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PRIMARY UG & PGCE

SCHOOL-BASED TRAINING

COMPLETE PRO FORMA FOR:

OBSERVING PLANNING

ASSESSMENT EVALUATION

FOR ALL LEVELS & STAGESFS/ KS1/KS2

This and all other SBT related documentation can be downloaded at: http://www.leedstrinity.ac.uk/courses/institute-of-childhood-and-education/primary-sbt-documents

http://www.leedstrinity.ac.uk/courses/institute-of-childhood-and-education/primary-sbt-documents

CONTENTS

PagePRO FORMA TO SUPPORT PREPARATION FOR THE PLACEMENT

Information and Address

Organising Your Teaching File 3-5

School Information – Check List 6

Reflecting on The Nature of Your Class 7-8

Pro Forma To Support Awareness of Child Protection 9

Pro Forma For Observing Enhanced Provision (Indoor & Outdoor) (Foundation Stage)

10

Pro Forma For Observing the Practitioner Undertaking A Focus Activity (Foundation Stage)

11-12

Pro Forma For the Trainee to Observe A Group or Whole Class Teaching Session

13-14

Observing A Discrete Systematic Synthetic Phonics Lesson 15

Preparing and Planning for The Teaching of Each Subject on School-Based Training

16

Trainee/Class Teacher Meeting Checklist 17

PRO FORMA TO SUPPORT PLANNING, TEACHING

Individual Lesson/Focused Activity Plan for The Teaching of Synthetic Phonics 18

Planning for A Focus (Foundation Stage) 19-20

English, Science and Foundation Individual Subject Lesson Plan (KS1 and 2) 21

English Weekly Lesson Plan (KS1 and 2) 22-23

Mathematics Individual Lesson Plan 24

Mathematics Weekly Lesson Plan (KS1 and 2) 25

Foundation Stage Weekly Plan 26-28

Curriculum Map (Foundation Stage) 29

Curriculum Map (Key Stage 1 And 2) 30-31

PRO FORMA TO SUPPORT MONITORING, ASSESSMENT AND EVALUATION

Planning Daily Synthetic Phonics/Reading Interventions (Level 4 UG Only) 32

Initial Summary of Synthetic Phonics/Reading Intervention Group (Level 4 UG Only)

33

Impact Study of Synthetic Phonics/Reading Intervention (Level 4 UG Only) 34

Pro Forma For Monitoring the Progress of Pupils (Whole Class) 35

Pupil Progress Impact Report (PGCE Stage 2 & UG Level 5 Only) 36

Trainee Extended Evaluation Pro Forma 37-38

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INFORMATION AND ADDRESS PAGE

NAME ...............................................................................

ADDRESS ...............................................................................

...............................................................................

...............................................................................

TEL NO ...............................................................................

SCHOOL ...............................................................................

ADDRESS ...............................................................................

...............................................................................

...............................................................................

TEL NO ...............................................................................

HEADTEACHER ........................................………..........

MENTOR .............................................................

CLASS TEACHER .............................................................

LEEDS TRINITYLINK TUTOR .............................................................

SCHOOL PARTNERSHIPS OFFICETEL: 0113 2837206

NB: A copy of this page should be at the front of each file.


Organising Your Teaching FilePlease use the suggested support below to create your file

TRAINEES WORKING IN THE FOUNDATION STAGEAll Trainees are expected to keep the following documentation in organised files. Below is a list of what you are expected to keep in hard copy.

File 1 – Planning, Teaching and Assessment

Each section should have labelled dividers

Separate sections should be clearly labelled

Section 1• class teacher’s weekly plans• any completed observation pro forma and activity planners you have completed prior to

your teaching commencing• information on the planned area of enhanced provision• week by week planner (using the blank pro forma given)

Section 2Discrete SSP/English• focused activity planners for all activities taught• informal evaluations can be annotated on the planning pro forma

Section 3Discrete maths planning • focused activity planners for all activities taught• informal evaluations can be annotated on the planning pro forma

Section 4 For other subjects or planning for a focus session

Section 5• weekly extended evaluations reflecting on the impact on pupil progress that your

sequences of learning have had on the pupils

Section 6an assessment section containing• records of pupils’ starting points• evidence of Pupil Progress collated using school’s format eg photos of pupil

work/samples of work (names redacted)• class data information recording sheets• impact reports on Pupil Progress (and evidence supporting this information) – Level 5 or

Stage 2 only

(NB when in a foundation unit using ‘in the moment’ planning, please take advice from school on how to organise your planning file).

