BEd (Primary) Programme
Year 2 School Experience
(Solo Placement)
Summer Term
2016
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, Solo Summer School Experience
Date
Detail
w/c 14 March
2016
Briefing Meetings for
Schools
Wednesday 16
March 2016
Year Group Preparation
Meeting
Associate
Partnership Schools
Teaching
Partnership Schools
School representative
attends
School representative
attends
n/a
n/a
First profiling conference to be held on campus with Professional Tutor
School experience begins
w/c 11 April
2016
(Week 1)
Weekly Monitoring &
Evaluation Form (WM&EF)
(1) Completed and Profiling
Conference Record Shared
Led by School Mentor
(SM)
Led by University
Mentor (UM)
Jointly led by SM
Jointly led by UM
Led by SM
Led by UM
WM&EF inc Observation
completed (4)
Led by SM
Led by UM
Moderation Meetings at a
variety of venues
SM to attend
SBT and/or UM to
attend
Led by SM
Led by UM
Early Alert issued no later
than 15th April
WM&EF inc Observation
completed (2)
w/c 18 April
2016
(Week 2)
w/c 25 April
2016 (week 3)
w/c 2 May
2016 (week 4)
Second profiling conference
held this week.
Cause for Concern issued
no later than 22nd April
WM&EF inc Observation
completed (3)
Insufficient Progress
should be issued no later
than 5th May
Final profiling conference
held this week.
w/c 9 May
2016 (week 5)
Visits will be made by
University staff during this
week to moderate those
students who have been
issued with Insufficient
Progress
BEd Yr 2 Solo Summer Notes of Guidance
Page 1 of 20
Friday 13 May
2016
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 Solo Summer Notes of Guidance
Completed by SM
Completed by UM
Page 2 of 20
Introduction
The Summer Term Year 2 School Experience, is a solo placement which provides
opportunities for the student to demonstrate that they can teach in a different Key Stage and
with greater independence. Student teachers are expected to build on outcomes from the
Year 2, Autumn Term Paired Placement and consolidate their learning by working in a
different school.
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 the Year 2, solo placement, the Partnership expects a school based training programme
to include:
planning , assessment and provision for individual differences (including EAL);

planning for pupils who have particular education needs, working within the Code of
Practice, implementing individual education plans, knowing where to get help in order
to give positive and targeted support;

opportunities to observe good practice across the curriculum;

opportunities to observe good practice in their specialist subject where possible and
appropriate;

how the school implements SMSC and promotes fundamental British Values;

support in planning individual lessons and sequences of lessons which have clear
learning objectives where the student teacher continues to develop a growing
awareness of the impact of their teaching;

opportunities to work alongside experienced TAs;

opportunities for teaching individuals, groups and whole classes and develop further
awareness of pupil progress;

opportunities to teach spelling and/or grammar to groups and whole classes and
receive structured feedback;

opportunities to discuss Behaviour Management policy, and the opportunity to
observe/discuss its implementation in a range of classrooms;

opportunities to consider and implement assessment of children’s learning and to
begin to use assessment to inform further planning;

in light of the current focus on the teaching of mathematics, have opportunities to
explore the impact of this in school;

opportunities to address targets identified during earlier school experiences and
university based modules and detailed in the student teacher’s professional
development profile;
BEd Yr 2 Solo Summer 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 Solo Summer Notes of Guidance
Page 4 of 20
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 Solo Summer Notes of Guidance
Page 5 of 20
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 Solo Summer Notes of Guidance
Page 6 of 20
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.
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
BEd Yr 2 Solo Summer Notes of Guidance
Page 7 of 20
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 11 April 2016)
The purpose of this week is to enable student teachers to begin to get to know the class and
the needs of its individual members through discussion with class teachers and other
professionals in school.
The students will come to the placement with their files prepared ready to begin using so that
by the end of week 1 there is clear evidence that they have:
discussed the Safeguarding and Ethics proforma and have a signed copy
in their school experience file?

