Plymouth Consortium
Student Associates Scheme
SCHOOL BASED WORK HANDBOOK
2010-2011
1
STUDENT ASSOCIATES SCHEME SCHOOL BASED WORK HANDBOOK
Section
Page
1
03
INTRODUCTION
03
SAS General Information
03
04
05
06
07
SCHOOL BASED WORK
The Student Associate in school
Arranging School Based Work
The Role of the School or College
An Introduction to School
An introduction to Widening Participation
The SAS Team – School or College Visits
Student Associate Responsibilities During School Based
Work
Protocols for Student Associates Working in Schools or
Colleges
2
08
09
10
3
11
STUDENT ASSOCIATE GUIDE TO SCHOOL BASED WORK
ACTIVITIES
16
18
20
Professional Values and Practices
A. Enquiry Activities
B. Resources
C. Observation Activities
D. Teaching
E. Widening Participation Secondary Activities
Widening Participation Primary Activities
Life After the SAS
21
22
23
24
25
26
APPENDICES
1
SAS PLACEMENT FORM
2
LETTER EXEMPLAR
3
A SUGGESTED TIMETABLE FOR SECONDARY SBW
4
A SUGGESTED TIMETABLE FOR PRIMARY SBW
5
SAS SCHOOL BASED WORK STUDENT CHECK LIST
6
STAFFROOM INFORMATION POSTER
11
13
4
Plymouth Consortium Website
www..plymouth.ac.uk/courses/sas
2
1. INTRODUCTION
A warm welcome from the Plymouth Consortium SAS team. Our scheme is one of
a national network of schemes funded by the Training and Development Agency.
The Student Associates Scheme (SAS) gives Student Associates (SAs) an
opportunity to experience what is involved in working in education. The programme has
two main elements: a University Taught Course and School Based Work (SBW) - working
with pupils in schools. The aims of the scheme are:


To introduce students to schools and teaching as a potential career
To help raise the personal aspirations of young people for Higher Education,
particularly those from groups that are under-represented in HE.
SAS GENERAL INFORMATION
The SAS programme has five linked documents:
1. The SAS Student Associates Handbook for information on the taught course and
details of the scheme, the TDA Core Goals, contacts, website address and TDA online
registration details.
2. The SAS School Based Work Handbook for SAs on school placements (this
handbook!)
3. The SAS Guide for Schools and Colleges Handbook given to placement schools.
4. The Training Entry Profile and Raising Aspirations (TEP/RAP) – this is an on
line document where all SAs record their achievements throughout the course. All SAs
have to complete The Validation Sections at the back of this document after their 15
days in school.
5. The Widening Participation Handbook, information and ideas also available online.
All handbooks and documents are available on our website
www.plymouth.ac.uk/courses/sas
the first three are issued to students in hardcopy.
2. SCHOOL BASED WORK (SBW): A BRIEF OUTLINE
Student Associates have a school placement and work for 15 days in a state school in
England. This gives students experience of schools and education and the opportunity to:
1. Understand the professional culture of school by working alongside children and
teachers.
2. Help pupils from disadvantaged backgrounds to achieve their potential i.e.
participating in the Widening Participation Programme.



SBW- most SAs will do their placements in June/July- your 15 days MUST be
completed by the end of the Summer term 2011. There will be NO September
placements.
You work in an English state school for 15 days (the days do not have to occur in
one block).
SBW usually takes place in university vacation time when schools are still at
work.
3
The SAS Student Associate in School
The Student Associate [SA] will:
1. Work under the supervision of teachers with support from the:

School Initial Teaching Education [ITE] Coordinator- the teacher who organizes
students in school
SAS School Mentor
University Visiting Tutor or Local Authority Visiting Tutor


