ITE Placement Supplement
2015-16
KS1 and KS2 (5-11) Placements
Primary Age Phases 3-7 and 5-11 Primary
incorporating School Direct
INDEX
Introduction
2
CONTACT DETAILS, PHASE REQUIREMENTS, TRAINEE MONITORING
3
University Contact Details
4
Standards for Teachers
5
Support in evidence for the standards
6
ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE
Placement
7
Early Childhood Education 3-7 (3 Year Route)
7
Early Childhood Education 3-7 (2 Year Route)
8
Primary Education 5-11 (3 Year Route)
9
PGCE Primary (Early Years 3-7)
11
PGCE Primary Education (5-11)
12
PGCE School Direct Routes
13
Planning Proforma for Key Stage 1 and Key Stage 2
14
Form 1: Medium Term Plan
15
Form 2: Short Term Plan
16
Form 3: Planning for Other Adults in the Classroom
18
Form 4: Systematic Synthetic Phonics Discrete Planner
19
Form 5: Systematic Synthetic Phonics Weekly Planner
20
Form 6: KS1 Detailed Daily Lesson Evaluation
21
Form 7: Weekly evaluation and reflection
23
Assessing Pupils’ Progress
24
Assessment Sheet A: Monitoring and Recording Progress
27
Assessment Sheet B: Formative Assessment
28
Assessment Sheet C: Summative Assessment
30
LESSON OBSERVATIONS, WEEKLY REVIEWING AND ASSESMENT
OF TRAINEES
38
School/Setting Lesson Observation Feedback Form LO1
39
Teaching of Systematic Synthetic Phonics and Early Reading
40
S3 English Focus Interview
40
S3 English Focus Interview: Prompts for Mentor/Host Teacher
41
S3 Literacy Focus Interview: Feedback and Target Setting Sheet B
43
Systematic Synthetic Phonics Phase One (Speaking and Listening)
45
1
Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics 46
Guided Reading Observation Feedback Proforma
49
Teaching of Mathematics
50
Focused Observation for Mathematics
51
Weekly Review and Targets
52
Introduction
This supplement is designed to provide specific proforma, assessment forms and guidance
for Key Stage 1 and Key Stage 2 (ages 5-11) placements and should be read in conjunction
with Partnership Handbook and Placement Handbook.
The following handbooks and documentation are also available at
http://www.leedsbeckett.ac.uk/placements/Carnegie or by request to the Carnegie
Partnership and Employability Unit on Carnegie.workplacements@leedsbeckett.ac.uk or
0113 812 1761:






Partnership Handbook
2015-16 Placement Handbook
ITE Placement Supplement 2015-16 KS3 to KS5 (11-18) Placements
ITE Placement Supplement 2015-16 KS1 and KS2 (5-11) Placements
ITE Placement Supplement 2015-16 EYFS (3-5) Placements
ITE Placement Supplement 2015-16 Birth to 5 (0-5) Placements
Version 2: 14/09/2015
2
CONTACT DETAILS,
PHASE REQUIREMENTS,
TRAINEE MONITORING
3
University Contact Details
UNIVERSITY SWITCH BOARD: 0113 812 0000
ACADEMIC CONTACTS:
Louise Nelson
(Primary Lead School Direct)
(Course Leader PGCE Primary 5-11)
108 Carnegie Hall
L.Nelson@leedsbeckett.ac.uk
0113 81 23529
Yinka Olusoga
(Course Leader PGCE Primary (Early
Years 3-7)
216 Carnegie Hall
Y.Olusoga@leedsbeckett.ac.uk
0113 81 21775
Dr Liz Chesworth
(Course Leader BA (Hons) Early
Childhood Education leading to QTS 3
year route)
Bev Keen
(Course Leader BA (Hons) Early
Childhood Education leading to QTS 2
year route)
Dr Chris Ford
(Course Leader BA (Hons) Primary
Education leading to QTS 3 year route)
217 Carnegie Hall
L.Chesworth@leedsbeckett.ac.uk
0113 81 23672
217 Carnegie Hall
B.Keen@leedsbeckett.ac.uk
0113 81 23618
G04 Carnegie Hall
C.M.Ford@leedsbeckett.ac.uk
0113 812 1747
SUPPORT STAFF CONTACTS:
Carnegie Partnership and
Employability Unit
Course Administration
Early Childhood Courses
Primary Courses
School Direct
G02/03 Carnegie Hall
carnegie.workplacements@leedsbeckett.ac.uk
0113 81 21761
G01 Carnegie Hall
childhood@leedsbeckett.ac.uk
0113 81 23167
education@leedsbeckett.ac.uk
0113 81 23537
pgce@leedsbeckett.ac.uk
0113 81 27412
4
Standards for Teachers
PREAMBLE
Teachers make the education of their pupils their first concern,
and are accountable for achieving the highest possible
standards in work and conduct. Teachers act with honesty and
integrity; have strong subject knowledge, keep their knowledge
and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in
the best interests of their pupils.
PART ONE: TEACHING
TS1 A teacher must set high expectations which inspire,
motivate and challenge pupils
Establish a safe and stimulating environment for pupils, rooted
in mutual respect
Set goals that stretch and challenge pupils of all backgrounds,
abilities and dispositions
Demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils
TS2 Promote good progress and outcomes by pupils
Be accountable for pupils’ attainment, progress and outcomes
Plan teaching to build on pupils' capabilities and prior
knowledge
Guide pupils to reflect on the progress they have made and
their emerging needs
Demonstrate knowledge and understanding of how pupils learn
and how this impacts on teaching
Encourage pupils to take a responsible and conscientious
attitude to their own work and study
TS3 Demonstrate good subject and curriculum
knowledge
Have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings
Demonstrate a critical understanding of developments in the
subject and curriculum areas, and promote the value of
scholarship
Demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct
use of standard English, whatever the teacher’s specialist
subject
If teaching early reading, demonstrate a clear understanding
of systematic synthetic phonics
If teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies
TS4 Plan and teach well-structured lessons
Impart knowledge and develop understanding through
effective use of lesson time
Promote a love of learning and children’s intellectual curiosity
Set homework and plan other out-of-class activities to
consolidate and extend the knowledge and understanding
pupils have acquired
Reflect systematically on the effectiveness of lessons and
approaches to teaching
Contribute to the design and provision of an engaging
curriculum within the relevant subject area(s)
TS5 Adapt teaching to respond to the strengths and
needs of all pupils
Know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
Have a secure understanding of how a range of factors can
inhibit pupils’ ability to learn, and how best to overcome these
Demonstrate an awareness of the physical, social and
intellectual development of children, and know how to adapt
teaching to support pupils’ education at different stages of
development
Have a clear understanding of the needs of all pupils, including
those with special educational needs; those of high ability;
those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive
teaching approaches to engage and support them
TS6 Make accurate and productive use of assessment
Know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
Make use of formative and summative assessment to secure
pupils’ progress
Use relevant data to monitor progress, set targets, and plan
subsequent lessons
Give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to the
feedback
TS7 Manage behaviour effectively to ensure a good
and safe learning environment
Have clear rules and routines for behaviour in classrooms,
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
Have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
Manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
them
Maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary
TS8 Fulfil wider professional responsibilities
Make a positive contribution to the wider life and ethos of
the school
Develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist
support
Deploy support staff effectively
Take responsibility for improving teaching through
appropriate professional development, responding to advice
and feedback from colleagues
Communicate effectively with parents with regard to pupils’
achievements and well-being
PART TWO: PERSONAL AND
PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The
following statements define the behaviour and attitudes
which set the required standard for conduct throughout a
teacher’s career.
A. Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour,
within and outside school, by:
Treating pupils with dignity, building relationships rooted in
mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
Having regard for the need to safeguard pupils’ well-being,
in accordance with statutory provisions
Showing tolerance of and respect for the rights of others
Not undermining fundamental British values, including
democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and
beliefs
Ensuring that personal beliefs are not expressed in ways
which exploit pupils’ vulnerability or might lead them to
break the law
B. Teachers must have proper and professional
regard for the ethos, policies and practices of the
school in which they teach, and maintain high
standards in their own attendance and punctuality.
C. Teachers must have an understanding of, and
always act within, the statutory frameworks which
set out their professional duties and
responsibilities.
5
Support in evidence for the standards
Guidance
These examples are only indicative of the types of evidence
trainees may wish to include in their standards portfolios. It is
by no means exhaustive. One piece of evidence may be able to
be used for more than one standard.
PART ONE: TEACHING
TS1 A teacher must set high expectations which
inspire, motivate and challenge pupils
- Lesson Plans (LP) / Feedback
- Weekly reviews
- Testimonials from staff/wider work force
- Trainee reflections; daily/ weekly
- Implementing and supporting school systems e.g. behaviour
TS2 Promote good progress and outcomes by pupils
- Lesson evaluations commenting on learning intentions
- (LP) shows learning informed by evaluation
- Mentor feedback identifies use of pupils knowledge of pupils
- (LP) shows a variety of teaching approaches
- (LP) shows that pupils are given opportunities to assess
their own and peers learning and setting of future targets
TS3 Demonstrate good subject and curriculum
knowledge
- Subject specific feedback and questioning
- Lesson Planning short and medium term
- Lesson Feedback
- Trainee reflections
- Proactive research
- Pupil engagement
- Modelling accurate spoken and written English
- Appropriate high quality resources
- (LP) shows pupil level data is used to inform differentiated
tasks (including SEN and G&T)
- Observations that comment on individualised feedback
TS7 Manage behaviour effectively to ensure a good
and safe learning environment
- Lesson planning/ Feedback
- Engaging resources
- Risk assessment documentation
- Setting and applying expectation with consistency
- Modelling expectations
- Use of a range of behaviour management strategies
- Trainee explanations and evaluations
- Examples of effective reward and sanctions processes
- Observations of more experienced colleagues and good
practice
TS8 Fulfil wider professional responsibilities
- Work with staff and colleagues outside the department
- Contributions in other areas of school e.g. pastoral/ extra
curricular
- Weekly reviews and reflections
- Work in the community
- Parents evening
- Attendance at professional meetings
- Use of support and collaboration for planning
- Use of CPD time and target setting
- Formal and informal meetings with staff, pupils, parents
etc.
- School visits and planning for them
-
- Deployment of a range of effective T&L strategies
TS4 Plan and teach well-structured lessons
- (LP); creative and imaginative
- Observations and feedback show appropriate pace and time
management and all pupils engaged in learning
- Resources are engaging
- (LP); include a range of appropriate homework/ extended
learning tasks
- Lesson evaluations demonstrate reflection rather than
description and impact subsequent lessons
- Mentor feedback
- Schemes of work/ medium term plans
TS5 Adapt teaching to respond to the strengths and
needs of all pupils
- (LP); Personalisation and differentiation
- Planning and managing the role of colleagues
- Use of pupil information/ data
- Reflection of impact on pupil progress
- Learning journals, case studies, recording mechanisms/
systems
- Learning dialogue
TS6 Make accurate and productive use of assessment
- Examples of marked and levelled pieces of work
- Extract from mark book/ monitoring sheet
- (LP) shows a variety of AfL strategies
- Examples of formative assessment including verbal
PART TWO: PERSONAL AND
PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The
following statements define the behaviour and attitudes
which set the required standard for conduct throughout a
teacher’s career. Evidence for standards 1 – 8 may also
provide evidence of personal and professional conduct
A.
B.
C.
-
Teachers uphold public trust in the profession
and maintain high standards of ethics and
behaviour, within and outside school.
Teachers must have proper and professional
regard for the ethos, policies and practices of the
school in which they teach, and maintain high
standards in their own attendance and
punctuality.
Teachers must have an understanding of, and
always act within, the statutory frameworks
which set out their professional duties and
responsibilities.
Child protection certificate
Mentor summative and formative feedback
Personal testimonials
Record of attendance
Engagement in wider school issues
This guidance has been agreed for use by Yorkshire &
Humber APTE
6
ITE Placement Dates, Requirements Aims and Learning Outcomes of the ITE Placement
‘Please note that if your placement dates clash with Placement Provider or University holiday dates you will need to negotiate with the Placement
Provider when to make up the missed days either directly before or after the proposed placement period.’
Early Childhood Education 3-7 (3 Year Route)
Course
Year /
Phase
Year 2
Year 3
ITE Placement Dates
Teaching Block (7 Weeks):
25/01/16 to 18/04/2016
Teaching Block (8 Weeks):
19/10/15 to 18/12/2015
Key
Stage
KS1
FS or
KS1
Placement
Requirements
Teaching approx. 60% of the
week with a further 20%
working under the teacher’s
direction and 20% preparation
time.
Responsible for teacher’s role
for 75% of the weekly timetable
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
 Be able to plan, teach and deliver lessons in the
core subjects over a sustained period
 Be able to monitor children’s learning in the core
subjects (and a foundation subject)
 Be able to assess children’s learning in the core
subjects(and a foundation subject)
 Appreciate the role of the class teacher in a
Primary school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Plan, deliver and assess the learning of the class
for 75% of the weekly curriculum
 Provide a range of learning experience to
accommodate different learning needs;
 Provide inclusive learning situations for children of
diverse backgrounds
 Assumed the role of the class teacher
 Participate fully in the life of the Placement
Provider.
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria
outlined in the Assessment Booklet attached to this placement
7
 Planned, assessed and recorded pupil progress against specified learning
objectives in the full curriculum of the class ensuring continuity and
progression of pupils’ learning for the whole class, group and individual work;
 Demonstrated appropriate learning styles and strategies to ensure pupils’
engagement and concentration
 Used well-chosen formative and summative assessments against national,
regional and local data
 Maintained an accurate record of pupils progress to inform reports to
parents and to ensure appropriate differentiation in order to respond to pupils
with individual needs and diverse backgrounds;
 Monitored and evaluated pupils’ progress and set targets for developing
their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform their
Career Entry Development Profile and Induction Phase
Early Childhood Education 3-7 (2 Year Route)
Course
Year /
Phase
ITE Placement Dates
Year 1/
Phase 2
Serial Visits Weeks Commencing:
01/02/16, 08/02/16, 22/02/16, 07/03/16,
14/03/16, 04/04/16, 11/04/16
Prep Block (1 Week):
29/02/16 – 04/03/16
Teaching Block (6 Weeks):
18/04/16 to 27/05/16
Year 2
Prep Block (1 Week):
05/10/15 – 09/10/15
Serial Visits Weeks Commencing:
12/10/15, 19/10/15, 02/11/15, 09/11/15,
16/11/15, 23/11/15, 30/11/15, 07/12/15,
14/12/15, 11/01/16, 18/01/16, 25/01/16,
01/02/16, 08/02/16, 22/02/16, 07/03/16,
14/03/16
Prep Block (1 Week):
04/01/16 – 08/01/16
Prep Block (1 Week):
29/02/16 – 04/03/16
Teaching Block (7 Weeks):
11/04/16 to 27/05/16
Key
Stage
KS1
FS or
KS1
Placement
Requirements
Teaching approx. 60% of
the week with a further 20%
working under the teacher’s
direction and 20%
preparation time.
Responsible for teacher’s
role or teaching 75% of the
weekly timetable
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
 Be able to plan, teach and deliver lessons in the core
subjects over a sustained period
 Be able to monitor children’s learning in the core subjects
(and a foundation subject)
 Be able to assess children’s learning in the core
subjects(and a foundation subject)
 Appreciate the role of the class teacher in a Primary
school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to
criteria outlined in the Assessment Booklet attached to this placement
 Plan, deliver and assess the learning of the class for 75%
of the weekly curriculum
 Provide a range of learning experience to accommodate
different learning needs
 Provide inclusive learning situations for children of diverse
backgrounds
 Assumed the role of the class teacher
 Participate fully in the life of the Placement Provider
 Planned, assessed and recorded pupil progress against specified
learning objectives in the full curriculum of the class ensuring continuity
and progression of pupils’ learning for the whole class, group and
individual work
 Demonstrated appropriate learning styles and strategies to ensure
pupils’ engagement and concentration
 Used well-chosen formative and summative assessments against
national, regional and local data
 Maintained an accurate record of pupils progress to inform reports to
parents and to ensure appropriate differentiation in order to respond to
pupils with individual needs and diverse backgrounds
 Monitored and evaluated pupils’ progress and set targets for
developing their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform
their Career Entry Development Profile and Induction Phase
8
Primary Education 5-11 (3 Year Route)
Course
Year /
Phase
Year 1/
Holistic
Year 1/
Phase 1
Year 2
ITE Placement Dates
3 Weeks: 16/11/15 to 04/12/15
Teaching Block (4 Weeks):
25/04/16 to 20/05/16
Teaching Block (7 Weeks):
25/01/16 to 18/04/2016
Key
Stage
ALL
KS1 or
KS2
KS1 or
KS2
Placement
Requirements
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
Observational, whole
school, experience.
To plan and deliver a
phonics session to a small
group
To deliver 1 whole class
activity using the teacher’s
planning in a subject of the
Trainee’s choice
Each trainee will teach 50%
of a timetable. They will also
have 30% directed time and
20% preparation time.
It is not expected that a
class teacher will allocate
100% of the timetable. Two
trainees delivering at the
same time to a group each
would be an example of this
paired model working.