Section 7Records of ongoing performance judgments, this should include: • weekly informal lesson observations with feedback on strengths and targets • completed Records of Performance

Previous Assessment Reports – annotated to identify where targets have been fed into current placement


File 2 – Management Documents File

• Information/address page• School information• Completed pro forma relating to nature of children and child protection• Information for Mentors and Trainees• A copy of The Teachers’ Standards• A TIME MANAGEMENT SECTION• Class timetable• Class details and groups (check schools’ GDPR policy)

NB: The Trainees should always have hard copies of all Teaching Files in school available for the Lead Practitioner/Class teacher, Mentor and Link Tutor to review.


TRAINEES WORKING IN KEY STAGE 1 OR 2

File 1 – Planning, Teaching and AssessmentAll Trainees are expected to keep the following documentation in organised files. Below is a list of what you are expected to keep in hard copy.

Each section should have labelled dividers

Separate sections should be clearly labelled.

Section 1 Class teacher’s weekly plans observation details (in week 1 and 2) – separated into subjects observed prior to teaching information on the planned areas to develop learning (working walls/displays) Week by week planner overview (using the blank pro forma given)

Section 2, 3 & 4Separate planning sections for English and maths and all subsequent subject areas. Each section should be clearly labelled using dividers.

Section 5 weekly extended evaluations reflecting on the impact on pupil progress that your sequences

of learning have had on the pupils.

Section 6 (Assessments on the Trainee’s Performance) an assessment section containing: spreadsheet to record evidence of Pupil Progress (maths and English) some samples of work, all names should be redacted Impact reports on Pupil Progress (and evidence supporting this information) Level 5 and

Stage 2 only

Section 7 Records of ongoing performance judgments, this should include: Weekly informal lesson observations with feedback on strengths and targets Completed Records of Performance

Previous Assessment Reports – annotated to identify where targets have been fed into current placement

File 2 - Management Documents File Information/address page School information Completed pro forma relating to nature of children and child protection Information for Mentors and Trainees A copy of The Teachers’ Standards Class timetable Class details and groups (check schools’ GDPR policy)

NB: The Trainees should always have hard copies of all Teaching Files in school available for the Lead Practitioner/Class teacher and Mentor and Link Tutor to review.


SCHOOL INFORMATION – CHECK LIST*Kept in management file

FEATURE Have you had sight

of the following?

Where would you locate this document?

Who is the person responsible in school for

this document/information?

School brochure/prospectusAimsMission StatementStructure and organisationStaff responsibilitiesSchool rules and routinesSchool timetableSchool worshipLayout of the schoolCatchment areaCurriculum planning/ stage/ whole year delivery plansBehaviour policyAssessment and marking policy guidelinesTeaching and learning policy (including homework)SEND equal opportunities and race relations policiesExtra-curricular activitiesSchool web siteStaff/ trainee handbookStaff meetingsHealth, safety and security proceduresChild protection proceduresStaffroom protocolPlayground duty

NB: This information and all other information about your class and the children is confidential to the school


REFLECTING ON THE NATURE OF YOUR CLASS*kept in management file (no recognisable names must be used)

This pro forma should be completed at the scheduled planning meeting with the class teacher/lead practitioner. It is designed to give trainees the opportunity to show they have considered ways in which they can support all children in their class.

Information Gathered About the Class

Year group Is the school

1 form entry

2 form entry

More

Number in class Boys Girls

Attainment rangeNumber of SEND/children who have EHCPs /identified as more able

Cultural and ethnic background

Any vulnerable children eg Looked After Children? Children will EAL or NTE? Asylum seekers / refugees?

Implications for planningGender considerations? Any actions?


Range of attainment, SEND, more able? Any actions?

Socio-economic, identify any children on Pupil Premium. Any actions?

Cultural and ethnic considerations (racial, national, religious, linguistic). Any actions or adjustments required?

Behaviour management, policy and practice. How is school approach to behaviour management implemented? What behaviour management strategies are employed? Any children whose behaviour is a barrier to their learning? Are there children with an Individual Behaviour Plan?

