PLACEMENT A:
Professional Development Activities
Subject and Curriculum Activities
Enrichment Activities
PGCE Primary / Early Years (Core) - School-based Learning
2015 - 2016
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
BOOKLET RATIONALE
This booklet has been created to support the bringing together of university and school-based
learning. The school-based learning activities have been designed within the ITE Partnership to
provide guidance to ATs and Mentors on the types of activities that ATs should engage in in order
to meet, to a good or outstanding level, key aspects of the Teachers’ Standards. This set of
activities is by no means exhaustive and as with all aspects of ITE Partnership, school colleagues
and ATs are encouraged to seek other related and bespoke opportunities for development in
these areas. ATs are encouraged use the activities in this booklet to support their own
professional development and progress towards the Teachers’ Standards. ATs need to map their
use of their activities within their Directed time on the Associate Teacher Weekly Training Plan
(see Part 5 Weekly Meeting PJF). Feedback from mentors and ATs is as always very welcome
and can be given either to the University Link Tutor, programme tutors or noted on the relevant
SBL evaluation form.
Appendix A contains an overview of sessions in Core subjects with the associated reading,
directed activities and SBL activities. Engaging with the tasks below will support your personal
development and progress towards becoming and outstanding teacher.
PROFESSIONAL DEVELOPMENT ACTIVITIES: ALL ASSOCIATE TEACHERS
Teaching Core Subjects
See Appendix A
For your convenience we have copied and pasted the schedule of sessions from PR0016
which includes the related SBL activities.
N.B The activities can be carried out across SBL A and SBL B and are designed to support
your personal development and may be adapted to meet individual needs.
Planning for Progression (S4)
Using Records and National Data to improve Pupils’ Learning (S6)
Teachers have access to a wide range of data about pupils’ prior attainment. Data sets a
parameter or expectation for future attainment. The data can be used by teachers and
pupils to discuss progress and targets for improvement. They can also be used as a
challenge to get pupils to surpass the predicted grade to show that they have added value
beyond what might be expected, make comparisons with similar institutions, and look at
how well they are performing with different types of pupils and where strengths and
weaknesses lie in pupil attainment.
Data sets can be used for formative purposes but also for accountability and comparison.
New Government guidance and aspiration is that the increase in the amount of data
available on each individual pupil will help deliver a more personalised learning experience
for pupils.
Future Ofsted Inspections will be informed by ‘whatever pupil tracking data schools
choose to keep. Schools will continue to benchmark their performance through statutory
end of key stage assessments including national curriculum tests.’
Investigate, from a very early stage of School-based Learning, how the school and class
teacher use data to inform learning and teaching. Discuss how you will be able to make
use of data to inform learning and teaching for a group of children.
Page 2 of 30
S4
S6
2a
2b
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Sit with the class teacher and unpick planning for a sequence of lessons. What issues
have to be considered? What is the rationale for a sequence of lessons?
EVIDENCE: Notes from discussions with teachers, assessment co-ordinator and senior
staff about data and how it is used in school. Teaching file contains information about
targets for individuals. Lesson plans identify how the learning planned is building on
previous understanding and enables children to meet their targets. Assessment at the end
of lessons shows pupils making progress towards individual targets.
Planning (S4)
Planning for a lesson
Teachers are responsible for the progress of the children in their classrooms. Arrange a
meeting with your class teacher to discuss the structuring of learning in a lesson. Coconstruct a lesson plan with your class teacher, and if possible, co-teach and co-evaluate.
S4
1b
8d
Planning for a series of lessons
Talk with the class teacher about how planning takes place in both the medium term
(termly or half termly). What information do teachers use to plan work over a series of
lessons? Discuss how the teacher enables progression in learning in both medium term
planning and lesson planning. Sit with the class teacher and unpick planning for a
sequence of lessons. What issues have to be considered? What is the rationale for a
sequence of lessons?
Create your own medium term plans from January in English and maths.
EVIDENCE: Notes from discussions and lesson plans showing progression in learning
from one lesson to another. Medium term plans in which learning is sequenced
appropriately, identifying progression and building on prior knowledge and skills.
Teachers’ use of questioning
Observe and note the types of questions asked of children in the classroom. Consider 1b
what makes effective questioning and the impact that high quality questions have on the 3a
learning in the lesson. How is questioning used? Is it to illicit answers, to check 4 5a
understanding, for assessment purposes?
6b
6e
For one lesson, plan the questions you will ask to include some higher order questions 7c
(i.e. questions worth asking). Reflect on how the questions challenged the learners and 8d
the impact on the lesson. Consider how to sustain and improve this practice.
EVIDENCE: Notes from your observations of teachers’ teaching identifies the types of
questions asked (open and closed) and the purpose of the questioning. Using Bloom’s
taxonomy, consider the types of questions asked. Lesson plan(s) identify the questions
you will ask throughout the lesson. Evaluation of your questioning evident in your lesson
evaluation. You might also consider the questions asked in relation to Bloom’s taxonomy.
Priorities for development in questioning identified.
Page 3 of 30
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Transition (S4)
Find out what arrangements the school has for managing children’s transition from EYFS
to KS1, KS1 to KS 2 and KS2 to KS 3. What information about the children is transferred
and why? (See also the Enrichment Activities)
4
Find out what arrangements the school has for managing children’s transition from EYFS
to KS1. What information about the children is transferred and why?
EVIDENCE: Notes identify the process of transition between the phases, considering the
information that is transferred and what strategies are used to ensure the transition is a
smooth as possible.
Assessment (S6)
Find out what assessment information is recorded on a regular basis; how does your class
teacher monitor children’s progress on a daily/weekly basis? Where and how is the
information recorded, and how is it used to inform planning?
Gather evidence of good quality written and verbal feedback after each teaching episode
to help to structure your thinking about assessment and use it to inform your future
planning. Reflect on how this will impact on the learner.
EVIDENCE: Notes from discussion identifying when children are assessed, how they are
assessed (assessment strategies) and how this information is used to inform teaching and
planning for learning. Examples of your good quality marking. Examples of your
assessment practice. Reflection on your use of assessment to inform learning and how
this impacts on the learners’ progress and discuss and record in your weekly meeting.
Managing behaviour (S7)
Obtain the school’s behaviour policy and discuss how this is implemented in the classroom
with your class teacher. Ensure that you are familiar with the rewards and sanctions used
in the classroom and school, so that you are able to apply the policy consistently. Observe
how the class teacher manages any misbehaviour in line with school policy. Identify what
the class teacher does to minimise any misbehaviour. Identify how the class teacher
motivates and involves all children and act on any advice given regarding your
management of behaviour.
EVIDENCE: Annotation of the school’s policy demonstrating your understanding. Notes
from observations of teaching identifying how teachers minimise the possibility of any
disruption to learning. Notes from observations regarding how teachers motivate learners.
