1. B.A. 4 Placement Overview (Placement 1) 4th October 2016
School Experience
(Upper)

2. B.A. 4 Placement 1 Pre-placement visit Placement dates
Wednesday 5th October 2016
Negotiate with school
Placement dates
Monday 24th October – Friday18th November 2016
D&G starting date Monday 31st October

3. Expectations and Responsibilities
Organise relevant experiences and seek appropriate opportunities
Maintain planning, assessment and reflection file
Plan and implement coherent and progressive lessons
Teaching commitment of 50%
Evaluate learning and teaching
Assess and analyse pupil learning
Engage with self-evaluation and review
Draw on relevant principles, perspectives and theories to inform professional values and practice
Link classroom practice to educational theory
Participate in the process of Personal Development Planning
Set appropriate development targets
Take responsibility for meeting / exceeding targets

4. Placement File
All paperwork, including exemplars, can be accessed on Moodle.
Placement file checklist
B.A. 4 file checklist
School experience information
School, class, teacher and tutor
Class information
Class list, layout of room, groupings and resources
Planning, assessment and evaluation
Medium / long term, weekly and daily (sequence or lesson plan if appropriate)
Pupil assessment and next steps
Self-evaluation and next steps
Professional learning & development
Personal record of progress (PRoP)
Personal development plan (PDP)
Additional Information
Health & safety checklist
PVG
Previous school reports

5. Teaching Responsibility
Week 1 – 50% of available teaching time
Not for D&G students
Week 2 – 50% of available teaching time
Week 3 – 50% of available teaching time
Week 4 – 50% of available teaching time
Minimum responsibility
Observe and assist

6. B.A. 4 Planning – Medium / Long Term
Beneficial for student to use the school planning format
Show progress through plans
Record dates or indicate completion
If unable to use school plans, student creates a planning format that will suit
All curricular areas
Topics / themes / sequences indicated
Outcomes and expansion of knowledge and / or skills
Make use of B.A. 3 resources (CfE overview / mind maps / sequence)

7. Example of Medium / Long Term

8. B.A. 4 Planning – Weekly Plan

9. B.A. 4 Planning – Daily Plan

10. B.A. 4 Planning – Daily Plan (cont)
Lesson notes?

11. B.A. 4 Planning – Key Content
Variations in school planning
Student choice to support teaching
Consider past experience
Format that meets need (e.g. lesson notes)
Discuss with tutor
Key Content for all
Curricular area and outcome code
Learning intention and success criteria
Brief outline - opportunities and experiences for pupils / resources
Pupil assessment
Self – evaluation
Could a colleague teach this lesson by following your plan? / Would the HT know what was being taught, and identify clear progressive programmes?

12. Pupil Assessment Assess pupil learning in every taught lesson
Identify who, what and how at the planning stage
Make notes during and after lessons
Detailed assessments as soon as possible
Record within planning document (hand written) or provide other formats / supporting evidence
Comments to relate to the LI and SC
Has the learning been achieved
Use evaluative language / to what extent
Use initials to identify individuals
Draw on evidence
Identify next steps
Adapt future plans

13. Lesson Self-evaluation
Identify one aspect of teaching to reflect on
Standard 2.1 – 3.3
Were you effective
How do you know
What are your next steps
One per day (more extensive than lesson by lesson)
Comment on a range of aspects over the placement
Link to a range of sources, including readings, university inputs, class teacher and school documents
Discuss self-reflection with the class teacher

14. Weekly Self-evaluation / Teacher Assessment Personal Record of Progress (PRoP)
On-going assessment of progress
Formative feedback
Completed by student weekly
Area(s) of strength
Short-term development needs
Opinion on spoken and written communication
Discussed with the class teacher weekly
Agree or disagree with self-evaluation
Add further comments, if appropriate
Signed by student and class teacher
May cover aspects that are also targets
Contact tutor immediately if significant concerns are raised through the PRoP form

15. Long-term Self-evaluation Personal Development Planning (Targets)
Select 2 areas within Standards 2 and 3
I compulsory target Develop positive relationships and positive behaviour strategies
Consider previous reports, feedback or BA3 assignment for additional target
Create 2 action plans, detailing how you intend to make progress towards each benchmark
Include wider reading each week
Complete action plan by the end of week 1
Write one focused paragraph for each benchmark, each week
Consider action plan
In-depth reflection of practice across time
Evidence of progress
Information may be selected from lesson reflections and PRoP forms
Link to a range of sources, including academic reading, national guidelines, local policy, university inputs, class teacher and school documents
How has this impacted on practice
Create and maintain a reference list

16. Support during Placement
Partnership briefing (27th October 2016)
Sharing identical information (tutor / student / teacher)
Collaboration / discussion with tutors and teachers
Support to complete paperwork / assessment report
Provide tutor with a copy of PRoP form for week 1
Formative feedback on planning, assessment, and self-reflection
Time out of school required
Bring your placement file
Ideally between 31st October and 2nd November
One daily plan with assessments and self-reflection (Linked school planning should also be available)
PDP action plan and week 1 reflections (for compulsory target)
Have a copy of paperwork for each person in your group (including tutor)
Act on advice, show evidence in file and during placement visit
communication
Further support as required

17. Issues during Placement
Discuss issues as they arise
Contacts
School experience tutor
Yvonne White, Programme Leader
Student must contact SoE if they are unable to complete the placement
75% attendance is required
Extenuating circumstances statement (ECS) to be completed if assessment is not undertaken

18. Tutor Visit School Assessment No tutor visit in placement 1
Formative report
Must be included in file for placement 2
Evidence of acting on feedback
Base PDP targets on this feedback

19. School Placement Assessment
See GTCS Standard for Provisional Registration / UWS School Report / Benchmark Checklist
School will complete their report at the end of the placement
Report should be discussed with the student
Good practice for student to receive a copy
A copy of the school report should be sent to Frances Muir, School Experience Administrator

20. Looking Forward Trimester 2
School placement file required for specific on campus activity
Further briefing for placement 2
Greater responsibility (full responsibility for 3 weeks)
Tutor report