[The school ITE Coordinator may also be the SA’s mentor].
The School Coordinator and/or Mentor will:
arrange the SA’s timetable
support and supervise work in school and
monitor and confirm attendance and progress
o
o
o
2. Participate in teaching and learning by working with individual children, pairs and
small groups. Student associates are not expected to teach although there may be
some occasions when some will team teach or teach episodes of lessons in
collaboration with and the support of the teacher.
3. Work with the SA on set tasks that enable the SA to make the most of SBW and
provide evidence of their progress in relation to the Core Goals and the related
Qualified Teacher Status standards in their Training Entry Profile (TEP) document.
4.
Complete Part Four of the Validation forms at the end of the TEP/RAP.
This is the evidence we need to pay YOU and the school and also to satisfy our
auditors. See TEP/RAP for details.
5.
Take a full part in school life – use your initiative to help when and where
appropriate, especially in extra-curricular activities.
You MUST take your CRB Disclosure Form into school to show on the first
day in your placement school.
DEALING WITH A CHILD PROTECTION INCIDENT
If you are a witness to any incident that involves Child Protection issues during SBW, in
a lesson or elsewhere in school, you must report the incident to the school authorities.
Write an account of what took place, date and sign it and hand it in to your Coordinator.
Make a photocopy of this document and keep it safe.
4
Arranging School Based Work (SBW)
Student Associates have two main choices:
1
Block Placements in Plymouth Schools- these placements are arranged by the
SAS/LA Team.
2
Home placements –Student Associates can do SBW in a school in their home
area, but NOT in the secondary school they attended. You will need to complete
SBW School Contact Details [Appendix 1] if you have not already done this. This
will have been discussed when you met the SAS Team on your Induction day.
Please follow the steps below if you missed your induction day- you should set up
your home school placement as soon as you can- you will need to know which
school you are attending before you participate in the taught programme. Delay
may cost you your place on the scheme. Please e-mail if you are having problems
finding a placement.
CONTACTING A SCHOOL FOR YOUR SAS SCHOOL BASED WORK
Please contact (telephone) the school and ask for either the Initial Teacher Training
Coordinator or the Head of the Department for your SAS subject.
School contact details can be found on http://www.goodschoolsguide.co.uk.
Remember to tell the schools the benefits of the SAS:
It is government funded scheme
£15 per day per student is paid to the school
£40 per day is paid to you, the student, so you are there to work
Student is CRB checked
Student is responsible for most of the paperwork
An extra pair of hands in school
Student completes a 15 day placement
Student can take part in most school activities (but not allowed to take a class)
Student trained and prepared in widening participation activities
Let the school know about any special talents you have e.g. playing a sport or an
instrument, speaking another language
When contacting the school, you must:
Be prepared to answer some questions about yourself
Be interested and ask well-considered questions
Be polite-express your thanks as and when appropriate
Take the opportunity to visit the school before your placement if you are invited
Schools are very busy places so please be patient. Be prepared to call the school several
times. If the school does not get back to you keep trying. Good times to ring are 8.30 am,
lunch time and after 3.00 pm. Ask the school reception the best time to ring to speak to the
ITE co-ordinator.
1. If you know a school in your local area where you would like to do your 15 day
placement make an informal approach to the school to see if they would consider
having you.
2. OR
If you do not already know the school you would like to do your placement in:
please look at schools in your home area by visiting:
http://www.goodschoolsguide.co.uk or your Local Authority website and contact a
5
local school to see if they are interested in having a SA. All schools have websites
with contact details.
E-mail the SAS office details of the school and name of member of staff you have
spoken to on the Green Form (Appendix 1 in this handbook and ‘Green Form ‘ also
on the website) a copy of this form should be given to you on Induction Day.
Once the office agrees to the placement make contact by phone with the school’s
Initial Teacher Training (ITT) Coordinator or Head of the Department you will work
in.
Follow this up by sending a letter. A sample letter can be found in Appendix 2.
If the school needs more information about the scheme either
i. give them the SAS Guide for Schools
ii. ask them to look at the SAS website (all handbooks are on the website)
or
iii. ask them to contact the Plymouth SAS office
On confirmation of a school placement:
Inform the SAS Office the school has confirmed your place. It is essential we have
the contact details with a named member of staff (e-mail/phone number is also
helpful) so information sent to the school goes to the correct person.
The SAS office will then contact the school with an official letter by e-mail
which you will be copied into.
Take the School Based Work Handbook and the SAS Guidance for Schools and
Colleges with you into school.
When in school check the school tutor has the Guidance for Schools and Colleges
Handbook. If not please contact Plymouth SAS immediately.
Please ensure the school knows the SAS website
www.plymouth.ac.uk/courses/sas this has a ‘Guide for Schools and Colleges’
section providing information and assistance.
The Role of the School or College in the SA Placement
Looking after the Student Associate
The school/college will have a member of staff who looks after students this will be:

An ITE coordinator in charge of all students involved with the school, often this
includes SAs.