PRO FORMA TO SUPPORT AWARENESS OF CHILD


PROTECTION No recognisable names should be used

I have read Part One and Annex A of Keeping Children Safe in Education (DfE)

I know who the Designated Child Protection Officer is and have introduced myself to them

I have discussed the schools reporting arrangements should a disclosure be made to me and am familiar with any action I must take. They are:

I am aware of the schools e:Safety policies. In particular I understand guidance around bringing own devices into school and their use. (Note: a smart phone with internet access counts as a device).

I am aware that schools are required to protect children who may be vulnerable to radicalisation and seek to support and protect children through promotion of British values. I have discussed the school’s approach and am aware that the document ‘The Prevent Duty’ is available through Moodle.

Please tick above to confirm completion of tasks and then sign below

Signed: ____________________________________

(Note the Class teacher may share information around child protection issues with you if they judge it appropriate. It is essential you recognise the confidential nature of this information. However, some information may not be shared due to its nature.)

PRO FORMA FOR OBSERVING ENHANCED PROVISION (INDOOR & OUTDOOR) (Foundation Stage)


Area of provision/outdoor zone eg role play, exploration and investigation

Stimulus eg baker’s shop, autumn leaf collection

Information about the children involved: number, gender, any particular needs (eg EAL, SEND)

Focus of the learningLearning objective:

Reference to Development Matters in the EYFS:

Practitioner involvement:How does the practitioner engage the children? eg playing alongside, modelling play

What questions and phrases are used to extend learning? eg How did you do that? I wonder what would happen if…

No practitioner involvement:How are the children demonstrating learning? What do they do that meets the LO? eg use of resources, labels, pictures, mark making

What do children say that demonstrates learning? eg questions, vocabulary

How do children engage with each other? eg identify roles, share tasks

EvaluationWhat was the impact on children’s learning? How do you know?

Next steps Based on children’s responses what will be added or changed?

PRO FORMA FOR OBSERVING THE PRACTITIONER UNDERTAKING A FOCUS ACTIVITY (Foundation Stage)

Focus area of Learning (linked to an area of learning in the EYFS, eg mathematics)


Learning objective (State the intended learning objectives) I want evidence children can…

Information about the children involved: number, gender, any particular needs (eg EAL, SEND)

Resources Key vocabulary

How does the practitioner engage the children? What does s/he do? eg modelling, demonstrating

What questions and phrases are used to extend learning? eg How did you do that? I wonder what would happen if…

How are the children demonstrating learning? What do they do that meets the LO? eg use of resources

What do children say that demonstrates learning? eg questions, vocabulary

How does the practitioner differentiate the activity to meet the needs of all children?


AssessmentHow did the practitioner assess the children’s learning? How was evidence of pupil progress recorded and feedback given?

Next steps What do the children do next? Does the practitioner direct the children to another activity?


PRO FORMA FOR THE TRAINEE TO OBSERVE A GROUP OR WHOLE CLASS TEACHING SESSION

Lesson Subject:Lesson title: Date:Key objective/s:

Use of additional adults in the lesson

AT THE BEGINNING OF THE LESSON TEACHING STRATEGIESHow does the teacher introduce the lesson?

(Look for setting of objectives; linking what will be new to what pupils already know and can do; checking Trainees prior knowledge)

CLASS MANAGEMENT/ ORGANISATION/SAFETYHow does the teacher gain and maintain pupil attention? (What resources are used; how are the most able/least able kept involved; how does the teacher use his/her voice? What does the teacher do if a child is not paying attention?)

DURING THE LESSON TEACHING STRATEGIESHow do the pupils know what they will be doing? What sorts of tasks are the pupils doing?How does the teacher interact with the pupils: gives advice; asks or answers questions; clarifies points?(individuals/groups/whole class)How are misconceptions addressed?Does the teacher work with one group or several or all?How does the teacher work with other adults in the classroom?

CLASS MANAGEMENT/ORGANISATION/SAFETYHow does the teacher manage transitions from carpet to seat work?How do the pupils get the resources they need for their tasks?How does the teacher encourage children to stay on task?What/when/how much talk is acceptable by the teacher?How does the teacher gain the attention of the whole class?


