1. PGCE Full-time and Part-time Primary
Assessed School Experience 1
Briefing
9th November 2017

2. Briefing Overview Features of the school experience
Planning and teaching requirements
Assessing students
National priorities
Changes to documentation

3. Student cohorts 59 full-time students 1 part-time student
All students have studied English, maths, science, professional issues (safeguarding, EYFS, behaviour management, SEND, planning and assessment, EAL learners, child development and learning theories)
Full-time students have also studied researching a project at Masters level, foundation curriculum
Part-time students will cover researching a project at Masters level and foundation curriculum in the second year of their programme, with the final Consolidation Placement in the spring term 2019

4. Assessed Placement 1
Two phases: introductory (SE1) and developmental (SE2)
Introductory Phase (4 weeks)
An introduction to teaching with two formal appraisals to highlight early strengths and areas to develop
Formatively graded at the end of week 3 (interim report)
Developmental Phase (6 weeks)
Developing skills, understanding and experience with four formal appraisals
A graded pass by the end of week 6 to continue to the next phase of the programme
If unsuccessful at this phase, a Standards Review meeting to discuss progress and options

5. Introductory Phase: essential features
Four alternate weeks
Some whole class responsibility across all weeks
Week four to assist with Christmas festivities
Use of the teacher’s planning and devising own planning to support learning and teaching
Some small group teaching
Professional development time to complete school-based tasks, observe other teachers and children
Generally a focus on classroom management, developing “presence” through the use of voice and body language, finding out about children and learning

6. Introductory Phase: essential features
Foundation Stage: two formal appraisals of a large group session
This could be a ten minute activity, song or story and then up to 45 minutes observing you in the wider management role of the setting.
Key Stages 1 and 2: two formal appraisals of a whole class lesson
This could be a science experiment, a themed or topic lesson where you are managing the whole class. Your teacher and other student can be there in the role of TA.
All appraisals should last approximately 1 hour
Appraisals are not graded

7. Being observed Otherwise known as an ‘appraisal’
The mentor will carry out appraisals as this person has received training to do so
Two parts:
Observation of the student in action, making notes
Reflective discussion afterwards and written record
Student preparation:
Session plan to give to appraiser, blank appraisal forms, any resources you are using with the children, a chair!
Two appraisals in different areas of the curriculum

8. Teachers’ Standards Part Two: Personal and Professional Conduct
Overall through your professional conduct, reflect on your professional values and establish ongoing and positive working relationships: key elements of the Teachers’ Standards
You are judged on MUCH more than the formal appraisals...

9. Teaching requirements
Small group teaching
a focus activity (EYFS)
within a lesson led by the teacher (KS1 & 2)
the learning objective provided by the teacher but student plans the activity, including monitoring and assessing children
Large group or whole class lessons
student introduces and lead the activity, having prepared resources and space beforehand, organising other adults as appropriate. They end the activity and then evaluate learning that has taken place, making records as appropriate. They discuss with the adults afterwards any implications for planning in the next lesson.

10. Planning requirements
Students need to present a lesson plan at least one day before they teach the activity so that the teacher can help them pitch learning at the right level.
They are not required to write weekly plans or medium term plans at this stage. They will write these for the developmental phase. They may wish to ask the teacher for examples.

11. Planning teaching Agree teaching responsibility for each week.
Ask the teacher for the Early Learning Goal/ learning objective for the activity/task/lesson. They may take this from a weekly plan so it would be helpful if the student could have a copy of the weekly plan too.
Decide on the pro forma to use. They can use the school planning, an example in the YSJ Planning and Assessment Guidance document or devise their own.
They should be experiencing large and small group teaching activities.

12. Interim Report
At the end of week 3, the mentor will need to submit a graded interim report electronically to the university
Mentors will receive an with log in details for the Student Tracking and Support System (STASS)
A grade will be included along with strengths and targets the student is working on
Students will need to discuss this with their mentor during week 3
They will need to complete a hard copy to place in their Record of Professional Development

13. By the end of the Introductory Phase, students should have…
Trialled and refined lesson planning
Trialled assessment strategies, both formative and summative
Had two appraisals
An Interim Report on STASS and in their RPD
Week beginning 11th December:
enjoy the last week of term
gather further information for planning for next phase
know what they will be doing in the first week in January

14. By the end of Introductory Phase
The student should be aware of their strengths in relation to the Teachers’ Standards
They should have discussed (with the mentor, teacher, link tutor or academic tutor) how they are going to work towards their targets and the strategies they will employ to make progress
At this stage of their teacher education, they have had limited opportunities to fully meet all Teachers’ Standards
The programme is structured to enable them to build on their skills, knowledge and understanding gradually, with important opportunities to reflect accurately on these

15. Learning to become a teacher
Moving from…
Early idealism
My experience so far has been thrilling, enjoyable, relaxed and safe
I have looked forward to learning, leading seminars and getting organised
I am in a positive and motivated mood
Furlong, J & Maynard, T (1995) Mentoring Student Teachers. London: Routledge

16. Learning to become a teacher
towards…
Personal survival
Now it’s becoming real, it’s starting to count, having the responsibility for being a teacher from the first day
Do I know everything I need to? I am not sure I have everything. Will schools be nice to me and ready to help?
I am worried, panicking a little, stomach churning, will I be seen to be a teacher?
Can I cut it?