A school mentor/class teacher in primary who will supervise the SA. The mentor
will liaise with the co-ordinator and other members of staff.
The school co-ordinator and/or mentor:
1. introduces you to teaching and learning in school
2. involves you in the school’s WP programme
3. helps you with the paper work
6
A. Introduction to Teaching
Where possible and appropriate the SA should:
o
observe lessons taught to pupils of different ages and abilities and support classroom
work
o
help develop teaching resources, displays or computer based materials
o
teach or tutor individuals or small groups.
o
in some cases episodes with whole classes may be undertaken at the school
mentor’s discretion
o
engage with pupils to raise their academic aspirations
o
be involved with the pastoral work of the school
o
look at the school’s Special Educational Needs (SEN) provision
o
look at the school’s Gifted and Talented (G&T) provision, and where possible become
involved with supporting this.
o
engage with pupil assessment data at the appropriate Key Stage/s
o
become involved in extra-curricular life of the school (e.g. sports days, activities
week, visits, etc.)
The mentor should regularly monitor and discuss progress with the SA.
B. Involving SAs in the school’s WP Programme
The SA should be involved in encouraging all pupils (especially those in the WP
cohort) to consider participation in Higher Education by being a good role model and
providing pupils with detailed information about being a Higher Education Student.
SAs should also do one or more of the following:
o
Work alongside and meet with pupils who have the potential to go on to Higher
Education but who might be reluctant to apply to university or HE colleges as they
have no general knowledge or family history of university or college life
o
become a mentor/ buddy /coach/ where possible for pupil/s from the WP cohort, and
on the G&T register, particularly those from disadvantaged backgrounds
o
work as one of a team on an WP project to introduce pupils to the benefits of Higher
Education
o
return on a voluntary basis to your own school, college to hold workshops for pupils
considering going on to Higher Education
o
continue working voluntarily with children and schools if the opportunity arises e.g. G
and T days at the university. (we will e-mail details of these to SAs)
o
have the opportunity to work on a research project e.g. looking at the impact SAs
have in schools. If you are interested in taking part please inform the SAS.
7
C. Helping with the administration
The coordinator/mentor will help the SA:
o
inform the School Coordinator/University Coordinator/Seminar Tutor of any concerns
or problems that may arise
o
complete SBW paperwork including:
i.
ii.
checking and signing the SAS Claim Form
supporting the student in completing the Training Entry Profile
including the appropriate School Mentor elements.
THE SAS TEAM - SCHOOL OR COLLEGE VISITS
1
A member of the SAS Team will visit a selection of home based placements.
2
All Plymouth/Torbay and other school block placements will be visited by a University
Visiting Tutor [UVT] or a Local Authority Visiting Tutor (LAVT),
The SAS team will support and monitor the SA’s progress by:
o
discussing progress with the School Coordinator and/or School Mentor
o
discussing the completion of the Training Entry Profile/RAP
o
arranging a meeting with the SA’s School Mentor if the need arises
o
checking documentation/paper work as appropriate
o
confirming that the SAS Student Associate’s programme and the SAS programme is
being implemented to meet the Training Development Agency’s QA requirement
Student Associate Responsibilities During School Based Work

Student Associates should NOT undertake the same work as PGCE(or GTP,SCITT)
students.

The SA must NOT be left unsupervised with pupil/s and should not be expected
to teach whole classes or whole lessons.
*N.B. In some circumstances if the SA works voluntarily and in full cooperation with
the class teacher this can be allowed.

The SA should be familiar with all the requirements of the SAS programme and its
SBW element, all information available in hard copy and on the website
www.plymouth.ac.uk/courses/sas

It is the SA’s responsibility to:
o
act professionally including acting on advice and help from school staff
o
ensure the school has received all relevant SAS documentation and knows the
website details and other related information
o
inform the school of any absence immediately and follow the school or college
absence procedures
8
o
If you are going to be absent or late (e.g. transport problems) - immediately inform
the school (keep the reception telephone number on your mobile)
o
finalise in collaboration with the school mentor a SBW programme
o
undertake the SBW programme, including regularly completing entries in the Training
Entry Profile to build up evidence of the QTS standards
o
complete a number of the SBW tasks (from the SBW Handbook) as part of the SBW
programme- or follow tasks given to you by the school staff
o
discuss with the School, Local Authority or University staff any problems or concerns
o
complete pages PARTS ONE (p1-13), TWO ( p14-15) and THREE (p16-18) and
submit these electronically to the SAS Office at end of the placement (this is
essential for payment to the school and the bursary for SA).
o
complete PART FOUR –the Validation Forms (p19 – 24) of the TEP/RAP and
submit signed (paper) copies of this section - to the SAS Office at end of the
placement, ensuring that the school mentor has checked and signed the
-
School Report about the Student Associate(p19)
School Declaration (p20-21)
SBW Record of Attendance (on p22)
And the student associate has completed and signed
-
Student Claim Form (p22)
SAS Evaluation Form (p23-24)
Please note that payment will take 6-8 weeks from the date that the claim
forms were passed to finance.
ALL THESE FORMS MUST BE RETURNED BY THE STUDENT ASSOCIATE TO
THE SAS OFFICE.
PAYMENT WILL NOT BE AUTHORISED FOR THE STUDENT ASSOCIATE OR
THE SCHOOL UNTIL ALL FORMS ARE COMPLETED, SIGNED AND
RETURNED.
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Protocols for Student Associates Working in Schools or Colleges
o
Student Associates (SAs) should arrive at school in good time (ten minutes early) and be
punctual for all lessons, seminars and appointments.
o
The SA should create a good impression from the first visit. What is acceptable at University
might not be appropriate in school. SAs must conform to the standards of the school. If unsure
of the dress code please go dressed as for an interview on the first visit i.e. extra smart.
o
SAs should behave as a professional teacher, following the conventions of the school with
regard to dress and appearance.
o
If unsure of the school code in relation to personal appearance, adornments, etc. ring the
school for advice. If there are any problems, please do not hesitate to contact the SAS office
for advice.
o
If given access to confidential information do not communicate this information to any other
person without written authorisation.
o
You should be fully briefed concerning sensitive information in relation to medical and
behavioural, problems and gender, ethnicity, disability or sexual orientation as appropriate.
This should remain strictly confidential.
o
Never criticise another teacher or SA in public.
o
The SA must consult with the school or college policy on the issue of physical contact
with pupils Please check your notes on the lecture ‘Child Protection Issues’.
o
Please use appropriate language at all times.
When in school
DO

Ask to borrow copies of the school prospectus and staff handbook. They will contain valuable
information.