Approaches to bullying (S7)
Bullying is a serious issue and may constitute homophobic bullying, cyber bullying, racist
bulling, bullying in relation to gender or gender reassignment etc. Following on from
University sessions, investigate the school’s approaches to dealing with instances of
bullying. Obtain your school’s anti bullying policy and discuss with your class teacher the
approaches taken when dealing with instances of bullying – for example, Restorative
justice, Circle of friends, Peer support.
EVIDENCE: Make notes on the different approaches used when dealing with incidents of
bullying in your placement schools.
Anti-Bullying Week is Monday 16th to Friday 20th November. During this week find out what
the school is doing in relation to this, participate in activities and plan an activity relating
to anti bullying for a group or your class. Further information will be available on PR0015
Moodle space and guidance provided in a PDL session.
EVIDENCE: A reflection on Anti-Bullying Week and its impact on children’s understanding
of bullying and how incidents of bullying are dealt with. Planning of your activity along with
your evaluation.
Page 4 of 30
1b
6a
6b
6c
6d
7
7a
7b
7d
7a
7b
7d
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Spiritual, Moral, Cultural, Mental Development
Through your work with your class and in discussion with you class teacher, identify how
SMCM is taught - is this through discrete teaching, cross curricular work etc? Take part
in the delivery of at least two SMSM sessions.
EVIDENCE: Notes and references on lesson planning identify where PSHE is taught.
Lesson plans for discrete teaching of SMSM.
Special Educational Needs/Diversity
Identify some time in your timetable to meet with the SENDCo. In your meeting discuss
how the school identifies children with Special Educational Needs and Disability (SEND)
and how provision is made for these children in school. Identify what additional provision
is made for the children and what is the role of parents.
SEND Personalised Learning Task (this should be one of your child profiles)
With the help of your SENDCo /class teacher identify a pupil to focus on and work with
over a period of time (6-8 hours in all). The identified child may already have adult support;
therefore, you may negotiate to work as a team. This time should include:
 Observe the pupil at work in a subject area, e.g. reading/maths etc;
 Observe others working with the pupil;
 Confer with those who know the pupil
(SENDCo/classteacher/TA/parents/carers);
 Talk with the child (child voice/interests/feelings towards the subject etc);
 Research the particular need of the child, e.g. dyslexia/autism etc;
 In light of your research and discussions plan, teaching and evaluating (the
teaching part of the task should be for 3-4 hours. This does not always mean
individual tutoring; you may focus on the child during whole class teaching or
small group work).
It is preferable to work as close as possible to typical classroom settings and use
withdrawal from class as little as possible. Be sensitive to how your child might feel about
any individual teaching and their visibility to their peers. The setting or combination of
settings should be agreed with the class teacher and the SENDCO. The exact pattern of
sessions will need to fit with the class and school routines and timetable.
Create a report using Appendix B.
Inclusion Task
Talk with your class teacher about how he/she plans for inclusion and appropriate
challenge. Associate teachers should observe lessons so that they can learn how
teaching is adapted to respond to the needs and strengths of all pupils. How are children
who are more able, identified? How are the needs of children who are more able met?
Discuss with your class teacher how he/she meets the needs of children for whom English
is an Additional Language (EAL) are met. How are the language needs for the children
met and provided for and planned?
Resources: here and Videos from Teachers TV archives to support you in the classroom
EVIDENCE: Notes from your discussions with the SENDCo. Notes from discussions with
teachers about how they plan for children with SEND in lessons and how they are
supported. Lesson plans demonstrate how children are included and that learning is
differentiated to meet the needs of all children. Personalised Learning Task Report.
Page 5 of 30
1b
2a
2b
2d
5a
5b
5c
5d
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Working with other adults (8c)
Discuss with your class teacher the roles of other adults working in the classroom. Make
a note of strategies that the class teacher uses to communicate and collaborate with them.
Also discuss with the teacher how he/she makes decisions about how exactly to deploy
other adults in the classroom for the most effective outcome for pupils’ learning. Identify
in your own lesson planning how you will deploy any additional adults and how their
observations and feedback will be fed back to you in order to inform your subsequent
lesson planning.
EVIDENCE: Notes show how teachers work with other adults, how they are involved in
planning and supporting learning. Lesson plans identify how you deploy adults effectively
to support the learning of children. Lesson planning showing feedback from additional
adults being used to inform teaching and learning.
Become involved in the life of the school (S8)
Find out what extra-curricular activities your school offers and contribute to one or more
of them during the placement. You may have a specific skill that you could offer to the
school for example: the ability to play the piano, to coach football – please share these
skills with your school and see how you can develop these during your placement.
EVIDENCE: Notes on the extra-curricular activities and how these contribute to children’s
learning. Reflect on how you have contributed to the life of the school with the skills you
have.
Page 6 of 30
8c
8a
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
ENRICHMENT ACTIVITY
During SBL A, PGCE Primary Core ATs are required to work within the school in the Early Years
Foundation Stage. Identify 5 days in your placement, where you will work in the EYFS. If you are
in a junior school, you will need to talk with senior staff and negotiate time to go to the ‘feeder’
KS1 School.
During SBL A, PGCE Primary EYs ATs are required to work within the school in KS2. Identify 5
days in your placement, where you will work in KS2. If you are in an infant school, you will need
to talk with senior staff and negotiate time to go to the KS2 School.
Early Years Foundation Stage (EYFS)
You are required to spend a minimum of 5 days in an EYFS setting over the course of
your PGCE Programme. It is important that you note down your responses to the tasks
below and add any information to your Teachers’ Standards Log.
Transition: Talk with the staff in the setting about how children make the transfer from home
to school and what information is exchanged. What are the significant pieces of information
shared?
EYFS Framework:
 Find out about the EYFS framework and how the setting plans learning experiences for
the children.
 Find out what are the overarching principles of the EYFS and how these shape the
practice in your SBL setting.
 Make notes on your findings.
Areas of learning and development:
Discuss with the teacher the prime and specific areas of learning and development.
Focus on the prime areas and ascertain how these underpin learning. How is learning planned
in these areas?
Specific areas: Discuss how mathematics is planned and learning in one of the other specific
area is planned. You may want to follow a subject area of interest. Discuss how the teacher
plans
experiences
and
tracks
progression
in
both
these
areas.
Become involved in teaching episodes in maths and one other specific area of learning and
development.





How do children learn to read and write in your setting?
Discuss with the teachers the approaches taken to the teaching of phonics. Become
involved in a teaching episode/sequence with the children.
Discuss with the EYFS teachers about how phonics is planned and taught. Plan (with
guidance from the teacher) and deliver a sequence (minimum 3) of phonics sessions.
This can be delivered to a small group.