17. Developmental Phase Preparation for the block
8th to 12th January
Continue and managing and teaching whole class lessons
Continue to work with small groups
Decide on teaching responsibility for the phase (if not completed before Christmas). This includes which subjects of the curriculum they will be responsible for planning/or areas of the EYFS classroom they will oversee
Finalise planning so that the mentor is convinced they are prepared and committed to success
Spend some time on professional development activities
This time is not preparation only time

18. Developmental Phase Expectations
Increase ‘responsibility’ from 50% of the time to 70% of the time by week 4
EYFS: taking responsibility for more key children, more areas of provision, leading more adults, leading team meetings, deciding on topics, themes and new assessments
In Key Stages 1 & 2 ‘responsibility’ means for the whole class
They could teach English and Maths for the whole block, adding in other subject area lessons each week
They could teach one or two foundation subjects and one or two lessons of the core subjects and build up individual lessons throughout

19. Developmental Phase Expectations
Impact in school life and the wider community
organise a school club
plan a visit outside of school for the class
lead an assembly
take part in staff meetings and staff training
take part in parents’ evening
organise a stall for the school fair
other?

20. Planning requirements: EYFS
They need to develop planning and assessing skills over a longer time to show progression for learners. They should be aiming to plan autonomously, with some feedback from the teacher and mentor
Medium term plans for topics or subjects being taught across the half term if appropriate to the setting
They may use the school planning format or the pro forma in the PAG document

21. Planning requirements: Key Stages 1 & 2
They need to develop planning and assessing skills over a longer time to show progression for learners. They should be aiming to plan autonomously, with some feedback from the teacher and mentor
Medium term plans for topics or subjects being taught across the half term
They may use the school planning or the pro forma in the PAG document

22. Planning requirements
They all need to write an individual lesson plan/small or large focus group plan for every lesson they teach
Teaching straight from medium planning is not sufficient at this stage of the programme. They need to demonstrate they are thinking about all aspects of what happens in a lesson in hard copy: the lesson plan.
Lesson plans will contain much more detail about learning than medium term plans
They will develop planning skills across the placement and become ‘smarter’ with the information through practice

23. Assessment requirements
Through the increase in teaching and planning, they will be able to implement the planning-teaching-recording-reporting-evaluation cycle more effectively
Continue to observe and monitor children formatively
Add summative assessments at key points in the placement
Build up evidence in their M&A file

24. Teaching requirements
A gradual build up across the phase from 50% of the week to 70% by weeks 5/6
The percentage responsibility is be used as guidelines. In KS1 & 2, this will equate to teaching responsibility for lessons. For EYFS, this will equate to being the ‘class teacher’ with lead responsibility for the setting
Professional development time should be included each week and cover tasks such as observing other teachers, team teaching, school-based tasks, research project data collection (full-time students only)
PPA time will be 10% each week

25. Being assessed Four appraisals Spread across weeks 2 to 6
Additional PE appraisal which does not count towards the overall grade
Appraisal of early reading (see page 16 of the SE Handbook)
Interim Report and grade via STASS by the end of week 3 (Friday 26th January)

26. The appraisal process
Student teachers’ teaching should be assessed in relation to:
the impact they have on the progress and learning of the pupils for whom they are responsible
the context and content of their teaching, over sequences of lessons; the quality of teaching must be judged in terms of attainment in relation to the relevant Teachers’ Standards and not on individual lessons.
When making judgements, the full range of evidence should be utilised, including planning, discussions with student teachers and pupils, pupils’ responses in lessons and in their work books, the quality and impact of student teachers’ marking and feedback, student teachers’ assessment and planning records and evidence of their own and their pupils’ progress and learning over time.

27. Being assessed: triangulation meeting
Summative
Student, teacher and mentor
Each writes a summative overview of the student’s progress
Agree targets to take forward to the final Assessed Placement 2 Consolidation Phase
Grading of all Teachers’ Standards

28. Teachers’ Standards
Weekly meeting with the student will discuss the Teachers’ Standards
If they are achieving Grade 3 consistently in all standards, then this means they need further support or intervention
Failing to meet the Teachers’ Standards:
children not learning anything new
health and safety of the children at risk
not having a presence in the classroom
being unaware of holding oneself accountable to the profession
not making any progress of their own
not acting upon advice

29. Making judgements
All judgements should be made in relation to the Teachers’ Standards and NOT individual lessons
Evidence in the following areas should be taken into account:
1. Consistently competent teaching
2. Impact on pupil learning and progress
3. Evidence in files (including tracking and recording pupil progress)
4. Reflection and self-evaluation

30. National priorities Pupil progress over time
Observing, planning, teaching and assessing PE
Behaviour management
Assessment of pupils including using data
Teaching SEND learners
Teaching EAL learners
Understanding the Prevent Strategy and how this is being implemented in school

31. Documentation changes
Standards File is replaced by a ‘Record of Professional Development’ file. The Student Teacher Profile sits within the RPD.
CPD Tracker
M&A Exit Appraisal questions and guidance
and-link-tutors/

32. Any questions?