Department of Education, University of the West of England, Bristol
CONTENTS
Section 1: General Information
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Professional Practice Key Dates
Key Contact Details for Schools and Students
Partnership Documentation
Quotients of Time Allocated to Training and Professional Activities
Absences
Confirmation of Student Responsibilities and Entitlement
Section 2: Agenda for Trainees, School Based Mentors and Classteachers
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Overall Requirements
Prior to Block 1
Training Block 1
Training Block 2
Essential Contents for Professional Practice File
Section 3: Agenda for School Based Mentor
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Conducting the Interim Review
Conducting the Final Assessment of the Professional Practice
Professional Practice Checklist
Guidance for Reading Grade
Example of Weekly Approach for Paired Placements
Section 4: Agenda for University Visiting Tutor
Section 5: Assessment
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Faculty Based Assessments
Criteria for the Final Assessment of the Professional Practice
General Information Regarding Assessment of Trainees
Appendices
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Appendix 1: Additional Guidance for Professional Practice
Appendix 2: Level Descriptors
Appendix 3: Key Features of an Effective Early Years Setting
Appendix 4: Equal Opportunities Policy
Appendix 5: Legal Responsibilities
Appendix 6: Key Documents
1
SECTION 1: GENERAL INFORMATION
PROFESSIONAL PRACTICE KEY DATES
Block Practice Dates
31st October – 11th November 2011
20th February – 15th March 2012
Pre-Professional Practice Briefing for
University Visiting Tutors
Monday 17th October, 16:30
Placement Training for School Based
Mentor/Class Teacher
Tuesday 31st January, 16:00 – 17:30
Interim Review by School Based Mentor
Week beginning 27th February
Deadline for Receipt of Interim Review Form
by UWE Partnership Office
Friday 2nd March
Interim Moderation Meeting at UWE
Thursday 8th March, 16:30
Final Assessment by School Based Mentor
Week beginning 12th March
UWE Visiting Tutor Moderation of Provisional
Profile
Week beginning 12th March
External Examiner Visits
Week beginning 12th March
Deadline for Receipt of Provisional Practice
Profile by UWE Partnership Office
Friday 16th March
Post Practice Moderation Meeting
Thursday 7th June
2
KEY CONTACT DETAILS FOR SCHOOLS AND STUDENTS
If you have any queries regarding this professional practice placement or about partnership
with the University of the West of England the following personnel please will be pleased to
help you.
Partnership Office
Partnership & Placement Manager
Liz Robinson
0117 32 84143
Partnership & Placement Officer,
Secondary Placements
Sue Follows
0117 32 84290
Partnership Assistants (Job Share),
Postgraduate Primary Placements
Sue Creasy/
Jennifer Davies
0117 32 84132
Partnership Assistant,
Undergraduate Primary Placements
Cathy John
0117 32 84116
Partnership email
partnership@uwe.ac.uk
Partnership fax
0117 32 84032
Programme Contacts
Partnership Director
Rob Gordon
ITE Programme Leader (Primary)
Jo Barkham
ITE Programme Leader (Early
Years)
Christine Screech
Year 2 ITE Programme Leader
Claire Garven
Student Advisors
Liz Briddon/
Maggie Burns
0117 32 84272/ 32 82847
edu.studentadviser@uwe.ac.uk
Essential Contacts for Students
Students should complete the following details at the start of the placement:
Name of School Based Mentor
Name of Class Teacher
Name of Visiting Tutor
For immediate support please phone: 0117 32 84143
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PARTNERSHIP DOCUMENTATION
The key documents used by School Based Mentors and Class Teachers, and referred to
in this handbook, are available in three ways:
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as hard copies and included in the Appendices of this Handbook;
online from www.uwe.ac.uk/Students and staff/Faculties/Creative Arts, Humanties and
Education/Department of Education/Partnership/Partnership Documentation;
on request from partnership@uwe.ac.uk as an email attachment.
The key documents are as follows:
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ITT Action Plan
Audit of the Training Environment
Observation and Feedback Form
Interim Review
Professional Improvement Plan
Professional Practice Profile
The key documents developed and used by Trainees are as follows:
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Weekly Target Setting Sheet
Interim Action Plan for Complementary Training Activities
School Transfer Form
Personal Progress and Achievement File/Professional Practice File
Professional Practice File - Essential Contents list in Section 3 of this Handbook
QUOTIENTS OF TIME ALLOCATED TO TRAINING AND PROFESSIONAL ACTIVITIES
Professional Work in the Base Class: up to 80% of the week
Under guidance from the Class Teacher the trainee should take responsibility for preparation,
planning and assessment of children’s learning with respect to small groups during the first two
weeks. In the later stages of the professional practice each trainee should take responsibility
for organising the learning experiences of the whole class. The Class Teacher/School Based
Mentor should use their professional judgment to decide the percentage of time for which the
trinee has responsibility for the whole class. Each trainee should take responsibility for
planning a series of lessons with respect to the core areas of learning.
Complementary Training in the Wider School Environment: at least 10% of the week
Under guidance from the School Based Mentor the trainee should negotiate activities within the
wider training environment of the school/setting and present reports on their own professional
development related to the standards from these encounters.
Planning, Preparation and Assessment Work: 10% of the week
As negotiated through discussion with the class teacher.
ABSENCES
Any days missed through illness should be made up by the trainee at a time convenient for the
school. Any concerns regarding absence should be referred to the Partnership Office.
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CONFIRMATION OF STUDENT RESPONSIBILITIES AND ENTITLEMENT
(To be shared with Visiting Tutor at time of visit)
Student responsibilities and
entitlement from class teacher/SBM
Class teacher has attended mentor
training
Tick or Comment
Points to follow up
ITT Action Plan and Audit of Training
Environment sent to Partnership Office
Trainee has met professional
expectations of setting (dress code,
policies, etc)
SBM and trainee has agreed weekly
meetings
Trainee’s PPAF and Professional Files
are being regularly reviewed
Regular observations of trainee are
taking place
The trainee is receiving and responding
to regular verbal feedback
The trainee is receiving and responding
to regular written feedback
The trainee is receiving and responding
to feedback on their subject knowledge
The trainee has had opportunities for
complementary training
The school is providing support to
enable the trainee to progress
The Interim Review has been completed
and shared with the trainee
Improvement Plan has been agreed and
acted upon by trainee (if in danger of
failing)
Date of Tutor Visit……………………………..
Signed:
SBM…………………………………………….
Class Teacher………………………………
Trainee…………………………………………
Visiting Tutor………………………………….
5
SECTION 2: OVERALL REQUIREMENTS
This practice consists of two distinct blocks:
Block 1:
Block 2:
Block 3:
31st October – 11th November
20th February – 15th March
There will be an opportunity for SBM and trainees to agree whether the trainee
should remain at their current setting in order to further broaden their experience
in a mainstream setting. Any trainee achieving a ‘satisfactory’ grade or less, will
be required to remain in a mainstream setting, preferably at their current
placement school to undertake the Extended Placement: 8th May – 23rd May.
This practice is normally a paired placement but may be a single placement, depending upon
circumstances. It is the second practice that trainees undertake in their BA (Hons) three year
undergraduate route into teaching. Trainees are following a programme which prepares them
to teach across two consecutive age phases – either Foundation and KS1 (Early Years) or KS1
and KS2 (Primary). In this practice, they are required to demonstrate significant progress
towards achieving the Qualifying to Teach standards in one of their chosen age phases. Some
schools will feel the trainee requires further time to demonstrate the standards to a ‘good’ level
and to be fully prepared for their final placement in Year 3, and will negotiate that the trainee
completes an additional 12 days at the school in May.
By the end of this professional practice trainees will share in the responsibility for the full range
of activities in the learning environment including planning, teaching and assessment and
managing the work of other adults. How quickly trainees take a leading role will depend on
their particular strengths and confidence, and the judgment of the Class Teacher and School
Based mentor, supported by the Visiting Tutor. Those trainees working in pairs will support
each other by either team teaching and co-planning sessions or allocating sessions where one
trainee takes a lead role and the other plans in detail for individuals or small groups. Trainees
will need opportunities to take sole responsibility for sessions where their partners are released
for contact time in other classes.
Trainees will be planning, implementing and assessing activities in all areas of learning in the
Foundation Stage and/or in a full range of National Curriculum subjects. Trainees should
ensure that their planning reflects assessment of learning and shows clear development and
progression. They should show evidence of using ongoing assessment of all the children they
teach and more detailed assessments of a group of about six children reflecting a range of
learners. They should develop a range of assessment approaches that are appropriate to the
age and ability of the children they are working with. These assessment activities should be
supportive of the procedures within the placement setting and the priorities identified within
current local and national strategies.
Trainees should take responsibility for displays and ensure that their teaching is supported by
the appropriate use of ICT both as a professional tool and to meet teaching objectives.
Please bear in mind that this is the penultimate assessed professional practice in the trainee’s
programme. Successful completion of this professional practice will enable the trainee to
undertake an Extended Placement in May. Many trainees will request that they remain at their
current setting in order to broaden their experience in a mainstream setting. Trainees who have
demonstrated the standards to a very good level may choose to go to an alternative setting.
However, if any trainee has not met the Standards to a ‘good’ level by the end of the second
block (15th March) the trainee will be expected to continue their training for the extended
placement (8th May – 23rd May) in a mainstream setting, preferably their current setting, after
which their final profile will be updated.
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Summary Agenda for trainees, Classteachers and School Based Mentors
Prior to training block 1
Trainees
Update PPAF, check with GDPS tutors any
individual targets from previous placement.
Place CRB check and child protection
training in front of file.
Prepare school file.
Meet placement partner
Research school location, website and
OfSTED report together.
Share professional targets together and plan
how you will work together to support each
other towards meeting those targets
Write to school: your letter should be brief,
introducing yourself, including your specialist
subjects.
Note the professional practice requirements
throughout each block and the relationship
with the portfolio required for GDPS
assessment.
Class teachers
Prepare for trainees by
reading documentation.
Plan for trainees to work
together, taking groups
initially with some whole
class experience
opportunities.
Where possible, plan for
trainees to apply their
development skills in the
following curriculum
areas:
Art
Music
English – poetry, drama
With speaking and
listening activities across
the curriculum.
Where possible, plan for
trainees to work with a
child working below
expectations and apply
their Better Reading
Partner training in
focusing on the child’s
reading development.
Where possible, plan for
trainees to work with
children who have
English as an Additional
Language.
7
SBMs
Receive and distribute
documentation.
Plan for trainees’ arrival
and induction.
Review audit of training
environment ready to put
alongside training needs.
Support class teachers in
preparation for working
with trainees, including
any professional
development for teachers
who have not worked with
trainees before.
Training Block 1: 31st October – 11th November 2011
Trainees
Meet with SBM and Class teacher to discuss
your training requirements. Present your
PPAF at this meeting.
Set a time to review your progress during and
at the end of this short block.
Ensure your target setting proforma is
available for discussion at the end of the first
week and at the end of the second week.
Set up your school file.
See handbook for expectations of a school
practice file.
Ensure you make notes on all relevant
policies, in particular any that are relevant to
the theme ‘inclusion and diversity’.
Make notes on how the school policies are
evidenced in practice. (This will be helpful for
your GDPS portfolio).
Negotiate the percentage of time to work in
the base class and/or observing and teaching
in other classes/settings to support your skills
and understandings of:
 Art
 Music
 Poetry
 Drama & Speaking and listening
 EAL
 SEN
 Better Reading Partners (teaching
early reading)
For trainees working in pairs:
Set up collaborative opportunities to share
practice, work as a teaching team and
providing each other with constructive and
supportive feedback.
Share your professional targets on an
ongoing basis with your fellow trainee.
For each lesson you teach, you must provide
a lesson plan and evaluate your teaching.
You must also provide evidence of
assessment of a focus group of 6 pupils.
Class teachers
Support trainees in
working together, where
they are in pairs. Allow
opportunities for them to
team teach, observe each
other or work as a
teacher/TA team.
SBMs
Make arrangements to
meet with trainees once
a week.
Allow trainees to observe
and teach in the class
base where there are
creative approaches,
especially in the
curriculum areas of art,
music, poetry and drama.
Plan complementary
training opportunities to
work in other class bases
on these themes.
Support class teachers in
planning training
activities.
Plan complementary
training, where
necessary, to permit
Ensure they are working
trainee to put into practice
with groups, larger groups their Better Reading
and whole class where
Partner training with a
possible across your
child in the early stages of
planned curriculum areas. reading who is working
below expectations.
Share and explain your
system of planning with
Plan for students to have
trainees.
any experiences available
of working with children
Allow any opportunities
for whom English is an
within the class base for
additional language.
trainees to observe and
teach in the listed areas
Meet with trainees at the
of focus. Support
end of their first week to
trainees in focused
discuss and set targets
observations of your
for the second week.
teaching or of others’
teaching.
Meet with the trainees at
the end of the second
week to discuss their
Give informal feedback to progress to date and
trainees on their teaching review arrangements for
and ensure each trainee
block 2.
