School Direct 2013-2014
Directed Tasks
These are a series of optional tasks which can be set by mentors or professional tutors as part of a
training plan where trainees are not attending the full university training. They feature on the
generic training plan which mentors and professional tutors will be using to plan training for
trainees not attending the full university course. The Directed Activities during your link closely with
the work undertaken at the University through curriculum studies and professional studies and they
also complement the school-based training and professional studies programme offered by
partnership schools. This guidance sets out a series of activities for you to carry out where
appropriate.
The activities provide you with practical, school-based opportunities that require you to investigate
and then reflect on a number of aspects of teaching and learning. Completion of the activities will
contribute to your development as a teacher and will provide valuable evidence towards meeting
some of the Teachers’ Standards (DfE 2012).
In all there are eleven directed tasks to complete over two terms. Some of the activities are
focussed specifically on work in your own subject department while others give you the opportunity
to look at work in other curriculum areas as well as the wider context of the school community.
Directed task a, b and c would be completed very early on in your training, It is your responsibility
to ensure that these activities are carried out if they have been set for you as part of your training.
Some activities are undertaken (as indicated) in both your placements, and it may be helpful to add
information to others whilst in your second school.
Most activity sheets have a space where you can fill in any previous experience that enables you
to meet, wholly or partially, the Standards addressed by the activity; you should discuss and agree
with your subject tutor whether this means that you do not need to do the whole activity. Next you
will need to find out the information required, carry out the observation stipulated and then write
your response to the practical and reflective activity. You may also add any supplementary material
if you feel this is appropriate
.
The activities are process rather than product led and focuses on facilitating your learning as a
trainee teacher in these areas. Although they are not seen in the same way as assignments you
will be required to record your findings and some guidance is given on each sheet. Time should be
allowed in the school day for you to complete these tasks. Each task should be reviewed in a
session with your mentor. Your observations, notes and reflections should form the basis for these
discussions mentors are asked to maximise trainee learning through these tasks by helping
trainees to plan how to go about them, monitoring progress and discussing their findings. There is
a box at the bottom of the form for mentors to sign off that the task has been completed.
Directed Task A: Finding out about the school and your subject department
You will need to do this activity in both your placement schools. The task will involve
you in collecting, reading and annotating documents, discussions with your SBT and
other members of the department.
This activity is intended to help you orientate yourself in the school and the department and to
focus your attention on some of the practicalities you will need to understand in order to begin
your teaching successfully. It may take you some time to compile all this information and, as
schools are very busy places, you will need to be flexible in the interests of good professional
relationships. Recording for this task will include read and annotated policies and other
documents and notes from discussions or meetings.
Find out the following about your department and your school
Ticked Off
 Head of Department
 SBT and other subject teachers
 Other holders of key responsibilities
 Support staff who work in the department
 Location of departmental resources
 Booking-out procedures
 Photocopying and reprographics
 Examination specifications used at GCSE
 Examination specifications used at A level/post-16
 Other assessment procedures
 Department handbook
 Curriculum Policies/schemes of work and other curriculum documents
 Information about the planning process
 Communicating with parents
 Homework policy
 Rooms/access
 Health and safety Policy and procedures
 Fire and first aid practices
 Times of departmental meetings
 Department Behaviour Policy: Rewards and Sanctions
 Equal Opportunities and Diversity Policy
 Systems for recording incidents
 Extra-curricular activities
 The arrangements for your timetable
 Confidentiality
 Child Protection
 School prospectus
 Communication systems within school
 School mission statement
 School Improvement/Development Plan
 Role of the Governors
 Links with the community
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed ……………………………………………………………....(SBT)
Date…………………
2
Directed Task B: Behaviour Management
You will need to do this activity in both your placement schools. You should complete
it for your host school and then add to it whilst on your second school placement
Your observations of teaching in your own and other departments will provide some of the
evidence for completing this activity.
Previous experience
Find out the following:
Ticked Off
 about the classes you are going to be teaching - names, range of abilities,
any pupils with learning or behavioural difficulties
 your school’s behaviour policy
 your school’s and department’s rewards and sanctions policy
 any specific support available in your department
Observe and analyse the styles of teaching employed, including the specific actions taken to
provide a well-controlled learning environment and good working relationships with pupils. You
might interview members of staff to discuss the strategies they use to manage a difficult class
effectively.
Practical and reflective activity
Describe the key features that you have observed that enable teachers to establish a clear
framework for classroom discipline. Comment on any differences between your two
schools.
Recording for this activity will include lesson observations focussing on behaviour
management, read and annotated policies, notes from discussions and the reflective activity
above of 1-2 pages of A4 for you host school and additional material from your second school.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
Date…………………
……………………………………………………………....(MENTOR)
3
Directed Task C: Inclusion - Special Educational Needs and Gifted and Talented
pupils
This activity will probably involve tracking a class for a day in order for you to experience
teaching in other curriculum areas. You will also need to find out about the role of the
SENCO in your school and obtain, read and discuss policies.
