Aspirational Teachers Programme
Guidance for Schools and Students
2011-2012
© Copyright University of Exeter, Graduate School of Education
CONTENTS
Contents .................................................................................... 2
Introduction................................................................................ 3
What The Aspirational Teacher Does .............................................. 4
Before The School-Based Work Placement ...................................... 4
The School-Based Work Placement ................................................ 4
School Staff ................................................................................ 4
What The Aspirational Teacher Does In School ................................ 6
Widening Participation................................................................. 10
Enterprise Session ...................................................................... 12
Recording Achievements And Experiences ..................................... 18
Support For Schools.................................................................... 18
Protocols And Procedures ............................................................ 18
Code Of Conduct ........................................................................ 23
The Goals .................................................................................. 24
2
INTRODUCTION
Welcome to the University of Exeter Aspirational Teachers Programme. This
programme gives university undergraduate students –Aspirational Teachers - an
opportunity to experience what is involved in working in education.
The programme aims to:
 Deliver enterprise activities for pupils in participating schools and provide
additional support for teachers in classroom activities
 Motivate pupils and help them acquire enterprise skills and assist in their
personal development
 Present positive role-models for pupils wishing to pursue their studies in
Higher Education
 Inspire Exeter Undergraduate students to undertake a career in teaching
 Provide practical experience and develop the teaching skills of Exeter
Undergraduate students
Thank you for agreeing to host Aspirational Teachers and we hope that you find it to
be an enriching and rewarding experience for everyone involved.
Our website is a good source of further information but if you have any queries,
please do not hesitate to contact us:
Contact for schools:
by email:
exeterpartner@exeter.ac.uk
by phone:
01392 724950
The ATP Administrator for school based work is Laura Hutchings
Contact for Students:
by email:
atp@exeter.ac.uk
by phone:
01326 255964
The ATP Coordinator for the University programme is Antonia Coppen,
Curriculum & Work-Related Learning Officer
The ATP administrator for the University programme is Fiona Peacock
Other staff involved in the programme are:
Ms Emma Stephenson, Outreach and Student Recruitment Manager
Miss Jocelyn Sumner, Partnership Director
Ms Rachel Ware, Secondary Partnership Coordinator
The University of Exeter ATP webpages can be found at:
www.exeter.ac.uk/employability/events/atp/
The Aspirational Teachers Programme is funded through the
University of Exeter Annual Fund
3
WHAT THE ASPIRATIONAL TEACHER DOES BEFORE THE
SCHOOL-BASED WORK PLACEMENT
The Academic Programme
All Aspirational Teachers will have attended a one day training session. This involves
a series of three lectures followed by group seminars; these help students to
appreciate the realities of teaching and working in schools and give them ideas and
support for running an enterprise event. The Aspirational Teacher must complete
this programme in order to do the School-based Work.
Criminal Records Bureau
All Aspirational Teachers will have a satisfactory enhanced disclosure from the CRB.
This is conducted through the University of Exeter and is subject to the same
scrutiny as for all teacher trainees. Details about the procedure can be found on the
University of Exeter website and queries about the procedure should be addressed to
Jocelyn Sumner, Partnership Director j.a.sumner@exeter.ac.uk or by phone on
01392 724717. We will send you details of the Aspirational Teacher’s CRB disclosure
number and date of disclosure for your records.
THE SCHOOL-BASED WORK PLACEMENT
This involves working in an English state school for 5 days, usually during university
vacations. Aspirational Teachers are allocated a ‘block placements’ when a group of
them are all placed in the same school.
During the week the Aspirational Teachers should have the opportunity to work
together as a group to deliver an ‘enterprise’ half day event and some widening
participation activities and also, individually, to observe and assist in classes relevant
to their subject area
SCHOOL STAFF
The key to a successful placement is full involvement with teaching and school
communities at all levels. Therefore to ensure that success, the following staff are
usually involved:
ITE Coordinator: This person is responsible for all Initial Teacher Education within
the school and so is best placed to arrange the timetable, support and supervise
Aspirational Teachers work in school and monitor and confirm attendance and
progress. This is the person that the University will communicate with about the ATP
placements. The ITE Coordinator should remember that these are not Initial Teacher
Trainees! The ITE Coordinator may designate this role to someone else, but will still
be copied into all the information from the University
ATP tutor(s) (who could also be the Co-ordinator). These people supervise the
Aspirational Teachers on a day-to-day basis and liaise with other staff. The number
of ATP tutors will depend on the number of Aspirational Teachers and on how the
school chooses to deploy them, and will be at the discretion of the ITE Coordinator.
4
The ITE Coordinator is responsible for (or should oversee if the tasks are
delegated):
 providing an induction programme to familiarise the Aspirational Teachers with