 Planned and delivered a successful phonics teaching session to a
small group
 Successfully delivered a teaching activity to the whole class
 Demonstrated Part 2 of the Teachers’ Standards
Teaching approx. 60% of
the week with a further 20%
working under the teacher’s
direction and 20%
preparation time.


Familiarise themselves with the day-to-day
organisation of a primary school
Develop an understanding of the role of the class
teacher
Develop an understanding of teaching Systematic
Synthetic Phonics
 Plan and evaluate independently
 Develop key skills of teaching
 Develop an understanding of the primary school as a
learning community
 Used the assess – plan – teach - assess cycle
 Planned and delivered successful teaching and learning sessions with
groups and with the whole-class.
 Engaged with the broader life of the Placement Provider
 Demonstrated Teachers’ Standards 1-8 and Part 2according to criteria
outlined in the Assessment Booklet attached to this placement.
 Be able to plan, teach and deliver lessons in the core
subjects over a sustained period
 Be able to monitor children’s learning in the core
subjects (and a foundation subject)
 Be able to assess children’s learning in the core
subjects(and a foundation subject)
 Appreciate the role of the class teacher in a Primary
school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria
outlined in the Assessment Booklet attached to this placement
9
Primary Education 5-11 (3 Year Route)
Course
Year /
Phase
Year 3
ITE Placement Dates
Teaching Block (8 Weeks):
19/10/15 to 18/12/2015
Key
Stage
KS1 or
KS2
Placement
Requirements
Teaching 75% of the weekly
timetable
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
 Plan, deliver and assess the learning of the class for
75% of the weekly curriculum
 Provide a range of learning experience to
accommodate different learning needs
 Provide inclusive learning situations for children of
diverse backgrounds
 Assumed the role of the class teacher
 Participate fully in the life of the Placement Provider
 Planned, assessed and recorded pupil progress against specified
learning objectives in the full curriculum of the class ensuring continuity
and progression of pupils’ learning for the whole class, group and individual
work
 Demonstrated appropriate learning styles and strategies to ensure
pupils’ engagement and concentration
 Used well chosen formative and summative assessments against
national, regional and local data
 Maintained an accurate record of pupils progress to inform reports to
parents and to ensure appropriate differentiation in order to respond to
pupils with individual needs and diverse backgrounds
 Monitored and evaluated pupils’ progress and set targets for developing
their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform their
Career Entry Development Profile and Induction Phase
10
PGCE Primary (Early Years 3-7)
Course
Year /
Phase
Phase 1
Phase 2
Phase 3
ITE Placement Dates
05/10/15 to 11/12/15 as follows:
1 day a week:
w/c 05/10/15
3 days a week:
w/c 12/10/15, 19/10/15, 02/11/15, 09/11/15,
4 days a week:
w/c 16/11/15, 23/11/15, 30/11/15, 07/12/15
04/01/16 to 11/03/16 as follows:
2 days a week:
w/c 04/01/16
4 days a week:
w/c 11/01/16, 18/01/16, 25/01/16, 01/02/16,
5 days a week:
w/c 08/02/16, 22/02/16, 29/02/16, 07/03/16
21/03/16 to 10/06/16 as follows:
3 days a week:
w/c 11/04/16
4 days a week:
w/c 21/03/16, 02/05/16
5 days a week:
w/c 18/04/16, 25/04/16, 09/05/16, 16/05/16,
23/05/16, 06/06/16
Key
Stage
EYFS or
KS1
EYFS or
KS1
FS or
KS1
Placement
Requirements
Responsible for the
teacher’s role for 50% of
the weekly timetable
Responsible for the
teacher’s role for 60% of
the weekly timetable
Responsible for the
teacher’s role or
teaching for 75% of the
weekly timetable
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
For an EYFS placement:
 Be able to prepare appropriate overview plans for the provision
covering adult-led activities, continuous provision and enhanced
provision across the seven areas of learning and development
 Prepare detailed activity plans for adult-led activities (wholeclass, group, work with pairs/individual children) across the
seven areas of learning and development
 Develop the enhanced provision, planning, resourcing,
monitoring and improving the provision
 Develop an understanding of the early years’ environment,
including working as part of a team and communicating with
parents
For a KS1 placement:
 Be able to plan, teach and deliver lessons in the core subjects
over a sustained period
 Be able to monitor children’s learning in the core subjects (and
a foundation subject)
 Be able to assess children’s learning in the core subjects(and
a foundation subject)
 Appreciate the role of the class teacher in a Primary school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Plan, deliver and assess the learning of the class for 75% of
the weekly curriculum
 Provide
a
range
of
learning
experience
to
accommodate different learning needs;
 Provide inclusive learning situations for children of diverse
backgrounds
 Assume the role of the class teacher
 Participate fully in the life of the Placement Provider.
For an EYFS placement:
 Used the assess – plan – teach - assess cycle
 Planned and delivered successful adult-led activities with groups
and with the whole-class
 Planned, resourced, implemented, monitored and improved at least
one area of enhanced provision
 Engaged with the broader life of the Placement Provider
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to
criteria outlined in the Assessment Booklet attached to this placement
11
For a KS1 placement
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to
criteria outlined in the Assessment Booklet attached to this placement
 Planned, assessed and recorded pupil progress against specified
learning objectives in the full curriculum of the class ensuring
continuity and progression of pupils’ learning for the whole class,
group and individual work
 Demonstrated appropriate learning styles and strategies to ensure
pupils’ engagement and concentration
 Used well-chosen formative and summative assessments against
national, regional and local data
 Maintained an accurate record of pupils progress to inform reports
to parents and to ensure appropriate differentiation in order to respond
to pupils with individual needs and diverse backgrounds
 Monitored and evaluated pupils’ progress and set targets for
developing their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform
their Career Entry Development Profile and Induction Phase
PGCE Primary Education (5-11)
Course
Year /
Phase
Phase 1
Phase 2
Phase 3
ITE Placement Dates
05/10/15 to 11/12/15 as follows:
1 day a week:
w/c 05/10/15
3 days a week:
w/c 12/10/15, 02/11/15, 09/11/15,
4 days a week:
w/c 19/10/15, 16/11/15, 23/11/15, 30/11/15,
07/12/15
04/01/16 to 11/03/16 as follows:
2 days a week:
w/c 04/01/16
4 days a week:
w/c 11/01/16, 18/01/16, 25/01/16, 01/02/16,
5 days a week:
w/c 08/02/16, 22/02/16, 29/02/16, 07/03/16
21/03/16 to 10/06/16 as follows:
3 days a week:
w/c 11/04/16
4 days a week:
w/c 21/03/16, 02/05/16
5 days a week:
w/c 18/04/16, 25/04/16, 09/05/16, 16/05/16,
23/05/16, 06/06/16
Key
Stage
KS1 or
KS2
KS1 or
KS2
KS1 or
KS2
Placement
Requirements
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
On completion of this ITE Placement the Trainee will have:
 Develop key skills of teaching
 Develop an understanding of the primary school as a
learning community
 Used the assess – plan – teach - assess cycle
 Planned and delivered successful teaching and learning sessions
with groups and with the whole-class.
 Engaged with the broader life of the Placement Provider
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to
criteria outlined in the Assessment Booklet attached to this placement.
 Be able to plan, teach and deliver lessons in the core
subjects over a sustained period
 Be able to monitor children’s learning in the core subjects
(and a foundation subject)
 Be able to assess children’s learning in the core
subjects(and a foundation subject)
 Appreciate the role of the class teacher in a Primary
school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Plan, deliver and assess the learning of the class for 75%
of the weekly curriculum;
 Provide a range of learning experience to accommodate
different learning needs;
 Provide inclusive learning situations for children of diverse
backgrounds;
 Assumed the role of the class teacher;
 Participate fully in the life of the Placement Provider.
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to
criteria outlined in the Assessment Booklet attached to this placement
Paired Placement teaching
50% of the weekly timetable
Teaching 60% of the weekly
timetable
Teaching 75% of the weekly
timetable
12
 Planned, assessed and recorded pupil progress against specified
learning objectives in the full curriculum of the class ensuring continuity
and progression of pupils’ learning for the whole class, group and
individual work;
 Demonstrated appropriate learning styles and strategies to ensure
pupils’ engagement and concentration;
 Used well-chosen formative and summative assessments against
national, regional and local data;
 Maintained an accurate record of pupils’ progress to inform reports to
parents and to ensure appropriate differentiation in order to respond to
pupils with individual needs and diverse backgrounds;
 Monitored and evaluated pupils’ progress and set targets for
developing their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform
their Career Entry Development Profile and Induction Phase
PGCE School Direct Routes
Phase
Phase 1
ITE Placement Dates
Between 3 and 4 days a week school
based
Incrementally building to teach 60%
timetable
September to December – total 49 days in
school
26 days University based training.
Age
Range
KS1 or
KS2
Placement
Requirements
Aims of the ITE Placement
Learning Outcomes of the ITE Placement
The Trainee will:
 Develop key skills of teaching
 Develop an understanding of the primary school as a
learning community
On completion of this ITE Placement the Trainee will have:
 Used the assess – plan – teach - assess cycle
 Planned and delivered successful teaching and learning sessions with
groups and with the whole-class
 Engaged with the broader life of the Placement Provider
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria
outlined in the Assessment Booklet attached to this placement
 Be able to plan, teach and deliver lessons in the core
subjects over a sustained period
 Be able to monitor children’s learning in the core subjects
(and a foundation subject)
 Be able to assess children’s learning in the core
subjects(and a foundation subject)
 Appreciate the role of the class teacher in a Primary school
 Critically reflect on their own practice
 Have knowledge of inclusion and child protection
responsibilities in educational settings
 Plan, deliver and assess the learning of the class for 75% of
the weekly curriculum;
 Provide a range of learning experience to accommodate
different learning needs
 Provide inclusive learning situations for children of diverse
backgrounds
 Assumed the role of the class teacher
 Participate fully in the life of the Placement Provider.
 Used the assess – plan – teach - assess cycle
 Catered for individual learning styles
 Structured learning for individual needs
 Demonstrated Teachers’ Standards 1-8 and Part 2 according to criteria
outlined in the Assessment Booklet attached to this placement
Responsible leading
practice for 50% of the
weekly timetable
Please note that the dates of Phases may
alter depending upon the Schools in
which the trainee is placed.
Phase 2
4 days a week school based
5 day preparation period
Teaching 70% timetable
January to April – total 45 days in school
11 days University based training
KS1 or
KS2
Responsible for
leading practice for
60% of the weekly
timetable
Please note that the dates of Phases may
alter depending upon the Schools in
which the trainee is placed.
5 days a week school based
Teaching 90% timetable
April to June - total 42 days in school
2 days University based training
Phase 3
Please note that the dates of Phases may
alter depending upon the Schools in
which the trainee is placed.
KS1 or
KS2
Responsible for
leading practice for
75% of the weekly
timetable
 Planned, assessed and recorded pupil progress against specified
learning objectives in the full curriculum of the class ensuring continuity
and progression of pupils’ learning for the whole class, group and individual
work
 Demonstrated appropriate learning styles and strategies to ensure
pupils’ engagement and concentration
 Used well-chosen formative and summative assessments against
national, regional and local data
 Maintained an accurate record of pupils’ progress to inform reports to
parents and to ensure appropriate differentiation in order to respond to
pupils with individual needs and diverse backgrounds
 Monitored and evaluated pupils’ progress and set targets for developing
their progress; and
 Attained the relevant Teachers’ Standards and set targets to inform their
Career Entry Development Profile and Induction Phase
13
Planning Proforma for Key Stage 1 and Key Stage 2
Trainees in KS1 or KS2 placements will be expected to prepare:




a Medium Term Plan (Form 1) for all areas of the curriculum taught
a Short Term Plan (Form 2) for each teaching and learning session. It should
show clarity, be succinct (bullet points) and be specific
when planning discrete phonics sessions, complete the Systematic Synthetic
Phonics Discrete Planner (Form 4)
Planning Sheet for each adult (Form 3)
Trainees will be expected to evaluate:



identify feed forward issues for every lesson and bullet points;(on short term
planning form 2)
complete a detailed daily evaluation for one lesson each day (Form 6)
reflect upon strengths and areas for personal development at the end of each
week (Form 7)
The plans should normally be prepared electronically and the boxes should expand to
accommodate the required information.
The following proforma are correct at time of printing and provided for illustrative
purposes only. Electronic and up to date versions of the individual proforma will be
available online at: http://www.leedsbeckett.ac.uk/placements/Carnegie
Staff and Trainees will also be able to access them through the Universities'
MyBeckett Group "Carnegie Education Placements (ITE)"
14
Form 1: Medium Term Plan
Medium term plan for (subject):
NC PoS ref:
Learning
General Learning objectives for
Step
each step
Year:
Learning Activities
(Colour code/Change Font for differentiation)
Learning outcomes for
each step
Class:
Resources for each
step inc ICT
(Colour code/Change Font for
differentiation)
N.B: This form is meant to be used electronically and expanded appropriately including using colour coding/font changes for
differentiation
15
Form 2: Short Term Plan
Complete one Short-Term Plan for each teaching and learning session. The headings below
provide the structure for your plan. Write in bullet points, show clarity, be succinct and be
specific.
Lesson programme
• Subject / Curriculum area
• Class Details
Which aspects of your professional development are
you focusing upon and how? relate to specific
teaching Standards
• Day / Date
• Length of session
Prior Learning
Programme of Study
Specific Learning Objective(s) for the Session
Success Criteria (e.g. I can statements /WAGOLL / WILF / Bullet pointed statements. Theses may be differentiated
for specific groups of children)
Common Misconceptions
Key Vocabulary (think about whether you are introducing new, using or consolidating vocabulary)
Assessment – what and how will you assess whether the children have learned? E.g. observation, questioning,
reviewing written work, marking and setting targets
Positive Behaviour Management
Resources (Human/Physical)
Risk Assessment
16
Time
A) Introduction
a)
b)
c)
d)
e)
f)
Learning Activities
Teaching Points / Questions
Differentiation/inclusion (as appropriate)
Organisational Strategies
Speaking and Listening Opportunities
KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spelling
B) Development
a)
b)
c)
d)
e)
f)
g)
Learning Activities
Teaching Points / Questions / Mini Plenaries
Differentiation/inclusion (as appropriate)
Organisational Strategies
Speaking and Listening Opportunities
KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spelling
Appropriate points for assessment of learning and mini-plenaries
C) Plenary
a)
b)
c)
d)
e)
f)
g)
Learning Activities
Teaching Points / Questions
Differentiation/inclusion (as appropriate)
Organisational Strategies
Speaking and Listening Opportunities
KS1 and KS2 Placements: opportunities to use phonic approaches fro decoding and spelling
Appropriate points for assessment of learning
Lesson evaluation
To be completed for any sessions where the detailed daily evaluation is not completed. These can be handwritten
What impact did you have on pupil learning? Did all the pupils achieve the learning objective(s)/ success criteria? Did individuals or groups of
pupils find the work too hard/ too easy? Did you notice any incidental learning?
*
*
*
*
Feed forward issues Given your evaluation, what are the implications for your planning of subsequent lessons?
Are there aspects of
the lesson you will need to revisit with certain pupils? How will you address difficulties or misconceptions? How can you consolidate/ extend
pupils’ learning?
*
*
*
*
17
Form 3: Planning for Other Adults in the Classroom
(You can use this form or your school’s version)
Lesson / Session Objectives
Success Criteria
Key Vocabulary
Outline of Activity
Comments on children’s learning and progress:
*
*
*
*
18
Form 4: Systematic Synthetic Phonics Discrete Planner
Date:
Class:
Number of children:
Phonic Phase
Resources
Introduction
Revisit/
Review
Practise
previously
learned letters
Practise oral
blending and
segmentation
Teach
Teach a new
letter; teach
blending and/or
segmenting with
letters
Teach one or two
tricky words
Practise
Practise reading
and/or spelling
words with the
new letter
Apply
Read or write a
caption using one
or more HF
words and words
containing the
new letter
Specific Learning Outcomes
All children will be able to:
Additional activities
Most children will be able to:
Some children will be able to:
19
Form 5: Systematic Synthetic Phonics Weekly Planner
Date:
Class:
Phase:
Week:
Number of
children:
Phonic
Phase:
Phonemes / Graphemes focused upon this week:
Ensure plan includes: Practise letters/ sounds and practise blending for reading; practise segmentation for spelling; read and write whole sentences using Set letters, plus
relevant tricky words. Remember it needs to be multi-sensory.
Monday
Tuesday
Wednesday
Thursday
Friday
Revisit/ Review
Practise previously learned letters
Practise oral blending and
segmentation
Teach
Teach a new letter; teach
blending and/or segmenting with
letters
Teach one or two tricky words
Practise
Practise reading and/or spelling
words with the new letter
Apply
Read or write a caption using one
or more HF words and words
containing the new letter
Specific Learning Outcomes
Additional activities
Homework (if appropriate)
All children will be able to:
Most children will be able to:
Some children will be able to:
20
Form 6: KS1 Detailed Daily Lesson Evaluation
You need to complete one of these detailed evaluation forms (electronically so the boxes can expand) for one lesson every day.
These need to be printed out and placed behind the related lesson plan within your file each evening. It should be possible to
identify how you have incorporated the next steps you have identified for yourself and the children within subsequent planning.
Date:
Lesson:
Evaluating YOUR performance and learning
Evaluation of the planning and implementation of the lesson
(Bullet point the key points e.g. reflect on your teaching, effectiveness of the resourcing and
organisation of the lesson, effectiveness of the differentiated activities and structure of the lesson in
enabling all the children to make progress, effectiveness of your behaviour management strategies)
Next steps when planning
21
Evaluating the CHILDREN’S learning:
How well did they meet the learning outcome? What did their responses within the introduction show about their understanding? What
evidence of quality learning taking place do you have? Did they show any misconceptions? Comment about individual children’s
progress as well as the group overall
Analysis of the quality of the learning of Analysis of the quality of the learning of
Analysis of the quality of the learning of
the __________ group
the __________ group
the __________ group
Next steps for this group / individuals
Next Steps for this group/ individuals
Next Steps for this group / individuals
22
Form 7: Weekly evaluation and reflection
This form is your personal reflection on specific aspects of your role in supporting pupil
progress
What have I learnt about creating engaging learning experiences which meet the
differing needs of the individual children?
What have I learnt about my role in providing sensitive interactions?
Identify and evaluate at least two examples of how your approach to teaching and
learning has impacted on children’s learning this week.
Next Steps
Areas for development
Specific targets for next week
23
Assessing Pupils’ Progress
Assessment is an essential part of the assessing – planning – teaching – assessment cycle.
It enables you to evaluate the current stage of each child’s learning and progress, and to
identify the next step for each child. This knowledge is then used to inform the planning for
the next lesson, enabling you to identify appropriate learning objectives and relevant
differentiation to meet the needs of all the children within your class.
Prior to starting your block placement


Establish the attainment levels of individual and groups of children, their rates of
progress, and any specific individual needs through discussions with the host teacher
and analysing class data
For a final placement, also access and analyse the school’s Data Dashboard
(available on the Ofsted website)
During the placement
A) Formative Assessment of all the children within your class
1)
You will be formatively assessing the children during each teaching session
through:
i)
Setting clear learning objectives and success criteria, which you can then
evaluate against to identify whether the children have met them at the end of the
session
ii)
Identifying in your planning and asking opened ended questions –

listen carefully to the children’s answers, what do these tell you about the
children’s understanding?

Do any children demonstrate misconceptions? If so, why and how can you
address these?
iii)
Observing how children respond during activities – what support do they need,
how long did it take them, who they interacted with, what resources did they use.
iv)
Building in opportunities for AfL (Assessment for Learning) into your lesson

Encouraging the children to evaluate and reflect on their own learning, and
respond to these within your next lesson
v)
Do any children surprise you – either by exceeding your expectations or finding it
harder than you expected? What does this tell you about their learning and what
are the implications for the next lesson?
vi)
Use post it notes / address labels / small note pad / annotate your planning to jot
these observations down during the lesson.
2)
You will be formatively assessing the children when marking their work through
i)
ii)
iii)
Assessing whether they demonstrated have met the learning objectives
and success criteria
Identifying and highlighting strengths within the work
Identifying any misconceptions or misunderstandings demonstrated
Providing comments in child friendly language which identify the strengths
of the piece of work and next steps for the individual child.
You will need to become familiar with the school’s marking policy before the start of your
placement, and use this consistently when marking children’s work.
24
3)
You will be formatively assessing the children by completing your daily detailed
evaluations (Form 6) on one lesson, and completing the lesson evaluation / feed forward
comments on your short term planning (Form 2) for any other lessons you have taught
that day.
i)