Previous experience
Find out the following:
Ticked Off
 about the school’s policy and provision for gifted and talented pupils
 about the school’s policy and provision for pupils with Special Educational
Needs
 how many gifted and talented pupils/pupils with SEN there are in the school,
how they are identified, how many pupils in the classes you are going to
teach have Individual Education Plans
 who the SENCO is and what their role is
 whether there will be any support from Learning Support Assistants available
to you in your classes
Observe teachers working with a class you are going to take over – this will include lessons in
your own and other subject areas
Practical/reflective activity
Evaluate the effectiveness of the materials and methods that you see being used to cater for
the specific needs of pupils with SEN or for those who are identified as gifted and talented. You
might choose to concentrate on the work of one teacher or on the experiences of particular
pupils.
This recording of this task will probably include lesson observations, notes from
discussions/meetings, read and annotated policies in addition to a report of 1-2 pages of A4 for
the reflective activity above.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
Date…………………
……………………………………………………………....(MENTOR)
4
Directed Task D: The Wider School Workforce
Previous experience
Find out the following:
Ticked Off
 as much as you can about the support staff employed in your school, e.g.
TAs Learning Support Assistants, Art/Science technicians, Foreign
Language Assistants
 what their role is in the school, what training they received, how are they
managed and supported
Observe a TA in your department (or in another if necessary), preferably working with a
member of staff who has been identified as having a particularly good understanding of how
best to use this support.
Interview an TA to find out about their role and what they need from teaching staff in order to
be able to support learning effectively
Practical and reflective activity
Analyse the contribution the TA makes to the pupils’ learning.
Comment on how class teachers can maximise the benefit of having an extra adult to
contribute to the lesson and what makes an effective teacher/TA working partnership.
For trainees in departments which have specialist support, e.g. Science technicians, Foreign
Language Assistants, consider how your own practice is going to be enhanced by this
additional resource.
Recording of this activity will probably include notes from your meetings and observations in
addition to the reflective passage of 1-2 A4 sides.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
Date…………………
……………………………………………………………....(MENTOR)
5
Directed Task E: Literacy & Numeracy across the curriculum
This activity will probably involve tracking a pupil for a day in order for you to experience
teaching in other curriculum areas (see also next activity).
Previous experience
Find out the following:
Ticked Off
 who is the literacy co-ordinator and numeracy co-ordinator in your school
 whether there is a literacy/numeracy committee to support and promote
this issue
 how your department contributes to the delivery of literacy and numeracy
e.g. read statements in the Scheme of Work, talk to Head of
Department/school based trainer
 whether there is a school policy on correcting pupils’ written work
 whether there is a school policy on giving advice to pupils on written and
mental calculations
Observe how teachers in other curriculum areas address issues relating to literacy, e.g.
use of key words, scaffolding, use of dictionaries, information on walls, books used, the
promotion of speaking and listening through group work.
Observe how teachers in other curriculum areas address issues relating to numeracy, e.g.
use of graphs/bar-charts, methods of calculation used, mathematical language used
Practical and reflective activity
Write about the literacy demands that are made of pupils during the school day, and the
extent to which teachers exploit opportunities within their subject to improve their pupils’
literacy skills.
Write about the numeracy demands that are made of pupils during the school day, and the
extent to which teachers exploit opportunities within their subject to improve their pupils’
numeracy skills.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed……………………………………………………………....(MENTOR)
Date…………………
6
Directed Task F: Working with Parents and Carers
Previous experience
Find out the following:
 how the school communicates with parents/carers in relation to reporting,
informing, disciplinary matters, homework, newsletters, webpages, etc.
 about how the school works in partnership with parents to raise
achievement
 how parents/carers are involved in other spheres of activity in the school
relating to their children’s learning e.g. governors, PTAs
Ticked Off
Observe an activity that involves communicating with parents/carers in some capacity, e.g.
a parents’ evening. Talk to teachers about how they prepare for and run parents evenings.
Practical and reflective activity
Based on your observation activity, comment on what you have learnt about the key role
parents and carers play in education of young people. Also reflect on what you have learnt
about communicating sensitively and effectively about a pupil to the parents/carers.
Recording of this activity will probably include notes from your meetings and observations in
addition to the reflective passage of 1 A4 side.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
……………………………………………………………..
Date…………………
(MENTOR)
7
Directed Task G: Working with data
Previous experience
Find out the following:
Ticked Off
 what data is used in the placement schools e.g. SATs, predicted grades,
target grades, APP, CAT scores, KS2 NCT, NC levels, free school meals,
SEN, G and T, and other data
 why this data is used
 how this data is made available to teachers
 what data is used in transition between key stages i.e.KS2 to KS3 and
KS3 to KS4
 how your school tracks pupil progress
 how data can be used to raise achievement and its use in target setting
 how your school compares to other schools locally and nationally
Observe how data is used in transition between year groups and or key stages in your
department. Talk to your MENTOR and members of your department about how they use
data and how it informs their practice. You may also find it useful to identify three or four
pupils you know well and analyse the data over the last two or three years to see if the
results are supported by your own assessments.