the school, staff, departments and necessary procedures
 arranging the timetable for the Aspirational Teachers
 signing the ATP Record of Achievement and Experience
 introducing the Aspirational Teachers to teaching
 using the Aspirational Teachers to support the school’s Widening Participation
programme
 liaising with the University over any issues or concerns if they should arise
 ensuring that other school staff are informed about the ATP and the Aspirational
Teachers on placement (by displaying the leaflet at the end of this document)
 completing a Quality Assurance record of the placement
The ATP tutor is responsible for
 planning the programme of work that the Aspirational Teachers will undertake
within the agreed timetable
 working with, overseeing and supervising, as appropriate, the Aspirational
Teachers as they undertake this programme
 monitoring attendance
5
WHAT THE ASPIRATIONAL TEACHER DOES IN SCHOOL
Aspirational Teachers should aim to do a minimum of one task in each of the
categories A-B and two tasks in each of the categories C-D, and they may well
wish to do more. If the school would like them to work on a task that is not listed,
then this is fine, but they are encouraged to write up an brief outline of the task so
we know what they did. Aspirational Teachers may choose to keep the notes,
resources or lesson plans in their Portfolio as evidence that they have completed
these tasks, and note the activity in the ATP Record of Achievement and
Experience. How each SBW Activities relates to the ATP Aims and to the
Standards for the award of QTS is indicated alongside each task.
A
A.1
A.2
Enquiry
Behaviour management
ICT Survey
B
B.1
C
C.1
C.2
C.3
D
D.1
Resources
Creating displays
Observation
General Observation
Classroom organisation
Differentiation
Teaching
Tutoring an individual
pupil
Teaching groups
D.2
A.
A.3
A.4
The ‘Gender Gap’
Children with Special
Needs
B.2
Creating new resources
C.4
C.5
C.6
Gender agenda
Questioning
Teaching- Group work
D.3
Whole Class Teaching
D.4
Extra-Curricular
Teaching
ENQUIRY ACTIVITIES
A Task 1: Behaviour Management
Goal 4: QTS – S7
 Study the ‘School or Class Rules’ and the formal systems of rewards and
punishments used in the school. [This information is normally found in staff
and/or department handbooks]. What ‘values’ are implicit in the rules – if any?
 What rewards exist for good behaviour and what are the consequences of poor
behaviour?
 Who is involved as a pupil goes through the steps- Teachers, Heads of
Department and/or Year Heads/Key Stage coordinators, senior staff, parents,
outside agencies etc?
 Are the disciplinary systems the same for pupils of all ages? If not, how do they
change?
 Have pupils been involved in writing their own class rules?
 Try to ask pupils what they think of the systems; do they know the system?
 Personal reflections.
A Task 2: An ICT survey
Goal 3 : QTS – S3
 Does ICT appear as a separate subject on the timetable? If so, how much time is
given to it each week?
 What ICT facilities and systems exist in the school? i.e. ICT suites, intra-net,
shared work areas etc.
 Within your department/class what facilities exist for ICT usage?
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 Gather evidence of ICT usage in the production of teaching resources and pupils’
work.
 Quickly audit your own computer skills and relate them to the demands of
teaching.
 Personal reflections
A Task 3: The ‘Gender Gap’
Goal 2: QTS – S5
 Try to find out the relative performance of boys and girls in your school by
looking at test and examination data for your school, especially in your
subject/year group. Usually these are obtainable from the exam supervisor,
assessment co-ordinator and/or Head of Department/Key Stage Coordinator.
 What measures [if any] does the school have for rectifying any imbalance in the
relative performances of boys and girls?
 Try to talk to pupils and teachers about the relative success or failure of the
sexes. Why do they exist? Are they important? What can be done about it?
 Personal reflections.
A Task 4: Children with Special Educational Needs
Goal 5: QTS - S5
 Gather your information by talking to the SENCO and/or Special Needs Teachers.
 List the range and number of staff involved in supporting SEN pupils and outline
their roles.
 Find out how the school and/or department caters for children with Special Needs
 Personal reflections.
B. RESOURCES
B Task 1: Creating displays for the classrooms or corridors
Goal 1: QTS – S1
 Create, or help to create a display of pupils’ work which will celebrate pupils’
achievements, illustrate the syllabus, progression through it and raise the profile
of the department or class in the school.
B Task 2: Creating new resources
Goal 5: QTS – S3, S4
 Create a new resource, or set of resources in your subject area which will engage
and motivate pupils. This could involve the use of ICT, such as digital images or
websites.
C. OBSERVATION ACTIVITIES
These activities are designed to help you learn from watching in a structured way so
you can think about what you have observed and to learn from it through discussion,
debate and hard thinking, i.e. reflection. Teachers may find your presence in their
classroom disconcerting, so make sure that you are pleasant, helpful and nonjudgemental when observing lessons. It is also polite to tell the teacher if there is a
particular aspect of the lesson you are observing.
C Task 1: General Observation:
Goals 4 & 5: QTS – S4, S5, S7
 Use the General Observation Schedule (appendix A) to help you identify the
different learning activities the pupils engage in a lesson and reflect on the
quality of learning you see.
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C Task 2: Classroom Organisation
Goal 4 & 5: QTS – S7
Calm, purposeful lessons are generally well organised with the teacher following a
known routine which may or may not be stipulated by the school. This set of