has formal, written
feedback at least once
during the block.
Arrange for each trainee
to be formally observed at
least once during this first
block.
Self-assessment – assess your progress
against the Performance Descriptors and
share this with your classteacher
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Training Block 2: 20th February – 15th March 2012
In preparation for the second block, trainees will have met and set academic and
professional targets with their GDPS tutor.
Thematic curriculum modules will have included science, mathematics, design and
technology, history, geography, ICT, RE and citizenship.
Trainees
Present PPAF and school file. Discuss your
particular targets with SBM and class teacher
Class teachers
SBMs
Week beginning 20th Feb
Up to 80% in class base
10% PPA time
At least 10% complementary training: work
shadowing and interviewing a colleague with
a job title other than that of teacher. Make
notes on their work and how they work
with/contribute to children’s learning. Note
how colleagues share information and work
together to support children.
w/b 20th Feb
Support trainees in
their planning,
teaching, assessment.
w/b 20th Feb
Meet with trainees; check
their files and readiness for
block 2.
Share your planning
with trainees and
support trainees in
their own detailed
session plans.
You will be required to write a professional
report to feed back in your university session
during week beginning 21st Feb. Ensure you
seek permissions, handle any confidential
information professionally and sensitively,
and do not name any individuals or schools.
Support trainees in
their record keeping,
assessment, planning
and evaluation.
Arrange for them to work
alongside another colleague
who works to ensure all
learners are included and
diversity is celebrated.
These could be LSAs,
language support workers,
speech therapists…..
Re-establish your relationship with children in
the base class. Compile evidence of pupils’
attainment and copies of teachers’ planning.
Negotiate with your partner and class teacher
a timetable for individual teaching, team
teaching and teacher/TA working.
Take all opportunities to plan, teach, evaluate
your teaching, and assess pupils’ learning in
groups/large groups/whole class.
Share your planning with your placement
partner and class teacher. Give supportive
and constructive feedback when you act as
observer to your placement partner.
During this, or subsequent weeks:
Meet with SENCo to discuss their role in
supporting children with additional learning
needs and their management of the team.
Find out the detail of provision mapped for an
individual child with additional needs – there
is no expectation that you should ask for
confidential information about the child – the
focus is on an example of school provision.
Share your methods
of assessment in
detail and support
trainees in their
emergent
understanding of
assessment to
support learning.
Give informal
feedback during this
week.
Reading Grade:
Review the quality of
the trainee’s
engagement with the
teaching of reading.
Using the list on page
14, make a judgment
of how well the trainee
engages with one or
two aspects of the
teaching of reading.
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Arrange for trainees to meet
with the school’s SENCo at
some point in this practice
block. Trainees to be
introduced to the ways in
which the school provides
for children with additional
needs (provision mapping).
Ensure trainees
understand how teams are
managed, how colleagues
communicate with each
other and with families and
with children. Ensure that
trainees are aware of their
responsibilities in relation to
any sensitive information
they may gather.
Arrange for each trainee to
be formally observed at
least three times during this
block.
Meet with trainees at the
end of this week to set
targets for the remainder of
block 2.
Week beginning 27th February
Until end of block 2.
w/b 27th February
Until end of block 2.
w/b 27th February
Until end of block 2.
Complete your Interim Action Plan for
Complementary Training
During this four week
period, support
trainees in
undertaking as much
teaching as possible.
During this week undertake
Interim Review of trainee.
(see notes below)
Begin to consider the
trainee’s options for Block 3
Build experience of teaching across all
curriculum areas
 in your own class base
 in other class bases through
complementary training.
Teach curriculum areas that you have not
taught before. Teach/team teach around 50%
of your time, with half class or whole class
wherever possible.
Encourage trainees to
team teach or work as
lead teacher and TA,
rotating
responsibilities.
Support them in giving
each other
constructive peer
feedback.
Meet with trainees on a
weekly basis to oversee
trainees’ files and to set
professional targets.
Show evidence of using ongoing assessment
of all the children you teach and more
detailed assessments of a group of about six
children reflecting a range of learners.
Give informal
feedback and support
trainees in their
planning, assessment
and evaluation of their
practice.
Up to 80% in class base
10% PPA time
At least 10% complementary training:
Meet weekly with your class teacher/SBM to
set targets and negotiate appropriate
complementary training activities:
Focus on :
 all curriculum areas
 age phases before/after the one you
are training for
 transitions between age phases
 working with and understanding the
work of SENCo and learning
supporters
Support trainees in
practising their skills
across all curriculum
areas.
Permit each trainee to
work as the lead
teacher throughout
one day, being
responsible for all
transitions and being
the lead teacher for
the class or large
group sessions.
Assess your own performance and provide
evidence to support your Class Teacher’s
and School Based Mentor’s judgment of your
performance against the standards which are
recorded on your final profile. Use the
performance descriptors provided as part of Liaise with the School
Based Mentor over
your PPAF to support this action.
arrangements for the
interim review and the
At the end of the professional practice,
final
report.
Be
engage with your Class Teacher and School
prepared
to
undertake
Based Mentor in setting targets. Ensure that
a joint observation
these are recorded on your School Transfer
with the UWE Visiting
Form and placed in your PPAF
Tutor to support the
process of identifying
strengths and targets
for development.
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Check the success of the
teaching team if students
are working in paired
placements, ensuring that
each trainee has some
opportunity to work in the
class base alone.
By the end of the practice,
ensure each trainee has
had the opportunity to work
as the lead teacher for an
entire day.
Notify the partnership if you
have any concerns about a
trainee’s progress.
Discuss with the VT and
trainee the details of the
final block of this
professional practice
module.
Reading Grade: Discuss
with classteacher the quality
of the trainee’s engagement
with the teaching of reading.
Using the list on page 14,
make a judgment of how
well the trainee engages
with one or two aspects of
the teaching of reading.
Complete the Professional
Practice Profile and send in
your report on each
trainees’ progress by Friday
16th March
(see notes below)
ESSENTIAL CONTENTS FOR THE PROFESSIONAL PRACTICE FILE
Please number each section/sub-section as indicated below (eg 1:2, 2:3).
Section 1: Essential Information
i.
ii.
Staff List, Set/Class Lists, Class Timetable, Pupils with SEN, Pupils with EAL, a timetable of
your teaching indicating teaching responsibilities.
Your own notes about the application of each of these policies (others as relevant):
 Child Protection
 Behaviour
 SEN policy, EAL
 Educational and Social Inclusion
 Assessment
Section 2: Curriculum Plans and the Impact of Evaluation
i.
ii.
iii.
Medium Term Plans/Units of Work for all the areas of learning/subjects in your base class
for the period of the professional practice as provided by the setting/school.
Short Term Plans: Lesson/activity plans whenever you take responsibility for supporting
children’s learning yourself. No more than four plans per day.
Evaluations of Your Teaching, indicating the impact on your practice.
Section 3: Monitoring and Assessment: Documenting Children’s Learning
i.
ii.
iii.
School’s Assessment Data: Notes about your use of this to support planning.
Assessment for Learning: Details of your assessment with respect to an identified group
of children in the core subjects, indicating impact on planning/learning.
Gathering Data for Subsequent Assignments: Data about children’s learning ensuring
that these have been collected/presented within an agreed ethical framework.
Section 4: Documentation of Your Own Learning
i.
ii.
iii.
Complentary Training Activity: 300 words (maximum) recording your learning for each
complementary training interaction.
A Reflective Log of a total length of 300 words about your learning related to the three
issues listed below. Ensure a suitable balance of focus over the professional practices.
Update log each week, keeping the total word length within 300 words.
a. Diversity and achievement
b. Managing children’s learning in transitions
c. Recognising the contributions of other colleagues/parents
Subject Specialism: Records of your subject specialism as appropriate.
Section 5: Target Setting: Documenting Your Progress
i.
ii.
iii.
Weekly target setting proformas related to the standards for QTS.
Written feedback sheets from observations.
Interim Action Plan for Complementary Training Activities
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SECTION 3: ADDITIONAL GUIDANCE FOR THE SCHOOL BASED MENTOR (SBM)
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ITT Action Plan: Ensure that you have completed an ITT action plan. Be ready to update
this as new questions emerge during the professional practice.
Audit: Ensure that you have conducted an audit of the training environment and be ready
to update this as changes occur.
Guidance: In some cases, a trainee may be working in Key Stage 1 or Key Stage 2 for the
first time and will require particular support with planning. All trainees will require induction
into the school’s requirements for planning and assessment. Support the trainee and Class
Teacher in planning a small scale research project. Ensure the trainee has complied with
appropriate ethical protocols and the school’s procedures.
Complementary Training: Through delegation and weekly monitoring, arrange for training,
support and guidance for the trainee. These can be organised within the home class (80%
of the week) or as part of complementary training activities (10% of the week) in the wider
school environment or in PPA time (10%). The wider training might include a focus on:
1. the work of the SENCO, behaviour management and child protection;
2. the work of specialist subject teachers as appropriate, including the opportunity to see
exemplar lessons demonstrating the teaching of English/CLL and Mathematics/
Mathematical Development and assessment for learning.
3. the roles and responsibilities of support staff including teaching assistants;
4. the work of pupils in other phases.
CONDUCTING THE INTERIM REVIEW
 Interim Review: In conjunction with the class teacher, undertake the interim review of the
placement (or earlier if the trainee is a cause for concern) during week beginning 27th
February. Identify strengths and target for development and include these on the interim
review form. Ensure that the completed interim review form is posted to UWE by Friday
2nd March.
 Many trainees will request that they remain at their current setting in order to broaden their
experience in a mainstream setting. Any trainee who has not met the Standards to a ‘good’
level by the end of the second block (15th March) will be expected to continue their training
for the extended placement (May 8th – May 24th) in a mainstream setting, preferably their
current setting, after which their final profile will be updated.
If the trainee is a cause for concern or in danger of failing
You should:
1. Indicate clearly on the interim review form the standards that need addressing.
2. Ensure that the school initiated Professional Improvement Plan is completed (available
on the UWE website) and that the trainee has clear guidance on areas to address.
3. Inform the Partnership Office by telephone of actions taken immediately, so that
additional formal written notification can be sent to the trainee by the Programme Leader.
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Interim Action Plan for Complementary Training Activities which is held by each
individual trainee. The trainee is expected to include action points that would support the
enhancement of her/his practice and to share these with you as School Based Mentor.
12
CONDUCTING THE FINAL ASSESSMENT OF THE PROFESSIONAL PRACTICE
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Exceptional Circumstances: If a trainee who has been judged to be satisfactory at the
interim review is not able to maintain the professional trajectory considered necessary at
that stage, advise the trainee in writing that she/he is now a cause for concern and in
danger of failing. Inform the Partnership Office immediately of actions taken in this respect
so that written confirmation can be sent to the trainee by the Programme Leader. In these
circumstances initiate a Professional Improvement Plan.
Professional Practice Profile: Arrange to undertake the final assessment in collaboration
with the class teacher in preparation for the University Visiting Tutor’s visit during the week
beginning 12th March. Completed and signed Professional Practice Profiles must be sent to
the Partnership Office, Department of Education at UWE to arrive not later than Friday
16th March.
Moderation Meeting: Arrange a moderation meeting with the University Visiting Tutor to
discuss the Professional Practice Profile and if necessary, the school initiated
Professional Improvement Plan in cases where a trainee has been identified as being in
danger of failing. Also share the ITT Action Plan and School Audit. The University
Visiting Tutor will be expected to take copies of these back to the University.
Block 3: Negotiate with the Visiting Tutor and the Trainee an agreed outcome for Block 3.
If a trainee has failed to demonstrate the standards or is unsatisfactory
You should:
1. Inform the trainee of the areas for development and the standards that have not been
met in writing on the Professional Practice Profile. Ensure that all parties have added
their signatures.
2. Inform the Partnership Office by telephone of actions taken.
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During the final professional practice meeting with the trainee, supervise the trainee’s
matching of herself/himself against the level descriptors in the Personal Progress and
Achievement File. Initial the standards that the trainee is now meeting within this Key
Stage.
External Examiner: If the trainee is visited by an external examiner, support the class
teacher and trainee in discussing the trainee’s progress and arranging for the trainee to be
observed in her/his teaching. Ensure the trainee has a copy of her/his planning available
when the examiner arrives and that her/his files are available. Make arrangements, where
possible, to meet and discuss the training programme with the external examiner.
Post Professional Practice Moderation Meeting: Be prepared to attend this meeting on
7th June at 4.30pm at the Department of Education, UWE. All SBMs are invited and those
who have supervised failing or borderline trainee are particularly requested to attend.
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PROFESSIONAL PRACTICE CHECKLIST: FOR USE BY THE SCHOOL BASED MENTOR
DURING THE PROFESSIONAL PRACTICE
As SBM have I:

Drawn up an Action Plan following the mentor training session at UWE?
Completed an Audit of the Training Environment?
Conducted the first professional practice meeting with each trainee using the PPAF to evaluate
each trainee’s individual needs?
Check you have received the trainee’s CRB number and date.
Ensure that the school’s child protection procedures are understood by the trainee?
Ensured that each trainee has 80% of each week in school allocated in the home class, 10%
allocated for complementary activities and 10% for PPA time?
Arranged and implemented a regular meeting every week in school to monitor each trainee’s
experience of the school-based training, including checking that the:
 feedback provided relates to the revised standards;
 each trainee’s weekly targets relate to the revised standards?
Delegated responsibilities for training support and guidance for the trainee?
Arranged for each trainee’s Professional Practice File to be looked at regularly in order to assess
the:
 quality of planning, assessment for learning, evaluations of teaching, evaluations of pupils’
progress towards agreed targets;
 impact of the trainee’s evaluations on subsequent lessons?
Arranged for joint observations to take place between the following where appropriate: myself as
School Based Mentor, Class Teacher, Curriculum Co-ordinators, Head Teacher?
Implemented a strategy to enhance the quality of training in subject knowledge through a range
of complementary training activities?
Arranged for each trainee to gain experience across the age phases?
Ensured that each trainee’s assessment of pupils’ learning included a focus on assessment for
learning?
Supported the trainee in any work with pupils with EAL and made the trainee aware of the
school’s policy and practice in this respect?
Ensured that the code of practice with regard to pupils with SEN is understood by the trainees
and that they:
 have access to IEPs where appropriate;
 are meeting the needs of the very able?
Made arrangements for the interim review following the guidance provided?
Made arrangements for the University Visiting Tutor’s visit to the school?
Followed procedures with respect to trainees in danger of failing, including the completion of a
Professional Improvement Plan?
Discussed the following with the University Visiting Tutor and provided a copy of:
 each trainee’s Interim Review;
 each trainee’s Interim Action Plan for Complementary Activities;
 the Audit of the Training Environment of the School;
 your own ITT Action Plan drawn up following the mentor training sessions?
Conducted the final assessment of the professional practice following the guidance provided?
Negotiated an agreed outcome for Block 3 of this placement.
Ensure that the completed Provisional Practice Profile is returned to the University by Friday 16th
March?
14
MAKING A JUDGMENT ABOUT THE TEACHING OF READING – GUIDANCE
Areas of practice you might observe to support a judgment:
1. Develops a reading ethos – reading aloud, sharing of texts across the curriculum, book talk,
literate environment including the celebration of reading.
2. Engages children and interacts with shared text to develop comprehension, eg through the
use of discussion and questioning, drama, role play.
3. Engagement and interaction with shared text to develop research skills that are age
appropriate including establishing purposes for reading.
4. Shows an understanding in practice of the reading curriculum and its assessment through
AFL and summative judgments against national standards.
5. Makes effective use of monitoring and record keeping processes (including children’s selfassessment).
6. Uses a range of assessment processes including effective use of questioning/dialogue, eg
taking a running record to offer relevant and effective feedback to children to support
children in identifying their strengths in reading (including the cuses they use well) and
areas for development.
7. Plans age appropriately for the teaching of reading.
8. Plans progressive sequences of phonics teaching, matching the needs of the class/groups
(review, teach, practise, apply) in the Foundation Stage and Key Stage 1 and where
appropriate in Key Stage 2.
9. Differentiates phonics teaching, shows knowledge of progression in skills and correct
pronunciation of phoneme.
10. Applies phonics teaching across the curriculum explicitly and implicitly.
11. Uses quality children’s literature to support the application of skills and knowledge.
12. Effectively uses shared reading with clear objectives and outcomes as part of a sequence
of teaching and learning.
13. Effectively uses guided reading with clear objectives and outcomes as part of a sequence
of teaching and learning.
14. Supports children learning English as an additional language.
15. Identifies and supports children who are below and above age related expectations.
16. Makes clear links between reading and writing across the curriculum and within distinct
literacy teaching.
15
A POSSIBLE WEEKLY APPROACH FOR PAIRED PLACEMENTS
During this block, it is important that trainees have some opportunities to work
separately as well as together. A variation on the example timetable given below might
be used to allow significant periods in the class base with extended opportunities to
work in other classes as a TA/observer/co-teacher where this is possible. In addition,
working as a TA in other class bases allows a trainee to experience age phases and
curriculum areas with which they have had less experience, whilst reflecting on the
essential communication between teachers and TAs in support of children’s learning.
In the grid below, the two trainees are denoted as A and B.
Monday
Tuesday
Weds
(Weds
of week
2 roles
reverse)
Morning session 1
Morning session 2
Afternoon
Trainee A lead
Trainee B lead
A lead in class base
Trainee B
support/focuses on
groups/individuals
Trainee A support/focuses
on groups/individuals
B works as TA in another
class base in age phase
or curriculum area with
which less familiar)
B lead
A lead
A support
B support
Both trainees working
together with SENCo or
observing expert
teachers in less familiar
curriculum areas.
A in class base all
day, taking lead..
………………………………
………………
………………………………
……………
B working as TA and/or
teaching in another class
base
B working as TA and/or
teaching in another class
base
PPA and evaluation
time (joint)
PPA
time…………………………
…….
B leads in class base
A works as TA in another
class
A lead
B lead
Team teaching
B support
A support
B in support
………………..
Thurs
Friday
16
SECTION 4: AGENDA FOR THE UNIVERSITY VISITING TUTOR