DURING THE LESSON (Continued)

AT THE END OF THE LESSONTEACHING STRATEGIESHow does the teacher conclude the lesson?Does the teacher recap on the learning and/or give oral feedback?Do the pupils report back on what they have done?Do the pupils know how well they have done?Is homework given?Does the teacher have any evidence that the learning objectives have been achieved

CLASS MANAGEMENT/ORGANISATION/SAFETYHow does the teacher draw the lesson to a close?How do the pupils clear away/return apparatus and material?How does the teacher dismiss the class?

TALK TO THE TEACHER ABOUT HOW THE WORK IS MARKED AND PRO-GRESS RECORDED. TALK TO THE TEACHER ABOUT HOW THEY RESPOND AND EVALUATE THEIR PLANNING

You should complete at least one observation for each subject you will be teaching.


OBSERVING A DISCRETE SYSTEMATIC SYNTHETIC PHONICS LESSON

EYFS/NC Objective:

Phonics programme:Level/phase:

Date:

Child-friendly objective:

Are the objectives of the session made explicit to the children?If so how?

Prior Learning: What prior learning have the children had from this phonic phase?

Role of the TA in supporting pupils’ learning (if applicable): Is the TA working with a group separately to meet particular needs?

What guidance is the TA given to promote pupil progress in this lesson?

Differentiation:How does the practitioner ensure there is a good level of challenge for all learners?

Particular changes identified for dealing with individuals or different groups, for example differing levels of instruction, questioning, physical and manipulative assistance and changes in language or materials used.

Assessment opportunities

What opportunities are planned to assess pupil progress?

List Assessment for Learning questions.

How does the teacher respond to pupils answers? How is the learning progressed as a result?

How does the practitioner evidence understanding?

PREPARING AND PLANNING FOR THE TEACHING OF EACH


SUBJECT ON SCHOOL BASED TRAINING

1 FIND OUT ABOUT THE TIMETABLE FOR THIS SUBJECT

2 FIND OUT ABOUT CLASS GROUPS/SETSHow are the children grouped or set?Are there any children working above or below age related expectations?Do any of the children have an IEP or have EAL?How does this affect classroom organisation?How does this affect the organisation of lessons?

3 FIND OUT ABOUT YOUR TEACHER’S MEDIUM-TERM PLANNING Gather the medium term planning; is it the schools own, based on the National Curriculum or a published scheme?How does your teacher record medium-term planning: What kind of format?Identify the Learning Objectives and the use of success criteria that will guide your planning and teaching

4 NEGOTIATE AND RECORD YOUR PLANS TO TEACH EACH SUBJECT Discuss and agree the units of work your Class teacher would like you to teach Discuss and agree key Learning Objectives to be covered over the placement Discuss which of the above ILOs you will record and in what form (how you will

monitor whole class progress) Negotiate and agree the materials and resources needed

TRAINEE/CLASS TEACHER MEETING CHECKLIST /tt/file_convert/5e64ad56df2b7353222f27f6/document.docx 16

and contract of professional behaviours agreement for placement

*********THIS FORM MUST BE THE FIRST PAGE OF YOUR TEACHING FILE*********

Have you discussed and/or got a copy of the following:

Class teacher’s half term plans (the plans you are teaching only)English, mathematics, science, PE and other subjects to be taught (where relevant)Information on the needs of the children eg assessment data (see planning for monitoring and assessment in the pro forma pack) and completing the reflecting on the nature of the class pro formaUse of and availability of support staff

Any timetable considerations or specific visits already planned for during the blockPlanning, preparation and Assessment and continual professional Development timePlayground duty day

Classroom routines eg registerStart and end of the dayTransition times

Other areas discussed and further action which needs to be taken

The Trainee now has enough information to enable planning for a full half term’s teaching. The trainee and class teacher have both read and understand all the ‘expectations for Trainees whilst on SBT (including dress code/ attendance and acceptable use of Social media. ‘The trainee agrees to maintain the highest standard for part 2 of the Teachers’ Standards.

