PGCE Primary and PGCE 3-7 (including School Direct Tuition) 2017-18 SCHOOL BASED TRAINING SBT1 Mentor Twilight Have up website: www.brighton.ac.uk/primaryforms Dr Rachel Marks PGCE Primary & PGCE 3-7 Assistant Programme Leader Tuesday 10th October 2017

Session Overview Introductions to new team members Review of 2016-17 SBT1 aims and outcomes Revised structure for 2017 The SBT1 handbook: changes for 2017 The weekly schedule SBT1 tasks: SEND task Audit of EYFS areas and foundation subjects Professional requirements: Action planning Change to weekly evaluations (PH form) Timeline for SBT1 and submission of reports

Meet the Team… Dinah Goss, PGCE 3-7 / PGCE Primary Programme Leader Rachel Marks, PGCE 3-7 / PGCE Primary Assistant Programme Leader Sarah Fitzjohn-Scott, Deputy Head: Partnership and Engagement See p.3 of handbook for contact details Kathy Clements, Senior School-Based Training Supervisor (QA) And most importantly … Elissa Gregory and the Partnership Office Primary Administration Team

Review of 2016-17 (final grades) Almost 2/3 of our trainees (64%) were awarded a ‘Grade 1’ Ofsted final grade All of our trainees were awarded a ‘Grade 1’ or ‘Grade 2’ Ofsted final grade Results suggest trainees were strongest in: TS8: Fulfil wider professional responsibilities TS7: Manage behaviour effectively We will need to continue to target: TS6: Assessment TS5: Adapt teaching to respond to … all pupils Male students continue to perform below female students, being more likely to receive an Ofsted ‘Grade 2’ than ‘1’: we continue to target this group

Review of 2016-17 (SBT1 data as percentages) Grade 1 Grade 2 Grade 3 TS1: Set high expectations 37 59 5 TS2: Promote good progress and outcomes 28 63 9 TS3: Demonstrate good subject and curriculum knowledge 29 64 7 TS4: Plan and teach well-structured lessons 31 10 TS5: Adapt teaching to respond to the strengths and needs of all pupils 30 61 TS6: Make accurate and productive use of assessment 18 17 TS7: Manage behaviour effectively 36 60 TS8: Fulfil wider professional responsibilities 34 2

The aim of SBT1 This is the first of three school-led modules and the initial stage of school-based training. Trainees will develop insights into pupils’ learning and the role of planning and assessment to facilitate pupil progress. A focus on the broader role of the teacher – including the necessary attributes for professionalism and collaborative and reflective practice – is developed via a focused weekly schedule. This module promotes trainees’ intellectual and professional development through a sustained school led training programme. Establishing relationships with pupils and colleagues – in a range of contexts – promotes the necessary expectations for professional conduct. Trainees must develop the skills required to engage in professional learning, target setting and self-evaluation.

SBT1 Outcomes Recognise pupils’ learning needs and interpret them in order to plan, teach, assess and evaluate lessons (TS1b, TS2b, TS3a); Establish positive relationships with pupils and demonstrate behaviour management strategies appropriate to needs of the learners (TS1, TS5, TS7); Demonstrate secure subject and pedagogic knowledge appropriate to the context, curriculum and age phase (TS3, TS4); Critically analyse and reflect on practice to identify strengths and areas of professional development (TS4, TS8); Act upon advice and feedback, responding to mentoring and engaging in professional dialogue (TS8); Provide evidence of achievement against the Department for Education’s ‘Teachers’ Standards’ (2012) for QTS . In SBT1, these can all be achieved at a high grade in the context of working with a group.

Revised structure for 2017-2018 As before, trainees will follow three school-based modules: ET681: Exploring effective practice (SBT1) which takes place in SCHOOL A (autumn term) ET682: Embedding effective practice (SBT2) which takes place in SCHOOL B (spring term) ET683: Enhancing effective practice (SBT3) which takes place in SCHOOL A (summer term) Trainees return to their SBT1 school for SBT3 Each phase will have agreed outcomes to support the trainees in meeting the Teachers’ Standards

Main UBT input times SBT1 Block SBT periods – 2 schools. For EYFS: School experience in 2 consecutive age phases (3-5 & 5-7 years) Holidays UBT Assignments (more tomorrow) Planning is key

Revised structure for 2017-2018 University-based training predominantly prior to SBT1 Later start and block structure: SBT1 begins on Monday 30th October (after half term), running until Friday 15th December with two university days: Friday 3rd November Friday 24th November Three phases within SBT1 ensures a supportive induction but allows rapid progress for trainees who are ready: Establishing: getting to know the school / pupils / professional needs Developing: whole class teaching and assessment Enhancing: autonomous practice and developing subject knowledge

The SBT1 handbook: changes for 2017 Streamlined to combine PGCE 3-7 and PGCE Primary, emphasising similarities across routes: at points where requirements are different this is clearly demarcated, e.g. p. 7. Where appropriate the format and guidance has been brought into line with the BA(Hons) handbook and expectations Main changes relate to: Format of weekly expectations / schedule New SEND and EYFS / Foundation subjects tasks Change in requirements for trainees’ evaluations

Weekly overview of expectations Separated into the three stages of SBT1: establishing (weeks 1-3), developing (weeks 4 & 5) & enhancing (weeks 7 & 8) Consistent format to the requirements for each week See p.12

Professional development & training Classroom experiences List of evidence to collate and where Focus of mentor meeting / assessment

Addendum to Handbook: Computing Task The computing task which was scheduled for Weeks 6 & 7 will now take place in Weeks 2 & 3. We hope this will greatly enhance the students’ experience: It spaces out the modules more It means students get assignment feedback earlier The computing task is a small group task so is much more compatible with the early part of SBT1 when getting to know the children All students have been issued with an addendum to their copy of the handbook and have been made fully aware of this change.

