PGCert Primary Education
School Experience Handbook
2013-2014
The information contained in this handbook is accurate at the time of going to press. However the
University reserves the right to amend it as necessary.
2
WELCOME TO EDUCATION AT BRUNEL UNIVERSITY ............................................................................................. 5
WELCOME FROM THE COURSE LEADERS ................................................................................................................. 6
WELCOME FROM THE PARTNERSHIP DEVELOPMENT UNIT..................................................................................... 8
PARTNERSHIP MODEL OF TRAINING ........................................................................................................................ 9
SECTION 1 – ESSENTIAL INFORMATION .............................................................................................................. 12
PLACEMENT DATES ..................................................................................................................................................... 12
MEETING AND TRAINING DATES .................................................................................................................................... 12
LINES OF COMMUNICATION .......................................................................................................................................... 14
PATTERN OF SCHOOL EXPERIENCE – FSE/DSE ................................................................................................................. 15
PATTERN OF SCHOOL EXPERIENCE – CSE ........................................................................................................................ 16
AN INTRODUCTION TO THE ROLES OF TUTORS INVOLVED IN THE PARTNERSHIP ....................................................................... 17
PRE-BLOCK CHECKLIST................................................................................................................................................. 20
CHECKLIST FOR STARTING EACH SCHOOL EXPERIENCE ......................................................................................................... 20
SECTION 2 – THE PARTNERSHIP AGREEMENT ..................................................................................................... 22
BRUNEL PRIMARY POST GRADUATE CERTIFICATE OF EDUCATION PARTNERSHIP AGREEMENT .................................................... 22
SECTION 3 – INFORMATION FOR STUDENTS (BLUE) ........................................................................................... 29
GUIDANCE ON PROFESSIONALISM, SAFETY AND INSURANCE ................................................................................................ 29
GUIDANCE ON PLANNING ............................................................................................................................................. 32
Medium Term Planning..................................................................................................................................... 32
Individual Lesson Planning ................................................................................................................................ 33
GUIDANCE ON ASSESSMENT ......................................................................................................................................... 35
GUIDANCE ON THE TWO SCHOOL EXPERIENCE FILES .......................................................................................................... 36
File 1: Planning and Teaching ........................................................................................................................... 36
FILE 2: MARRA................................................................................................................................................... 38
PROFESSIONAL LEARNING RECORD ................................................................................................................................. 40
Reflective Statement ......................................................................................................................................... 40
Cause for Concern - Action Plan ........................................................................................................................ 40
SECTION 4 – INFORMATION FOR TUTORS (YELLOW) .......................................................................................... 42
GUIDANCE ON DIFFERENTIATED SUPPORT FOR STUDENTS ................................................................................... 42
Developing an Individualised Training Plan ...................................................................................................... 42
Working with Students in Paired Placements ................................................................................................... 43
Students’ Observations of Experienced Teachers ............................................................................................. 44
Team Teaching Approaches .............................................................................................................................. 44
Developing the Subject Knowledge of your Student ......................................................................................... 45
Using the Brunel University Observation Form ................................................................................................. 45
Curriculum Planning Requirements .................................................................................................................. 49
Students’ Assessment of Pupils ......................................................................................................................... 49
School Based Mentor Weekly Checklist ............................................................................................................ 51
SUPPORTING STUDENTS IN TEACHING THE CORE SUBJECTS AND ICT ..................................................................................... 52
English ............................................................................................................................................................... 52
Mathematics ..................................................................................................................................................... 56
Science .............................................................................................................................................................. 58
ICT ..................................................................................................................................................................... 59
GUIDANCE ON ASSESSING STUDENTS.................................................................................................................... 61
Development and Consolidation Phases ........................................................................................................... 61
Cause for Concern - Action Plan ........................................................................................................................ 62
SCHOOL-BASED & PROFESSIONAL MENTORS – KEY GUIDANCE REFERENCE SHEET .............................................. 63
LINK TUTOR PROMPT SHEET .................................................................................................................................. 64
PAIRED PLACEMENTS - A SUGGESTED PROGRAMME .......................................................................................................... 65
PAIRED PLACEMENTS - GUIDANCE FOR STUDENTS WHEN NOT LEADING TEACHING ................................................................... 67
PAIRED PLACEMENTS - GUIDANCE ON PEER REVIEWS ........................................................................................................ 68
SECTION 5 – FOUNDATION SCHOOL EXPERIENCE (WHITE) ................................................................................. 71
3
TRAINING TASK SCHEDULE (FSE) ................................................................................................................................... 71
SECTION 6 - DEVELOPMENT SCHOOL EXPERIENCE .............................................................................................. 77
TRAINING TASK SCHEDULE ........................................................................................................................................... 77
SECTION 7 - CONSOLIDATION PHASE: CSE .......................................................................................................... 82
TRAINING TASK SCHEDULE ........................................................................................................................................... 82
SECTION 8 - PROFESSIONAL LEARNING RECORD (GREEN)…………………………………………………………………87
SECTION 9 - BLANK PROFORMAS (WHITE) ........................................................................................................ 141
MEDIUM TERM PLANNING .................................................................................................................................141
WEEKLY OVERVIEW .............................................................................................................................................142
MATHEMATICS LESSON PLAN ..............................................................................................................................143
ENGLISH AND GENERAL LESSON PLAN .................................................................................................................144
ASSESSMENT TRAIL CHECKLIST ............................................................................................................................145
KEY LEARNING OBJECTIVES PLANNER ..................................................................................................................146
FOCUS GROUP ASSESSMENT RECORD .................................................................................................................147
ANNOTATION SHEET ............................................................................................................................................148
WHOLE CLASS TRACKING RECORD (CORE SUBJECTS) ..........................................................................................149
CONTEXT AND RATIONALE (READ LECTURE SLIDES AND SUPPORT MATERIALS CAREFULLY) ........................................................150
WRITING MISCUE ANALYSIS ........................................................................................................................ 156
CONTEXT AND RATIONALE .....................................................................................................................................156
DSE - ASSESSMENT CHECKLIST .............................................................................................................................161
CSE CONSOLIDATION PHASE - ASSESSMENT CHECKLIST ......................................................................................162
FILE SCRUTINY CHECKLIST FOR LINK TUTORS .......................................................................................................165
DSE ..................................................................................................................................................................165
CSE ..................................................................................................................................................................166
WEEKLY PROFESSIONAL LEARNING RECORD .......................................................................................................172
LESSON OBSERVATION PROFORMA (STUDENT OBSERVING EXPERIENCED TEACHER) ......................................................177
EXAMPLE OF A COMPLETED WEEKLY PROFESSIONAL LEARNING RECORD ..............................................................................181
EXAMPLE OF A COMPLETED SCHOOL EXPERIENCE ACTION PLAN .........................................................................................183
APPENDIX 1 - PROCEDURES RELATING TO SCHOOL EXPERIENCE ...................................................................... 184
GUIDANCE – INDIVIDUAL NEEDS ASSIGNMENT (INA) ....................................................................................... 185
CRITERIA FOR ASSESSMENT: INDIVIDUAL NEEDS ASSIGNMENT ...........................................................................................185
SUBMISSION DATE: ...................................................................................................................................................185
AIM .......................................................................................................................................................................185
GUIDANCE ..............................................................................................................................................................185
POSTER ..................................................................................................................................................................187
PRESENTATION.........................................................................................................................................................187
4
Welcome to the Partnership
WELCOME TO EDUCATION AT BRUNEL UNIVERSITY
Welcome to the Primary PGCert programme. To trainees, I extend my thanks for
choosing to study at Brunel and, to Mentors and Class teachers, thank you for your
essential contribution to the PGCert Primary Education programme.
At Brunel, we are proud of our long-standing primary initial teacher education
partnership. Indeed, Brunel University’s predecessor colleges are some of the oldest
colleges of teacher education in the British Commonwealth, with one (the Borough
Road College) dating back to 1798. Formal partnerships with primary schools date
back to the 1980s, well before they were made statutory in 1992. So, over time, we
have been able to evolve effective ways of integrating university and school-based
work and opportunities for professional learning. The Primary PGCert programme is
subject to rigorous ongoing revision and development to reflect the changing nature of
primary education in the wider context of Government policy and legislation. This
process is facilitated by our close working relationship with our partner schools through
the Primary Partnership Management Group (PPMG), which comprises head
teachers/senior teachers from partner schools and members of the Brunel primary
teaching team and our Partnership Development Unit.
The Brunel Primary Partnership takes pride in the high level of expertise and wide
range of experience of our staff at all levels. These are attributes that enable us to state
confidently that our students receive the best possible training and leave Brunel
prepared to embrace the challenges and reap the rich rewards of teaching in primary
schools. The high quality of our programme has been recognised by Ofsted as
‘outstanding’ and also by the schools with which we work - and by our former students.
Our programme is distinctive, innovative and known to be of a very high quality.
As Head of Education at Brunel, I send my very best wishes to every trainee for what I
know will be a stimulating and thoroughly rewarding year.
To our partner schools, thank you once again for working with us this year. We look
forward to an ever closer, collaborative partnership and wish you and your staff every
success.
Professor Viv Ellis
Head of Subject in Education
5
Welcome to the Partnership
WELCOME FROM THE COURSE LEADERS
At Brunel we believe in the strength of our Partnership model of training where schools
and Initial Teacher Educators work together to provide the best training possible. We
aim to provide a quality and robust training programme that reflects high expectations
and standards.
Although we aim for all of our students to meet the Teaching Standards, we believe
that well rounded students will not only be assessment-driven but also get involved in
many exciting aspects of primary school life. Our students are encouraged to be
innovative and conscientious professionals who take their professional roles seriously.
We always welcome new ideas from schools and encourage school-based staff to
feedback on aspects of the course which they feel they can contribute towards. We are
always keen to hear from schools who are leading innovative and exciting projects so
that we can celebrate the work of Partnership schools within University-based sessions
and on our information screen within the education building.
If you are a senior member of staff within school, we encourage you to join our Primary
Partnership Management Group (PPMG) so that you can contribute and share your
expertise at termly meetings.
This academic year we are continuing our new ‘Curriculum Enhancements’ pathways
and we look forward to sharing these outcomes with the Partnership.
The course leaders can be contacted at:
ray.huntley@brunel.ac.uk or gwen.ineson@brunel.ac.uk
We look forward to working with you in partnership.
Dr Ray Huntley
Primary PGCert Course Leader
Dr Gwen Ineson
Primary PGCert Course Leader
6
Welcome to the Partnership
7
Welcome to the Partnership
WELCOME FROM THE PARTNERSHIP DEVELOPMENT UNIT
Partnership with schools is at the heart of the Primary Initial Teacher Training offered
by Brunel University and the Partnership Development Unit (PDU) works hard to
ensure that all partners in the training are well supported throughout.
One of our principal roles is to ensure that all trainees have high quality school
experiences during their practical teaching placements. Placements are arranged in
our partner schools across a wide geographical area that encompasses several
London boroughs, unitary authorities and LAs north, west and south of London.
Trainees therefore have opportunities to work in a wide variety of environments from
small rural schools to large urban primary settings. Our partnership schools include
faith schools (Roman Catholic, Church of England, Sikh, Jewish and Muslim Voluntary
Aided), Academies, Independent schools (that follow the NC) and schools and units for
pupils with Special Educational Needs. Many of our schools are in multicultural areas
and trainees often have the opportunity to work with children for whom English is an
additional language. Our recent OfSTED inspection report identified the preparation of
trainees for teaching pupils in a diverse society as one of our ‘Outstanding’ features.
Every effort is made to place trainees in schools that are conveniently located for ease
of travel, but you will appreciate that this cannot always be possible and inevitably a
small number of trainees will be expected to travel a relatively long way to their school,
or will be asked to compromise on some other aspect of their placement. If this
happens on the first placement every effort will be made to give the individual a better
choice for their second school.
It is our mission to provide for each trainee support and opportunities that enable them
to excel in attaining QTS. In our work in ITT we seek at all times to demonstrate the
values of consideration, co-operation, commitment, creativity and understanding.
8
Welcome to the Partnership
PARTNERSHIP MODEL OF TRAINING
The one-year Primary PGCert course is a partnership between the University and schools. We
work together to support and educate trainees to the highest possible standard.
University Based Training
Whilst at the University, trainees engage in developing the academic and theoretical aspects of
teaching and learning. The ‘Investigating Professional Practice’ strand of the course provides a
broad overview of major issues and challenges in teaching and learning, to include some of the
current key debates. This is held at the beginning of the course to ensure trainees have a solid
understanding of these broad aspects at a national level before embarking on their sustained
school experience, which is useful in terms of setting the context for school-based learning.
Trainees are regularly engaged in collaborative learning activities as an integral part of their
training. These experiences enable trainees to develop confidence in presenting to a critical
and diverse audience and develop presentation skills required for the classroom. Universitybased training is designed to improve trainees’ subject knowledge in core curriculum subjects;
regular subject knowledge audits ensure that trainees are reflective and aware of their future
training needs to become highly effective teachers.
Members of the Partnership play a central role in university-based teaching as they form part of
the teaching team, providing valuable up-to-date input in key areas and help to raise
awareness of current issues and challenges.
Members of the PPMG have an understanding of the aims and objectives of the taught course;
their input on the content is sought regularly basis through action groups and meetings. This
year, staff from Curriculum Enhancement schools are encouraged to become members of the
PPMG and take a more active role in team teaching approaches.
School-Based Training
While trainees are in schools, their training needs are supported by the school-based mentor. A
university-appointed Link Tutor oversees the training and quality assurance matters through
planned visits and is the first point of contact with the university. The Link Tutor can be
contacted via e-mail or phone if a training matter needs to be discussed. Contact details are
exchanged at the start of the programme. Trainees can contact their Personal Tutors for
additional support and advice where appropriate.
The fast pace of the one-year programme inevitably means that, within the university-based
elements of the taught course, trainees do not receive extensive training in all curriculum areas.
During school-based training they will require focused support in planning, preparation,
assessment systems and so on from their class teachers and mentors. Different schools adopt
different systems and it is vital that trainees can use the systems in place and understand the
rationale behind them. While trainees are introduced to these themes in university, the ‘Weekly
Training Task Schedule’ outlines tasks that trainees need to complete in school, ensuring that
trainees develop requisite pedagogical knowledge and skills.
Initial Teacher Training (ITT), like primary schooling, is closely monitored, both by the Teaching
Agency (TA) and OfSTED and trainees are required to meet the Teachers’ Standards (DfE,
2012). School-based experience forms a central part of trainees’ progression towards meeting
these Standards and school-based mentors therefore play an essential role in developing the
competence and confidence of every trainee.
Trainees are required to provide evidence of competence in each of the eight Standards and
therefore it is important that their progress is reviewed regularly and consistently at agreed
contact points to ensure that the best training opportunities are provided.
9
Welcome to the Partnership
THE PRIMARY PARTNERSHIP WEBSITE
The Primary Partnership Website can be accessed at:
http://www.brunel.ac.uk/sse/education/partnerships/primary-school-partnerships
This site provides a useful link to:






Partnership information
Partnership Development Unit
Mentor / Link Tutor training sessions
Important dates
Professional development
Electronic copies of all key paperwork
If there is anything else you would like to see on this site please contact Dr Ray Huntley who
oversees the content of this website:
ray.huntley@brunel.ac.uk
MENTOR AND LINK TUTOR TRAINING
Training is held at Brunel University and in schools. Attendance at training sessions is a
Teaching Agency requirement and part of the Partnership Agreement, enabling all members of
the Partnership to be informed of government requirements – including national priorities – for
the training of teachers and up to date information on the course. This is also an invaluable
forum for university and school partners to discuss issues of common interest and concern.
Mentor training is provided which will ensure that those who are new to the Brunel Partnership
receive detailed input about the role and paperwork. Experienced mentors will continue to
have the opportunity to update their knowledge as well as support new mentors.
This training will provide an overview of the following key areas:

The Teaching Standards (2012)
The training will outline the Standards and how to interpret these within the context of
the primary classroom. It will develop an understanding of how to support your trainee in
meeting these Standards.

Assessment of Trainees (at the interim point and end of their placement)
The training will include input on assessment-related paperwork. It will explain how
trainees are assessed at the final Link Tutor visit and the necessary evidence needed to
support judgements concerning individual progress and targets for the final school
experience or NQT year as appropriate.

Moderation of Assessment
Training will also ensure that trainees have been assessed fairly across Partnership
schools and ensure that all those involved in the assessment process are clear about
university-based systems.
10
Welcome to the Partnership
NB: we engage in a rigorous moderation process, whereby senior members of
University-based staff assess Link Tutors' final assessments of trainees. This
process is designed to ensure that all assessments of attainment are conducted
in line with university procedures in a consistent style.
As well as University-based training, Link Tutors support class teachers by providing in-school
mentor training where needed. This ensures that the needs of the school and individual
teachers are met. This training may be one-to-one approach or as small group sessions.
Should your school feel that there is a clear training need in a particular area, please contact
Michelle Evans (michelle.evans@brunel.ac.uk) in our Partnership Development Unit, for
information. All training dates are indicated in the ‘Essential Information’ section.
AIMS OF THE HANDBOOK
Whether you are new to the Brunel Partnership, an experienced trainer or a trainee, we hope
you will find this handbook useful and informative.
University-based input for trainees, mentors and Link Tutors will provide additional input on
interpreting and implementing this guidance within the school context.
This handbook is set out in eight main sections and is written to support trainees, Link Tutors
and school-based staff. We have compiled all explanatory information and key proformas in
one handbook so that all audiences are fully aware of the training and learning needs of each
other. We believe that this will ensure a more effective and informed training model.
An electronic version of this handbook is also available on our Primary Partnership Website:
http://www.brunel.ac.uk/sse/education/partnerships/primary-school-partnerships
11
Section 1 – Essential Information
Section 1 – Essential Information
Placement Dates
Foundation School Experience:
Monday 11th November - Friday 6th December 2013
Friday 20th December 2013
Development School Experience:
Monday 6th January – Friday 28th February 2014
NB – Please note that there is a Teachers’ Fair on Friday 3rd January 2014 at Brunel
University and attendance is compulsory for all trainees. Trainees will receive useful
information on job applications and processes.
Consolidation School Experience
Serial Day Visit:
Wednesday 19th March 2014
Action Planning weeks:
Monday 24th March to Friday April 4th 2014
Consolidation Phase:
Tuesday 22nd April - Friday 27th June 2014
Alternative Settings:
Afternoons of Wednesday 14th May and Wednesday 21st
May 2014
NB – From time to time, school holiday dates will vary across boroughs. Trainees are advised
to follow the school pattern and seek advice from their Personal Tutors where necessary.
There are two afternoons set aside towards the end of CSE where trainees can spend the time
in an alternative setting. For example, they might visit a Special School, a PRU, a nursery or a
school which reflects greater ethnic diversity than their current setting. Trainees are responsible
for arranging this ‘alternative setting’ themselves and negotiate it through peers on the
programme. If necessary, the dates for these visits can be reorganised in discussion with
trainees and mentors.
Provided below is a brief overview of the activities trainees will be expected to engage in during
their experiences in school. Further detailed descriptions of these training opportunities are
given in the “Training and Task Schedule” in sections 5 - 7 of this handbook.
Meeting and Training dates
Primary Partnership Management Group (PPMG) Meetings
There will be one meeting per term for this group. Dates will be arranged.
Mentor Training
FSE/DSE:
Weeks commencing November 4th 2013 and January 20th 2014
CSE:
Weeks commencing March 17th and May 12th 2014
Mentor training will take place in partnership school, under the direction of cluster leaders.
Exact dates and times will be arranged by the cluster leaders.
12
Section 1 – Essential Information
Link Tutor Training
Monday 4th November 2013, 2.00 - 4.30pm




Teachers’ Standards
Preparation for FSE & DSE
Profile of Progress
Meet trainees
Friday 28th February 2014, 2.00 - 4.30pm


Moderation of assessment
Evaluation of DSE
Thursday 17th March 2014, 2.00 - 4.30



Preparation for CSE
OfSTED grade descriptors
Meet trainees
Friday 27th June 2014, 2.00 - 4.30pm


Moderation of assessment
Evaluation of CSE
13
Section 1 – Essential Information
Lines of Communication
Professor Viv Ellis
Subject Leader, Education
School of Sport and Education
Halsbury Building
Brunel University
Uxbridge
Middlesex
UB8 3PH
Tel: 01895 265159
E-mail: viv.ellis@brunel.ac.uk
Ray Huntley
Primary Course Leader
School of Sport and Education
Halsbury Building
Brunel University
Uxbridge
Middlesex
UB8 3PH
Gwen Ineson
Primary Course Leader
School of Sport and Education
Halsbury Building
Brunel University
Uxbridge
Middlesex
UB8 3PH
Tel: 01895 265796
Email: ray.huntley@brunel.ac.uk
Tel: 01895 265865
Email: gwen.ineson@brunel.ac.uk
Michelle Evans
PDU Manager
Partnership Development Unit
School of Sport and Education
Halsbury Building
Brunel University
Uxbridge
Middlesex
UB8 3PH
Tel: 01895 266092
Email:michelle.evans@brunel.ac.uk
14
Section 1 – Essential Information
Pattern of School Experience – FSE/DSE
Time
FSE
DSE
Weeks 1-3
Activities
 Students to discuss their Profile of
Professional Development (PPD) with
class teacher/ school based mentor (they
will have already discussed aspects with
their university based personal tutor).
 Planned observation of a systematic
synthetic phonics (SSP) lesson. It maybe
that this is organised in another
classroom with an experienced teacher of
phonics as seen appropriate by the
mentor. Enter points into the SSP tracker.
 Plan, deliver and review the storysack to
a group of pupils and follow instructions
as part of this English directed task.
 Observation of any discrete or embedded
grammar teaching, and a discussion of
how grammar is embedded within the
curriculum in line with the increase focus.
Plan, deliver and review the 'draft'
grammar directed task to a group of
pupils in line with the instructions as part
of this English directed task.
 Observation of classroom management/
organisation and behaviour for learning
techniques across all subject areas
(particularly in line with national priorities).
 Participating in classroom routines and
teaching under the direction of the class
teacher, to include one session per day
which is planned, taught and evaluated by
the student (with groups or whole class
depending on the student’s level of
confidence at this stage).
 Learning about planning, teaching and
assessment practices across the
foundation subjects.
 Finding out about the school’s planning
and assessment frameworks (set up a
meeting with the relevant person if
possible).
 Research of key school policies
 Setting up planning and assessment
frameworks for the School Experience.
 Planning, teaching and evaluating
lessons for the whole class (with support
from the class teacher) for 25% of week.
 Working with groups, individuals or class
under the direction of the class teacher
for 50% of week. ALL students should
engage in the teaching of SSP and
grammar at some stage during this
phase, and possibly go into another class
Purpose
 SSP: Develop an initial
dialogue between the student
and mentor so that there is a
clear understanding of the
school’s systematic synthetic
phonics (SSP) scheme/
approach.

Storysack: Establish
confidence in storytelling in an
interactive style.

Grammar: Establish confidence
in delivering an aspect of
grammar in a creative and
interactive style.

Establishing student’s
knowledge of classroom and
school based practices in
relation to general organisation
and behaviour management.

Developing student’s
confidence in planning,
teaching and evaluating
lessons with groups (or whole
class, if appropriate).

Developing knowledge of
appropriate planning and
assessment frameworks.

Develop an understanding of
key policies

Developing knowledge of
appropriate planning and
assessment frameworks.

Developing student’s
confidence and competence in
planning, teaching and
evaluating lessons with whole
class.
Using appropriate planning and
assessment frameworks.
Completing directed tasks from
university, including directed


15
Section 1 – Essential Information

DSE

Weeks 4-7


as seen appropriate by the mentor.
Preparation time for completing
assignments, planning directed tasks,
displays, etc. for 25% of week.
Planning, teaching and evaluating
lessons for the whole class for 50% of
week.
Other work with children for 25% of the
week (e.g. directed tasks, assessment
work).
25% preparation time.
assessments set in lectures.




Consolidating student’s
confidence and competence in
whole class teaching.
Extending student’s knowledge
of class, teaching of core and
foundation subjects.
Extending assessment work.
Completing directed tasks from
University (the SSP task is
vital).
Pattern of School Experience – CSE
Time
Serial Visit
Action Planning
(2 weeks)
Main Block School
Experience:
Weeks 3 and 4
Activities
 Observation of classroom
management and organisation
and some teaching Research of
key school policies
 Observation of classroom
management and organisation
and some teaching of core
subjects. This must include a
planned observation of a phonics
lesson and ideally a partnership
planned and taught SSP lesson
to build confidence early on.
 Observation of any discrete and/
or embedded grammar teaching,
and a discussion of how
grammar is being planned,
taught and assessed within the
curriculum, in line with the
increased focus.
 Participating in classroom
routines and teaching under the
direction of the class teacher
(you may be able to deliver your
storysack again if appropriate).
 Finding out about school's
planning and assessment
frameworks (particularly phonics
and grammar).
 Setting up planning and
assessment frameworks School
Experience.
 Students to discuss their Profile
of Professional Development with
class teacher/ school based
mentor.
 Planning, teaching and
evaluating lessons for the whole
class (with support from class
teacher) for 25% of week.
Purpose
 Establishing student's knowledge
of the classroom
 Develop an understanding of key
policies
 Establishing student's knowledge
of the classroom and school to
include an understanding of the
SSP approach and rationale. .
 Developing student's confidence
in planning, teaching and
evaluating lessons with whole
class (or groups, if appropriate).
 Developing knowledge of
appropriate planning and
assessment frameworks to include
SSP.

To identify targets for student
development for the school
experience and write an action
plan to address these.

Developing student's confidence
and competence in planning,
teaching and evaluating lessons
with whole class.
16
Section 1 – Essential Information


Main Block School
Experience:

Weeks 5 to 8



Main Block School
Experience:



Weeks 9 to 11

Working with groups, individuals
or class under the direction of the
class teacher for 50% of week.
Preparation time for completing
assignments, planning directed
tasks, displays, etc., for 25% of
the week.
Planning, teaching and
evaluating lessons for the whole
class for 50% of week.
Other work with children for 25%
of week (e.g. directed tasks,
assessment work).
25% preparation time.
Experience levelling of SATs or
other optional tests. Explore the
grammar test materials from last
year for year 6 pupils. Discuss
how pupils are being prepared
for the increased focus on
grammar. Try to get involved and
use your grammar directed task
(or other exciting activities to
support this area).
Planning, teaching and
evaluating lessons for the whole
class for 80% of week.
20% PPA time.
Experience levelling of SATs or
other optional tests.
Towards the end of the school
experience, students need to
have experience of a ‘typical’
full week of teaching to give
them a taste of life as an NQT.