Ensure you attend the pre-professional practice briefing meeting on Monday 17th October at
4.30pm.

Introduce yourself to the school through a telephone call during the first few days of the
placement (week commencing 31st October), agreeing clear arrangements for your visit,
during the week beginning 12th March. This should include planning a meeting time with the
SBM to discuss trainee progress and discussion of arrangements for Block 3.
Telephone/email the Partnership Office to inform the Partnership Office to inform the
Partnership Manager of the date and time of your arranged visit.

Ensure that you scrutinise each trainee’s Professional Practice File and Personal
Progress and Achievement File giving feedback on the contents of the Professional
Practice File.

Act as moderator to the school’s interim review assessment.
trainee about the recommendations of the interim review.

Discuss the arrangements for the trainee’s extended placement in block 3.

Identify one target area with the trainee and discuss how they intend to demonstrate an
improvement in their performance area in this area.

Discuss the completed interim action plan with the trainee as part of the quality
enhancement measure.

Conduct a moderation meeting with the School Based Mentor and, where possible, the
Class Teacher, focussing on the Final Profile and the Interim Action Plan for
Complementary Training Activities. Take a copy of each of these.

Where a trainee has been judged to be in danger of failing, discuss the Professional
Improvement Action Plan drawn up by the School Based Mentor and reach agreement
about the appropriateness of the targets and actions that have been set for block 3. Take a
copy of this and be ready to communicate its contents to the Programme Leader.

Ensure that copies of the trainee’s completed Final Profile, Interim Action Plan for
Complementary Training Activities, the Professional Improvement Action Plan (where
necessary), the ITT Action Plan and Audit of the Training Environment are delivered to
the Partnership Office by 16th March.

Be prepared to attend the meeting at the University on Thursday 8th March to consider the
interim progress of trainees who have been judged to be in danger of failing.

Please remind school based staff that the completed Provisional Practice Profile needs to
be returned to the Partnership Office no later than Friday 16th March.

Negotiate with the SBM and the Trainee an agreed outcome for Block 3.

