Professional Development Activities
BA (Hons) Primary and BA (Hons) Early Years-Primary
Y1 - School-based Learning
2014 - 2015
BA (Hons) Y1 Activities 2014/2015
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 Associate Teachers (ATs) and Professional Mentors/ Class Teachers on the types
of activities that ATs should engage in in order to meet, to an appropriate level at this stage of
training, 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. Feedback from school
colleagues 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.
Below is information for our ITE Partnership colleagues based in school outlining the universitybased learning undertaken by the BA (Hons) Associate Teachers across the Educational and
Professional Studies modules, school-based learning preparation sessions and the core subject
(English, Mathematics and Science) modules throughout the year.
Education and Professional Studies
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An introduction to the concepts of learning, teaching, education, school and curriculum.
An introduction to the history, sociology and philosophy of education.
Key theories of child development (social, moral, motor and cognitive).
An introduction to Early Years pioneers.
Learning theories and their application in Primary and EYFS classrooms/settings; the role of play in
supporting learning and development.
Factors influencing motivation and learning.
Behaviour management; promoting, developing and reinforcing good behavior and learning.
Classroom management and organisation.
An introduction to Safeguarding/e-safety and Child Protection.
Personal and professional conduct.
Observation and the reflective practitioner.
School-based Learning Preparation
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Outline of sessions
Outline of sessions (some aspects to be covered at the return to
university session)
The role of the teacher;
A focus on behaviour management;
Practical application of observation skills;
Planning for small groups;
Understanding and applying models of reflective practice;
Articulacy and the use of the voice;
Professional learning;
Safeguarding;
Assessment and the use of data.
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BA (Hons) Y1 Activities 2014/2015
Core Subject Learning
ENGLISH
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Outline of Sessions
An introduction to the statutory documents for English in EYFS and Primary phases.
The development of speaking and listening, early reading and writing.
The inter-relationship of reading, writing, speaking and listening.
The place of teacher and child talk for learning, reading and writing.
Becoming a reader: systematic, synthetic phonics teaching and language comprehension.
Becoming a writer: the writing process (including the importance of play and drama).
The roles and attitudes of the teacher of English.
Effective learning and teaching strategies to support and extend children as readers and writers.
The subject knowledge and understanding that underpins the teaching of English.
The effective use of ICT in literacy teaching and learning.
The literate environment to support all children
MATHEMATICS
Outline of Sessions
 The knowledge and skills to teach the subject confidently and competently and the enthusiasm for
teaching mathematics.
 Appreciation of the value of engaging and maintaining the interest of children from an early age in
mathematics.
 Knowledge and understanding of some of the key mathematical concepts relating to EYFS, KS1 and
KS2.
 Knowledge of the structure and content of the curriculum documents relating to the teaching of
mathematics in Primary schools, (EYFS, KS1 and KS2).
 Learning experiences which promote creativity both in mathematics education and across subject
boundaries.
 Familiarisation with some of the pedagogical techniques, teaching resources and models required to
teach mathematics effectively.
 Planning in mathematics for groups of children.
 Use of ICT where appropriate to enhance learning.
SCIENCE
Outline of Sessions
 Appreciation of the value of engaging and maintaining the interest of all children in science from an
early age.
The knowledge and skills to teach the subject confidently and competently and developing enthusiasm
for teaching science.
 Knowledge and understanding of some of the key ideas relating to investigation and enquiry in EYFS,
KS1 and KS2:
 Knowledge of the structure and content of the curriculum documents relating to the teaching of
science in EYFS, KS1 and KS2.
 The impact of the constructivist model of learning on the teaching of science.
 Identifying ways in which learning experiences can be provided which promote creativity both in
science education and across subject boundaries.
 Familiarisation with some of the resources and techniques required to teach science effectively.
 The health and safety of children and carrying out risk assessments.
 Planning in science for groups of children;
 The use of ICT where appropriate to enhance learning and teaching.
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BA (Hons) Y1 Activities 2014/2015
PROFESSIONAL DEVELOPMENT ACTIVITIES
PART 1: Making the most of the first 2 days
The first 2 days of the placement should enable Associate Teachers to orientate themselves with the
class/ classes and schools they will be based in, collecting key information and documents about the
class/ classes, and about school policies and procedures. Opportunities for meeting the class teacher
and Professional Mentor will greatly enhance this process.
Key information and documents to collect
Key Policies: e.g. Safeguarding and Child Protection; e-safety; subject-specific policies; behaviour
management; anti-bullying; Equality.
School information: school prospectus and mission statement; roles and responsibilities of all staff;
resources available in school and any procedures for booking them.
Class information: class list; details of groupings; key assessment data and tracking information
about children in class (including targets); information about children with additional needs (e.g.