4)
You will be evaluating each ability as a whole and some individuals within
each group
How well did they meet the learning outcome?
What did their responses within the introduction show about their
understanding?
What evidence of quality learning taking place do you have?
Did they show any misconceptions? How were these addressed?
Comment about individual children’s progress as well as the group
overall – did any children stand out for a particular reason.
Monitoring and recording the progress of all pupils within your class by
i)
ii)
iii)
Completing Assessment Sheet A to identify each child’s progress
towards meeting the learning objective for the lesson.
Create yourself a coding system e.g. to show who has met the objective,
who needs further support and who was absent. You might use colours or
a series of symbols.
Use all the information you have gained from stages 1-3 above to inform
these assessments.
B) Detailed Formative Assessments of three focus children
During each placement
1)
2)
3)
4)
i)
ii)
iii)
iv)
v)
vi)
vii)
Identify three children who will become your focus for detailed assessment on
this placement (discuss your choice of children with the host teacher)
Create a separate section in your Placement file / have a separate
assessment folder
Collect formative ‘evidence’ which will support your assessment when you
complete the summative assessment forms (Assessment form C) at the end
of your placement
There should be a range of ‘evidence’ including:
Informal observations – post it notes / jotted notes
Completed focused observations (Assessment Sheet B)
Annotated examples of children’s work and your marking comments
Extracts from the comments on your daily evaluations which identify
aspects of the learning of this child
Photographs (if the photo shows children, you have permission from the
school)
Comments from the child / children
Comments from other adults
25
C) Summative Assessments of the three focus children (for all placements
except the final placement)
1)
2)
3)
4)
During of the final week of the placement, collate all the formative
assessments, in order to summatively assess the child’s current stage of
progress using Assessment Form C.
Use your evidence and knowledge of the child to assess the child’s progress
in the aspects of the National Curriculum programmes of study you have
taught during this placement for English and Mathematics
Using your evidence and knowledge of the child create a summary statement
about their PSHE development
Arrange a meeting with your host teacher/ mentor to ‘moderate’ your
summative assessments, where you can discuss the reasons behind your
judgements in each programme of study.
C) Summative Assessments of the three focus children (for final placements)
1)
2)
3)
4)
During of the final week of the placement, collate all the formative
assessments, in order to summatively assess the child’s current stage of
progress using either Assessment Form C or the School’s own summative
assessment proformas.
Use your evidence and knowledge of the child to assess the child’s progress
in the aspects of the National Curriculum programmes of study you have
taught during this placement for English and Mathematics.
Using your evidence and knowledge of the child create a summary statement
about their PSHE development
Arrange a meeting with your host teacher/ mentor to ‘moderate’ your
summative assessments, where you can discuss the reasons behind your
judgements in each programme of study.
26
Assessment Sheet A: Monitoring and Recording Progress
Year Group
Subject:
Dates From
To
Objectives taken from relevant Short-Term Forecast.
The children
will learn
The children
will learn
The children
will learn
The children
will learn
The children
will learn
Names
27
Assessment Sheet B: Formative Assessment
Child’s
Name:
Age:
Date:
Nature of task / activity / lesson:
Learning Objectives
Account
What the child actually did
Leuven Scale of Active Engagement in Learning
Circle most appropriate level
Leuven
Score
Active
Learning
Extremely
Low
Low
Moderate
High
Extremely
High
1
2
3
4
5
Interpretation
Action
What does this tell you about the child’s learning. Relate
to the National Curriculum Programme of Study
Next Steps: What do you intend to do
next based on your observation
28
Leuven Scale of Active Engagement in Learning
This is an approach to assessing children’s active engagement in their learning across a
range of different curriculum areas and in different contexts. It enables you to identify typical
patterns in the children’s learning behaviour. You can then use this information to assess
why they are demonstrating this behaviour, for example reflect on how your planning is
meeting the needs of this child, which activities or curriculum areas particularly engage
them, how your classroom organisation and interaction supports their engagement.
Level
Engagement
Extremely Low
The child shows hardly any
activity at all
Examples
No concentration: Staring, daydreaming;
An absent, passive attitude;
No goal-orientated activity, aimless actions, not
1
producing anything;
No signs of exploration and interest;
Not taking anything in, no mental activity
Low
Limited concentration; looks away during
The child shows some
activity, fiddles, dreams;
2
degree of activity which is
Is easily distracted;
often disrupted
Action only leads to limited results
Moderate
Routine actions, attention is superficial;
The child is busy the whole Is not absorbed in the activity, actions are short
time, but without real
lived;
concentration
Limited motivation, no real dedication, does not
3
feel challenged;
The child does not gain deep-level experiences;
Does not use his/her capabilities to full extent;
The activity does not address the child’s
imagination
High
The child is engaged in the activity without
There are clear signs of
interruption;
involvement, but these are
Most of the time there is real concentration, but
not always present to their
during some brief moments the attention is
4
full extent
more superficial;
The child feels challenged, there is a certain
degree of motivation;
The child’s capabilities and its imagination to a
certain extend are addressed in the activity
Extremely High
Is absolutely focussed, concentrated without
During the observation of
interruption;
the learning the child is
Is highly motivated, feels strongly appealed by
continually engaged in the
the activity;
activity and completely
Even strong stimuli cannot distract him/her;
5
absorbed in it
Is alert, has attention for details, shows
precision;
Its mental activity and experience are intense;
The child constantly addresses all it’s
capabilities: imagination and mental capacity
are in top gear
Professor Ferre Laevers, Leuven University, Belgium
(This information was taken from SCILT Scotland’s National Centre of Languages
www.scilt.org.uk)
29
Assessment Sheet C: Summative Assessment
You will need to complete one of these assessments for each of your focus children.
This is an example of the Y1 assessment proforma. You can access the appropriate
age forms for your children from the QTS School Experience Placement Group
section on MyBeckett.
Summative Assessment
Y1
Name:
Age:
PSHE Development Summary Statement
Next Steps
30
English
Y1 Reading: Word Reading

apply phonic knowledge and skills as the route to
decode words

respond speedily with the correct sound to graphemes
(letters or groups of letters) for all 40+ phonemes,
including, where applicable, alternative sounds for
graphemes

read accurately by blending sounds in unfamiliar words
containing GPCs that have been taught

read common exception words, noting unusual
correspondences between spelling and sound and
where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –
ed, –er and –est endings

read other words of more than one syllable that contain
taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll],
and understand that the apostrophe represents the
omitted letter(s)

read aloud accurately books that are consistent with
their developing phonic knowledge and that do not
require them to use other strategies to work out words

re-read these books to build up their fluency and
confidence in word reading
Y1 Reading: Comprehension


Below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
develop pleasure in reading, motivation to read,
vocabulary and understanding by:

listening to and discussing a wide range of
poems, stories and non-fiction at a level beyond
that at which they can read independently

being encouraged to link what they read or hear
read to their own experiences

becoming very familiar with key stories, fairy
stories and traditional tales, retelling them and
considering their particular characteristics

recognising and joining in with predictable
phrases

learning to appreciate rhymes and poems, and to
recite some by heart

discussing word meanings, linking new
meanings to those already known
understand both the books they can already read
accurately and fluently and those they listen to by:
31

drawing on what they already know or on
background information and vocabulary provided
by the teacher

checking that the text makes sense to them as
they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being
said and done

predicting what might happen on the basis of
what has been read so far

participate in discussion about what is read to them,
taking turns and listening to what others say

explain clearly their understanding of what is read to
them.
Y1 Writing: Transcription




Below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
spell:

words containing each of the 40+ phonemes
already taught

common exception words

the days of the week
name the letters of the alphabet:

naming the letters of the alphabet in order

using letter names to distinguish between
alternative spellings of the same sound
add prefixes and suffixes:

using the spelling rule for adding –s or –es as the
plural marker for nouns and the third person
singular marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change
is needed in the spelling of root words [for
example, helping, helped, helper, eating, quicker,
quickest]
apply simple spelling rules and guidance, as listed in
English Appendix 1

write from memory simple sentences dictated by
the teacher that include words using the GPCs
and common exception words taught so far.
32
Y1 Writing: Handwriting

sit correctly at a table, holding a pencil comfortably and
correctly

begin to form lower-case letters in the correct direction,
starting and finishing in the right place

form capital letters

form digits 0-9

understand which letters belong to which handwriting
‘families’ (i.e. letters that are formed in similar ways) and
to practise these.
Y1 Writing: Composition

Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
write sentences by:

saying out loud what they are going to write
about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading what they have written to check that it
makes sense

discuss what they have written with the teacher or other
pupils

read aloud their writing clearly enough to be heard by
their peers and the teacher.
Y1 Writing: Vocabulary, Grammar and
Punctuation

Below age
expectations
develop their understanding of the concepts set out in
English Appendix 2 by:

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital
letter and a full stop, question mark or
exclamation mark

using a capital letter for names of people, places,
the days of the week, and the personal pronoun
‘I’

learning the grammar for year 1 in English
Appendix 2

use the grammatical terminology in English
Appendix 2 in discussing their writing.
33
English Summary Statement
Next Steps
34
Mathematics
Y1 Number – Number and Place Value

count to and across 100, forwards and backwards,
beginning with 0 or 1, or from any given number

count, read and write numbers to 100 in numerals;
count in multiples of twos, fives and tens

given a number, identify one more and one less

identify and represent numbers using objects and
pictorial representations including the number line, and
use the language of: equal to, more than, less than
(fewer), most, least

read and write numbers from 1 to 20 in numerals and
words.
Y1 Number – Addition and Subtraction

read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=)
signs

represent and use number bonds and related
subtraction facts within 20

add and subtract one-digit and two-digit numbers to 20,
including zero

solve one-step problems that involve addition and
subtraction, using concrete objects and pictorial
representations, and missing number problems such as
7=
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
– 9.
Y1 Number – Multiplication and Division

Working
below age
expectations
solve one-step problems involving multiplication and
division, by calculating the answer using concrete
objects, pictorial representations and arrays with the
support of the teacher.
Y1 Number – Fractions

recognise, find and name a half as one of two equal
parts of an object, shape or quantity

recognise, find and name a quarter as one of four equal
parts of an object, shape or quantity.
35
Y1 Measurement



lengths and heights [for example, long/short,
longer/shorter, tall/short, double/half]

mass/weight [for example, heavy/light, heavier
than, lighter than]

capacity and volume [for example, full/empty,
more than, less than, half, half full, quarter]

time [for example, quicker, slower, earlier, later]

lengths and heights

mass/weight

capacity and volume

time (hours, minutes, seconds)

sequence events in chronological order using language
[for example, before and after, next, first, today,
yesterday, tomorrow, morning, afternoon and evening]

recognise and use language relating to dates, including
days of the week, weeks, months and years

tell the time to the hour and half past the hour and draw
the hands on a clock face to show these times.
Y1 Geometry – Properties of Shape
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
Working
below age
expectations
Working
towards age
expectations
Meeting age
expectations
Mastering
age
expectations
recognise and name common 2-D and 3-D shapes,
including:

2-D shapes [for example, rectangles (including
squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes),
pyramids and spheres].
Y1 Geometry – Position and Direction

Meeting age
expectations
measure and begin to record the following:
recognise and know the value of different
denominations of coins and notes

Working
towards age
expectations
compare, describe and solve practical problems for:


Working
below age
expectations
describe position, direction and movement, including
whole, half, quarter and three-quarter turns.
36
Mathematics Summary Statement
Next Steps
37
LESSON
OBSERVATIONS,
WEEKLY REVIEWING
AND ASSESMENT OF
TRAINEES
38
School/Setting Lesson Observation Feedback Form LO1
Trainee Name
Course
Placement (e.g. Year 1, 2,
School Name
Year Group /
Class
Focus of Observation (informed by previous
3 or Phase 1, 2, 3)
Activity / Lesson
No. in Group
lessons observed if appropriate)
PROMPTS FOR USE IN GIVING FEEDBACK
Planning and Learning objectives
 To what extent have the learning objectives been met?
Are they challenging, based on secure knowledge of the
pupils, and relevant to the pupils’ ages? Give examples.
 Has the lesson taken account of differing needs?
 Have the resources used been relevant and appropriate
(taking into account pupils’ interests, language(s) and
cultural backgrounds).
Engagement. Evidence of
 immediate and constructive feedback;
 appropriate and timely interventions;
 providing evidence of progress to pupils;
 interacting with pupils (explanation, questioning,
discussion, target setting);
 asking probing questions.
Teaching performance
 Expectations are challenging and attainable for all pupils.
 Suitable learning environment created.
 Subject knowledge is appropriate for lesson.
 Engaging, motivating, and sustains pupil interest.
 Other adults have been used effectively.
 Pupil feedback informs future planning.
Teaching Standards observed:
indicate grade, tick or N/A and use general comment box to
evidence where and how standard was achieved
TS1 Set high expectations which inspire, motivate
and challenge pupils
TS2 Promote good progress and outcomes by
pupils
TS3 Demonstrate good subject and curriculum
knowledge
TS4 Plan and teach well-structured lessons
TS5 Adapt teaching to respond to the strengths
and needs of all pupils
TS6 Make accurate and productive use of
assessment
TS7 Manage behaviour effectively to ensure a
good and safe learning environment
TS8 Fulfil wider professional responsibilities
SCHOOL MENTOR signature
GENERAL COMMENT [set context of lesson in terms of theme/topic/subject; desired learning outcomes; lesson structure and format]
Evidence of positive management of behaviour
Evidence of Impact on pupil learning
TRAINEE
signature
Targets
Date
Please give the White copy to Trainees for their files, keep for the Pink copy for your records and send Yellow copy to: Student Administration, Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.
39
Teaching of Systematic Synthetic Phonics and Early Reading
A key aspect of Standard 3 is that trainees are now required to be involved with the planning and
teaching of aspects of systematic synthetic phonics and early reading within all their teaching placements.
The nature of this teaching will vary depending on the age range of the children and the organisation of
the classroom or setting.
We have created a series of specific lesson observation proformas to support this process:
Phase One (Speaking and Listening) Observation Feedback Proforma
Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics (for Phases 2-6)
Guided Reading Observation Feedback Proforma
Please observe at least one systematic synthetic phonics lesson / Guided Reading session for each
placement and complete the appropriate attached proforma for this lesson, rather than the standard
lesson feedback form.
Photocopy (x2) the completed form: one copy for school records, one copy to Course Administration and
the original for the trainee.
An essential part of trainees’ development in this area is receiving specific formative feedback about their
planning and teaching of systematic synthetic phonics. At some point during the Placement the trainee
should have the opportunity for a English focussed interview with their School Mentor or host teacher.
This is seen as an important ‘tool’ to track trainees’ ability to teach reading with the emphasis on
systematic synthetic phonics. Each trainee will be briefed about these requirements prior to their block
placements.
S3 English Focus Interview
Trainees will have previously engaged with school-based Directed Activities/Focused Tasks linked to the
teaching of early reading. We want trainees to have a clear understanding of the role that systematic
synthetic phonics (SSP) for word recognition plays in the teaching of early reading alongside the
development of language comprehension, (as shown in the Simple View of Reading model – see annex
of Rose, J. (2006) The Independent Review of Early Reading, p.75).
Available: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-0201-2006
During the main Placement one of the required observations will be of a discrete phonics or Guided
Reading session. In addition, in order for trainees to consolidate their knowledge and understanding in
this area, the School Mentor / Host teacher, will engage the trainee in an English Focus Interview; this
needs to take place towards the end of the placement. The questions are set out below, specific to the
relevant stage of each course.
40
S3 English Focus Interview: Prompts for Mentor/Host Teacher
Placement
Your Mentor / Host teacher will ask you some or all of the following
questions:

All Phase 1
Placements
All Phase 2
Placements
Tell me some examples you have observed or planned for of how, in English, a
teacher has
o
Encouraged children’s interest in stories and books
o
Involved children in speaking and listening
o
Linked reading to writing
o
Developed children’s vocabulary
o
Encouraged children to express their opinion

You have completed Directed Activities which gave you experience of aspects of teaching
early reading, e.g. the role of systematic synthetic phonics (SSP) for word recognition and
the development of language comprehension, (as shown in the Simple View of Reading
model); or Phase 1 Speaking and Listening. Describe your confidence and
competence in the teaching of systematic synthetic phonics.
o
How will you continue to develop your subject knowledge in this area?

What are the principles of high quality phonics teaching? How is this addressed in
your placement school or setting? (E.g. what is the formal scheme most referenced in
school - Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning
sequence for discrete systematic synthetic phonics teaching: ‘Review, Teach, Practise and
Apply.’
o
How will you continue to develop your subject knowledge in this area?
EYFS placement Specific Questions

Tell me some examples you have observed or planned for, or how a teacher has
o
Provided resources to encourage the development of Communication and
Language (CL) and English (L) within child initiated play (e.g. adding notepads
within home corner café)
o
Incorporated elements of Phase One Letters and Sounds into the adult focused
activities (e.g. sound discrimination games using musical instruments, rhymes)
o
Using the principles of high quality phonics within discrete phonic input, (if
appropriate for the stage of development of the children within the class /
setting)

What is your understanding of the Simple View of Reading?
o
How has it helped you plan and assess?

Tell me some examples of how, in English, you have:
o
Engaged children’s interest
o
Linked reading to writing, (describe how children apply systematic synthetic
phonic knowledge in the writing process, including an awareness of alternative
GPCs)
o
Involved children in speaking and listening
o
Developed children’s vocabulary
o
Developed children’s awareness of spelling, punctuation and grammar
o
Encouraged children to express their opinion

What are the principles of high quality phonics teaching? How is this addressed in
your placement school? (E.g. what is the formal scheme most referenced in school Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence
for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)

During this placement you will have planned and taught discrete sessions of systematic
synthetic phonics, or in a KS2 placement you may have been focusing on teaching the
children to apply their phonic knowledge within their reading and writing, e.g. in spelling
work.

Describe your confidence and competence in the teaching of systematic synthetic
phonics.
o
How have you developed your subject knowledge in this area?
o
How can you develop this further?

Discuss how you have assessed the children’s progress in English for your three
focus children. Discuss evidence, e.g. annotated scripts and observations and explain
why you have decided on the judgement relating to age expectations; (this is part of your
learning process, and an opportunity for you to moderate your judgements).

KS2 Placements: discuss how you have taught children to use phonic approaches to
decode unknown words and/or spelling rules
41
All Phase 3 EYFS
Placements