Ensure that you follow procedures and immediately inform the school if you are going to be
late or absent (keep the school reception number on your mobile).

Find out where you are expected to eat lunch.

Follow the established routine for tea and coffee. If you are in doubt, then make sure you pay
for each cup, or organise a block payment for the period of time you are in school.

Schools have a no smoking policy. Do not smoke in the school or anywhere on site.

Ensure your mobile is switched OFF when you are in lessons, meetings, etc.

Ask where you can park your car-before you arrive where possible.

Only use the school's photocopier after obtaining permission.
DON’T
EVER talk about another member of staff in a disparaging way to anyone in or out of school
Be over familiar with members of staff, always remain professional
Stick together in groups in the staff room, it is best to try and integrate with other members of
staff.
Sit around in the staff room, use your 15 days fully, there are plenty of activities to be involved insee the following pages for ideas.
10
3.
School-Based Work Activities
In order to make the most of your SBW it is important that:
1. you organise a timetable for yourself with your mentor /class teacher (this should
include private study and preparation time);
2. you have access to necessary school/college and department documentation.
You should aim to do a minimum of one activity in each of the categories A-D each
week, and you may do more. If the school wants you to work on a task that is not listed,
then please do, but write an outline of the activity as a record of what you did. Keep all
notes, resources or lesson plans in your Portfolio as evidence that you have completed
these tasks, and record the activity in your SAS TEP/RAP on –line.
All the tasks below relate to the SAS Core Goals and to the Professional Standards
for the award of QTS which are indicated alongside each task.
Professional Values and Practices are an overarching element of the programme and
central to your work in school or college.
Professional Values and Practice
Core Goal 1: Qts –Q2
Developing an understanding of what it means to be in an environment working
alongside other professionals is of great value if you want to enter the teaching
profession. It is also a key factor in developing the skills, knowledge and understanding
that make you employable in other professions. This theme underpins the SAS
experience and is applicable to the process of seeking employment, from the initial
application through to the final offer of a job.
There is an expectation that you will develop professional values when on placement.
Below is a guide as to what is expected of you within a school setting, this is not a
specific task but an overriding expectation throughout the whole of the school based
work.
Working towards and being able to consistently in both university and
school settings demonstrate the following professional attributes:




participation and engagement in all aspects of your training
willingness to work collaboratively and cooperatively
high expectations for your own professional behaviour including punctuality, personal
organisation and presentation
ability to communicate sensitively and effectively with colleagues, peers and tutors
and mentors
Have high expectations of all pupils; respect their social, cultural, linguistic, religious and
ethnic backgrounds, and show commitment to raising their educational achievement.
Treat pupils consistently, with respect and consideration, and show concern for their
development as learners.
Demonstrate and promote the positive values, attitudes and behaviour that you expect
from your pupils.
Near the end of the school placement your mentor /class teacher should sign
the above off in your Training Entry Profile if you have worked appropriately in
these areas in the school setting.
11
Use the grid below to chart the choices you make in each section.√ when task is
completed
A
A.1
A.2
A.3
Enquiry
Pupil timetables
Behaviour management
Reporting to parents
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.5
A.6
A.6
ICT Survey
The ‘Gender Gap’
Children with Special
Needs
B.2
Creating new resources
C.4
C.5
C.6
Gender
Questioning
Group work
D.3
Whole Class Teaching
D.4
Extra-Curricular
Teaching
ENQUIRY
Activity A1: Pupil Timetables
CG6; QTS – Q14
 Try to gather some pupils’ timetables; KS1, KS2, KS3, KS4 and KS5 (as relevant).
Or alternatively, study the school timetable [often displayed in the staff-room].
 Work out the time devoted to different parts of the curriculum.
 Work out how much time is allocated to your subject area (eg. maths, science, MFL,
IT). Does this change as the pupil progresses through the system? How?
 How different is this school system to your own education?
 Personal reflections.
Activity A2: Behaviour Management
CG4; QTS – Q30. Q31
 Study the School or Class Rules (or Code of Conduct) 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 the rules?
 Try to ask pupils what they think of the systems; do they know the system?
 Personal reflections.
12
Activity A3: Reporting to Parents
CG 9; QTS – Q4
 Try to gather copies of the report forms used to communicate with pupils’
parents/carers/guardians. These may differ in style for different years and for
different subjects/key stages, so choose up to three examples and concentrate on
your subject and pastoral reports.
 How often are they completed and on what do they focus - achievement, effort, n
behaviour etc?
 What part do pupils play in the process – if any?
 Are there meetings with parents? How often? How are they organised?
If in a primary school, is the teacher available for parents in the morning, how and
to what effect?
 Personal reflections.
Activity A4: An ICT survey
CG6; QTS – Q10
 Is ICT included 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?
 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
Activity A5: The ‘Gender Gap’
CG8; QTS – Q18, Q19
 Try to find out the relative performance of boys and girls in your school by looking at
test and examination data for the 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.
Activity A6: Children with Special Educational Needs