Using appropriate planning and
assessment framework.
Completing directed tasks from
university, including assessments.
Consolidating student's
confidence and competence in
whole class teaching.
Extending student's knowledge of
class, teaching of core and
foundation subjects.
Extending assessment expertise.
Consolidating student's
confidence and competence in
whole class teaching.
Allowing students to gain
experience of ‘typical’ full week of
teaching to give them a taste of
their initial year in a full-time post.
During School Experience, students should assist and shadow their teacher in playground
duties, school trips and attend all planning meetings, staff meetings, INSET days and parent
consultations (as judged appropriate by the head teacher and school based mentors).This is a
vital part of their training journey.
An Introduction to the Roles of Tutors involved in the Partnership
School-based Mentors
A School-based Mentor is usually both the teacher of the class in which the student is placed
and the School-Based Mentor of the school. Where the class teacher is not the Mentor, the
class teacher will tend to take day-to-day responsibility for the student’s progress, whilst the
school-based Mentor is responsible for monitoring the overall placement experience, progress
and liaison with the University. All roles and responsibilities are outlined in Brunel University’s
Primary Partnership Agreement.
School-based Mentors complete one formal assessment of the student each week during
the School Experience and complete a formal observation sheet (see blank proformas - section
9). A copy should be placed in Section C of the student’s MARRA file. There should be a
particular focus on the student’s subject knowledge.
17
Section 1 – Essential Information
Through negotiation with the Link Tutor, one or more joint observations may be arranged for
moderation and/or Mentor development. Joint observations are useful at the early stages of
training and facilitate a collaborative dialogue between the student, Mentor and Link Tutor.
Link Tutors
Link Tutors are university-based mentors. They are responsible, together with the Partnership
Officer, for communication between the school, the University and the student. They also
provide professional support to schools and students. Where possible, the same Link Tutor will
work with a school over a number of placements in order to establish collaborative professional
relationships with School-based Mentors. They form part of the quality assurance mechanism
to ensure fair and accurate assessment of students in meeting the Standards.
Link Tutors make initial contact with the school to establish roles and responsibilities and the
pattern of visits for the School Experience. They do this by email, telephone or personal visit if
possible.
A further line of communication between the school and university will be provided by a Cluster
Leader - a Link Tutor with responsibility for a group of schools within a specific area. The
Cluster Leader will also have a role in the moderation of assessment of students and in
ensuring that effective arrangements for quality assurance are in place in schools.
During the Main Block School Experience, the pattern of visits is as follows:
DSE
Weeks
Weeks
1-5
Weeks
6-7
Purpose of Visits
By negotiation between Link Tutor and school, two visits are made over DSE.
 review Student’s progress with class teacher and/or School Based Mentor;
 review and set appropriate targets;
 review Interim stage assessment and ensure student is working towards agreed
targets;
 ensure that assessment procedures for the final weeks are clear to all parties and
a date is set for the final visit;
 assess Student with class teacher and/or School Based Mentor and Link Tutor;
 collect all necessary paperwork in line with quality assurance mechanisms.
CSE
Weeks
Weeks
3-9
2 visits
Weeks
10–11
Purpose of Visits
By negotiation between Link Tutor and school, three visits are made over CSE
 review Student's progress with class teacher and/or School Based Mentor;
 review and set appropriate targets;
 review Interim assessment and ensure student is working towards agreed targets;
 ensure assessment procedures for the final weeks are clear to all parties and a date
is set for this visit;
 assess Student with class teacher and/or School Based Mentor and Link Tutor;
 identify areas of strength and those for further development (in preparation for the
student to complete Transition Point 1 of the Career Entry and Development Profile
upon returning to University at the end of the course).
18
Section 1 – Essential Information
Personal Tutors
Each student has a Personal Tutor at the University. In cases of student difficulty, the Personal
Tutor may need to become involved. Their role will usually involve counselling with the student
and/or liaison with the school and Link Tutor to resolve the problem collaboratively.
The Partnership Development Manager
The Partnership Manager is responsible for liaison with schools and monitoring the quality of
school placements. They support training for both School Mentors and Link Tutors. They also
have a role in moderating the assessment of students and in ensuring that effective
arrangements for quality assurance are in place.
The Partnership Officer
The Partnership Officer and her team co-ordinate placements. She also liaises with schools
and Link Tutors in the first instance.
19
Section 1 – Essential Information
Pre-Block Checklist
Below is a checklist of things to cover with your student during the periods of time that students
spend in school, prior to commencing each sustained school experience.
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Prepare a brief programme of induction to the school. Direct the student to relevant school
policies, documents, information needed in order for them to fit in as smoothly as possible.
These documents may be online so the student can download them (e.g. policies in the
core subjects, marking and assessment, behaviour, inclusion, race equality, etc.). It is vital
that the student is aware of these so that they follow school protocol at all times.
Look at the student’s Profile of Professional Development (PPD file) to inform you of their
achievements in previous school experiences and in university-based work.
Enable the student to observe and make detailed notes of the teaching of at least one
English and mathematics lesson and one systematic synthetic phonics (SSP) lesson (and
any grammar sessions in line with how the school are approaching and embedding the
teaching of grammar).
Enable the student to observe and make detailed notes of the teaching of a science lesson
and a PE lesson. (Where this is not possible with your own class, please ensure that the
student can observe these lessons in another class prior to them teaching these subjects.)
Help the student(s) participate in classroom routines under direction of the class teacher.
Help the student(s) to work with all the pupils in small groups so they get to learn names
and attainment levels, especially in mathematics and literacy.
Encourage the student(s) to undertake some small-scale whole class work under direction
of the class teacher (e.g. reading a story aloud to the class or small group (the storysack
activity), delivering an interactive grammar based activity, delivering a mental maths
starter).
Ensure that any teaching is planned and evaluated using the University’s proformas.
Checklist for starting each School Experience
Before the start of the School Experience, please ensure that you and your student have
checked that all of the following have been done.
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Ensure that the student’s planning/assessment files are set up properly in sub-sections
Review previous paperwork on targets for development
Ensure that you as Mentor have shared any non-confidential records on pupils’ progress
and explained any school systems for assessment and record keeping.
Show the student the school long/medium term planning formats and discuss the rationale.
Ensure the student understands medium term planning procedures and structures which
they need to complete before the Block starts (please share existing lesson plans with them
as a starting point and discuss ways of developing these appropriately).
Monitor, discuss and approve the student’s plans in core and foundation subjects.
20
Section 1 – Essential Information
21
Section 3 - Information for Students
Section 2 – The Partnership Agreement
Brunel Primary Post Graduate Certificate of Education Partnership Agreement
Academic Year 2013 – 2014.
PURPOSE OF THE AGREEMENT
The agreement is designed to meet the development needs of student teachers on the fulltime Brunel University PGCert Primary course. The Partner School and the University will jointly
contribute to the completion of a student’s Training Documents and Profile of Student
Progress. These register the evidence that the student has met the Teachers' Standards
(2012).
The agreement has been designed so that the University/School partnership fulfils the
Requirements for ITE. It is noted that overall management of the training process, the
accreditation of courses and selection of Partner Schools lies with the University.
STATEMENT OF VALUES
Brunel University School of Sport and Education believes that the purpose of Initial Teacher
Education is to equip teachers with the relevant knowledge, understanding, skills, attitudes and
behaviours so that throughout their training they meet the cognitive, physical, emotional,
moral, social and aesthetic needs of the pupils in schools.
The University is deeply committed to the notion of teachers as reflective practitioners. In
order to develop as effective teachers, it is essential that students have opportunities both to
practise their classroom skills and to reflect on and develop their practice. To become a
“reflective practitioner” requires close, supportive relationships between Partner Schools and
the University. This partnership works to provide the best possible professional environment for
student teachers to reach their full potential.
The University is committed to deepening and enriching the partnership between schools and
the University so that student teachers gain the most from the expertise both of teachers in the
classroom and of other school staff. Central to this is the shared understanding between
Partner Schools and the University of the training process and the values of education.
Brunel University is committed to equal opportunity for all individuals regardless of race,
culture, religion, age, gender or disability and sexual orientation.
BECOMING A PARTNER SCHOOL
The decision to accept a school’s application to become a Partner School will be made by
Brunel Post Graduate Certificate of Education Course Leaders and the Partnership Development
Manager.
SELECTION CRITERIA
Selection of schools to become Partner Schools depends on:
1.
an endorsement of the commitment to the values of equal opportunities
2.
a positive school ethos where students are accepted and welcomed as temporary
colleagues
3.
commitment of the whole school - staff, governors, parents - to partnership in ITE and
to provision of quality training for students
22
Section 3 - Information for Students
4.
clear internal systems for managing the placements with an experienced member of
staff taking the lead
5.
evidence of:

a commitment to continuing professional development

effective role models who can share their expertise in the curriculum and
related areas

a positive approach to course development and quality control through a
willingness to participate in course development, in-service training for
mentors and review procedures
6.
willingness to offer a range of involvement in wider aspects of school life (for example
pastoral care, PSHE, extra-curricular activities, staff meetings)
7.
an overall at least satisfactory OfSTED report.
WITHDRAWAL FROM THE AGREEMENT
Either partner may, following consultation, withdraw from student placements if there is
evidence of:
1.
changing circumstances which would affect the quality of the training provided
2.
changing circumstances, which make collaboration between the partners in respect of
student placements impractical.
It is understood that all partners will do their utmost to avoid late cancellation of placements
and that withdrawal during a placement is reserved for very exceptional circumstances.
DE-SELECTION
Tutors may decide to de-select after consultation with staff in the Partner School.
Schools may be de-selected by the Course Leaders / Strategic Management Group after
consultation with the Partner School if there is evidence of an inability to continue to meet the
selection criteria.
ROLES AND COMMITMENTS
THE PARTNERSHIP DEVELOPMENT UNIT will:
1.
administer partnership agreements
2.
negotiate placements with partner schools and allocate them to students
3.
deal with general communications to do with school partnership
4.
co-ordinate professional development for mentors
5.
ensure that mentors receive appropriate Brunel documentation
6.
ensure that consistent quality assurance procedures are implemented throughout the
partnership
7.
ensure that schools receive funding to support the training of students (£250 per
student in FSE and £250 per student in DSE).
23
Section 3 - Information for Students
BRUNEL UNIVERSITY PRIMARY TEAM will:
1.
provide the relevant support staff to ensure the fulfilment of the responsibilities of the
university, which are specified here
2.
handle all matters related to publicity and admissions for the course
3.
arrange the placement of students in Partner Schools
4.
handle all administrative matters related to course accreditation, inspection, assessment
and examination procedures and quality assurance in consultation with school
colleagues
5.
manage and co-ordinate the course
6.
provide training at suitable times for all staff involved in delivering the course
7.
ensure that staff training encompasses inclusion and equal opportunity legislation as it
applies to ITE
8.
ensure delivery of the university-based elements as described in the PGCert Course
Handbook
9.
audit each student's subject knowledge understanding and skills, and make
arrangements for students to reach all the required Standards by the end of the course
10.
provide information on students' academic background, initial audit and interim and
final assessments, and facilitate discussion of these between Partner Schools and the
university
11.
provide personal guidance and support for students through academic staff and access
to expert counselling, if required, through Student Services and/or the Students' Union
12.
provide students with basic training in awareness of their legal status in school and of
safety procedures in schools
13.
ensure that students undertake the relevant DBS clearance
14.
monitor the Partnership Schools' contribution to training, offering extra support where
required to ensure that training provided is of a high standard, and aim to ensure that
students are placed only in schools which provide training of a high standard
15.
ensure that all procedures are carried out for the final assessment of students for the
award of the PGCert and Qualified Teacher Status, and for the completion of Transition
Profiles
16.
organise internal and external moderation procedures, and investigate quality issues
raised through such moderation
17.
adhere to the Brunel University Cause for Concern procedures.
THE LINK TUTOR will:
1.
provide school-based staff with relevant subject documentation
2.
provide students and school-based staff with support on current subject developments
3.
visit students twice during the first placement and three times during the final
placement to observe, support and discuss student progress in relation to the Standards
framework
4.
act as the first point of contact between the Brunel Partnership office and the school,
co-ordinating all aspects of the training and assessment of the ITE programme
24
Section 3 - Information for Students
5.
have responsibility for quality assuring all aspects of training and assessment e.g. by
monitoring the provision of weekly subject training sessions and the observation of
student teachers’ lessons
6.
keep up to date with developments in ITE by participation in events organised by the
Brunel University Primary Course during the academic year e.g. the Link Tutor training
conferences
7.
where necessary lead a school-based programme of mentor training for new mentors
and co-ordinate the on-going development and monitor the quality of all ITE mentoring
within the school
8.
co-ordinate the school-based assessment of the students
9.
co-ordinate the evaluation of school-based training by students and mentors and liaise
with University’s as appropriate
10.
have responsibility for implementation and review of school experience activities
11.
manage the school-based aspects of any Cause for Concern issues ensuring that all
involved, student, mentor, university tutor are informed, in good time, of the concerns,
targets, time-frame and outcomes agreed.
THE PARTNER SCHOOL will:
1.
ensure that all students are provided with clear guidance in respect of the safeguarding
of children
2.
provide a senior and experienced member of staff, to fulfil the role of the Mentor and
make appropriate provision for them to carry out these responsibilities
3.
ensure that all staff receive appropriate on-going training and support to fulfil their
roles in ITE
4.
ensure that staff training encompasses equal opportunity legislation as it applies to their
roles in ITE
5.
provide mentors who have the appropriate subject knowledge and understanding, the
pedagogical skills, and the interpersonal qualities, willingness and time to support
students in developing these
6.
offer appropriate training and support for students including a guaranteed private
meeting each week between Mentor and student, the outcome of which is recorded in
the Brunel Training Document
7.
provide a programme of induction to the school and training in whole-school issues that
meets the Brunel University requirements
8.
provide access to information on the school’s use of a range of data, for different
purposes, such as target-setting; assessment, transfer and support required
9.
include students in parents' meetings, reporting to parents, and the school’s INSET
programme as appropriate
10.
participate in course evaluation and monitoring procedures
11.
keep the University informed of any developments in school that might affect adversely
the quality of the student experience in school, e.g. being placed in Special Measures by
OfSTED
12.
adhere to the Brunel Cause for Concern procedures as set out in the Handbook.
25
Section 3 - Information for Students
THE SCHOOL-BASED MENTOR will:
1.
work closely with the university tutor to ensure the quality, coherence, consistency and
appropriateness of the school-based training provided
2.
keep up to date with developments in mentoring e.g. by attending school-based mentor
training sessions provided by the university
3.
provide induction into school procedures, data (e.g. target grades for school pupils),
resources and specifications as appropriate
4.
negotiate a timetable that meets the training needs of the student as appropriate to
the phase of the student’s training, e.g. approximately 50% of a “normal” main scale
timetable by the end of the First Placement and approximately 80% by the end of the
Final Placement
5.
ensure that the timetable includes a designated time-slot for the weekly training
meeting where progress against the Standards is discussed and appropriate targets are
set. The student will bring forward evidence and record the discussion for the mentor to
agree
6.
receive and approve the student teacher’s lesson plans in good time and provide
appropriate feed-back in time for the student to make agreed amendments
7.
ensure that the student is observed at least once a week during Block School
Experience and is provided with written feedback in relation to the Standards
framework
8.
jointly observe with the university tutor as appropriate
9.
oversee the assessment and recording of pupils’ progress undertaken by the student
10.
monitor progress during the Placement
11.
complete the profile by the due date at interim stage and the end of each block, in a
conference-style meeting with the student and University tutor
12.
identify in the Profile areas for development for the next phase of training in relation to
the Standards and work with the student to set targets and agree a plan of action
13.
assess the progress against the Standards at the end of each phase together with the
University tutor and agree a final grade against in the final profile
14.
contribute to the course as appropriate, e.g. by attending joint interviews with
University tutors, participating in course evaluations and development meetings.
THE NOMINATED SENIOR MEMBER OF STAFF at the partner school will:
1.
act as the first point of contact between the Brunel Partnership office in co-ordinating
all aspects of the training and assessment of the ITE programme
2.
have responsibility for quality assuring all aspects of training and assessment within
their own school e.g. by monitoring the provision of weekly subject training sessions
and the observation of student teachers’ lessons
3.
liaise with the Brunel Partnership Office on the level and degree of commitment to ITE
each year, e.g. the numbers of students, which subjects and which phases that can be
offered
4.
keep up to date with developments in ITE by participation in events organised by the
Partnership during the academic year, e.g. the Mentor training conferences
5.
co-ordinate the school-based assessment of the students
26
Section 3 - Information for Students
6.
co-ordinate the evaluation of school-based training by students and mentors and liaise
with Brunel Partnership Office as appropriate
7.
have responsibility for implementation and review of school experience activities
8.
manage the school-based aspects of any Cause for Concern issues ensuring that all
involved, student, mentor, university tutor are informed, in good time, of the concerns,
targets, time-frame and outcomes agreed.
OTHER ASPECTS OF PARTNERSHIP
The following related areas also contribute to the effectiveness of this partnership in ITE:
1.
school-based staff membership of the Partnership Management Committee
2.
teacher involvement in the validation of university ITE programmes
3.
teacher membership on Programme and University Boards
4.
teacher involvement in selection of students for ITE
5.
teacher involvement in curriculum areas in the university’s programme
6.
the employment of seconded teachers on programmes
7.
the employment of experienced teachers/lecturers who have continuing school links and
responsibilities
8.
continuing professional development including award bearing courses and consultancies
9.
teacher involvement in school-based research into aspects of teaching and learning
10.
university tutor involvement in schools, e.g. as governors, providers of INSET and
assisting with preparation for OfSTED inspections and project bids.
QUALITY ASSURANCE
The quality of the Partnership is assured in the following ways:
1.
using the agreed Brunel University documentation:

“School Experience Handbook” for students, schools and tutors which clearly
covers all aspects of students’ training in schools

“Profile of Professional Development” which records a student’s training and
progress in school throughout their course

observation sheets
2.
induction and on-going professional development for school and university-based staff
3.
training formally evaluated by students, the university and Partner Schools and sharing
of feedback from this
4.
participation in the Partnership Management Committee comprising representatives of
Partner Schools and the university
5.
internal and external moderation of students’ school experience
6.
involvement with the Programme Boards with representation from students, Partner
Schools and university
7.
assessment and examination boards with representation from schools, tutors and
external examiners
27
Section 3 - Information for Students
8.
ensuring the effectiveness of partnership arrangements in OfSTED inspections of ITE
9.
contributing to programme review and revalidation
10.
supporting the external monitoring by Quality and Standards Advisors.
Signed by the participants:
Brunel University Primary PGCert.
Name:
Role: Subject Leader for Education
Date: Sept.2013
Role:
Date:
Partnership School
Name:
28
Section 3 - Information for Students
Section 3 – Information for Students
Guidance on Professionalism, Safety and Insurance
Schools are advised to contact the Partnership Officer or the Link Tutor immediately if a
student’s professional conduct is inappropriate in any way.
Students must:

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accept the location of placement schools and accept responsibility for resourcing travel
to and from the assigned institution. There is no budget for subsidising travel and no
guarantees regarding potential travel distances;
behave professionally and with courtesy at all times throughout the school placement.
Inappropriate behaviour and/or professional misconduct may lead to disciplinary
procedures under University regulations and may directly impact on the assessment of
the Student against Teaching Standards for Qualified Teacher Status;
share Profile of Professional Development records with the School Based Mentor and
Class Teacher. This will also be used at various audit points at the University;
do everything possible to fit in with everyday procedures of the school;
establish a professional and friendly working relationship with all the staff and
particularly those with whom they will be most in contact;
arrive punctually (as directed by their School-based Mentor) at the beginning of the day
and before each lesson. Expect to stay on site throughout the day and after school for
meetings and their own preparation as directed;
never absent themselves from school, except through illness, unless arrangements are
made with relevant members of the Partnership (the head teacher, mentor, Link Tutor,
personal tutor and Partnership Officer);
in case of essential absence through illness, telephone and email the school and
University Partnership Officer/ Personal Tutor as early as possible during the morning of
the first day of absence. The University contact is 01895 267 141. Inform the Link Tutor
if you know that s/he is due to visit. NB. Reports of absence for more than five days
should be accompanied by a doctor’s certificate and should be sent directly to the
Partnership Officer;
familiarise themselves with the approved discipline practice of the school;
ensure that demeanour and appearance are suitable (including maintaining appropriate
dress codes and hair styles in line with school policy and expectations);
ensure that body adornments such as tattoos or body piercing jewellery (other than
modest earrings) are removed or obscured when on School Experience in line with the
school’s policy:
ensure that they are not seen smoking in the vicinity of the school;
understand and be aware of the potential dangers of being in a one-to-one situation with
a pupil at any time but especially outside the school setting;
ensure that any photographing/videoing of learners complies with school/Local Authority
(LA)/university guidelines and consent from the Head teacher has been obtained;
ensure that in the course of carrying out any pastoral role, they conduct conversations
with pupils about sensitive issues professionally. If they have the slightest concerns
regarding a potential safeguarding issue they must inform the school’s named Child
Protection Officer;
have due regard to the safety and welfare of pupils, colleagues and themselves;
ensure they have no inappropriate physical contact with pupils;
be aware of the dangers of using social networking websites (e.g. MySpace, Bebo,
Facebook, YouTube) that are accessible to pupils, parents or colleagues. They must
29
Section 3 - Information for Students

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avoid publishing, or allow to be published, any pictures or comments that could damage
their professional reputation or the reputation of the school or university;
avoid inappropriate references to their own personal relationships in communications
with pupils or colleagues;
always use appropriate language in communications with pupils and colleagues. They
must avoid at all times the use of sarcasm in the classroom, offensive names or
inappropriate remarks about gender, race, religion and belief, sexual orientation,
appearance, age, disability, language or special needs at any time;
treat confidential information related to the school/university, colleagues and pupils
appropriately;
be courteous and considerate to fellow students and all members of school and
university staff at all times. This includes any verbal, written or electronic
communications. Any concerns or complaints must be addressed in a professional
manner through the head teacher or university;
not bring to school/university any materials that may cause offence or embarrassment;
follow school/LA internet policy, guidance and procedures;
take responsibility for their own learning by accessing the university’s virtual learning
environment and university email account on a daily basis;
be aware of the dangers of airing their views about schools, university and individuals in
public. This may be perceived as ‘gossiping’ or even slanderous allegations. Any
issues, concerns or potential complaints they might have are to be progressed through
the appropriate channels;
demonstrate a high level of professional responsibility, engagement and courtesy in all
educational settings; this is especially important where guest speakers or visitors to
their classroom/lecture theatre are concerned.
consider the appropriateness of any websites they make use of at school, whether
during lessons or for personal use (discuss the contact with the school Mentor if unsure
for any reason);
consider carefully the use they make of e-mail, text messages, messaging sites, social
networking sites, blogging and the internet;
NEVER refer to the school that they are training in, or any associated individuals on a
social networking website (it is strongly recommended that students amend their private
settings to ensure full control over who is allowed to view their personal information on
such sites);
give a copy of the timetable for block experience to the Link Tutor. Be sure to note
school closure dates (e.g. in-service training days). Subsequently inform the Link Tutor
of any amendment to the timetable and the school’s arrangements;
contact their Personal Tutor should major problems arise. The telephone number of the
School of Sport and Education Taught Programmes Office is 01895 267156 and staff
can convey messages to personal tutors. If necessary, matters will be referred to the
Course Leaders;
take part in playground duties under the supervision of the school-based mentor;
attend all planning meetings, staff meetings, INSET days and parent consultations (as
judged appropriate by the head teacher or school-based mentors).This is in students’
interest as it will help to develop a wider understanding of school life beyond the
immediate classroom;
offer to pay for coffee, tea and midday meals in line with the school’s policy or systems
for visiting staff;
ensure that post-assessment conduct remains professional at all times.
30
Section 3 - Information for Students
Guidance on Safety and Insurance
Safety
The safety and well-being of pupils must always be uppermost in the minds of students when
they are teaching. It must, however, be remembered that students are not qualified teachers
and it is not permitted for students to be left in sole charge of potentially dangerous situations,
such as all PE activities, playground duties or organised trips or visits outside the school.
Students should not be expected to be on duty in the playground without the presence of a
qualified teacher. However, students should accompany their class teacher on playground duty
each week. Where the mentor is not involved in any playground duty, students should
accompany another member of staff for this experience.
All students must make themselves aware of the school’s health and safety procedures at the
start of each practice and even though they may be qualified in First Aid, they should always
seek the assistance of a qualified member of staff (First Aider) should an accident occur.
Insurance
The School of Sport and Education’s present insurance policy covers staff and students when
engaged on a placement on the premises of another organisation. However, our insurers
require confirmation from us that organisations where placements are held have suitable
insurance cover themselves. In the event of a claim involving negligence on the part of the
placement organisations any liability should be appropriately covered by their own insurance.
31
Section 3 - Information for Students
Guidance on Planning
Medium Term Planning
English and Mathematics
Planning in these areas needs to be detailed and well thought out, as they form a central part of
the Primary National Curriculum.
In line with guidance offered by the University and school on planning, students should work
in collaboration with the teacher (or mentor) to provide evidence of medium term planning,
as derived from the (National Curriculum ‘Framework of Objectives’ of the Primary National
Strategy. They should indicate, where possible, the aspects which they have contributed
themselves. As students become more confident about medium term planning, they will be able
to take more responsibility for this aspect. In schools where extended English lessons are
taught (e.g. creative writing/ Big Writing) in addition to more discretely planned aspects of
literacy, lessons plans should include all these elements and approaches.
NB. Opportunities for teaching English across the curriculum must be highlighted in curriculum
plans for all subject areas as well as valuable opportunities for teaching or reinforcing aspects
of systematic synthetic phonics (SSP) or grammar in line with the school’s approach.
Science and the Foundation Subjects
In general, students should follow the school’s medium term planning in these areas of the
curriculum, but they will begin to take more responsibility as their confidence grows. The
following framework is offered for guidance.
A good curriculum plan will:

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provide a framework for your teaching in the various areas of the curriculum;
show your thinking about your intentions, strategies and projected outcomes for the
duration of the practice;
be an integral part of the ongoing work of the school;
make close reference to National Curriculum requirements;
respond to children’s experiences, their individual needs, interests and knowledge;
take account of available resources;
be open to constant modification in the light of ongoing evaluation;
balance individual, group and whole class teaching appropriately;
identify focused assessment points.
To achieve this, you need to consider the following:
Step One: Overall Aims and Intentions
Write a paragraph addressing the following questions:






What parts of the Programmes of Study (PoS) do I need to address?
What have the class covered before in this area of study?
How does this plan build on the children’s prior experiences?
What do I want them to know, understand and experience?
What attitudes do I want to foster in this area of study?
What are the equal opportunities/ Every Child Matters issues for this area of study?
32
Section 3 - Information for Students
Step Two: Teaching Strategies and Assessment
Using a curriculum proforma, (see blank proformas - section 9) identify:







Your key questions for the activity. For example, ‘How can we investigate which material
might keep us warmest?’
Those elements of the Programmes of Study that the activity aims to address, along with
any other of your own learning outcomes;
The type of teaching and learning strategies that you will use. As children learn in different
ways, your Link Tutor and teacher will be looking for a variety of strategies, e.g.
demonstration, problem solving and discussion. How will you organise the children? How
long will it take? How will you differentiate the work?
Behaviour for learning strategies;
The resources that you will need;
Appropriate use of ICT to enhance teaching and learning;
The key learning outcomes that you will want to assess. What will be observed? What
mode of assessment will you use? For instance, analysing recorded work, observing a
group with an observation sheet, etc.
Your curriculum plan should clearly demonstrate progression and continuity in the area of
study.
Individual Lesson Planning
English and Mathematics
Students should use Brunel University’s English and Mathematics Lesson Plan Proformas for
each lesson they teach (see proformas 3 and 4). To complete the proforma, they should use
the guidance in this handbook on general lesson planning, alongside the Primary National
Strategy guidelines. Generic guidance on how to plan English and mathematics lessons is
given at the University prior to each School Experience but it is recognised that Partnership
schools will approach this in unique ways. At University, they will be taught effective principles
of good planning and engage in trial lesson planning which they will devise as a rehearsal. A
significant portion of the training on planning will be school based. On the teaching of
systematic synthetic phonics, we encourage schools to share exemplars of phonics planning as
each student is required to plan, teach (ideally or team teach during the early stages) and
assess at least one discrete phonics discrete session over each placement. Ideally,
opportunities to teach two subsequent SSP lessons would be more effective for developing a
deeper understanding of the AfL principles, so that students can evaluate progress and
learning across lessons. Students should use the four-part model for phonics planning during
taught sessions and their support booklet has all the training materials that we use- mentors
are encouraged to ask to see a copy of this and to attend our mentor training half days in SSP.
Evaluations should follow the general format given in this handbook.
For all other subjects
Use the general lesson plan proforma detailed below (see blank proformas - section 9) for each
lesson that you teach. Complete the boxes requesting routine information, such as:




class or group or age range;
date;
subject, theme or topic;
length of session or activity.
33
Section 3 - Information for Students
Programmes of Study/Key Elements
Identify the relevant parts of the Programmes of Study /key elements to be addressed, as
stated in the National Curriculum. Write a brief summary rather than codes.
Previous Experiences
State briefly the previous, relevant lessons or experiences that the children have experienced.
Specific Learning Intentions
Identify your learning intentions by thinking along the following lines:
What will have changed for the children at the end of the session?
What will the children have experienced?
What will they have learned?
What will they have practised?
State your intentions as brief focused goals.
Up to three learning intentions are usually sufficient.
Your learning intentions should be directly linked with NC Programmes of Study.
Information from Previous Assessments
State what you have learned from previous assessments and discussions with the class
teacher or support staff that can feed into the lesson plan and differentiated provision.
Introduction
How will I introduce this? How is the activity linked to previous experiences? How will I capture
the children’s interest? How will I share the learning intentions with the children? How can I
communicate my expectations of work and behaviour? How can I explain my role in the
lesson? Instructions to be given.
Development
What will the children be doing? What will I be doing? What will any additional adults be doing?
What questions do I need to ask them? When will I stop them and feed back to them?
Conclusion/Plenary
Reinforcement, highlighting the key points; e.g. sharing children’s work, offering praise, children
reporting back, presentations and evaluation of learning intentions with children. Setting a
homework activity or signposting for the next lesson.
Differentiation and Inclusion
Identify your differentiated provision for individuals or groups to address their educational
needs. This might be different teaching strategies, peer support, teacher/helper support or
different tasks. Over your school experience there should be a range of strategies for providing
for children with varying levels of attainment, including Special Educational Needs (SEN), the
more able and those with English as an Additional Language (EAL). It is important that you
include for all learners in your planning.
Extension Tasks
Identify the activities planned for children who complete the main tasks. What are the learning
intentions for these activities? These activities should extend and enrich learning not be ‘more
of the same’ task.
Assessment
Identify children/groups targeted for assessment, methods to be used, assessment criteria and
modes of collecting evidence.
34
Section 3 - Information for Students
ICT Application
Record the way in which you plan for the appropriate use of ICT to enhance learning.
Follow Up
What activities/experiences will follow on from this session? What do the children need next?
Resources
Compile a checklist of resources that you will need.
Behaviour for Learning
Include information about how you will ensure that the class are managed effectively.
Guidance on Lesson Evaluations
(These do NOT need to be typed up.)
Evaluations should be completed as soon as possible after the lesson has taken place. Lesson
evaluations for all subjects should be completed in the form of annotations on the lesson plan.
Avoid general statements like ‘I think the lesson went well’. Evaluations should be specific and
address the prompts suggested below:
Evaluation of the Role of the Teacher
How effective was my teaching in relation to stated learning intentions and why? Did
the lesson take place differently from the way I planned it? If so, why? How effective
were my teaching strategies (e.g. questioning, demonstrating, explaining, etc.)? How
effective were the different parts of the session (e.g. introduction, development,
conclusion, transition between activities)? What would I change to make the session
more effective?
Targets
What do the children need to learn next? You may need to make general points for the
class as whole and specific points for individual children whom you have focused upon
for assessment purposes.
Assessment of Children’s Achievements (separate box)
Analyse individual children’s achievements in relation to your assessment focus
points/learning intentions. Be specific, drawing upon observations and assessments.
Guidance on Assessment
Assessment refers to all those activities undertaken by teachers, and by their students
in assessing themselves, which provide information to be used as feedback to modify
the teaching and learning activities in which they are engaged.
(Black, P. & Wiliam, D. (2006) Inside the Black Box: raising standards through classroom
assessment, London: NferNelson)
In planning for assessment, consideration needs to be given to a range of strategies:
Observation - written evidence of what a pupil knows, understands and can do. Recording of
information can be achieved by note-taking, use of a grid or other observation schedule.
Pupil peer/self-assessment - ways of involving pupils in their own assessment can be
achieved by written/oral reflection on work completed/in progress, and setting personal targets.
Conferencing - involving pupils in dialogue about their development in any area and providing
evidence of this: written, tape-recorded, etc.
35
Section 3 - Information for Students
Annotated evidence - selecting samples of pupils' work and annotating under the following
headings: context, comment/analysis, assessment, and ways forward.
Guidance on the Two School Experience Files
Your files should be available at all times for the Class Teacher, School-Based Mentor or Link
Tutor to review as part of the process of assessing your planning, teaching and assessment.
They should be written, presented and organised in a professional manner. DO NOT use
plastic wallets as this makes analysis of the file unnecessarily time consuming. You should
consult the checklist so you are aware of how your Mentor and Link Tutor will be making
judgements about your files. Use two A4 loose-leaf files and organise them, with dividers, into
the following sections:
File 1: Planning and Teaching
Section A – General Information - local area, school and class (to include statistical data)
Section B – Medium Term Curriculum Planning
Section C – Lesson Planning and Evaluation
Section D – Additional Activities
File 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA)
Section A – Individual Profiles (profile and focus children)
Section B – Whole class records (Tracking, focus groups, annotated work)
Section C – Meeting the Standards
FILE 1: PLANNING AND TEACHING
Section A: General Information
Title Page
1.
2.
3.
4.
5.
6.
7.
Name, address and telephone number of school.
Student’s name and address.
Dates of School Experience, including any closures.
Names of Head Teacher and Class Teacher.
Name of Cluster Leader
Link Tutor: name and telephone number.
Name of personal tutor.
Include the School Experience Handbook (this booklet) and your teaching timetable.
Neighbourhood
Familiarise yourself with the surroundings local to the school, as this will give you background
information about the community setting.
School
Before starting the Sustained Experience, familiarise yourself with the school’s website (if they
have one) and prospectus. These will provide insight into the school’s aims, ethos and
curricular policies. From your observations and enquiries, make notes on such aspects as:
36
Section 3 - Information for Students