Be prepared to attend the post professional practice moderating meeting at the University
on Thursday 7th June (selected schools only).
17
Provide feedback to the
SECTION 5: ASSESSMENT
Faculty Based Assessment
During their professional practice placements, trainees will be collecting data and
undertaking tasks to support their faculty based assessment. This work is an integral
part of the training programme:
A portfolio of individual tasks, negotiated with your tutors, relating the themes of the module to
professional practice (2500 words equivalent).
The Portfolio is in three parts:
1. A Rationale for inclusion
2. Implementation of policy in practice
3. A critique of relevant resources
Section 1
Rationale – suggested 500 words.
This may include definitions and understandings of ‘inclusion’ and inclusive practice. You might
consider whether ‘inclusion’ is really possible and identify factors which enable or inhibit
inclusive practice.
Section 2
Implementation of policy in practice.
From placement, examine one school policy (e.g. equal opportunities, SEN, behaviour,
inclusion, race and diversity…) and reflect on its relationship to what you observed on practice
including the role of others within the teaching team. Make reference as to how this may inform
your future practice.
Section 3
Choose a set of resources (e.g. SEAL…). Analyse and critique as suitable to enhance inclusion
and diversity. Include a lesson plan adapted and annotated for EAL and SEN and showing
assessment opportunities.
The appendix may contain: report of role of another adult – evidence gathered from practice
and brought to the FLAG session in week 30 where these reports will be discussed.
18
PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS (Effective Sept 07)
1. Professional Attributes
Relationships with children and young people
Q1 Have high expections of children and young people including a commitment to ensuring that they
can achieve their full educational protection and to establishing fiar, respectful, trusting, supporting
and constructive relationships with them.
Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young
people.
Frameworks
Q3 a. Be aware of the professional duties of teachers and the statutory framework within which they
work.
b. Be aware of the policies and practices of the workplace/share in collective responsibility for their
implementation.
Communicating and working with others
Q4 Communicate effectively with children, young people, colleagues, parents and carers.
Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the
development and well-being of children and young people and to raising their levels of attainment.
Q6 Have a commitment to collaboration and co-operative working.
Personal professional development
Q7 a. Reflect on and improve their practice, and take responsibility for identifying and meeting their
developing professional needs.
b. Identify priorities for their early professional development in the context of induction.
Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt
their practice where benefits and improvements are identified.
Q9 Act upon advice and feedback and be open to coaching and mentoring.
2. Professional Knowledge and Understanding
Teaching and learning
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour
managmeent strategies and know how to use and adapt them, including how to personalise learning
and provde opportunities for all learners to achieve their potential.
Assessment and monitoring
Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the
age ranges they are trained to teach, including those relating to public examinations and
qualifications.
Q12 Know a range of approaches to assessment, including the importance of formative assessment.
Q13 Know how to use local and national statistical information to evaluate the effectiveness of their
teaching, to monitor the progress of those they teach and to raise levels of attainment.
Subjects and curriculum
Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related
pedagogy to enable them to teach effectively across the age and ability range for which they are
trained.
Q15 Know and understand the relevant statutory and non-statutory curricula, frameworks, including
those provided through the National Strategies, for their subjects/curriculum areas, and other relevant
initiatives aplicable to the age and ability range for which they are trained.
Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in numeracy, literacy and ICT.
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider
professional activities.
Achievement and diversity
Q18 Understand how children and young people develop and that the progress and wellbeing of
learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic
influences.
Q19 Know how to make effective personalised provision for those they teach, including those for
whom English is an additional language or who have special educational needs or disabilities, and
how to take practical account of diversity and promote equality and inclusion in their teaching.
Q20 Know and understand the roles of colleagues with specific responsibilities, including those with
responsibility for learners with special educational needs and disabilities and other individual learning
needs.
Health and wellbeing
Q21 a. Be aware of current legal requirements, national policies and guidance on the safeguarding
and promotion of the wellbeing of children and young people.
19
b. Know how to identify and suppport children and young people who progress, development or
wellbeing is affected by changes or difficulties in their personal circumstances, and when to refer
them to colleagues for specialist support.
3. Professional Skills
Planning
Q22 Plan for progression across the age and ability range for which they are trained, designing
effective learning sequences within lessons and across series of lessons and demonstrating secure
subject/curriculum knowledge.
Q23 Design opportunities for learing to develop their literacy, numeracy and ICT skills.
Q24 Plan homework or other out of class work to sustain learners’ progress anad to extend and
consolidate their learning.
Teaching
Q25 Teach lessons and sequences of lessons across the age and ability range for which they are
trained, in which they:
a. use a range of teaching strategies and resources, including e-learning, taking practical account of
diversity and promoting equality and inclusion;
b. build on prior knowledge, develop concepts and processes, enable learners to apply new
knowledge, understanding and skills and meet learning objectives;
c. adapt their language to suit the learners they teach, introducing new ideas and concepts clearly,
and using explanations, questions, discussions and plenaries effectively;
d. manage the learning of individuals, groups and whole classes, modifying their teaching to suit the
stage of the lesson.
Assessing, monitoring and giving feedback
Q26 a. make effective use of a range of assessment, monitoring and recording strategies.
b. Assess the learning needs of those they teach in order to set challenging learning objectives.
Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas
for development.
Q28 Support and guide learners to reflect on their learning, identify the progress they have made and
identify their emerging learning needs.
Reviewing teaching and learning
Q29 Evaluate the impact of their learning on the progress sof all learners, and modify their planning
and classroom practice where necessary.
Learning environment
Q30 Establish a purposeful and safe learning environment conducive to learning and identify
opportunities for learners to learn in out of school contexts.
Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour
constructively and promote their self-control and independence.
Team working and collaboration
Q32 Work as a team member and identify opportunities for working with colleague, sharing the
development of effective practice with thetm.
Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and
understand the roles they are expected to fulfil.
Every Child Matters: Outcomes Framework
E1. Be Healthy
E2. Stay Safe
E3. Enjoy and Achieve
E4. Make a Positive Contribution
E5. Achieve Economic Wellbeing
Common Core of Skills and Knowledge
C1. Effective communication
C2. Child and young person development
C3. Safeguarding and promoting the welfare of the child
C4. Multi-agency working
20
GENERAL INFORMATION REGARDING ASSESSMENT OF TRAINEES
In order to complete successfully your course of training and be awarded Qualified Teacher
Status (QTS) you will nedd to demonstrate a wide range of standards relating to your subject
knowledge and ICT skills, to planning, teaching and classroom management, and to the
monitoring, assessment, recording and reporting of pupils’ progress and achievements. This is
in addition to standards that relate to accountability and to your more general professional
skills.
FORMAL REGULATIONS FOR ASSESSMENT
Formal assessment is on a pass/fail basis overall.
The decision to pass or fail your work is the responsibility of the relevant Examining Board and
any recommendation by university tutors, school staff and external examiners remains advisory
until it is considering by the Examining Board. All recommendations are subject to moderation
by internal examiners, and external examiners visit in some cases.
PROCEDURES FOR TRAINEES AT RISK OF FAILING
If you are deemed to be at risk of failing to reach the required level in the relevant standards at
any point then you will receive notification of this from your class teacher/SBM in writing with
an action plan identifying areas for development. Try not to worry. Listen carefully to the
feedback that you are given and do your best to act on it. You will be given time to improve.
Your teachers and university tutors will continue to offer support and advice. The formal
procedure is as follows:

All trainees will begin to receive feedback on classroom practice early in the placement
from the Class Teacher or School Based Mentor.

