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Postgraduate Certificate in Education PrimarySchool Experience 3 Handbook
MPG095 | Level 6 | Masters | 30 credits | Spring and Summer 2020
Key DatesPreparation days (10 days) Wednesday 25th, Thursday 26th and Friday 27th March
2020
Monday 30th and Tuesday 31st March 2020
Week beginning 20th April 2020
Planning and files checked by mentor
The following must be in place for the student teacher to commence their main block experience:
FS: all provision area plansdetails of any planned themeweekly overview
KS1/2: all medium-term planningweekly plan for first weeksession plans for first two days
All student teachers: correctly organised files
If these are not in place the link tutor must be informed immediately.
By 24 April 2020
Block Experience Monday 27th April 2020 – Thursday 25th June 2020
(8 weeks)
Interim report deadline Friday 15th May 2020
Campus based day for support for those at grade 3 (requires improvement)
Friday 22nd May 2020
External Examiner visits Tuesday 16th June 2020
Shared appraisals and progress meeting with mentor & link tutor
To take place during week 6
(w/b 18th May 2020)
ContentsKey Dates Inside front cover
Contact List See back cover
1. Detailed Expectations Diary for EYFS 4
2. Detailed Expectations Diary for KS1 & KS2 7
3. Rationale and Aims 12
4. Summary Information 12
5. Planning Requirements 16
6. Monitoring and Assessment Requirements 17
7. Assessment and Profiling of Student Teachers 17
8. General Information 20
1. Detailed Expectations Diary for Foundation StageBefore Preparation days
Role of student teacher Role of class teacher or mentor
Send/email a letter of introduction to the class teacher and email a copy to your link tutor.
Telephone the school to introduce yourself and organise the arrangements for your first day, including time of arrival.
Ensure SE files are set up and arranged according to the required contents.
Check all SE dates and ensure staff are expecting student teacher/s.
Check your induction arrangements.
Check that you have access to the website for the SE Handbooks and information.
Week Role of student teacher Role of class teacher or mentor
Across the preparation days it is expected that the student teacher will spend time:
teaching small group and whole class activities following the teacher’s planning preparing and planning for the main teaching block observing, monitoring and assessing children working alongside the class teacher
Week 1 Familiarise yourself with the school, its staff, routines and Health & Safety procedures.
Ensure awareness of behaviour and other relevant policies.
Meet mentor to discuss targets from SE2.
Assist with the day to day tasks of the classroom such as welcoming the children at the start of the day, reading story, working with groups and individual children.
Access the timetable for the setting and agree your role with the lead practitioner. Include some small group supervision and teaching as appropriate
Discuss planning pro forma used in the school.
Shadow experienced teachers in observing, monitoring and assessing children and make notes on strategies and children’s learning.
Gather contextual information about the class and school (see section 1 in the Planning and assessment guidance booklet).
Meet with class teacher and mentor to understand expectations for the eight-week block.
Brief the student teacher on the school, staff, routines and Health & Safety.
Meet student teacher and discuss targets from SE2.
Share the timetable and agree a range of tasks and shadowing opportunities for the student teacher.
Discuss the children with the student teacher so they can start to know the needs of each child. Provide details of children with health issues or additional educational needs.
Discuss with the student their ideas about planning pro forma.
If the student teacher is unsure about her/ his completion of planning pro forma, support the student teacher for the preparation days (using the teacher’s paperwork and observed practice to write up retrospectively).
Coach the student teacher on observation, monitoring and assessment strategies in use within the class. Allow them to make initial notes on children with guidance.
Meet student teacher to discuss expectations and pattern of teaching for the eight-week block.
Gather as much information as possible in order to begin to complete medium term plans for the eight-week block.
Become familiar with the detailed organisation and management of the setting.
Look in detail at all provision areas and complete provision area audits.
Observe children engaged in self-initiated play and note how provision areas are being used (or not):
o By individuals (in solitary or parallel play)
o By groups (in cooperation or collaboration)
o By different genders
Week 2
<40% teaching responsibility.
Understand the monitoring and assessment strategies used in the class.
Ask the lead practitioner to share how children’s progress is tracked and recorded.
Meet with class teacher and mentor to show and discuss draft medium term plans for the eight-week block.
Undertake with a teacher, at least one playground duty in a different Key Stage if possible.