CG7; QTS – Q19, Q20
Gather information by talking to the SENCO and/or Special Needs Teachers.
List the 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
Activity B1: Creating displays for the classrooms or corridors
CG12; QTS – Q2, Q25a
 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.
Activity B2: Creating new resources
CG12; QTS – Q2, Q25a
 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.
13
C. OBSERVATION
These activities are designed to help you learn from watching in a structured way so you
can think about what you have observed and learn from it through discussion, debate
and thorough 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 that you would like to observe.
Activity C1: General Observation
CG3; QTS - Q10
 Use the General Observation Schedule on the website to help you to identify the
different learning activities that the pupils engage in during a lesson and reflect on
the quality of learning that you see.
Activity C2: Classroom Organisation
CG4; QTS - Q30, Q31
Calm, purposeful lessons are generally effectively 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.
Activity C3: Differentiation
CG7; QTS – Q19, Q20
 If possible try to observe a ‘mixed ability’ class, otherwise 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 then
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?
14
Activity C4: The Gender Agenda
CG8; QTS – Q18, Q19
 Use the Gender Observation Schedule on the website to observe the behaviour of
boys and girls and to reflect on implications for teaching.
Activity C5: Questioning
CG3; QTS – Q25c
Teachers are always asking questions.
1. Closed questions require the pupil to give the ‘right’ factual answer.
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?
Activity C6: Group work.
CG3; QTS – Q25d
Observe a lesson where you know pupils will be involved in group work
 How is the classroom organised for this activity?
 How are the children 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.
Activity D1: Tutoring an individual pupil
CG2; QTS - Q25d
 Work with an individual pupil during a lesson, as directed by the teacher. This might
include:
o helping the individual with work set by the teacher;
o informally assessing how well the pupil has done;
o devising, resourcing and guiding a pupil 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.
o helping to set learning targets for a pupil.
15
Activity D2: Teaching small groups of pupils
CG3; QTS – Q25d
 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 to 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).
Activity D3: Whole class teaching
CG5; QTS -
Q22
 Lead, or team-teach, all or part of a lesson, as directed by the teacher. This might
include:
o
Supervising an organisational activity in the lesson, eg. 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.
o
Planning, resourcing and teaching a whole lesson collaboratively with other SAs.
Try to assess the achievement of pupils by marking the work that you taught.
Activity D4: Extra Curricular Activities
CG2; QTS – Q30
 To make the most of your SBW you should try to help out with the extra-curricular
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.
16
Widening Participation
It is a requirement of the University of Plymouth SAS Programme that Student Associates
spend at least 10 hours of their School-based Work involved in Widening Participation
Activities (less in primary). This can be arranged in whatever way best suits your school:
two whole days; four half days; or a series of activities throughout the 15 days. We have
listed below suggestions for WP activities other ideas may emerge when in school that
would be useful to pursue.
Your aim should be to do ONE WP task a week. The final task is to complete your SAS
Raising Aspirations Proforma (SASRAP) ready for return to the University, and this will
need input from the school.
In the activities detailed below, those prefixed PWP (Primary Widening
Participation) are better suited to primary pupils but most tasks have the
potential to be adapted to any age range:
WP Activity 1: Who goes where? (Secondary placements)
Investigate the patterns of entry to university from 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?
 How many of these were from the Aimhigher cohort?
 Which universities do the pupils choose and are there any patterns here?
 How university entrance 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 Activity 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. It is a good idea to draw on your own ideas and experiences and
perhaps enliven it with 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.
If you are in a block placement school, undertake this activity as a team.
WP Activity 3: Using tutorial time to raise aspirations
During the first week take account of what happens in tutorial time. How is this time
used? Do you think it is effective? What is important about this part of the day when the
pupils are not in a ‘lesson’?
Plan a series of five different ten-minute activities (one for each day of the week) 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 in the
following weeks. 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
 TV ‘show’ format in the style of ‘Who Wants to be a Millionaire’ or ‘Countdown’.
If you are in a block placement school, you could undertake this activity as a team.
17
WP Activity 4: Game of Life
Discuss with children 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 children where they would go from now, in school
to achieve the right qualifications to fulfil their ambition. Children to create their own
versions of a game of life, considering problematic issues and dilemmas they may face
along the way.
Children to present individually or in groups to class/in assembly or to younger audience.
WP Activity 5: Masterclass
Run a Master class in your specialist subject for pupils who are either very able in the
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 Activity 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. If you are in a primary placement, this might include children
who do not know what university is. If you are in a secondary placement, it would be
good to choose pupils who have university potential.
What have you learnt about raising aspirations from what the pupils have said?
WP Activity 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. If you are in a block placement school, you could undertake this activity as a team.
WP Activity 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 Plymouth. 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.