observations should help you to recognise the organisational skills employed by
teachers. Because many discipline issues appear in the first and last minutes of a
lesson and when learning activities change, teachers often focus on particular
strategies at these times. Observe a number of lessons and decide which procedures
you think would work best for you.
 Make notes on the following aspects of classroom organisation
o Entry routines: how long it takes to bring pupils into the room and start the
lesson. What routines does the teacher use for entry (lining up; greeting;
work prepared etc)
o Class organisation: is there a seating plan? Who decides who sits where?
What is the layout of the room?
o Resource distribution: How are books, worksheets etc. given out and
collected? When? By whom?
o Transitions: how does the teacher manage the transition from one activity to
another? How does s/he stop an activity? How does s/he gain pupils
attention?
o Pupil movement: How do pupils move around the class during the lesson?
o Exit routines: how are children dismissed from the class in a safe and orderly
manner? What routines does the teacher use?
Reflect on your observations and describe how you might organise the routines of a
class you were teaching.
C Task 3: Differentiation
Goal 3: QTS – S5
 If possible try to observe a ‘mixed ability’ class, if not a class of less able
learners.
o During a lesson closely observe a less able learner for about ten minutes.
o Note his/her behaviour, level of concentration and interactions with others
in the room.
o If a Teaching Assistant was present what role did they play in the lesson?
o In what ways did the teacher cater for less able learners in the lesson? (Eg.
different work, extra assistance, different expectations)
 Try to arrange to ‘shadow’ a more able pupil for a day. If this is not possible
observe a very able student in a number of lessons:
o Record what part s/he plays in lessons and how s/he interacts with others.
o How do teachers cater for the needs of the more able pupil(s) in the
lesson? (eg supplementary or different work, extension activities, different
expectations)
o What types of work did the more able pupil enjoy and/or excel in?
C Task 4: The Gender Agenda
Goal 2 & 3: QTS: -S2
 Use the Gender Observation Schedule (Appendix B) to observe the behaviour of
boys and girls and to reflect on implications for teaching.
C Task 5: Questioning
Goal 3: QTS – S6
Teachers are always asking questions.
1. Closed questions require the pupil to give the ‘right’ factual answer.
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2. Reasoning questions require the pupil to explain their answer to a question.
3. Speculative questions require the pupil to give their opinion. eg Why? and
What do you think?
4. Procedural questions related to organising and managing the class eg Who has
finished?
 During a period of teacher-led interaction, try to write down all the questions that
the teacher asks. Then classify each one as closed, reasoning, speculative or
procedural questions.
 Observe who answers the questions? What proportion of the class was involved in
answering?
 How long were pupils’ answers?
 Did any pupils ask questions?
 Reflect on whether you think the questioning supported pupils’ learning?
C Task 6: Group work.
Goal 3: QTS- S4, S7
Try to observe a lesson where you know pupils will be involved in group work
 How is the classroom organised for this activity?
 How are the pupils grouped? [By ability, friendship, gender etc.]
 How large are the groups?
 How are the tasks set? For all the groups, or do groups or individuals have
separate tasks?
 How is their work presented? [Written, oral presentation, dramatised etc.]
 In comparison with other classroom activities, what do you regard as the
particular advantages and disadvantages of group work?
D. TEACHING
Teaching a lesson is a complex operation requiring the teacher to be subject expert,
motivator, administrator, carer and police officer – often all at the same time! Our
aim is to introduce you to this activity through a series of short, progressive steps.
How far you progress towards whole class teaching depends upon you and your
school tutors.
D Task 1: Tutoring an individual pupil
Goal 3: QTS - S3, S5, S6
 Work with an individual pupil during a lesson, as directed by the teacher. This
might include:
o helping individual pupils with work set by the teacher;
o informally assessing how well the pupil has done;
o devising, resourcing and guiding individual pupils through a supplementary or
differentiated exercise in the teachers’ lessons;
o marking a piece of work and providing the pupil with feedback to help them
progress.
D Task 2: Teaching small groups of pupils
Goal 3: QTS - S3, S5, S6
 Work with a small group during a lesson, as directed by the teacher. This might
include:
o
When the teacher has set up group work in the lesson, taking responsibility
for helping a group tackle the tasks set;
o
Working with an able group on a more challenging task;
o
Supporting a less able group to access the learning in the lesson;
o
Planning, resourcing and teaching an episode (part of a lesson) to a small
group(s).
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D Task 3: Whole class teaching
Goal 5: QTS - S4
 Lead, or team-teaching, all or part of a lesson, as directed by the teacher. This
might include:
o
Supervising an organisational activity in the lesson. e.g. Distributing or
collecting pupils’ books, bringing the class into the room, organising their
dismissal, taking the register, organising the class into groups.
o
Planning, resourcing and teaching an episode in the lesson, such as:
 A starter activity: outlining the aims of the lesson, a quiz.
 A class discussion: drawing out pupils’ views and opinions;
 An explanation of a topic, concept or idea: presenting information
clearly;
 A question and answer session: checking pupils’ understanding;
 Reading a story and discussing it