Ensure all required planning and preparation is complete and has been signed as satisfactory in your files by your mentor.
Engage with children during self-initiated play.
Reflect on possible enhancements to provision areas.
Prepare enhanced provision plans for week 3 and check available resources/make arrangements for this new provision.
Discuss the appropriateness of the planned group and class lessons.
Share monitoring and assessment strategies in place. Discuss student teacher’s strategies.
Ensure that the student teacher has completed the medium-term plans for subjects or topics/themes they will be teaching.
Throughout the rest of the placement, the student teacher should:
Observe teachers and children, including teachers other than the class teacher. Have a written plan for every lesson taught and complete the evaluation of learning and teaching
afterwards. Get involved in the wider life of the school, e.g., extra-curricular clubs, assembly, staff meetings,
parents evening, school visits Reflect in-depth on the week’s activities in preparation for the weekly mentor meeting.
Week 3 Plan and teach group and whole class lessons, starting at 60% teaching responsibility.
Ensure you are monitoring the whole setting, including the outdoor area.
Observe an experienced teacher leading a whole class PE lesson – if appropriate. Make notes or complete a retrospective plan and discuss with teacher at a convenient time.
Continue to make planning available to support student teacher.
Allow student teacher to teach and manage the whole class and groups.
Conduct an informal appraisal and provide advice and feedback.
Meet with the student teacher each week to reflect on progress.
Facilitate observations of experienced teachers
Week 4 60-70% teaching responsibility.
1st appraisal with mentor.
Plan and teach a whole class PE lesson – if appropriate. Discuss with teacher afterwards to identify strengths and strategies for improvement.
Conduct Appraisal 1 and complete the appraisal form. Provide advice and feedback.
Ensure that student teacher’s planned professional development time is appropriate.
Week 5 70-80% teaching responsibility.
Begin to lead team meetings.
2nd appraisal with mentor.
Plan, teach and assess a phonics activity (see Early Reading Appraisal information on page 15).
Conduct Appraisal 2 and complete the appraisal form. Provide advice and feedback.
Complete Interim Report with student teacher and submit via Abyasa.
Ensure student teacher has been appraised in Early Reading.
Week 6 70 - 80% teaching responsibility
Continue to lead team planning meetings.
Prepare for progress review meeting with link tutor.
3rd appraisal with mentor and link tutor.
Highlight the Teachers’ Standards on Abyasa to reflect your current level of achievement in consultation with your mentor.
Attend intervention day in university
Conduct Appraisal 3 (mid-point shared appraisal) with the link tutor and complete the appraisal form. Provide advice and feedback.
Support the student teacher to highlight the Teachers’ Standards on Abyasa to reflect their current level of achievement.
on Friday 22nd May if overall summative Grade is 3 or 4 at Interim Report.
Ensure you are involving yourself in the wider life of the school, including a in different Key Stage if possible.
Half Term
Week 7 80% teaching responsibility
4th appraisal with mentor
Conduct appraisal 4
Week 8 80% teaching responsibility
5th appraisal with mentor
Conduct appraisal 5
Week 9 80% teaching responsibility
6th Appraisal with mentor
Spend time in a different year group, Key Stage or class in order to provide professional development ready for your NQT year, if appropriate.
Conduct appraisal 6.
Week 10 Only four days this week, return to university for the final day on Friday.
80% teaching responsibility (of the 4 days)
Prepare for, and participate in, the final weekly mentor meeting, including writing the student teacher summative report.
Highlight the Teachers’ Standards on Abyasa to reflect your level of achievement, in consultation with your mentor.
Discuss progress with link tutor and agree overall grade for placement.
Complete final and summative reports on Abyasa, ensuring that the student teacher has met all the Teachers’ Standards.
Write targets for student teacher’s NQT year in collaboration with teacher and student teacher.
2. Detailed Expectations Diary for KS1 & KS2Before Preparation days
Role of student teacher Role of class teacher or mentor
Send/email a letter of introduction to the class teacher and email a copy to your link tutor.
Telephone the school to introduce yourself and
Check all SE dates and ensure staff are expecting student teacher/s.
organise the arrangements for your first day, including time of arrival.
Ensure SE files are set up and arranged according to the required contents.
Check your induction arrangements.
Check that you have access to the website for the SE Handbooks and information.