Signed (Class teacher): _______________________________________________

Signed (Trainee): ____________________________________________________

Date: _________________________

INDIVIDUAL LESSON/FOCUSED ACTIVITY PLAN FOR THE TEACHING OF SYNTHETIC PHONICS


EYFS/NC Objective: Phonics programme:Level/phase:

Date:

Child-friendly objective:

Graphemes/phonemes to be consolidated: list all that will covered in the review section of the lessonGraphemes/phonemes to be taught: identify which will be taught in this lesson onlyException words to be taught: identify from the relevant phase/level

Prior Learning:

Role of the TA/other adults in supporting pupils’ learning (if applicable):

If this may cover your differentiationDifferentiation:

Timing/Organisation

PUPILS’ LEARNING? Resources

REVISIT and REVIEW (previously taught phonemes/ tricky words/ blending and segmentation within existing phonic knowledge)

TEACH (new phoneme / grapheme/ tricky words)

PRACTICE (Blending and Segmentation)

APPLY (read/ write a caption or a sentence)

EVALUATION OF PUPIL PROGRESS (completed after session) How did the children perform against the learning objectives/success criteria?Did you identify any misconceptions that needed to be addressed during the lesson?Did any children perform beyond your expectations? What action do you need to take before/during the lesson?

Trainee Evaluation: Focus on the IMPACT of your teaching and on children’s learning. Do not just describe the lesson.Did my planning enable my teaching and pupil progress? This evaluation should feed into your extended evaluation for the week.

Was the pace of the learning good or better? Was any learning time wasted? (TS4)Targets (What I want to achieve) To support my subject and curriculum knowledge

Action points (What I need to do to improve my teaching and the children’s learning)To support the progress of my learners

PLANNING FOR A FOCUS (Foundation Stage )This can be for small groups or a whole class and can be a practitioner working in an area of enhanced provision, a ‘table-top’ activity or on the carpet.


Focus area of Learning (linked to a particular area of learning in the EYFS, eg Mathematics):

Stage of development/ELG (Identify the statement(s) in the EYFS that will relate to your objectives):

Date - w/c:

Title - eg Going on a ‘Bear Hunt’ obstacle course

Learning objectives (State the intended learning objectives) I want evidence children can…

Structure and organisation (Identify which area of provision or other part of the environment you are intending to base the focus)

Identify where other opportunities may arise to develop the learning objective through play (ie in other areas of provision):

Resources: Key vocabulary:

Activity (Content presented in a clear sequence – how the adult will engage the children, how the learning will develop):

Questions to ask in order to extend children’s learning (Variety of question types – low level building up to high level):

Opportunities for differentiation and extension work (The activity may be planned to meet individual or group needs, or may be open to all children but with opportunities for differentiation). Identify:


Opportunities for assessment (What will the adult observe? How will observations be recorded? How will the information be used?)

Evaluation of the activity (Focus on the IMPACT of teaching on children’s learning. Did all children make progress during the activity? How do you know?):

Next steps (What do you/other adults need to do next to support and challenge the children? Identify specific children or groups):


English, Science and Foundation Individual Subject Lesson Plan (KS1 and 2)

Subject __English ________ Theme:

Week beginning: Objective:

Day

Learning Outcome – I want evidence children can:

Success criteria (Steps to success):

Prior Learning:

Mis-conceptions to be addressed (from prior sessions)

Vocabulary and Notation:

Resources:

Teacher input Independent work/Applying skills Review (5 to 10 minutes max)

Main (Learning and practising):

Differentiation/Deploy other adults:

Applying and assessing (Identify any guided group)

Only use headings below if pupils are ability grouped.

Core:

Modified:

Extended:

AfL and monitoring pupil progress This should be identified throughout the timeline of your lesson Home Learning (where applicable) Trainee Evaluation: (All these notes should feed into your extended evaluation). Focus on the IMPACT of your teaching and on children’s learning. Do not just describe the lesson.

Targets (What I want to achieve)

Action points (What I need to do)


English Weekly Lesson Plan (KS1 and 2)Week Beginning

Year Group: Week: Unit: (NB whilst the text-type focus may be ‘instructions’ for example, other types of writing can often also be produced from a single unit)

Theme:

Cross-curricular links:

Prior Learning: Misconceptions to be addressed ( from previous lessons)

Overall unit outcome:

Week beginning:Objectives for the week (from the National Curriculum):

Reading Writing Vocabulary, grammar and punctuation Speaking and listening

Pha

se /D

ay

Things to consider in your lesson sequenceIntroduction:

Will this be introduced to whole class/groupWill pupils complete a short activity or grammar task?