 A task instruction: explaining a task or exercise, or setting homework;
 A plenary: reviewing and testing pupils learning through questioning,
summative exercises, previewing next lesson etc.
o
Planning, resourcing and teaching a whole lesson.
Try to assess the achievement of pupils by marking the work you taught.
D Task 4: Extra Curricular Activities
Goal 2 : QTS- S8
 To make the most of your SBW you should try to help out with the extracurricular activities of the school. Your school tutor will inform you of appropriate
activities available like Sports Day, special visits, lunch time and after school
clubs.
WIDENING PARTICIPATION
It is a requirement of the University of Exeter ATP Programme that Aspirational
Teachers spend at least 2 hours of their School-based Work involved in Widening
Participation Activities. This can be arranged in whatever way best suits your school.
We have listed below some ideas of how they can get personally involved with
Widening Participation but they, or you as the placement school, may have other
ideas which would be useful to pursue.
WP Task 1: Who goes where?
Investigate the patterns of entry to university in your placement school by talking to
the member of staff responsible for university applications.
 How many pupils from the school have gone into Higher Education at the end of
the past two academic years?
 Which universities do the pupils choose and are there any patterns here?
 How is this celebrated, or is there no public acknowledgement?
In some schools there will be a board in a public place stating which pupils have
gone to HE or university. If you can find out, perhaps you could design a display to
show how pupils from the school or college you are working with have taken up a
variety of subjects in Higher Education in a range of institutions. This would help
other pupils to realise that these routes could be available to them.
WP Task 2: Why go to University?
Create a display (perhaps in a corridor/entrance hallway/school hall) on the different
aspects of university life which will encourage young people to think positively about
going to university. You will be given resource packs from the University of Exeter,
but it is also good if you draw on your own ideas and experiences and enliven it with
10
your own photographs. The display could be designed on a notice-board or display
wall, or it could be a loop Powerpoint which the school could publish on their website
or set up on an LCD screen. Undertake this activity as a team.
WP Task 3: Using tutorial time to raise aspirations
Plan a couple of different ten-minute activities that would raise pupils’ interest in
university and provide information about life at university or the benefits of a
university education. Use these activities in tutorial time during the week.
Ideas might include
 A quiz
 A virtual tour of a university campus, if there is an IWB (interactive white board)
in the classroom
 A ‘hot-seat’ opportunity for pupils to question you about being a student
 A series of case studies of pupils who have achieved well from your particular
school
You could undertake this activity as a team.
WP Task 4: Game of Life
Discuss with younger pupils (year 7 or 8) careers they would like to pursue in their
future, e.g ‘I want to be a vet, nurse, teacher, fire-fighter, gardener’
How will you get there? Track with the pupils where they would go from now, in
school to achieve the right qualifications to fulfil their ambition. Pupils to create their
own versions of a game of life, considering problematic issues and dilemmas they
may face along the way. Pupils to present individually or in groups to class
WP Task 5: Masterclass
Run a Master class in your specialist subject for pupils who are either very able in
this subject or very interested in it. If possible, try to introduce them to an aspect of
your subject which is not covered in the National Curriculum.
WP Task 6: Listening to pupil voices
Interview two or three pupils who do not intend to go to university about their
reasons for making this choice. It would be good to choose pupils that the school
feel have university potential.
What have you learnt about raising aspirations from what the pupils have said?
WP Task 7: Making Choices
Prepare and deliver a presentation which is designed to encourage pupils from less
privileged backgrounds to think about making a choice to go to university and about
aiming for good universities. You could hold a meeting in the lunch hour to give this
presentation or the school may have an ideal curriculum opportunity that this would
fit into.
You could undertake this activity as a team.
WP Task 8: Podcasting
Create a podcast which could go on the school website, which describes what it is
like to be studying a degree in your subject at the University of Exeter. The aim is to
develop understanding of how a degree course is taught and to raise aspirations
through enthusiasm for your subject. The focus should be very much on your
subject, rather than on university life.
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ENTERPRISE SESSION
Objective
90% of secondary schools now provide enterprise education for all their pupils at key
stage 4, and many are also providing enterprise education at key stage 3.
Through engagement in experiential learning (Kolb learning styles model, 1984) the
session will enable the pupils to gain an understanding of ‘enterprise’ and the benefit
of developing entrepreneurial qualities to assist in their personal and working lives
and the communities in which they live.
13-14 years
Year 9
Key Stage 3
Preparation for GCSEs
14-15 years
Year 10
Key Stage 4
Some children take GCSEs
15-16 years
Year 11
Key Stage 4
Most children take GCSEs or
other national qualifications
Learning Outcomes
The following learning outcomes have been identified as the key ones for schools to
focus on within the three strands of enterprise education.
1) Enterprise knowledge and understanding:

enterprise capability, e.g. organisation, innovation, risk, team work,
managing change and personal effectiveness;

financial capability, e.g. money, credit, investment, costing projects, personal
finance and insurance;

economic and business understanding, e.g. market, competition, price,
efficiency, economic growth, organisation of business, world of work.
2) Enterprise skills:

enterprise capability, e.g. decision-making, thinking and learning skills,
design and make skills, leadership, managing risk, selling, teamworking and
key skills;

financial capability, e.g. budgeting, financial planning, personal risk
management;

economic and business understanding, e.g. decision making, judgements,
investigate simple hypotheses.
3) Enterprise attributes:

enterprise capability, e.g. self-reliance, can-do approach, responsibility,
ambition, open-mindedness, respect for evidence, pragmatism, commitment;

financial capability, e.g. take responsibility for the impact of financial
decisions;
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
economic and business understanding, e.g. take an interest in economics,
resources, role of business and its responsibilities.
Teaching methods and recognition of learning
Ofsted has noted evidence of pupils being motivated by enterprise learning in
schools, where teaching and learning are characterised by clearly defined aims and
objectives, with pupils taking responsibility for their own actions and having sufficient
autonomy to tackle relevant problems.
Some didactic teaching may be appropriate. However, enterprise education mostly
requires teachers to adopt a facilitative role — to encourage active learning through:
 doing, performing and making