school organisation (vertical grouping, team teaching, year groups, etc.);
physical resources (extra teaching spaces, such as group rooms, play areas, etc.);
teaching resources (shared equipment for the curriculum areas);
reference materials (library and book provision);
the children (range of religious and cultural traditions, linguistic diversity);
home/school/community links;
school policies (for example, health and safety, assessment and marking, behaviour
management, SEN, EAL, Gifted and talented, Homework, Handwriting, displays…). You
are NOT required to include hard copies of these policies in your files but you must ensure
that you have read them and notes should be included.
Class
 List names of children and dates of birth, together with assessment details available, and
note languages spoken by children in the class.
 Make a copy of the class timetable.
 Draw a plan of the classroom.
 List resources available (books, stationery, equipment for curriculum areas, media
resources, including the computer). Remember that use of resources is a sensitive issue.
Please do not just help yourself – ask first and be economical!
 Note support available from other staff, assistants and parents.
 Acquaint yourself with the style of handwriting used in the school. Include a copy in your file
for reference. You will need to adapt the style of your own handwriting to that
recommended by the school, as children will use your writing as a model.
 Ask about daily classroom routines and homework systems.
Section B: Medium Term Curriculum Planning
A separate section of your file should be dedicated to medium term curriculum planning. In
general, students are advised to work in collaboration with your mentor and adopt the school
approach to curriculum planning in order to provide continuity and progression. As you become
more confident about planning, you should begin to take more responsibility. Eventually, in
consultation with your mentor, identify the areas of study for which you will be responsible, and
develop a plan for the duration of your school experience. You may need to use the University
medium term planning proforma (see blank proformas - section 9). More information is
available on planning in the ‘essential information’ section of this handbook.
Weekly Plan
For each week of the School Experience, provide an overview of the week, summarising
curriculum areas and activities. One side of A4 or a timetable format is recommended (see
blank proformas - section 9).
Daily Plan
A daily plan should be provided, where appropriate.
Section C: Lesson Planning and Evaluations
Lesson Planning
You must produce an individual lesson plan for EVERY lesson you teach. You should use the
Brunel University template for lesson plans, according to which subject you are teaching.
37
Section 3 - Information for Students
Evaluations
All lessons taught must be evaluated thoroughly and thoughtfully to demonstrate that you are
learning from the experience of teaching, by annotating your lesson plan and completing the
assessment boxes on the plan.
Section D: Additional Activities
In this section you should keep dated notes, which might include:



a diary of all the activities you completed during the foundation phase all directed tasks;
plans and evaluations of tasks you carried out during these times;
notes relating to any other aspects of the SE. Include all activities that you are involved with
in your school but for which you have not written a task/lesson plan. These might include:
team teaching; assisting with another class; work with parents, supporting teachers with
displays and supporting any other professionals.
Some of the above experiences may be captured on the weekly training sheet.
FILE 2: MARRA
Planning for assessment should be started before the Main Block School Experience begins
and should take account of the school’s own assessment systems. Assessment opportunities
should be clearly identified within medium term, weekly and daily plans. There should be a
direct link between proposed assessment within a lesson plan and the record of this
assessment within the specific lesson evaluation. This process should provide clear evidence
that planning and teaching are being informed by assessment.
Please see sections on FSE/DSE or CSE for specific requirements regarding assessment.
Title Page
1.
2.
3.
4.
5.
6.
7.
Name, address and telephone number of school.
Student’s name and address.
Dates of School Experience, including any closures.
Names of Head Teacher and Class Teacher.
Name of Cluster Leader
Link Tutor: name and telephone number.
Name of personal tutor.
Section A - Individual Profile Children
(Please see guidance for FSE/DSE and CSE for information about how many children you
should complete individual profiles for.)
When gathering evidence to inform profiles of individual pupils, the following elements need to
be included:
 Background information (pseudonym, date of birth, place in family, languages spoken, etc.)
 Assessments in English, including reading records/communication, language and English
 Assessments in mathematics
 Assessments in science
 Any observations of achievements in the core subjects
 Relevant details of the children’s physical, social and emotional needs.
Assessments should be based on clear evidence, including annotated examples of work and
observation records. Assessment evidence should reflect progression within the National
Curriculum, and provide a holistic record of pupils’ development, e.g. social, health-related and
extra-curricular aspects.
38
Section 3 - Information for Students
Section B Whole Class Records
Tracking Records
These provide an overview of work produced by all individuals in the class (proforma 11). Using
the formats suggested by the University and your school, draw up a chart listing all the names
of the children in your class and the work they will undertake in the core subjects. Use a symbol
system to denote broad levels of children’s understanding in relation to the success criteria
(e.g. / - attempted; X - completed but not totally understood; q - completed and understood).
Focus Groups
This proforma should be used (proforma 9 and/or 10) whenever you work with a small group of
children. For example, when you are working with a group on guided reading or writing within
English, this should be used to record the learning for the group.
Individual Assessments
This section is for the work of all children in the class, who are not included as your profile or
focus children. See Section 7 for proformas which can be used to record progress.
Section C – Meeting the Standards
This section relates to assessment of your progress towards meeting the Standards. This will
include observations by your Mentor, School based Mentor and Link Tutor, your weekly training
summary sheets and any paperwork relating to your assessment at the interim stage and the
end of each Sustained School Experience. (See the Professional Learning Record - section 8
for more information).
39
Section 3 - Information for Students
Professional Learning Record
University-based sessions make clear the high expectations for our students to achieve. We
direct and signpost students through the Training Task Schedule and encourage them to meet
relevant personnel within the school. It is the student’s responsibility to follow up discussions
within the school and set up meetings with relevant staff. Section 7 of this handbook provides
an overview on expectations relating to professional learning.
Reflective Statement
(See blank proformas - section 9)
Students are required to write approximately 500 words before the final assessment of the
Development and Consolidation Phase. This provides a narrative summary of the students’
reflections of the whole block experience. It will include personal reflections and examples of
particular successes as well as reflections on areas for development.
Cause for Concern - Action Plan
(See proformas - section 9 and see section 10 for a completed example)
Occasionally School-Based Mentors will feel that a student is not making satisfactory progress
towards meeting the Standards. In this case, a ‘Cause for concern’ will be triggered and an
action plan will be drawn up, in consultation with the University based Link Tutor. Support
strategies will be implemented to enable students to meet the Standards.
40
Section 3 - Information for Students
41
Section 4 – Information for Tutors
SECTION 4 – INFORMATION FOR TUTORS
GUIDANCE ON DIFFERENTIATED SUPPORT FOR STUDENTS
The Partnership has a policy of differentiating provision for all students, based on individual
starting points, previous experiences and needs.
Before starting each Sustained School Experience, students should share their Professional
Learning Record with the school based mentor. This will have been discussed with personal
tutors at the University at the end of October.
Before starting FSE/DSE, students are required to write a short “Initial Needs Analysis”
paragraph, outlining areas of competence and areas for further development. This will identify
the areas in which students have had experience in school, and areas that they have identified
that they feel they need to develop. Some students, for example, have worked as Teaching
Assistants.
In CSE the aim is that the student builds on previous attainments and achieves all previous
targets set in order to develop their competence as a teacher and to meet – or exceed – all the
Teaching Standards. Please ensure that as a Mentor, you study the assessments from
FSE/DSE as soon as possible during one of the serial visits prior to starting the Main Block. On
CSE there is a strong emphasis on developing expertise in teaching the core subjects where
ICT is an integral part of teaching, learning and planning. Across both placements, we stress
the importance of learning about systematic synthetic phonics in line with national priorities.
The majority of students will start CSE with many established areas of competence in their
teaching. Some students may require particular support in developing their expertise in
teaching one or more of the core subjects; others will already have pronounced expertise in
subject knowledge which can be further extended on CSE.
The development and implementation of an Individualised Training Plan for student learning is
a key way in which the Partnership aims to meet such differentiated needs.
Developing an Individualised Training Plan
All school-based mentors working within the Partnership are asked to develop Individualised
Training Plans for their students. Examples of generic Training Programmes can be found in
the relevant sections of this document. These documents need to be individualised by taking
into account:
1) students’ individual starting points and needs, as identified in previous paperwork, with
particular reference to enhancing the quality of teaching in the core subjects and ICT;
2) the routines and timetables of the school and class in which the student is working.
Adapt the generic Training Plan to take these two factors into account. Wherever possible, the
Training Plan should be developed in discussion with the student so that there is a clear and
mutual understanding of its aims. In our experience, this is where it is most successful.
If you have any difficulties with this process, please contact your University Link Tutor or
Michelle Evans in the Partnership Development Unit (PDU).
42
Section 4 – Information for Tutors
Working with Students in Paired Placements
In recent years we have developed our paired placement model with schools. Benefits to
mentors, students and pupils of paired placements include: more in-depth discussions, lively
debate and engagement in professional dialogue during mentor meetings as a result of three
way feedback; students who are more innovative and less reliant on their mentors for ideas;
students given the opportunity to develop skills of co-coaching, peer coaching and critical
analysis which provide opportunities to work toward such Teaching Standard 8; students have
the opportunity to plan together and increased opportunity to evaluate pupil learning; pupils
receive more support within the classroom, more innovative and imaginative teaching and
opportunities for more creative learning experiences e.g. active learning in small group work.
Evaluations of piloting this innovative practice have shown (TTA (2005) The Eye Project: Early
Years Excellence in school placements) that paired placements worked well where
students:






were open and receptive to working as a pair and sharing experiences
planned early for their whole approach to the placement
divided the work load
spent time talking the curriculum through in detail with the class teacher
listened to other ideas, structured things, shared objectives and agreed targets, but still
were confident enough and able to develop their own style to which pupils responded well
offered instant assessment feedback to each other which was very beneficial to both their
own and the pupils’ learning.
Where paired placements are less effective, partners seemed to find it difficult to:



find the time initially to plan and prepare together
share ideas on an equal footing
respond to the different work ethic and pattern presented by their partner.
We therefore suggest that ground rules should be set from the beginning so that everyone
knows what is expected of them.









Emphasise to students from the beginning that they and the school need to work together:
that the school believes in and supports paired placements and feels that there are many
benefits for the teachers, pupils and students.
Close monitoring at the beginning of the placement is required to ensure that the work load
is equal – no student should take on all of the planning and have to do a disproportionate
amount of work simply because their partner is ‘lazy’.
Careful organisation is needed so that regular opportunities are provided for students to
engage in joint planning.
Systems must be set up early on for assessment, recording, marking, feedback and sharing
these with each other so they are ‘seamless’ for both the pupils and the students.
Students need to think about expectations – ensure that they are asking for the same thing
in terms of behaviour, written work, response to answering questions e.g. develop
collaborative team work and agreed objectives from the outset.
Some joint feedback in addition to individual discussions with the mentor.
If one student is less confident than the other ensure that they are not dismissed as
inadequate by their partner, rather, try to support through positive reinforcement and the
opportunity to talk to the mentor on their own.
Each student is recognised as an individual with strengths and areas for development.
Students need to understand that when undertaking a peer review they become a critical
friend to their colleague and that open and honest conversations should be the norm.
Students being observed should be invited to share an area they wish to develop, have it
observed and receive constructive feedback on that area.
43
Section 4 – Information for Tutors
Refer to the end of this section for:



a suggested weekly programme for working in pairs during FSE/DSE;
advice to students on what could be done when not leading the teaching;
guidance on peer reviews.
Students’ Observations of Experienced Teachers
Although students are often keen to get on with their own teaching, their observation and
discussion of your teaching can be an invaluable learning experience. Observation and
discussion are essential to help students:





analyse what is happening in the classroom;
gain a sense of the standards which teachers set;
see different ways or organising and teaching the subject;
monitor the progress and pace of the lesson;
identify things they do not understand, to follow up in a later discussion with the teacher.
But observation can be unhelpful when:



it is unfocused;
the teacher being watched is so fluent that teaching looks daunting and inaccessible
it is not followed up by discussion between the student and teacher, which helps the
student to see beneath the surface.
We therefore suggest that you and your student:





discuss what would be useful for them to observe in your teaching BEFORE the lesson;
prioritise observations of core subject teaching in the early stages of the SE and
establish why these observations would be useful;
establish a specific focus for the observations. (For example, the student could be
asked to observe teacher questions and feedback to pupils, or to evaluate the materials/
resources used in the lesson, to track the progress of one particular group of pupils and
to evaluate the effectiveness of ICT to support learning);
share your intentions and plans for the lesson before it takes place;
decide when and where to discuss the lesson afterwards.
Team Teaching Approaches
Team teaching is another important way in which your student can learn with and from your
expertise. Team teaching provides a safe environment and space in which your student can
teach alongside you, gaining confidence and competence in their teaching skills. It is often
useful for the student to take part of a whole class lesson, with your support, and then to focus
on working with one particular group. Joint discussion of the teaching afterwards is a further
way for you to develop her/his professional knowledge and expertise.
In setting up team teaching approaches:




establish why the team teaching of this lesson would be useful;
discuss your planning fully with your student;
establish specific roles for each of you during the lesson;
ask your student to plan out her/his roles fully and to share these with you;
44
Section 4 – Information for Tutors



make it clear about any additional responsibilities which you would like the student to
undertake (e.g. give oral feedback to children in a group; to inform you about any
children who could contribute well to the plenary, marking of books);
decide on the focus for the post lesson discussion;
decide when and where to discuss the lesson afterwards.
Developing the Subject Knowledge of your Student
There are a number of established ways of developing students’ knowledge through schoolbased work. These are listed below for quick reference.









Students observe experienced teachers teaching, especially in the area of systematic
synthetic phonics and grammar.
Students team teach with experienced teachers.
School-based Mentors observe students teaching.
School-based Mentors and Link Tutors set and review clear targets for students.
School-based Mentors discuss and evaluate their teaching and student’s teaching regularly.
Students have the opportunity to discuss medium term planning and lesson planning with
experienced teachers so that they can deliver high quality lessons.
School-based mentors share expectations of the standard of the pupils’ work with students.
School-based mentors share their own assessments of pupils and students and review the
students’ assessments of pupils’ work regularly.
Students have the opportunity to discuss marking of work (in line with the school policy) and
how this information should feed into their planning.
Using the Brunel University Observation Form
The class teacher or professional mentor should observe the student teaching the whole class
at least once a week during the block school experience and use the observation form to record
the observation. Students are observed formally once a week and it is beneficial to discuss the
focus of the observation with the student prior to the teaching session. The students should be
observed for a minimum of 40 minutes or longer if felt necessary to gain a fuller picture of the
teaching skills. Following the observation, make time for a debrief session with the student,
allowing them time to reflect upon the effectiveness of their own teaching, planning,
assessment and their impact on the quality of pupils’ learning.
The dialogue should conclude with a signed observation form and an agreed set of targets for
the student to work towards. Copies of this go to the student, the Link Tutor and the mentor.
The following points may be of value in observing the student; they are based on the Teaching
Standards that students are required to fulfil by the end of the course. You may wish to use
bullet points to summarise the key points that arise from the taught session. Stress the positive
and try to be constructively critical. Examples of written feedback are included in section 10.
45
Section 4 – Information for Tutors
Initial Teacher Education Lesson Feedback Record
Documents to be provided in advance by the student teacher
Lesson plan (to be annotated on by observer)
Resources (as appropriate)
□
Information on pupils with SEND and EAL
Seating plan (as appropriate)
□
Copy of Teachers’ Standards
□
Name
Subject area
Time of lesson
Observer
Teaching space
□
□
School
Date of feedback
Lesson in
sequence/unit
Key stage and year
group
Number of pupils
Teachers’ Standards foci (the number to be determined by the individual student’s learning needs)
Weekly learning record foci (to appear in all lessons this
Lesson specific foci
week)
TS
TS
TS
TS
TS
TS
TS
TS
Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching
to this
Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to help
with the identification of strengths in the lesson)
Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors for
high quality lessons to help write these targets and actions)
46
Section 4 – Information for Tutors
TS refs
1.2, 2.1,
2.2, 5.3
2.2, 3.3,
3.4
Descriptors for high quality lessons
Pupil progress and achievement

All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the
challenging learning outcomes.

Pupils acquire new subject knowledge and skills and gain an in-depth understanding.

Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking
pertinent questions, actively ensuring their own and others’ safety and in working constructively with others.

They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and
mathematical skills.
Teaching
2.5, 4.2
3.3, 3.4

1.3
3.1, 3.2,
4.5
1.2, 2.2
1.3, 4.2
Subject knowledge, planning, challenge and expectations

The teacher has consistently high expectations of all pupils.

The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and
their understanding of effective learning in the subject.

Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic,
accurate assessment of pupils’ prior skills, knowledge and understanding.

The teacher communicates high expectations, enthusiasm and passion about their subject to pupils.
2.5

5.1,
5.2,5.4,
2.1

2.2, 2.4,
4.4, 4.5,
6.4
3.1, 4.1,
4.2, 5.1
8.2,
8.3

6.1, 6.2,
6.3, 6.4
6.1, 6.2,
6.3,6.4
2.3, 2.5,
6.4


Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.
Differentiation

Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures
that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways.
Teaching strategies, management of the learning environment and use of resources

The teacher uses well judged and often imaginative teaching strategies that, together with sharply focused and timely support and
intervention, match individual needs accurately. Consequently, pupils learn exceptionally well.

They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils’ active
participation in their learning and secure outstanding progress across all aspects of the subject.

ICT is used very effectively to support observation and analysis to improve work further.

Other adults’ support is well focused and makes a significant contribution to the quality of learning.
Assessment for learning

The teacher systematically and effectively checks pupils’ understanding throughout lessons, anticipating where they may need to
intervene and doing so with notable impact on the quality of learning.

Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest.

Pupils are given frequent opportunities to assess their own and others’ performances and make suggestions for how they could be
improved.
Lesson pace, development of broader skills and appropriateness of homework
4.1, 3.3

Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy
and numeracy skills.
4.3

Appropriate homework contributes or potentially contributes very well to pupils’ learning.
Behaviour and safety
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Section 4 – Information for Tutors
1.3,
7.1, 7.2,
7.3, 7.4

Pupils’ attitudes towards learning are exemplary.

Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive
climate for learning in the lesson.

All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware
of how to keep themselves and others safe.
1.1
Please use the questions below to guide your observations of the students’ teaching and your
judgements of the effectiveness of that teaching.
In general:











Are expectations of pupils’ learning appropriately high? Does the lesson promote effective
behaviour for learning?
Are the pupils informed of the learning outcomes of the lesson in an appropriate way?
Is the lesson well-structured, with suitable pace? Does it follow the structure
recommended?
Where appropriate, are resources used well to develop pupils’ learning?
Is vocabulary appropriate to the pupils’ age and developed and used correctly? For
example, grammatical terminology and phonics specific terminology.
Are there a variety of learning opportunities? For instance, are pupils expected to explain,
discuss, demonstrate, practice, solve problems, watch, listen and do practical work?
Are support staff deployed effectively?
Are the learning needs of all pupils taken into account?
Do all pupils participate in the lesson?
Do pupils attain at an appropriately high level?
Are pupils’ attitudes towards learning positive? For instance, do they listen attentively,
participate confidently, persevere and concentrate work independently without direct
supervision (as appropriate)?
In the introduction:




Is there good interaction between pupils and the student?
Is the pace of the lesson effective and appropriate for the activity set?
Are pupils given varied opportunities to engage in learning?
Does the whole class work aim to involve all pupils?
In the main activity:




Is the activity (or activities) explained well to pupils?
Is any differentiation appropriate and manageable, with differentiated group activities limited
to no more than three and linked to a common theme?
Are the class and resources organised so the student can work with a group without
interruption?
Does the activity involve pupils at an appropriate level of thinking?
In the plenary:





Is the plenary purposeful?
Is it closely related to the learning objectives for the session?
Are key aspects of the lesson reviewed?
Is there evidence of use of pupils’ work to motivate and highlight key points?
Is there evidence of questioning and discussion to move pupils’ thinking forward?
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Section 4 – Information for Tutors
Curriculum Planning Requirements
You will need to ensure that the student’s planning provides consistent and progressive
learning experiences for the pupils in line with your planning and the school’s models. Although
the student needs to develop their own ideas on planning at all levels, it is useful for students to
have the opportunity to discuss the models you use, as this will provide them with additional
insights into the planning process.
All students have support on curriculum planning during their course. However, we see
planning as a joint training process between the University and School-based Mentors and
because of the nature of planning, most of what students learn in respect to this will come from
their time in school. As such, we would be grateful of your particular attention in this regard. All
planning proformas which need to be used are included in section 6 of this Handbook.
Additionally, your student will benefit from:





early notification of any planning they need to do (planned weekly meetings are a useful
point to discuss this);
opportunities to plan jointly or as part of a team;
opportunities to develop a progressive curriculum plan and to discuss this with you or other
experienced teachers at the draft stage;
opportunities to review the implementation of that plan with you;
opportunities to draw up, teach and evaluate individual plans with you.
Your role is to:



share the school’s medium term/daily planning in all curriculum areas with the student;
monitor and approve the student’s curriculum plans in core and foundation subjects;
review the quality of the student’s detailed daily lesson planning and evaluation regularly.
The student’s role for the block placement is to:



draw up comprehensive curriculum plans for the core subjects, following school and
University guidance, including a plan for the teaching of English and mathematics in
collaboration with the mentor (and a four part lesson plan for the teaching of systematic
synthetic phonics in line with university training);
work from the school’s curriculum plans for any foundation subjects to be taught;
plan and evaluate, with reference to relevant learning outcomes and assessment, each
lesson or activity taught independently (using the University’s evaluation proforma).
The student’s planning file should always be accessible to the Mentor and Link
Tutor. This should be monitored on a weekly basis and feedback provided as
appropriate. The student should address any feedback points suggested on files.
Students’ Assessment of Pupils
The procedures involved in Monitoring, Assessing, Recording, Reporting and Accountability
(MARRA) are always areas of concern for students. You can help by showing your student the
systems you use - or those which your school is developing – for MARRA and Assessment for
Learning. Students often find it difficult to see how teachers can create manageable
assessment systems. If you have a system, please share the workings of your system; if you
are still working on this, please discuss your experiments with the student!
Your student will be asked to make the assessments detailed in the Training Task Schedules
(outlined in brief below), record them and report them to you. You will be asked to help him or
49
Section 4 – Information for Tutors
her do this. Students often find it difficult to see what is significant in pupils’ learning. You can
help by sharing key moments in pupils’ learning which you see as being significant and
explaining why they are important. ‘Breakthroughs’ in pupils’ learning can also be useful for
students to discuss and assess.
Students complete an “Individual Needs Assignment” (a poster presentation) during FSE/DSE.
This involves working with a child in the class who has special educational needs and
assessing their understanding across the core subjects, including the use of ICT on their
learning. Students will require support in making an appropriate pupil choice and further
guidance is provided in Appendix 2. Students should undertake one detailed assessment with
the pupil in each core subject.
Your role is to:
 share non-confidential records on children’s progress with the student;
 explain the school’s system for planning, assessing and record keeping;
 provide feedback to the student on his/her assessment tools used and assessments made;
 ensure that the student has the opportunity to assess children in the core subjects in the
terms set out above;
 enable the student to have some experience of reporting to parents;
 wherever possible, arrange for the student to participate in the process of SATs, optional
testing or half termly assessments.
The student’s role is to:









keep a tracking record in the core subjects for the whole class throughout the SE;
assess one profile child in detail (during FSE/DSE, the child with SEN) and four profile
children in detail (during CSE) fully in the core subjects (one annotated
sample/observation, per week, per subject). They must write a summative report (in the
school’s style) for these profile pupils over each placement;
carry out an assessment with five further focus children (FSE/DSE) or the rest of the class
(CSE) of a key learning objective in mathematics, science and in each PoS in English over
the whole block;
carry out focus group assessments during English lessons (guided reading and writing,
with a focus on grammar where possible);
undertake a number conference with each profile child;
attend a parents’ evening or gain some experience of reporting pupil information to
parents;
give regular evidence-based oral and written feedback to all children on their work;
discuss children’s progress with the teacher;
gain any possible experience of SATs or optional QCA tests, particularly the new grammar
test for year 6 pupils.
As with the planning file, the student’s assessment file should be on open access to
school-based Mentors and Link Tutors. This should be monitored on a weekly basis
and feedback should be shared with the student at an agreed point.
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Section 4 – Information for Tutors
School Based Mentor Weekly Checklist
Have I regularly:

Met with the student to review their weekly training experiences (noted
on the weekly training sheet) and signed this record?

Seen and reviewed my student’s weekly planning prior to the lessons
and subsequent lesson evaluations?

Reviewed and discussed the weekly Training Task schedule?

Discussed/ seen examples of annotated samples of work for the profile
children?

Seen tracking assessment sheets for the whole class in the core
subjects? These are just for the lessons that the student teaches.

Seen both school experience files: planning file and MARRA file? (The
Link Tutor file scrutiny checklist may be helpful - see blank proformas section 9)

Conducted a formal lesson observation (one per week)? We suggest
that you initially focus on English and mathematics.

Reviewed the student’s teaching requirements for the week (% of
teaching time, group support time and planning/ preparation time)?

Engaged with the students’ indicative criteria for meeting the Teaching
Standards?
HAVING CONSIDERED THE ABOVE, HAVE I FACILITATED THE
TRAINING NEEDS OF MY STUDENT?
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Section 4 – Information for Tutors
Supporting Students in Teaching the Core Subjects and ICT
English
A Model for the Effective Teaching of Primary English
As teachers of primary English, students will need to demonstrate the following:













demonstrate knowledge, understanding and skills across the four modes of language;
namely ‘speaking and listening’, ‘reading and writing’. This must include a secure working
knowledge of systematic synthetic phonics and the teaching of grammar, punctuation and
spelling
know what is required in the English National Curriculum and how to teach it (revised
approaches to incorporate the new National Curriculum for English will need to be
discussed with the school);
know how to use whole class, group and individual approaches to best advantage pupils to
make highly effective progress;
identify various forms of spoken and written language and to be able to teach the
appropriate use of these, whilst giving due emphasis to Standard English;
critically evaluate a range of English teaching materials, including reading and SSP
schemes, textbooks, language games and ICT resources (e.g. SCRATCH software);
select and apply a range of assessment tools and provide constructive oral and written
feedback to pupils;
build on assessments made, to develop appropriate and challenging programmes of work
for individual pupils, groups of pupils or the whole class as envisaged in English teaching;
provide appropriate learning for pupils across the ability spectrum - from the pupil with
‘special educational needs’ to academically ‘gifted’ pupils, or new arrivals at the early
stages of English;
provide motivating and creative experiences in English (e.g.: storytelling, performance and
drama; interactive grammar, spelling and punctuation learning approaches; outdoor
language learning opportunities; writing journals projects)
provide effective learning opportunities for pupils with English as an additional language
and be able to access and assess their progress in English across the four modes of
language, including assessment in the first language as necessary (see guidance within the
EAL Directed task);
communicate levels of learning in English to pupils’ parents or carers, and elicit their
perceptions in order to form fruitful educational partnerships for the benefit of pupils;
in relation to reading, set up supportive systems for monitoring and assessing progress
(e.g.: reading buddies, reading book clubs);
know how to enhance understanding of English whilst engaged in the teaching of other
subjects in the National Curriculum.
As professional mentors please help us to bring as much of this within the students’ grasp as
possible, in order to give them a firm foundation in the teaching of English. We encourage you
to share the school’s view of reading, writing, speaking and listening in relation to the
importance of systematic synthetic phonics, grammar, spelling and punctuation and broader
creative approaches to the teaching of English across the curriculum, including any extracurricular English activities that the school facilitates and delivers.
English Teaching Opportunities for Students
Within the framework of the year group or class teacher's planning, students need to engage in
the following opportunities to develop their English teaching skills, in partnership with their
Professional Mentors:
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Section 4 – Information for Tutors





to teach reading, writing and speaking and listening within English lessons and across the
curriculum;
to teach discrete SSP sessions and grammar in interactive and creative ways;
to develop expertise in different teaching strategies to include shared reading and writing
for the whole class; guided group reading and writing, independent group work;
to develop experience of different forms of assessment, such as those outlined in the
assessment pack, and to show evidence of using these assessments to inform their
teaching and the differentiation of groups within English lessons;;
to use a range of resources for teaching reading, writing, speaking and listening, including
high quality fiction, non-fiction, poetry and stories and poems drawn from different cultural
traditions, including digital literacies to engage pupils.
Areas for Discussion on the Teaching of English
Language teaching is central to all learning in school, and students need to fully appreciate and
understand the four language modes of speaking, listening, writing and reading when planning,
teaching and assessing.
English Teaching
Students will need to be aware of school planning as it relates to their class. They will have
been given guidance at the University, but we strongly believe in a partnership model of training
that unites school and centre-based training. Members of the 'Brunel Literacy Steering Group'
include several senior school-based partners who meet to provide input on our programme.
They help to steer our partnership vision in relation to the training of highly effective teachers of
English.
Checklist of Suggested Areas for Discussion








SSP: How the teaching of reading, particularly systematic synthetic phonics is taught
both within and outside of discrete English lessons, including whole class, small
group, and individual teaching, alongside any intervention groups that take place.
How teachers work from commercial phonics schemes and other published materials
(e.g. Jolly Phonics, Read Write Inc.). What is the school's rationale for selecting
these schemes and what impact have they had on pupil progress in reading?
The revised NC: How the school are incorporating changes in the revised National
Curriculum for English- for example, in relation to the increased focus on grammar,
punctuation and spelling and performance poetry.
Teaching methods: The range of teaching methods used for teaching highly effective
reading, writing, speaking and listening- for example, teacher modelling through
shared approaches to the whole class; guided approaches with smaller groups; oneto-one support, and any intervention groups and strategies.
Differentiation: How teachers differentiate provision for the different levels of
language within a class. How do teachers plan and resource for effective
differentiation so that all pupils make highly effective progress?
English across the curriculum: How English learning is promoted across the
curriculum and outside of the school (e.g.: home/ school reading partnerships; writing
journals; school trips; online learning platforms).
Digital literacies: The range of digital materials and resources which can be used for
teaching aspects of English (including websites, television, radio and video clips).
Adult support: The use of additional adults or volunteer helpers in enhancing pupils'
language skills. How are they used and when? What is their role and how is this
planned for? What impact do they have?
How and when teachers give feedback to pupils orally or in writing (including any
formal or informal marking policies and approaches). What is the rationale behind
this marking policies? How should the student follow this approach in their marking?
53
Section 4 – Information for Tutors

How teachers assess, record and report their pupils’ progress in reading, writing,
speaking and listening, including phonics and grammar. How are pupil targets
devised and shared with pupils and their families? How are English reports written?
The students have been familiarised with the above checklist but there are no ‘quick fix’
answers or a single approach. Please continue to discuss the above topics whenever you can,
particularly during the weekly training meetings. In addition to these general topics, your
student may have some personal targets for development in English, which they will want to
discuss with you (e.g.: subject knowledge action plans and audit scores in SSP and grammar).
Focus Areas and Prompts for the Effective Teaching of English. The student should
draw on the suggestions below as a guide only. We encourage mentors to add to the
suggested questions during their daily and weekly discussions as they know the school
based system.
Reading