Practical/reflective activity
Consider what data is most appropriate to collect in your subject and how it might be used
effectively in your own planning and teaching.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed ………………………………………………………….... (MENTOR)
Date…………………
8
Directed Task H: marking and monitoring students work
This activity is likely to be best placed in the first term of the programme when you begin to
be responsible for whole lessons. By the end of this activity you should be able to mark and
provide effective feedback for students’ development in your specialist subject.
Previous experience
Find out the following:
Ticked Off
 Obtain the school and faculty policies on marking and discuss them with
your MENTOR
 Find out about how to mark work to success criteria giving pupils clear
and constructive feedback on strengths and areas for development.
Observe teachers marking work. For one of the classes you teach gather a photocopied
range of students work and using the success criteria mark the scripts giving constructive
written feedback to pupils and guidance for next steps. Review and discuss your marking in
a training session with your MENTOR or the class teacher. Discuss with your
MENTOR/class teacher how teachers record assessment.
Practical/reflective activity
Gather photocopies of pupils work and using the success criteria, mark scripts giving
constructive feedback to pupils and guidance for next steps. Go over the marking in an
MENTOR meeting. Evaluate your success highlighting any area you found difficult and in
your ITP build in further training as required.
Write a brief reflective passage about the activity noting your level of success and
highlighting any aspect you found difficult and would need further training in.
The recording of this task will include the sample marking and criteria and a reflective
passage of up to a page of A4.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed……………………………………………………………....(MENTOR)
Date…………………
9
Directed Task I: Personalised Learning – English as an Additional Language Provision
If neither of your placement schools has pupils with English as an Additional Language, you
are advised to arrange to visit another school to do this activity, e.g. on an afternoon when
you are not timetabled. This should be arranged through your professional tutor/MENTOR.
The university taught programme will also offer you opportunities that contribute towards the
relevant Standards.
Previous experience
Find out the following:
Ticked Off
 about the school’s provision for EAL pupils
 about any special resources for these pupils in your department
 whether there will be any support for EAL pupils in your classes
 what are their specific needs and how are they catered for
Observe the work of pupils for whom English is an additional language, either in mainstream
and/or specialist classes, and talk to the teacher with responsibility for EAL. If due to low
numbers of EAL pupils in your school your MENTOR feels this would be better achieved on
a visit to another school then this should be set up through your professional tutor or
MENTOR.
Practical/reflective activity
Write a brief account of what you have learnt about how these pupils’ levels of attainment
compare with those of other pupils. Do the language demands and the learning activities
offer a suitable level of cognitive challenge as well as providing language support? Review
the student’s written work. Note the students ability to contribute to class discussion, ask
questions, read text. How does provision for an individual EAL pupil exemplify personalised
learning. Include notes form your discussion and observations.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
Date…………………
……………………………………………………………....(MENTOR)
10
Directed Task J: Reporting on pupil progress
By the end of this activity you should be able to write a report to parents, carers or other
professionals
Previous experience
Find out the following:
Ticked Off
 Obtain/find out about the school and faculty policy on reporting pupil
progress to parents and discuss it with your MENTOR.
 Ask to see copies of reports to parents for some of the students you teach
 What is the procedure, how often are reports written? What is the format?
What is reported to parents? e.g. attainment, effort, levels, curriculum
coverage? individual areas of activity? Gather the information and discuss
with your MENTOR.
Observe a teacher writing reports. Also ask if you could write a report collaboratively with
your class teacher/MENTOR.
Practical/reflective activity
Write reports for a sample of pupils using the school procedure. These can be used by the
school if wished or may simply be a training exercise for you. Write a brief reflective passage
about the principles of effective report writing.
The recording of the activity is likely to include notes, the sample reports you have written
and a reflective passage of up to 1 A4 page.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
Date…………………
……………………………………………………………....(MENTOR)
11
Directed Task K: School Visits
Previous experience:
Find out the following:
Ticked Off
 the range of visits organised by your school and your year group in a
typical year and their purpose
 if there is a standard school letter format to send to parents/carers
 If there is a policy surrounding educational visits and trips
 the minimum teacher/pupil ratio required to accompany a trip
 any Health and Safety or legal implications and procedures for risk
assessments
Observe how teachers plan for pupils to learn in out-of-school contexts by taking part in a
visit.
Practical and reflective activity
You should also experience some of the practicalities of organising a real or potential visit.
Plan a visit supported by your class teacher/MENTOR engaging in activities such as drafting
a letter home to parents/carers, drawing up a spreadsheet for the costings, liaising with office
staff about transport and bookings, participating in a risk assessment on a preliminary visit,
organising helpers, any relevant activities undertaken by pupils before, during and after the
visit. In some circumstances you may need to do this investigation and planning outside of
your own subject department.
The recording for this activity is likely to be a brief account of the key points pleasures and
pitfalls of organising successful school trips (based on your own experiences and/or talking
to another member of staff or pupil(s)). Include all notes and other supporting sheets such as
letters and risk assessments above.
This task was reviewed and discussed during a training session and has been
completed to a satisfactory or better standard
Signed
……………………………………………………………....
Date…………………
(MENTOR)
12
13