Week Role of student teacher Role of class teacher or mentor
Across the preparation days it is expected that the student teacher will spend time:
teaching small group and whole class activities following the teacher’s planning preparing and planning for the main teaching block observing, monitoring and assessing children working alongside the class teacher
Week 1 Familiarise yourself with the school, its staff, routines and Health & Safety procedures.
Ensure awareness of behaviour and other relevant policies.
Meet mentor to discuss targets from SE2.
Assist with the day to day tasks of the classroom such as welcoming the children at the start of the day, reading story, working with groups and individual children.
Access the timetable for the class and agree your role with the teacher. Include some small group and whole class teaching as appropriate.
Discuss planning pro forma used in the school.
Shadow experienced teachers in observing, monitoring and assessing children and make notes on strategies and children’s learning.
Gather contextual information about the class and school (see section 1 in the Planning and assessment guidance booklet).
Meet with class teacher and mentor to understand expectations for the eight-week block.
Gather as much information as possible in order to begin to complete medium term plans for the eight-week block.
Brief the student teacher on the school, staff, routines and Health & Safety.
Meet student teacher and discuss targets from SE2.
Share the timetable and agree a range of tasks and shadowing opportunities for the student teacher.
Discuss the children with the student teacher so they can start to know the needs of each child. Provide details of children with health issues or additional educational needs.
Discuss with the student their ideas about planning pro forma.
If the student teacher is unsure about her/ his completion of planning pro forma, support the student teacher for the preparation days (using the teacher’s paperwork and observed practice to write up retrospectively).
Coach the student teacher on observation, monitoring and assessment strategies in use within the class. Allow them to make initial notes on children with guidance.
Meet student teacher to discuss expectations and pattern of teaching for the eight-week block.
Week 2
<40% teaching responsibility.
Understand the monitoring and assessment strategies used in the class.
Discuss the appropriateness of the planned group and class lessons.
Share monitoring and assessment strategies in place. Discuss student
Ask the teacher to share how children’s progress is tracked and recorded.
Meet with class teacher and mentor to show and discuss draft medium term plans for the eight-week block.
Undertake with a teacher, at least one playground duty.
Ensure all required planning and preparation is complete and has been signed as satisfactory in your files by your mentor.
teacher’s strategies.
Ensure that the student teacher has completed the medium-term plans for subjects or topics/themes they will be teaching.
Throughout the rest of the placement, the student teacher should:
Observe teachers and children, including teachers other than the class teacher. Have a written plan for every lesson taught and complete the evaluation of learning and teaching
afterwards. Get involved in the wider life of the school, e.g., extra-curricular clubs, assembly, staff meetings,
parents evening, school visits. Reflect in-depth on the week’s activities in preparation for the weekly mentor meeting.
Week 3 Plan and teach group and whole class lessons, starting at 60% teaching responsibility.
Observe an experienced teacher leading a whole class PE lesson. Make notes or complete a retrospective plan and discuss with teacher at a convenient time.
Continue to make planning available to support student teacher.
Allow student teacher to teach and manage the whole class and groups.
Conduct an informal appraisal and provide advice and feedback.
Meet with the student teacher each week to reflect on progress.
Facilitate observations of experienced teachers
Week 4 60-70% teaching responsibility.
1st appraisal with mentor.
Plan and teach a whole class PE lesson. Discuss with teacher afterwards to identify strengths and strategies for improvement.
Conduct appraisal 1 and complete the appraisal form. Provide advice and feedback.
Ensure that student teacher’s planned professional development time is appropriate.
Week 5 70-80% teaching responsibility.
2nd appraisal with mentor.
Plan, teach and assess a phonics activity (see Early Reading Appraisal information on page 15).
Conduct appraisal 2 and complete the appraisal form. Provide advice and feedback.
Complete Interim Report with student teacher and submit via Abyasa.
Ensure student teacher has been appraised in Early Reading.
Week 6 70 - 80% teaching responsibility
Prepare for progress review meeting with link tutor.
3rd appraisal with mentor and link tutor.
Highlight the Teachers’ Standards on Abyasa to reflect your current level of achievement in consultation with your mentor.
Attend intervention day in university on Friday 22nd May if overall summative Grade is 3 or 4 at Interim Report.