What is the teacher (additional adult support) actually doing when s/he shares a book
(or other digital form of reading material) with the whole class, groups or individual
pupils?
How are systematic synthetic phonics skills taught in the school and class, and what
schemes/ approaches are used? What is the rationale for them? How effective are
they deemed to be in relation to pupil progress in reading? How are SSP skills
assessed at KS1 and KS2? What planning is in place and how is this drawn up?
How does the teacher assess pupils’ reading skills in terms of their understanding of
the text; key skills in learning to read, phonics and phonemic awareness in particular;
reading across a range of genre and registers; comprehension skills and the ability to
infer and deduce?
How does the teacher use assessment to assist in the drawing up of individual
reading targets and programmes for individual pupils and for guided groups during
English lessons?
How are parents/ other adults informed about, and encouraged to be involved, in
their pupil’s reading development?
What kind of reading homework is set and how can you as the student get involved in
this if applicable?
How do teachers ensure that pupils select texts (including poetry material) which
challenge them at an instructional and motivational level, rather than frustration
level?
How is the class reading area structured and set up? To what degree does the
reading material draw on comics, multicultural and bilingual texts or other forms of
reading?
How much emphasis is given to the reading of poetry?
How is the school reading scheme and library structured? When do pupils change
books and how this process tracked? Are there out-of-school reading clubs and if so
how are they set up and by whom? Could the student get involved at all if interested?
54
Section 4 – Information for Tutors
Writing










What consideration is given to the range, purpose, audience and styles which pupils
encounter?
How are writing processes modelled?
How are pupils taught to plan, draft and edit their work? (e.g. writing frames)
How do word processing packages assist this process?
How does ‘editing’ relate to the teaching of grammar, punctuation and spelling? Have
the school made changes in this area in line with the revised National Curriculum
emphasis on grammar?
How is handwriting taught and what is the school’s policy on this?
How do teachers assess pupils’ writing and how do they use these assessments to
draw up individual programmes of work and writing targets for them?
How do teachers create meaningful and varied contexts for writing? Are there out-ofschool writing clubs or forums? Do children have creative writing spaces or journals?
How can you as the student get involved in these other spaces for writing?
How (and when) is writing taught via other subjects of the National Curriculum?
How is scaffolding provided so that all pupils can gain confidence in writing across
different genres? For example, those with EAL- how is their writing scaffolded so that
they are successful and meet their potential?
Speaking and Listening








How is teacher questioning being used to engage all pupils?
How are pupils given opportunities to learn through talk (e.g. through purposeful
discussion, problem solving activities and investigative tasks across the curriculum)
How does such talk help to clarify thinking?
How are pupils with EAL encouraged to participate in lessons? Is the first language
drawn upon in any context and if so, how effective is this?
How are pupils given opportunities to learn about talk (e.g. through the study and
sharing of language variety; language and society; language acquisition; the history
of languages; language as a system?)
How are pupils assessed in speaking and listening?
How do teachers use talk to assess knowledge and understanding across the
curriculum?
How is storytelling and drama used in school to develop pupils’ speaking and
listening skills? Students should deliver their storysack activity and evaluate its
effectiveness with their mentor.
55
Section 4 – Information for Tutors
Mathematics
A Model for the Teaching of Primary Mathematics
The competent teacher:
 has personal knowledge, understanding and skill in mathematics;
 has a clear view of the requirements of the National Curriculum;
 is aware of contexts, teaching techniques and organisational structures for different learning
goals;
 knows and can use resources such as mathematics schemes, textbooks, materials,
apparatus and ICT to support and enhance learning;
 can devise high quality mathematical learning experiences for pupils;
 has a variety of strategies for monitoring and assessing pupils’ progress on mathematics;
 can, in her or his contact with pupils:
- teach whole classes in an interactive way
- set expectations at an appropriate level
- ask appropriate questions and give constructive feedback to pupils
- identify and respond appropriately to individual differences between pupils
- maintain interest and motivation;
 has developed a personal style which includes a continuing exploration of the ways in
which pupils learn mathematics effectively;
 has a variety of strategies for monitoring, assessing, recording and reporting pupils’
progress in mathematics.
Teaching Opportunities for Students
Within the frameworks of the school’s Mathematics policy and Scheme of Work and the class
teacher’s planning, students need the following opportunities to develop their mathematics
teaching:
 to teach number and arithmetic, including mental, oral and written arithmetic as appropriate;
 to teach areas of mathematics identified in the teacher’s planning;
 to teach mathematics to the whole class, groups and individuals;
 to develop their experience of different aspects of mathematics teaching, including
exposition, demonstration, questioning, practical work, problem solving and investigating;
 to use a variety of different teaching methods and mathematical resources, including
structured apparatus (such as Dienes blocks), calculators and computers and mathematical
schemes.
Areas for Discussion in the Teaching of Mathematics
Students often find the following general issues challenging in mathematics teaching. Including
such issues in your discussions of planning, teaching and assessing will help to clarify your
student’s ideas. Specific discussion on issues about teaching of number will be invaluable.
Checklist of General issues for Discussion:
 how teachers work from and with commercial schemes and published materials;
 how teachers differentiate provision for the different levels of attainment in the class;
 how the use and application of mathematics is covered;
 the range of materials and resources which can be used to teach mathematics
effectively (including calculators and computers);
 how classes are organised for teaching mathematics;
 the range of teaching methods used in mathematics;
 how teachers, assess, record and report their pupils’ progress in mathematics;
 how teachers’ planning at different levels balances different parts of the mathematics
National Curriculum.
56
Section 4 – Information for Tutors
Checklist of Specific Issues about Number








how the National Curriculum develops mathematics;
the school policies on the teaching of number (with particular emphasis on written
and mental arithmetic);
your planning for number;
your teaching methods for number and the resources you use;
how you permeate the teaching of number into other curriculum areas;
the differentiation strategies you use in the teaching of number;
how you make assessments of the pupils’ number work;
how you feed back to pupils on their number, including any error analysis technique
you use for written arithmetic.
Guidance on Observing Students’ Teaching of Mathematics
Please use the questions below to guide your observations of the students’ teaching and your
judgements of the effectiveness of that teaching.
In general:
 Are the expectations of the pupils’ learning appropriately high?
 Are the pupils informed of the learning outcomes of the lesson in an appropriate way?
 Is the lesson well structured, with a suitable pace?
 Where appropriate, are resources (including ICT) used to develop pupils’ learning?
 Is mathematical vocabulary appropriate to pupils’ ages developed and used correctly?
 Are there a variety of learning opportunities? For example, are pupils expected to explain,
discuss, demonstrate, practice, solve problems, watch, listen and do practical work?
 Are support staff deployed well?
 Are the learning needs of all pupils taken into account?
 Do pupils attain at an appropriately high level?
 Are pupils’ attitudes towards learning mathematics positive? For example, do they listen
attentively, participate confidently, persevere, concentrate and work independently without
direction or supervision?
Mental Mathematics:
 Is there a good interaction between pupils and the student?
 Is the pace of the lesson good?
 Are pupils given varied opportunities to engage in mental and oral mathematics?
 Does the whole-class work aim to involve all pupils?
The Main Activity:
 Is the activity or are activities explained well to pupils?
 Is differentiation appropriate and manageable, with differentiated group activities linked to
no more than three and linked to a common theme?
 Is the class organised so that the student can work with a group without interruption?
 Does the activity involve the pupils in an appropriate level of mathematical thinking,
practising and doing?
The Plenary:
 Is the plenary purposeful?
 Does the student praise work of merit and achievement?
 Are key aspects of the lesson clarified and discussed in relation to learning outcomes?
57
Section 4 – Information for Tutors
Science
A Model for the Teaching of Primary Science
The competent teacher:












has personal knowledge, understanding and skill in science;
can clearly communicate science learning goals to pupils;
has a clear view of the requirements of the National Curriculum;
is aware of contexts, teaching techniques and organisation for different learning goals;
draws on a wide range of teaching strategies to support learning in science;
knows and can use resources such as science schemes, textbooks, materials, apparatus
and information technology to support and enhance learning;
can devise high quality scientific learning experiences for pupils;
has a variety of strategies for monitoring and assessing pupils’ progress in science;
is aware of common alternative frameworks pupils hold about science concepts;
can, in her or his contact with pupils:
- set expectations at an appropriate level
- ask appropriate questions and give constructive feedback to pupils
- identify and respond appropriately to individual differences between pupils
- maintain interest and motivation;
has developed a personal style which includes a continuing exploration of the ways in
which pupils learn science effectively;
has a variety of strategies for monitoring, assessing, recording and reporting pupils’
progress in science.
Teaching Opportunities for Students
Within the framework of the school’s Science Policy and Scheme of Work and the class
teacher’s planning, students need the following opportunities to develop their science teaching:
 to teach investigative and illustrative science as appropriate;
 to explore pupils’ alternative frameworks in science;
 to teach any other areas of science identified in the teacher’s planning;
 to teach science to the whole class, groups of individuals;
 to develop their experience of different aspects of science teaching, including practical
work, problem solving and investigating;
 to use a variety of different teaching methods and scientific resources.
Areas for Discussion in the Teaching of Science
Students often find the following general issues challenging in science teaching. Including such
issues in your discussions of planning, teaching and assessing will help to clarify your student’s
ideas. Specific discussion on issues about the teaching of science will be invaluable.
Checklist of General Issues for Discussion:






How teachers’ work from and with commercial schemes and other materials
How teachers differentiate provision for the different levels of attainment in the class.
How science exploration is covered
The range of materials and resources that can be used to teach science effectively
(including measuring equipment and computers)
How classes are organised for teaching science
The range of teaching methods used in science
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Section 4 – Information for Tutors





The way pupils’ alternative frameworks are explored
How teachers, assess, record and report their pupils’ progress in science
How teachers’ planning at different levels balances different parts of the science
National Curriculum
The role of the science co-ordinator in the school
How the school has responded to OFSTED comment on science, SATs results and
national data on pupils’ achievements in primary science.
Checklist of Specific Issues about Science:








The school policies on the teaching of investigative science
Your planning for practical science activities
Your teaching methods for developing science and the resources you use
How you permeate English through mathematics through science
The differentiation strategies you use in your teaching of science
Your assessments of the pupils’ process skills and knowledge and understanding
How you feed back to pupils on their science work
How you support your own knowledge and understanding in science.
ICT
In view of the Government's recent emphasis on Computer Science, students at Brunel have
engaged in activities focusing on computer programming for primary pupils. Students will be
delighted to develop this in your school so please discuss this opportunity for professional
development. Training at Brunel places great emphasis on the use of the computer-based ICT
resources in teaching English, mathematics and science. They will be expected to plan for and
use in their teaching at least one computer-based ICT resource in each of the core subjects.
This may take place in the context of small group or whole class teaching. There should be
evidence of this in medium term curriculum plans, and in subject-specific lesson plans.
Students should investigate the school policy for ICT and identify where it would be most
appropriate to use the computer in their teaching of small groups and the whole class.
Within the core subjects, students can consider the use of the following as starting points.
They should not try to cover them all rather to select a resource from each subject and
integrate it into their planning and teaching.
English
 a word processor and/or desk top publisher to communicate ideas through writing;
 talking books to foster enjoyment of reading and develop an understanding of the links
between speech and text;
 software to develop competence and confidence in spelling (e.g. phonics packages);
 software to develop competence and confidence in grammar (any materials to support the
new grammar test);
 adventure games to develop communication and problem solving skills;
 concept keyboards (which may be used in a variety of contexts).
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Section 4 – Information for Tutors
Mathematics
 a range of software to complement the teaching of key concepts;
 investigative and problem solving software to complement teaching of key concepts;
 a database to develop information handling skills;
 a spreadsheet to develop information handling and modelling skills;
 the use of calculators.
Science
 a branching database to develop information handling and categorising skills;
 a card index type database to develop information handling skills;
 a spreadsheet to develop information handling and modelling skills;
 a word processor to communicate understanding of science concepts and / or to report
back on investigations;
 software to develop scientific knowledge and understanding (e.g. multimedia
encyclopaedias);
 sensors to monitor change;
 modelling software to investigate scientific concepts.
If the school has facilities such as access to the Internet or Interactive Whiteboards, students
are obviously encouraged to look for opportunities to take advantage of these. There is no
reason why they should not also explore the use of non-computer based ICT resources such as
audio recorders and video cameras.
Students’ use of ICT in the planning and teaching of the core subjects will be audited through
the Professional Learning Record.
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Section 4 – Information for Tutors
GUIDANCE ON ASSESSING STUDENTS
The aim of this section is to clarify procedures for assessing the student against the Teaching
Standards. The key mechanism for this is the Professional Learning Record, which seeks to
provide formative, diagnostic and finally summative assessment throughout the primary course.
Its main purpose during the primary course is to act as a tool to:

indicate strengths and areas for development;

provide the basis for informed discussion between those involved in the process.
The DfE requires teacher education institutions to assess students against the Teaching
Standards and to grade them on a four-point scale. Brunel’s School of Sport and Education, in
collaboration with other teacher training providers and guidance provided by UCET
(Universities' Council for the Education of Teachers), has devised exemplars of levels of
achievement to assist this process, which takes place at the interim stage and the end of each
block experience and can be used formatively throughout each experience. School-based
assessment points are indicated in the Professional Learning Record.
Foundation Phase
During the FSE the student should comment on their progress towards meeting the Teachers'
Standards. At the end of the FSE (before Christmas) the mentor should complete the Summary
page of this document which relates to section 2 of the Standards regarding the student's
personal and professional conduct during the four week block. Where the mentor has indicated
that the student has demonstrated consistently high standards of personal and professional
conduct, the student will progress to the next phase. If sufficiently high standards have not
been demonstrated, a ‘Cause for Concern’ will be instigated (please see relevant section
below) and an action plan drawn up, prior to progressing on to the Development Phase. It is
important that any concerns are raised and discussed at the appropriate time.
Development and Consolidation Phases
The philosophy at Brunel is that students should be directly involved in their assessment and as
such they are asked to self-assess their progress towards meeting the Teachers' Standards at
several points throughout their training. At the interim and end stages in the Development and
Consolidation Phases, the student must complete the self-assessment section for each of the 8
Standards. Each Standard has a descriptor to assist in the assessment process which was
written through collaboration between UCET (Universities' Council for the Education of
Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the HEA
(Higher Education Academy). The descriptors used during the Development Phase allow
assessments to be made, according to the experience that the student has had at that point in
the course. The student is required to grade each Standard using the descriptors and provide a
brief rationale for this grade. Mentors should subsequently complete the mentor section in the
same way and then discuss this with the student and Link Tutor. The mentor and student
should collaborate to agree on a target for each of the Standards, to be met at the next phase.
These targets should be reviewed at the next assessment phase and hopefully the student will
have made progress with the right kind of support and personal investment in specified areas.
Areas of strength and distinctiveness should also be recorded for each Standard. Link Tutors
should be involved in this aspect at the end of each SE.
If, at any stage, the mentor or Link Tutor feel that unsatisfactory progress is being made; a
‘Cause for Concern’ must be triggered and an action plan drawn up as a supportive structure.
(See below). It is recognised that each school context is unique and the student’s experiences
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Section 4 – Information for Tutors
and progress will be dependent on a whole range of factors. Students will succeed in different
ways depending on their strengths in relation to a particular setting. Mentors and Link Tutors
are expected to draw on the full spectrum of grading over each placement. This means that a
student could perform very well on their first placement and achieve a Grade One as these
descriptions have been specifically written for this phase of their training. Following a
moderation event at the end of the Consolidation Phase, students will meet with their personal
tutors where a final grade will be allocated. This document will be used in preparation for
transition to the NQT year in school. A sample of students will be observed by an external
examiner for quality assurance purposes.
Cause for Concern - Action Plan
(Use blank proforma in section 9 and see section 6 for a completed example)
Occasionally School based Mentors will feel that a student is not making satisfactory progress
towards meeting the Standards. In this case, a ‘Cause for concern’ will be triggered and an
action plan will be drawn up, in consultation with the University based Link Tutor. Support
strategies will be implemented to enable students to meet the Standards. If an Action Plan
is required at any point during school experience, the mentor must contact the
Partnership Officer and the Link Tutor immediately (Contact Partnership Office
on 01895 267141).
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Section 4 – Information for Tutors
SCHOOL-BASED & PROFESSIONAL MENTORS – KEY GUIDANCE REFERENCE
SHEET
The design of the training tasks (sections 5 - 7) is intended for use by mentors and
students and should form the basis of weekly training meetings. In addition to these
tasks mentors might find the following resource useful as a quick reference guide to
important resources. It is recommended that you preview all items at some stage during
the training. To facilitate this requirement, please use the checklist column below:
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
RESOURCES

Pre-Block Week Checklist
Checklist for Starting School Experience
Link Tutor SE visitation schedules - purpose
Observation during School Experience
School-based mentor's weekly checklist
File 1: organisational checks
File 2: organisational checks
Weekly Training Sheet - discuss
Interim stage assessment & Action Plan* - see Professional
Learning Record
Section 4 - Information for Tutors
Action Plan completed exemplar
Partnership Agreement
Training Task Schedule- Foundation Phase
Training Task Schedule - Development Phase
Training Task Schedule - Consolidation Phase
Professional Learning Record
File scrutiny checklist
* Timely completion of the Interim Paperwork at the appropriate point of each
placement is critical for the benefit of all students - but especially any considered to be
struggling with meeting the Teaching Standards. This affords identified students
adequate time to achieve targets set on the corresponding Action Plan template (see
blank proformas - section 9). This requirement is now a condition of the partnership
agreement and must be strictly enforced. School-based mentors must contact the Link
Tutor if there are ANY concerns at the interim stage.
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Section 4 – Information for Tutors
LINK TUTOR PROMPT SHEET
The purpose of this form is to ensure that all members of the Partnership understand the
training requirement, as outlined in the Partnership agreement. The following is a check list to
be used at the Link Tutor’s initial visit to the school.

Ensure that the Mentor is aware of the weekly requirements (see mentor checklist p.50)
Have I regularly:








Seen and reviewed my student’s weekly planning prior to the lessons and
subsequent lesson evaluations?
Seen the weekly training task schedule? (It is the student’s responsibility to
complete this)
Discussed/ seen examples of annotated samples of work for the profile
children?
Seen tracking assessment sheets for the whole class in the core subjects?
(These are just for the lessons that the student teaches)
Seen both school experience files: planning file and assessment file?
Met with the student to review their weekly training experiences? (noted on
the weekly training sheet)
Conducted a formal lesson observation and provided feedback? (one per
week)
Reviewed the student’s teaching requirements for the week (% of teaching
time, group support time and planning/ preparation time)
HAVING CONSIDERED THE ABOVE, HAVE I FACILITATED THE TRAINING
NEEDS OF MY STUDENT?

Ensure that the mentor understands the purpose of each of your visits and that you will
be carrying out joint observations as well as scrutinising the student's files (see the file
scrutiny checklist – blank proformas - section 9);

Ensure that the mentor understands the importance of the interim assessment and that
this must be completed at the appropriate time in each placement, thus providing the
student sufficient time to develop specific areas/standards. The mentor must understand
that Link Tutors and the University must be made aware if there a student is making
unsatisfactory progress in any area;

Ensure that students and mentors understand how to use the Professional Learning
Record document;

Explain quality assurance measures and that you will be completing an evaluation of the
placement with the mentors at the end of the placement.
Link Tutors should collect all relevant paperwork during the final visit:



Copies of observation sheets
Photocopies of pages 1 - 4 of the Professional Learning Record document;
Evaluation of the school experience (school-based mentor and Link Tutor).
Copies of all paperwork must be signed and returned to Brunel’s Partnership
Development Unit, Michelle Evans, at the earliest opportunity following the final
assessment.
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Section 4 – Information for Tutors
Paired Placements - A Suggested Programme
In a paired placement, students should take advantage of having an additional adult to take
part in the planning, teaching and assessment cycle. For each lesson that the students are
responsible for, one will take the lead role (the “lead student”), whilst the other takes a
supporting role (“support student”).
Below is a suggestion for how this would work, but each school works in different ways and we
recognise the need for flexibility.
Time
FSE
Activities
Purpose
 Observation
of
classroom  Establishing Students’ knowledge
management and organisation
of classroom and school.
and some teaching of core  Developing Students’ confidence
subjects.
in
planning,
teaching
and
 Participating
in
classroom
evaluating lessons with groups (or
routines and teaching under the
whole class, if appropriate).
direction of the class teacher, to  Developing
knowledge
of
include one session per day
appropriate
planning
and
which is planned, taught and
assessment frameworks.
evaluated by the Student (with  Establishing Students’ knowledge
groups or whole class).
of classroom and school.
 Finding out about school’s  Developing Students’ confidence
planning
and
assessment
in
planning,
teaching
and
frameworks,
including
key
evaluating lessons with whole
policies.
class (or groups, if appropriate).
 Setting
up
planning
and  Developing
knowledge
of
assessment
frameworks
for
appropriate
planning
and
School Experience.
assessment frameworks.
Paired students should work together during this phase to establish their
“teacher presence” in the classroom, observe their school-based mentor and
other experienced teachers, learn the children’s names and generally get to
know the school. They should plan sessions or part of sessions together,
with joint delivery, with clearly defined roles for each student. Students
should share assessments of individual children, and identify best practice
when making assessments during and after teaching has taken place.

DSE
Weeks 1-3
Planning,
teaching
and  Developing Students’ confidence
evaluating lessons for the whole
and competence in planning,
class (with support from class
teaching and evaluating lessons
teacher) for 25% of week.
with whole class.
 Working with groups, individuals  Using appropriate planning and
or class under the direction of
assessment framework.
the class teacher for 50% of  Completing directed tasks from
week.
University,
including
 Preparation time for completing
assessments.
assignments, planning directed
tasks, displays, etc. for 25% of
week.
Paired students should jointly plan, deliver, assess and evaluate 25% of the
week, whilst supporting the class teacher for 50% and making use of PPA
time for 25%.
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Section 4 – Information for Tutors

DSE
Weeks 4-7
Planning,
teaching
and 
evaluating lessons for the whole
class for 50% of week.
Other work with children for 25% 
of the week (e.g. directed tasks,
assessment work).
25% preparation time.


Consolidating Students’
confidence and competence in
whole class teaching.

Extending Students’ knowledge of
class, teaching of core and
foundation subjects.

Extending assessment work.
Completing directed tasks from
University.
Week 4 - Paired students should jointly plan, deliver, assess and evaluate
50% of the week, support the class teacher for 25% and make use of PPA
time for 25%
Weeks 5 - 7 – Paired students should work up to individual planning, delivery
and assessment during the final two weeks of the placement for up to 50% of
the week.
Providing Feedback
School based mentors or professional mentors are required to make a formal assessment of
their students each week, using the Brunel Observation form (see template in section 9). When
students are delivering a lesson jointly, it is appropriate to use one observation form and it will
be up to your professional judgement, whether it is appropriate to provide feedback individually
or jointly. As students take more responsibility individually, it would be most useful to carry out
individual observations, with individual feedback. This depends on the relationship between the
students and would be up to your professional judgement.
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Section 4 – Information for Tutors
Paired Placements - Guidance for students when not leading teaching
The following is a list of tasks which can be carried out when you are not leading the teaching.
Some may require team planning with the lead teacher prior to the lesson.













Assume the role of a “support teacher” in the class and work with a small group as
discussed prior to the lesson with your fellow student who is leading the lesson
Work with an individual EAL child or small group to support their learning with a focus
on language support and development. Discuss with the lead teacher prior to the lesson
so that if appropriate you can develop resources such as flash cards to support their
learning
Work with an individual SEN child or small group to support their learning. In
collaboration with the lead teacher, plan strategies and resources to meet the learning
objectives for the session to support individual needs
Observe the children who are the focus for assessment for this lesson so that you can
contribute and inform on their assessment at the end of the lesson
Work with an individual child using a computer programme which supports the learning
objectives of the lesson. Evaluate the programme in terms of its value in supporting
individual learning to inform future planning and teaching
Prepare prior to the lesson open questions to ask the more able children in order to
extend their learning
Identify any children’s misconceptions through focussed questions whilst the children
are working individually or in groups. Plan the questions prior to the lesson. Use this
information to inform subsequent planning for the class
Work with an individual child or small group of children who have challenging behaviour.
Focus on strategies that worked well and discuss with the lead teacher at the end of the
lesson
Encourage pupils to interact and work co-operatively with others
Help manage the resources for the lesson, be proactive in distributing them etc.
Encourage pupils to return materials to the appropriate place after use
If appropriate take a small group to the ICT suite or library as discussed prior to the
lesson
Monitor the types of questions individual children respond to (open/closed) and use this
information to plan questions for subsequent lessons
Monitor which children are off-task during teacher-led teaching/group work/individual
work. Use this for the basis of discussion with the lead teacher after the lesson and
work on strategies together to keep the children on task in future. Or select an individual
child and monitor when he/she is off-task. Make a record of which activities help the
child remain on-task. Which one(s) did he/she respond to most positively? Discuss
after the lesson with the lead teacher.
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Section 4 – Information for Tutors
Paired Placements - Guidance on Peer Reviews
When used effectively peer reviews can support the professional development both of the
student teacher being observed and of the student teacher providing feedback. Through
undertaking a peer review you become a critical friend to your partner student and need to
recognize that open and honest dialogue and critique are important to the success of this
process. Ground rules should be established from the outset so that both parties understand
what is expected of them.
Peer reviews consist of three purposefully planned events1:
 Pre lesson discussion
 Classroom observation
 Post lesson feedback and conversation
During the pre lesson discussion, the student to be observed:
 Shares an area of teaching they wish to develop with their partner student
 Identifies the strategies and teaching skills they plan to use and develop
 Specifies their intended learning outcomes in relation to the strategies and skills being
developed
The student being observed also plans for the observation and, with their partner, agrees
appropriate lesson observation prompts to focus on, for example:
 Detail the evidence which will help to identify how pupils might demonstrate progress
toward achieving the intended learning outcomes
 Identify the intended changes to teacher and pupil behaviour
During the classroom observation, the observer gathers evidence of the impact and
development of the planned areas of teaching. Observing episodes during the lesson using the
agreed lesson observation prompts to focus on and recording relevant evidence accomplish
this. The evidence gathered can be written down on the Brunel Observation form (see blank
proformas) or another observation schedule designed specifically for the purpose. In some
instances you might, with permission, be able to video record the lesson.
During the post lesson feedback and conversation, the observer provides feedback on
evidence gathered in relation to the agreed lesson observation prompts. Key points are
discussed: strengths of the teaching and their impact on pupil learning should be identified
along with areas considered to be in need of further development. This feedback should serve
three fundamental purposes2:
 Recognition of the desired goal
 Evidence about the observed students’ present position
 Some understanding of a way to close the gap between the above two
Alternative ideas and strategies that might inform future planning and teaching are discussed.
The student being observed reflects upon and evaluates the outcomes of the lesson and sets
personal goals to support progression and continuing professional development.
Exemplars of focused lesson observation question prompts might include:


1
Were links drawn between what the pupils are learning in the current lesson with their
past and future lessons?
Were different types of questions used effectively to assess the understanding of a
diverse range of pupils?
Adapted from DfES (2005) Key Stage 3 National Strategy, Working together: coaching and assessment for
learning, Section 2: Specialist coaching for assessment for learning, DfES: HMSO, p.8
2
(ibid) p.4.
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Section 4 – Information for Tutors





How were pupils encouraged to work cooperatively on group tasks?
Was ICT used effectively to promote pupil learning and understanding?
What strategies were drawn upon to sustain a positive learning climate throughout the
lesson?
Were a range of appropriate teaching and learning strategies used to ensure that all
pupils (particularly those with EAL, SEN and recognised as G&T) were included in the
lesson and their learning opportunities maximised?
How were transitions between different lesson episodes managed, and were the
behaviour management strategies employed effective?
69
Section 4 – Information for Tutors
70
Section 5 – Foundation School Experience Training Task Schedule
Section 5 – Foundation School Experience
Training Task Schedule (FSE)
Below is a list of training activities that would be highly useful for students to experience
and investigate during the Foundation School Experience. The suggested weeks for
each activity should be seen as a GUIDE ONLY as the order of activities can be
changed to accommodate the organisation of the school, the class teacher and the
Student’s needs.
Some of the training tasks form an important part of the Professional Learning Record
and clearly provide evidence towards meeting particular Teaching Standards. Although
it is the Student’s responsibility to manage their own workload, we encourage Mentors
to keep sight of these training activities to oversee how effectively their student is
managing their workload.
Although formal observations are not conducted during the Foundation Phase, it is
useful for Students to receive structured feedback on any activities that they have led in
preparation for the block weeks.
For specific guidance on Paired Placements see the end of section 4 of this
handbook.
NB: It is important that preparation work is undertaken systematically during the
Foundation Phase so that students feel organised and ready for the block experience in
January. Setting up files and preparing key items of paperwork in advance are crucial.
It is important for them to take a pro-active approach.
Non-Core Foundation Subjects
With limited time to cover the non-core foundation subjects in depth during the
University-based element of the programme, students are required to develop their
subject and pedagogical knowledge of these subjects during the Foundation Phase in
school. For the subjects listed here - History, Geography, Art, Design Technology,
Physical Education, Music, PSHE, RE - students should explore and record how the
non-core foundations are planned, taught and assessed in their placement school. We
appreciate that some subjects will be more detailed than others depending on the focus
of the school during the training period. (For example, history and geography may be
taught in blocks so students may not see history during the Foundation Phase - we
recognise this cannot be avoided). The school may adopt a cross-curricular approach
so students may decide to present links between other subjects in a particular way.
71
Section 5 – Foundation School Experience Training Task Schedule
Foundation School Experience (FSE) Directed Tasks 2013-14
Directed Task
Grammar directed task
Detail


SSP and reading

See Foundation Stage
Experience (FSE) section of
the SSP tracker


English planning directed
task
Speaking and listening

Number conference



Mental and oral starters

Science elicitation task



Explore how grammar is taught within
the school and year group that you are
in. How are the school addressing the
increased focus on grammar?
Refer to the grammar directed task set
during the ‘Introduction to Grammar’
lecture. This task will be school-led in
line with the pupils’ needs.
Set up a meeting with the Literacy
Coordinator to discuss the teaching of
reading and SSP within the school
(update your SSP tracker in line with
the prompts).
Explore how the teaching of early
reading and SSP is planned, taught
and assessed within the school that
you are in (update your SSP tracker
with this information).
Observe how SSP and reading is
taught and write up a formal
observation using the prompts in the
SSP tracker (update your SSP tracker).
Deliver your story sack in school and
complete the directed task by 17.12.13.
Ensure that you have completed your
first attempt of this directed task.
Select a pupil under the direction of
your mentor to carry out a number
conference (further guidance is
available on BB)
Transcribe three continuous minutes
using the format in the guidance and
bring to the next university-based
maths session
Plan, deliver, assess and evaluate at
least five mental and oral starters
Choose a scientific topic that the pupils
have recently covered in school
Identify an appropriate pupil (under
direction of the class teacher)
Choose an activity to elicit the scientific
understanding of your chosen topic of
your pupil and summarise your findings
(further guidance is available on BB)
72
Section 5 – Foundation School Experience Training Task Schedule
Foundation Subjects
Interview with the subject
coordinators