Observe how behaviour is managed in the setting; are there similarities and differences
to KS 1 and KS 2?
Identify how additional adults support learning. How many adults are there, what are
their roles? Are particular adults responsible for certain children?
Assessment in the EYFS
 Discuss with the setting what information is collected when a child starts in the nursery,
how is this collected and how does this link to the EYFS framework? How does the
teacher plan using this information? Make notes on your discussions.
 Find out how learning is assessed in the EYFS: what similarities and differences are
there to assessment in KS 1 and KS 2? Make notes on your discussions.
 Find out about how learning is assessed at the end of EYFS - what is it and how is it
used in the setting? How does this summative information feed into Year 1. Make notes
Page 7 of 30
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
on your discussions.
Evidence: Your notes from discussions with teachers in relation to the above tasks. You might
have completed a reflection on learning in the EYFS: similarities and differences to Year 1.
KS2
You are required to spend a minimum of 5 days in KS2 setting over the course of your
PGCE Programme. It is important that you note down your responses to the tasks below
and add any information to your Teachers’ Standards Log.
NC Programmes of Study (PoS):
 Find out about the NC PoS and how the setting plans learning experiences for the
children.
 Look at the progression in one subject between Years 3/4 and 5/6.
 Access the appendix for KS2 English.
 Make notes on your findings.
How is the learning organised?
Note the differences/similarities between KS2 and EYFS.

Observe how behaviour is managed in the setting; are there similarities and differences
to EYFS and KS2?
Assessment in KS2
 Find out how learning is assessed in KS2 what similarities and differences are there to
assessment in KS 1 and KS 2? Make notes on your discussions.
 Talk to a child/group of children. Discuss their likes/dislikes/ what are they learning?
Page 8 of 30
University of Chester
Faculty of Education and Children’s Services
Session
number
(and
focus)
1
Reading
Reading
for
pleasure
2
Reading
Word
reading /
Decoding
using
SSP
Outline of sessions
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Directed study and key
reading
School Based Learning
During SBL, you should take opportunities to undertake
the following tasks/activities.
Overview of English part of the module.
Overview of English in the EYFS
Framework and National Curriculum.
Love of reading - Why? How?
Environment, teacher knowledge of /
passion for children’s literature.
Whole texts – reading to classes.
Quality reading material including the use
of e–readers and book apps.
Events such as extreme reading, book
days.
Book Talk (from ‘Talk for Writing’).
Taking a text-based approach to teaching
other areas of the curriculum.
Coaching SK Starter: wrote/written,
swam/swum, sang/sung, ran/run,
rang/rung
Early language acquisition and EYFS
approaches to communication
development
Simple view of reading and ‘The Rose
Review’
Overview of SSP
Download a copy of the new
EYFS framework and NC
programmes of study for
English.
Skim read to gain an overview of
the documents. (TS 3d)
To be adapted to meet individual development
needs
Look at the reading environment created in the
classroom/school. Reflect on how you think this supports
reading? A written reflection and photographs may be
used as evidence for TS 1a (stimulating environment),
S4b (love of learning) and/or TS 3. What is the impact of
stimulating environments on behaviour management?
(TS 7). In either placement, does the school use text
based approaches to teaching across subject
boundaries?
Learning
outcomes
and
Teachers’
Standards
LO 1-3
TS 1a/c,
3a, 4b/e
Create an inviting reading corner or role-play area. What
are the potential benefits of these for children with EAL?
Read regularly to the class.
Practise phoneme articulation
(watch You Tube clip) Ensure
that you are able to articulate
the 44 phonemes.
Download and save a copy of
‘Letters and sounds: principles
and practice of high quality
phonics’ (DfES, 2007)
Skim read the above to gain an
overview of the document. (TS
3d)
Some terminology e.g. segment, blend,
phoneme, grapheme
Page 9 of 30
Observe several KS1 discrete SSP lessons, noting the
4-part structure. Note opportunities for application of
SSP skills in other areas of the curriculum. Complete the
form in the Phonics planning resources folder on the
PR0016 module website (Moodle) as evidence for TS 3d
(SSP subject knowledge) and 4a (structure/organisation
of a lesson).
Later, teach a series of discrete SSP lessons following
the 4 part structure.
LO 1-3
TS 3d, 4a
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Articulation of phonemes
3
Reading
Word
reading /
Decoding
using
SSP
Planning: the 4 part lesson structure of a
discrete SSP lesson
Coaching SK Starter: practice v practise
Articulation of phonemes test – must
pass (tutorials if necessary)
Progression in SSP
SSP phases 1 – 3 and related terminology
and pedagogical approaches
Learn SSP terminology:
phoneme, grapheme, blend,
segment, digraph, trigraph,
GPC.
Read the sections of ‘Letters
and Sounds’ dealing with
phases 1-3. (TS 3d)
4
Reading
Coaching SK Starter: would have, could
have, should have
Session follow-up task /
directed study:
Word
reading /
Decoding
using
SSP
SSP phases 4 – 6 and related terminology
and pedagogical approaches
Learn new SSP terminology:
vowel and consonant digraphs,
adjacent consonants, split
digraph, CVC, long/short vowel
sounds.
Work on areas for development
identified in the articulation of
phonemes test.
Read the sections of ‘Letters
and Sounds’ dealing with
phases 4-6.
(TS 3d)
Read the ‘Developing Reading
Comprehension’ pdf in the
Session 5 resources folder on
Moodle: (TS 3)
Link to spelling in KS2 (later session)
Assessment of SSP – and the Y1 phonics
screening check
5
Reading
Coaching SK Starter: less v fewer
Revisit ‘simple view of reading’
Reading
compreh
ension
6
Reading
Reading Assessment focuses 1 – 7
Questioning
KS1 and 2 reading tests
Coaching SK Starter: me v I
Read the Oxford School
Improvement guided reading pdf
Page 10 of 30
Observe SSP teaching in the EYFS at phases 1, 2 and
3. Note opportunities for application of SSP skills in
other areas of the curriculum. Keep records of your
observations or a reflection on them as evidence for TS
3d and 4. It may be that a four part lesson structure is
not followed in the EYFS, particularly at phase one.
Primary ATs: Teach at least one phase 1 or 2 lesson in
an EYFS setting
EY/KS1 focus ATs: Teach a sequences of lessons at
phases 1,2 and 3.
Observe / support and later teach a sequence of
consecutive,
discrete SSP lessons at phase 4, 5 and/or 6. Keep
records of your observations, plans and/or reflections on
your learning as evidence of your understanding of
progression (2b).
Use the Phonics planning weekly overview form on
Moodle
Note opportunities for application of SSP skills in other
areas of the curriculum.
Ensure that you are formally observed at least twice
teaching discrete SSP lessons by an experienced
teacher – use the observation forms on Moodle.
Later in the year, observe the Y1 phonics screening
check (TS 6a).