Weekly overview of expectations Separated into the three stages of SBT1: establishing (weeks 1-3), developing (weeks 4 & 5) & enhancing (weeks 7 & 8) Consistent format to the requirements for each week Designed to develop subject and curriculum knowledge through progression of activities: Observations in & beyond class Working with teacher / TA (working with groups) Leading lesson parts : introduction, short stand-alone activity, etc. Whole class teaching across curriculum areas Whole class teaching of literacy/numeracy weekly unit and foundation subjects / areas of development (weeks 6 & 7) See p.12 Time out for discussion and clarifying of overview

SBT1 tasks: Foundation Subjects / EYFS Areas Our aim is to ensure breath of curriculum coverage In weeks 6 & 7 trainees should plan & teach an integrated series of Foundation Subject sessions / lessons, e.g. a sequence of history lessons (PGCE Primary) or Understanding the World sessions (PGCE 3-7) Across SBT1, trainees complete the EYFS Areas or Foundation Subjects audit (appendix 4) This teaching will feed into the trainee’s EV680/682 assignment they will write at the end of SBT1 See Appendix 4 for audit This audit continues across SBT2 and SBT3 presenting an overall picture of trainee’s curriculum experience

SBT1 tasks: SEND case-study This case-study task runs across SBT1, 2 & 3 and will support trainees in: meeting the standards for TS5; developing an understanding of the requirements of the SEND Code of Practice (2015); enhancing confidence and insights into mainstream inclusive practice. During SBT1 (we suggest starting in Week 2), trainees identify a pupil with SEND as a focus for their case- study, then observe, plan for and support the pupil’s learning and assess their progress across SBT1. Towards the end of SBT1, trainees complete the Case- Study Report 1 of 3 (SBT1). It also ensures we respond to the Carter recommendations for ITT Go through guidance in Appendix 7

Professional requirements: Action planning Action planning takes the same format / process as in previous years but will only be housed on PebblePad. In line with the undergraduate route, trainees will be given a sample action plan for TS2b and TS7b which will be discussed in university support groups to ensure consistency in application. Trainees are encouraged to use the two given targets in Weeks 1 & 2 and to add one target of their own. Trainees with greater experience in school may produce three independent targets. From Week 3 onwards, all trainees will produce their own targets and associated actions and discuss these with their mentors to identify potential professional development opportunities. If problematic to have online for mentor / trainee discussion, you may ask your trainee to provide a printed copy.

Professional requirements: Action planning Trainees should identify a range of action types, for example: Reading (e.g. policy) Talking to individuals (class teacher, TA, SENCO) Observations / Learning Walks Trying things out and evaluating

Professional requirements: Change to weekly evaluations (PH form) Previously, trainees completed a weekly evaluation and reviewed their impact and targets within the PH form The process has been streamlined this year: trainees will only complete the PH form each week and not a separate weekly evaluation However, they are expected to complete Section 1 in detail as a full weekly evaluation prior to the mentor meeting, focussing on: What has been learned? Progress made in relation to the Action Plan Areas for improvement Actions for the following week PH - mentor meeting record They are expected to expand the box so the evaluation covers 1-2 sides of A4

Timeline for SBT1 and submission of reports PA[1] w/b 6th November PA[2] w/b 20th November PB [Interim Report] Due by 22nd November PA[3] w/b 4th December PC [Final Report] Due by 15th December All PA dates are guidance – you can do more! The University Tutor (formally placement tutor) should contribute to PA[1] or PA[2] as agreed by the school

www.brighton.ac.uk/primaryforms http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ Go through: Handbooks Action plan menu Where forms are Guides Exemplar forms

Timeline for SBT1 and submission of reports Is important trainees have PB form available (word processed) at given date – they will be using in briefing / support group on Friday of that week to discuss next steps and will be beginning to think about evidencing of progress. Trainees will need a Word processed copy of their PB form for the university day on Friday 24th November All completed forms should be sent to: educationprimaryreports@brighton.ac.uk

Any questions? A few final points… We emphasise that trainees can attain ‘Grade 1’ in the context of the SBT1 outcomes & expectations: which may be working with a group PA forms should be seen as formative progress reviews drawing on a range of evidence rather than a ‘lesson observation’ Pupil progress is likely to be the key indicator of trainee impact Do not be afraid to implement the enhanced support process! We have an ongoing commitment to trainee well-being and resilience; please let the University Tutor or PGCE Programme Leader know if you have any concerns about your trainee’s well-being