1. BA (Hons) Primary Education
Year Three
School Based Training Briefing

2. Welcome to MMU
Rania Maklad
BA3 SBT Unit Leader

3. Important Dates 25th September Prep-week (School) 2nd October
Prep-week (University)
Meeting UVT
9th October
Build up their teaching to 40% (Action plan)
16th October
Build up their teaching to 50%
23rd October
Build up their teaching to 60%
30th October
Build up their teaching to 70%
6th November
Interim report
13th November
A day at Uni/ PDR
Down to 50% for this week only
20th November
27th November
Senior Moderators if needed.
4th December
Final report week
External examiner visit
11th December
Enrichment week/
Make days up

4. Placement Documentation
There has been some significant changes to our documentation this year
Reduce workload
Ensure Parity
Available at

5. Weekly by CM/PM/UVT/other (QTS)
RoLOs
Weekly by CM/PM/UVT/other (QTS)
Students can observe each other for their professional development if you see fit but do not complete RoLOs for each other
Standards are in numerical order
First week of block placement
Action Plan

6. Weekly review and reflections
Completed by the student during the meeting
Replace weekly reflections
Follow the weekly/fortnightly prompts
CM/PM

7. Weekly review and reflections
Progress made against initial targets and key issue
Next steps against each of these
New learning – staff meetings, parents evening, school visit, opportunities to work with other professionals etc.
New targets arising from RoLOs

8. Interim Report
There is a window to complete the report
The same process in highlighting the standards
Students are part of this process
Eight targets to correspond the eight standards
Student need to respond to the each target in the space provided
Make sure UVT agreed/have the grades on or soon after the visit
We do not need the whole report sent to office.
SBT file is graded 1-4 on the SBT report

9. Final Report
The same process of highlighting
Standards are in numerical order
Summary comment (used for reference)
Targets (three including an assessment target)
SBT file is graded

10. UVT is your first port of call
When things go wrong
UVT is your first port of call
Early intervention visit/record will be completed by UVT if concerns are raised prior to interim visit.
Interim outcome RI Needs Support (Action Plan), Contact after one week
If at the interim stage, student is not making sufficient progress towards achieving the teaching standards, placed At Risk of Failure (ARoF).
Contact after one/two week and a supporting visit
SM visit
action plan (At Risk pro forma) written by your Class Mentor in consultation with you and your University Visiting Tutor
a further support visit from your University Visiting Tutor
continued support from your class mentor with ongoing target setting and monitoring

11. PE Teaching Requirement
Plan at least one lesson/session for PE/Physical Development and teach this to the whole class or a group
If your school employs a professional company to teach PE, negotiate some time to plan and prep with personnel and then teach your lesson. (This may be done in conjunction with the person from the professional company).
If you have the opportunity to teach PE on more than one occasion, this would be excellent development for you.
In EYFS, most Physical Development activities will take place in the outdoor provision area with the equipment available there. It will look different to a primary PE lesson but activities will link to the EYFS prime area.

12. What does the intervention requirement look like?
With your class mentor identify a suitable group of children (between 6 and 8 in number)
Agree the core area to be focused on.(Maths, English or Science)
Identify the time frame that the intervention will take place across. (When and across what period/length of time)
Agree what specific areas of the core subject are to be covered.
Identify the starting point/attainment levels for each individual child within the group and any specific issues/barriers that may have impacted upon their learning.
Think about how progress will be tracked and monitored across the intervention period and in particular what ‘end’ assessment will be carried out. Determine if all assessment will be formative or if there will be some element of summative assessment involved.
Research and plan. Map out what you propose to cover across the sequence of sessions. This will change as a result of your ongoing assessments and evaluations, but you need to demonstrate your initial aspirations for the children and their progression.
Plan individual sessions and evaluate their impact upon the children’s learning.

13. What does the intervention requirement look like?
School A
School B
10% teaching time allocated to group intervention with a specific group in your base class throughout the placement e.g. 2 x 1 hour sessions or 4 x ½ hour sessions per week. OR
10 % with an identified group of children that the school would like you to target in order to have a positive impact on their progress.
You may be asked to deliver to a ‘booster group’ in preparation for their National Curriculum tests/SATs. This might be the equivalent to half a day a week (10 %). It may be delivered in intensive blocks of time rather than distributed across the whole of the placement.

14. Plan for differentiation - be specific!
Planning
There are revised MMU planning proformas for EYFS and for KS1/2. You do not have to use these - you will be able to use your school’s planning format or create your own. However, you will need to follow the specific guidance of what should be included in a good lesson plan. See the Partnership website.
Plan for differentiation - be specific!
Plan for additional adults – in all taught sessions.

15. Teaching and Assessment
Evaluation of each lesson you teach – comment on the impact on the children’s learning, your professional development AND the next steps. Guidance on the Partnership website (updated)
Use Group Assessment Records
Gather samples of children’s work – mark and annotate
Develop and complete Whole Class Monitoring sheets in Literacy, Numeracy, Science, (Computing) and two Foundation subjects

16. Teaching and Assessment
Ensure consistent use of the Additional Adults Communication and Feedback sheets
Your University Visiting Tutor needs to see exactly how your assessments are informing your future planning and teaching!
You MUST write on/annotate your existing plans – this shows that they ARE working documents – we like this!

17. Students need to use these
Unit Plan (a sequence of lessons)
Individual session planner /foundation stage session planners moving to weekly plans as soon as you are ready.
Phonics Planners
Group assessment records*
Whole Class Monitoring sheets*
Additional adult communication and feedback sheets*
* Proformas are suggestions only – you can devise your own

18. Interim Target Focus Week
In the week following your Interim Report – for one week only reduce your teaching to 50% (including your intervention).
Use this week to focus fully on your SBT Interim Report targets:
Discuss your targets with your class/professional mentor to unpick exactly what you need to focus on and what this should look like
Use Professional Development time to observe other teachers modeling what your target area looks like (planning/teaching/assessment)
Put your learning into practice and discuss your developments with your class/professional mentor

19. There should be no surprises!!
Grading
Use the Grading Criteria and the Weekly Review Meetings
Students Involve in their assessment
Where are they up to?
Where do they want to go?
What does your CT and/or Mentor need to see to demonstrate you are there?
This is not something that happens to them –THEY ARE PART OF THE PROCESS!
There should be no surprises!!

20. External Examiners and QA…
Visits from external examiners in final week
Senior moderator visits
QA moderator visits
Meeting with external examiners at Brooks or Crewe on the Thursday (late afternoon).

21. Dealing with absences
See page 9 in the handbook which is available on the Partnership website, for contact details and procedures.

22. And Finally
Any questions?