WP Activity 9: Mentoring
Hold small group mentoring meetings with pupils the school has identified as having low
aspirations and talk to them about the choices they could make and the possibilities that
are open to them.
WP Activity 10: Question Time
If you are in a block placement school a team of you could answer questions from a class
about university life. You can give different perspectives from your personal experiences.
18
Primary Focused WP Activities
PWP Activity 1 - Who’s in the Box?
Game for 4-6 children
You will need: A game board: Dice: Counter for each child playing
Box with dressing up clothes for 4 – 6 characters. i.e. different professions, mechanic,
doctor, plumber, artist etc. You will need about 5 different items for each character.
Make a game board, this can be very simple, just a big piece of paper with a squared
path way around the outside. Colour some of the squares in. Children each have a
counter. They take it in turns to throw the dice. If they land on a coloured square they
can choose an item from the dressing up box. Once they have chosen an item this is the
character they will collect all other items for, e.g. doctor- white coat, stethoscope,
thermometer etc.
The winner is the person to collect all their professions items first.
Remember to talk about the items as they come out of the box, what are they used for
etc.
PWP Activity 2 - What’s My Job?
This can be played as a whole class or in a small group.
You will need: A screen of some sort
A box of dressing up clothes or hats, representing lots of different professions.
One child goes behind the screen and dresses up to represent a certain profession. They
stay hidden behind the screen.
The other children take it in turns to ask the child behind the screen a question. The
questions are to try and help them find out what the child behind the screen has dressed
up as. They can only ask questions with a yes or no answer, and to make it more
challenging maybe give a limit of 10-questions/ character.
When the correct profession has been said the child jumps from behind the screen to
reveal who they were.
Again remember to talk about the items being worn, help etc. and the type of work the
character would do in the real world.
PWP Activity 3 - Bob the Builder: Who Do We Need To Build The House?
Game for 4 -6 players
You will need: A game board like the one for Who’s in the Box (task 1 above)
Set of cards- architect, plumber, electrician, painter/decorator, roofer, and landscaper.
You need to ensure you have a set of these cards for each child playing. These are all
people Bob will need to help him build his house. Put all the cards together and shuffle
well and place in the middles of the board. i.e. you will have a stack 36 cards if 6 children
are playing.
Each child has a Bob the Builder counter. They take it in turns to throw the dice and
move around the board. If they land on a coloured square they take a card. If it is
someone they need on their team they can keep it, if they already have this person they
put it to the bottom of the pile and must wait their turn to come round again.
Winner is the person who collects all the people in their team first.
You could do the same game but for Lunar Jim- an astronaut. You would just need to
think of whom he would need on his team to get him to the moon.
PWP Activity 4 - Make a class book: When I grow up I want to be………..
First make your page for the book. Ensure you draw yourself dressed doing the job you
want to do. Write a paragraph to state what you have done so far to achieve this goal.
19
Write another paragraph to say why you want to do this job. This is a lovely way to both
demonstrate to the children what you want them to do and to share some of you with
them!
Get each child to make their page to go into the book and talk with them about why they
want to do this job and how they think they’ll achieve it.
PWP Activity 5 - What do adults do?
Ask a group of parents to come into the class be interviewed by the class. Each parent
may have 5-10 mins each on the “hot seat” and the children need to find out as much as
they can about the different professions. Write what is being said down and use this and
photos taken during the session to create a display.
PWP Activity 6 - Who’s Who in our school and what do they do?
Work with a group of children to interview different people who work in the school about
their roles and responsibilities. If possible tape these interviews or video them or
photograph them. You can use these to make a video documentary, an audio
documentary or a Power Point to share with the rest of the class.
PWP Activity 7 - Me and My Shadow
Arrange for pairs of children to shadow different members of staff in their school for an
afternoon, e.g. school secretary, head teacher etc. Work with them on this taking notes
with them about what different people do etc.
PWP Activity 8 - Game of Life (Can be adapted for Secondary pupils)
Discuss with children 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 children where they would go from now, in school
to achieve the right qualifications to fulfil their ambition. Children should create their
own versions of a game of life, considering problematic issues and dilemmas they may
face along the way.
Children then present individually or in groups to class/in assembly or to younger
audience.
PWP Activity 9 - Role Play Careers (Can be adapted for Secondary pupils)
Hand out a series of cards with different careers, such as fire-fighter, police officer,
electrician, plumber, lawyer, astronaut. On the reverse of the card information about the
job is listed, including necessary qualifications. In pairs children have to role play the
career from their chosen card, explaining what they needed to do to achieve this role.
Work in pairs to discuss and present to the remainder of their group.
PWP Activity 10 - Parallel Life (can be adapted for secondary pupils)
Role play with a partner - one character and the different outcomes when different
decisions are made in school/college/HE. for example, the film ‘Sliding Doors’ Children
present to class/peers etc different routes and outcomes through role plays of the same
person’s parallel life.
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4. LIFE AFTER THE SAS
The SAS is designed to encourage SAS Student Associates to continue working in
education in a variety of contexts. We hope you will want to continue your involvement
with schools and pupils in a voluntary capacity.
Listed below are some of the areas where you can be of service to the community:

The Gifted and Talented Excellence Programme
The Excellence Hub works with the university and school communities. It runs a wide
range of courses and activities, and would be very happy to involve current and ex SAS
Student Associates. Details can be found on the SAS website- and we will also send email messages about particular events where you can help. Email
SWHEIHUB@plymouth.ac.uk.

Coaching, tutoring, buddying, mentoring of individual pupils
SAs can work in a variety of ways with pupils by arrangement with your placement
school or via the SAS team. You might provide academic support for an individual or a
group. Email ed-sas@plymouth.ac.uk .

The Aimhigher/WP programme of the University
Please enquire as to opportunities to work with Aimhigher/WP. SAS Student Associates
who have completed the SAS course are extremely well thought of and ideal to work in
this area. Email Jayne.stanyer@plymouth.ac.uk .

Volunteering within the University
There are numerous opportunities to work as a volunteer with other organisations that
support children in or out of school – your CRB clearance at enhanced level is a valuable
asset. Email volunteer@su.plymouth.ac.uk.

Pyramid Club Plymouth
Find out about becoming a Club Leader for The Pyramid Club, which runs in conjunction
with Plymouth City Council. Email WorkforceDevelopment@plymouth.gov.uk .

Voluntary work
We encourage you to continue working with the school, college or other establishment
where you completed School Based Work, again your CRB clearance is valuable as it
extends for the time you are a SAS Student Associate at Plymouth