All Phase 3 KS1 or
KS2 Placements







What is your understanding of the Simple View of Reading?
o
If you are placed in a reception class, explain how this model can help you plan
and assess?
o
If you are placed in a setting with nursery aged children, explain how you can
support the development of the children’s language comprehension
What are the principles of high quality phonics teaching? How is this addressed in
your placement school or setting? (E.g. how are aspects of phase one Letters and Sounds
incorporated into adult focused activities; if appropriate how are phases two and three
being taught; how do any commercial schemes being used address these principles)
o
Talk about your confidence and competence in teaching synthetic phonics / early
reading skills
o
How have you addressed gaps in your subject knowledge in this area?
o
How can you develop this further?
Discuss how you have enhanced the continuous provision to encourage CL and L
within the child initiated play. Reflect on whether these enhancements have encouraged
different children to engage in CL and L activities e.g. by adding clipboards to the block
play area has this encouraged more boys to engage in mark making activities.
What is your understanding of formatively tracking children’s progress in CL and L
within their EYFS profiles? Discuss how you have used the knowledge gained through
the placement, about the three focus children’s progression in CL and L, as part of the
planning process.
Tell me some examples you have observed or planned for of how, in English, a
teacher has
o
Encouraged children’s interest in stories and books
o
Involved children in speaking and listening
o
Linked reading to writing (describe how children apply systematic synthetic
phonic knowledge in the writing process, including an awareness of alternative
GPCs)
o
Developed children’s vocabulary
o
Developed children’s awareness of punctuation and grammar
o
Encouraged children to express their opinion
Can the learning environment affect language development?
You will have previously engaged with school-based Directed Activities/Focused Tasks
which gave you experience of the teaching of early reading, e.g. the role of systematic
synthetic phonics for word recognition and the development of language comprehension,
(as shown in the Simple View of Reading model). Describe your confidence and
competence in the teaching of systematic synthetic phonics, including planning and
assessment.
o
How will you continue to develop your subject knowledge in this area?
What are the principles of high quality phonics teaching? How is this addressed in
your placement school? (E.g. what is the formal scheme most referenced in school Letters and Sounds, Jolly Phonics? Etc.) Talk about the teaching and learning sequence
for discrete systematic synthetic phonics teaching, (Review, Teach, Practise and Apply)
o
Talk about your confidence and competence in teaching systematic synthetic
phonics / early reading skills
o
How have you addressed gaps in your subject knowledge in this area?
o
How can you develop this further?
Tell me about a English lesson where you challenged children’s thinking.
Discuss how you have assessed the children’s progress in English for your three
focus children. Discuss evidence, e.g. annotated scripts and observations and explain
why you have decided on the judgement relating to age expectations; (this is part of your
learning process, and an opportunity for you to moderate your judgements).
KS2 Placements: discuss how you have taught children to use phonic approaches to
decode unknown words and/or spelling rules, e.g. in shared reading or writing
42
S3 Literacy Focus Interview: Feedback and Target Setting Sheet B
(This form will need to be completed in the ITE Assessment Handbook)
Trainee Name
Placement (e.g. Year 1, 2, 3 or Phase 1, 2, 3)
School Name
Mentor Name
By the end of the placement those trainees making outstanding
progress may have additionally demonstrated that:
For ECE routes EYFS Placements
 You have a highly developed understanding the of the CL and L
aspects of the EYFS.
 Your theoretical knowledge of synthetic phonics is excellent and
you understand how incorporate appropriate elements for this age
range into your practice; your teaching approach is varied and
innovative.
 You are able to discuss a comprehensive range of examples
where you have either enhanced the continuous provision or planned
adult focused activities (or have observed children’s engagement in
these aspect) in all aspects of CL and L with confidence; you are
always able to develop children’s ideas and thinking.
For ECE routes KS1 Placements
 You have a highly developed understanding of the Simple View of
Reading (SVoR) in terms of word recognition and language
comprehension and how this model may be used for assessment and
planning.
 Your knowledge of synthetic phonics is excellent; your teaching
approach is always varied and innovative.
 You are able to discuss a comprehensive range of examples
where you have engaged (or have observed children’s engagement)
children’s interest in speaking and listening, reading and writing with
confidence; you are always able to develop children’s ideas and
thinking.
For PRIMARY route Placements
 You are able to discuss a comprehensive range of examples
where you have developed children’s interest in speaking and
listening, reading and writing with confidence; you are always able to
develop children’s ideas and thinking.
 You have a highly developed knowledge and understanding of the
role of systematic synthetic phonics for word recognition, spelling and
the development of language comprehension, (as shown in the SVoR
model of reading) and demonstrated in your teaching of discrete
phonics sessions or within Guided Reading sessions); your ability to
assess and plan for children’s further development is very good.
 Your approach to the teaching of systematic synthetic phonics is
often varied and innovative.
 In a KS2 placement: your approach to teaching children to use
phonic approaches to decode unknown words and/or spelling rules is
strong and consistent
Course
Key Stage / Class
Signature
Date
By the end of the placement, those trainees making good
progress may have additionally demonstrated that:
For ECE routes EYFS Placements
 You have a good understanding of the CL and L aspects of the
EYFS.
 Your theoretical knowledge of synthetic phonics is good and you
understand how incorporate appropriate elements for this age
range into your practice; your teaching approach is varied.
 You are able to discuss a good range of examples where you
have either enhanced the continuous provision or planned adult
focused activities (or have observed children’s engagement in
these aspect) in all aspects of CL and L with confidence; you are
often able to develop children’s ideas and thinking.
By the end of the placement, those trainees making
progress can demonstrate:
For ECE routes EYFS Placements
 You have a basic understanding of the CL and L aspects of
the EYFS.
 Your theoretical knowledge of synthetic phonics is
developing and you are starting to understand how incorporate
appropriate elements for this age range into your practice.
 You are able to discuss examples where you have either
enhanced the continuous provision or planned adult focused
activities (or have observed children’s engagement in these
aspect) in some aspects of CL and L with confidence; you are
sometimes able to develop children’s ideas and thinking.
For ECE routes KS1 Placements
 You have a clear understanding of the Simple View of Reading
(SVoR) in terms of word recognition and language comprehension
and how this model may be used for assessment and planning.
 Your knowledge of synthetic phonics is good; your teaching
approach is mostly varied and innovative.
 You are able to discuss a good range of examples where you
have engaged (or have observed children’s engagement) children’s
interest in speaking and listening, reading and writing with some
confidence; you are often able to develop children’s ideas and
thinking.
For ECE routes KS1 Placements
 Your understanding of the Simple View of Reading (SVoR)
in terms of word recognition and language comprehension and
how this model may be used for assessment and planning, is
developing.
either enhanced the continuous provision or planned adult
focused activities (or have observed children’s engagement
in these aspect) in some aspects of CL and L with
confidence.
For ECE routes KS1 Placements
 Your understanding of the Simple View of Reading
(SVoR) in terms of word recognition and language
comprehension and how this model may be used for
assessment and planning, is very limited.
 Your knowledge of synthetic phonics and how to approach
 Your knowledge of synthetic phonics and how to
teaching this with groups of children is developing.
 You are able to discuss examples where you have engaged
(or have observed children’s engagement) children’s interest in
speaking and listening, reading and writing; you are sometimes
able to develop children’s ideas and thinking.
approach teaching this with groups of children is very
limited.
 You are able to discuss a limited number of examples
where you have engaged (or have observed children’s
engagement) children’s interest in speaking and listening,
reading and writing.
For PRIMARY route Placements
 You are able to discuss a good range of examples where you
have developed children’s interest in speaking and listening,
reading and writing with confidence; you are often able to develop
children’s ideas and thinking.
 You have a good knowledge and understanding of the role of
systematic synthetic phonics for word recognition, spelling and the
development of language comprehension, (as shown in the SVoR
model of reading) and demonstrated in your teaching of discrete
phonics sessions or within Guided Reading sessions); your ability
to assess and plan for children’s further development is good.
 Your approach to the teaching of systematic synthetic phonics
can be varied and innovative.
 In a KS2 placement: your approach to teaching children to use
phonic approaches to decode unknown words and/or spelling rules
is usually strong and consistent
For PRIMARY route Placements
 You are able to discuss some examples where you have
developed children’s interest in speaking and listening, reading
and writing; you are sometimes able to develop children’s
ideas and thinking.
 You have a basic knowledge and understanding of the role
of systematic synthetic phonics for word recognition, spelling
and the development of language comprehension, (as shown