Resources

Safeguarding


Display

Investigate how these subjects are
integrated, planned, taught and
assessed in your school
It is up to you how this is presented
Find out who is responsible for each
subject area and arrange to interview
each member of staff about what the
role involves
Find out where the resources for each
subject area are stored throughout the
school and what the processes are for
using them in your own classroom
Familiarise yourself with the
safeguarding policies and procedures
in the school
Talk to the safeguarding officer about:
o Particular issues that the school
faces
o What support is available for
staff, pupils and families
o How bullying issues are
addressed
Take responsibility to plan and produce
a display of children’s work (with
guidance from your mentor)
73
Section 5 – Foundation School Experience Training Task Schedule
Weekly Activities
Main Focus / training activity
Please tick
1



These activities should be part of an ongoing, weekly training experience













2
3 4
Student and school-based mentor to review and discuss this
Training and Task Schedule together.
Student to attend all planning weekly team meetings so that
expectations and standards are clear and planned for in advance.
Student to observe experienced teachers teaching across a range
of subjects
School-based mentor to review School Experience files. Set and
review clear targets for future development (on observation sheet).
These should be in line with the Standards for QTS.
Student to observe classroom management and organisation
Student to observe and make detailed, focused notes on the
teaching of at least one English session (including any extended
writing lessons such as Big Write) sometime during the course of
each week. This must include the teaching of systematic phonics
sessions, even if observed in another classroom. They should also
observe how grammar, spelling and punctuation is taught with
English lessons (discrete or embedded approach and the rationale
for either as adopted within the school). Students should share their
SSP tracker and action plan, grammar action plan with their mentors.
Student to deliver their 'draft' storysack and grammar activity as
soon as they feel confident to do so. This can be delivered to a small
group to gain confidence at the early stages. Students should review
the effectiveness of these in a critical manner.
Student to observe and make detailed, focused notes on the
teaching of at least two mathematics sessions each week.
Student to observe and make detailed, focused notes on the
teaching of a science session each week (where this is not possible,
the mentor should ensure that students gain experience of science
teaching in another class)
Student to observe and make detailed notes on a PE session each
week.
Student to ask the teacher HOW they can support in any particular
group activities during the Foundation Phase and to undertake smallscale, whole class work (e.g. taking the register or reading) for a
limited time under the guidance of the class teacher
Student to analyse the core subject directed tasks with a view to
fulfilling the requirements of specific elements
Student to plan and evaluate in detail, any prime responsibility taken
for teaching (whole class sessions or group work). These should be
kept in the relevant sections in the school experience files
Student to develop and add to knowledge of how the non-core
foundation subjects are planned, taught and assessed.
Student and mentor to review the FSE directed tasks
Student to complete the Weekly Professional Learning Record
Mentor’s initials
74
Section 5 – Foundation School Experience Training Task Schedule
Week
number
1
FSE Main Focus / training activity

















School-based Mentor to prepare a programme of induction to the school, with
any relevant school policies, documents, information needed, etc.
Student to share the Initial Needs Analysis form with mentor
Student to set up two school experience files (Planning and MARRA)
Student to collect information on the school, the neighbourhood and class
(refer to the guide to keeping your file in this Handbook)
School based Mentor/ Professional Mentor to introduce Student (where
possible) to other colleagues, such as subject coordinators, classroom
assistants, SMT and administrators. A list of names of key staff would be useful
School based Mentor/ Professional Mentor to make clear the school’s dress
code/ PE dress code and any other relevant matters
Student to obtain a copy of the class and school timetable and note carefully
break times, assemblies, playtime duties, staff meeting, team planning meeting
dates etc.
Student to review the handbook, particularly the section on professionalism
Student to work with all the children in small groups, getting to know their
names as soon as possible
Student to obtain a group list of pupils and their ability sets where appropriate.
Find out who receives extra support from a TA/ EAL assistant etc
Mentor to ensure student is aware of protocol regarding safeguarding issues
Student to obtain class teacher’s e-mail address/ school phone number or any
other necessary contact details. Student to give the school their contact details
Student to give the class teacher the Link Tutor’s contact details if these are
available so that two-way communication can be facilitated.
School-based mentor to share reward and sanction procedures for class and
school (student to keep in file)
Student to plan, teach and evaluate an activity to do with a group of children,
under the direction of the school based mentor. If the student feels confident,
they may want to do a whole class activity for PART of a lesson (e.g.: mental
starter, word/ sentence level activity, part of a Science lesson)
Student and mentor to discuss attendance and punctuality protocol
Mentor’s
signature
2








Student to obtain dates for parents’ evenings and request possibilities for
involvement
Student to discuss assessment procedures with school-based mentor and
arrange meeting with assessment coordinator
Student to request to see where resources are located in the school to support
their teaching.
Student to set up a meeting with each of the subject coordinators
Student to find out about the school's planning and assessment frameworks
and key policies
Student to obtain/ request copies of IEP’s for children in their class (SEN
pupils) and details of pupils on the EAL/ G&T register or any pupils with specific
medical conditions. These will remain confidential and are needed for purposes
of effective planning, teaching and assessment
Student to discuss the number conference directed task with the mentor and
select an appropriate pupil.
Student to explore suitable ICT resources to use with pupils, which will also
support the ICT directed tasks for the INA
75
Section 5 – Foundation School Experience Training Task Schedule


Student to set up meetings for observations of other class teachers in the
school. This maybe particularly beneficial in the teaching of SSP and any
grammar work being done with year 5/ 6 pupils in particular.
Student to begin to take responsibility for planning and delivering small group,
then whole class lessons, under the guidance of the mentor
Mentor’s
signature
3





Student to build to begin to plan, teach and evaluation for 25% of the week,
with support from the school-based mentor
Student to have set up opportunities to observe the teaching of phonics
Student to discuss the INA assignment with the mentor, and together decide on
an appropriate child to use for this work (Please see guidance in this
handbook).
Student to write a draft letter of application for the imaginary job advertised on
Blackboard Learn. A job description and person specification is provided.
Student to continue to take responsibility for planning and delivering small
group, then whole class lessons, under the guidance of the mentor
Mentor’s
signature
4







Student to continue to begin to plan, teach and evaluation for 25% of the week,
with support from the school-based mentor
Student to select 5 focus children (for assessment in the core subjects over the
course of the Development Phase, and in addition to the profile pupil for the
INA) in consultation with school based mentor. Select one pupil with EAL for
the EAL assessment directed task – this may be one of the focus children. This
child can be an advanced bilingual learner (ABL) who is fairly proficient in
English or working at national expected levels..
Student to set up/ discuss a regular slot for a weekly meeting time for each
week of the Development Phase with the school-based mentor (this may vary
week to week depending on the teacher’s commitments). Make clear and
discuss expectations for each week in order to avoid any complications later
on.
Student and school-based mentor to meet to set up planning and assessment
frameworks for the DSE.
Student to collect examples of the end of term report template used by the
school in preparation for completion of writing the Profile pupil’s summative
report
Mentor and student to complete relevant sections on Professional Learning
Record
Student to complete the Professional Learning Action Plan for DSE
Mentor’s
signature
76
Section 5 – Foundation School Experience Training Task Schedule
Section 6 - Development School Experience
Training Task Schedule
BLOCK EXPERIENCE (FORMAL OBSERVATIONS BEGIN)
NB: The Weekly Training Sheet needs to be completed by student every week.
Weekly
Activities
Main Focus
weeks
/
training
activity Please tick when complete
1
These activities
should be part
of an ongoing,
weekly training
experience
2
3
4
5
6
7
 Student and school-based mentor to
review and discuss this Training and
Task Schedule together.
 Student and mentor to discuss
planning at weekly team meetings so
that expectations and standards are
clear and planned in advance.
 School-based mentor to complete at
least one formal observation of the
Student teaching.
 Mentor and student to have weekly
professional learning meetings to
discuss progress and targets, after
which student to complete Weekly
Professional Learning Record
 School-based mentor to monitor
planning and assessment file and
suggest action points if necessary.
Student should follow up on any action
points suggested.
 Student to observe experienced
teachers teaching across a range of
subjects
 Student
to
discuss
planning,
evaluations and observations with
class teacher in a systematic style.
 School-based mentor to review School
Experience files. Set and review clear
targets for future development (on
observation sheet). These should be
in line with the Standards for QTS.
 School-based mentor to discuss
expectations of standards of pupils’
work with Student. Marking should be
in line with the school’s policy.
 School-based mentor to discuss
strategies for pupil assessments with
Student
 School-based mentor to give regular
77
Section 7 – Consolidation School Experience Training Task Schedule
feedback regarding expectations for
pupils’ attainment
 Student and school-based mentor to
review progress towards Professional
Standards for Teaching using the level
descriptors
 Student to gather assessments on the
profile child every week in English,
maths and science
 Student to gather assessments on the
five focus pupils over the course of the
block in maths, science, speaking and
listening and reading and writing (NB:
assessment data for SSP may be
collected in a different form so please
discuss with mentors)
 School-based mentor to discuss with
Student ways of working with
additional adults in the class.
 Student
to
report
information
regarding
particular
children’s
progress, informally to parents where
possible
 School based mentor to arrange for
the Student to participate in the
preparation and administration of
SATs / half termly tests and use APP
grids where possible.
Mentor’s initials
Week No.
1
Main Focus / training activity

 Student and mentor to review Professional Learning Action Plan
 Student to plan, teach and evaluate 25% of the week, with
support from school-based mentor
 Student to work with groups, individuals or class under direction
of class teacher for 50% of week
 Preparation time for completing assignments, planning directed
tasks, displays etc. for 25% of week
 Students to maintain the two school experience files (planning
and assessment)
 Student to obtain copies of relevant school policies
 Student to observe school-based mentor teach mathematics and
/ or English, including phonics/ early reading, and any grammar
related activities.
 Student to gather data for Individual Needs Assignment
 Mentor to ensure student is aware of protocol re: safeguarding
issues
 Student to assess focus children in core subjects (ongoing – once
over the block)
 Student to talk to subject co-ordinators about policies and
resources available
 Student to carry out science elicitation activity (Science task 2)
78
Section 7 – Consolidation School Experience Training Task Schedule


Student to plan opportunities for the English directed tasks in
reading, writing, speaking and listening (to include SSP,
grammar, storysack, EAL) and engage in a trial run of some of
these to develop confidence as appropriate and feasible. NB: The
EAL directed task can be conducted on DSE or CSE but we set it
at the start to ensure that opportunities are planned for early on,
depending on the school context.
Student and school-based mentor to monitor and review
assessment trail checklist
Mentor’s
signature



2





Student to plan, teach and evaluate 25% of the week, with
support from school-based mentor
Student to work with groups, individuals or class under direction
of class teacher for 50% of week
Preparation time for completing assignments, planning directed
tasks, displays etc. for 25% of week
Student to find suitable ICT resources to use with pupils
Student to discuss assessment procedures with mentor
Student to observe a science lesson. Take note of the
differentiation in place
Student to gather data for INA assignment
Student to assess focus children in core subjects (ongoing)
Mentor’s
signature





3








Student to complete self-assessment activity in relation to the
Teaching Standards
Student and mentor to complete interim assessment paperwork
Student to plan, teach and evaluate 25% of the week, with
support from school-based mentor
Student to work with groups, individuals or class under direction
of class teacher for 50% of week
Preparation time for completing assignments, planning directed
tasks, displays etc. for 25% of week
Student to observe mentor teach Mathematics and / or English
Student to undertake a number conference with a pupil for INA
assignment
Student to observe a PE lesson. Take note of class management,
particularly re: health and safety and any individual needs
Student to gather data for INA assignment
Student to assess focus children in core subjects (ongoing)
Student and school-based mentor to monitor and review
assessment trail checklist
Student to conduct English Speaking and Listening observation
Student to complete self-assessment of Interim stage of
Professional Learning Record and pass to mentor
Mentor’s
signature

4
Mentor to complete Interim stage of Professional Learning
Record, discuss with student and agree final grade by the
end of this week
79
Section 7 – Consolidation School Experience Training Task Schedule












Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Other work with children for 25% of week (e.g. Directed tasks,
assessment work)
25% preparation time
Student to gather data for INA assignment.
Student to assess focus children in core subjects (ongoing)
Student to teach a PE lesson (under supervision of class teacher)
Student to find opportunities to report to parents (preferably about
positive achievements!)
Student to join in with KS1/2 SATs or other termly assessment
preparations where possible
Student to observe subject co-ordinators teach their subjects (to
be included in PPD file)
Student to plan/present display with advice from mentor
Student and mentor to monitor/review assessment trail checklist
Student to conduct any relevant English directed tasks for Special
Needs Assignment (see English handbook for exact detail)
Mentor’s
signature





5




Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Other work with children for 25% of week (e.g. Directed tasks,
assessment work) and 25% preparation time
Student to gather data for the INA assignment
Student to assess focus children in core subjects (ongoing)
Student to observe subject co-ordinators teach their subjects (to
be included in PPD file)
Student to observe other teachers in the school with alternative
behaviour management styles
Students to plan and deliver a full investigative science lesson,
with support from school-based mentor
Student and school-based mentor to monitor and review
assessment trail checklist
Student to complete review of core subjects ICT application for
the INA assignment.
Mentor’s
signature


6







Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Other work with children for 25% of week (e.g. Directed tasks,
assessment work)
25% preparation time
Student to keep up to date with tracking and assessments
Student to gather data for INA assignment
Student to assess focus children in core subjects (ongoing)
Student to write summative report for a profile child
Student to observe subject co-ordinators teach their subjects
Student and school-based mentor to monitor and review
assessment trail checklist
Mentor’s
signature
80
Section 7 – Consolidation School Experience Training Task Schedule


7






Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Other work with children for 25% of week (e.g. Directed tasks,
assessment work)
25% preparation time
Student to keep up to date with tracking and assessments
Student to gather data for INA assignment
Student to assess focus children in core subjects (ongoing)
Student to complete the self-assessment parts of the Professional
Learning Record and pass to mentor
Mentor to complete next section of Professional learning record
then meet with student to agree final grades which should be
recorded on the summary pages..
Mentor’s
signature
81
Section 7 – Consolidation School Experience Training Task Schedule
Section 7 - Consolidation Phase: CSE
Training Task Schedule
Below is a list of training activities that would be highly useful for Students to experience and
investigate during CSE. The suggested weeks for each activity should be seen as a GUIDE
ONLY as the order of activities can be changed to accommodate the school, the class teacher and
the Student’s needs.
Some of the training tasks form an important part of core subject portfolios or clearly provide
evidence towards meeting particular Standards for QTS. Although it is the Student’s responsibility
to manage their own workload, we encourage Mentors/ Professional Mentors to keep sight of
these training activities to oversee how their student is managing their workload.
Although formal observations are not conducted during the action plan weeks, it is useful for
Students to receive structured feedback on any activities that they have led in preparation for the
block weeks.
NB: It is important that preparation work is undertaken systematically during the action plan weeks
so that Students feel organised and ready for the block experience. Setting up files and preparing
key items of paperwork in advance are crucial. It is important to take a pro-active approach.
Time
CSE: Main Focus / training activity

Action
GAINING AN OVERVIEW OF THE SCHOOL/ CLASS AND KEY
Planning ROUTINES/ POLICIES
Week 1
 Student and mentor to review the consolidation phase
professional learning action plan
 School based Mentor/ Professional Mentor to introduce Student
(where possible) to other colleagues, such as subject
coordinators, classroom assistants, SMT and administrators. A
list of names of key staff would be useful.
 School based Mentor/ Professional Mentor to make clear the
school’s dress code/ PE dress code and other relevant matters.
 Student to obtain a copy of the class and school timetable and
note carefully break times, assemblies, playtime duties, staff
meeting, team planning meeting dates etc.
 Student to read relevant school policies and make notes for
their file. It is not necessary for hard copies to be included in
files. Student must ensure that they follow the guidelines outlined
in the policies.
 Student to sensitively obtain/ request copies of IEPs for children
in their class (pupils with SEN) and details of pupils on the EAL/
G&T register or any pupils with specific medical conditions.
These will remain confidential and are needed for purposes of
effective planning, teaching and assessment.
 Mentor to ensure student is aware of protocol regarding
safeguarding
 Student to obtain a group list of pupils and their ability sets where
appropriate. Find out who gets extra support from a TA/ EAL
82
Section 7 – Consolidation School Experience Training Task Schedule








assistant etc.
Student to be involved in any whole school phonics initiative or
schemes.
Student to find out about the school's planning and assessment
frameworks (including APP).
Student to ask the teacher how they can support in any particular
group activities during week 2.
Student to obtain class teacher’s e-mail address/ school phone
number or any other necessary contact details. Student to give
the school their contact details.
Student to give the class teacher the Link Tutor’s contact details
if these are available so that two way communication can be
facilitated.
Student and mentor to discuss attendance and punctuality
protocol
Student to set up two school experience files (Planning and
MARRA)
Student to discuss draft Action Plan with mentor and work to
identify areas on need and support
Student to share/discuss Professional Learning Record with
Class Teacher/Professional Mentor, in particular the Action
Plan.
Mentor’s
signature
Action
Plan
week 2
BECOMING AN ACTIVE MEMBER OF THE CLASS
 Student to participate in supporting with classroom group
routines/ activities under the direction of the class teacher
 Student to discuss assessment procedures with school-based
mentor
 Student to observe school-based mentor teaching core subjects
(and the teaching of phonics)
 Student to observe classroom management and organization
 School-based mentor to share reward and sanction procedures
for class and school (student to keep in file)
 Student MUST ensure that the two school experience files are
clearly set up (planning and MARRA)
 Student to request to see where resources are located in the
school to support their teaching.
 Student to plan, teach and evaluate an activity to do with a group
of children, under the direction of the school based mentor. If the
student feels confident, they may want to do a whole class
activity for PART of a lesson (e.g. mental starter, word/ sentence
level activity, part of a phonics activity, part of a Science lesson)
 Student to set up a meeting with the Core Subject Coordinators
 Student to talk to the class teacher about their whole class
lesson for week three. The student MUST plan this lesson and
can draw on the school’s planning, adapting it where necessary
in order to individualize it.
 Student and school-based mentor to meet to set up planning and
assessment frameworks for School Experience
 Student to confirm selection of four profile children in core
83
Section 7 – Consolidation School Experience Training Task Schedule



subjects for assessment every week, in consultation with school
based mentor. Select one pupil for the EAL assessment research
task – this may be one of the 4 profile children for ease (if not
completed during Development Phase). The EAL directed task
must be completed by the end of your training.
Student to set up/ discuss a regular slot for a weekly meeting
time for the experience with their class teacher (this may vary
week to week depending on the teacher’s commitments). Make
clear and discuss expectations for the block week in order to
avoid any complications later on. Set up meetings for
observations of other class teachers in the school.
Student to explore how the school address the teaching of
phonics as during DSE.
Student and mentor to finalise Action Plan ahead of block CSE
Mentor’s
signature
NB: Students are expected to go out on playground duties WITH their class teachers, attend all
staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if
applicable). Students should find out dates of parents’ evenings and should attend and participate
where possible, even if these occur outside of the placement dates. It is important that they get
involved in the wider aspects of school life and we encourage this as part of their training. If there
is a school trip during the block experience, we encourage students to get as involved as possible
as this is a valuable training experience.
This schedule is NOT an exhaustive list but includes most of the key training points. Students are
expected to use their professional judgement at all times and behave appropriately in line with
school protocol (see section on professionalism). Students should refer to core subject guidance
from lectures carefully.
84
Section 7 – Consolidation School Experience Training Task Schedule
BLOCK EXPERIENCE (FORMAL OBSERVATIONS BEGIN)
NB: The Weekly Training Sheet needs to be completed by student every week.
Weekly
Activities
Main Focus
weeks
/
training
activity Please tick when complete
1
These
activities
should be
part of an
ongoing,
weekly
training
experience
2
3
4
5
6
7
8
9
 Student and school-based mentor to
review and discuss this Training and
Task Schedule together.
 Student and mentor to discuss
planning at weekly team meetings so
that expectations and standards are
clear and planned in advance.
 School-based mentor to complete at
least one formal observation of the
Student teaching.
 Mentor and student to have weekly
professional learning meetings to
discuss progress and targets, after
which student to complete Weekly
Professional Learning Record
 School-based mentor to monitor
planning and assessment file and
suggest action points if necessary.
Student should follow up on any
action points suggested.
 Student to observe experienced
teachers teaching across a range of
subjects, particularly SSP.
 Student
to
discuss
planning,
evaluations and observations with
class teacher in a systematic style.
 School-based mentor to review
School Experience files. Set and
review clear targets for future
development (on observation sheet).
These should be in line with the
Standards.
 School-based mentor to discuss
expectations of standards of pupils’
work with Student. Marking should be
in line with the school’s policy.
 Student to develop and add to the
non-core foundation subjects mind
maps
 School-based mentor to discuss
strategies for pupil assessments with
Student
 School-based mentor to give regular
feedback regarding expectations for
pupils’ attainment
85
Section 7 – Consolidation School Experience Training Task Schedule
 Student and school-based mentor to
review progress towards Professional
Standards for Teaching using the
indicative criteria
 Student to gather assessments on
four profile children every week in
English
(including
phonics
as
appropriate), maths and science.
 Student to gather one annotated
assessment in maths, science,
speaking and listening, reading and
writing, for every child in the class
over the whole block
 School-based mentor to discuss with
Student ways of working with
additional adults in the class.
 Student
to
report
information
regarding
particular
children’s
progress, informally to parents where
possible
 School based mentor to arrange for
the Student to participate in the
preparation and administration of
SATs / half termly tests where
possible.
Mentor’s initials
Week
No.
Main Focus / training activity





1







Student and mentor to review Professional Learning Action Plan
Student to plan, teach and evaluate for 25% of the week, with
support from school-based mentor.
Student to work with groups, individuals or class under the
direction of class teacher for 50% of week
Preparation time for planning directed tasks, displays, file
update etc. for 25% of week. This slot should be agreed with the
class teacher at weekly meetings.
Student to observe school-based mentor teaching core subjects
(including phonics)
Student to assess four profile children in core subjects (including
phonics as appropriate)
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student to talk to subject coordinators about policies and
resources available
Students to write (or adapt school’s) medium term plans for the
core subjects for the summer term
Student to collect examples of the end of term report template
used by the school in preparation for completion of profile pupils’
summative reports
School based mentor to make available medium term planning
86
Section 7 – Consolidation School Experience Training Task Schedule

for foundation subjects that the student will be teaching.
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher. At this meeting, it will be
useful to share the SSP tracker.
Mentor’s
signature




2






Student to plan, teach and evaluate for 25% of the week, with
support from school-based mentor
Student to work with groups, individuals or class under direction
of class teacher for 50% of week
Preparation time for planning directed tasks, displays etc. for
25% of week
Student to find and use suitable ICT resources to use with
pupils- ICT should be integral.
Student to discuss assessment procedures with mentor
Student to observe a science lesson. Take note of the
differentiation in place.
Student to assess four profile children in core subjects
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher.
Student to begin planning a display in a core subject (schoolbased mentor to organise TA support for this where available
and part of classroom practice)
Mentor’s
signature





3






Student to complete self-assessment activity in relation to the
Teaching Standards
Student and mentor to complete interim assessment paperwork
Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Student to work with groups, individuals or class under direction
of class teacher for 25% of week
Preparation time, planning directed tasks, displays etc. for 25%
of week
Student to observe subject coordinators teach their subjects
Student to observe a PE lesson.
Take note of class
management, particularly with regard to health and safety and
any individual needs
Student to assess 4 profile children in core subjects and phonics
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student and school-based mentor to monitor and review
assessment trail checklist
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher
Mentor’s
signature

4
Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor (Student to ideally teach a
PE lesson in this week).
87
Section 7 – Consolidation School Experience Training Task Schedule










Student to work with groups, individuals or class under direction
of class teacher for 25% of week
Preparation time, planning directed tasks, displays etc. for 25%
of week
Student to assess four profile children in core subjects
Student to carry out whole class tracking for the core
subjects that the Student teaches, in consultation with the
class teacher
Student to undertake number conference with the four profile
children
Student to teach a PE lesson (under supervision of class
teacher)
Student to join KS1/2 SATs preparations whenever possible
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher.
Student to set up experience in an alternative setting (timings of
these half days are flexible)
Review SSP tracker and additional experience as necessary
with the mentor. The student should discuss how they are
progressing so that they leave the course as confident students
in this area.
Mentor’s
signature



5








Mentor to complete Interim stage of Professional Learning
Record, discuss with student and agree final grade by the
end of this week
This is likely to be SATs and optional SATs week. Student to
support school-based mentor in administration and marking as
seen appropriate.
Student to plan, teach and evaluate 50% of the week, with
support from school-based mentor
Student to work with groups, individuals or class under direction
of class teacher for 25% of week
Preparation time, planning directed tasks, displays etc. for 25%
of week
Student to assess four profile children in core subjects
Student to carry out whole class tracking for the core
subjects that the Student teaches, in consultation with the
class teacher
Student to observe other teachers in the school with alternative
behaviour management styles
Students to plan and deliver a full investigative science lesson,
with support from school-based mentor
School based mentor to share with the Student how the school
uses assessment data (such as PANDAs, RAISEonline) to set
targets for pupils
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher.
Mentor’s
signature
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

6




Student to plan, teach and evaluate the equivalent of an NQTs
full week (80% with PPA time) with support from school-based
mentor
Student to assess four profile children in core subjects, including
phonics
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student to observe subject co-ordinators teach their subjects
School based mentor to assist the Student to identify the levels
of attainment in the core subjects for a child with EAL. This will
support the Student in completing one of the directed tasks and
help them to address particular Standards relating to
achievement and diversity (See TS5)
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher. This is a good point to
review progress on the EAL directed task if conducted over
CSE.
Mentor’s
signature


7



Student to plan, teach and evaluate the equivalent of an NQTs
full week (80% with PPA time) with support from school-based
mentor (this will provide an overview of the role of the class
teacher)
School based mentor to assist the Student to identify the levels
of attainment in the core subjects for a child with EAL
Student to assess four profile children in core subjects
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher.
Mentor’s
signature





8



Student to plan, teach and evaluate the equivalent of an NQTs
full week (80% with PPA time) with support from mentor
School based mentor to assist the Student to identify the levels
of attainment in the core subjects for a child with EAL
Student to assess four profile children in core subjects
Student to carry out whole class tracking for the core subjects
that the Student teaches, in consultation with the class teacher
Student to write summative reports for the four profile children
(in consultation with school based mentor, using the school’s
proforma)
Student to attend and participate in Parents’ consultation
evening when appropriate
School based mentor to assist the Student to identify/ double
check the levels of attainment in the core subjects for a child
with EAL (this should be signed off by the class teacher and
Link Tutor in relation to relevant Standards.
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher. Review progress on the SSP
tracker at this point.
Mentor’s
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signature



9



Student to plan, teach and evaluate the equivalent of an NQTs
full week (80% with PPA time) with support from mentor
Student to complete ‘Weekly Professional Learning Record’ and
discuss this with the class teacher.
Students to write reflective statement and discuss with schoolbased mentor
Student to complete the self-assessment parts of the
Professional Learning Record and pass to mentor
Mentor to complete next section of Professional learning record
then meet with student to agree final grades which should be
recorded on the summary pages.
Student, school-based mentor and Link Tutor to complete the
summary pages of the Professional Learning Record.
Mentor’s
signature
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Name:
Professional Learning Record (PLR)
The Professional Learning Record (PLR) is a document that helps to structure your professional
development during your initial teacher education. During the course, opportunities for learning will
be designed around your individual professional learning needs. You will identify these needs at
five key points, using information derived from your course experiences and from your reflections
in relation to the Teachers’ Standards.
The most effective professional learning takes place as a result of reflection on the individual
learning needs relevant to the context in which you are situated as a trainee. The Professional
Learning Record (PLR) incorporates the various documents you will use to reflect upon prior
learning, in planning your learning during the course and beyond, into your first post.
Documentation in this record is provided in the School Experience handbook so that all
partnership members are aware of the processes involved in monitoring and recording
professional learning but electronic versions are on Pebblepad (PP) and these are the versions
that should be completed. The documentation here is for information only. Student teachers must
ensure that their mentor and link tutor has access to their Webfolio electronically.
Contents and essential information
- Pen Portrait: this needs to be uploaded onto PP as soon as it is completed.
- The Teachers’ Standards: these standards define the minimum level of practice expected of
student teachers. All those in the partnership will assess you against these standards, which
you need to pass in order to gain Qualified Teacher Status (QTS).
- Summary Parts 1 and 2: these both need to be completed at the end of FSE and the interim
and end of the DSE and CSE phases, in collaboration with your school mentor and/or link
tutor, where appropriate.
- Level descriptors: these are a set of level descriptors for each standard and will be used for
assessment purposes at the interim and end of the DSE and CSE phases. For each of the
eight Teachers’ Standards, you will self-assess and be assessed through a moderation
process by your Subject Mentor and/or tutor against these detailed level descriptors. Your
progress is recorded on the summary sheets using grades as follows:
o For the eight Teachers’ Standards, Part 1, grades to be recorded are:
 H – meeting the criteria for this standard to a High level
 G – meeting the criteria for this standard to a Good level
 M – meeting the criteria for this standard at the minimum level of expectation
 U – not meeting the criteria for this standard and progress is unsatisfactory
o For the Personal and Professional conduct summary, Part 2, progress to be recorded
as:
 Yes (Y) – meeting expectations
 No (N) – not meeting expectations
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-
Subject Knowledge in the core subjects: the descriptors for TS3 should be used to grade
how well you demonstrate good subject knowledge in each core subject and should be
recorded on the summary part 1 document
-
Foundation Phase:
o F1 Initial needs analysis: To be drafted on PP before you begin your first placement
following a meeting with your university tutor and shared with your school mentor, who
will use this to ensure your learning needs are met.
o F2 Weekly Professional Learning Record: You need to complete these on PP each
week in preparation for your Weekly Professional Learning Meeting with your mentor.
o F3 End of phase profile for the Foundation Phase: To be completed in collaboration
with your mentor at key points as indicated.
-
Developmental Phase:
o D1 Professional Learning Action Plan: You are to reflect on your progress during the
Foundation Phase and complete the first part of this. Once you have met with your
School Mentor and had discussions about your learning needs arising from your
progress to date, the second part needs to be completed on PP collaboratively.
Progress towards each of the Teachers’ Standards is to be considered and appropriate
targets and actions set in order to support you in meeting your target grade.
o D2 Weekly Professional Learning Record: You need to complete these on PP each
week in preparation for your Weekly Professional Learning Meeting with your mentor.
o D3 Interim and end of phase profile for the Developmental Phase: To be completed on
PP in collaboration with your mentor at key points as indicated.
-
Consolidation Phase:
o C1 Professional Learning Action Plan: You are to reflect on your progress during the
Developmental Phase and complete the first part of this. The second part is to be
completed in collaboration with your school mentor, taking into account specific learning
needs and actions to support you in meeting your target grade. The first two weeks of
this phase should be dedicated to ensuring that appropriate systems are set up to
support you in meeting the target grade.
o C2 Weekly Professional Learning Record: You need to complete these each week in
preparation for your Weekly Professional Learning Meeting with your mentor.
o C3 Interim and end of phase profile for the Consolidation Phase: To be completed in
collaboration with your mentor at key points as indicated.
o C4 NQT Induction: Transition Plan: This plan allows you to reflect upon your progress
through the course and identify key priorities for professional learning in your induction
year. This is completed and submitted at the end of the course.
Please note that, wherever possible for practical reasons, it is envisaged that
documentation is completed electronically on PP by student teachers, mentors and link
tutors.
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Contents

