PGCE (Primary & Early Years)
& School Direct
First Block Experience in an
Educational Setting (BEES1)
Spring 2016
(combined with ASE placement in autumn 2015)
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 and PGCE Primary & Early Years Programmes
First Block Experience in an Educational Setting (BEES1)
Date
Detail
8 October
2015
Year Group Preparation
Meeting (combined with
ASE)
to be
confirmed
Briefing Meetings for
Schools
w/c 4 January
2016
(Week 1)
Associate
Partnership Schools
Teaching
Partnership Schools
n/a
n/a
School representative
attends
School representative
attends
First BEES1 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)
(5) including Observation
completed
Jointly led by SM/SDM
Jointly led by UM
Led by SM/SDM
Led by UM
Led by SM/SDM
Led by UM
Led by SM/SDM
Led by UM
Re-integration Week
w/c 11 January
2016
Second profiling conference
(Week 2)
held this week
Early Alert should be
issued no later than Friday
15th January
WM&EF inc Observation
completed (6)
w/c 18 January
2016 (Week 3)
Cause for Concern issued
no later than 22nd January
WM&EF inc Observation
completed (7)
w/c 25 January
2016 (week 4) Insufficient Progress
should be issued no later
than 29th January
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PGCE BEES1 Notes of Guidance
WM&EF inc Observation
completed (8)
w/c 1 February
2016
(Week 5)
w/c 8 February
2016
(Week 6)
Friday 11
February 2016
Led by SM/SDM
Led by UM
WM&EF inc Observation
completed (9)
Led by SM/SDM
Led by UM
Final profiling conference
held this week
Led by SM / SDM
Led by UM
Completed by
SD/SDM with input
from the student
teacher
Completed by UM with
input from the student
teacher
Visits will be made by
University staff during this
week to moderate those
students who have been
issued with Insufficient
Progress.
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 should be
completed electronically by
this date and emailed
together with an Excel
export of the final online
profile to the Partnership
Office.
Introduction
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PGCE BEES1 Notes of Guidance
The PGCE Primary Programme prepares student teachers to teach in the 5 - 11 age range.
All components of the taught programme at Plymouth University address the full 5-11 age
range. Student teachers undertake school experience placements in both Key Stage 1 and
Key Stage 2.
The PGCE Primary (Early Years) Programme prepares student teachers to teach in the 3 - 7
age range. Student teachers undertake placements in both the Early Years Foundation
Stage and Key Stage 1. They are placed in Key Stage 1 for their final placement.
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.
BEES1 follows the Autumn School Experience, in the same setting, where each pair of
student teachers have already established a professional relationship with a class, School
Based Tutor and mentor. This school experience is designed to challenge student teachers
to develop their competence by accepting increasing individual responsibility for planning,
teaching and assessment. During BEES1 they will continue to develop their ability to
monitor and reflect on their own performance, setting personal targets in consultation with
colleagues.
The PGCE First Block School Experience (BEES1) should allow student teachers
opportunities to undertake a school based training programme which includes:
supported opportunities in planning individual lessons and sequences of lessons which
have clear learning objectives;

opportunities to observe good practice in core and special subjects;

teaching individuals, groups and whole classes;

extending their awareness of the role of TAs;

how the school implements SMSC and promotes fundamental British Values;

opportunities to consider and implement assessment of pupils’ learning and using
assessment to inform further planning;

addressing targets identified during Autumn School Experience detailed in the student
teachers’ professional development profile;

opportunities to participate in learning conversations with School Based Tutor, School
Mentor and University Mentor/Visiting Tutor to set and meet targets in order to progress
to stage 4 and beyond.
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
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PGCE BEES1 Notes of Guidance
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.
It is appropriate to seek Leave of Absence for:

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:

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.
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PGCE BEES1 Notes of Guidance
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:
a. Student teachers on BEd Year 1 or PGCE ASE school experience placements
should focus on the teaching of geometry (EYFS: Shape, Space 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
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PGCE BEES1 Notes of Guidance
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.
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.
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PGCE BEES1 Notes of Guidance
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
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
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PGCE BEES1 Notes of Guidance
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:





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.
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PGCE BEES1 Notes of Guidance
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:





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
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PGCE BEES1 Notes of Guidance
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
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
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PGCE BEES1 Notes of Guidance
Conference Record should be signed and kept in the correctly tabulated section of the
School Experience File.
Final Profiling Conference
In the final week, a profiling conference will be arranged with the school or university mentor
when the experience will be reviewed. Student teachers will discuss overall the evidence
they have collected to demonstrate their achievements and progress and relate this to their
online profile. This is intended to help student teachers to gain a coherent view of their
personal/professional development and progress over both ASE and BEES1.
The School or University Mentor will, in consultation with the student teacher, then compile a
report. The student teacher will also contribute to the report by completing section 1 which
will have been agreed by the mentor. A further section of the report will be a print out of the
student teacher’s online profile. Guidance on completing the report is given in the report from
which is available in Section 12 of the Primary Partnership Portfolio. The report should be
emailed together with the Excel export of the final online profile by the School or
University Mentor to the Partnership Office, and a copy given to the student before
the placement ends.
Re-integration Week (Week 6 w/c 4 January)
The purpose of this week is to enable student teachers to quickly refamiliarise themselves
with the class, the needs of its individual pupils through discussions with school based
tutors and other appropriate professionals. The expectation is that student teachers will be
able to quickly begin to re-establish themselves in the role of class teacher.
By the end of this re-integration week student teachers should have:


discussed and signed the Safeguarding and Ethics Proforma;

checked and discussed both short and medium term plans for subject areas they will
teach;

agreed a detailed timetable for specific teaching responsibilities, focused
observations and non-contact time for the first week;

agreed detailed planning in some areas (preferably core subjects and in
Communication and Language, Literacy, Mathematics and Understanding the World
for Early Years Foundation Stage) for their teaching in the first week;

participated in individual or group work during English and mathematics sessions or
Communication & Language, Literacy and Mathematics in the Early Years
Foundation Stage;

undertaken observations of the class teacher working with the children in a range of
differing situations, focusing specifically on the teaching of the core subjects, and refamiliarising themselves with general classroom routines, organisation and
management;

negotiated a school based training programme for 25% time with school/setting
based colleagues and complete the first part of the proforma;
consolidate initial ideas and confirm those parts of the timetable which will be their
particular teaching responsibility during the rest of their time in placement;
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PGCE BEES1 Notes of Guidance

discuss those pupils supported by IEPs, PP or have EAL with the class teacher and
other colleagues as appropriate in order to enable appropriate planning;

discuss with the school based tutor the four profile children that they will study in more
detail during this placement, prepare the pupil profile and begin to gather evidence of
pupil progress;

participated in first profiling conference.
Teaching commitments and expectations during the rest of the period of
school experience
For 75% of the school week the student teachers, as a pair, are expected to be working in
the classroom with their SBT for 75% of the time, and gradually lead up to being responsible
for the whole class. This must be determined by, and in consultation with the SBT and the
School Mentor and/or the University Mentor to:
continue to work on the expectations outlined above;

teach English and mathematics in group and whole class situations on a daily basis
and in the final week take responsibility for teaching the whole class for at least one
complete session in each of these subjects (ensure that phonics is taught and
teaching observed on at least one occasion) or in Early Years Foundation Stage,
teach Communication and Language, Literacy and Mathematics in groups;

teach science or in Early Years Foundation Stage, provide opportunities for
Understanding the World: Expressive Arts and Media

teach their special subject;

use ICT appropriately in the core and other subjects or in Early Years Foundation
Stage, use ICT across the seven areas of learning;

teach as wide a range of curricular areas as possible or in Early Years Foundation
Stage, teach all seven areas of learning;

make use of a variety of strategies and resources and select evidence of pupils
progress to enable them to differentiate their teaching;

contribute to assessing pupils’ work and keeping records;

where possible and appropriate work alongside experienced TAs either in their own
or another classroom, focusing on English and mathematics or Communication and
Language, Literacy and Mathematics in Early Years Foundation Stage;

develop an awareness of other professionals who support pupils’ learning or
development including, where possible, before or after school care;

negotiate focussed observations of own practice with 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: 
undertaking focused observations of the teaching of English (including phonics) and
mathematics, science and their special subject or for Early Years Foundation Stage
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PGCE BEES1 Notes of Guidance
undertaking focused observations of the teaching of Communication and Language,
Literacy, Mathematics and Knowledge of the World.

developing an awareness of the role of the TA in their particular classroom;

developing an awareness of other professionals who support children’s learning or
development including, where possible, before and after school care;

develop an awareness of how the school/setting is implementing the SMSC & British
Values elements of the curriculum;

negotiate focused observations of own practice with teaching partner and/or School
Based Tutor;

where possible undertaking observations of PE and Music;

discussion with the school based tutor , and other colleagues as appropriate,
concerning planning, assessment and provision for individual differences (including
EAL);

undertaking the school based tasks in English with support as appropriate or for
Early Years Foundation Stage undertaking the school based tasks in Literacy with
support as appropriate.

continue to develop an awareness of behaviour management techniques;

learning about and contributing to records and reports;

undertaking AM activities.
Beyond the School Day
In order to fulfil their role as members of the teaching team, student teachers need to spend
sufficient time in the school/setting before and after the school day.