Ensure you are involving your self in the wider life of the school, including a in different Key Stage if possible.
Conduct appraisal 3 (mid-point shared appraisal) with the link tutor and complete the appraisal form. Provide advice and feedback.
Support the student teacher to highlight the Teachers’ Standards on Abyasa to reflect their current level of achievement.
Half Term
Week 7 80% teaching responsibility
4th appraisal with mentor
Conduct appraisal 4
Week 8 80% teaching responsibility
5th appraisal with mentor
Conduct appraisal 5
Week 9 80% teaching responsibility
6th Appraisal with mentor
Spend time in a different year group, Key Stage or class in order to provide professional development ready for your NQT year, if appropriate.
Conduct Appraisal 6.
Week 10 Only four days this week, return to university for the final day on Friday.
80% teaching responsibility (of the 4 days)
Prepare for, and participate in, the final weekly mentor meeting, including writing the student teacher summative report.
Highlight the Teachers’ Standards on Abyasa to reflect your level of
Discuss progress with link tutor and agree overall grade for placement.
Complete final and summative reports on Abyasa, ensuring that the student teacher has met all the Teachers’ Standards.
Write targets for student teacher’s NQT year in collaboration with teacher and student teacher.
achievement, in consultation with your mentor.
3. Rationale and Aims
The over-riding principles of the module are the development of the autonomous professional capable of making judgements which are informed by a knowledge of appropriate theory and practice, an understanding of the broad context in which education operates, a professional responsibility to update their knowledge, a desire to improve and ‘make a difference’ and to exercise their duty of care, in the widest possible sense.
The purpose of this final placement is to enable the student:
To build on experiences and knowledge gained during the programme and to provide evidence that the student has reached the required standard for QTS.
To provide the opportunity to work with increasing professional autonomy.
To refine and apply their understanding of the organisation and management of learning.
Student teachers will have to demonstrate, through sustained competence across the whole curriculum, the potential to become Newly Qualified Teachers (NQTs). In order to be awarded Qualified Teacher Status (QTS), student teachers must be seen to meet all Teachers’ Standards during this placement. The final, summative grading of student teachers will be in accordance with the provided grading guidance. This supports mentors in judging the extent to which student teacher has met the standards at this stage of their development:
4. Summary InformationEssential features of the SE3 Placement:
Before the preparation days, student teachers are advised to undertake research to familiarise themselves with the setting. This will include:
o The school’s website.
o The most recent Ofsted report, noting particular strengths.
o The geographical location.
o The community in which the school is situated.
During the preparation days, student teachers will become familiar with the context of the setting and gather information necessary for quality teaching and learning. They will need to have a good understanding of:
o Organisation of both staffing and premises.
o Resources, including the library and ICT provision.
o General organisation of classes.
o The way in which their teaching space is used (including restrictions).
o The children in their class.
Each student teacher will need opportunities in school to:
o Observe children using a variety of methods and draw tentative conclusions about their learning and development from these observations.
o Observe their teacher (and other colleagues) in a variety of sessions.
o Observe strategies to promote good behaviour and establish a purposeful learning environment.
o Plan and teach small group activities, across a range of curriculum areas.
o The school’s session planning pro forma for planning.
o Continue to develop an understanding of statutory curricular, the agreed syllabus for RE, non-statutory guidance.
o Continue to develop an understanding of how the above documentation impacts upon school planning.
o Continue to collect a range of assessment strategies.
Time AllocationsTeaching ResponsibilityWeek 1 & 2 <40% working with individuals, groups and some whole class
Week 3 60% of the time whole class
Weeks 4-6 60-70% of the time whole class
Weeks 7-10 80% of the time whole class
Professional Development (PD) – 10% of the week(equates to NQT statutory induction CPD time, not PPA time)
This time must be clearly indicated on the weekly overview & recorded in the student’s CPD tracker.
The following is a list of suggestions, but not definitive:
focused observation of experienced teachers and/or other professionals; for example, a skilled PE/music/phonics teacher
team teaching alongside an experienced teacher; for example, to give experience of a subject or phase that they have not had the opportunity to access.
in-depth observation of child/children to enhance knowledge of personalised teaching and learning for children with additional educational needs.
Planning, Preparation and Assessment (PPA) - 10% of the weekThe student teacher should have access to, and the same opportunities for, planning, preparation and assessment as other members of staff and is expected to take an active role.