in the SVoR model of reading) and demonstrated in your
teaching of discrete phonics sessions or within Guided
Reading sessions); you are starting to be able to assess and
plan for children’s further development.
For PRIMARY route Placements
 You are able to discuss a limited range of examples
where you developed children’s interest in speaking and
listening, reading and writing; you are rarely able to develop
children’s ideas and thinking.
 You have yet to attain a basic knowledge and
understanding of the role of systematic synthetic phonics for
word recognition, spelling and the development of language
comprehension, (as shown in the SVoR model of reading)
and demonstrated in your teaching of discrete phonics
sessions or within Guided Reading sessions).
 Your knowledge of how to approach the teaching of
systematic synthetic phonics is very limited.
 In a KS2 placement: your approach to teaching children
to use phonic approaches to decode unknown words and/or
spelling rules is very limited
 Your knowledge of how to approach the teaching of
systematic synthetic phonics is developing.
 In a KS2 placement: your approach to teaching children to
use phonic approaches to decode unknown words and/or
spelling rules is developing
By the end of the placement a trainee making
insufficient progress:
For ECE routes EYFS Placements
 You have yet to attain a basic understanding of the CL
and L aspects of the EYFS.
 Your theoretical knowledge of synthetic phonics is very
limited and you have not demonstrated an understanding of
how to incorporate appropriate elements for this age range
into your practice.
 You are unable to discuss examples where you have
43
Comments
Target(s) for development
44
Systematic Synthetic Phonics Phase One (Speaking and Listening)
Observation Feedback Proforma
Trainee Name:
Date:
Number of children:
Age:
Host Teacher/Mentor/Link Tutor
Name:
Prompts
Plan
 Is there a clear focus (i.e. one a
Signature:
Resourcing the
activity
Teaching
Assessment for
Learning
Feedback comments
specific aspect within Phase
One)?
 Is the focus informed by
learning needs of the children
(AfL)?
 Is there evidence that the
choice of activity is appropriate
for the age and stage of
development of the children?
 Are the resources appropriate
for the age and specific needs
of the group of children?
 Do the resources encourage the
children to be actively involved?
 Is the activity multi-sensory?
 Is the Trainee enthusiastic and
do they engage the children?
 Are the children actively
involved?
 If the activity involves oral
blending (aspect 7), does the
Trainee articulate the sounds
correctly?
 Does the activity encourage the
children to develop at least one
of the following:
a) Tune into sounds (auditory
discrimination)
b) Talk about sounds
(Developing vocabulary
and comprehension skills)
c) Listening and remembering
sounds (auditory memory
and sequencing)
Is the Trainee able to:
 Identify how well the children
met the learning intentions?
 What did the children’s
responses within an activity
show about their
understanding?
 Identify if the children built on
prior knowledge or identify any
misconceptions?
 Comment about individual
children’s progress and any
other learning demonstrated?
Target(s)
Actions
identified to
address
Target(s)
Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration, Carnegie Faculty Office,
G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.
45
Lesson Observation Feedback: Teaching of Systematic Synthetic Phonics
Trainee
name:
Context of
Observation:
Questions /Prompts
Planning
Date:
Number of
children
/ Age:
Phonic Phase:
Developing
Consolidating
Extending
Are the learning
objectives appropriate
for the session?
The Trainee is clear about
what the children will learn
within the session
Are assessment for
learning opportunities
built into the session?
There are some
assessment for learning
opportunities built into the
session
The Trainee is able to
discuss children’s learning
The Trainee has planned
learning within the session
around an appropriate learning
objective
There is clear evidence of
assessment for learning
opportunities being used in the
session
The Trainee is able to discuss
children who had difficulties
and those who excelled
The Trainee has planned for the
progression of learning within a
sequence of lessons and can
provide a justification.
Assessment for learning is used to
inform future planning.
Developing
Consolidating
Extending
The Trainee attempts to
revisit and review
phonemes / learning
already taught.
The review attempts to be
well paced and active.
All of the children are
encouraged to contribute.
The Trainee ensures that
children revisit and review
phonemes / learning already
taught.
The review is well paced and
active.
Children are encouraged to
contribute at an appropriate
level
The Trainee ensures that the
children revisit and review
phonemes / learning already taught
in a systematic way
The review is well paced and
active
Children are encouraged to
contribute at their level, with
appropriate differentiation. If
appropriate, additional adults
contribute to the learning and/or
assessment
Developing
The Trainee demonstrates
the correct articulation of
phonemes some of the
time
The children practise
articulating phonemes
Consolidating
The Trainee demonstrates the
correct articulation of
phonemes most of the time
Extending
The Trainee demonstrates the
correct articulation of the
phonemes consistently
The children practise
articulating phonemes, and the
Trainee addresses any
incorrect articulation
Are the children being
taught how to blend
and/or segment?
The Trainee teaches the
skills of segmenting and/or
blending as part of the
lesson
The Trainee teaches and
models the skills of segmenting
and / or blending as part of the
lesson
Is there evidence of
new learning, not just
consolidation
Comments
The Trainee has planned
for new learning
The Trainee shares new
learning with the children
The children practise articulating
phonemes and the Trainee
addresses any incorrect
articulation and if necessary uses
this to inform future planning
The Trainee teaches and models
the skills of segmenting and / or
blending as part of the lesson and
addresses any difficulties that the
children may be having.
The children are clear about what
they are learning
Is the Trainee able to
discuss individual
children’s progress?
The Trainee is able to discuss
children who had difficulties and
those who excelled and to identify
next steps for them.
Comments
Lesson Observation
Revisit and Review
Does the Trainee
ensure that children
practise phonemes /
learning already taught?
Is it kept active and wellpaced?
Are all children
encouraged to
contribute?
Comments
Teach
Is the articulation of
phonemes correct?
Does the Trainee
encourage the children
to articulate phonemes
themselves?
46
Practise
Are children given
opportunities to read
graphemes in word to
practise the phoneme?
Are children given
opportunities to blend
phonemes to read
words?
Are children given
opportunities to
segment words into
phonemes / graphemes
for spelling?
Are children given
opportunities to write
the grapheme or
graphemes in order to
spell words?
Comments
Apply
Do children have
opportunities to apply
their phonic knowledge
and skills in reading
and / or writing
activities?
Do activities promote
speaking and listening?
Developing
The Trainee plans
opportunities for children
to read graphemes in
words to practise the
phoneme?
The Trainee plans
opportunities for children
to blend phonemes all
through the word in order
to read
The Trainee plans
opportunities for children
to segment words into
phonemes / graphemes for
spelling
The Trainee plans
opportunities for children
to write the grapheme or
graphemes in order to
spell words
Consolidating
The Trainee plans
opportunities for and models
reading graphemes in words to
practise the phoneme
The Trainee plans
opportunities for and models
writing the grapheme or
graphemes in order to spell
words
Extending
The Trainee plans opportunities for
and models reading graphemes in
words to practise the phoneme.
Appropriate differentiation is
evident
The Trainee plans opportunities for
and models blending phonemes all
through the word in order to read.
Appropriate differentiation is
evident
The Trainee plans opportunities for
and models writing the phonemes /
graphemes for spelling.
Appropriate differentiation is
evident
The Trainee plans opportunities for
and models writing the grapheme
or graphemes in order to spell
words. Appropriate differentiation
is evident
Developing
The Trainee plans
opportunities for children
to apply their phonic
knowledge and skills in
reading and / or writing
activities
The activities incorporate
speaking and listening
strategies to support
reading and writing
Consolidating
The Trainee plans
opportunities for and models
how to apply phonic knowledge
and skills in reading and / or
writing
Extending
The Trainee plans opportunities for
and models how to apply phonic
knowledge and skills in reading
and / or writing. Appropriate
differentiation is evident
The Trainee makes explicit
how the speaking and listening
strategies will support the
children with reading and / or
writing
The Trainee makes explicit how
the speaking and listening
strategies will support the children
with reading and /or writing.
Appropriate differentiation is
evident
Developing
Consolidating
Extending
The Trainee incorporates
fun, multi-sensory
interactive activities
The Trainee incorporates fun,
multi-sensory interactive
activities, which are designed
to support the learning
objective
The Trainee incorporates fun,
multi-sensory interactive activities
which effectively support the
learning objective
The Trainee plans
opportunities for and models
blending phonemes all through
the word in order to read
The Trainee plans
opportunities for and models
writing the phonemes /
graphemes for spelling
Comments
Throughout the
lesson
Is the session multisensory, fun and
interactive but tightly
focused on the learning
objective?
Comments
47
Additional comments
Following the
discussion with your
host teacher or
Mentor, please use
the highlighting on
the grid above to
agree an
appropriate target
Target(s)
Actions to meet Target(s)
With thanks to the University of Cumbria for their kind permission to adapt and reproduce sections of ‘The Cumbria Teaching of Reading’
Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration, Carnegie Faculty Office,
G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.
48
Guided Reading Observation Feedback Proforma
Trainee Name:
Date:
Number of children:
Age:
Host Teacher/Mentor/Link Tutor Name:
Signature:
Prompts
Plan