Where a school/setting has particular concerns you will be alerted to these through the midpoint/interim review form which may be completed earlier in the practice. The Partnership
Office will be alerted. Your class teacher/SBM will draw up an action plan identifying areas
for development. This assessment and action plan will be moderated by the visiting tutor.
ARRANGEMENTS FOR RE-SIT EXAMINATIONS
It is very important that you are aware that there are specific regulations relationg to all
Professional Practice Modules, in particular Modular Assessment Regulation (MAR) 3.6.1
which states:
‘In a Professional Practice Module students do not have the right to automatic referral
after the first assessment opportunity. Referral is subject to the discretion of the Award
Board. Where a practice component has not been passed students are normally
offered at most one further opportunity for referral.’
If you are unable to complete the Professional Practice Module, you will need to submit an
extenuating circumstances application for consideration by an Award Board in order to avoid
failure in the module and, ultimately, failure in your programme of study.
If you are asked to leave the experience at the request of the school, or if you leave the school
before the end of a practice, you will be deemed to have failed. The opportunity to retake a
placement can only be agreed following a referral to the Award Board. Failure of any assessed
professional practice can only be redeemed by retaking the assessed work in school.
Professional Practice Modules are a compulsory element of the programme so they must be
achieved. If you are referred in a Professional Practice Module you will be required to repeat
21
the placement and, therefore, you should plan your holidays accordingly. Generally, referred
students undertake a repeat of their placement at the beginning of the school term which starts
early in September. You will be liable for a resit fee of £50. A repeat placement is subject to a
suitable placement being available to the University.
PROGRESSION RULES: PRE- AND CO-REQUISITES
There are modules within your programme which have been identified as either a pre-requisite
module or a co-requisite module. It is important for you to be aware of the pre-requisites and
co-requisites in place on the modules you are undertaking as a failure in one of these modules
could impede your ability to progress to either the next level or the next year of your
programme.
Information regrding pre-requisite and co-requisite modules can be found on the individual
module specifications which are available on the web: http://info.uwe.ac.uk/modules. A prerequisite module requires you to complete and pass a module before you are able to register
for an identified module at a higher or equal level. A co-requisite module requires you to
complete and pass an identified module or group of modules alongside each other.
MODULE SPECIFICATION
A module specification will provide you with learning outcomes and an outline of the
assessment/indicative sources.
22
APPENDIX 1: TIPS AND ADVICE FOR A SUCCESSFUL PLACEMENT
As a trainee teacher your school placement is an integral part of your gaining QTS status.
Here are some helpful hints to make sure that you get the most out of that opportunity and
some basic guidelines to follow.
A section of the QTS standards covers professional attributes so maintaining high standards of
professional behaviour is an important aspect not only of your teacher training but also of your
continuing career as a teacher.
Create the right impression





Arrive on your first day ‘as if for interview’; you can assess the school’s dress code once
you are there, generally the rule is ‘smart casual’ – no jeans or trainers.
Be punctual, establish what time you need to be there on your first day and allow time for
traffic to get you there on time. Trainees are normally expected to arrive ahead of the
pupils and to stay on at the end of the day; find out what the expectations of your school
are.
Make sure that you have a contact number for the school so that in the event of being held
up for any reason you can call and advise them of your estimated time of arrival.
Make a note of the name of your School Based Mentor and your University Visiting Tutor.
Do not forget to take your PPAF file with you.
Maintaining the impression












When you are in school behave as if you are a member of staff; a QTS standard requires
you to demonstrate that you can work with teaching colleagues and the wider school
workforce collaboratively.
Always be punctual for lessons and appointments.
Make a point of getting to know the support staff with whom you will be working.
You will have access to confidential information, do not be indiscreet or communicate such
information to people who are not professionally involved.
Be aware of the school’s policies and practices, eg data protection, discipline, and make
sure that you follow the rules.
Make sure you know what the school policy is on using the school network and internet and
only use them for school related work. Do not use the networks for personal use unless
you have been given permission to do so.
Always ask if you need to use the photocopier.
Take an active part in the whole life of the school/setting. Always be courteous and
volunteer help to all staff.
Show initiative and offer help, eg with preparation of lessons and activities, putting up
displays, helping the children tidy up after sessions.
Be professional when working or playing with the children. Be aware of your professional
and legal responsibilities as outlined in Appendix 5 of this handbook.
If you are sick and unable to attend, call the school to let them know by 8.30 am at the very
latest and also call Department of Education reception on 0117 32 84151.
If you are off for longer than a day, call the Partnership office on 0117 32 84143; you will be
expected to make up time missed on your placement so it is important that we are aware of
any absences.
If, once you are out on placement, you have any concerns, please contact your Subject Tutor at
UWE, your Visiting Tutor or Programme Leader, or the Partnership and Placement Manager on
0117 32 84143.
23
APPENDIX 2
LEVEL DESCRIPTORS: YEAR 2
At the end of the UGP2A Professional Practice Module trainees will be able to:
1. Professional Attributes
Very Good
Relationships
You are able to establish an excellent working relationship with a wide range of people. You have insight and understanding
that parents and carers have a crucial role in the education and well being of the children in your care. You making good use
of this knowledge to support children, communicating very effectively with them and their children. You are able to work
professionally as part of a team both within the classroom and across the school. You communicate reflectively with
colleagues, both within and outside the school, to contribute creatively to the well being and development of children. You have
very high expectations for the children in your class and create strong trusting relationships. You take the initiative in
developing the positive behaviour and values you expect from children acting in a critical and professional manner at all times.
You are punctual, hard working and thoroughly committed to your practice and to your continuing professional development. .
Professional Development
You are interested in developing further your understanding of the statutory frameworks and professional duties of teachers.
You are thorough and conscientious in implementing and contributing to the development of the shared policies and practices
of the school. You use your professional documentation critically and analytically to extend and develop your professional
practice. You continually set yourself challenging professional targets. You initiate dynamic professional dialogue.
Good
Relationships
You are able to establish a good working relationship with a range of people. You understand clearly the importance that
parents and cares have to the education and well being to the children in your care; making use of this knowledge to support
children. You are able to communicate effectively with them and the children. You are able to work effectively as part of a team
both within the classroom and across the school. You communicate thoughtfully with colleagues, both within and outside the
school, to contribute to the well being and development of children. You have high expectations for the children in your class
and create very good relationships. You demonstrate and develop the positive behaviour and values you expect from children
acting in a professional manner at all times. You are punctual, hard working and committed to your placement. You
demonstrate a flexible and adaptable manner when meeting professional challenges.
Professional Development
You show an interest and developing awareness and understanding of the statutory frameworks and professional duties of
teachers as you implement carefully the shared policies and practices of the school. You are professional and conscientious in
documenting all aspects of the required paperwork and use this effectively in your teaching. You are proactive in initiating
professional dialogue in order to improve your own practice including setting thoughtful targets for your own professional
development
Satisfactory
Relationships
You are able to establish a sound working relationship with a range of people. You understand the importance that parents and
carers have for the education and well being of the children in your care. You are able to communicate effectively with them
and the children. You are able to work as part of a team both within the classroom and across the school. You communicate
with colleagues, both within and outside the school, to contribute to the well being and development of children. You have high
expectations for the children in your class and create appropriate relationships. You demonstrate the positive behaviour and
values you expect from children acting in a professional manner at all times. You are punctual, hard working and committed to
your placement.
Professional Development
You show awareness of the statutory frameworks and professional duties of teachers as you implement the shared policies
and practices of the school You are professional in documenting all aspects of the required paperwork. You seek professional
advice and act on it to improve your own practice including setting appropriate targets for your own professional development.
Unsatisfactory
Relationships
You have difficulty in establishing a working relationship with a range of people. You have yet to demonstrate that you
understand the importance that parents and carers have for the education and well being of the children in your care. You have
difficulty in communicating with parents/carers of children in the class. You find it difficult to work as part of a team either within
the classroom or across the school. You have yet to demonstrate appropriate expectations for the children in your class. You
are inconsistent in your professional behaviour. You are not always punctual and appear to demonstrate some lack of
commitment to your placement.
Professional Development
You do not appear to be fully aware of the statutory frameworks and professional duties of teachers. You need reminding or
significant support in implementing the shared policies and practices of the school You have difficulties maintaining
professional documentation. You have difficulty in engaging in constructive professional dialogue and may not be seen to act
upon advice to improve your practice.
24
2.
Professional Knowledge and Understanding
Very Good
Teaching and Learning
You know about a wide range of appropriate teaching and behaviour management strategies and consider how you would use
them most effectively. You demonstrate how you would assess against NC level descriptions or EYFS profile and consider how
to use professional judgement to plan for progression. You are aware of the processes and procedures for SATs and can use
these are used to monitor attainment within the school. You demonstrate how you could make effective use of formative
assessments and consider how to engage children in peer or self evaluation as part of the assessment process. You use
personalised learning sensitively in order target more effectively children’s learning and support more appropriately those with
SEN or EAL. You liaise effectively with other adults and colleagues to support children’s learning. You make imaginative links
with children’s personal backgrounds to engage them and their communities fully in the school experience. You understand the
need to reflect the children’s experiences in both curriculum content and teaching strategies.
Subjects and Curriculum
You have a good knowledge of the different subject areas across the range of the full curriculum. You clearly understand about
the essential nature of different subjects within the curriculum and so are able to make creative links within and across
subjects. You are able to plan across both Core and Foundation subjects with imagination.
Good
Teaching and Learning
You are developing a wide range of appropriate teaching and behaviour management strategies and are able to demonstrate
how you would use them thoughtfully to support learning. You demonstrate how you would assess appropriately against NC
level descriptions or EYFS profiles. You are increasing your awareness of the processes and procedures for SATs and
understand how these are used to monitor attainment. You also know why formative assessment is important and demonstrate
how to record those formative assessments in a variety of ways. You develop your own understanding of personalised learning
in order target more effectively children’s learning and support more appropriately all children, including, with support, those
working outside expectations. You know how to take sensitive account of children’s diverse needs. You also know that
children’s learning is affected by their personal and background circumstances and how you might use this knowledge when
working with children.
Subjects and Curriculum
You have a good knowledge of the different subject areas across the curriculum. You are able to make viable and useful links
within and across subjects. You are able to plan effectively and independently for both Core and Foundation subjects, seeking
appropriate support from colleagues to enhance your teaching. You are able to select appropriate and useful teaching
strategies that develop and enhance subject matter. Your own professional skills in English, mathematics and ICT are good
and you make effective use of them when preparing for your teaching.
Satisfactory
Teaching and Learning
You know about a range of teaching and behaviour management strategies and, with support, know how to use them to
develop learning. You know how to assess, both formally and informally, against NC level descriptions/ EYFS profile. You are
aware of the processes and procedures for SATs. You also know why formative assessment is important. With advice, you
personalise learning to enable all children to achieve including those with SEN or EAL. You know how to take account of
children’s diverse needs. You recognise that children’s learning is affected by their personal and background circumstances.
You know about how to develop aspects relating to ECM to ensure the well being of individual children. You show an
awareness of your statutory roles and responsibilities.
Subjects and Curriculum
You have a sound and developing knowledge of the different subject areas across the curriculum. You are able to plan for both
Core and Foundation subjects, seeking support where appropriate. You are able to match subject matter with teaching and
learning techniques with increasing confidence. You are able to make use of your own skills in English, mathematics and ICT
when preparing for your teaching.
Unsatisfactory
Teaching and Learning
Your knowledge about different teaching and/ or behaviour management strategies is limited and you are unable to apply them
effectively. You need significant support when undertaking formal assessment and have limited knowledge of your
responsibilities regarding statutory assessment requirements. You do not yet demonstrate an understanding of formative
assessment, nor the principles of personalised learning. You need significant help in supporting children with SEN or EAL. You
have difficulty in understanding how a child’s learning is affected by their personal circumstance and have yet to consider all
aspects of a child’s well being in relation to ECM. Your knowledge of your statutory roles and responsibilities is limited.
Subjects and Curriculum
You have a sound knowledge of the some subject areas across the curriculum but limited or inaccurate subject knowledge in
others. You find it difficult to select appropriate learning targets in some subjects, therefore you find difficulty planning in those
areas. Your own subject knowledge needs development and so you have difficulty in matching appropriately subject matter and
teaching strategies. A lack of knowledge in your own personal skills in English, mathematics or ICT hampers your ability to plan
and teach effectively across the core of the curriculum.
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3. Professional Skills
Very Good
Planning and teaching
You create or select and develop from given sources, imaginative plans, both short term/weekly and, where appropriate, over
the medium term that challenge all learners to achieve their potential. You make creative links across and within subjects and
areas to motivate learners and stimulate their interest in learning across the full range of the curriculum. You are committed to
creating an inspiring learning environment recognises the potential of out of school contexts such as the outside area, local
fieldwork, investigative homework tasks and the use of museums, sites and galleries. You are confident in your own teaching
skills using a wide range of strategies to challenge and engage children in the learning process while personalising learning to
provide interesting and stimulating opportunities for all. You make perceptive and skilful use of language to explain concepts
and generate stimulating learning situations. You create a supportive and purposeful learning environment through the assured
use of a developing and increasingly wide range of behaviour management strategies. You have high expectations for children,
both academically and personally, that creates a secure class room ethos enabling children to reach their potential.
Assessment and monitoring
You make thoughtful and appropriate use of a wide range of strategies to record children’s achievement and development. You
analyse the data gathered from the range of your records to improve your own planning and engage in focussed target setting.
Clear and specific feedback and positive reinforcement identify motivating targets for children to allow them to begin to assess
their own progress. Assessment for learning is an important element of your teaching strategies, used effectively to move
children’s learning forward. You make thoughtful use of assessment data collected in relation to level descriptors/EYFS profile
or benchmarking to assess achievement both within and across the class room. You apply appropriate assessment techniques
across the full range of the curriculum allowing you to assess children’s development in most or all areas. You develop and use
effectively detailed records for individuals, groups and the whole class.
Professional collaboration
You analyse critically your own teaching and use this thoughtfully to improve your planning and teaching. You involve yourself
with all aspects of the life of the class and, where possible, the whole school. You work in close collaboration with other adults
within the class and school. You volunteer within and contribute effectively to team meetings at class or year group level and,
where appropriate, at school level. You are developing your confidence in working with other adults to manage the learning of
the class and share good practice.
Good
Planning and teaching
You are able to create sequences of plans that develop ideas from the appropriate documentation within both short
term/weekly and medium term plans. You are able to plan cross-curricular links that extend children’s learning across the
different areas incorporating strong links to Literacy, Numeracy and ICT. You are beginning to make thoughtful use of out-ofclass work (including homework or fieldwork) to generate enquiry based learning. Your teaching makes use of an increasing
number of appropriate and effective strategies to motivate children and promote independent learning. You have carefully
considered how to promote equality and diversity and develop this through matching teaching material and teaching strategies.
You are increasingly confident in using a range of questioning techniques to promote active learning amongst the children in
your class. You manage the learning environment, employing effectively a range of behaviour management strategies. You
foster a supportive environment within the class room where high standards of behaviour encourage children to develop self
control and independence.
Assessment and monitoring
You are able to use a range of appropriate and effective record keeping strategies to inform planning that are sustained and
developed across the placement. You use formative feedback and assessment to encourage children to begin to reflect upon
and identify their own progress and consider how they are meeting individual targets. You make confident use of assessment
for learning to move children’s learning forward. You record assessment data related to level descriptors/EYFS profile or bench
marking to assess achievement and suggest areas for development. You assess, using a range of appropriate strategies,
across the full range of the curriculum. You keep detailed records for individuals, groups and the whole class.
Professional collaboration
You thoughtfully evaluate your own teaching and use this to improve your planning and teaching. You are proactive in looking
for ways to work collaboratively with other adults within the class and school. You contribute to team meetings at class or year
group level. You seek actively to manage the learning in the class by engaging other adults to develop appropriate contexts for
learning.
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Satisfactory
Planning and teaching
You are able to develop a sequence of plans that are consciously linked to appropriate documentation, making use of both
short term/daily/weekly and medium term planning formats. You are able to plan to develop cross-curricular links and extend
children’s learning in Literacy, numeracy, science and ICT. You may have used out-of-class work (including homework or
fieldwork) to generate learning. Your teaching makes use of a number of appropriate strategies to engage and stimulate all the
children within your class. The teaching strategies that you select promote equality and diversity. You are able to use
questioning techniques to promote active learning amongst the children in your class. You promote a purposeful and safe
learning environment, establishing and sustaining clear boundaries for acceptable behaviour. You are able to promote
independent learning and positive self esteem amongst the children you teach.
Assessment and monitoring
You are able to use a range of record keeping strategies that inform planning and that are useful, manageable and sustainable.
You give constructive feedback that helps inform target setting. You are able to use assessment for learning and can use level
descriptors/EYFS profiles or bench marking to assess achievement. You assess across the full range of the curriculum. You
keep records for individuals, groups and the whole class.
Professional collaboration
You evaluate your own teaching and adapt planning and teaching where necessary. You work collaboratively with other adults
within the class to support children’s learning, contributing to team meetings. You engage other adults appropriately in the
learning process and are developing strategies to manage teams within the class.
Unsatisfactory
Planning and teaching
Your planning is insecure and not sustained throughout the placement. You have difficulties in developing learning over the
period of time. You have difficulties in making relevant links across and within subjects. Teaching strategies are limited and you
do not engage the children adequately. Children’s learning does not develop sufficiently through your teaching. You have
difficulties in establishing and sustaining a purposeful learning environment. Behaviour management strategies are limited and
not always effective without support. You are unable to promote equality and diversity within the classroom and need support in
order to raise children’s self esteem.
Assessment and monitoring
You do not use assessment and record keeping information effectively to move children’s learning forward. You make little use
of assessment for learning and your record keeping strategies are limited and do not focus on sufficiently on how children learn
and what they have achieved. You find it difficult to level children’s work without significant support. Feedback is not
constructive or sufficiently targeted. Record keeping is limited.
Professional collaboration
Evaluations tend to focus on external factors rather than considering how effective you have been at developing learning. You
do not use your evaluations effectively to improve your practice. You find it difficult to work with a range of adults with in the
class and school. You do not contribute to the management of teams within the class room and unable to demonstrate that you
can lead the learning within the class base.
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APPENDIX 3
KEY FEATURES OF AN EFFECTIVE EARLY YEARS SETTING
Learning and the Environment