Engage in learning conversations about their work and progress with school/setting
based colleagues;

prepare for Profiling Conferences, at the beginning and before the end of BEES1,
with the school/University Mentor;

analyse and reflect on significant issues or events;

plan and resource lessons;

upload grades from the Weekly Monitoring and Evaluation Record on a weekly basis.
Student teachers are expected to participate fully in the life of the school; eg., (where
appropriate) attending staff meetings or INSET; meeting with parents including attending
parents’ evenings; participating in extra-curricular activities; contributing to the gathering of
information for class teachers’ use in reporting to parent
Assessment and Monitoring (AM)
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PGCE BEES1 Notes of Guidance
Assessing Learning Outcomes in Sessions
Lesson evaluations will include assessment of pupils’ learning in relation to objectives and
expected outcomes as detailed in lesson plans. Evaluations will contain some references to
particular pupils, their learning or responses and should be used to inform further planning.
Review of lesson evaluations each week contributes to evidence of pupils’ progress. All
student teachers have been made aware of Assessment for Learning strategies contained
within the Primary Strategy. Student teachers should be guided by the school regarding
keeping records of pupil progress.
Formative Assessment
Working alongside an experienced colleague, student teachers need to further develop
their understanding of how to undertake monitoring and formative assessment of pupils’
learning as part of their teaching. This will range from elicitation exercises to marking,
questioning or oral comments. Giving pupils appropriate feedback, both oral and written, will
be part of the planning and assessment cycle. Student teachers will also, where possible,
become involved in diagnostic assessment to identify the extent of pupils’ existing
understanding and any gaps or misconceptions in that learning. This will help them consider
targets for individual pupils’ development.
Student teachers are also expected to:

prepare for their work in AM through discussing the school/setting’s approach to
monitoring, assessment and record keeping with members of staff as appropriate
(with their School Based Tutor, Core subject and special subject co-ordinator);
records should be kept of the key points of these discussions;

undertake formative marking – taking into account pupils’ individual targets;

monitor and assess the achievements of the whole class across those aspects of the
Core subjects and their special subjects for which they have teaching responsibilities
or if in EYFS, the three prime areas of learning (PSED, Communication and
Language and Physical Development);

with support, assess the levels of pupils’ work using school/setting portfolios and
guidance materials as appropriate;

learn about and contribute to records and reports;

be guided by the school systems and protocols if appropriate;

maintain records (class or group lists) which can contribute to planning and reporting;

make a detailed Core and special subject profile (EYFS: Prime Areas of Learning,
Literacy and Mathematics Profile) for FOUR pupils based on a variety of assessment
strategies (in consultation with school/setting based colleagues and pupils as
appropriate);

prepare actual or simulated reports for parents, relating to attainment in literacy and
numeracy, science and their special subjects or in Early Years Foundation Stage,
relating to all seven areas of learning for ONE of the profiled pupils. The reports
must be discussed with school/setting based colleagues.
Page 15 of 22
PGCE BEES1 Notes of Guidance
Assessment of BEES1
Student teachers are required to to achieve a minimum of Stage 3 of all Teachers’
Standards 2012 during BEES1 and many will achieve many levels above this.
The Report Form will include a print out of SCROLL and give a clear indication of the student
teacher’s progress against the Teachers’ Standards. This forms an important assessment
element of the school experience component of the PGCE Programme.
The assessment will be made through careful consideration of a range of evidence, using
the framework of the Standards.
Evidence will be drawn from:
the School Experience Files;

examples of pupils work instigated by the student teacher;

Profiling Conferences with the School Mentor or University Mentor/Visiting Tutor
during which student teachers and School Mentors/University Mentors/Visiting
Tutors use SCROLL – the online profiling tool alongside evidence that specific
stages have been achieved;

focussed observations and written feedback on planning and classroom work;

Weekly Monitoring and Evaluation Report from School/University Mentors.
Report forms are designed to provide clear judgements about progression in relation to
progress towards the Teachers’ Standards. Targets for further professional development
should be clearly stated. Please refer to the report contained within the Report Form
section of the Primary Partnership Portfolio for further details.
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 15th
January 2016;