Apply for a place on a PGCE, GTP or SCITT
Visit the GTTR website for details of all PGCE courses at www.gttr.ac.uk.
Request information on the University of Plymouth and Marjon courses from the SAS
Office.
Investigate schemes like “Teach First” which provide alternatives to the traditional PGCE
route. Visit http://www.teachfirst.org.uk/.
Visit the TDA website to find out more about entering the teaching profession.
http://www.tda.gov.uk/Recruit/becomingateacher/waysintoteaching.aspx
21
Or email information to ed-sas@plymouth.ac.uk.
APPENDIX 2: INITIAL CONTACT LETTER: EXAMPLE
Exemplar of letter for an initial contact with your school placement.
Please use and change as appropriate.
Your address and contact details
Date
Dear (Head teacher)-find name,
The TDA Student Associates Scheme [SAS] is a national scheme that aims to give
university students an introduction to schools and teaching. I have been attending a
series of lectures and seminars at the Plymouth Consortium Scheme. We are given a
theoretical background as well as practical experience of schools so we can consider
teaching as a possible career.
Full details of the scheme are available on their website
www. plymouth.ac.uk/courses/sas
As an essential part of the course I need to work for 15 days in a (Primary/Secondary)
School to extend my experience of education. We have to do School Based Work in our
vacation time, and I would be grateful if you would consider allowing me to visit your
school between 00-00-00 and 00-00-0. Could I make a preliminary visit on 00-00-00 or
00-00-00 to discuss the possibilities and provide you with information?
As a Student Associate I hope to take as active a part in school life as possible, helping
where appropriate with individuals and groups under teacher supervision and
undertaking a series of tasks e.g. the preparation of materials and resources that draw
upon my academic expertise. I have applied for/received CRB clearance at enhanced
level.(Give certificate number if you have one)
A small payment of £15.00 will be made to the school for each day I attend. If you are
willing to take me as a Student Associate, I will contact the SAS Office and they will write
to you and provide additional details.
Yours faithfully,
Name:………………………………… Signed: ………………………………
22
APPENDIX 3: A SUGGESTED TIMETABLE FOR SECONDARY SBW
The 15 day school based experience in a secondary school might look like this:
Day
1
2
3
School Day
Induction
Tour of school
Meet the department /
Lesson Observations
With the department
Investigate
School organisation
and ICT in general
After School
Reflective writing:
first impressions
Year 7
Pupil shadowing – WP/AH
student
Behaviour
Management
techniques
Reflective writing:
what makes good
teaching
Preparation for
delivering a starter
activity
With the department
Resources /
With the department - to
include delivering a starter
activity
Inclusion (inc. SEN and Gifted
and Talented )
With department
WP / AH activity – Year 7
Key Stage 3 Strategy
TA shadowing
Key Stage 4
With department
WP / AH activity – Year 9 or
12
With department - to include
delivering starter activities
With departments
Produce a handout or learning
resource for Year 7 lesson
Produce a learning resource
for the classroom wall
With departments to develop
previous activities, resources
With departments to develop
previous activities, resources
Department
Give a presentation on
University Life
With departments
Work on Training Entry Profile
Debriefing session
Marking work
Evaluation of WP / AH
work
Assessment
TEP work / evaluation
of starter activities
Ensure TEP is
completed
4
5
6
7
8
9
10
11
12
13
14
15
Use of TAs
Learning resources
Learning resources
Learning resources
Learning resources
WP/inclusion
Preparation for WP /
AH work
Preparation for WP /
AH work
Preparation for
delivering starter
activities
Preparation for WP /
AH work
Preparation of
resource
Preparation of
resource
Preparation of PPT
Complete paperwork
and TEP
Complete TEP/RAP
and send in to the
SAS office –the
electronic copy and
post the signed
validation forms.
23
APPENDIX 4: A SUGGESTED TIMETABLE FOR PRIMARY SBW
The 15 days in a primary school might look like the following
(based on a 5 period day – schools might adapt as appropriate) :
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
School Day
Induction
Tour of school
Meet the class /
Lesson Observations
With the class
Pupil shadowing
Investigate
School organisation
After School
Reflective writing : first
impressions
Rewards and Sanctions
(including Code of Conduct
/ BfL)
Behaviour Management
techniques
Reflective writing :
what makes good
teaching
Preparation for
delivering a starter
activity
TEP/RAP fill in early
stages now.
Preparation for WP / AH
work
With the class – to
include delivering a
starter activity
With the class
Inclusion (inc. SEN and
Gifted and Talented )
With department
WP / AH activity
The National Strategy –
especially literacy and
numeracy
Assessment
TA shadowing
Resources
Preparation for WP / AH
work
Preparation for
delivering starter
activities
Preparation for WP / AH
work
Evaluation of WP / AH
work
TEP work / evaluation
of starter activities
With class
WP / AH activity
With department - to
include delivering
starter activities
Key Stage 1
With class
Work on TEP/RAP
Debriefing session
With the class
Marking work
Ensure TEP/RAP is up to
date
Key Stage 2
With the class- to
include
delivering a starter
activity
With the class
The National Strategy –
especially foundation
subjects
Preparation for starter
activity
Preparation for Gifted
and Talented work
With the class – to
include delivering a G
and T activity
With the class
Work on TEP
De-briefing
Use of ICT
Key Stage 2 to 3
Transition
Use of ICT /
Role of TAs
Prep. For G and T
Evaluation of G and T
work
Complete your TEP/RAP
and send in to the SAS
office –the electronic
copy and post the
signed validation forms.
24
APPENDIX 5: SAS SCHOOL BASED WORK CHECKLIST
As a record of your experiences on school placement, complete the following form
indicating what you did by ticking the appropriate boxes. This is a resume of your
activities for you to keep as an aide memoir.
SBW activities checklist
Enquiry
Pupil timetables
Behaviour management
Reporting to parents
ICT survey
Resources
Creating displays
Adapting and updating teaching
resources
Creating new resources
Observation
Lesson observation schedule
Classroom organisation
Differentiation- Less able learners
Differentiation- The more able pupils
Differentiation-The very able (gifted and
Talented)
Teaching
Tutoring an individual pupil
Teaching an individual [lesson]
Helping a small group
Teaching a group [lesson]
Teaching a class [episode]
Informal assessment
Using NC criteria in marking
Producing resources for a pupil
Differentiated teaching resources
The ‘Gender Gap’
SEN Children
Citizenship in the curriculum
National Curriculum assessment
Developing ICT resources
Textbooks
Stocktaking
Questions, Questions
Chalk and Talk
Group work
Gender agenda
Teaching an individual [episode]
Teaching a group [episode]
Teaching a class [lesson]
Marking pupils work
Producing resources for a group
Extra curricular involvement: drama, sport, field trips etc. [give details]
Involvement with the Pastoral Curriculum
Links with tutor group
Presence in PSHE lessons
Widening Participation-e.g. talking
about SAS Student Associate life at
university
Involvement with School Staff: Did you meet and talk toA class tutor
The SENCO
Curriculum coordinator(s) / Department
The Head/Deputy
Head - please list below:
A Teaching Assistant
The Assessment Coordinator
A Head of Year
25
STUDENT ASSOCIATE SCHEME
There is a Student Associate in your school from the Plymouth
Consortium Scheme.
The SAS is a TDA funded programme that:


introduces university students to working in school and to teaching as a possible career.
helps inform pupils in school about Higher Education and its benefits.
As university students 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 Student Associates will be involved in some of the following:

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. In some
cases episodes with whole classes may be undertaken at the teacher’s
discretion.

Supporting a Gifted and Talented pupil in their subject area.

Helping develop teaching resources, displays, computer based
materials etc.

Extra curricular activities.
We run a series of Mentor Training Sessions for SAS Mentors.
If you have any questions about the scheme please contact the Plymouth SAS Office:
Rolle Building, University of Plymouth, Drake Circus, Plymouth, PL4 8AA
Email: ed-sas@plymouth.ac.uk or Telephone: (01752) 585498
Website address www.plymouth.ac.uk/course/sas
Student Associates 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 and supported the school’s
Aimhigher/WP Programme.
26