PGCE Full-time SE3 Briefing March 2013

Aims Be aware of the expectations of SE3 Understand what is expected of you during serial days Understand the documentation and how to use it

Taking responsibility for meeting the QTS Standards: the professional I need to think through all I will need to do to be successful. The serial days will be important time for understanding current classroom routines and for understanding the levels children are working at. The serial day guidance in the SE3 Handbook gives an outline for how to carry out this process.

Failing to recognise the need to be pro-active and the importance of the serial days and the Easter break for preparation. I will get around to reading the SE3 Handbook at some point. It will be enough for me simply to tick off all the tasks set out in the handbook. I need a good break at Easter, I’ll catch up before the block starts.

Act Now Print off the detailed expectations section of the SE3 handbook from Moodle and read it!

Be Professional Be punctual Look the part Be prepared Be pro-active Demonstrate real engagement with the process of children’s learning and your role as part of this N.B. Whenever you are within the school environment you are being observed and judged

Pre SE3 Serial Days th, 26 th, 27 th, 28 th March 2013, (York & N. Yorks, NOT E. Riding) 18 th, 19 th, April nd, 23 rd, 24 th, 25 th,26 th, April 2013

Detailed expectations for FS These can be found on pages 3-7 of the handbook For each day, the role of the trainee and the role of the class teacher or mentor is outlined

Detailed expectations for KS1 and KS2 These can be found on pages 8-12 of the handbook There are some commonalities across all key stages, the intention of this briefing is to outline similarities and differences between them.

Similarities Before Serial Day 1 all trainees must: Send a letter of introduction to the class teacher a copy to the link tutor Telephone the school Ensure SE files are in place Print out a copy of expectations of serial days for class teacher

Similarities: Days 1, 2, 3 and 4 Role of trainee:  Meet mentor  Meet with class teacher and mentor  Familiarize yourself with setting organisation using proforma provided  Make notes  Have hard copies of all relevant materials  Observe children and practitioners  Discuss observations with class teacher  Spend time getting to know children

Differences Foundation Stage: Look in detail at ALL provision areas and complete provision area plans Observe children engaged in self-initiated play and note how provision areas are used by different children (individuals/ groups/ genders) KS1 and KS2: Look in detail at classroom organisation and resources Observe children and note how resources are used (individuals/ groups/ genders)

Similarities: Days 5 and 6 Role of trainee:  Meet with class teacher and mentor to understand expectations for the seven week block  Gather information  Discuss teaching expectations with class teacher for the final 5 serial days

Differences Foundation Stage: Information required to complete overview of key events, curricular intentions and resources Weekly overview for w/c 29 th April KS1 and KS2: Information required for SE overview and medium term plans for the seven week block and weekly plans for literacy and numeracy for w/c 29 th April

Similarities: Days 7, 8, 9, 10 and 11 Your time will be spent:  50% teaching small and large group activities (your planning) FS This includes engaging with children during self-initiated play  30% preparation and planning for main block  20% observation of children and working alongside class teacher

Similarities: Days 7, 8, 9 and 10 Monitoring and Assessment:  Understand the strategies in place  Reflect upon SE2 audit and propose strategies for this experience  Ensure relevant materials from SE2 and serial days are in appropriate sections of M & A file  Meet with class teacher and mentor to show and discuss relevant planning

Differences Foundation Stage: Engage with children during self-initiated play (as part of 50% teaching) Consider enhancements to provision areas Prepare provision plans for first week (and resources)

Differences Foundation Stage: ‘Follow the cycle of planning set out in the PSFile. In line with the ‘setting out’ of Foundation Stage classrooms in provision areas, you are expected to complete a continuous provision area plan for each existing area within your classroom. You are expected to further enhance these areas of provision, in accordance with your observations of children’s interests, fascinations and learning needs throughout the block placement. This may include removing or adding objects and materials to existing provision and/ or setting up further focus areas.’ SE3 Handbook

Differences KS1 and KS2: Prepare medium term plans and weekly plans for Literacy and Numeracy for first week N.B. Some Y1 classes will have provision areas. In this case use the FS provision area plan to identify the resources available. You are expected to further enhance these areas of provision, in accordance with your observations of children’s interests, fascinations and learning needs throughout the block placement. This may include removing or adding objects and materials to existing provision and/ or setting up further focus areas.’ SE3 Handbook

Similarities: Days 7, 8, 9, 10 and 11  Ensure all required planning and preparation is completed and signed off in your files by mentor and class teacher by week ending April 26 th 2013 N.B. If it is not signed off because it is inadequate, the link tutor will be contacted by the mentor, you will not be able to start teaching and additional time may be given. This time is not in addition and the block will end at the date published in the SE handbook.

Contact details SE Director: Heather Elliott Admin assistant: Darryl Pearson School Partnership Manager: Nicola Thompson Link tutor: add this information when confirmed Mentor: add this information when confirmed

Any questions about the serial days?