Read with an individual child and ask literal, inferential
and evaluative questions relating to different AFs.
Reflect on the child’s responses and what they tell you
about the child. This may be used as evidence for TS 2,
3 and/or 6 as you are using questions to assess
understanding (TS 6) and to promote progress (TS 2)
whilst demonstrating your knowledge of different aspects
of reading comprehension (TS 3).
Observe a group guided reading session. Make notes
reflecting on the structure of the session and the
LO 1-3
TS 2b, 3d
LO 1-3
TS 2b, 3d,
6a
LO 1-3
TS 2b, 3a,
6a/b
LO 1-3
University of Chester
Faculty of Education and Children’s Services
Reading
compreh
ension
7
Spoken
language
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Guided reading
Progression in reading
Choosing books – levels / interests /
topics
in the Session 6 resources
folder on Moodle.
TWatch the following 2 ‘reading
for meaning’ clips: 1 and 2
Coaching SK Starter: subject / verb
agreement
Read the 3 DfES leaflets:
Discussion techniques,
Speaking techniques and
Listening Techniques to be
found in the Session 7
resources folder on Moodle: (TS
3)
New EYFS and NC requirements
Standard English
questions asked. Later, plan for and teach a guided
reading group over several sessions.
This will be evidence of TS 3, 4 and/or 6 as above. If
relevant, how are children with EAL enabled to make
progress in reading? (TS 5)
Identify talk techniques used in school. How is each
used to promote pupil progress in spoken language and
in other areas of the curriculum? (TS 2)
Is there a link between the pedagogical approaches
employed by teachers and behaviour management? (TS
7) What is the impact of various discussion techniques
on children with SEND / EAL? (TS 5).
TS 3a, 4a,
LO 1-3
TS 3a/c
Dialect / accent / register
Later task: when you plan your own lessons, try to
incorporate some of the techniques from the session
documents.
Strategies / structures to support
discussion e.g. think, pair, share; babble
gabble; rally robin; jigsaw etc.
8
Drama
9
Talk for
Writing
10
Reading
and
writing:
Fiction
and non-
Open and closed questioning
Coaching SK Starter: revision of SSP
terminology
Drama Conventions
Freeze frame, conscience alley, hotseating etc.
Coaching SK Starter: revision of SSP
terminology
Pie Corbett’s Talk 4 Writing:
Book Talk,
Writer talk and
Communal story-telling
Starter: PGCE SSP Subject Knowledge
test.
Features of different text-types
Read the drama conventions
provided in the Session 8
resources folder on Moodle: (TS
3)
Incorporate the use of drama conventions in English
lessons. Your lesson plans / evaluations / feedback
could be used as evidence for TS 1
(motivating/engaging/inspiring pupils) and/or 2
(promoting progress).
LO 1-3
Watch TfW clips on you tube.
And (TS 3).
Incorporate TfW techniques into your planning to
enhance learning and challenge learners (TS 1) and to
promote pupil progress (TS 2). Use a lesson
plan/evaluation observation feedback/reflection as
evidence.
LO 1-3
Identify cross-curricular writing opportunities in school.
LO 1-3
Plan and deliver a writing lesson within the context of
another subject such as history or science.
TS 2b, 3a
Read the text-type and
progression documentation in
the Session 10 resource folder
on Moodle. (TS 2 and 3)
Progression
Plan and deliver a writing lesson based on a class text.
(TS 1, 2, 3)
Page 11 of 30
TS 1a, 3a,
4b
TS 1a, 3a,
4b
University of Chester
Faculty of Education and Children’s Services
fiction
genres
11
Writing
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Cross- curricular approaches
(Teaching and applying English in other
subjects and text-based approaches)
Planning: learning objectives
Coaching SK Starter: areas for
development from the SSP test
Overview New EYFS and NC writing
requirements.
The writing process: planning, drafting,
editing and final copies
Use a lesson plan/evaluation observation feedback as
evidence.
Read p8 of the Assessment
Commission report (NAHT, Feb
2014) in the Session 11
resources folder on Moodle. (TS
6)
Collate evidence of planning for self, peer and teacher
assessment opportunities within lessons.
Examine the following spelling
websites:
Topmarks
Identify how spelling is taught in KS 1 and KS 2 in your
school? Identify opportunities to teach spelling in other
areas of the curriculum. Save your notes as evidence.
Spellitright
Test yourself here
Later task: teach an aspect of spelling either discretely
or within the context of another lesson.
(TS 2)
Collate evidence of your ability to provide pupils with
appropriate verbal and/or written feedback/ feed-forward
information (TS 2 and 6).
LO 1-3
TS 2b/c/e,
6b/d
Self and peer assessment
Feedback and feed-forward including
marking
12
Writing
Planning English: Learning Objectives,
lesson structure and planning for
assessment opportunities.
Starter: PGCE SSP Subject Knowledge
re-testing.
Spelling
New NC requirements
Spelling in SPaG tests
Approaches to teaching and learning –
e.g. phonics, analogy, mnemonics,
spelling rules etc.
Morphology and etymology
13
Writing
Punctuati
on
Coaching SK Starter: comma-splicing
and run-on-sentences. The use of
‘however’
New EYFS and NC punctuation
requirements
Identify areas for development in
your own subject knowledge re
spelling. Take responsibility for
independent study in this area.
Seek tutorial support if
necessary (TS 3).
Identify areas for development in
your own subject knowledge re
punctuation. (TS 3) take
responsibility for independent
study in this area, referring here
for support.
Page 12 of 30
Teach an aspect of punctuation to a group or class in an
enjoyable way (TS 1 and 2).
Use a lesson
plan/evaluation/observation feedback as evidence.
LO 1-3
TS 3a/b,
6a
LO 1-3
TS 1a, 3a,
4b
University of Chester
Faculty of Education and Children’s Services
Punctuation in SPaG tests
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Seek additional tutorial support if
necessary.
Use of actions – link to communal storytelling
14
Writing
Handwriti
ng and
vocabular
y
Games and other pedagogical
approaches
Coaching SK Starter: word classes nouns
and verbs and words that can be both
Browse the ‘Englicious’ website:
Ensure that you model appropriate handwriting in line
with school policy at all times. Photograph evidence.
LO 1-3
TS 1, 2, 3a,
5b
Modelling appropriate handwriting (EYFS
and new NC)
Progress in vocabulary: pedagogical
approaches such as ‘Zone of relevance
activity’.
The use of the thesaurus (including
electronic tools)
Word classes: Adjectives, adverbs and
powerful verbs to improve simple
sentences.
15
Writing
Sentence
structure
Coaching SK Starter: word classes
Sentence types – by purpose and by
structure, focussing on simple, compound
and complex sentences. Pupil progress
and formative assessment.
Word classes: Appropriate conjunctions
and other connectives.