Overview Profile

The Teachers’ Standards

Summary sheets and Guidance for the Profile Document

Level descriptors for the Teachers’ Standards
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Pen Portrait
Background Information
Full Name:
Degree Title:
University:
Classification:
Mobile phone Number:
Date of Award:
Hobbies and interests
Autobiographical information
Initial School Experience (related to course requirements and/or conditional offer)
School name(s) and address(es)
Key Stage and year group
School name(s) and address(es)
Key Stage and year group
School name(s) and address(es)
Key Stage and year group
Additional School Experience
School(s) attended as a pupil
School(s) where you have undertaken paid employment
List the school(s) where you have undertaken voluntary work
List the school(s) where you have worked whilst
on the course (excluding FSE, DSE and CSE)
Indicate briefly what your activities in these
schools involved
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Course Information
Personal Tutor:
Email address:
Specialism:
Key School Placement contacts information
FSE and DSE School
Address and phone number
Mentor
Mentor contact details
Year group
Link tutor
Link tutor contact details
CSE School
Address and phone number
Mentor
Mentor contact details
Year group
Link tutor
Link tutor contact details
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Section 7 – Consolidation School Experience Training Task Schedule
1. TEACHERS’ STANDARDS
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving
the highest possible standards in work and conduct. Teachers act with honesty and integrity; have
strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are selfcritical; forge positive professional relationships; and work with parents in the best interests of their
pupils.
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.
2 Promote good progress and outcomes by pupils
• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
4 Plan and teach well structured lessons
• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how
best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils’ education at different stages of development
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• have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment
• know and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to
respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment
• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with the
school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
8 Fulfil wider professional responsibilities
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.
• Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the
school in which they teach, and maintain high standards in their own attendance and punctuality.
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• Teachers must have an understanding of, and always act within, the statutory frameworks which
set out their professional duties and responsibilities.
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2. Guidance for completing the Profile document
This Profile provides a holistic picture of the progress made towards meeting the Teachers' Standards (2012). It illustrates what areas student teachers should be developing
their learning in and what kind of progress can be reasonably expected in order to be recommended for QTS. The Standards are grouped into two areas:
1. Teaching
2. Personal and Professional Conduct.
There are five formal assessment points during their training year:
1.
2.
3.
4.
5.
The end of the Foundation Phase – w/b 2nd December 2013
The Interim Stage of the Development Phase - w/b 27th January 2014
The end of the Development Phase – w/b 24th February 2014
The Interim Stage of the Consolidation Phase – w/b 19th May 2014
The final Stage of the course – w/b 23rd June 2014
Assessment at the Interim stages: Developmental and Consolidation Phases
During the course at each assessment point, the student teacher will be assessed upon progress towards the Teachers’ Standards in two areas, as mentioned at the start of
this guidance above. During the week before the interim stage in the Developmental and Consolidation Phases, (points 2 and 4 above) the student teacher must complete the
self-assessment section for each of the 8 Standards, commenting on their progress towards meeting the Teachers’ Standards. Each Standard has a descriptor to assist in
the assessment process which was written through collaboration between UCET (Universities' Council for the Education of Teachers), NASBTT (the National Association of
School Based Teacher Trainers) and the HEA (Higher Education Academy). The student teacher is required to grade each Standard using the descriptors and provide a brief
rationale for this grade. They must also indicate where relevant evidence can be found. The student teacher must pass their self-assessment to their Mentor who should
subsequently complete the mentor section in the same way and then discuss this with the student teacher. The mentor and student teacher should collaborate to agree on an
interim grade for each Teacher’s Standard, followed by agreement on a target for each of the Standards, to be met by the end of the phase. These targets should be
reviewed at the next assessment phase.
The summary for Part 1: Teaching and Part 2: Personal and Professional Conduct should be completed at the interim and end of phases, as indicated above.
If, at any stage, the mentor or Link Tutor feel that unsatisfactory progress is being made in either of parts 1 or 2, a ‘Cause for Concern’ must be triggered and procedures
outlined in the guidance followed accordingly.
Assessment at the end of the Foundation, Developmental and Consolidation Phases
At the end of the DSE and CSE phases, the student teacher is again required to self- assess progress towards each Teacher’s Standard, whilst also reviewing targets set at
the interim stage. They are to provide a brief rationale, making reference to relevant evidence. After the mentor has completed the mentor assessment and rationale in the
same way, both the student teacher and mentor collaborate to agree a grade for the Teachers’ Standard and targets for the next phase. The targets indicated at the end of
the phase assessment are to inform the Professional Learning Action Plan. At the end of the Consolidation Phase, final grades are given for each of the Teachers’ Standards,
followed by a final best fit overall grade for the final placement. The Summary for both parts 1 and part 2 are to be completed and if evidence indicates that sufficient progress
is not being made, then a ‘Cause for Concern’ must be instigated with an accompanying support plan, as specified in the guidance.
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The Profile Document
4a Summary of the Teachers’ Standards (TS1 to TS8) - Part 1: Teaching
Please use the descriptors in section 4, p10-17 to guide you in deciding a ‘best fit’ overall grade for the student teacher for each Standard. To achieve QTS student teachers
must demonstrate that they have attained the minimum grade for each of the eight Teachers' Standards and met the requirement in part 2 of the Teachers' Standards. If a
student teacher is making unsatisfactory progress towards meeting any Standard, then he/she cannot be awarded the minimum level for that standard. If a student teacher
has made unsatisfactory progress in one or more of the Teachers’ Standards, his/her progress to the next phase of the course will be reviewed on an individual
basis.
Standard
Developmental Phase
Student teacher interim
grade
Student teacher end of
phase grade
Consolidation Phase
Student teacher interim
grade
Student teacher end of
course grade
Final grades
End of final placement
grades for each TS
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
Final best-fit overall
grade
TS3 – English
TS3 – Mathematics
TS3 - Science
Please sign and date to indicate that a discussion of these assessments has taken place at the end of the:
Foundation phase
Developmental phase
Mentor
Consolidation phase
Student teacher
HEI tutor/link tutor
Best fit overall grade (to be completed by
personal tutor)
Grade:
Comment:
HEI tutor signature:
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4b Summary - Part 2: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and
attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
 treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional
position
 having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
 showing tolerance of and respect for the rights of others
 not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs
 ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and
punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
All student teachers to be awarded QTS will have demonstrated high standards of professional behaviour and that:
They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need
to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and
they are beginning to develop learners’ wider understanding of social and cultural diversity.
They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They
adhere to school policies and practices, including those for attendance and punctuality.
They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable
adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory School
Teachers’ Pay and Conditions document.
Confirmation that the student teacher has
Yes/No Signature
Comment (either on exceptional performance or any issues
Days absent
demonstrated appropriate evidence of the above
arising)
in each
at each phase
phase
Foundation
Phase
End of Phase
Development
Phase
Interim Stage
End of Phase
Consolidation
Phase
Interim Stage
End of Phase
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3. Level Descriptors
These level descriptors are to be used in each phase and for each of your school placements. You will have the opportunity to demonstrate progress towards meeting the
Standards at a High, Good or Minimum level. The section following the descriptors should be used to report your progress towards the Teachers’ Standards at the Interim
and Final stages of each phase. You may choose to make duplicate copies of these descriptors for each phase and highlight the statements that you/your mentor feel reflect
your teaching abilities.
PART ONE: TEACHING
A teacher must:
Unsatisfactory - student teacher is failing to make
satisfactory progress towards meeting this standard
S1 Set high expectations which inspire, motivate and challenge pupils
- establish a safe and stimulating environment for pupils, rooted in mutual respect
- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
All student teachers to be awarded QTS will have demonstrated as a
minimum that:
Student teachers achieving the
standards at a good level may
demonstrate these characteristics:
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:







They are able to encourage pupils to participate and contribute in an
atmosphere conducive to learning.
In the course of differing school experiences they have shown that they
have set appropriately high expectations, believing that all pupils have
the potential to make progress.
They are able to develop a rapport with a range of individuals and
groups. As a consequence of this most pupils are engaged in their
learning.
They consistently demonstrate professional behaviour, respect for pupils,
colleagues, parents and carers and support the ethos of the school.
They demonstrate enthusiasm for working with children and young
people and for teaching and learning.


They are reliable in encouraging
pupils to participate and contribute in
an atmosphere conducive to
learning.
They consistently set high
expectations of pupils in their
different training contexts.
They are well respected by learners
and effectively promote pupils’
resilience, confidence and
independence when tackling
challenging activities. As a result of
this most learners are enthused and
motivated to participate.




They constantly encourage pupils to
participate and contribute in an
atmosphere highly conducive to
learning.
They consistently set high
expectations of pupils in different
training contexts.
There are high levels of mutual
respect between the student teacher
and pupils.
They are very effective in promoting
learners’ resilience, confidence and
independence when tackling
challenging activities.
They generate high levels of
enthusiasm, participation and
commitment to learning.
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S2 Promote good progress and outcomes by pupils
Unsatisfactory - student teacher is failing to make satisfactory
progress towards meeting this standard
- be accountable for attainment, progress and outcomes of the pupils
- plan teaching to build on pupils’ capabilities and prior knowledge
- guide pupils to reflect on the progress they have made and their emerging needs
- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- encourage pupils to take a responsible and conscientious attitude to their own work and study.
All student teachers to be awarded QTS will have demonstrated as a
minimum that:
Student teachers achieving the
standards at a good level may
demonstrate these characteristics:
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:








They understand how teachers are accountable for the attainment,
progress and outcomes of pupils and have taken some responsibility for
this with guidance from the usual class teacher or other professional.
Their short- and medium-term planning and teaching demonstrate some
understanding of, and provision for, pupil progression taking into account
prior achievement.
They support pupils in reflecting on their learning and identifying their
progress and emerging learning needs.
When planning lessons they devise suitable opportunities for learners to
evaluate and improve their performance.
They are able to explain how effective teaching strategies are informed by
an understanding of how pupils learn and offer a rationale for choices
made in the context of practice.
They plan teaching and learning activities that encourage independent and
autonomous learning. As a consequence all groups of pupils make at least
satisfactory progress.




They assume responsibility for the
attainment, progress and outcomes
of the pupils they teach.
They demonstrate a sound
understanding of the need to develop
pupil learning over time.
Their short- and medium-term
planning consistently takes into
account the prior learning of the
pupils.
They regularly provide pupils with the
opportunity to reflect on their own
learning and use this, along with
other forms of assessment, to inform
their future planning and teaching.
They use their knowledge of effective
teaching strategies to encourage
independent learning, and they set
appropriately challenging tasks that
enable the learners to make
progress. As a result the majority of
pupils make good progress.




They assume a high level of
responsibility for the attainment
progress and outcomes of the pupils
they teach.
They demonstrate confident
judgement in planning for pupil
progression both within individual
lessons and over time and are able
to articulate a clear and well-justified
rationale as to how they are building
on prior achievement.
They actively promote engaging and
effective methods that support pupils
in reflecting on their learning.
They are able to set appropriately
challenging tasks, drawing on a
sound knowledge of the pupils’ prior
attainment, which has been obtained
through systematic and accurate
assessment.
They regularly create opportunities
for independent and autonomous
learning. As a result the majority of
pupils make very good progress.
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Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make satisfactory
progress towards meeting this standard
S3 Demonstrate good subject and curriculum knowledge
 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
 demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
 demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the
teacher’s specialist subject
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
All student teachers to be awarded QTS will have demonstrated as a
minimum that:
Student teachers achieving the standards
at a good level may demonstrate these
characteristics:
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:







They have sufficiently secure knowledge and understanding of the
relevant subject/curriculum areas to teach effectively in the age phase
for which they are training to teach.
They know how learning progresses within and across the
subject/curriculum age phases they are training to teach, in relation to
the development of key concepts and of learners’ common
misconceptions.
They are able to respond appropriately to subject-specific questions
learners ask and they use subject-specific language accurately and
consistently in order to help learners develop knowledge, understanding
and skills in the subject.
They recognise the need to extend and update their subject and
pedagogical knowledge as a key element of continuing professional
development and have shown the ability and readiness to do so.
They demonstrate an understanding of the need to promote high
standards of communication, reading and writing for all learners and
begin to build this into lessons.



They have well-developed knowledge
and understanding of the relevant
subject/curriculum areas they are training
to teach and use this effectively to
maintain and develop pupils’ interest.
They make good use of their secure
curriculum and pedagogical subject
knowledge to deepen learners’
knowledge and understanding,
addressing common errors and
misconceptions effectively in their
teaching.
They are critically aware of the need to
extend and update their subject,
curriculum and pedagogical knowledge
and know how to employ appropriate
professional development strategies to
further develop these in their early
career.
They model good standards of written
and spoken communication in all
professional activities and encourage
and support learners to develop these
skills in their lessons.




They draw on their in-depth subject
and curriculum knowledge to plan
confidently for progression and to
stimulate and capture pupils’
interest.
They demonstrate very welldeveloped pedagogical subject
knowledge, by anticipating
common errors and
misconceptions in their planning.
They are astutely aware of their
own development needs in relation
to extending and updating their
subject, curriculum and
pedagogical knowledge in their
early career and have been
proactive in developing these
effectively during their training.
They model very high standards of
written and spoken communication
in all professional activities.
They successfully identify and
exploit opportunities to develop
learners’ skills, in communication,
reading and writing.
104
Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make
satisfactory progress towards meeting this standard
S4 Plan and teach well-structured lessons
 impart knowledge and develop understanding through effective use of lesson time
 promote a love of learning and children’s intellectual curiosity
 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
 reflect systematically on the effectiveness of lessons and approaches to teaching
 contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
All student teachers to be awarded QTS will have demonstrated as a
minimum that:







They employ a range of teaching strategies and resources.
They plan individual lessons that are appropriately structured to support
pupils in developing their knowledge, skills, understanding, interest and
positive attitudes.
When teaching they maintain the pace of the learning, are able to
respond flexibly to what is happening in the classroom and have the
confidence to adapt their teaching in order to respond to the needs of the
learners.
They can create an environment in which the learners are usually
engaged.
They understand how homework or other out-of-class work can sustain
learners’ progress and consolidate learning, and can design and set
appropriate tasks.
They review and reflect on their own planning and teaching to prepare
future activities and tasks that build on and sustain progression in pupils’
learning.
They work collaboratively with more experienced colleagues, where
appropriate, to adapt and/or develop the school’s medium-term plans,
schemes of work, and curriculum frameworks,
Student teachers achieving the
standards at a good level may
demonstrate these characteristics:
 They show a willingness to try out a
range of approaches to teaching and
learning.
 They plan lessons that take account
of the needs of groups of learners
and individuals, through the setting of
differentiated learning outcomes,
carefully matching teaching and
learning activities and resources to
support learners in achieving these
intended learning outcomes.
 They know how to learn from both
successful and less effective lessons
through their systematic evaluation of
the effectiveness of their practice,
including its impact on learners.
 They make a positive contribution to
the development of curriculum and
resources in their placement settings.
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:
 They plan lessons that often use
well-chosen, imaginative and creative
strategies, and that match
individuals’ needs and interests.
 They are highly reflective in critically
evaluating their practice.
 They can accurately judge the impact
of their practice on individual and
groups of learners and can use their
evaluation to inform future planning,
teaching and learning.
 They show initiative in contributing to
curriculum planning and developing
and producing effective learning
resources in their placement settings.
105
Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make
satisfactory progress towards meeting this standard
S5 Adapt teaching to respond to the strengths and needs of all pupils
 know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different
stages of development
 have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional
language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
All student teachers to be awarded QTS will have demonstrated as a
minimum that:







They know the pupils well enough to recognise the different needs and
strengths of individuals and groups and begin to adapt their teaching to
address those needs and strengths so that learners are supported towards
achieving their potential.
They are aware of a range of factors that are potential barriers to
achievement and understand how experienced teachers use a range of
strategies to reduce these barriers.
They begin to deploy these strategies themselves, working alongside
experienced teachers and support staff as appropriate.
They show awareness of how children and young people develop and take
account of this in their teaching.
They have some understanding of the challenges and opportunities of
teaching in a diverse society.
They have a developing understanding of the needs of all pupils and are
able to articulate distinctive teaching approaches and strategies needed to
engage and support pupils with particular needs, including EAL and SEND.
When the opportunity has arisen they have used these successfully and
are able to evaluate the impact of the adaptations employed, on the
progress of individual learners.
Student teachers achieving the
standards at a good level may
demonstrate these characteristics:
 They consistently adapt their
teaching to meet the needs of
individual and groups of learners to
support progression in learning.
 They know how to secure progress
for learners and how to identify when
groups and individuals have made
progress.
 They have a range of effective
strategies that they can apply to
reduce barriers and respond to the
strengths and needs of their pupils.
 They clearly recognise how to deal
with any potential barriers to learning
through their application of welltargeted interventions and the
appropriate deployment of available
support staff.
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:
 They quickly and accurately discern
their learners’ strengths and needs
and are proactive in differentiating
and employing a range of effective
intervention strategies to secure
progression for individuals and
groups.
 They have an astute understanding
of how effective different teaching
approaches are in relation to impact
on learning and engagement of
learners
106
Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make
satisfactory progress towards meeting this standard
S6 Make accurate and productive use of assessment
 know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
 make use of formative and summative assessment to secure pupils’ progress
 use relevant data to monitor progress, set targets, and plan subsequent lessons
 give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
All student teachers to be awarded QTS will have demonstrated as a
minimum that:






They have a secure understanding of the statutory assessment
requirements for the subject/curriculum in the age phases they are
preparing to teach and are able to make broadly accurate assessments
against national benchmarks.
Their planning is characterised by the use of a range of formative and
summative assessment strategies, designed to support pupils in making
progress.
They deploy these strategies effectively in lessons, both to evaluate the
impact of teaching on the progress of learners and as a basis for
modifying their teaching and classroom practice when necessary.
They understand how school- and pupil-level summative data are used to
set targets for groups and individuals, and they use that knowledge to
monitor progress in the groups they teach.
With guidance from experienced teachers, they monitor pupil progress
and maintain accurate records, setting new targets for individuals and
groups.
They mark pupils’ work constructively and provide appropriate oral
feedback to pupils to help them to make progress.
Student teachers achieving the
standards at a good level may
demonstrate these characteristics:
 They are able to assess pupils’
attainment accurately against
national benchmarks.
 They employ a range of appropriate
formative assessment strategies
effectively and can adapt their
teaching within lessons in light of
pupils’ responses.
 They maintain accurate records of
pupils’ progress and use these to set
appropriately challenging targets.
 They assess learners’ progress
regularly and accurately and discuss
assessments with them so that
learners know how well they have
done and what they need to do to
improve.
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:
 They can confidently and accurately
assess pupils’ attainment against
national benchmarks.
 They use a range of assessment
strategies very effectively in their
day-to-day practice to monitor
progress and to inform future
planning.
 They systematically and effectively
check learners’ understanding
throughout lessons, anticipating
where intervention may be needed
and do so with notable impact on the
quality of learning.
 They assess learners’ progress
regularly and work with them to
accurately target further improvement
and secure rapid progress.
107
Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make satisfactory progress
towards meeting this standard
S7 Manage behaviour effectively to ensure a good and safe learning environment
 have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the
school, in accordance with the school’s behaviour policy
 have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
 manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
All student teachers to be awarded QTS will have
demonstrated as a minimum that:
Student teachers achieving the standards at a good
level may demonstrate these characteristics:








They work within the school’s framework for
behaviour and can apply rules and routines
consistently and fairly.
They have high expectations and are aware of the
range of strategies that experienced teachers use to
promote positive behaviour.
They are able to apply these appropriately, in the
context of the schools policy using sanctions and
rewards, including praise, in order to create an
environment supportive of learning.
They understand when to seek additional support in
addressing the needs of pupils where significantly
challenging behaviour is demonstrated.
They recognise that planning appropriate lessons that
challenge learners, teaching using a variety of
strategies that address pupils’ needs and employing
appropriate assessment strategies will all contribute
to successful behaviour management.
They show understanding of how barriers to learning
can impact on pupil behaviour and have begun to
apply strategies to address these, working alongside
experienced teachers and support staff as
appropriate.
They understand that behaviour management is
context-dependent and are able to articulate which
factors may contribute to more challenging behaviour
being exhibited within their classes.



They work within the school’s framework for behaviour
and apply rules and routines consistently and fairly.
They consistently have high expectations and
understand a range of strategies that experienced
teachers use to promote positive behaviour and apply
these effectively, including use of school sanctions and
rewards, and use of praise, in order to create an
environment supportive of learning.
They manage behaviour effectively so that learners
demonstrate positive attitudes towards the teacher,
their learning and each other allowing lessons to flow
smoothly so that disruption is unusual.
They actively seek additional support in addressing the
needs of pupils where significantly challenging
behaviour is demonstrated.
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:
 They rapidly adapt to the different
circumstances in which they train,
working confidently within the
frameworks established in different
settings and applying rules and
routines consistently and fairly.
 They consistently have high
expectations and understand a range
of strategies that experienced
teachers use to promote positive
behaviour and apply these very
effectively, including use of school
sanctions and rewards, and use of
praise, in order to create an
environment highly supportive of
learning.
 They manage pupil behaviour with
ease so that learners display very
high levels of engagement, courtesy,
collaboration and co-operation.
 They actively seek additional support
in addressing the needs of pupils
where significantly challenging
behaviour is demonstrated.
108
Section 7 – Consolidation School Experience Training Task Schedule
Unsatisfactory - student teacher is failing to make satisfactory progress
towards meeting this standard
S8 Fulfil wider professional responsibilities
 make a positive contribution to the wider life and ethos of the school
 develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
 deploy support staff effectively
 take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
 communicate effectively with parents with regard to pupils’ achievements and well-being.
All student teachers to be awarded QTS will have
demonstrated as a minimum that:
Student teachers achieving the standards at a good
level may demonstrate these characteristics:









They understand and are able to support the ethos of
the school and show an inclination to contribute to the
wider life of the school in appropriate ways.
They can build effective professional relationships
with various colleagues and have the skills required to
work collaboratively.
They communicate with and direct any support staff
deployed in their lessons, to assist in supporting the
progress and achievement of individuals and of
groups of pupils.
They understand when to ask for information and
advice from specialist staff about individual pupils with
specific needs.
They seek out and are responsive to advice from
more experienced colleagues. In evaluating their own
practice they are able to identify subsequent or
ongoing personal professional development targets
and identify opportunities to address and meet these
targets.
They recognise the importance of communicating with
parents and carers in supporting pupils’ achievement
and monitoring pupils’ well-being.
They communicate effectively at set points in the
school year, including at parents’ evenings and
through written reports.
They understand the need to communicate at other
points in response to individual pupils’ emergent
needs.





They are proactive in seeking out opportunities to
contribute to the wider life and ethos of the school.
They are effective in building good professional
relationships with colleagues and demonstrate that
they can work well collaboratively when required to do
so.
They take responsibility for deploying support staff in
their lessons and for seeking advice from relevant
professionals in relation to pupils with individual needs.
They are proactive in relation to their own professional
learning and value the feedback they receive from
more experienced colleagues, using it to develop their
own teaching further.
They communicate effectively, both verbally and in
writing, with parents and carers in relation to pupils’
achievements and well-being.
They assume some responsibility for doing so in
response to individual pupils’ emergent needs.
Student teachers achieving the
standards at a high level may
demonstrate these characteristics:
 They are proactive in seeking out
opportunities to contribute in a
significant way to the wider life and
ethos of the school.
 They build strong professional
relationships and demonstrate that
they are able to work collaboratively
with colleagues on a regular basis.
 They take responsibility for deploying
support staff in their lessons and for
seeking advice from relevant
professionals in relation to pupils with
individual needs.
 They deliberately seek out
opportunities to develop their own
professional learning and respond
positively to all the feedback they
receive.
 They communicate very effectively,
both verbally and in writing, with
parents and carers in relation to
pupils’ achievements and well-being
when required to do so formally, but
are also proactive in communicating
in relation to individual pupils’
emergent needs
109
Contents - Foundation Phase

Initial needs analysis

Weekly Professional Learning Records

Interim and end of phase profiles for each of the Teachers’ Standards
110
F1. Foundation Phase Initial Needs Analysis
Reflect on your pre-course experiences and make notes about your strengths and areas for development. This will inform your learning priorities
during the Foundation Phase. The needs analysis will be the focus of a meeting with your university tutor. To be completed on PP.
Current position
Areas for development
Actions and support
Identify the TS you need to
focus on as a result of the
needs analysis – to be
completed in discussion with
your mentor.
Pre-Course
Professional
Experience
Subject knowledge
• English
• Mathematics
• Science
Information and
Communication
Technology
Other
111
F2. Foundation Phase: Weekly Professional Learning Record
Week beginning:
Specific Standards
targeted this week
(Refer to most recent
assessments)
Summary of professional learning this week:
Lesson(s) observed by school/HEI:
Additional lesson(s) (not timetabled) observed by student:
Other professional learning activities (e.g. sessions attended, extra-curricular activities, parents’
evenings, planning with another teacher or with a classroom assistant etc.):
Progress noted from last week's targeted Standards and other issues identified for discussion
during training session (include Standards reference).
Summary of Professional Learning Meeting
Teachers’ Standards related targets arising from this week’s training (indicate date for follow up
if not next week) and strategies (professional learning activities) for achieving them.
Signed by Mentor:
Signed by Student:
Date
112
Contents - Developmental Phase

Professional Learning Action Plan

Interim and end of phase profiles for each of the Teachers’ Standards
113
D1. Development Phase: Professional Learning Action Plan
Name:
Read through the level descriptors for each standard and use your reflections on the FSE to complete the grid below in collaboration with your University tutor
and mentor. Identify the key foci, the level of priority, targets, and action and support required.
TS
Target
Grade
Professional learning Foci.
What areas of learning do you need to
focus on?
Priority
level
(High,
Medium,
Low)
Success criteria
What will the
outcome be?
Possible evidence
How will you
demonstrate the
outcome?
Action
What professional
learning will you
undertake?
Support
What support will
you need?
Preamble
TS1
TS2
TS3
TS4
114
TS
Foundation
Phase
Grade
Target
Grade
Professional learning Foci.
What areas of learning do you need to
focus on?
Priority
level
(High,
Medium,
Low)
Success criteria
What will the
outcome be?
Possible
evidence
How will you
demonstrate the
outcome?
Action
What professional
learning will you
undertake?
Support
What support will
you need?
TS5
TS6
TS7
TS8
Part Two
115
D3. Interim and end of phase profiles for the Teachers’ Standards
S1 Set high expectations which inspire, motivate and challenge pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning
Record):
Strengths and Distinctiveness:
116
S2 Promote good progress and outcomes by pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning
Record):
Strengths and Distinctiveness:
117
S3 Demonstrate good subject and curriculum knowledge
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning
Record) :
Strengths and Distinctiveness:
118
S4 Plan and teach well-structured lessons
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning
Record):
Strengths and Distinctiveness:
119
S5 Adapt teaching to respond to the strengths and needs of all pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
End of Developmental Phase
Developmental Phase
Student teacher's self-assessment and rationale (to include review of target above):

Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning Record) Strengths and Distinctiveness:
120
S6 Make accurate and productive use of assessment
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning Record) Strengths and Distinctiveness:
:
121
S7 Manage behaviour effectively to ensure a good and safe learning environment
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Foundation Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning Record) Strengths and Distinctiveness:
:
122
S8 Fulfil wider professional responsibilities
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of Developmental Phase (to be set at a joint meeting):
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):

End of Developmental Phase
Developmental Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Consolidation Phase (to inform Professional Learning
Record) :
Strengths and Distinctiveness:
123
Contents - Consolidation Phase