EAL; SEN and disability (access to IEPs); medical needs); class timetable (including access to hall and
other facilities, e.g. ICT Suite); topics/ areas to be covered during SBL; sketch classroom layout.
School routines: lunchtime arrangements; playground duty rota; staff meetings; staffroom protocol.
Age-phase enhancement and enrichment:
Discussion should focus on requirements for this (as appropriate). These are detailed in the Y1 SBL
Guide.
General organisation:
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Arrange with your Professional Mentor or Class Teacher a suitable time each week to hold
your weekly meeting;
With your Class Teacher and, if appropriate, your paired placement partner, establish your
responsibilities and activities for the second week.
Observation
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Formally observe a range of both core and foundation subjects, including at least one
Literacy lesson, one Numeracy lesson and one Science lesson (this may need to take place in
the second week);
From your observations and discussions with the class teacher make a note of the strategies
used to manage children’s behavior; record exactly how they are used; the rationale
behind them; the impact they have.
Breaking the ice
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Begin to read aloud to the class on a regular basis and continue for the rest of the placement.
Team teach an oral/mental starter for a numeracy lesson.
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BA (Hons) Y1 Activities 2014/2015
ONGOING PROFESSIONAL DEVELOPMENT ACTIVITIES
Planning
Teachers are responsible for the progress of the children in their classrooms. Talk with the class
teacher about how planning takes place in both the medium term (termly or half termly) and in the
short term (lesson planning). What information do teachers use to plan work at both the medium
term and short term? 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? How
do lesson plans take account of children’s abilities?
S4
EVIDENCE:
Notes from discussions and lesson plans showing progression in learning from one lesson to another.
Teachers’ use of questioning
Observe and note the types of questions asked of children in the classroom. Consider what makes
effective questioning and the impact that high quality questions have on the learning in the lesson.
How is questioning used? Is it to illicit answers; to check understanding; for assessment purposes?
Using Bloom’s taxonomy (http://www.learningandteaching.info/learning/bloomtax.htm ), consider
the types of questions asked.
For one lesson, plan the questions in advance and include some higher order questions. Reflect on
how the questions challenged the learners and the impact on the lesson. Consider how to sustain
and improve this practice.
EVIDENCE:
Notes from your observations of teachers’ teaching identify the types of questions asked
(open and closed) and the purpose of the questioning. Lesson plan(s) identify the questions
you will ask throughout the lesson. Evaluation of your questioning evident in your lesson
evaluation. Priorities for development in questioning identified
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S1,
S3,
S4
BA (Hons) Y1 Activities 2014/2015
Assessment
Find out what assessment information is recorded on a regular basis by your class teacher, why and
how it is recorded and how the information is used to inform planning.
Gather evidence of good quality written and verbal feedback after each teaching episode. 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 and/ or verbal feedback. Reflection on your use of assessment to inform
learning and how this impacts on the learners’ progress.
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BA (Hons) Y1 Activities 2014/2015
Managing behaviour
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 and motivates children to behave well. Act on any advice given.
S7
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.
Working with other adults
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 children’s 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, and how they are involved in planning and
supporting learning. Lesson plans identify other adults are deployed.
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BA (Hons) Y1 Activities 2014/2015
Special Educational Needs/Diversity
Identify time to meet with the SENCO. 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 the role of parents is.
Talk with you class teacher about how he/she plans for inclusion and appropriate challenge.
Observe lessons so that you 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?
S5
Equality and Diversity: Collect the Equality Policy; read and make notes summarising the key
features. Speak to the teacher responsible for Equality and Diversity and ask how homophobic and
racist bullying are reported and tackled. Write a reflection on how you would tackle racist and
homophobic bullying in school.
EVIDENCE:
Notes from your discussions with the SENCO. Notes from discussions with teachers about how they
plan for children with SEN 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.
English
Activities in Phonics booklet
S3
EVIDENCE:
All evidence will be recorded in the Phonics booklet
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BA (Hons) Y1 Activities 2014/2015
Mathematics
Take the opportunity to observe and participate in mathematics lessons in all age phases in the
school/ setting. Record what is learnt about subject knowledge, pedagogy and teaching strategies
for the subject.
S3
EVIDENCE:
Science
Science
Take the opportunity to observe and participate in science lessons in all age phases in the school/
setting. Record what is learnt about subject knowledge, pedagogy and teaching strategies for the
subject.
EVIDENCE:
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S3
BA (Hons) Y1 Activities 2014/2015
Computing
Gather evidence of how your placement school/setting ensures children use technology, including
the internet, safely. Evidence may include school policies, e-safety rules and/or planning which
illustrates appropriate e-safety practice.