16
Writing
Grammar in SPaG tests.
Use of the comma
Coaching SK Starter: Grammar revision
Modelled and shared and guided writing
Paragraphs
Identify areas for development in
your own subject knowledge re
sentence structure (TS 3). Take
responsibility for independent
study in this area, referring to
the Power Points in the
Sessions 14 and 15 resources
folders on Moodle for support.
Identify different sentence types in children’s work.
Identify areas for development. Annotate a photocopy of
a child’s writing as evidence of your subject knowledge.
LO 1-3
Be brave – plan to incorporate modelled and shared
writing in an English lesson and in a lesson for another
subject.
LO 1-3
TS 3a, 6b
Seek additional tutorial support if
necessary.
Undertake the online test.
When you submit your answers,
areas for development will be
identified and suggestions for
further reading will be provided.
Page 13 of 30
TS 2b, 3a,
4a
University of Chester
Faculty of Education and Children’s Services
17
Writing
Coaching SK Starter: areas for
development from the grammar test.
Use of
film
The use of film
Likes, dislikes, puzzles and patterns
activity
18
Writing
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Work on areas for development
re English subject knowledge.
Collate evidence to demonstrate that you motivate,
challenge and inspire learners in English lessons (TS 1).
LO 1-3
TS 1a, 4b,
6b
Assessing writing – APP and equivalents.
Poetry in the new NC
Types of poetry – suitable for use in the
Primary Schools.
Put your new learning into practice.
LO 1-3
TS 3a
Poetry
Page 14 of 30
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Maths
Session
number
(and focus)
1
Outline of sessions
Directed study and key
reading
School Based Learning
During SBL, you should take opportunities to undertake
the following tasks/activities.
Mathematical Knowledge
Promoting a positive attitude towards
Mathematics
Plotting career timeline
Mathematics and the nature of
mathematical thinking
Introduction to mathematics as part of the
Core curriculum in Primary schools.
What is effective mathematical pedagogy
in the Primary school?
Principles underpinning the teaching of
mathematics in the Primary years
Questioning :
How does the teacher use questions
effectively?
Introduction to NC for Maths, with focus
on the aims of the new NC
Follow up reading:
1.. Haylock D. (2014)
Mathematics Explained For
Primary Teachers (4th Edition)
Chapter 1
or Haylock D. (2010)
Mathematics Explained For
Primary Teachers (5th Edition)
Chapter 1
2 Evans Z (2004) Attitude is
Everything (access article on
Moodle)
Directed Study:
Obtaining copy of a schools
calculation policy and bring to
next session.
Follow up reading:
1.Read through the Programmes
of Study of the new National
Curriculum (accessed through
the DfE website, or follow the link
on the module space for Session
2)
Identify any mathematical terms
that you would need to explore
further before teaching and be
prepared to discuss them in the
next session.
Directed Study:
Page 15 of 30
Learning
outcomes
and
Teachers’
Standards
To be adapted to meet individual development needs
Obtaining copy of a schools calculation policy that links to LOs 1-3
the 2014 National Curriculum and use to plan your
S2d; S3a;
teaching.
S3b; S3e;
S4a; S4b;
During SBL, find out how you placement school or setting S4d;
is planning for new and ongoing curriculum developments
in relation to Mathematics, e.g. the new National
LOs 1-3
Curriculum (from Sept 2014) or the Revised EYFS
S2d; S3a;
Framework (from Sept 2012).
S3b; S3e;
S4a; S4b;
Include a brief typed statement on what you find out and S4d; S4e;
include in your Maths Subject Knowledge file.
S5a; S5b
S4e; S5a;
S5b
University of Chester
Faculty of Education and Children’s Services
2
Counting
-principles and misconceptions
Introduction of the mind map – counting.
Introduction to subject knowledge file.
Mind maps, resources, articles and
observations to be included
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Register on the National Centre
for Excellence in Teaching
Mathematics (NCETM) website,
we will use this next week.
Preparatory reading:
1.. Haylock D. (2014)
Mathematics Explained For
Primary Teachers (4th Edition)
Chapter 2
Mathematics in the primary
Curriculum
or Haylock D. (2010)
Mathematics Explained For
Primary Teachers (5th Edition)
Chapter 2
Mathematics in the primary
Curriculum
Observe a teaching session on the teaching of counting in LOs 1-3
the EYFS classroom.
S2d; S3a;
S3b; S3e;
Describe tasks undertaken by pupils and the role the
S4a; S4b;
teacher takes. Reflect on what you see.
S4d; S4e;
Insert the reflections into your Maths Subject Knowledge S5a; S5b
file.
Follow up Reading:
Cotton (2013) Understanding
and Teaching Primary
Mathematics Chapter 1
3
The Number System
Introducing number - The real number
system
Developing children’s understanding of
number and the number system
Directed Study:
Set up subject knowledge file
Access the ‘Mathematics
Content Knowledge’, Numbers
as labels and for counting Selfevaluation section on the
NCETM website. Look at the
examples for individual
statements to ensure you are
confident explaining them.
Follow up Reading:
Drews, D. and Hansen, A. (2007)
Chapter 2, Do Resources Really
Matter…” in Using Resources to
Support Mathematical Thinking,
Learning Matters; Exeter.
Page 16 of 30
Find out how the inclusion of Roman Numerals in the
2014 National Curriculum is being taught in your school.
(Could be useful to ask the maths coordinator or Y4 class
teacher).
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
Other number systems such as the Roman
Numeral system
4
5
Place Value
Building from counting how children write
numbers and the use of place value
Exchange
Ordering
Holding value
Addition and Subtraction - Mental
calculations, including fluency and
reasoning
- Mental methods
- Developing learning within group work
and the, use of resources.
Planning: The University Planning Format
6
Addition
Written calculation addition
Consideration of different methods as
shown in the appendix of the new NC
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Directed Study:
NCETM website – tasks on
Moodle
Key Reading
Download the resource sheet referred to in the session
LOs 1-3
Thompson I (2003) Putting place from Moodle and note how you see each resource used in S2d; S3a;
Value in its place.
school?
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
Preparatory Reading
Write a brief descriptive account of how you are seeing
LOs 1-3
Thompson I(199) Mental
mental mathematics operating in your setting
S2d; S3a;
Calculation Strategies for
S3b; S3e;
Addition and Subtraction here
Which resources are used? How effective are they?
S4a; S4b;
and here.
Insert in your account into your mathematics file.
S4d; S4e;
S5a; S5b
Haylock D. (2014) Mathematics
Explained For Primary Teachers
(4th Edition)
Chapter 8 Mental strategies for
addition and subtraction
Reading
Cotton (2013) Understanding
and Teaching Primary
Mathematics Chapter 6
The use of learning objectives and success Directed Study
criteria
1 .Develop an activity for children
to learn their number bonds.