(inc discussion, reading and writing)

Things to consider during the course of each session.Will the adults rotate around focus groups? How?

How will you ensure all pupil’s learning is monitored?

Key vocabulary and phrases related to text type; punctuation

Success Criteria (Steps to success)

Key Questions

MondayObjective:TuesdayObjective:WednesdayObjective:

ThursdayObjective:FridayObjective:

Resources: Web-based references and/or resources:

AfL and monitoring pupil progress


Next Steps:

Trainee Evaluation: (All these notes should feed into your extended evaluation).Focus on the IMPACT of your teaching and on children’s learning. Do not just describe the lesson.

Targets (What I want to achieve) To support my subject and curriculum knowledge

Action points (What I need to do)To support the progress of my learners


Mathematics Individual Lesson Plan (KS1 and 2)

Subject (Maths) _____________________ Topic: __________________________________________

Week beginning:Objectives for the week (from the National Curriculum):

Day Learning Objective: Steps to success/Success criteria:

Prior Learning: Children to be aware of (initials of children who may need extra support or greater depth activities):

Possible misconceptions:

Key Vocabulary and Notation: ResourcesTeacher:Children:

Lesson Sequence Key models and images used

What are the children doing? What is the teaching assistant doing?

Things to consider:Is there going to be a warm-up activity?Have you outlined the ping-pong activity?Have you included independent problem-solving time and how long this is for?How will you support struggling learners?How will you challenge advanced learners?Have you included your key questions?

AfL and monitoring pupil progress (to only record names applicable to today)

Next Steps:

Trainee Evaluation: (All these notes should feed into your extended evaluation).Focus on the IMPACT of your teaching and on children’s learning. Do not just describe the lesson.Targets (What I want to achieve) To support my subject and curriculum knowledge



Mathematics Weekly Lesson Plan (KS1 and 2)

Subject (Maths) _____________________ Topic: __________________________________________

Week beginning:Objectives for the week (from the National Curriculum):Prior Learning:Things to consider in your Lesson Sequence:Is there going to be a warm-up activity?Have you outlined the ping-pong activity?Have you included independent problem solving time and how long this is for?How will you support struggling learners?How will you challenge advanced learners?Have you included your key questions?

Key Vocabulary: Children to be aware of (initials):

Day Lesson Sequence Key models and images used ResourcesMondayObjective:

TuesdayObjective:

WednesdayObjective:

ThursdayObjective:

FridayObjective:

AfL and monitoring pupil progress (to only record names applicable to today)Next Steps: Trainee Evaluation: (All these notes should feed into your extended evaluation).Focus on the IMPACT of your teaching and on children’s learning. Do not just describe the lesson.Targets (What I want to achieve) To support my subject and curriculum knowledge



Foundation Stage Weekly Plan

Theme Week beginning

Area of Learning references and ELGs/stages of development

Adult Directed Planning for a Focus

Focus Objectives Children & Practitioner(eg whole class, group, individual – Indoor/outdoor)

Resources including technology

Key Language/Skills Opportunities for Observation (Assessment)

Activity

Reflection on learning/additional notes of spontaneous activities that occur


Adult Initiated/Enhanced ProvisionFocus Objectives Activity (resource

stimulus, interactive display, visit/visitors)

Children & Practitioner

Resources/ICT Links

Key Language/Skills

Opportunities for Observation (Assessment)

Activity


Provocations/Enquiries from Child Initiated Learning(Child Initiated/Continuous Provision - Specific notes for this week)

Key Area Questioning approach language focus

Opportunities for Observation (Assessment)



WEEKLY OVERVIEW KS1 and 2 (To be completed with brief notes of coverage) WEEK BEGINNING:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


CURRICULUM MAP (Foundation Stage)In each box state the main activities or experiences to be planned for,

demonstrating a balance across the areas of learning development over the half term

Theme: Date:

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6Personal, Social & Emotional Development

Physical Development

Communication and Language

Literacy

Mathematics

Understanding the World

Physical Development

Expressive Arts and Design


CURRICULUM MAP: (FOR KEY STAGE 1 & 2)

WEEK WEEK WEEK WEEK WEEK WEEK WEEK

English

Maths

Science

Art & Design

History

Geography


CURRICULUM MAP (FOR KEY STAGE 1 & 2)

WEEK WEEK WEEK WEEK WEEK WEEK WEEK

Design & Tech

Music

RE

PE

PSHE

IT


LEVEL 4 UG ONLYPLANNING DAILY SYNTHETIC PHONICS/READING INTERVENTIONThis should be filled in daily to provide a record of the activities planned,

completed and reviewed with your four focus pupils.

