Year 1 School Based Training Briefing 2

Have you: developed an understanding of how children learn? developed an understanding of the range and diversity of educational institutions? developed an understanding of the roles of adults and children in a school? involved yourself in the life of the school? contributed to the educational experience of a group of children? taught and planned for a whole class? across the curriculum?

See SBT Task Booklet

It is essential that you read and understand the guidance on placement which you access from the partnership website: ary  Key features about the placement  Preparation and focus  Planning and proformas  Checklist for SBT file Also look out for updates and messages on Moodle 

Be involved in playground duty and assemblies Be involved in INSET days and staff meetings (where appropriate) Study school policy documents Shadow the class teacher talking to parents/carers Attend a parents’ consultation when acceptable to the Head Experience a visitor to the class or a class outing Be involved in a lunch time or after school club and school functions Which teaching standard does this meet?

Professional Responsibilities Standard 8  8a Positive contribution to school life  8b Effective relationship with colleagues  8e Improve teaching through feedback and advice

 Know the name of the relevant colleague to whom issues should be reported.  If you have any concerns you must talk to your mentor and /or your tutor  Check all relevant information (read policy) regarding child protection/safeguarding vulnerable children, school procedures  Never ask to see one child alone, always ask for another colleague to be there  Under no circumstances can you use any kind of physical force with a child

 1a Establish a safe and stimulating environment  1c Demonstrate expected values and behaviour  7a Clear rules and routines for behaviour  7b Maintain a fair and effective framework for discipline  7c Manage class effectively so they are involved and motivated  7d Maintain good relationships with pupils using minimum, timely intervention

Week 32 w/b 9 th March 2014 Three Week Block (2) Visit (1) from University Tutor (w/b 16 th or 23 rd March) Interim Report (w/b 16 th or 23 rd March) Weeks th April – 22 nd MayDay Visits each Friday Week 41 w/b 12 th May 2014Completion of SBT tasks for PDR tutorial w/b 12 th May Week 44 or 45 w/b 1 st June or 8 th June (depending on half-term) Three Week Block (3) Visit (2) from University Tutor (w/b 8 th or 15 th June) Week 46 or 47 w/b 15 th or 22nd JuneFinal Report Remaining PDR dates University Tutorial Week beginning 18 th May Action Plan Phase 2 School Mentor Week beginning 9/16 th March Week beginning 1/8 th June

 Review - Are you up-to-date from block 1? ◦ Plan and teach at least part of lesson to the whole class in both Mathematics and Literacy (as a minimum) ◦ Talk about learning – discuss the planning-teaching-assessment cycle ◦ Respond to targets from 2 RoLOs (Record of Lesson Observation) ◦ Set targets for next block – see reflecting on progress and setting targets ◦ Completion of all relevant SBT tasks to this stage of the placement

 3a Competent subject and pedagogical knowledge, maintaining pupil’s interest and addressing misunderstanding  3c Use and promote high standards of literacy and standard English  3d Clear understanding of systematic synthetic phonics  3e Clear understanding of strategies for teaching early maths

 Spring Term - Block 2 ◦ Plan and teach a lesson to the whole class in English, mathematics, science and a foundation subject (as a minimum) ◦ Discuss individual children’s learning ◦ Respond to targets from each RoLO ◦ Complete a weekly reflection including progress towards meeting standards and identified targets ◦ INTERIM REPORT ◦ Discuss Interim Report and set new targets for next block

 Develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer  Plan and coordinate a rolling programme  Carry out observations  Reflect on experiences and learning  Relate what you have seen to the standards  Use your reflections for next school tutorial

 University Tutor visits the school to talk with the teacher and Mentor about your progress and discuss the interim report  Teacher/Mentor and University Tutor will do a joint observation ( minutes)  SBT files are checked for: quality of planning, assessment and evaluation Also SBT tasks are checked.  A judgement will be made against the standards. The interim report will be shared with the student with clear targets to develop

 If it is judged that you are ‘at risk’ this indicates that you are at risk of failure  In this case an action plan with targets is put in place to support the student to make satisfactory progress against the standards  An additional visit from the tutor is arranged  A senior moderator may be involved in the final decision of whether a student passes or fails SBT

 2b Plan teaching to build on prior knowledge  2d Demonstrate understanding of how children learn and make adaptations  4a Good use of session time  4b Promote a love of learning  5a Differentiate appropriately, enabling effective teaching  5c Adapt teaching to support stage of development

 Bring in your files each day on placement  Use the contents page to organise your files  Use the range of planning proforma  Continue to develop your plan, teach, assess, evaluate cycle  Remember to complete a weekly reflection. Two examples are available on Moodle. Include progress towards Key Issues identified in your targets.  Collect evidence for meeting the standards such as annotated children’s work

 Summer Term - Block 3 ◦ Plan and teach 50% of the timetable to the whole class and groups across the curriculum (English, mathematics, science and a range of foundation subjects) ◦ Begin to use a range of assessment strategies (AfL) ◦ Respond to targets from RoLOs and continue to complete weekly reflections ◦ Ensure SBT and PDR files are complete ◦ FINAL REPORT ◦ Discuss Final Report and set new targets for placements in year 2 ◦ Complete electronic evaluations

 The decision is a joint one made between the school mentor and the university tutor  This decision is made from evidence against the standards using the grading criteria.  Examples of where this evidence is found is through RoLOs, teacher comments, planning, evaluation and notes in the SBT file

 4d Reflect systematically on the effectiveness of teaching and impact on learning  6d Give pupils regular feedback and encourage response

 Who you are going to assess – which group of children or which individuals?  What you are going to assess – skills, knowledge, attitudes, concepts?  How you are going to assess – by observation, by marking written work, by oral response?  When you are going to assess – after the lesson/session, during whole class introduction, during the plenary or during independent work time?  Assessment for Learning-making judgements about learning-use in evaluations  Assessment of Learning (SATs, phonics checks, tests)