Ensure that you have included
objectives and success criteria.
Be prepared to share this activity
next week.
2. Read the ‘Addition’ sections of
the sample Written Calculation
Policy (see the module space).
Think about how this matches
the requirements of the National
Curriculum (see below). How do
the expectations within the
Page 17 of 30
Obtain an anonymous copy of a child’s work that
illustrates a misconception.
Comment on the misconception, including as a minimum:How the next steps for the pupil were provided?
What intervention was undertaken?
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Calculation Policy and the
National Curriculum align with
your experience of the children
you have worked with? Make
notes.
7
8
Read the ‘Addition’ section of the
Appendix to the National
Curriculum for Mathematics (see
the link on the module space)
Subtraction
Reading
Note the methods you see used by the teacher to assist
Written calculation subtraction
Haylock D. (2014) Mathematics the conceptual development of the understanding of
Consideration of different methods as
Explained For Primary Teachers subtraction.
shown in the appendix of the new NC
(4th Edition)
Chapter 7 Addition and
The use of learning objectives and success subtraction structures
criteria
Chapter 9 Written Methods for
addition and subtraction
Evaluating planning
Directed Study
Repeat task 2 from session 6
with reference to ‘Subtraction’
Multiplication and Division methods –
Reading
Create (or find) a ‘creative’ and stimulating activity that
mental, including fluency and reasoning Haylock D. (2014) Mathematics would help children to understand and learn multiplication
The Learning of Multiplication facts Explained For Primary Teachers facts.
Strategies and teaching approaches
(4th Edition)
Teach a group of children using the resource and evaluate
Chapter 10 Multiplication and
the strengths of the resource.
Division structures
Chapter 11 Mental strategies for
multiplication and division
Directed study
Create (or find) a ‘creative’ and
stimulating activity that would
help children to understand and
learn multiplication facts. Bring
this to the next session and be
prepared to talk about it.
Page 18 of 30
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
9
Multiplication - written methods
- strategies and teaching approaches
Developing learning within group work and
the use of resources.
10
Division - written methods
- strategies and teaching approaches
Assessing children’s methods
[Assignment Reminder]
11
Fractions
Fractions Decimals and Percentages
Consider the concepts to be built to
understand fractions
Look at the requirements of the new NC.
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Reading
ACME(2011) paper on Primary
arithmetic.
Haylock D. (2014) Mathematics
Explained For Primary Teachers
(4th Edition)
Chapter 12 Written Methods for
multiplication and division
Reading:
Mossley, C(2010) Stories for
primary mathematics in
Mathematics Teaching 219
September 2010, Derby, UK ,
ATM publications
Back, C(2013) Division in
Classrooms in Mathematics
Teaching 236 September 2103 ,
Derby, UK , ATM publications
Reading
Fractions: difficult but crucial in
mathematics learning
Directed Study
Create a collection of images*
depicting errors with percentages
or fractions. How could you use
the images to help children to
understand the errors? What
questions would you ask?
* Look at some of the examples
on the module space
Page 19 of 30
Work with one or two children to undertake a multiplication
task (this can be a word problem and or a calculation) to
ascertain their preferred method of working.
Add the work in anonymous format to your maths file.
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
Note the methods you see used by the teacher to assist
the conceptual development of the understanding of
division.
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
Collect images of fractions used by teachers to teach this
aspect of the curriculum.
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
12
Fractions Decimals and Percentages
Ratio and Proportion
Pupil Concept Difficulty : to inform planning
and assessment sessions
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Reading
Haylock (2014) Chapters 17
Fractions and ratios and 18
Calculations with decimals
Reading
Ratio or Proportion? From
NRICH , or see the link on the
module space
Directed Task
Planning: Students to find
examples of mathematics
planning to bring to the next
session
13
14
15
Micro-teach session: Choose any aspect
of mathematics, relate to a year group
Planning and Problem Solving
Bar Model
Measures
Stages of development in children’s
understanding of measure
Introduction to Length, time and money
from Early Years Foundation Stage to KS3.
Making good use of questioning and
observation
Reading
The Bar Model, Information from
NCETM (see the link on the
module space)
Singapore maths teacher
Directed Task
On Moodle
Reading
Chapter 6: Measurement. In
Hansen,A.(2008).Extending
Knowledge in Practice: Primary
Mathematics Exeter, United
Kingdom: Learning Matters
Directed Task
Complete a lesson plan for a
measurement themed lesson or
week’s focus.
Consider intended learning
outcomes, resources required,
Page 20 of 30
Fractions, Decimals and Percentages:Document evidence you observe of these aspects of
mathematics being taught in a connected manner.
Ratio and Proportion:Provide a lesson plan for teaching this aspect of
mathematics to demonstrate you know the difference
between these two mathematical concepts. Discuss the
plan with your mentor in school during a weekly meeting
and annotate the plan to show how the discussion
progressed.
Work with a small group of pupils to teach problem solving
using the bar model. Provide evidence of your planning,
evaluations and pupil’s work for inclusion in your
mathematics file.
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
Complete a lesson plan or weeks focus for a measurement LOs 1-3
themed lesson, teach and evaluate the lesson/lessons.
S2d; S3a;
S3b; S3e;
Consider intended learning outcomes, resources required, S4a; S4b;
initial stimulus, learning environment, organisation and
S4d; S4e;
ways to assess learning and understanding.
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
16
17
Geometry
3d and 2d shape recognition. Shapes in
the environment
Properties of shape and classification
Key steps of progression
Identification of 3D shapes –(Edge, Faces,
Vertex connection)
Symmetry
Position, angles and transformation
Using ICT to support the teaching of
mathematics
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
initial stimulus, learning
environment, organisation and
ways to assess learning and
understanding.
Reading
Reflecting on your time in school – what do you now know
Cotton,T. (2013). Understanding that you did not know before about geometry?
and Teaching Primary
Mathematics Essex, United
Kingdom.
Pearson Chapter 7
Understanding Shape pp 128137
Directed Task:
Familiarise yourself with correct
vocabulary associated with and
properties of different 2d and 3d
shapes including quadrilaterals,
triangles and properties of a
circle.
Reading: Haylock, D. (2007)
Mathematics Explained for
Primary Teachers London,
United Kingdom: Sage Chapter
24 Transformations and
Symmetry.
Cotton,T. (2013). Understanding
and Teaching Primary
Mathematics Essex, United
Kingdom. Pearson Chapter 7
Understanding Shape pp 138155
Reading
Document any evidence you see in school that this aspect
Cotton,T. (2013). Understanding of mathematics is being taught in other curriculum areas?
and Teaching Primary
Mathematics Essex, United
Kingdom. Pearson Chapter 7
Understanding Shape pp 138155
Page 21 of 30
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
LOs 1-3
S2d;S3a;
S3b;S3e;
S4a;S4b;
S4d;S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
18
Statistics
The data handling process
Cross curricular approaches in
mathematics
Module Evaluation
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Reading
Document evidence of where you see statistics taught
Haylock, D. (2006) Mathematics within another subject area.