Where schools plan and prepare in teams (perhaps in shared PPA) students must take an active role by contributing ideas and collaborating in the planning process.
Students should carry out their PPA time in school.
AppraisalsA minimum of SIX appraisals (which will be formatively assessed) to take place at regular intervals across the placement.Student teachers in the Early Years Foundation Stage
It is expected that most of the time in an Early Years Foundation Stage setting, the student teacher will be supporting children in their self-initiated play. Any appraisals undertaken must, therefore, reflect this practice.
Over the course of the School Experience the student teacher should be seen in a range of situations, including:
o Observing and supporting child-initiated activity throughout the time observed.
o Leading a small group-focused activity (which may include early reading, maths activities, exploration of various materials in different contexts etc., and also supporting child-initiated activity.
o Leading a large group focused activity (i.e. music-making, story-telling, circle time, showing time etc.) followed by supporting child-initiated activity.
o Possibly an extended focused activity such as a PE lesson in a reception class, which would be likely to last the whole session.
It is important that the student teacher has an overview of all practitioner interaction and children’s activity.
Because of the nature of Foundation Stage practice, certain features will only be evidenced through examination of the student teacher’s files.
An appraisal for a Foundation Stage student teacher should be no shorter than that for a student teacher in KS1/2.
Student teachers in Key Stage 1 or 2
Student teachers in either Key Stage 1 or 2 must have appraisals in English, maths, science and other curriculum areas negotiated by student teacher, class teacher and mentor.
All student teachers As part of each appraisal, the appraiser must set written targets for further development. The appraiser must also look at the student teacher’s files as part of each appraisal; it is expected that the
files will be in good order.
Early Reading AppraisalsFollowing Ofsted’s recommendation that all student teachers should be appraised teaching early reading, there must be an early reading appraisal. This is in addition to an English appraisal in KS1/2. All students should also be given the opportunity to observe and teach the application of word reading skills through guided or whole class reading activities.
• In Nursery classes, an early reading appraisal is not appropriate except for Letters and Sounds Aspect 7 activities (oral blending and segmenting) with children about to move into Reception.
• In Reception and Year 1 classes, the students should be teaching phonics as part of their teaching expectations. Therefore, the early reading appraisal should be undertaken during a session of discrete phonics teaching.
• In Year 2 to Year 6 classes, the early reading appraisal should be undertaken in a KS1 class. Students should be given the opportunity to observe the teaching of phonics prior to the early reading appraisal. Following a period of observation, the student teacher is required to teach a minimum of 3 consecutive phonic sessions and the early reading appraisal should be undertaken towards the end of this series of lessons.
Where it is not possible to undertake the early reading appraisal in the student teacher's own class e.g. a Nursery class which has not yet been introduced to Aspect 7/KS2 class, the student teacher should plan to undertake this appraisal in a different class.
5. Planning RequirementsPartnership schools are asked to provide student teachers as soon as possible with guidance on curriculum areas, areas of learning, topics or themes that they will be teaching in this SE. Student teachers may devise their own planning pro forma, use the school planning pro forma or the examples in the university Planning and Assessment Guidance document.
If the student teacher is awarded Grade 1 or 2 at Interim Report stage they may move to revised planning in consultation with mentor and link tutor. Full planning should be prepared for appraised lessons. Full planning should be resumed if teaching quality is negatively impacted.
Early Years Foundation Stage PlanningEarly Years Foundation Stage settings have very varied approaches to planning, and in order for student teachers to work effectively in their setting, it is appropriate for them to use the planning approach and documents of the setting.
Planning pro forma are available, if required, in the Planning and Assessment Guidance.
Student teachers may be required to complete the following plans if taking these from the Planning and Assessment Guidance:
A ‘Continuous provision area plan’ for every area of continuous provision in the setting. (This should be done on the school’s format).
One ‘Overview of key events, curricular intentions and resources’ to cover the four assessed weeks.
A ‘Weekly Overview’ and a ‘Phonics Weekly Plan’ (if appropriate) for each of the four assessed weeks.
A ‘Daily Reflective Planning Sheet’ for each day of the assessed block.
A ‘Small or Large Group Focus Sheet’ for every taught activity. This should be accompanied by a Teacher Assistant Link Sheet.