Professional Learning Action Plan

Interim and end of phase profiles for each of the Teachers’ Standards

Transition Plan

Best Evidence Record
124
C1. Consolidation Phase: Professional Learning Action Plan
Name:
Use your reflections on your Developmental Phase profile and experience to complete the grid below in collaboration with your University tutor and mentor.
Identify the key foci, the level of priority, targets, and action and support required. This document should be drafted before your tutorial in week 24.
TS
Developm
ental
Phase
Grade
Targe
t
Grad
e
Professional learning Foci.
What areas of learning do you
need to focus on?
Priority
level
(High,
Medium
, Low)
Success criteria
What will the
outcome be?
Possible
evidence
How will you
demonstrate the
outcome?
Action
What
professional
learning will you
undertake?
Support
What support will
you need?
Preamble
TS1
TS2
TS3
TS4
125
TS
Developme
ntal Phase
Grade
Target
Grade
Professional learning Foci.
What areas of learning do you need to
focus on?
Priority
level
(High,
Medium,
Low)
Success criteria
What will the
outcome be?
Possible
evidence
How will you
demonstrate the
outcome?
Action
What professional
learning will you
undertake?
Support
What support will
you need?
TS5
TS6
TS7
TS8
Part Two
126
Consolidation Phase: Weekly Professional Learning Record
Week beginning:
Specific Standards
targeted this week
(Refer to most recent
assessments)
Summary of professional learning this week:
Lesson(s) observed by school/HEI:
Additional lesson(s) (not timetabled) observed by student:
Other professional learning activities (e.g. sessions attended, extra-curricular activities, parents’
evenings, planning with another teacher or with a classroom assistant etc.):
Progress noted from last week's targeted Standards and other issues identified for discussion
during training session (include Standards reference).
Summary of Professional Learning Meeting
Teachers’ Standards related targets arising from this week’s training (indicate date for follow up
if not next week) and strategies (professional learning activities) for achieving them.
Signed by Mentor:
Signed by Student:
Date
127
128
Interim and end of phase profiles for the Teachers’ Standards
S1 Set high expectations which inspire, motivate and challenge pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
129
S2 Promote good progress and outcomes by pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):
End of Consolidation Phase
Consolidation Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
130
S3 Demonstrate good subject and curriculum knowledge
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
131
S4 Plan and teach well-structured lessons
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
132
S5 Adapt teaching to respond to the strengths and needs of all pupils
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
133
S6 Make accurate and productive use of assessment
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
134
S7 Manage behaviour effectively to ensure a good and safe learning environment
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
End of Consolidation Phase
Consolidation Phase
Student teacher's self-assessment and rationale (to include review of target above):
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
135
S8 Fulfil wider responsibilities
Grade
H,G,M,U
Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be found ):
Interim assessment
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for end of phase:
Strengths and Distinctiveness:
Student teacher's self-assessment and rationale (to include review of target above):
End of Foundation Phase
Consolidation Phase
Mentor's assessment and rationale:
Mentor/student teacher agreed grade
Targets for Induction Year (to inform Transition Plan):
Strengths and Distinctiveness:
136
C4. NQT Induction: Transition Plan
You and your personal tutor will sign below to confirm that you have discussed your progress over
the course and identified key priorities for your professional learning during your Induction Year.
Name of student teacher:
Signature of student teacher:
Tutor Name:
Tutor Signature:
Date:
Tutors are signing to confirm that the discussion has taken place rather than verifying the notes
made as a result. Tutors who sign this confirmation are not confirming that QTS has been
awarded. Brunel University will retain a copy of this for their own records.
Summary of your Initial Teacher Education
This is an agreed record of the coverage of your ITE programme that you can refer to in future
discussions with your induction tutor.
Initial Teacher Education (ITE) Provider:
Title of ITE Programme:
Length of Programme (years and months):
Full-time or Part-time:
Date of Completion:
Specialist Subject(s) (if applicable):
Brunel University
Age Ranges Covered (select as appropriate):
□
□
□
□
□
□
□
Ages 3-5 (Foundation stage)
Ages 5-7 (School years 1-2)
Ages 7-9 (School years 3-4)
Ages 9-11 (School years 5-6)
Ages 11-14 (School years 7-9)
Ages 14-16 (School years 10 -11)
Ages 16-19 (School years 12-13)
Induction: Reflections on Professional Learning Experiences
Your responses to the questions below will act as an aide-memoire in your discussions with your
induction tutor. You can add your own. Make a note of where you might find evidence to support
your thinking, and/or the reasoning that led you to this response.
1. At this stage, which aspect(s) of teaching you do you find most interesting and rewarding?
b. What has led to your interest in these areas?
c. How would you like to develop these interests?
2. As you approach the award of QTS, what do you consider to be your main strengths and
achievements as a teacher?
b. Why do you think this?
c. What examples do you have of your achievements in these areas?
3. In which aspects of teaching would you value further experience in the future? For example:
Aspects of teaching about which you feel less confident, or where you have had limited
opportunities to gain experience;
Areas of particular strength or interest on which you want to build further.
b. At the moment, which of these areas do you particularly hope to develop during your induction
period?
4. As you look ahead to your career in teaching, you may be thinking about your longer term
professional aspirations and goals. Do you have any thoughts at this stage about how you would
like to see your career develop?
Summary Check
Have you:
Reflected on your broader experience and the relevant skills and expertise you have developed?
Thought about why you are particularly motivated towards some particular aspects of teaching?
Identified why you want to find out more about, or gain more experience and expertise in, some
areas of teaching?
138
Name:
Induction: Professional Learning Action Plan
Use your reflections on your Consolidation Profile and on the end of course evaluation document to complete the grid below. Identify the key foci, the level of
priority, targets, and action and support required.
TS
Key foci
What do you need to learn?
Priority
level
(High,
Medium,
Low)
Targets
What do you plan to achieve?
Action and support required
What will you do to achieve the
target?
What support will you need?
Preamble
TS1
TS2
TS3
TS4
139
TS
Key foci
What do you need to learn?
Priority level
(High,
Medium, Low)
Targets
What do you plan to achieve?
Action and support required
What will you do to achieve the
target?
What support will you need?
TS5
TS6
TS7
TS8
Part two
140
SECTION 9 - Blank Proformas
MEDIUM TERM PLANNING
SCHOOL:......................................................... Year Group:................TERM:.................... SUBJECT:..............................
Week
Objectives
(PoS)
Key Questions
Technical vocabulary, particularly any
grammatical terms and necessary
translations for early language learners
(ELL) of English:
Success Criteria
ICT:
Teaching Learning
Strategies
Assessment
Opportunities
Evaluation
Resources:
141
WEEKLY OVERVIEW
Weekly Plan
Time Monday
Tuesday
Wednesday
Week beginning:
Thursday
Friday
Break
Lunch
Please add in assembly times, break times, weekly planning meetings, playground duties etc
142
MATHEMATICS LESSON PLAN
National Curriculum areas
Class/Group:
Date:
(Type out in full)
Length:
Previous experience
(Where does this lesson fit into broader medium term plans?)
Specific learning intentions
Related success criteria:
(The language must be accessible to pupils)
Mental and Oral Starter:
Main Part of Lesson:
Relevant information from previous assessments:
(Data that has informed your planning)
Subject knowledge (SK)
(Attach necessary SK sheets or key points that will require special attention)
Technical vocabulary
(subject specific words and phrases, inc. any translated words for early bilingual learners)
LESSON PROGRESSION
Approx
Mental and Oral Starter
Timings
Approx.
timings
Key Questions
(inc. a range of questions for all learners)
Main Part of Lesson - Introduction and context
Key questions
(inc. a range of questions for all learners)
Development phases
Plenary
Differentiation
(inc. ways to support lower attainers, pupils with SEND, more able pupils and bilingual learners)
Behaviour management strategies:
Assessment of learning intentions Evaluation of children’s
(focus areas):
achievements



ICT: How will it support
and enhance learning?
Who?
What?
How?
Ways forward:
(How will this lesson inform subsequent lessons? Homework if applicable)
Resources and adult
support:
143
ENGLISH AND GENERAL LESSON PLAN
NB: See SSP support booklet for 4 part lesson plan structure.
National Curriculum areas
(Type out in full)
Class:
Date:
Subject:
Times of lesson:
Previous experience
(Where does this lesson fit into broader medium term plans?)
Specific learning intentions
(The language must be accessible to pupils and
shared with them)
Success criteria:
Relevant information from previous assessments:
(Data that has informed your planning)
Subject knowledge (SK)
(Attach necessary SK sheets or key points that will require special teaching attention)
Technical vocabulary
(subject specific words and phrases, inc. any translated words for early bilingual learners and grammatical
terminology)
LESSON PROGRESSION AND SEQUENCE
Approx. Introduction and context
timings
KEY QUESTIONS
Development phases
Plenary
Differentiation
(inc. ways to support lower attainers, pupils with SEND, more able pupils and bilingual learners)
Behaviour for Learning strategies:
Assessment of learning intentions
(focus areas):
Evaluation of children’s achievements
ICT: How will it support and
enhance learning?



Who? (names or initials)
What?
How? (Will additional adults
support with assessment?)
Ways forward:
(How will this lesson inform subsequent lessons? Homework if applicable)
Resources and adult
support:
Who? Their role at different
phases?
144
ASSESSMENT TRAIL CHECKLIST
FILE 1

Curriculum Plans
Have I planned in an assessment of a key learning objective in maths, science
and each PoS in English?
(to be undertaken with profile pupil/s)

Weekly Plans
Have I identified exactly whom I will assess during the week?

Daily Lesson Plans
Have I stated clearly what I will assess, whom I will assess and how I will assess
them?

Daily Lesson Evaluations
Have I linked the first and third sections specifically to what has been outlined in
the assessment part of my lesson plan?
FILE 2
SECTION A - Individual Profiles (Profile and focus children)
Have I undertaken a Number Conference for profile pupil/s?
Have I included a summative report for profile pupil/s?
Have I included assessment evidence for my selected key learning objectives in maths,
science and in English each week?
Have I drawn upon a range of assessment tools?
SECTION B – Whole Class Records
Have I set this up for the core subjects, in consultation with my class teacher?
Have I included all English focus group assessments?
Have I gained experience of SATs or optional tests?
Have I attended a parent’s consultation?
Am I giving regular oral & written feedback?
Am I discussing children’s progress with the class teacher?
SECTION C – Meeting the Standards
Have I completed my weekly training sheet?
Have I discussed the Training Task Schedule with my school based mentor?
Have I regularly reviewed my current training position in relation to the Standards?
145
KEY LEARNING OBJECTIVES PLANNER
This form can be used each week to plan assessments for focus groups (DSE) and the
whole class (CSE)
SUBJECT: MATHS
Date
Key Learning Objective
Assessment (what, who, how?)
SUBJECT: SCIENCE
Date
Key Learning Objective
Assessment (what, who, how?)
SUBJECT: ENGLISH/READING (inc SSP)
Date
Key Learning Objective
Assessment (what, who, how?)
SUBJECT: ENGLISH/WRITING (inc the teaching of grammar, punctuation and
spelling)
Date
Key Learning Objective
Assessment (what, who, how?)
SUBJECT: ENGLISH/SPEAKING AND LISTENING (inc drama)
Date
Key Learning Objective
Assessment (what, who, how?)
146
FOCUS GROUP ASSESSMENT RECORD
This form is used to record assessment notes when working with any
group of pupils in a variety of activities. (i.e. group reading, a group
discussion about a science investigation, a maths investigation)
Group:
Date:
Subject:
Assessment Focus Points:
Names
Comments
Ways Forward:
147
ANNOTATION SHEET
This sheet can be used to record assessment notes, alongside a pupil’s piece of work,
or when there is no other physical evidence. (i.e. a maths game, discussion…) We
recognise that some pupils with SEND may struggle to provide concrete written
evidence so it maybe that a photograph of their activity is included (e.g. writing in the
sand).
Name:
Year:
Date:
Subject:
Context
(Details of task set, circumstances in which it was done and teacher intervention)
Relevant Information
(Information regarding pupil’s progress/achievement)
Analysis/Level
(Specific features of the sample that show what the pupil has achieved/level at which
working)
Progression:
(Note specific focus needed for pupil progression)
148
WHOLE CLASS TRACKING RECORD (CORE SUBJECTS)
Subject/Activity:
Name
Marking code
149
This directed task has been developed in partnership with the Brunel Literacy Steering
Group
Brunel University English Directed Task 2013-14
Speaking and Listening Task
Context and Rationale (read lecture slides and support materials carefully)
This Speaking and Listening directed task links specifically to the lecture on Speaking and
Listening although you will, in addition, find this aspect integrated throughout English taught
sessions. The task will be conducted in school and links closely to Teaching Standard 6
(Assessment), as well as Teaching Standard 5 (Meeting individual needs). You will be talked
through the rationale for this task during the lecture where you will be guided towards
completed exemplars on Blackboard Learn and relevant support materials. You must ensure
that the completion of this task is done in consultation with your Mentor and it would be useful
to share brief findings at an appropriate Weekly Training Meeting (plan for this opportunity and
raise it as a discussion point).
Observe your chosen INA pupil in an activity where the focus is on Speaking and Listening.
This might be in a literacy lesson- or another subject- for example maths or science- in which
children need to talk to complete their activity. It may take place in a paired or small group
context. Complete the Speaking and Listening observation sheet to record the child’s
achievements and skills in Speaking and Listening. On the second proforma (Speaking and
Listening comment sheet) give a brief description of the child’s achievements and identify how
you might further support the child’s development in this key area.
This task will feed directly into the Individual Needs Poster Assignment. You need to be able to
talk about your focus child’s strengths and achievements in Speaking and Listening, alongside
suggesting some focussed areas for development, setting suitably challenging targets to move
pupil learning forward (Teaching Standard 1 on high expectations).
In order to demonstrate and articulate the impact that you have had on your INA pupil’s
progress in Speaking and Listening, you should carry out the task at the start of SSE1
(Foundation Phase 4 weeks) and then repeat it towards the end of the SSE1 Development
Phase. This will allow you to review and assess your impact on progress and process
Please write straight into the templates below and submit this task as part of your appendices
for the INA poster presentation. Be prepared to comment on aspects of this directed task within
the follow-up discussion after your INA poster presentation. For example: What impact did you
make on this pupil’s progress in Speaking and Listening? How could you use this knowledge to
impact upon other pupils' progress in your class?
150
SPEAKING AND LISTENING OBSERVATION SHEET
TICK THOSE FEATURES OBSERVED
Look for signs of evaluative
and reflective thinking:
Questioning
Commenting
Repeating
Participating
Describing
responding
Reinforcing
Suggesting
…
NAME
DATE
ACTIVITY
OF GROUP
SIZE
Supporting
Asserting
Planning
Collaborating
Initiating
Narrating
Sequencing
Stating
…
RECORD OF OBSERVATION
Arguing
Discussing
Requesting
Reasoning
Persuading
Conceding
Encouraging
…
Speculating
Hypothesizing
Negotiating
Justifying
Categorising
Recalling
Comparing
…
Reflecting
…
Look for Communication Strategies:
Listening attentively
Body language
Gestures
Eye contact
Facial expressions
Awareness of audience
Bludgeoning
Causing silences
151
SPEAKING AND LISTENING COMMENT SHEET
Description of the child’s skills and achievements
The impact of gender and personality within the group
Targets for developing speaking and listening



152
This directed task has been developed in partnership with the Brunel Literacy Steering
Group
Brunel University English Directed Task 2013-14
Reading Task
Context and Rationale (read lecture slides and support materials carefully)
The Reading directed task links specifically to the lectures on the teaching and assessment of
reading. The significance of assessing reading will also be integrated throughout English taught
sessions. The task will be conducted in school and links closely to Teaching Standard 6
(Assessment), as well as Teaching Standard 5 (Meeting individual needs). You will be talked
through the rationale for this task during the lecture ‘The assessment of reading’ where you will
be guided towards exemplars on Blackboard Learn and relevant support materials. The
completion of this task should be done in consultation with your Mentor and it will be essential
to share findings at an appropriate Weekly Training Meeting (plan for this opportunity and raise
it as a discussion point).
Part 1- Reading Conference
Undertake a reading conference for about 10 minutes with your Individual Needs Assignment
(INA) child about his/her reading. Aim to find out what the child knows and understands about
the process and purpose of reading. Make notes about the child’s reading book and any
scheme or approach to reading with which it is associated.
Please carry out a trial run of this task with one of your focus pupils during the Foundation
Phase 4 week period. This will allow you to pilot it before you engage with your chosen profile
pupil for your Individual Needs Assignment (INA). In doing this, you will develop confidence in
delivering it, writing it up, and discussing it with another professional colleague.
(Suggested questions- please adapt/modify)
Purpose of Reading:
Do you enjoy reading-why/why not?
Do you think you’re a good reader-why/why not?
What sort of thing do you read?
Do you think it is important for people to be able to read- why/why not?
Have you seen other people reading at home, in school, or anywhere else?
If so- what were they reading and why?
Process of Reading:
Where do you read? (home/school/other?)
How often do you read?
When do you usually read?
Do you read with someone- if so who?
What do you do if you’re unsure of what a word say?
153
Part 2- Miscue Analysis
Ask your INA child to read to you from a passage (between 150-300 words) that you have
selected in order to establish which key skills/strategies s/he is using. Carry out a miscue
analysis making a photocopy of the text to annotate- the child should read from the book. Make
a tape recording of the reading and listen to it several times, checking your annotation.
Presentation
Include:
 a write up of the INA child’s reading behaviour based on the conference and the miscue
analysis (200 words)
 a write up of targets/suggestions for the child’s development (50 words)
 the completed reading conference proforma
 the miscue analysis transcript
 the completed miscue analysis proforma
Note
If for any reason a miscue analysis is not appropriate for your INA child- simply do the reading
conference with him/her. Ask your class teacher to find you a child in another class to do the
miscue analysis with. When you write up your task- make it very clear that you have used 2
different children.
You should demonstrate that you are aware of:
 the child’s attitude to reading and how this is likely to affect personal progress;
 how effectively the child is using the key skills/strategies for reading with special
reference to phonics
 what the child needs to learn in order to progress and how this might be achieved;
This task will feed directly into the Individual Needs Poster Assignment. You need to be able to
talk about your INA child’s strengths and achievements in reading, alongside suggesting some
focussed areas for development, setting suitably challenging targets to move pupil learning
forward (Teaching Standard 1 on high expectations).
In order to demonstrate and articulate the impact that you have had on your INA pupil’s
progress in reading, you should carry out the task at the start of SSE1 (Foundation Phase 4
weeks) and then repeat it towards the end of the SSE1 Development Phase. This will allow you
to review and assess your impact on progress and process
Please submit this task as part of your appendices for the INA poster presentation. Be prepared
to comment on aspects of this directed task within the follow-up discussion after your INA
poster presentation. For example: What impact did you make on this pupil’s progress in
reading? How could you use this knowledge to impact upon other pupils' progress in your
class?
154
MISCUE ANALYSIS PROFORMA
Child’s Name ………………………………… Age ……………
Miscue no.
Word(s) in
text
Title of Book ……………………………………………………
Word(s)
omitted
Word(s)
told
Does the
miscue look
like the
text?
(Graphic
similarity)
Does the
miscue
sound like
the text?
(Phonic
similarity)
Does the
word make
sense in
context?
(Semantic/
Contextual)
Is the
sentence
grammatically
acceptable?
(Syntax)
Was the
miscue
corrected?
(Selfcorrection)
O
T
G
Ph
C
S
SC
Is a
dialect
variation
involved in
the
miscue?
Comments
155
Brunel University English Directed Task 2013-14
Writing Miscue Analysis
Context and Rationale
You must read this directed task alongside lecture slides, support materials and follow-up
readings. This task links specifically to the lectures called 'Writing at key stages 1 and 2' and
‘The assessment of writing’. It will be conducted in school and links closely to Teaching
Standard 6 (Assessment), as well as Teaching Standard 5 (Meeting individual needs). You will
be talked through the rationale for this task during the assessment lecture where you will be
guided towards previous completed exemplars on Blackboard Learn and relevant support
materials. Be mindful that the task has been revised this year when looking at previous
examples. In summary, this task will engage you in an in-depth analysis of children's writing at
different levels and the questions should prompt you to do this. You must ensure that the
completion of this task is done in consultation with your Mentor and it would be useful to share
findings during an appropriate Weekly Training Meeting (plan for this opportunity).
Please complete this proforma for your child with individual needs and it will feed directly into
the Individual Needs Poster Assignment where you will select a child with specific learning
needs. You need to be able to talk about your profile child’s writing strengths and
achievements. You will need to suggest focussed areas for development, setting suitably
challenging targets to move the child's writing forward in the area (see Teaching Standard 1 on
having high expectations). In suggesting ways forward, explore the use of computer technology
and software to support the focussed strategies that you suggest.
Please carry out a trial run of this task with one of your focus pupils during the Foundation
Phase Experience (FSE) 4 week period. This will allow you to pilot it before you engage with
your chosen profile pupil for your Individual Needs Assignment (INA). In doing this, you will
develop confidence in delivering it, writing it up, and discussing it with another professional.
In order to demonstrate and articulate the impact that you have had on your INA pupil’s writing
progress, you should carry out the task at the start of SSE1 (Foundation Phase Experience, 4
week period) and ideally engage in a short pupil writing discussion for depth. You must review
the pupil's progress towards the end of SSE1 Development Phase by adding pertinent
comments in a different coloured font. This will allow you to critically review and assess your
impact on writing progress and process. For example, at the start of your placement, your
profile pupil may have struggled to see any audience for his/ her writing but you may have
noted a shift in this by the review point, towards the end of placement. We appreciate that there
are sometimes several adults involved with one child's learning and you must make this explicit
where other adults have also worked with your profile pupil.
Please type straight into the template below and submit this directed task as part of your
appendices for the INA poster presentation (do not include this context and rationale sheet
prose above- just submit the completed proforma). Be prepared to comment on aspects of this
directed task within the follow-up question and answer discussion after you have delivered your
INA poster presentation. For example, questions may include: What impact did you (in
partnership with other supporting adults) make on this pupil’s writing progress? How could you
use this knowledge to impact upon other pupils' writing progress in your class?
156
Date of miscue analysis 1:_________________
Date of review towards the end of the placement: _____________
Use a different coloured font to indicate your review of writing progress at the end of
the placement. This will enable you to assess your impact on pupil progress. There is
no set way of doing this, as long as it is clear that the child has made progress in areas
of writing. Discuss this with your Mentor and get the directed task signed off before
submitting it.
Writing Behaviour
How does this child see himself/herself as a writer?
For example, does s/he see her/himself as a good writer, terrible writer, future journalist
etc...You may find this out through observations, interview or talking to parents/ carers
even. Write a short paragraph in relation to this question.
What would you suggest as key areas for development in relation to the above?
Suggest no more than 2 priority areas.


Audience/Readership
To what degree does this sample of writing illustrate the child's understanding of
a reader or audience?
Select a piece of writing with your mentor that you allows you to do this. If the writing
sample is brief, do not worry- your analysis will be important. Write a short paragraph in
relation to this.
What would you suggest as key areas for development in relation to the above?
Suggest no more than 2 priority areas.


157
Purpose/Intention
What does this piece of writing show about the writer’s success in making
his/her own meaning and intentions clear?
Structure/Form
What does this piece show about the child’s knowledge of a particular form of writing
(e.g.: fairy stories; instructional writing)? Write a short paragraph and comment on
overall structure, syntax/grammar, vocabulary choice.
How would you move the child forward in this area? Suggest two possible ways,
including relevant support resources.


The Process of Writing
What does the writer’s approach tell you about his/her fluency and independence in
writing? Write a short paragraph, drawing on relevant observations and the use of
additional adults if relevant.
How would you move the child forward in this area? Suggest two possible ways,
including relevant support resources.


Grammar, Punctuation and Spelling
Comment on the above features, identifying what you see as the key strengths.
S:
P:
G:
158
How would you move the child forward in S,P and G? Suggest one strategy for each of
these discrete areas.
S:
P:
G:
Levelling this piece of writing
Based on your observations and analysis, how would you level this piece of
writing? Please note that with the new National Curriculum, there will be changes
in assessment and levels, so be guided by the school's approach.
Please show clearly how you have reached this judgement. You could attach a levelling
grid or APP grid in line with what your placement school uses. Discuss the level with
your Mentor and see how close you both are.
Level: --------------------------You must attach the child’s writing to this miscue annotation.
Mentor's Comments (we encourage mentors to make a brief comment)
Signature of Mentor and date:_____________________________________
Useful prompts for a writing conference/ discussion
Try to engage in a short discussion with the child to discover the child’s perspectives in
greater depth (where this is feasible). This will enable you to locate the child at the
heart of this task. Possible questions are outlined below and you do not need to ask all
of them - select a few and vary the language of the questions in relation to the age and
understanding of the profile child.













Talk to me about this piece of writing? What do you like/ dislike about it?
What do you think writing is?
Why do you write?
When do you write?
How do you feel when you write?
Who do you write for?
What helps you to write better?
Where do you like writing?
What sort of things do you write outside of school?
How do you know when you’ve written a good piece of writing?
Do you have a favourite author or book? Who is it?
Why do you like this author’s writing or book?
What kind of help would you like from me to make your writing even better?
159
160
DSE - ASSESSMENT CHECKLIST
Profile child (SEN)
Week 1
√
Week 2
√
Week 3
√
Week 4
√
Week 5
√
Week 6
√
Week 7
√
English
(to include writing, reading, speaking
and listening and SSP where relevant)
Maths
Science
(18 pieces of assessment)
Focus pupils
Reading
√
Writing
√
Speaking &
listening
√
Maths
√
Science
√
Child A
Child B
Child C
Child D
Child E
(25 pieces of assessment)
161
CSE CONSOLIDATION PHASE - ASSESSMENT CHECKLIST
Profile children
Child 1
English
(to include SSP,
reading, writing,
speaking and
listening)
Child 2
Maths
Science
English
(to include SSP,
reading, writing,
speaking and
listening)
Child 3
Maths
Science
English
(to include SSP,
reading, writing,
speaking and
listening)
Child 4
Maths
Science
English
(to include SSP,
reading, writing,
speaking and
listening)
Maths
Science
Wk1
Wk2
Wk3
Wk4
Wk5
Wk6
Wk7
Wk8
Wk9
Summative
Report
Number
conference
EAL task
Child
162
163
CSE Assessment Checklist – continued
Whole Class assessments
S&L
Reading
(inc SSP)
Writing
Maths
Science
164
FILE SCRUTINY CHECKLIST FOR LINK TUTORS
DSE
DSE/FILE 1: PLANNING AND TEACHING
Section A: General Information
Title Page:
Handbook:
Timetable: (Add to class information section)
Attendance Log:
The Neighbourhood:
The School:
DSE/ FILE 2: MARRA
Title Page:
Section A: Individual Profile Children
Child 1 (INA subject):
English:
Mathematics:
Science:
Other:
Child 2:
Child 3:
The Class:
Child 4:
Section B: Medium Term Curriculum
Planning
Weekly Plans:
Child 5:
Child 6:
Daily Plans (if needed):
Section C: Lesson Planning and Evaluations
Lesson plans & corresponding
evaluations
Section B: Whole Class Records
Tracking Records:
English:
Focus Groups:
Mathematics:
Science:
Individual Assessments:
Other:
Section D: Additional Activities
Section C: Meeting the Standards
Weekly Professional Learning Records:
Link Tutor end of placement tasks - check
EAL TASK (If applicable)
Formal observations:
SSP Tracking document
Professional Learning Record – discuss & sign
165
CSE
CSE/FILE 2: MARRA
CSE/ FILE 1: PLANNING AND TEACHING
Section A: General Information
Title Page:
Handbook:
Timetable: (Add to class information section)
Attendance Log:
The Neighbourhood:
The School:
Title Page:
Section A: Individual Profile Children
Profile Child 1:
Profile Child 2:
The Class:
Section B: Medium Term Curriculum
Planning
Weekly Plans:
Profile Child 3:
Profile Child 4:
Daily Plans (if needed):
Section C: Lesson Planning and Evaluations
Lesson plans & corresponding
evaluations
Section B: Whole Class Records
Tracking Records:
English/English:
Maths
Focus Groups:
Science:
Individual Assessments:
Other:
Section D: Additional Activities
Section C: Meeting the Standards
Section 5 – check any unjustified Standards :
Weekly Professional Learning Records:
Link Tutor end of placement tasks - check
EAL Task – sign & discuss
SSP Tracking document
CEDP: Transition Point 1 (Draft) - discuss
Formal observations:
166
Initial Teacher Education Lesson Feedback Record
Documents to be provided in advance by the student teacher
Lesson plan (to be annotated on by
Resources (as appropriate)
□
observer) □
Information on pupils with SEND and EAL
Seating plan (as appropriate)
□
□
Copy of Teachers’ Standards
□
Name
Subject area
Time of lesson
School
Date of feedback
Lesson in
sequence/unit
Key stage and year
group
Number of pupils
Observer
Teaching space
Teachers’ Standards foci (the number to be determined by the individual student’s learning needs)
Weekly learning record foci (to appear in all lessons this
week)
TS
TS
TS
TS
Lesson specific foci
TS
TS
TS
TS
Summary comments on pupil progress and achievement in relation to intended learning and the contribution of
teaching to this
Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to
help with the identification of strengths in the lesson)
Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors
for high quality lessons to help write these targets and actions)
167
Descriptors for high quality lessons
TS
refs
Pupil progress and achievement
1.2, 2.1,
2.2, 5.3
2.2, 3.3,
3.4

All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the
challenging learning outcomes.

Pupils acquire new subject knowledge and skills and gain an in-depth understanding.

Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking
pertinent questions, actively ensuring their own and others’ safety and in working constructively with others.

They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and
mathematical skills.
Teaching
2.5, 4.2
3.3, 3.4

1.3
3.1, 3.2,
4.5
1.2, 2.2
1.3, 4.2
Subject knowledge, planning, challenge and expectations

The teacher has consistently high expectations of all pupils.

The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and
their understanding of effective learning in the subject.

Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic,
accurate assessment of pupils’ prior skills, knowledge and understanding.

The teacher communicates high expectations, enthusiasm and passion about their subject to pupils.
2.5

5.1,
5.2,5.4,
2.1

2.2, 2.4,
4.4, 4.5,
6.4
3.1, 4.1,
4.2, 5.1
8.2,
8.3

6.1, 6.2,
6.3, 6.4
6.1, 6.2,
6.3,6.4
2.3, 2.5,
6.4


Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.
Differentiation

Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures
that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways.
Teaching strategies, management of the learning environment and use of resources

The teacher uses well judged and often imaginative teaching strategies that, together with sharply focused and timely support and
intervention, match individual needs accurately. Consequently, pupils learn exceptionally well.

They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils’ active
participation in their learning and secure outstanding progress across all aspects of the subject.

ICT is used very effectively to support observation and analysis to improve work further.

Other adults’ support is well focused and makes a significant contribution to the quality of learning.
Assessment for learning

The teacher systematically and effectively checks pupils’ understanding throughout lessons, anticipating where they may need to
intervene and doing so with notable impact on the quality of learning.

Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest.

Pupils are given frequent opportunities to assess their own and others’ performances and make suggestions for how they could be
improved.
Lesson pace, development of broader skills and appropriateness of homework
4.1, 3.3

Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy
and numeracy skills.
4.3

Appropriate homework contributes or potentially contributes very well to pupils’ learning.
Behaviour and safety
1.3,
7.1, 7.2,
7.3, 7.4

Pupils’ attitudes towards learning are exemplary.

Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive
climate for learning in the lesson.