The Partnership Office must be notified by the end of week 8 (Friday 22nd January
2016) if there is Cause for Concern 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 9 (Friday 29th January 2016).
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 on-going
quality assurance process by completing and evaluation form.
Page 16 of 22
PGCE BEES1 Notes of Guidance
Quality Assurance Record – BEES 1 School Experience
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
Week 6
Weekly
Monitoring &
Evaluation
Report
Focussed
Observation
Initials
Student
teacher’s
initials
Date
Feedback
Given
Observed
w/c 4 January
Week 7
w/c 11 January
Week 8
w/c 18 January
Week 9
w/c 25 January
Week 10
w/c 1 February
Week 11
w/c 8 February
Page 17 of 22
PGCE BEES1 Notes of Guidance
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.
Re-integration Week
By the end of the re-integration week in school has the student teacher:

discussed and signed the Safeguarding and Ethics Proforma;
checked and discussed both short and medium term plans for subject areas they will
teach;


agreed a detailed timetable for specific teaching responsibilities, focused observations
and non-contact time for the first week;

agreed detailed planning in some areas (preferably core subjects and in Communication
and Language, Literacy, Mathematics and Understanding the World for Early Years
Foundation Stage) for their teaching in the first week;

participated in individual or group work during English and mathematics sessions or
Communication & Language, Literacy and Mathematics in the Early Years Foundation
Stage;

undertaken observations of the class teacher working with the children in a range of
differing situations, focusing specifically on the teaching of the core subjects, and refamiliarising themselves with general classroom routines, organisation and management;

negotiated a school based training programme for 25% time with school/setting based
colleagues and complete the first part of the proforma;





consolidate initial ideas and confirm those parts of the timetable which will be their
particular teaching responsibility during the rest of their time in placement;
discuss those pupils supported by IEPs, PP or have EAL with the class teacher and other
colleagues as appropriate in order to enable appropriate planning;
discuss with the school based tutor the four profile children that they will study in more
detail during this placement, prepare the pupil profile and begin to gather evidence of
pupil progress;
participated in the first profiling conference.
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 18 of 22
PGCE BEES1 Notes of Guidance
Teaching commitments and expectations during the rest of the period of
school experience
Has the student teacher:
continued to work on the expectations outlined in the Notes of Guidance?
taught English and mathematics in group and whole class situations on a daily basis and
in the final week take responsibility for teaching the whole class for at least one
complete session in each of these subjects (ensure that phonics is taught and teaching
observed on at least one occasion) or in Early Years Foundation Stage, teach
Communication and Language, Literacy and Mathematics in groups;

taught science or in Early Years Foundation Stage, provided opportunities for
Understanding the World?

taught their special subject?

used ICT appropriately in the core and other subjects or in Early Years Foundation
Stage used ICT across the seven areas of learning?

where possible taught a wide range of curricular areas or in Early Years Foundation
Stage, been involved in activities across the seven areas of learning?

made use of a variety of strategies and resources and selected evidence of pupil’s
progress to differentiate their teaching?

contributed to assessing pupil’s work and keeping records?

where possible and appropriate worked alongside experienced TAs in their own or
another classroom, focusing on English and mathematics, or Literacy and
Mathematics in Early Years Foundation Stage?

developed an awareness of other professionals who support children’s learning or
development including, where possible, before and after school care?

negotiated focussed observations of own practice with teaching partner
and/or School Based Tutor.











Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 19 of 22
PGCE BEES1 Notes of Guidance
Professional Learning Activities and CPD
During the non teaching time, has the student teacher:

undertaken focused observations of the teaching of English (including phonics) and
mathematics, science and their special subject or for Early Years Foundation Stage
undertaking focused observations of the teaching of Communication and Language,
Literacy, Mathematics and Knowledge of the World?

developed an awareness of the role of the TA in their particular classroom?

developed an awareness of other professionals who support children’s learning or
development including, where possible, before and after school care?

developed an awareness of how the school/setting is implementing the SMSC &
British Values elements of the curriculum?

negotiated focused observations of own practice with teaching partner and/or School
Based Tutor?

where possible undertaken observations of PE and Music?

had a discussion with the school based tutor , and other colleagues as appropriate,
concerning planning, assessment and provision for individual differences (including
EAL)?

undertaken the school based tasks in English with support as appropriate or for Early
Years Foundation Stage undertaking the school based tasks in Literacy with support
as appropriate?

continued to develop an awareness of behaviour management techniques?

learnt about and contributing to records and reports?

undertaken AM activities?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 20 of 22
PGCE BEES1 Notes of Guidance
Outside the School/Setting Day
Outside the school/setting day has the student teacher:

discussed their work and progress with school/setting based colleagues?

prepared for Profiling Conferences, at the beginning and before the end of BEES1,
with the School/University Mentor?

analysed and reflected on significant issues or events?

planned and resourced lessons?

completed the Reflective Weekly Overview and Progress Record and sent to





School/University Mentor?

Uploaded grades from the Weekly Monitoring and Evaluation Report form?

maintained their online profile?


Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 21 of 22
PGCE BEES1 Notes of Guidance
PGCE (BEES1) RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
Reintegration
Week
4 January
Week 7
11 January
Week 8
18 January
Week 9
25 January
Week 10
1 February
Week 11
8 February
Page 22 of 22
PGCE BEES1 Notes of Guidance