problem-based approaches

team- orientated, collaborative and cooperative activities

coaching, and mentoring

resources that take account of different styles of learning (visual, auditory,
kinaesthetic) including use of ICT — multi-media.
In order to help learners understand enterprise and develop entrepreneurial
characteristics, they should have opportunities to take personal responsibility for
their own actions through an enterprise process that involves four stages:
1. tackling a problem or need. Students generate ideas through discussion to
reach a common understanding of what is required to resolve the problem or
meet the need
2. planning the project or activity. Breaking down tasks, organising
resources, deploying team members and allocating responsibilities
3. implementing the plan. Solving problems, monitoring progress.
4. evaluating the processes. Reviewing activities and final outcomes,
reflecting on lessons learned and assessing the skills, attitudes, qualities and
understanding acquired.
An important part of enterprise education is assessment which helps to inform the
design of activities to suit the learners needs and helps pupils to recognise their
progress and identify and to value what they are learning. Learners need to be
actively engaged in the assessment process identifying what they need to develop as
well as the final learning outcomes. Evidence of learning can include a variety of
forms e.g. artwork, displays, multi-media, diaries, review sheets or feedback from
other people.
Information taken from:
A guide to Enterprise Education, Department of Children, Schools and Families, Crown Copyright 2010
TeacherNet.gov.uk
Qualifications Curriculum Development Agency (QCDA) – www.qcda.gov.uk
Enterprise Activity
Pupils will be asked to participate in an interactive scenario activity that will
encourage them to use, develop and evaluate their enterprise attributes and skills.
The sessions will last for 3 hours in total.
Aspirational Teachers will present themselves as a ‘house building developer’ based
in the South West that wants to commission a new design for an ‘eco house’ to
market for sale to the general public. The maximum budget for the house is
£200,000.
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Pupils will work in teams as an ‘environmental building consultancy’ to research, plan
and design an ‘eco house’ to present to the ‘house building developer’. The activity
will involve addressing the following issues:
1. What is an ‘eco house’? What will they need to consider in its construction
and design?
2. How will sustainability and energy efficiency be maximised in the house?
What energy savings will be made compared to current house design?
3. Who is the design of the house aimed at? Who would want to buy it and how
will they make it attractive to that market?
4. How will they ensure the design stays within budget?
5. What ideas for future innovations could be developed?
As recognition of learning the team will be asked to produce the following outputs:
1. Design ‘mood board’
2. Blueprint/floor plan (to scale)
3. Building budget/costings
4. Pitch/presentation
Each team will be required to pitch their design and present their case to the ‘house
building developer’ and the other teams. They will need to justify why their proposal
should be chosen. Each presentation will be followed by a Q&A session from the
‘house building developer’ and the other teams will be encouraged to ask questions
to evaluate the design proposal.
Pre-delivery
1. Understand the school protocols and establish what resources will be provided
by the school for the session. For example, will laptops be available for the
pupil to use for research or will they be allowed to leave the room to visit the
library?
2. Establish the number of pupils, which year and when you are delivering and
prepare an activity plan and schedule accordingly.
3. Assign clear roles and responsibilities for the team members delivering the
activity.
4. Prepare a contingency plan, for example if the IT fails or allotted time-frame
is reduced.
Delivery
5. Divide the cohort into groups. (average 6 pupils per team)
6. Introduce yourselves and the reason you are there – to assist them with an
enterprise activity which challenges them think about sustainability. Stress
the positives: teamwork, interactive, creative and skills development. Outline
the timetable and break times.
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7. Establish current knowledge and understanding of the word enterprise. What
does it mean to them? Have they done anything enterprising themselves, e.g.
taken part in Young Enterprise Initiative; raised money for charity; made
something to sell? If so, how did they go about? Who planned it?
8. What is their understanding of sustainability? In teams, discuss why it is
important? Feedback main points to the whole class.
9. Introduce the eco house activity (role-play with costumes). What they are
required to do and when. Encourage them to ask questions and explain any
unusual terms. Video-clips available to stimulate ideas.
10. Facilitate and encourage the teams to follow these stages:
a.
Team Preparation:
i. Come up with a company name
ii. identify the skills needed to do the task (e.g. planning and
organisation, creativity, problem-solving, numeracy,
researching) and write them on a flipchart paper
iii. Identify a team members name against different skills. Multiple
names can be assigned to each skill.
iv. Discuss whether these skills relate to particular project/job
roles – researcher, technical adviser, finance officer, spacial
designer?
b. Creativity/Idea Generation
i. Produce a ‘mood board’ (show examples) using the materials
available, drawings, colours, words
c. Research
i. Distribute the other resources (case studies, laptops for
research, catalogues, building costs guide, how to draw a
blueprint instructions)
ii.
Research the materials and products needed for the house.
d. Action
i. Produce floorplan (to scale)
ii. Produce budget breakdown
e. Pitch
i. Prepare justification and pitch to present to the Class
ii. Teams Ask questions to evaluate the designs
f.
Evaluation
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i. Teams evaluate their design in light of viewing others and
complete their own evaluation form
ii. Pupils evaluate their own skills development and feedback on
exercise
11. Whilst Teams evaluate their own designs and complete skills evaluation and
feedback Aspirational Teachers choose a winner and then present feedback on
the designs and on how the team worked together.
12. Round up: highlight what has been achieved and the skills developed. Thanks
for participation.
Please note, that whilst the activity is being delivered, Aspirational Teachers
should evaluate their peers’ performance using the evaluation forms
provided.
Resources and provision
University
Sticky labels as name badges for University
students and Pupils
Flipchart Paper
Power-point with video-clips of eco-houses
Eco house case-studies – ORIGINAL
Building costs estimate sheet – ORIGINAL
Guide on how to create a blueprint ORIGINAL
Magazines, resources for mood boards (to
be sourced by Aspirational Teachers)
Hard Hats and florescent jackets
Pupils assessment - ORIGINAL
1. Evaluating the design
2. Personal enterprise skills
audit
School
Internet access – laptops/computers
Scissors, glue, colouring pencils, felt tip
pens, sticky tape, pencils, rulers
Eco house case-studies – COPIES as
required by group size
Building costs estimate sheet – COPIES
as required by group size
Guide on how to create a blueprint COPIES as required by group size
Pupils assessment – COPIES as
required by group size
1. Evaluating the design
2. Personal enterprise skills audit
Aspirational Teachers self assessment
sheets on teaching and facilitation skills
Question to ask yourself
1. What research and knowledge do I need to run this activity effectively?
2. Do I have access to laptops or ICT resources for the students to research on?
3. What ‘mood board’ resources do I need to provide?
4. How will the team introduce itself, the concepts of ‘enterprise’ and
sustainability, the aims of the workshop?
5. What keys skills and knowledge do I want the pupils to have gained by the
end of the session?
16
6. What needs to be covered during the training sessions for the pupils – what
would you want to know?
7. What would be appropriate timings for the session activities? When do the
pupils have break-time?
8. How can you motivate pupils who do not want to take part/do not understand
the task?
9. How can I facilitate their learning, not give them the answer?
10. What ideas for filler activities or questions can be posed if the pupils complete
all the tasks with time to spare?
11. Debriefing and recap of what enterprise is, what they’ve achieved, learnt and
why it is important? How can this be made interesting, relevant and
memorable?
12. How can it be improved? Does the language used or the resources need to be
changed or added to?
13. How well did I perform as a facilitator?
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RECORDING ACHIEVEMENTS AND EXPERIENCES
Aspirational Teachers complete a Aspirational Teachers Programme Record of
Achievement and Experiences which is a downloadable document that enables
them to record their experiences and achievements on the scheme in relation to the
aspects of QTS standards for Goals 1- 6.
The downloadable document is available on the website, and the Aspirational
Teacher should make sure that they have saved his/her own copy.
www.exeter.ac.uk/employability/events/atp/
SUPPORT FOR SCHOOLS
Schools can contact the University of Exeter Partnership Office as indicated on page
1 and are encouraged to do so if there are any problems or concerns.
All schools are asked to complete a brief quality assurance check-sheet whilst the
Aspirational Teachers are with you and it will be sent to you at the appropriate time.
PROTOCOLS AND PROCEDURES
We hope that our students will always be punctual and behave in a professional
manner, following the conventions of the school with regard to dress and
appearance. If a student is ever of any concern please contact the office (by
telephone or e-mail) and speak to one of the ATP team.