Children will be engaged in the six areas of learning from the Early Years Foundation
Stage, all of which have equal status and value.
 The teacher in this setting is a facilitator of learning, having an overview of the environment
and the children within it.
 All children are engaged in their learning. This may be:
o play or practical activities
o child initiated learning
o adult led learning, either whole class or in a small group
o indoors or outdoors
 Children may be applying previously learnt skills, knowledge and understanding, eg writing
a list in the role play area.
 Children may be exploring, investigating or observing.
 All adults in the setting are involved in children’s learning and respond flexibly to children’s
needs.
Relationships with Children
 The trainee has established warm and positive relationships with children and
demonstrates a concern for their learning and wellbeing.
 The trainee demonstrates positive behaviour management strategies with an emphasis on
children developing independence, negotiation and problem solving skills.
 The trainee demonstrates flexibility in their dialogue with children, responding to individual
needs. This may include the use of comments, statements, open-ended questioning,
scaffolding language and listening to children (not being afraid of pauses and silence).
Resources
 A variety of imaginative and, where possible, ‘real world’ resources are selected for their
appropriateness to the learning intention and learning outcomes, eg using real money, real
kitchen equipment.
Planning
 Trainees develop awareness of the planning that takes place in the individual setting and
are able to use this as a basis for their own planning, building on children’s interests.
 Planning demonstrates flexibility and a willingness and ability to change plans in response
to children’s learning and needs.
 Trainees demonstrate a confident knowledge of the EYFS, planning across all six areas of
learning and demonstrating opportunities for both child initiated and adult led learning.
 The trainee can discuss how their planning builds on children’s interests and prior
experience.
 Plans are shared consistently with all staff in the setting.
Observation
 Observation is a key part of early years’ practice and assessment. Traines may be
gathering observation data in a variety of ways.
 The trainee will be able to discuss the ways in which the observation data collected will be
used to inform future planning.
Assessment
 Trainees are clear about their role in the assessment process and can demonstrate their
input in wider classroom/school systems and procedures, including the Early Years
Foundation Stage Profile.
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APPENDIX 4
EQUAL OPPORTUNITIES POLICY
The University Context
The University must be a place where people are welcome regardless or race, religion, gender,
sexual orientation or disability. Racist, sexist and other discriminatory behaviour is not
acceptable and positive action to combat such action is encouraged. This positive commitment
is to be reflected in all the University’s policies and procedures including those realting to
student enrolment, the provision of education, the employment of staff, and the provision of
services whether to students, staff or the public.
The Board of Governors, therefore, endorses the following statement on Equal Opportunities
policy:
1. The University affirms its commitment to the equal treatment of all people regardless of
their sex, age, race, ethnic or national origins, colour, marital status, sexual orientation,
family responsibility, physical and sensory disability, political or religious beliefs and
activities, unless those activities are contrary to the policies of the University. It is firmly
opposed to any form of discrimination based on these human attributes and values.
2. The University will, therefore, as an employer operate an equal opportunities policy in the
recruitment, selection and promotion of staff at all levels. Selection criteria and procedures
will be monitored and reviewed to ensure that individuals are recruited and selected on the
basis of their relevant merits and abilities by ways that can be shown to be not directly or
indirectly discriminatory as defined in the Sex and Race Discrimination Acts. All employees
will be afforded the opportunity to undertake training appropriate to their present posts and
future aspirations.
3. The University will, therefore, as a provider of educational services, offer equal
opportunities for access to its courses within its admissions policy and pursue positive
recruitment policies to ensure maximum open access. Selection criteria and procedures
will be monitored and reviewed to ensure that students are recruited on the basis of their
relevant merits and abilities. Student progress and achievemement will similarly depend on
their relevant merits and abilities and will be subject to monitoring and review to ensure that
discrimination is not occurring.
4. The University will take appropriate disciplinary or legal action to protect staff and students
while at work from any discriminatory behaviour, verbal or physical, by any individual or
groups from within or outside the institution.
5. Allegations of discriminatory behaviour by any member of the University, staff or student,
will be dealt with under the appropriate Grievance and Disciplinary Procedures. Proven
cases of discrimination against students may form the basis for appeals against the
decision of Examination Boards.
The Faculty Context
The Faculty fully endorses the University’s policy and actively promotes measures to ensure
that equal opportunities are addressed in all aspects of its work. In doing so the Faculty is
cognisant of the Race Relations (Amendment) Act 2000, the Special Educational Needs and
Disability Act 2001 and the recommendations of the MacPherson Report with regard to the
elimination of unlawful discrimination and the promotion of equality of opportunity and good
race relations.
The Faculty accepts that if it is to succeed in its educational and training goals, it must
demonstrate its commitment to equality of opportunity in its design and use of the building, its
organisational structures, processes and culture.
29
The Faculty seeks to promote equal opportunities through the encouragement of applicants
from a wide range of academic and social backgrounds. Consideration will be given to
applicants on tbe basis of their suitablility for the proposed programme of study. The Faculty
will monitor the recruitment process and the progress of those joining the Faculty’s
programmes to ensure discrimination does not occur.
The Faculty oberves the policy agenda of enhanced educational opportunity, particularly in
relation to the expansion of higher education and the promotion of ‘partity of esteem’ between
vocational and academic programmes of study. The Faculty is committed to positive action to
promote recruitment of under represented groups in Education.
In the area of teaching and learning, the Faculty is committed to the promotion of equal
educational opportunities in programme design, content, assessment and delivery including the
use of language which is non-discriminatory. The Faculty espouses equality of opportunity as a
permeating theme for all its provision, at all levels of teaching, and within the framework of its
Statement of Pedagogic Principle. This necessarily means a critical examination of its own
practice at all points of deliberation and delivery.
The Faculty recognises its responsibilities in the face of rapid social, demographic and
economic change. It will endeavour to ensure that trainee teachers and other students are alert
to the restriction of options that follows from stereotypical expectations; that they are competent
to develop the educational opportunities and achievement for all; and that they are motivated to
combat inappropriate and discriminatory attitudes.
School/College Context
The Governing Body of every school/college ensures that the school/college prepares,
implements and monitors an Equal Opportunities Policy with respect to the professional
practices of the institution. The Governors must consider both educational and employment
issues.
Trainees are expected to be familiar with the Equal Opportunities Policy for their placement
school and will be required to follow the guidelines for professional practice and conduct that
are establised in this framework document.
Trainees and tutors working in partnership with the University are also governed by the
University’s Equal Opportunities Policy.
Conclusion
The Faculty reasserts its support for equality of educational opportunity and for positive action
to combat disadvantage and challenge stereotypes. This commitment is congruent with the
University’s Mission and Strategy and with its intention to provide a regional role in the service
of its community.
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APPENDIX 5
LEGAL RESPONSIBILITIES
Guidance for Trainees
You need to be aware of the school’s statutory legal responsibilities about the following and
ensure that you are familiar with them:

Medicine: do not administer medicines in any form to pupils.

Sex education: do not undertake any teaching in relation to sex education, either as a
planned activity or as it arises in class discussion.

Susbstance use/misuse: it pupils report to you any issues relating to drug or solvent abuse,
even in confidence, you should immediately report the matter to the class teacher and/or
the head teacher.

Child protection: if pupils report to you any issues relating to physical or sexual abuse, even
in confidence, you should immediately report the matter to the class teacher and/or the
head teacher.

Playground duty/physical education: a qualified teacher must be present during playground
duty or the teaching of physical education. You must not take sole responsibility.

Physical contact: you should be mindful of your professional responsibilities and the legal
framework governing physical contact between teachers and children.

Industrial action: discuss you position as a student with the head teacher, should you find
yourself in a school where some of the teachers are engaged in industrial action.
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APPENDIX 6
KEY DOCUMENTS

ITT Action Plan

Audit of the Training Environment

Observation and Feedback Form

Weekly Target Setting Sheet

Interim Review

Interim Action Plan (for Complementary Activities Initiated by Trainee)

Professional Improvement Plan

Professional Practice Attendance Register
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