Student teachers should provide evidence of how they plan to enhance or create new, temporary provision areas for each provision area during the assessed block and should record information about any subsequent changes they make to the areas.
Key Stage 1 and 2 PlanningStudent teachers will need to write:
Their own medium-term plans to cover the curriculum areas that they will be teaching, based on the current medium-term plans for the class.
Weekly plans for English (including a Phonics Weekly Plan if appropriate) and mathematics for each week that they are teaching these subject areas.
A session plan for every lesson taught.
Checking of PlanningAny student teacher whose planning or preparation is unsatisfactory will not be allowed to progress into the block experience and the link tutor and school experience director should be informed. Where there have been late changes in curriculum content, mentors and external mentors should exercise
some discretion.
6. Monitoring and Assessment requirementsStudent teachers need to put into place a manageable system for monitoring and assessing that ensures they are able to meet the learning needs of their pupils as individuals.
Student teachers need to show, through practice and through documentation, that they are able to meet the Teachers’ Standards, particularly TS1, TS2 and TS6.
Thinking about children’s learning is an essential part of every plan. The preparation days provide important opportunities for gaining assessment information and to begin to understand the children as individuals. Student teachers should take every opportunity to try out ways of recording assessment information whilst they are not responsible for managing the whole class.
Although the ‘Tracker’ provided in the Planning and Assessment Guidance document may meet the needs of many student teachers in KS1/2, others (and especially in EYFS) should adapt it or provide other pro forma in order to record information which will provide evidence of children’s learning and feed into future planning.
7. Assessment and Profiling of Student TeachersFormal Appraisals There will be a minimum of SIX formal written appraisals during the block (including the mid-point
shared appraisal carried out with the link tutor).
The early reading appraisal is in addition to the six appraisals. This is likely to be a shorter appraisal, for example 20 minutes.
Written (via Abyasa) and oral feedback should be given to student teachers as soon as possible after each appraisal.
Mentors must identify targets for further development in addition to commenting on the progress against or achievement of the Teachers’ Standards.
Informal FeedbackFormal appraisals by trained mentors only provide a limited picture of the student teacher’s practice in the classroom. All colleagues involved with the student teacher are encouraged to provide regular oral and written feedback on their professional performance throughout the school experience, referring to the Teachers’ Standards whenever possible.
Most student teachers will make enormous progress, with class teacher and mentor support, during the first three weeks. It is important that student teachers enter into an open and honest professional dialogue with their class teachers. They will look to the class teacher for feedback and advice on ways they can improve their performance. However, experience suggests that student teachers do not always feel they can ask. We would be grateful for advice and support offered by class teachers; this will be highly valued.
Abyasa - Student Teacher Profile
Formative profiling At the beginning of the School Experience, student teachers should discuss their targets for
development with their mentor.
It is essential that the Abyasa timeline is used to record judgements throughout the School Experience.
Mentors should meet with the student teacher each week in order to discuss and record progress and
evidence to support this.
Summative Profiling
There are two aspects to summative judgements for student teachers.
1. Moderated Appraisal & Progress Check (undertaken with a University link tutor))
2. Triangulation
Record summative final judgement and complete final report on Abyasa.
Moderated Shared Appraisal & Progress Check A shared appraisal will but undertaken in week 6 of the assessed SE3 block. The purpose of this appraisal is to quality assure judgements and to check progress. A discussion (mid-point progress review) will take place between the student teacher and the link tutor that will identify those Teachers’ Standards that require development within the final weeks of the assessed block. This discussion will inform target setting within the final weeks.
TriangulationThe final mentor meeting will identify how all teachers’ standards have been met, record summative judgements, and award a grade for each.
It is important that all parties prepare for the triangulation meeting, bringing together documented evidence of competence and a list of key points. Evidence will be drawn from the information provided for each of the Teachers’ Standards.
Acknowledging the professionalism of all parties engaged in the profiling process, certain recommendations are made.
Each member should feel able to make honest, open comments.
Each member can take on the role of scribe at any point in the process.
Ideally, all parties must agree summative comments before being formally recorded on Abyasa. However, it should be acknowledged that the mentor has the responsibility for confirming summative comments.
It should be noted that the reports and targets will provide evidence for the professional reference written by the university and for the student teachers’ Career Entry and Development Profile.
Visits by External Examiners and AssessorsAdditionally, on Final School Experience in any ITE programme, External Examiners take a
moderation / quality assurance role.
• External Examiners will undertake Quality Assurance appraisals of a sample of the student teacher cohort towards the end of the School Experience.
• Visits will take place on 16th June 2020.
• External Examiners do not make decisions about whether a student teacher is awarded a pass or fail grade; their role is one of Quality Assurance, including the moderation of judgements made of student teachers’ competence by appraisers in schools.
Mid-Point Progress Review Meeting: Exemplar Questions
The rationale for the Progress Review Meeting is to review the student teacher’s progress at the mid-point of SE3 and set clear targets to work on for the remaining time so achievement is at least good in all Teachers’ Standards. Although assessment (TS6) is still a national priority for NQTs, the meeting should focus on those areas where the student teacher needs additional support and guidance.
Below is a series of questions that can be used or adapted during the mid-point of SE3. These are asked by the link tutor with the mentor in attendance. Guidance, support and targets for the remainder of SE3 will then be agreed and discussed with the student teacher.
The meeting should take about 30 minutes.
Exemplar Questions Teachers’ Standards
How do you decide on the pitch of an activity or lesson? How do you ensure challenge for all starting points in the class?
1, 5
How do you encourage pupils to reflect on their own progress, and own their learning?
2
How has your subject knowledge developed over the programme? 3
How has your pedagogical subject knowledge developed over the programme?
3
In what different ways do you plan for pupil progress? 2, 4
In what ways has your planning develop over time? 4
Give an example of how reflecting on your planning resulted in changing your approach or strategy
4
Through your use of assessment data, what impact have you had on pupil progress?
2, 6
Give an example of how you modified a lesson for a pupil with SEND. 5
How have you used formative assessment approaches in lessons / the learning environment (EYFS)?
6
What strategies have you found useful in developing and maintaining a purposeful and safe learning environment??
7
Can you tell me what you have learnt from observations of experienced teachers that you then carried forward into your own practice?
8
When have you demonstrated a regard for the need to safeguard pupils’ well-being?
PPC
How have you maintained proper and professional regard for the school’s ethos, policies and practices?
PPC
8. General InformationE-ProtocolIn order to maintain professional standards at all times, student teachers are reminded to:
o use their university email address (NOT a personal one) for ALL contacts with the school, class teacher, mentor and university
o take care with the content and presentation of email messages, being aware that the content may be read by others
o consider professional and responsible use of mobile phones, texts, social networking sites etc., ensuring that no comments of a personal nature are made
o be aware of the school’s policy for the use of the internet.
Student Teacher Absence
If an unexpected absence occurs, the student teacher should contact the school as early as possible and should also inform the Placement Team soon after 8.30 am. The purpose of the latter contact is to alert any university tutor who may be contemplating a school visit, and not as a means of relaying the information to school. (Many class teachers and/or mentors offer the student teacher a personal contact telephone number so that very early warning of absence or other difficulties can be given). The student teacher is expected to keep both the school and the university informed of on-going illness/absence.
Use of Consumables and PhotocopyingIt is normally expected that consumables for use by children and photocopying costs for children’s’ materials will be borne by the school. Student teachers should be aware of financial constraints of schools and are advised to act appropriately.
Health and Safety
It is expected that the school will make clear to the student teacher its health and safety policies and that the student teacher complies with these.
Issues Relating to School ExperienceAny action by university or school, which may lead to termination of programme or involuntary extension of the programme in excess of its normal length, will be subject to the university’s appeals procedure.
Student Teachers Leaving the Placement Without ConsultationIf, for any reason a student teacher unilaterally withdraws from their placement without consultation with the school and university they will be deemed to have failed the placement.
Re-Sits as a Result of Student Teacher Failing the SE ModuleThere is no automatic right of resit for failed school experiences and resit fees may be incurred. While we endeavour to arrange resits caused by mitigating circumstances and ill health, schools are not in any way obliged to accept student teachers from the university and neither can the university exert influence upon them.
Contact ListSchool Experience Director
(and Programme Lead)
Ann Jones
01904 876532
Link Tutor
Please add this information when confirmed
Mentor
Please add this information when confirmed
Placements Team [email protected]
01904 876663