BEd (Primary) Programme
Year 2 School Experience
(Paired Placement)
Autumn Term
2015
Notes of Guidance for
Student Teachers,
School Based Tutors, University Visiting
Tutors and Mentors
Partnership Office
Plymouth University
Plymouth Institute of Education
Drake Circus
Plymouth
PL4 8AA
Tel:
01752 585324
Fax:
01752 585328
E-Mail: schoolexperience@plymouth.ac.uk
BEd (Primary)
Year 2, Paired Autumn School Experience
Date
Wednesday 14
October 2015
Detail
Year Group Preparation
Meeting
w/c 12 October Briefing Meetings for
2015
Schools
Associate
Partnership Schools
Teaching
Partnership Schools
n/a
n/a
School representative
attends
School representative
attends
Led by School Mentor
(SM)
Led by University
Mentor (UM)
Led by SM
Led by UM
Jointly led by SM
Jointly led by UM
Led by SM
Led by UM
Completed by SM
Completed by UM
School experience begins
w/c 2
November
2015
(Week 1)
Weekly Monitoring &
Evaluation Form (WM&EF)
(1) Completed
First profiling conference
held this week.
Early Alert issued no later
than 6th November
WM&EF inc Observation
completed (2)
w/c 9
November
2015
(Week 2)
w/c 16
November
2015 (week 3)
w/c 23
November
2015 (week 4)
Friday 27
November
2015
Second profiling conference
held this week.
Cause for Concern issued
no later than 13th Nov
WM&EF inc Observation
completed (3)
Insufficient Progress
should be issued no later
than 20th November
WM&EF inc Observation
completed (4)
Final profiling conference
held this week.
End of school experience.
Reports should be
completed electronically by
this date and emailed
together with an Excel
export of the final online
profile to the Partnership
Office.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 1 of 17
Introduction
The Year 2 Paired Autumn School Experience will provide a range of opportunities which
allow students to complement and enhance the training offered at the University and on
previous placements. This allows them to explore alternative ways of working collaboratively
with peers and colleagues and engage in learning conversations.
Student teachers placed in KS1 classes may well be required to work with Reception age
children. Where this is the case it is essential that student teachers read the Notes of
Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to
ensure they are sufficiently prepared for working within the EYFS prior to starting the
placement.
In Year 2, Paired Autumn School Experience, the Partnership expects that student teachers
will have access to:
opportunities to observe good practice across the curriculum;

opportunities to observe good practice in their specialist subject where possible and
appropriate

support in planning individual lessons and sequences of lessons in their class which
have clear learning objectives;

opportunities to work alongside experienced TAs;

opportunities for teaching individuals, groups and whole classes;

opportunities to discuss the Behaviour Management policy, and the opportunity to
observe/discuss its implementation in a range of classrooms through the School
Based Training Programme;

how the school implements SMSC and promotes fundamental British Values;

opportunities to consider and implement assessment of children’s learning and to
begin to use assessment to inform further planning;

opportunities to address targets identified during earlier school experiences and
university based modules and detailed in the student teacher’s professional
development profile;

opportunities to teach phonics/spelling/grammar as appropriate to groups and whole
class, and receive focussed observations and recorded feedback;

opportunities to teach mathematics as appropriate to groups and whole class, and
receive focussed observations and recorded feedback.
BEd Yr 2 Paired Autumn Notes of Guidance
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Leave of Absence during School Experience Placement
The health and well-being of student teachers is paramount, and they should take care to
remain well and appropriately rested during school experience placements. Inevitably, a
small percentage of students will succumb to minor ailments when on placement which may
require 24/48 hours rest and absence from school. Other leave requires greater
consideration, and is not necessarily granted.
Illness during school experience
Student teachers who become ill during school experience must personally inform the school
by telephone before the start of the school day, on the day that they become ill. They also
need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or
schoolexperience@plymouth.ac.uk. They should also inform their University Mentor/Visiting
Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be
required.
Absence as a result of accidental injury or hospitalisation
Student teachers who cannot attend the school experience placement due to unexpected
accidental injury or hospitalisation must personally inform the school on the day of their
absence before the start of the day, and they should also inform both the Partnership Office
and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may
be required.
Requesting leave of absence during school experience placements
Any request for leave of absence during a school experience placement must be gained
from the Headteacher in the first instance, who will judge whether or not it is appropriate in
line with school policy that is applied to all other members of the school staff. If the request
is granted, the student teacher will then seek further verification from the Programme Leader
by completing a Leave of Absence form. This will be considered and may or may not be
granted.
It is appropriate to seek Leave of Absence for:



Planned hospital visits/appointments
School visits and interviews for first teaching posts
The funeral of a close family member
It is not appropriate to seek Leave of Absence for:






an interview unrelated to securing a first teaching post i.e. a holiday job
an interview relating to a post within the university i.e. hall of residence manager
the funeral of a person who is not a close relative (each school will have specific
guidance on this)
attending a wedding
traveling to a wedding abroad or at a distance
childcare issues
As part of the Primary Partnership Agreement schools have the right to ask a student to
leave for a range of reasons which includes if they have concerns that the progress of the
pupils in the school is being hampered by poor attendance or disruption caused by
unnecessary or unauthorised absence.
BEd Yr 2 Paired Autumn Notes of Guidance
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English
There is an expectation that all students will observe, teach and be given feedback on the
teaching of all aspects of English as appropriate to the age phase or key stage in which they
are working. They need to continuously develop their awareness of the impact of teaching
phonics, spelling and grammar, as well as their practice. They should also find out the
approaches that are used in the other age phases/key stages in the school and have
evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
Mathematics
There is an expectation that all students will observe, teach and be given feedback on the
teaching of mathematics as appropriate to the age phase or key stage in which they are
working. All students should be mindful of, and reflect on, misconceptions in mathematics.
They should also find out the approaches that are used in the other age phases/key stages
in the school and have evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
In addition:
a. Student teachers on BEd Year 1 or PGCE ASE school experience placements
should focus on the teaching of geometry (EYFS: Space, Shape and Measures)
whilst
b. Student teachers in on BEd Year 2 or PGCE BEES1 school experience placements
should focus on number.
Progress during School Experience
Discussions about a student teacher’s progress and targets for improvement during each
placement are based on:





the Weekly Monitoring and Evaluation Report Form which includes an observation,
learning conversation, the school’s viewpoint and the engagement of the student
teacher in a professional capacity within the school;
Focussed observations;
Reflective Weekly Overview and Progress Record;
Lesson Planning and Evaluation, and all teaching, learning and pupil progress
through the presentation, organisation and content of required files;
The Profiling Conference Records.
BEd Yr 2 Paired Autumn Notes of Guidance
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The Online Profile
All of these elements can be exemplified in the levels and stages within the teachers
Standards as set out in the online profile (SCROLL), and the online profile gives a clear
indication of the progress being made by the student teacher whilst on placement.
When the student teacher begins a school experience placement they will have already
discussed what their targets for progress might be with their Professional Tutor, based on
their previous placement. They will share these with their mentor at the earliest opportunity,
usually during the first profiling conference.
Profiling conferences are held at intervals during the placement and provide the opportunity
for the mentor and student teacher to discuss evidence for progress and update the online
profile. The student teacher will regularly (weekly) update their online profile to indicate
when they have achieved targets and gathered evidence in support of this. Some mentors
find it easier to manage this process of checking more frequently than at the point of profiling
conferences, and in any case should, at the very least, ensure that the student teacher is
actively engaged with their online profile on a weekly basis.
The Weekly Monitoring and Evaluation Record Form
This is a new document which the partnership have developed in response to comments
from evaluations and national initiatives. The purpose of this new weekly evaluation is to
determine a more holistic and detailed view of the student teachers’ progress.
It includes:





a short, focussed observation linked to specific targets for improvement that the
student teacher has previously identified;
a learning conversation with key questions about the impact of teaching on learning;
further discussion on areas for further development and agreed targets to take
forward;
comment on files, preparation and professionalism as exemplified in Part 2 of the
Teachers’ Standards;
An agreed overall weekly grade which the student teacher uploads, and gives the
campus based staff, including their professional tutors an indication of their progress.
Student teachers should keep a completed copy of this weekly document within their school
experience file in each tabulated weekly section.
Reflective Weekly Overview and Progress Record, Part 1, 2 and 3
(For Yr 1 Summer term; year 2 and 3 and PGCE BEES1 and BEES2)
Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have
addressed during the course of the week, including those that they had identified as specific
targets for improvement.
Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils
(individuals, small groups, whole class) during the week. They should consider how their
teaching has impacted on the progress of these 3 groups and include commentary on
marking and assessment, and future planning.
BEd Yr 2 Paired Autumn Notes of Guidance
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Part 3 – requires the student teacher to consider their progress, and that of the pupils to
date and as a result, identify their personal targets for the coming week. They will be directly
linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s
progress record.
It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2
and 3 is emailed to the mentor, who will provide a signed copy for the student to
include in their school experience file, in each tabulated weekly section.
Daily Reflections
For BEd Year 1 (and PGCE student on ASE placement), student teachers should reflect on
a daily basis what they have done towards meeting target Standards; and on the impact of
their own and the pupils’ progress. This will provide a supportive framework and establish
the foundations for reflective practice.
Those student teachers who are issued with Insufficient Progress will also be required to
complete daily reflections in order to support them through this intervention.
Daily Reflections should be kept in the School Experience file under each weekly tabulated
section.
Lesson Planning and Evaluation
The Lesson Planning and Evaluation Form should be used in all school experience
placements when the student teacher is required to plan and prepare an episode of teaching
and learning. They are working documents and should be completed including annotations
to clearly indicate this.
In some longer placements the mentor supporting the student teacher will make a decision
about whether the student teachers planning, the evaluation of their teaching and the
understanding of the impact of this on pupil progress is sufficiently developed to allow them
to use the school’s preferred mode of planning. The calendar at the start of each set of
Notes of Guidance for longer placements, indicate when this is likely to be.
Lesson Planning and Evaluation Forms should be kept in the School Experience file under
each weekly tabulated section.
Focussed Observations
The purpose of these are twofold.
They should be used by the student teacher to gather evidence of and provide opportunities
for personal professional development and progress during the 25% School Based Training
Programme. In this instance the focus needs to be discussed and agreed with the mentor,
and negotiated with the recipient of the observation. Professional boundaries need to be
observed with the student:
a. agreeing the focus of the observation with the person being observed and
b. following it up with a learning conversation with the person, with agreed outcomes.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 6 of 17
The student teacher should negotiate with the School Based Tutor (or another member of
the teaching staff e.g. a PE specialist) to complete at least one focussed observation form,
on a weekly basis, for specific elements of their teaching in order to support their individual
progress. Completed focussed observations should be kept in the identified tabulated
section of the School Experience File.
Profiling Conference Record Sheet
The profiling conference is held at key points during the school experience placement. It is
designed to reflect on and refocus the student teacher progress against Part 1 of the
Teachers’ Standards and to comment on their status against Part 2 of the Teachers’
Standards. This record sheet provides a written record of the headlines from the learning
conversation that takes place during the profiling conference, suggested targets and how
they might be achieved and comments on professionalism. Copies of the Profiling
Conference Record should be signed and kept in the correctly tabulated section of the
School Experience File.
The First Week in School (w/c 2 November 2015)
The purpose of this week is to allow student teachers to get to know the class teacher and
the children with whom they will be working. Student teachers should acquire an outline of
medium term planning for the period of their school experience. During the week they
should also:
discuss ethical conduct and safeguarding protocols specific to the school school and student teacher sign Safeguarding & Ethics Agreement Proforma;

establish an understanding of the school’s routines, procedures and the general
management routines of their specific classroom/s;

get to know the children, their capabilities and needs, through working with
individuals and groups including working with those pupils with special educational
needs;

get to know the TAs in their particular classroom;

discuss and begin to implement a School Based Training programme;

as a pair teach individuals or contribute to the teaching of groups for English and
mathematics and take some responsibilities for daily routines;

as individuals carry out a focussed observation at least once a day of the way in
which the class teacher manages a range of different situations. These may be a
part or a whole session and the outcomes can be shared and discussed with the
class teacher and their school experience partner. These observations should form
part of the School Based Training Programme.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 7 of 17
The Second Week in School (w/c 9 November 2015)
During this week student teachers should continue to work with individuals and groups.
They should also:

take responsibility in the classroom on a daily basis to establish themselves as a
member of the teaching team by leading group or class activities independently
from their school experience partner;

build on the tasks already undertaken during Week 1;

take part in a profiling conference to discuss targets;

identify two profile children;

by the end of the week, have discussed outline plans to consolidate initial ideas and
confirm those parts of the timetable which will be their particular teaching
responsibility during the rest of their time in school;
Teaching commitments and expectations during the rest of the period of
school experience
For the remainder of the placement, the student teachers should work with children for 75%
of the day. Student teachers should teach each of the core subjects within individual, group
or whole class situations as appropriate. Student teachers are expected for much of the
time to work closely with their partner to:
teach English and mathematics on a regular basis, preferably daily and take
responsibility a number of whole class sessions by week 3. When working with
children in the EYFS, student teachers should ensure they provide appropriate
activities in the Prime and Specific Areas of Learning (see Notes of Guidance – Early
Years – Section 10 of the Primary Partnership Portfolio);
 teach, where possible, a sequence of lessons in their specialist subject;
 mark children’s work in English and mathematics focussing on formative written and
oral feedback; discuss the marking with the class teacher;
 discuss evidence of children’s progress and maintain relevant records to demonstrate
this;
 use analysis of children’s learning and progress to show impact on future planning;
 use ICT appropriately in the core and other subjects;
 observe a range of other subjects including PE and Religious Education (as
appropriate);
 demonstrate the effective use of resources in promoting learning and understanding.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 8 of 17
The School Based Training Programme
This is a professional learning component to school experience called school based training.
It takes place in the 25% of time remaining. Each student teacher should negotiate this
school based training with the School Based Tutor in order to develop a heightened
awareness of the following list which is not exhaustive but should include: 
undertake focused observations of the teaching of English and mathematics, and
where possible and appropriate teach science and their specialist subject ( in any
age phase), recording this in Daily Reflections and the Reflective Weekly Overview
Progress Record;

undertake focused observation of the teaching of PE;

be directed to observe teaching with elements of outstanding practice throughout the
placement;

find a way of contributing to the enhancement of the learning environment;

work alongside a TA who is supporting children’s learning in English or mathematics;

discuss their work and participate in profiling conferences about their work and
progress with the School Mentor or School Based Tutor.
Beyond the School Day
Student teachers are expected to:
 Analyse and reflect on their teaching and individually record this on the Daily
Reflections Sheet with the support of their partner student teacher. Each lesson
plan should be annotated to indicate children’s learning in relation to learning
objectives. It is important that student teachers discuss ‘next steps’ and complete
that section of the planning sheet. Each week a weekly review, with targets, should
be undertaken by each individual;
 plan and resource lessons;
 participate fully in the life of the school by attending staff meetings or INSET, meeting
with parents, including attending parents evenings and participating in extra-curricular
activities.
Working with a partner
When taking a lead role it is essential that each student teacher communicates clearly with
her or his partner and the teacher. Plans they have made for sessions must be discussed
and agreed well in advance of teaching, with each other and the School Based Tutor.
When acting as the support partner, student teachers need to discuss the plans and their
implementation with the leader and carry out tasks as delegated by the leader. The student
partner should also help provide and create appropriate resources.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 9 of 17
Student teachers are expected for much of the time to work closely with their student partner
to:
plans sessions and work with pupils for 75% of the time. This will at first be
mainly in groups but with more general responsibilities gradually increasing during
the period of the experience;

teach in the Core subject areas and other areas, including in their own chosen main
subject where this is possible and appropriate (ECS: all areas of learning);

begin to review pupils’ work in sessions taught and use the information to inform
further planning and teaching.
Student Teacher in teaching role
In this role you will have to:
demonstrate the ability to accept responsibility;

make clear to your partner the lesson plan you have agreed with the class teacher
and show how it was developed from the teacher’s plans

discuss proposed actions, and show sensitivity to the views of others;

consider the practical implications of the lesson/activity plan;

critically analyse results in discussions with your teacher and partner.
Student teacher as Support Partner
In this role you will have to be:
willing to contribute to the planning, implementation and evaluation stages;

able to share the tasks and work co-operatively;

responsive to the instructions of the teacher;

able to show initiative in dealing with the unexpected;

able to follow tasks through to their completion;

able to give constructive feedback to your partner who acted as a teacher.

carry out a child observation using the prepared proforma , ideally when your partner
is teaching their specialist subject
Student Teacher as Critical Friend
In this role you need to:
be sensitive to the other member of your pair;
BEd Yr 2 Paired Autumn Notes of Guidance
Page 10 of 17

take part in discussions which enable your partner to discuss their thoughts and
feelings in an open way;

be able to comment objectively on the success or otherwise of the work undertaken;
Assessment and Monitoring (AM)
During this school experience student teachers are expected to begin to make connections with
the university based input on assessment and the classroom application of this. To support
them they will need to work together with an experienced teacher to:
 identify differentiated assessment opportunities on lesson plans in order to show
what children must/should/could achieve in English and mathematics and monitor
their achievements;
 discuss evidence of pupils’ progress to enable them to begin to differentiate their
teaching;
 discuss marking with the School Based Tutor;
 in conjunction with the School Based Tutor mark pupils’ work in English and
mathematics, focusing on formative written and oral feedback;
 complete the assessment section of each lesson plan to show how assessment will
inform future planning;
 in consultation with the class teacher, create a profile for two pupils using the
proforma in the Primary Partnership Portfolio.
 include a brief statement outlining why a particular pupil has been selected. This will
be the outcome of a discussion with the class teacher and/or a relevant TA and/or a
learning support teacher;
 make brief notes about pupils’ learning and progress throughout the placement;
 collect any samples of work and make observations that illustrate how learning or
skills are progressing in particular curriculum areas or Areas of Learning as
appropriate;
 discuss your pupil profile with the class teacher. Record the outcome of these
discussions focusing on the pupils’ learning and progress, and, if appropriate, the
role of other adults in this. Part of your evidence may well be in the form of
photographs but check the schools protocols for this.
These profiles will support your understanding of the monitoring and assessment process
and will begin to prepare you for the final stages of the programme where you will profile a
larger group of children.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 11 of 17
Identification of Areas of Concern

The Primary Partnership Portfolio (Section 7) details the procedure to be adopted.

Weekly written feedback in the Weekly Review and Monitoring Report must clearly
identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 6th
November 2015.

The Partnership Office must be notified by Friday 13th November 2015 if there are
serious concerns about a student teacher’s ability to complete the school experience
satisfactorily by completing the Cause for Concern proforma.

If concerns persist the Insufficient Progress formal notification should be given to
the student teacher no later than Friday 20th November 2015. The appropriate proforma is provided in the proforma Section of the Primary Partnership Portfolio. In
exceptional circumstances, formal notification of insufficient progress may be given at
a later date.
Evaluation
At the end of the school experience, all partners are invited to contribute to our on-going
quality assurance process by completing an evaluation form.
BEd Yr 2 Paired Autumn Notes of Guidance
Page 12 of 17
Quality Assurance Record BEd Year 2 Paired Autumn School Experience
Checklist and Weekly Monitoring and Evaluation Record for School Based Tutors,
School/University Mentor and University Visiting Tutor. (Copies of this QA record should be
placed at the front of student teachers’ school experience files).
Observation Feedback Record
Student teachers should be observed and have a feedback and learning conversation on a
weekly basis. This is a minimum requirement but further focussed observations may be
required or negotiated.
Week
Tutor (School
Based Tutors,
School
Mentors,
University
Visiting
Tutors/Mentors
Weekly
Focussed
Monitoring Observation
&
Feedback
Evaluation
Given
Report
Initials
Student
teacher’s
initials
Date
Week 1
w/c 2
November
Week 2
w/c 9
November
Week 3
w/c 16
November
Week 4
w/c 23
November
BEd Yr 2 Paired Autumn Notes of Guidance
Page 13 of 17
School Experience checklist for all partners
These checklists are designed to be an aide memoire for all partners supporting students as
well as for the student themselves to ensure rigorous coverage of all requirements. The
completed documents form part of our Quality Assurance procedures.
Week 1
By the end of week 1 in school has the student teacher:
discussed ethical conduct and safeguarding protocols specific to the school.
School and student teacher sign Safeguarding & Ethics Agreement Proforma.

established an understanding of the school’s routines, procedures and
the general management routines of their specific classroom/s?

got to know the children, their capabilities and needs, through working
with individuals and groups, including working with those pupils with
special educational needs?

got to know the TAs in their particular classroom?

taken responsibility on a daily basis to establish themselves as
members of the school’s teaching team e.g. undertake daily routines
such as registration and story time.

taught individuals or contributed to the teaching of groups for English
and Mathematics as appropriate?

carried out focused observations of the way teacher manages a class in
a range of differing situations. Shared these with the School Based
Tutor and discussed appropriate action, linking it to their campus based
learning?

discussed outline plans with School Based Tutors and School Mentors
to consolidate initial ideas and confirmed those parts of the timetable
which will be their particular teaching responsibility during the rest of
their time in school?

taken part in a profiling conference and discussed with School or
University Mentor their current level of professional development in
relation to their profile and agreed targets to take this development
further?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
BEd Yr 2 Paired Autumn Notes of Guidance
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Teaching commitments and expectations during the remainder of the School
Experience
Has the student teacher:

taught all aspects of English and mathematics on a regular basis,
preferably daily and with increasing responsibility, taking a number
of whole class sessions by week 3?

demonstrated the effective use of resources in promoting learning
and understanding?

taught, where possible, a sequence of lessons in their specialist
subject?

used ICT appropriately in the core and other subjects?

observed and taught a range of other subjects including PE and
Religious Education (as appropriate?

monitored and assessed children’s achievements in English and
mathematics?

discussed evidence of children’s progress and maintained
relevant records to demonstrate this?

discussed the marking with the class teacher?

marked children’s work in English and mathematics focussing on
formative written and oral feedback?

Used analysis of children’s learning and progress to show impact
on future planning?

Created profiles for two children?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
BEd Yr 2 Paired Autumn Notes of Guidance
Page 15 of 17
The School Based Training Programme
For approximately 25% of the week, has the student teacher negotiated a training programme
which includes:
undertaking focused observations of the teaching of English
and mathematics, science and his/her specialist subject, where
possible in a variety of classrooms?

undertaking focused observation of the teaching of PE?

working alongside a TA who is supporting children’s learning in
English or mathematics

discussing the school’s marking policy and how it is put into
practice in their particular classroom

discussing the children’s work and progress

discussing their work – participate in profiling conferences
about their work and progress with the School Based
Tutor/Mentor

analysing and reflecting on their teaching on a daily and weekly
basis?

discussing ‘next steps’ with their partner and the School Based
Tutor and completed that section of the planning sheet?

undertaking a weekly review and set short term targets?

planning and resourcing lessons?

spending sufficient time in school before and after the school
day?

taking part as a member of the teaching team in non-teaching
events and extracurricular activities?
Signed
Student................................................................
School Based Tutor...........................................
Date.....................................................................
BEd Yr 2 Paired Autumn Notes of Guidance
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BEd Yr2 PAIRED RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
Week 1
w/c 2 November
Week 2
w/c 9 November
Week 3
w/c 16 November
Week 4
w/c 23 November
BEd Yr 2 Paired Autumn Notes of Guidance
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