Explained for primary teachers
(3rd edition) Chapter 27 Handling
Data
Haylock, D. (2014) Mathematics
Explained for primary teachers
(5th edition) Chapter 22
Page 22 of 30
LOs 1-3
S2d; S3a;
S3b; S3e;
S4a; S4b;
S4d; S4e;
S5a; S5b
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Science
Session
number
(and
focus)
1
Outline of sessions
Directed study and key
reading
School Based Learning
During SBL, you should take opportunities to undertake
the following tasks/activities.
The nature and importance of science in
early years and primary education and its
place in the curriculum. Constructivism in
science education.
Complete the science subject
knowledge quiz on Moodle.
Use the feedback and your prior
experiences to inform
completion of the science
confidence audit on Moodle.
Familiarise yourself with EYFS
documentation.


Study the Programmes of Study
for Key Stages 1 and 2 of the
National Curriculum for science.


Page 23 of 30
To be adapted to meet individual development
needs
Share your confidence audit and baseline test with
your mentor to inform and continue the target-setting
process in school.
Examine and analyse the place of science as a core
subject in your school’s curriculum from policy and
planning documents. On the basis of your analysis,
discuss with your mentor the rationale for how
science is ‘positioned’ in the curriculum. What is the
pattern of delivery in the timetable (e.g. regular slots
twice a week) and why has that approach been
adopted? Over time, examine the impact that this has
on children’s learning and progress in science in
comparison with other subjects.
Study the school’s scheme of work for science and
map against the National Curriculum requirements.
Discuss with your mentor how the new curriculum has
been applied and why it has been embedded the way
it has been.
In your observation of lessons, identify when and how
a constructivist approach is applied. Note the features
where this happens and observe the impact on pupils’
progress within individual lessons and sequences of
lessons.
Learning
outcome
s and
Teachers
’
Standard
s
LO 1-3
S1, S2,
S3, S4,
S5
University of Chester
Faculty of Education and Children’s Services
2
‘Working Scientifically’ /Scientific Enquiry
Part 1
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Read Chapters 2 and 3:
Ward, H., Roden, J., Hewlett, C.
& Foreman, J. (2008) Teaching
science in the primary
classroom: A practical guide.
(2nd edn.) London, United
Kingdom: Sage.
Make notes to summarise the
main points and check your
understanding of the process of
enquiry and the associated skills
that you will need to give
children opportunities to
develop. In school, observe and
analyse which types of enquiry
you see being taught.
3
‘Working Scientifically’ /Scientific Enquiry
Part 2
Read Chapters 4 and 5:
Ward, H., Roden, J., Hewlett, C.
& Foreman, J. (2008) Teaching
science in the primary
classroom: A practical guide.
(2nd edn.) London, United
Kingdom: Sage.
Make notes to summarise the
main points and check your
understanding of the process of
enquiry and the associated skills
that you will need to give
children opportunities to
develop. In school, observe and
analyse how specific skills of
scientific enquiry are taught and
how teachers ensure that
children make progress in this
aspect of science.
Page 24 of 30






Conduct regular observations of science lessons
across all ages in the school. Analyse which types of
scientific enquiry you see being taught and discuss
with the teacher concerned their rationale for
selecting that type of enquiry for the given learning
opportunity.
From your lesson observations, also note the specific
skills of scientific enquiry being taught, practised and
extended. Discuss with the teacher concerned how
they differentiate lessons on the basis of skills of
scientific enquiry. In conjunction with this, how are
skills of scientific enquiry assessed and recorded by
individual teachers and as whole-school policy?
Find out which fair test investigation planning formats
are used in your school. Embed the planning process
in your lessons where relevant. If the school does not
use the post-it planning board, can you provide some
staff CPD to explain how it might be used and some
of the advantages of using this approach sometimes.
Observe and analyse how children are taught to
construct and use a variety of tables and graphs.
Assess the children’s attainment in this specific area
and discuss with the teacher how they ensure that
children make progress in this key area.
What resources does the school have to support
graph-drawing skills in science (e.g. scale selectors)?
How are they used in practice? Try them out in your
own teaching.
Return to the study units on Moodle re. Floor books
and concept cartoons and apply to your teaching
where appropriate.
LO 1-3
S1, S2,
S3, S4,
S5, S6
LO 1-3
S1, S2,
S3, S4,
S5, S6
University of Chester
Faculty of Education and Children’s Services
4
5
6
States of Matter and related aspects of
Properties and Changes of Materials
- Identifying and addressing
misconceptions.
- Planning next steps.
Properties and Changes of Materials
(including separating materials)
- Identifying and addressing
misconceptions.
- Planning next steps.
Electricity
Planning and organising science lessons
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Self-study of any subject matter
knowledge development areas
identified via the sessions.
Read Chapter 10 in:
Allen, M. (2014). Misconceptions
in primary science. (2nd ed.).
Maidenhead, United Kingdom:
Open University Press.
Make sure your own
understanding of these abstract
concepts is secure. Make notes
of key points and further
individual development needs to
follow up.
Read Chapter 11 in:
Allen, M. (2014). Misconceptions
in primary science. (2nd ed.).
Maidenhead, United Kingdom:
Open University Press.
Make notes of key points and
further individual development
needs to follow up.
Map the progression of key
conceptual ideas from the last
two sessions across the primary
phase.
Familiarise yourself with the
university lesson planning proforma and consider the key
elements required for a good
science lesson.
Watch the video clip on Moodle
on management and
organisation of science lessons.
Identify the pros and cons of
each approach and identify the
factors that would influence your
Page 25 of 30







Identify where in the school this topic is being taught.
Observe a sequence of lessons to see how the
conceptual understanding of the properties of
different states of matter is built up. Which
misconceptions are elicited from children and how
are they then addressed?
Look at the work of three children and analyse which
concepts they understand (partially or fully), which
misconceptions they might have and what the next
steps in learning would be for those children.
If you are teaching this topic yourself, analyse same
elements identified in your own teaching.
Map out the whole conceptual progression of
Materials topics across your school’s scheme of work
for science to help you to identify the spiral nature of
the curriculum and where children in each year group
are likely to be in their conceptual understanding.
Compare this with the reality from your observations
to highlight the need for differentiation in your
teaching.
LO 1-3
When observing science lessons, identify which type
of organisational strategy is being applied. Analyse
the pros and cons in relation to the teacher’s role and
children’s learning and progress.
In your own teaching, experiment with different
organisational approaches and note the impact on
your teaching and the children’s learning. Evaluate
when you might apply the same approach again and
where it might not be appropriate.