All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware
of how to keep themselves and others safe.
1.1
168
Brunel Initial Teacher Education Partnership - Lesson Feedback Record Guidance
The Brunel ITE Partnership is committed to ensuring that student teachers receive high quality written
and verbal feedback on their lessons, which appropriately supports their development across the
foundation, development and consolidation phases of their programme and also their transition into
first post and their induction year. Therefore, the role of observing staff is crucial in scaffolding the
students’ learning and in collaboratively negotiating and setting targets with associated actions which
help them to deliver high quality lessons to enhance pupil learning.
In the each of the three phases of the programme observers should use the Brunel Initial Teacher
Education Lesson Feedback Record. The student must provide the observer in advance with appropriate
documents to support the observation process. These are detailed at the top of the proforma. In
particular, we would like all observing staff to annotate on the lesson plan provided for all observed
lessons so that the relationship between the planning process and lesson delivery is firmly embedded in
the learning process for the student teacher.
The student teacher should complete the standard information set in the next table in advance of the
lesson. They should also use their weekly learning record from their last mentor meeting to provide
some Teachers’ Standards related foci to inform the observation process. These weekly foci would
appear in all lessons observed that week. The student teacher should also provide Teachers’ Standards
related foci which are specific to this particular lesson and this class of pupils. The number of either
weekly or lesson related foci are not set and should be determined by the individual needs of the
student teacher. Add or take away from the number of rows provided in this table accordingly.
We would like observing staff to comment specifically on pupil progress and achievement in relation to
the intended learning specified on the lesson plan and the contribution of teaching to this learning in
the table provided. This is to support student teachers in focusing on pupil learning as an indicator of
the quality of teaching in the lesson.
We would then like the observer and student to record overall strengths in the lesson and to use the
Teachers’ Standards foci for the lesson and the general copy of the Teachers’ Standards provided by the
student to do this. We have also provided some descriptors for high quality lessons on the back of the
proforma, which you can use to help articulate these strengths. These descriptors cross reference back
to the Teachers’ Standards.
Finally, in order to support students in aspiring to meet the Teachers’ Standards generally at a high level
on the Profile document and to teach high quality lessons, they will require precise targets and actions.
We would like observing staff to agree these collaboratively with the student and ensure they are again
written with reference to the Teachers’ Standards foci for the lesson, the Teachers’ Standards generally
and the descriptors for high quality lessons provided.
The Brunel ITE partnership has identified that regular high quality written and verbal feedback is crucial
to the development of our student teachers. As such, we request that frequency of written feedback is
given as follows:
 Foundation phase – 2 written feedbacks per week or 4 per fortnight
 Development and consolidation phase – 3 written feedbacks per week or 6 per fortnight.
169
The post-lesson conversations between the observing member of staff and the student teacher are also
crucial in helping to review progress and set aspirational targets and actions to move practice on in
relation to teaching high quality lessons. It is very important that the observer offering verbal feedback
after the lesson supports the student in analysing their own practice through the use of effective indepth questioning, rather than providing a summary of the lesson or ‘tips for teachers’. This does not
prevent the observer from sharing best practice with the student teacher. However, we would
recommend that discussion and questioning should include:
 How the lesson intended to build on the prior learning of pupils;
 How well pupils and specific groups of pupils met the intentions for learning and why and the
relationship of this to the teaching;
 The relationship between lesson planning and the delivery of the lesson;
 How effectively the teaching met targets and action set in relation to pre-determined Teachers’
Standards foci;
 Whether there was evidence of strengths and areas for development in relation to the
Teachers’ Standards generally;
 What the next steps are in terms of specific targets and actions that would move practice on
and how this will inform future planning and delivery.
The written feedback sheets are extremely important in supporting the dialogue between mentor and
student during the weekly meeting and should be used to help shape future targets and actions for the
following week. Therefore, some of the agreed weekly targets and actions will inform the weekly
learning record foci to be written into all the lesson feedback proformas for the following weekly. This
should create a cycle of learning for the student and help them to constantly extend and improve their
practice.
Supporting transition into first post and induction year through lesson feedback
The Brunel ITE partnership believe that it is important to support student teachers into the
expectations for lesson observation processes they will experience during their induction year in their
first post and as part of the Ofsted school inspection framework.
As such, we have designed a specific lesson feedback proforma to be used on three occasions at times
negotiated with the student teacher during the consolidation phase of the programme. These can be
subsumed into the three written feedbacks per week or six per fortnight detailed earlier in this
guidance and should not be seen as additional.
The majority of the proforma is the same as the standard feedback document detailed earlier.
However, the transition proforma supports the student teacher becoming more familiar with Ofsted
grading systems and descriptors which are used as part of the school inspection framework. On the
inside of the proforma a set of descriptors are outlined in three broad categories and, under teaching
specifically some sub-categories, as follows:
170
 Pupil progress and achievement
 Teaching
 Subject knowledge, planning, challenge and expectations
 Differentiation
 Teaching strategies, management of the learning environment and use of resources
 Assessment for learning
 Lesson pace, development of broader skills and appropriateness of homework
 Behaviour and safety
These descriptors are again cross referenced back to the Teachers’ Standards but they are also now
associated to the Ofsted grading system that would be used in school as follows:
 Outstanding
 Good
 Requires improvement
 Inadequate
We would like the observer to tick against these descriptors as they observe the lesson in the small box
provided. Both the student and the observer are then required to allocate a best fit grade for the three
broad categories and then collaboratively agree a best fit grade in each area. This helps to orientate the
student teacher to the criteria as well as supporting the observer’s judgements. This is then used to
determine a best fit overall grade for the observed lesson, as would potentially happen in formal lesson
observation or an Ofsted inspection observation in the induction year. Beyond this the processes for
completing the rest of the proforma are as per the instructions provided previously, only that strengths
and targets and actions should also cross reference back to not just the Teachers’ Standards but the
Ofsted grade descriptors as well.
We would like to stress that these three specific observations are part of the process of supporting
transition in first post and induction and the grades for these lessons should not result in an
adjustment of the final consolidation phase Profile grades, which are related to the Teachers’
Standards.
171
WEEKLY PROFESSIONAL LEARNING RECORD
PGCert in Primary Education 5-11
Weekly Professional Learning Record (to be completed by student and
discussed with mentor in conjunction with the training task schedule)
Focus for the
week from last
week’s targets
Summary of training this week:
Lesson(s) observed by school/Link Tutor:
Additional lesson(s)(not shown on timetable) observed by student:
Other training activities (e.g. generic training sessions attended, planning with another
teacher or with a classroom assistant):
Progress noted from last week's targets and other issues identified for
discussion during training session (including reference to the Standards where
appropriate).
Summary of Training Session
Targets arising from this week’s training (indicate date for follow up if not next week).
Signed by Mentor:
Signed by
Student:
Date
172
Section 9 – Blank Proformas
CAUSE FOR CONCERN - ACTION PLAN
Student name:
School:
Teacher Mentor:
Year group:
There is a clear danger that you may not reach the Teachers' Standards by the end of this
School Experience. The following action plan has been agreed to enable you to work towards
making the progress required for passing the School Experience.
Targets (linked
to the Teachers'
Standards)
Actions
Support
available from:
Target date
Specific
success criteria
Signed by Student:
Signed by Mentor or class Signed by Link Tutor:
teacher:
Date
Date
Date
173
Section 9 – Blank Proformas
EVALUATION BY SCHOOL MENTOR 2013 -14
As part of the University’s quality assurance mechanisms, we at Brunel University ask that the
schools evaluate the Sustained School Experience (SSE) arrangements. The evaluation is shared
with the University tutors and is used to inform future partnership work between the University
and schools.
School name……………………………………………………………………………………………...................................
Trainee/student’s name……………………………………………………………………………………………………………
School mentor/ class teacher name…………………………………………………………………………………………
Link Tutor’s name………………………………………………………………………………………………………………………
Please indicate your level of satisfaction related to each of the questions below by circling one
of the accompanying numbers, where 1 = very good and 4 = unsatisfactory
Q1. How well do you think the trainee/student was prepared for the school experience?
1 2 3 4
Please add any relevant comments you may have
Q2. How helpful and informative did you find the Mentor Training sessions at Brunel
University?
1 2 3 4
If you were NOT able to attend either or both sessions, could you please tell us why?
Q3. How do you rate the general support and guidance offered by the University/PDU ?
1 2 3 4
Please add any relevant comments you may have
Q4. Looking back over this placement and your role as mentor, is there anything else you
would like to add which would help improve the experience?
Signed…………………………………………………………………………………………..Date…………………………………
Thank you for completing this form which should be returned to the TPO via the Link Tutor
And finally, would you consider taking a trainee from Brunel on SSE1 and/or SSE2 in the
future?
Please circle Yes
No
174
Section 9 – Blank Proformas
EVALUATION BY STUDENT 2013 -14
As part of the University’s quality assurance mechanisms, we at Brunel University ask that the
schools, trainees and Link Tutors evaluate the Sustained School Experience (SSE) arrangements.
The evaluation is shared with the University tutors and is used to inform future partnership
work between the University and schools.
School name……………………………………………………………………………………………....................................
Trainee/student’s name……………………………………………………………………………………………………………
School mentor/ class teacher name…………………………………………………………………………………………
Link Tutor’s name………………………………………………………………………………………………………………………
Please indicate your level of satisfaction related to the questions below by circling one of the
accompanying numbers, where 1 = very good and 4 = unsatisfactory
Q1. How well do you think you were prepared for the school experience?
1 2 3 4
Please add any relevant comments you may have
Q2. How helpful was the class teacher/school mentor in helping you meet the standards?
1 2 3 4
Please add any relevant comments you may have
Q3. What was the most important piece of advice offered by your mentor/class teacher?
Q4. Looking back over this placement, is there anything else you would like to add which
would help improve the experience?
Signed…………………………………………………………………………………………..Date…………………………………
Thank you for completing this form which should be returned to the TPO via the Link Tutor
175
Section 9 – Blank Proformas
EVALUATION BY LINK TUTORS 2013 -14
As part of the University’s quality assurance mechanisms, we at Brunel University ask that you
evaluate the Sustained School Experience (SSE) arrangements. The evaluation is shared with
the University tutors and is used to inform future partnership work between the University and
schools.
School name……………………………………………………………………………………………....................................
Trainee/student’s name……………………………………………………………………………………………………………
School mentor/ class teacher name…………………………………………………………………………………………
Link Tutor’s name………………………………………………………………………………………………………………………
Please indicate your level of satisfaction related to each of the questions below by circling one
of the accompanying numbers, where 1 = very good and 4 = unsatisfactory.
Q1. How effective was the placement in terms of support offered by the class
teacher/mentor?
1 2 3 4
Please add any relevant comments you may have
Q2. How effective were the learning resources available to the student/s?
1 2 3 4
Please add any relevant comments you may have
Q3. How easy was it for you to arrange assessment visits to the school?
1 2 3 4
Please add any relevant comments you may have
Q4. From your experience at this school and in your role as Link Tutor, is there anything else
you would like to add which might help improve the school experience in future?
Q5. Have you checked – will the school take our students again next year? Yes No
If not, why not?
Signed………………………………………………………………………………………….Date………………………………….
Thank you for completing this evaluation form and returning it to the PDU
176
Section 9 – Blank Proformas
LESSON OBSERVATION PROFORMA (student observing experienced teacher)
Observing Teaching and Learning
Where available, include a copy of any notes/plans provided by the teacher for the
lesson
Date/time:
Class/age/teacher
Which aspects of the National Curriculum are being addressed? Be specific please.
What are the key learning objectives for the lesson?
How are the children going to be assessed? Respond under these headings please.
What evidence of learning is there to demonstrate progression over the lesson?
Note any feedback given to the children on their learning (this can be informal or formal
feedback)
How does the teacher record pupil learning over the lesson or series of linked lessons?
What resources are being used?
Where are they from?
How are they organised? (Classroom, central school stock, on loan, specially prepared, etc.)?
How is the teacher differentiating to meet children’s individual needs?
Are there targets set for particular pupils or groups?
Are any children on IEPs?
How are the needs of children with EAL being met?
What other staff are involved in the lesson?
What are/have been their roles?
How did the teacher communicate with additional staff?
What behaviour management strategies were used? (Rewards and sanctions)
Make notes as appropriate on the following, relating your own learning needs and targets,
using sub-headings where necessary (please use additional sheets as necessary)
Classroom organisation for the lesson; starting the lesson; managing transitions; questioning
and other teacher talk, such as facilitating strategies for speaking and listening; teaching
strategies, including interactive techniques; the plenary; clearing up and finishing the lesson.
Note here any questions you would like to ask, or points for clarification, and record the
outcomes of any discussion with the teacher following the lesson.
177
Section 10 - Examples of completed proformas
Initial Teacher Education Lesson Feedback Record
Documents to be provided in advance by the student teacher
Lesson plan (to be annotated on by observer)
Resources (as appropriate)
□
Information on pupils with SEND and EAL
Seating plan (as appropriate)
□
Copy of Teachers’ Standards
□
Name
Subject area
Time of lesson
A Student
Mathematics
9.10-10.10am
Observer
L Tutor
Teaching space
Room 4H
□
□
School
Date of feedback
Lesson in
sequence/unit
Key stage and year
group
Number of pupils
Brunel Primary
10th May 2015
3 of 5 on Data Handling
KS2, Y4
30
Teachers’ Standards foci (the number to be determined by the individual student’s learning needs)
Weekly learning record foci (to appear in all lessons this
week)
TS2
TS4
TS
TS
Ensure that you have planned appropriate
activities to stretch your most able pupils
Use of assessment to inform planning
Lesson specific foci
TS6
Balancing focused questioning with more openended questions
TS
TS
TS
Summary comments on pupil progress and achievement in relation to intended learning and the contribution of
teaching to this
TS1 Explanation of purpose of activity at the outset was of great benefit in motivating children, which was also reinforced
during the plenary.
TS2 Children responded well to task – was this challenging enough for the most able children?
Consider questioning aimed at interpreting graphs.
TS3 The children I spoke to were very clear about why they were doing the task.
Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to
help with the identification of strengths in the lesson)
TS3 Stimulating introduction, which drew upon children’s own interests
Good grasp of key elements of collecting and representing data.
TS6 Some good questioning focused on key points
Consider more open-ended questioning to allow children to respond more fully.
Task explained concisely
TS5 Appropriate use of visual clues to support EAL children
Great use of ICT to demonstrate interpretation of graphs
Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors
for high quality lessons to help write these targets and actions)
TS2 Ensure that you have planned appropriate activities to stretch your most able pupils
I will discuss my extension activity for tomorrow’s lesson with Mrs A to ensure most able children are stretched.
TS6 Evidence of use of assessment to inform planning
I will make sure that my tracking records get up to date by the weekend so that I am able to use those assessments to inform
planning.
TS4 Balancing focused questioning with more open-ended questions.
I will start writing a list of open-ended questions I intend to ask during lessons, on my lesson plan.
178
Section 10 - Examples of completed proformas
Initial Teacher Education Lesson Feedback Record
Documents to be provided in advance by the student teacher
Lesson plan (to be annotated on by
Resources (as appropriate)
□
observer) □
Information on pupils with SEND and EAL
Seating plan (as appropriate)
□
□
Copy of Teachers’ Standards
□
Name
Subject area
Time of lesson
A Student
English
9.30-10.30am
Observer
L Tutor
Teaching space
Room 2H
School
Date of feedback
Lesson in
sequence/unit
Key stage and year
group
Number of pupils
Brunel Primary
10th May 2015
2 of 3 on Non-fiction books
KS1, Y2
30
Teachers’ Standards foci (the number to be determined by the individual student’s learning needs)
Weekly learning record foci (to appear in all lessons this
week)
The
smooth
running
of transition times within the
TS7
English Hour (next English lesson)
Revise your own subject knowledge in respect of
TS3
phonic progression (short term, discussion with
English co-ordinator. Long term, read around the
subject)
TS
TS
Lesson specific foci
TS5
Meet the needs of your more able pupils, particularly
‘x’ (immediate, discuss with class teacher).
TS
TS
TS
Summary comments on pupil progress and achievement in relation to intended learning and the contribution of
teaching to this
TS2 You questioned children about their prior learning- good!
The group work was differentiated appropriately. There are some very able pupils in this class.
Do you think you are meeting their needs successfully? We will discuss strategies for this.
TS5 We were concerned about ‘x’ who finished his task after five minutes.
TS3 Could you have made more of the ‘Big Book’ to reinforce children’s phonic knowledge, e.g. vowel digraph ‘ea’ occurred several times.
Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to
help with the identification of strengths in the lesson)
TS4 Your lesson plan was clearly linked to the Primary English ‘Framework of Objectives’.
The introduction was stimulating and you modelled a range of strategies for interrogating the text well.
Effective use of differentiated questioning was in evidence throughout.
TS2 The pace was brisk and care was taken to make sure that the children understood how your learning intentions were being met.
How do you think you could have used the plenary session to probe understanding more fully?
TS5 Effective use of sequencing activity on IWB to support the EAL learners
Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors
for high quality lessons to help write these targets and actions)
TS7 The smooth running of transition times within the English Hour (next English lesson)
TS3 Revise your own subject knowledge in respect of phonic progression (short term, discussion with English co-ordinator. Long term,
read around the subject)
TS5 Meet the needs of your more able pupils, particularly ‘x’ (immediate, discuss with class teacher).
I was pleased with the children’s enthusiasm in planning their group investigations.
The differentiated recording sheets were a useful support for them.
I will continue to try to stretch the more able and to identify individual learning targets for the children.
179
Section 10 - Examples of completed proformas
Initial Teacher Education Lesson Feedback Record
Documents to be provided in advance by the student teacher
Lesson plan (to be annotated on by
Resources (as appropriate)
□
observer) □
Information on pupils with SEND and EAL
Seating plan (as appropriate)
□
□
Copy of Teachers’ Standards
□
Name
Subject area
Time of lesson
Observer
Teaching space
School
Date of feedback
Lesson in sequence/unit
Key stage and year group
Number of pupils
A Student
Science
1.30-2.30pm
L Tutor
Room 3H
Brunel Primary
10th May 2015
4 of 5 on Plant Growth
KS2, Y3
30
Teachers’ Standards foci (the number to be determined by the individual student’s learning needs)
Weekly learning record foci (to appear in all lessons this week)
Encourage children to become more independent
TS4
and take the initiative in investigative work
Ensure that all pupils are making good progress
TS5
and developing and using new skills
TS
TS
TS1,4
Lesson specific foci
Communicate high expectations, enthusiasm and
passion for the subject
TS
TS
TS
Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this
TS4 The children were very enthusiastic in contributing their knowledge and ideas gained from earlier sessions.
differentiated to meet the majority of needs in the class.
The work was
TS5 The higher ability children would have benefited from a less structured planning sheet.
TS5 Further consideration could have been given to recording methods for children with EAL learners.
TS3 The recording sheet for the less able was carefully prepared (good use of visual representations). However, ‘what we did’ is a more
appropriate term to adopt than ‘method’ and ‘what we found’ rather than ‘results’; alternatively, use both terms together.
TS4 Consider effective ways of employing the two classroom computers (as these are a valuable resource).
Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to help with the
identification of strengths in the lesson)
TS4 Learning intentions and success criteria were very clearly explained.
TS2 You built on prior knowledge effectively from last week’s session. A good range of open and closed questioning (consider stretching
the more able).
TS3 Your strong subject knowledge is clearly evident.
TS4 An enthusiastic approach was adopted where science was linked to everyday life examples.
Good use of the interactive whiteboard to help structure the investigations. Encourage the children to interact when using the IWB.
TS4 However, the children might have maintained even greater focus had they started on their own group planning sooner.
Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors for high quality
lessons to help write these targets and actions)
1.
2.
3.
Identifying individual learning targets in relation to the children’s achievements.
Use class computers to support pupils’ learning.
Continue to use a wider range of scientific questions to challenge the more able pupils
1.
2.
3.
Refer and utilise the class teacher’s science curricular targets
Plan for use of ICT on class computers (explore use of websites, CDROMs etc.)
Liaise with Gifted and Talented coordinator for suitable resources and strategies.
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Section 10 - Examples of completed proformas
Example of a completed Weekly Professional Learning Record
PG Cert in Primary Education 5-11
Weekly Professional Learning Record (to be completed by student)
Focus for the
week from last
week's targets


Check that all children are aware of the expectations in terms of behaviour and work to
be produced (TS1, TS7)
Consider using the TA to support more able pupils, rather than always using her to
support less able groups (TS8)
(Paste these in from previous lesson observation)
Summary of training this week:
Lesson(s) observed by school/Link Tutor: mathematics on Tuesday
(Should be one of these each week)
Additional lesson(s) (not shown on timetable) observed by student: PE lesson in year 6. English in year 4 (behaviour
management), all English lessons this week.
(Any other lessons that you have observed or supported in)
Other training activities (e.g. generic training sessions attended, planning with another teacher or with a classroom
assistant): Mathematics INSET – APP (12.1.12), planning meeting (year 4), meeting with SENCO – IEPs, levelling
work - mentor
(Any other activities throughout the week)
Progress noted from last week's targets and other issues identified for
discussion during training session (including Standards reference where
appropriate).
I managed to make sure that I chose children to repeat back my instructions to check that they understood what they
had to do. (TS2)
I made sure I had word banks displayed to support EAL children and I felt that the M/O starter went better this week
because I was making better use of the vocabulary displayed around the room. (TS5)
I used the TA to work with most able group to develop maths work (TS8)
I had prepared more resources on the Smart Board which provided prompts to support the children’s learning (TS4)
(How far have you met last week’s targets? Include reference to standards)
Summary of Training Session
I was pleased with the work produced by top group and I will continue to use the TA for different groups each day, to
free up my time.
(How the week went)
Targets arising from this week’s training (indicate date for follow up if not next week).


To continue to develop use of Smart software (ongoing)
To ensure that low ability group have support (i.e. language clues)
(Based on the above box)
Signed by Mentor
Signed by
Student
Date
181
Section 10 - Examples of completed proformas
182
Section 10 - Examples of completed proformas
Example of a completed School Experience Action Plan
There is clear danger that you may not reach the Professional Standards for Qualified Teacher
Status by the end of this school experience.
The following action plan has been agreed to enable you to work towards making the progress
required for passing the school experience.
Targets
Actions
Support
available from
Target date
Specific Success
Criteria
1. To be able to
plan creative
sequences of
work using
interactive
teaching
methods.
Ensure all weekly
planning is ready
by the Friday
before.
Mentor will support
you by being
available to talk
through your
plans.
By this Friday,
have sketched out
plans for English
and Mathematics
for the whole
week after half
term. By Friday
8th June, you
should have plans
ready for the
following week.
This week. Make
sure you know
what resources
are available
before half term.
Find out if the
school is open at
all during half term
to research
further.
Medium term plan is
ready to be checked
on Friday.
Before half term.
At least two
observations carried
out.
Appropriate manner
used with children.
Reward system in
place. Children
enthusiastic about
working well.
Negative behaviour
has reduced.
Observations show
above.
TS 4
Become familiar
with resources in
school (i.e.
English, big
books, CD Roms
etc.)
Classroom
management:
develop a more
positive
relationship with
the class in a
manner which is
appropriate for
KS1 children.
Observe teachers
in the nursery
and reception.
Devise a new
(very visual)
reward scheme to
focus children on
positive
behaviour.
TS1, TS7
Think about your
sanctions and
devise an
appropriate way
of using them.
English resources
are arranged
according to year
groups. Stay late
after school to go
through these.
English
coordinator will
support you with
this
Previous year’s
planning. (To be
adapted to meet
the needs of the
class).
Mentor and PT to
advise as to
appropriate
teachers to
approach.
Talk through your
ideas with Mentor
or LT. Space in
classroom will be
available to you,
including display
space.
Mentor and LT.
Other members of
staff through
discussion. Look
at behaviour
support books in
SENCO’s
resource room.
Discuss with
Mentor before half
term, implement
Monday 4th June
with a big bang!
Implemented with
reward system
clearly in place
and visually
displayed.
You are confident
about where each
lesson is leading.
Resources planned
for are appropriate for
Year 1 and you are
fully prepared for
each lesson.
Children are
enthusiastic and
engaged during your
lessons. (Lesson
observations will
record this)
Student …………………………………………
School Mentor and Class Teacher ……………….............…………………………..........…...….
Link Tutor............................................................................ Date……….............………
183
Section 11 - Appendices
Appendix 1 - Procedures relating to School Experience
Progress towards Teachers' Standards
Amber light
Green light
Unsatisfactory
progress
Satisfactory
Proceed with
•
course
Cause for concern has been raised by the school
at the interim point.
Meeting between class teacher and/ or Link Tutor
followed by meeting with student.
Action plan drawn up with time limits.
Review progress against action plan targets.
•
•
•
Green light
Red light
Satisfactory
Unsatisfactory progress made
Proceed with
course
N.B.
A ‘cause for concern’ can be
triggered at any point during
your training.
See PG Cert regulations for
further guidance. These are
available on Blackboard.
This flowchart will be
discussed during your
preparation lecture.
1. Formal letter from course leader confirming that
you are not making satisfactory progress towards
meeting the Standards despite support.
2. Exam Board meeting to determine the next stage
through formal University Procedures.
3. Letter to Student notifying her/him of Exam Board
decision.
Section 11 - Appendices
Guidance – Individual Needs Assignment (INA)
Title: “A small scale study of the achievements of a pupil with
special educational needs in the core subjects”
Criteria for Assessment: Individual Needs Assignment
This poster presentation should include and demonstrate:
1. A systematic understanding of assessments and judgements on the child’s core
subject understanding with reference to achievements, areas of difficulty and
pupil progress. You must make reference to an appendix which forms a smallscale record of achievements of the child’s work during the school experience.
2. A comprehensive understanding of the teaching strategies used to address
children’s special educational needs. You must demonstrate how computer
technology can be used as a teaching and learning strategy in each of the core
subjects
3. Inclusion of directed tasks for each core subject, in a professional style (within the
appendix)
4. A critical analysis of theoretical and empirical research on the teaching and
learning of the core subjects
5. Appropriate levels of literacy and Harvard referencing
Submission date:

Posters - 03.3.14 by 12 noon, in the TPO, Room HB210.
o Electronic version of poster – emailed to sse-tpo@brunel.ac.uk
o A4 hard copy of poster
o Appendices
o Ethics approval (see appendix 6)
o References

Presentations - 14.3.14 and 21.3.14
Aim
The purpose of this assignment is to reflect on judgements made about a child’s
achievements in English, maths and science, and to identify and evaluate teaching
for children with special educational needs.
Guidance
During your visits to your first school in the autumn term, you should identify one
child for your assignment through consultation with the class teacher. Do not identify
a child with extreme or rare SEN. You will be able to make use of school-based
tasks in the core subjects, carried out during the Foundation and Development
Phases to inform your assessments. You should obtain ethical approval from the
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Section 11 - Appendices
school in line with University procedures and complete the ethics checklist in
appendix 6. You must have discussed this with your personal tutor prior to
commencing the research and retained a signed copy.
You should analyse the achievements of the chosen SEN child within English,
mathematics and science (including relevant ICT skills). You should clearly state the
evidence for your judgements from a combination of the teacher’s records and your
own assessments.
It is important that you comment critically on suggested actions to develop the child’s
learning and how you would make provision within the classroom. In order to do this
effectively, you must make reference to relevant research, ICT and your experience
to support your recommendations.
Your poster should:









provide a brief overview of the current context of Special Educational Needs
(SEN) within primary education;
provide a brief introduction to the methodological approach taken;
include a brief overview of the pupil and the nature of their difficulties (it is
essential that all details are anonymised and appropriate ethical approval has
been obtained);
be precise and analytical in referring to your pupil. Work from evidence not
anecdote. Draw on your literature search for theories about this type of SEN;
indicate where s/he is in any SEN procedures (if applicable)? What other
provision is currently made for her/him? Why is this? As above, conciseness
and analysis are valued here. Show you know and understand the SEN
procedures. Make references to relevant research;
summarise any assessment information you have been able to gain from the
school, especially in relation to the Foundation Stage Profile (for years 1 and
2 only), NC levels or P levels (key areas of learning may also be relevant
here). Indicate where these judgements have come from (e.g. SATs tests,
QCA optional tests, teacher’s formative assessment file);
show and discuss the judgements you have made about this child’s
knowledge and understanding of English, mathematics and science during the
Foundation and Development phases. You should expect to collect at least
one assessment in each subject area per week. (Further guidance can be
found in the School Experience Handbook and during preparation lectures.
You must link your discussions to theoretical reading. Use the Appendices for
relevant evidence and cross reference here to what each piece of evidence
shows that the child knows, understands and can do. Ensure that the
evidence and any directed tasks are clearly related to your judgements. It is
not acceptable to include material in the appendix which is not referred to in
the main body of the assignment;
discuss the child’s achievements in English, maths and science in relation to
relevant reading. The reading may be about the areas you have assessed
and/or about the learning of this particular type of SEN child;
outline the future provision you suggest for this child. Discuss this with your
class teacher, and draw on school provision (e.g. IEPs). Make references to
relevant reading where you can in order to support your recommendations;
186
Section 11 - Appendices




make use of sub-headings for clarity of presentation as well as ensuring that
the work is clearly signposted to the marker;
reflect on the use of case studies in education research;
conform to Harvard referencing style only (please see main course handbook
and Blackboard guidance booklet for further support);
be presented in a professional and formal style with high standards of
grammar and literacy. You should make use of spell checkers, peer proof
reading and services within the University for any specific help and support.
Evidence/data collection:
Include as many as you can of the following types of assessment, include any
evidence in the appendices:
 Self-assessments (by child of her/his learning)
 Observations of learning (planned opportunities and informal teacher
assessments)
 Assessments gathered through analysing written work (photocopies of written
work must be annotated)
Programmes of Study to be assessed:
English: Reading, Writing, Speaking and listening (EN1, 2 and 3).
Maths: using and applying (Ma 1), number (Ma 2) and appropriate use of ICT within
maths must be assessed. If possible, also assess shape and space (Ma 3) and data
Handling (Ma 4 in KS 2).
Science: Scientific enquiry (Sc1) and one other area from Sc2, 3 or 4 as determined
by the topic taught during the Development Phase.
Poster




The poster will be presented electronically on an Interactive Whiteboard. An
A4 hard copy should be submitted along with appendix material, ethical
approval and a reference list
The design of the poster is not prescribed but we encourage you to get a
critical friend to review it beforehand
All appendix material must be clearly signposted, both on the poster and in
the hard copies you will submit. Only work referred to within the poster should
be included in the appendix.
Harvard referencing must be used on the poster and in the reference list.
Presentation




You will have five minutes to present the key areas of your research
You should briefly describe the pupil and setting (using pseudonyms)
The majority of the presentation should focus on particular difficulties that the
pupil had and recommendations for future provision, using support from the
literature and you own assessments
The assessor/s will take up to ten minutes to ask questions about your work.
187
Section 11 - Appendices
DIRECTED TASKS TO BE INCLUDED
The following chart includes all directed tasks that MUST be included in the core
subjects Individual Needs Assignment as appendix material. These tasks will form
part of the assignment and therefore contribute to the final grade.
English
Reading Task
En2
1. One in-depth reading conference with the pupil (see
template on Blackboard)
2. Reading miscue and analysis
Alison Silby will discuss these with you
Writing Task
En3
Speaking and
Listening Task
EN1
1. One completed example of a writing miscue
2. One levelled and fully annotated piece of writing.
You should use an extended piece of writing for this
and use National Curriculum level statements.
Geeta Ludhra will discuss these with you
One observation sheet recording the speaking and
listening achievements and analysis of the child along
with a National Curriculum assessment level
Deborah Jones will discuss these with you
Maths
Number Task
(Ma2)
One in-depth number conference with the pupil (see
template on Blackboard) You will have an opportunity
to prepare for this during taught sessions in the
autumn term.
Science
Eliciting a child’s
ideas about a
scientific
concept
1. With reference to a named area within the Science
Programme of Study, organise an activity to elicit the
ideas of your focus child about a specific conceptual
area in science.
2. Collect as much information as possible, for
example tape recordings, drawings, writing.
3. Comment on your findings with reference to the
appropriate research.
188