection Sheet to consider targets for progress;

prepare a weekly review, including targets for the following week which is shared
with and signed by the School/University Mentor.
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
PGCE ASE Notes of Guidance
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Teaching commitments and expectations during the rest of the period of
school experience
Has the student teacher:

Preparation of materials and resources for teaching;

Continuing to work alongside experienced TA’s;

Planning, implementation and assessment of the effectiveness of paired
teaching;

Assessment of own teaching;

Completion of Daily Reflection Sheets;

Maintaining lesson/activity annotation and evaluation on generic lesson
plans;

Broadening their awareness of effective, differentiated planning;

Increasing their understanding of assessment;

Understanding the organisation and management of the whole school learning
environment;

Undertaking and completing the Learning Opportunities;

Participating in learning conversations with student teacher partner,
School Based Tutor, School/University Mentor and University Visiting Tutor to
promote an overall understanding of the school experience;

Overall self-appraisal and preparation of evidence for profiling;

Completion of Reflective Weekly Overview and Progress Record which
are shared on a weekly basis with the School/University Mentor.
Student teachers should focus on the range of strategies and skills outlined below which,
through regular practice, will develop confidence in managing increasingly bigger
groups/classes of pupils in a range of situations:

Greeting pupils at the start of each day and promoting the established
classroom routines;

Taking the register;

Supporting the pupils as they move around the classroom or the school
in keeping with the established classroom or whole school procedures;
PGCE ASE Notes of Guidance
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
Supporting the pupils to leave and enter the classroom/building in an orderly
manner at the start and end of day, break and lunchtimes.

Practising stopping the class, before giving instructions, changing activity
or handing over to a colleague;

Ensuring that the management of specific transition points during the
day is effective and carried out with the minimum of disruption to learning;

Reading books or engaging in other discursive activities with the whole
class;

Managing mental oral mathematics sessions;

Managing other whole class discussions
(e.g. in PSHE, circle time, hot seating);

Managing small parts of practical sessions
(e.g. the warm up in PE – always alongside a qualified teacher, moving from
carpet based to table based activities);

Taking part in bigger group tasks – reading a story in a Key Stage
assembly, supervising playtime (alongside a qualified teacher);

Considering how the school implements spiritual, moral, social and cultural
education, including fundamental British Values.
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
PGCE ASE Notes of Guidance
Page 17 of 20
Assessment of Autumn School Experience
Whilst this experience itself does not carry a PASS/FAIL expectation, there are particular
Teachers’ Standards relating to Part Two: Personal and Professional Conduct of the
Teachers’ Standards 2012 that the Partnership would expect student teachers to fully uphold
and be able to clearly demonstrate.
Individual prior experiences may well mean that some student teachers will be able to
address and be able to gather evidence towards achieving a range of Teachers’ Standards
at differing Stages in the Profile at this point and during this school experience. As a result of
profiling conferences and learning conversations Scroll should clearly reflect each individual
student’s progress against the Standards.
School Based Tutors will be asked to contribute to the student teachers report and are asked
to evaluate the student teachers individually with the following criteria in mind:
1.
2.
3.
4.
5.
6.
The quality of the student teacher’s relationships with pupils;
The student teacher’s planning and its effectiveness;
The ability of the student teacher to work with partner, and as part of a team;
The contribution of the student teacher to the school;
The quality of relationships with other adults;
The quality of the student teacher’s files.
The contributions of School Based Tutors will support School Mentors and University Tutors
in preparing a focussed and meaningful report from which student teachers will be able to
complete their individual profiling online using SCROLL, and set personal targets for the first
Block School Experience (BEES1) in the spring term.
Identification of Areas of Concern

The Primary Partnership Portfolio (section 7) details the procedure to be adopted.

Weekly written feedback must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 6th
November 2015.

The Partnership Office must be notified by the end of week 3 (Friday 13th
November 2015) if there are serious concerns about a student teacher’s ability to
complete the school experience satisfactorily.

If concerns persist the ‘Insufficient Progress’ formal notification will normally be given
to the student teacher no later than the end of week 4 (Friday 20th November
2015). The appropriate pro-forma is provided in the relevant section of the Primary
Partnership Portfolio. In exceptional circumstances, formal notification of insufficient
progress may be given at a later date.
Evaluation
At the end of the school experience, all partners are invited to contribute to our ongoing
quality assurance process by completing an evaluation form.
PGCE ASE Notes of Guidance
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Quality Assurance Record – PGCE (ASE)
Checklist and Weekly Monitoring and Evaluation Record for School Based Tutors,
School/University Mentor and University Visiting Tutor. (Copies of this QA record should be
placed at the front of student teachers’ school experience files).
Observation Feedback Record
Student teachers should be observed and have a feedback and learning conversation on a
weekly basis. This is a minimum requirement but further focussed observations may be
required or negotiated.
Week
Tutor (School
Based Tutors,
School
Mentors,
University
Visiting
Tutors/Mentors
Weekly
Monitoring &
Evaluation
Report
Focussed
Observation
Initials
Student
Teacher’s
initials
Date
Feedback
Given
Week 1
w/c 19 October
Week 2
w/c 2
November
Week 3
w/c 9
November
Week 4
w/c 16
November
Week 5
w/c 23
November
PGCE ASE Notes of Guidance
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PGCE (ASE) RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
Week 1
w/c 19 October
Week 2
w/c 2 November
Week 3
w/c 9 November
Week 4
w/c 16 November
Week 5
w/c 23 November
PGCE ASE Notes of Guidance
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