Check the range and quantity of science resources
that are available to you in school because this might
dictate the approaches that you can use.
LO 1-3
S1, S2,
S3, S4,
S5, S6
LO 1-3
S1, S2,
S3, S4,
S5, S6
S1, S2,
S3, S4,
S5, S6,
S7
University of Chester
Faculty of Education and Children’s Services
7
Light and Sound
Health and Safety in science lessons.
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
own decision-making process
when planning.

In relation to the topic of electricity, observe lessons
where this is being taught and listen to teachers’
explanations of those very difficult concepts of
voltage, current and resistance. Which illustrations
and analogies are used and how effective are they
with different children?
There are many resources on
the internet designed to support
children’s learning in the topics
of Light and Sound. Select one
such resource for the topic of
Light and a resource for the
topic of Sound and evaluate
their learning potential for
children. Complete the website
evaluation pro-forma (available
on Moodle) for each of your
chosen resources.

Carry out the same evaluation process for any ICT
resources used by your school to teach these topics.
Discuss with the ICT Co-ordinator whether the school
has light/sound sensors to use for data logging. Ask
for some CPD on seeing this in operation and, where
possible, identify it being used in a lesson and then
try it yourself. Evaluate the pros and cons of using
technology in this way.
LO 1-3
Identify from school planning documents and
discussions with relevant staff, where children would
engage in planting activities. Is there a school garden
or wildlife area? If so, explore the areas and note
practical considerations you would need to make
when taking groups of children outside to work in
these areas.
Explore the school’s risk assessment policies and
procedures. Would a risk assessment be necessary
to take children outside to work in the school
LO 1-3

S1, S2,
S3, S4,
S5, S6
Inform your evaluation by
reading Chapter 11 The Use
and Abuse of ICT in:
8
Plants including Plant Life Cycles and
related aspects of Living Things and their
Habitats
Ward, H., Roden, J., Hewlett, C.
& Foreman, J. (2008) Teaching
science in the primary
classroom: A practical guide.
(2nd edn.) London, United
Kingdom: Sage.
Try to map out the life cycle of a
flowering plant. Note areas and
vocabulary that you still do not
feel completely confident about
teaching and add to your
individual development plan for
further study.


Compile a glossary of key
terminology associated with the
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S1, S2,
S3, S4,
S5, S6
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
topic, note misconceptions to be
aware of when planning and key
processes that you need to be
secure in your understanding of.
9
10
Animals, Including Humans and related
aspects of Living Things and their Habitats
This topic provides numerous
opportunities to learn through
discussion particularly in relation
to the impact of diet, exercise,
drugs and lifestyle on the way the
body functions. Follow the link on
Moodle to the learning unit on
Discussions in Primary Science
and work through it. Consider
how you might create a talking
lesson around one of these
themes.





Forces


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grounds? If so, try to write one in conjunction with
your mentor to cover an activity you might conduct
with your class.
Bringing living things into the classroom: repeat the
previous activity with a focus on considerations
involved when bringing living things into the
classroom. What are your legal responsibilities if you
do this? Enquire to see if this is happening anywhere
in the school (e.g. rearing chicks, butterfly farm,
bringing in pets etc.) and what measures the class
teacher had to take in order to this.
Explore the school’s PSHE policy and scheme of
work to identify areas of overlap in this topic. How can
the two areas work in a mutually beneficial way?
Discuss with the relevant staff.
Plan a lesson on this topic (and preferably teach it to
a relevant year group) in which you embed high
quality talk and dialogue. Discuss with your mentor
how dialogic skills are taught and applied in science
lessons such as this.
Continue self-study of any areas that you are unsure
of.
From the school’s scheme of work, identify where
Forces are being taught and observe a series of
lessons across different ages to provide practical
illustration of the progression in conceptual
understanding that you previously mapped out.
For one of the lessons observed, using the teacher’s
plan, identify which key concepts are being taught
and how they build on children’s prior understanding.
Which forms of scientific enquiry are used to support
children’s learning?
Talk to the science co-ordinator and/or upper KS2
teachers about some of the trickier concepts in the
forces topics (e.g. weight and mass) and the
approaches they take to addressing misconceptions
in these areas. How does the science co-ordinator
support staff CPD with physics topics such as this
one?
LO 1-3
S1, S2,
S3, S4,
S5, S6
LO 1-3
S1, S2,
S3, S4,
S5, S6
University of Chester
Faculty of Education and Children’s Services
11
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities

Variation and Classification


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Spend some time identifying plants – including trees
– that can be found in the school grounds or nearby.
Consider how you could make use of these external
resources in your teaching of variation and
classification. Can you use your knowledge to devise
a suitable classification key to be used by children on
a nature trail around the school grounds? If the
school’s grounds are limited, identify where you could
take the children to engage in this sort of activity.
Explore the software available in school for creating
different types of keys and try it out.
Is there any vocabulary in this topic that is going to
challenge you when teaching about keys and
identifying living things? Identify your problem areas
and engage in self-study to address issues.
LO 1-3
S1, S2,
S3, S4,
S5, S6
University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Appendix B
SEND Personalised Learning Task Report
AT name
Date
PGCE course
Background information about the pupil
(gathered from pupil and school documentation, discussion with SENCO/class/subject teacher,
observations)
Age:
Gender:
Relevant past information (e.g. school attendance, previous specialist reports):
Strengths and difficulties (in the subject):
Current factors supporting learning and barriers to learning:
Current provision made to support this pupil:
Reflect on the relevance of the setting to the pupil’s progress in learning? E.g. where, when, with
whom, teaching strategies used, resources used?
Current targets (if appropriate) and relevant progress
What is the system for recording targets? How are the targets reviewed, by whom and how often? Was
the pupil making progress towards these targets?
How you planned and undertook the work with the pupil
Did you support learning broadly along the lines of the identified targets or did you examine
how the pupil's targets might be reviewed?
What did you do? What setting? How often? What teaching approaches/strategies did you
use? From where did you gain your ideas for teaching? (e.g. SEND website, other websites,
school materials, discussion with SENDCo, reading) How did you monitor the
pupil’s progress? What records did you keep?
Evaluate the impact of the strategies you used on the pupil’s progress against the target/s
set. Discuss any difficulties you encountered in teaching and learning and the reasons for
these.
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University of Chester
Faculty of Education and Children’s Services
PGCE Primary / Early Years (Core)
PR0011 School-based Learning Placement A Activities
Conclusions
What recommendations do you suggest for the next steps in teaching this pupil in this subject
or age phase in the future? Give reasons for these.
What have you learned from the task – knowledge, understanding, skills, and attitudes?
How can you transfer this knowledge into whole class teaching?
Page 30 of 30