EVIDENCE:
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S3
BA (Hons) Y1 Activities 2014/2015
Child Profiles
Aims:
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Enable Associate Teachers to gain a greater understanding of assessment, target setting
and tracking of children’s progress
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Enable Associate Teachers to gain a greater understanding of factors that affect
children’s attainment
In completing the Child Profiles, Associate Teachers must demonstrate that they are aware of
(for at least English and Mathematics):
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each child’s attainment in relation to national age-related expectations and baseline
attainment at the start of the year and/ or key stage/ age phase;
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how the child’s attainment has been tracked over time;
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each child’s quantitative and qualitative targets, and how these impact on planning;
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contributory factors that may have impacted on the child’s learning and attainment;
Associate Teachers must also provide evidence of how they have (for English and Mathematics):
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monitored the child’s progress towards targets;
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planned for and assessed the child’s learning in relation to their targets
Outstanding Associate Teachers will:
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demonstrate a degree of autonomy and initiative in addressing the above;
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liaise with appropriate colleagues in school in support of the child’s learning
Using the Child Profiles for SBL and UBL assessment
Associate Teachers are encouraged to draw upon quantitative and qualitative data in the Child
Profiles as evidence towards Teachers’ Standards and to support critical reflection in academic
assignments, where appropriate.
The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation
to the Teachers’ Standards identified below:
5b)
have a secure understanding of how a range of factors can inhibit pupils’ ability to
learn, and how best to overcome these
5c)
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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BA (Hons) Y1 Activities 2014/2015
5d)
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.
6b)
make use of formative and summative assessment to secure pupils’ progress
6c)
use relevant data to monitor progress, set targets, and plan subsequent lessons
Presentation of Child Profiles
Aside from the cover sheet, there is no set presentation format for the Child Profiles. They should
appear in the relevant section of the SBL File, and provide evidence of Associate Teachers’ impact
on each child’s learning from the very beginning of SBL.
Where work samples are included, they should be annotated in an analytical way, with direct
reference made to the child’s attainment and/ or targets.
The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed
verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses,
progress towards targets and areas for development. Associate Teachers should be able to
identify factors which have had an impact on the child’s learning and reflect on the impact of
their teaching.
Child Profiles – examples of possible content
Records of pupil tracking
Details of qualitative and quantitative targets (and assessment made in relation to these)
Examples of summative and formative assessment that has been completed (e.g. using APP)
Work samples (annotated to demonstrate relevance)
Link to assignment:
A case study that analyses and reflects on the range of internal and external influences on a
particular child’s motivation, behaviour and learning.
Word Limit: 2000 words (or equivalent)
Learning Outcomes:
3) Recognise a range of influences on children’s behaviour and learning;
4) Identify relationships between child development/ learning theories and practice
in EYFS and Primary classrooms.
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BA (Hons) Y1 Activities 2014/2015
7) Demonstrate the ability to reflect on own and observed professional practice.
You need to:
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Observe a child’s behaviour and attitude towards learning during School-based Learning;
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Use the above as the focus for your assignment;
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Describe the child who is the focus of your study – use the Child Profile guidance to help
you do this. Consider what you have learnt about child development and relate the
discussion to this;
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Reflect on the child’s behaviour and attitude towards learning, identifying a range of
influences on this;
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Discuss 2 or 3 influences on the child’s behaviour and attitude towards learning in detail,
relating the discussion to relevant reading and theory;
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Demonstrate that you are evaluating practice, not just describing it, and indicating how
your future practice will be enhanced as a result.
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BA (Hons) Y1 Activities 2014/2015
ENRICHMENT ACTIVITY (Primary Associate Teachers)
Early Years Foundation Stage (EYFS)
You are required to spend a minimum of 5 days in an EYFS setting over the course of the BA
(QTS) 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.
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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 with the children.
Discuss with the EYFS teachers about phonics teaching, become involved in the teaching
of a phonics session.
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 the Early Years Foundation Stage Profile - what is it and how is it used in
the setting? How does this summative information feed into Year 1? Make notes on your
discussions.
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BA (Hons) Y1 Activities 2014/2015
ENRICHMENT ACTIVITY (Early Years-Primary Associate Teachers)
Lower KS2 (Years 3 and 4)
You are required to spend a minimum of 5 days in lower KS2 over the course of the BA (QTS)
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 a teacher in Year 3 about how children make the transition from KS1 to KS2.
Expectations of attainment
 Find out about the expectations of attainment by the end of Y4 and look at
exemplifications of work at Level 3.
 Make notes on your findings.
Specific areas:
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How do children learn to read and write in Years 3 and 4?
Discuss with the teachers the approaches taken to the teaching of phonics in Years 3 and
4.
Observe how behavior is managed in the Years 3 and 4; are there similarities and
differences to KS 1 and EYFS? Identify how additional adults support learning in Years 3
and 4.
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