Teaching
sequence
Book
introduction and
strategy check
Independent
reading
Returning to the
text and
response
Assessment for
Learning
Feedback and Targets for Development
Is there a clear focus (i.e. on application of
specific phonic work and / or development of
reading comprehension strategies)?
Is the focus informed by learning needs of the
children (AfL)?
Is there evidence that the choice of text has been
considered and that the level is appropriate?
Prompts
Feedback and Targets for Development
Does the Trainee
 Activate children’s prior knowledge?
 Engage and enthuse the children?
 Set a clear purpose for the reading?
 Introduce and discuss words / phonemes / affixes
that may pose a challenge to the children?
 Recap on relevant strategies?
How has the Trainee organised the session?
 Are the children reading individually, at their own
pace (aloud or silently)?
 Are they reading aloud round the group?
Word recognition
 When appropriate, does the Trainee ensure that
children use phonic knowledge as their first
strategy in word recognition?
 If relevant, does the Trainee articulate phonemes
correctly?
Language comprehension
 Do questions encourage the children to engage in
‘booktalk’?
 Are links made with other texts and the children’s
own experiences?
Note that the points under ‘Language comprehension’
above could be addressed in this section as well as /
instead of during the independent reading section.
Plus does the Trainee:
 Revisit the key objective and exemplify through
teacher modelling/peer demonstration?
 Promote pupil interaction, e.g. discussion pairs,
group discussion where pupils build on
contributions of others?
 Use a variety of teaching strategies to engage all
learners in responding to texts, e.g. drama
techniques, (hot-seating etc.); written responses
in reading journals etc.?
 Has the Trainee involved the children in selfevaluation?
 How does the Trainee record assessment
evidence?
 What has the Trainee noted (e.g. applying phonic
knowledge, demonstrating inference skills)?
With With thanks to the LancsNGfL and the English Education team of University of Roehampton; prompts taken from the PNS and adapted.
Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration,
Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.
49
Teaching of Mathematics
As we are all aware the Government are looking at strategies to improve pupils’
performance in mathematics. Within primary education this is being carried out
through the introduction of the “Mastery Approach”.
As part of our on-going drive to improve the trainees understanding and delivery of
mathematics, the mathematics teaching team have decided to introduce a focused
maths observation for each placement and some specific activities. The following
form aims to cover the various aspects of the delivery in relation to the Teaching
Standards.
The information gathered from these focused observations will help us support the
trainees more fully and develop the delivery in University.
Completion of the form:
Once the observation is complete please make 2 photocopies the completed form
Student – Original
Mentor – Copy
Student Administration Office – Copy
During the placement
Year 1 (Primary and ECE) PGCE Phase 1
As part of their non-teaching time trainees need to observe mathematics teaching
across the Key Stages in order to develop an understanding of the maths curriculum
from Foundation Stage to Y6.
Trainees to complete a reflection sheet to highlight any areas of subject knowledge
and understanding to be re-visited.
Year 2 (Primary and ECE) PGCE Phase 2
Trainees need to arrange time with the Maths Subject Lead to
a) discuss the school’s maths policy – to develop their understanding of progression
across the Key Stages
b) discuss how maths is assessed and how the data is used
Trainees to produce a record of the meeting and highlight any aspects to be
discussed with University tutors prior to the final placement.
Year 3 (Primary and ECE) PGCE Phase 3
Trainees need to ensure they carry out at least one maths assessment using the
school’s assessment grid and discuss the results with the class teacher – thinking of
next steps, interventions etc.
Trainees to have evidence of this in their placement file. This will be discussed on
their return to University as part of the post placement interviews.
50
Focused Observation for Mathematics
Trainee Name:
Date:
Number of children:
Host Teacher/Mentor or Link
Tutor Name:
Prompts
Plan
 Is there a clear objective with a
Year Group:
Signature:
Feedback comments
specific aspect of number
Is this objective informed by prior
learning needs of the children
 Is there evidence that the choice
of activity is appropriate for the
age and stage of development of
the children?
 Have common misconceptions
been identified.
 Are a range of resources used to
demonstrate and explain ideas
and methods?
 Are the resources appropriate for
the age and specific needs of the
group of children?
 Do the resources encourage the
children to be actively involved?
 Are other adults utilised
effectively
 Is the Trainee enthusiastic and do
they engage the children?
 Are the children actively involved?
 Does the Trainee model and
demonstrate the correct use of
Mathematical vocabulary?
 Is the Trainee secure in their
Maths SK and pedagogy?
 Are all the children
a) clear about the learning
objective
b) given sufficient time to
demonstrate their
understanding
c) secure enough to offer up
their own methods and
solutions for discussion
Is the Trainee able to:
 Identify how well the children met
the learning intentions?
 Identify the children’s
understanding?
 Identify if the children built on
prior knowledge or identify any
misconceptions?
 Comment about individual
children’s progress and any other
learning demonstrated?

Resourcing the
activity
Teaching
Assessment
for Learning
Targets
Actions identified to
address Targets
Please give the Original copy to Trainees for their files, keep a copy for your records and send a copy to: Student Administration,
Carnegie Faculty Office, G01 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ.
51
Weekly Review and Targets
This needed to be completed with your mentor during your weekly review meeting
Trainee Name:
School/Setting:
Week:
Date of Review:
Review of last week’s targets/standards. Have they been achieved?
Evaluation of last week’s lessons including comments from class teachers
Evidence of Progress (feedback, planning, observations)
52
Areas for further development from last week
Tutorials, seminars, meetings, workshops, attended?
Trainee impact on pupil learning and progress
Next week’s targets/ standards
Any further comments
Mentor Signature
Trainee Signature
53