TRAINEE: CLASS: DATE:PUPIL 1:

Synthetic phonics/word recognition teaching

Whole book/comprehension teaching

Phonics phase: Book band/level: Book title:

Sounds/words to practice: Objective:

Key questions/discussion points:

Comments on pupil’s progress in this session


LEVEL 4 UG ONLYINITIAL SUMMARY OF SYNTHETIC PHONICS/READING INTERVENTION

GROUP

TRAINEE: CLASS: DATE:PUPIL 1:Synthetic phonics phase: Book band/level:Summary of reading behaviours From the week of daily individual reading and other class-based work, what can you say about this pupil’s reading? Consider their engagement, decoding and word recognition, comprehension and understanding of text, and application of reading skills across other curricular areas.Strengths: Areas to develop:

PUPIL 2:Synthetic phonics phase: Book band/level:Summary of reading behavioursStrengths: Areas to develop:




LEVEL 4 UG ONLYIMPACT STUDY OF SYNTHETIC PHONICS/READING INTERVENTION

TRAINEE: CLASS: DATE:PUPIL 1:AprilPhonics phase/attainment:Book band/reading assessment:

JunePhonics phase/attainment:Book band/reading assessment:

Key areas of progression in synthetic phonics/word recognition:What impact has your intervention had on this child’s knowledge and understanding of synthetic phonics/word recognition? (Summarise in around 3/4 bullet points)

Key areas of progression in reading comprehension:What impact has your intervention had on this child’s understanding of text? (Summarise in around 3/4 bullet points)

Comments on pupil’s progress in overall reading behavioursWhat impact has your intervention had on this child’s general reading behaviours? (Summarise in 2/3 bullet points)PUPIL 2:AprilPhonics phase/attainment:Book band/reading assessment:


Key areas of progression in synthetic phonics/word recognition:

Key areas of progression in reading comprehension:

Comments on pupil’s progress in overall reading behaviours

PUPIL 3:AprilPhonics phase/attainment:Book band/reading assessment:





PUPIL 4:AprilPhonics phase/attainment:Book band/reading assessment:






Pro forma for monitoring the progress of pupils (Whole class)

Subject: Year Group:Partly achieved

.Mostly achieved

/Fullyachieved

x

Key Learning Objectives

Agree the Key Learning Objectives to be tracked. There should be a separate sheet for English and mathematicsStage 3 and Level 6 Trainees During your pupil progress tutorial you will need to present some analysis of assessment data at class level and by groups(gender, ethnicity, SEND, pupil premium) to demonstrate the progress of learners throughout the placementPrompts to consider

1. Is there any difference in progress between individual groups in the cohort?2. Is so why? Which groups have made most progress?3. What interventions have you implemented to ‘close the gaps for learners’?

*************************************************** PGCE Stage 2 and UG LEVEL 5 only *************************************************

Pupil Progress Impact Report


Planning to secure good pupil progress over time COMPLETED AT PGCE STAGE 2 AND UG LEVEL 5 (to be presented at final pupil progress meeting prior to assessment report being

completed AND EMAILED TO [email protected])

To support evidence of your progress in Teachers’ Standards 2, 5 and 6 in particular you are required to complete this Impact Report. For this task you will focus on pupil progress overtime in the areas of English/Communication Language and Literacy and Mathematics. You should be aware of children’s starting points. The Impact Report should facilitate discussion with your mentor at your final Key Review Point and inform completion of the Assessment Report. Use the assessment data you have gathered as part of your normal practices to inform the report. At the training tutorial you may exemplify points in the discussion by reference examples of children’s work/observations, your teaching files/school systems for recording pupil progress. This information must be shared with the class teacher and the completed report submitted to both the class teacher and Mentor. You should summarise the impact of your teaching on the progress of the learners by providing the following information:YOU SHOULD USE SUPPORTING PIECES OF EVIDENCE FROM YOUR ONGOING FORMATIVE ASSESSMENT. YOU DO NOT NEED TO UPLOAD SUPPORTING EVIDENCE WITH THE SUBMITTED REPORT.