Aspirational Teachers should NOT undertake the same work as an Initial
Teacher Trainee (PGCE, GTP,SCITT students)

The Aspirational Teacher must NOT be left unsupervised with pupil[s],
and should not be expected to teach whole classes or whole lessons.

The Aspirational Teacher should be familiar with all the requirements of the
overall ATP programme and its SBW element as outlined in this document
It is the Aspirational Teacher’s responsibility to:

act professionally, including acting on advice and help from school staff.

provide the school with all relevant ATP documentation and other related
information.

inform the school of any absence immediately and follow the school or college
absence procedures.

plan, with the school tutor, and undertake a programme for the School-based
work.

attempt some of the Activities detailed on pages 6-11 above

discuss with the School or University staff any problems or concerns.
18

ensure that the school has checked and signed the Aspirational Teachers
Programme Record of Achievement and Experience
ASPIRATIONAL TEACHERS MUST RETURN THE RECORD OF ACHIEVEMENT AND
EXPERIENCE to the Partnership Office who will sign and return it in order to validate
its use at a ITE programme interview.
We would like to ask all schools who have Aspirational Teachers to display
the enclosed poster in the staffroom, so all staff are aware of the
Aspirational Teachers Programme and know how to contact us should they
have any queries. Many thanks.
19
Aspirational Teachers Programme
Information for school staff supervising students on this project
There is an Aspirational Teacher on the ATP from the University of Exeter in
your school!
The ATP is a University of Exeter programme that aims to:
 Deliver enterprise activities for pupils in participating schools and provide
additional support for teachers in classroom activities
 Present positive role-models for pupils wishing to pursue their studies in
Higher Education
 Motivate pupils and help them acquire enterprise skills and assist in their
personal development
 Inspire Exeter Undergraduate students to undertake a career in teaching
 Provide practical experience and develop the teaching skills of Exeter
Undergraduate students
As Aspirational Teachers they cannot be expected to undertake the same
tasks as ITE trainees (i.e. PGCE and GTP students).


They should not be expected to take full classes or whole lessons.
They should not be left unsupervised with pupils.
We hope Aspirational Teachers will be involved in some of the following:






Delivering an enterprise session
Observing lessons taught to pupils of different ages and abilities.
Participating in the school’s Widening Participation programme.
Teaching or tutoring individuals or small groups of pupils.
Helping to develop teaching resources, displays, computer-based materials
etc.
Extra-curricular activities.
If you have any questions about the scheme please contact the Partnership
Office:
University of Exeter,
Graduate School of Education
Tel: 01392 724950
E-mail: exeterpartner@exeter.ac.uk
Further details of the scheme and all the documentation can be found at
www.exeter.ac.uk/employability/events/atp/
Aspirational Teachers can undertake work that will be of help to the school
community.
At the end of their School-based Work we hope students will have greatly increased
their knowledge and understanding of schools and education, delivered some
enterprise sessions and supported the school’s Widening Participation Programme.
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Appendix A
GENERAL CLASSROOM OBSERVATION SCHEDULE
Learning activity
Start time
Finish time
Notes, comments or reflections
Listening to the teacher
Reading quietly
Reading aloud
Writing/drawing – copying
Writing/drawing – creating
own text
Answering questions
Inter-pupil discussion
Drama
Oral presentations
Other Activity-state
21
Appendix B
GENDER OBSERVATION SCHEDULE
BOYS
GIRLS
How many questions are asked by
How many questions are answered by
How many times does the teacher praise
How many times does the teacher reprimand
How many times do boys call out without being asked to
answer?
How many times do girls call out without being asked to
answer?
Notes, Comments and Reflections
Are there boys who do not seem to be involved in the lesson
at all?
Are there girls who do not seem to be involved in the lesson
at all?
When pupils are engaged in a task who takes most of the
teacher’s attention?
Note any activities that appear to engage boys more than girls,
or vice versa. eg. discussion, group-work, written tasks,
reading etc.
In what ways, if any, does the teacher treat girls differently
from boys and vice-versa?
22
CODE OF CONDUCT
•
•
•
•
•
•
•
•
•
•
Aspirational Teachers should behave professionally at all times.
Aspirational Teachers should be a positive role model to all
children.
Aspirational Teachers should become familiar with the ethos of
the school and promote it.
Aspirational Teachers should dress appropriately, turn off
mobiles, attend regularly and be punctual and reliable.
Aspirational Teachers should be respectful towards colleagues
and pupils.
Aspirational Teachers should respect confidentiality and must not
gossip.
Aspirational Teachers should be aware of school policies and
know who the school’s Child Protection Officer is and when to
refer to this person.
Aspirational Teachers should understand and be committed to
the aims of ATP, have read the documentation and should
manage their own professional documents.
Aspirational Teachers should be enthusiastic, willing to
participate and actively engage in all of school life; they should
take advantage of every opportunity.
Aspirational Teachers should display enthusiasm for their own
subject.
23
THE GOALS
Aspirational Teachers are to learn
how to behave professionally in a
school setting, and to demonstrate
and promote in young people
positive values, attitudes and
behaviour.
Aspirational Teachers are to learn
Relating to young people
how they can establish fair,
trusting, supportive and
constructive relationships with
young people in schools.
Aspirational Teachers are to learn to
Engaging with young people’s
communicate effectively in
learning
engaging with young people’s
learning, when supporting
individuals or groups of young
people in the classroom, and to give
timely, accurate and constructive
feedback.
Aspirational Teachers are to
Managing behaviour
develop some knowledge and
understanding of the ways in which
effective teachers promote good
behaviour, and to begin to develop
some strategies for managing
young people’s behaviour when
working with individuals or groups
of young people.
Aspirational Teachers are to learn
Planning and delivering part or
how to plan and structure part or all
all of a lesson/enterprise
of a lesson and /or enterprise
session
activity, and to begin to develop
knowledge and understanding of
some effective teaching strategies
and different kinds of resources for
promoting learning within their
subject or phase.
Presenting a positive role-model Aspirational Teachers are to find
ways of talking positively to pupils
for pupils wishing to pursue
about Higher Education and about
their studies in Higher
the opportunities it can offer to
Education
pupils from all backgrounds and
educational traditions
Professional Behaviour
© Copyright University of Exeter, Graduate School of Education