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?

discussed and recorded medium term planning for subject areas
they will teach?

agreed detailed planning in some areas (preferably Core subjects)
for their teaching in the second week?

discussed and begin to implement a School Based Training Programme
with school based colleagues?

agreed a detailed timetable for specific teaching responsibilities,
focused observations and professional learning activities outlined
in their School Based Training Programme for the first week?

participated in individual or group work during English (including phonics)
and mathematics sessions?

prepared for the first Weekly Monitoring and Evaluation with their
School/University Mentor?
BEd Yr 2 Solo Summer Notes of Guidance
Page 8 of 20

undertaken observations of the class teacher working with the pupils
in a range of differing situations, focusing specifically on the teaching
of the Core subjects and on more general classroom management routines?

in consultation with the School Based Tutor identify 4 pupils for profiling?
The Second Week in School (w/c 18 April 2016)
During this week student teachers should:

Continue to familiarise themselves with the school’s policies, routines, procedures
and the general management routines of their specific classroom/s;

discuss the school’s behaviour management policy and how it is implemented in their
particular classroom;

by working with individuals and groups, get to know the pupils, their capabilities and
needs;

discuss those pupils supported by IEPs with the class teacher and other colleagues
in order to enable appropriate planning;

take sufficient responsibility in the classroom to establish themselves as members of
the school’s teaching team by undertaking further duties;

taking the lead in at least one whole class introduction for both English and
mathematics;

begin to keep records and information for pupils’ profiles. It is very important that this
begins early in order to inform teaching and learning.
Teaching commitments and expectations during the remainder of the 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.
For 75% of the school week student teachers are expected to:
teach English and mathematics in whole class situations on a regular basis preferably daily - and in the final two weeks take full responsibility for teaching
these. 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 as wide a range of curricular areas as possible;

plan and teach PE;

make use of a variety of strategies and resources and select evidence of pupils’
progress to enable them to differentiate their teaching;
BEd Yr 2 Solo Summer Notes of Guidance
Page 9 of 20

embrace the school’s implementation of SMSC and promotion of fundamental British
Values;

where possible and appropriate work alongside experienced TAs either in their own
or another classroom, focusing on English and mathematics;

undertake monitoring and assessment of pupils’ achievement;

observe, plan and teach phonics and be observed;

negotiate and discuss specific focused observations linked to personal targets by
school staff.
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: 
undertaking focused observations across the school of the teaching of English
(including phonics and SPAG) and mathematics, science and their specialist subject.
These observations should wherever possible include the use of ICT;

developing an awareness of the TAs’ role in their particular classroom, or in another
classroom focusing on English and mathematics;

developing an awareness of other professionals who support children’s learning or
development including, where possible, before and after school care;

develop an awareness of and keep a record of how the school is implementing support
for children with EAL, SEN, PP and what strategies and systems the school uses, and
reflect this in weekly reviews;

undertake observations of PE, music and practical sessions;

discussion with the School Based Tutor , and other colleagues as appropriate,
concerning planning, assessment and provision for individual differences (including
EAL);

observing good practice across the school – especially in the Core and their own
specialist subject;

discussing their work and holding profiling conferences about their work and progress
with school based colleagues, including engaging in the profiling process with the
School/University Mentor and/or University Visiting Tutor;

undertaking AM activities.
BEd Yr 2 Solo Summer Notes of Guidance
Page 10 of 20
Beyond the School Day
Student teachers are expected to:

analyse and reflect on their teaching daily. Each lesson plan should be annotated to
indicate children’s learning and progress in relation to learning objectives. It is
important that student teachers discuss ‘next steps’ and evaluate their teaching and
the impact on pupils learning;

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;

complete a Weekly Reflection and Evaluation Record highlighting targets for progress
and email to their School/University Mentor;

consider their progress on their online profile (SCROLL).
Assessment and Monitoring (AM)
Assessing Learning Outcomes in Sessions
All students will prepare an Assessment & Monitoring File – the layout and content will be
organised as set out in the proforma section of the Primary Partnership Portfolio.
Lesson evaluations will include assessment of pupils’ learning in relation to objectives and
expected outcomes as detailed in lesson plans. Evaluations will contain some references to
particular pupils, their learning or responses and should be used to inform further planning.
Review of lesson evaluations on a daily basis contributes to evidence of pupils’ progress. All
student teachers have been made aware of a range of assessment strategies both on
campus and through other school experience placements. The Primary Partnership Portfolio
contains a format for class list records for use by student teachers if this is appropriate and
recommended by the school.
Formative Assessment
Working alongside an experienced colleague, student teachers need to further develop
their understanding of how to undertake monitoring and formative assessment of pupils’
learning as part of their teaching. This will range from elicitation exercises to marking,
questioning or oral comments. Giving pupils appropriate feedback, both oral and written, will
be part of the planning and assessment cycle. Student teachers will also, where possible,
become involved in diagnostic assessment to identify the extent of pupils’ existing
understanding and any gaps or misconceptions in that learning. This will help them consider
targets for individual pupils’ development.
Student teachers are also expected to:

prepare for their work in AM through discussing the school’s approach to monitoring,
assessment and record keeping with key members of staff as such as the School
Based Tutor, School Mentor and senior staff. Records should be kept of the key
points of these discussions;

undertake formative marking – taking into account pupils’ individual targets and
considering next steps;
BEd Yr 2 Solo Summer Notes of Guidance
Page 11 of 20

monitor and assess the achievements of the whole class across those aspects of the
Core subjects and their specialist subjects for which they have teaching
responsibilities;

maintain records which can contribute to planning and reporting;

make a detailed Core and specialist subject profile for four pupils based on a variety of
assessment strategies (in consultation with school based colleagues and pupils as
appropriate). When working with children in the EYFS, student teachers should ensure
they provide appropriate records of attainment in the Prime and Specific Areas of
Learning based on a variety of assessment strategies. (see Notes of Guidance - Early
Years – Section 10 of the Primary Partnership Portfolio);

complete a child profiling sheet for each profile pupil at the beginning and towards the
end of the school experience. The student should focus on the impact of their
teaching on the child’s learning and be able to explain this in discussion.

prepare actual or simulated reports for parents, relating to attainment in literacy and
numeracy, science and their specialist subjects for ONE of the profiled pupils. The
reports must be discussed with school based colleagues.
Summative Assessment
Student teachers should include outline information on assessment that is used in the school
at key points throughout the year and what this tells them about the learning that has taken
place.
Moderation Meetings
Near the end of the Year 2 Summer School Experience, a sample cross section of files are
selected from across the Partnership to be assessed and moderated against the Teachers’
Standards. The meetings are a crucial part of the Partnership’s rigorous quality assurance
procedures and are held at a variety of locations across the Partnership. Most importantly,
they form a key element of the on-going trainee support and feedback process.
Student teachers who are selected for moderation should not be overly concerned about the
process. However, they should ensure that their school experience files are well presented
and fully reflect the standard of work they have completed in school.
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 15th April
2016.

The Partnership Office must be notified by Friday 22nd April 2016 if there are serious
concerns about a student teacher’s ability to complete the school experience
satisfactorily by completing a Cause for Concern proforma.
BEd Yr 2 Solo Summer Notes of Guidance
Page 12 of 20

If concerns persist the Insufficient Progress formal notification should be given to
the student teacher no later than Thursday 5th May 2016. 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 Solo Summer Notes of Guidance
Page 13 of 20
Quality Assurance Record BEd 2 Year Summer 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 11 April
Week 2
w/c 18 April
Week 3
w/c 25 April
Week 4
w/c 2 May
Week 5
w/c 9 May
BEd Yr 2 Solo Summer Notes of Guidance
Page 14 of 20
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 the Safeguarding and Ethics proforma and have a signed copy
in their school experience file?

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?

discussed and recorded medium term planning for subject areas
they will teach?

agreed detailed planning in some areas (preferably Core subjects)
for their teaching in the second week?

discussed and begin to implement a School Based Training Programme
with school based colleagues?

agreed a detailed timetable for specific teaching responsibilities,
focused observations and professional learning activities outlined
in their School Based Training Programme for the first week?

participated in individual or group work during English (including phonics)
and mathematics sessions?

prepared for the first Weekly Monitoring and Evaluation with their
School/University Mentor?

undertaken observations of the class teacher working with the pupils
in a range of differing situations, focusing specifically on the teaching
of the Core subjects and on more general classroom management routines?

in consultation with the School Based Tutor identify 4 pupils for profiling?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
BEd Yr 2 Solo Summer Notes of Guidance
Page 15 of 20
Week 2
By the end of week 2 in school has the student teacher:
continued to familiarise themselves with the school’s policies, routines,
procedures and the general management routines of their specific
classroom/s?

discussed the school’s behaviour management policy and how it is
implemented in their particular classroom?

worked with individuals and groups, to get to know the pupils, their
capabilities and needs?

discussed those pupils supported by IEPs with the class teacher and other
colleagues in order to enable appropriate planning?

taken sufficient responsibility in the classroom to establish themselves as
members of the school’s teaching team by undertaking further duties?

taken the lead in at least one whole class introduction for both English
and mathematics?

begun to keep records and information for pupils’ profiles?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
BEd Yr 2 Solo Summer Notes of Guidance
Page 16 of 20
Teaching commitments and expectations during the remainder of the School
Experience
Has the student teacher:

taught English and mathematics in whole class situations on a
regular basis – preferably daily – and in the final two weeks take
full responsibility for teaching these?

taught as wide a range of curricular areas as possible?

planned and taught PE?

made use of a variety of strategies and resources and select
evidence of pupils’ progress to enable them to differentiate their
teaching?

embraced the school’s approach to SMSC and promotion of
fundamental British Values throughout their teaching?

where possible and appropriate worked alongside experienced
TAs either in their own or another classroom, focusing on English
and mathematics?

undertaken monitoring and assessment of pupils’ achievement?

observed, planned and taught phonics and be observed?

negotiated and discussed specific focussed observations linked to
personal targets by school staff?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
BEd Yr 2 Solo Summer Notes of Guidance
Page 17 of 20
The School Based Training Programme
For approximately 25% of the week, has the student teacher negotiated a training programme
which includes (indicate the weeks this has been achieved in the boxes below):
undertaking focused observations across the school of the teaching
of English and mathematics, science and their specialist subject?
These observations should wherever possible include the use of
ICT.

developed an awareness of the TAs’ role in their particular
classroom, or in another classroom focusing on English and
mathematics?

developed an awareness of other professionals who support
children’s learning or development including, where possible,
before and after school care?

developed an awareness of and keep a record of how the school is
implementing support for children with EAL, SEN, PP and what
strategies and systems the school uses, and reflect this in weekly
reviews?

undertaken observations of PE, music and practical sessions?

discussed with the School Based Tutor , and other colleagues as
appropriate, concerning planning, assessment and provision for
individual differences (including EAL)?

observed good practice across the school – especially in the Core
and their own specialist subject?

discussed their work and holding profiling conferences about their
work and progress with school based colleagues, including
engaging in the profiling process with the School/University Mentor
and/or University Visiting Tutor;

undertaken AM activities?
Signed
Student................................................................
School Based Tutor...........................................
Date.....................................................................
BEd Yr 2 Solo Summer Notes of Guidance
Page 18 of 20
Beyond the School Day
Has the student teacher:
analysed and reflected on their teaching daily? Each lesson plan
should be annotated to indicate children’s learning and progress in
relation to learning objectives.

planned and resourced lessons?

participated fully in the life of the school by attending staff meetings
or INSET, meeting with parents, including attending parents
evening and participating in extra-curricular activities?

completed a Weekly Reflection and Evaluation Record highlighting
targets for progress and emailed to School/University Mentor?

considered their progress on their online profile (SCROLL)?
BEd Yr 2 Solo Summer Notes of Guidance
Page 19 of 20
BEd Yr2 RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
Week 1
w/c 11 April
Week 2
w/c 18 April
Week 3
w/c 25 April
Week 4
w/c 2 May
Week 5
w/c 9 May
BEd Yr 2 Solo Summer Notes of Guidance
Page 20 of 20