English/Communication Language and Literacy or Phonics

Mathematics

Assessments at the start of the assessed placementCan you describe the children’s starting points? Think about groups of learners? Where were they in relation to expectations?Overview of the learning intentionsWhat did you do? What were your markers for pupil progress, ie what were key learning outcomes? How would children evidence them? Unpicking pupil progressCan you describe an example of pupil progress within a lesson? What did it look like? How might you characterise it? Can you show your mentor a concrete example? Can you exemplify pupil progress across a series of lessons? How did progress develop overtime? Again, can you show your mentor an example?Assessments at the end of the unit/sHow was progress? At, above or below what you expected? Can you justify your judgements through reference to your records/children’s work/observations /your planning?Analysis of impact on children’s learningDid all children make good progress over time from their starting points and how do you know? Explore reasons for children not making progress and say what you would do next to accelerate their progress. For those that went further, how might you have provided greater challenge?Analysis of impact on children’s learning behavioursWere all the children interested and engaged? What attitudes did they demonstrate? How did you promote good learning behaviours? How has this impacted upon pupil progress?What did you learn? What did you learn about planning for progress over time (TS2/4), meeting the needs of learners (TS5) and use of assessment to inform future planning (TS6)?


Trainee Extended Evaluation Pro formaSpend 10 minutes at the end of each day completing this with

reference to your taught sessions**YOU SHOULD HAVE ONE OF THESE COMPLETED FOR EACH WEEK OF YOUR TEACHING. THEY

SHOULD BUILD AND REFLECT YOUR PROGRESS AGAINST YOUR WEEKLY TARGETS**

Trainee Week: Comments Focus on PUPIL PROGRESS in every section

1. Set high expectations which inspire, motivate and challenge pupils

Was the level of challenge high for all learners? Were all the pupils challenged this week, including the more able? What actions do I need to take next week to ensure an appropriate level of challenge?2. Promote good progress and outcomes by

pupilsDid all children make good progress in the lesson? How do I know? How much progress have the pupils made across EACH LESSON AND THEN the week? What actions do I need to take next week to accelerate pupils’ progress?

3. Demonstrate good subject and curriculum knowledge

Did clear modelling and explanations result in pupils making expected or better than expected progress? Was my subject knowledge good enough so that pupils made good progress? If not why? What do I need to do to build on this?4. Plan and teach well-structured lessonsDid my planning enable my teaching and pupil progress?Did I model the new learning effectively? Was pace of learning in my lessons good so that the pupils made good progress?Was any learning time wasted? Did I use a range of teaching strategies in my lessons to maximise pupil participation and engagement? Did I build in extension tasks to add further challenge in lessons? Did my questioning promote higher order thinking? 5. Adapt teaching to respond to the strengths

and needs of all pupils Did the tasks enable all pupils to make good progress?Did I provide “scaffolds” to enable pupils to achieve the success criteria in tasks?


6. Make accurate and productive use of assessment

Were the pupils clear about what they were learning? Did I build in opportunities to check on pupils’ understanding at specific points? Did I notice and respond appropriately to misconceptions / successes during the session? Did I check on understanding throughout the lesson and adapt/ adjust the lesson accordingly (mini plenaries)? 7. Manage behaviour effectively to ensure a

good and safe learning environmentWere my expectations for pupils’ behaviour clear?How well did I promote good attitudes to learning? Did children demonstrate good learning behaviour (active learning)? How do I know?8. Fulfil wider professional responsibilitiesHave I liaised with other colleagues to enable my professional development?Were Teaching Assistants effectively deployed in supporting learning at all stages of the lesson? How do I know?How has my CPD time impacted upon targets set?

Trainee’s Targets for next week: NB These should mirror evidence in your Records of Performance and Informal Class teacher’s observation

Subject and Curriculum Knowledge target/s: Target (Include the relevant Teachers’ Standard) Action and support provided in CPD

time in order to achieve target

Target/s that relates to pupil progress: Target (Include the relevant Teachers’ Standard) Action and support provided in CPD

time in order to achieve target

Class teacher comment on the Trainees’ reflective commentary: Revisit the targets set last week and comment on how well the Trainee met these:

Class teacher signature: Trainee signature:

Date:
