1. Standards and Assessment

2. Profile descriptors
In order to scaffold the PGCE, the Exeter model is divided into phases.
This means that trainees can reach everything that is expected of them in each phase, rather than being a percentage of the way to meeting the QTS standards.
All assessment for the FRAPs is against the phase descriptor, rather than against the QTS standards.
By FRAP 4 by meeting each of the phase descriptors the trainee will have achieved the evidence required of the QTS standards.
The profile descriptors can be found in the handbook.

3. Developing Independence Consolidating Practice Enrichment
Profile Descriptors
Developing Independence
Consolidating Practice
Enrichment
Anticipating Practice
Beginning Practice
At the end of each phase a FRAP is completed to show how a trainee is progressing against the descriptor for that phase. Although FRAP deadlines are set, the FRAPs can be submitted prior to the deadline if this is appropriate for the trainee. Some people progress quickly through each phase, others take longer.
Anticipating practice is assessed at FRAP 1 before the trainee goes into school placement. (School Direct distance trainees will already be in school at FRAP 1)
Beginning practice is assessed at FRAP 2 after the trainee has been in school a short time. (School Direct distance may reach this point sooner as they will have had longer in school)
Consolidating practice is assessed at FRAP 3 at the end of school 1 placement. (School Direct distance contrasting placements are at times agreed with the lead school, FRAP 3 may be completed either in the lead school, or in the contrasting placement)
Developing independence is assessed at FRAP 4 in May. The profile descriptor for FRAP 4 meets the QTS standards. If a trainee has met these by FRAP 4 they go into Enrichment. If they still have a few to meet then they continue collecting evidence against the standards until the Final Summative Report (FSR) in June.
If a trainee enters enrichment they can reduce their usual teaching timetable slightly in order to focus on an area of interest. For example in Primary they may have a job for September in a different class to their placement and want to spend some time in that year group. Enrichment activity examples are shown in the handbook. These are optional and with the agreement of the placement school.
Sept Nov Jan March June

4. Personalised Learning
Prior experience
Learning for Teaching
Teaching Assistants
Overseas (voluntary) work
Individual needs
Black and Minority Ethnic
Disability (inc reasonable adjustment)
Trainees are all individual and come to the PGCE with varying experiences. Some will feel very confident in the classroom very quickly. Others may require more support. This is why the assessment is formative, if someone has not met the requirements for a phase at the FRAP they plan how they will do so in the next phase then move on once they are ready. The important thing is that they meet the QTS standards by FSR.
The university has a Race Equality Resource Officer (RERO) who can support trainees from black and minority ethnic backgrounds. The trainees will have information on how to contact Ruth.
If a trainee declares a disability the university will ask schools to make certain reasonable adjustments. The Partnership Office will contact the school if this is the case. We also encourage trainees to allow us to share with you any learning difficulties that they may have, such as dyslexia, so that you can support them.

5. Tracking and assessing trainee progress
All evidence will be found in Individual Development Profile (IDP)
Interview & pre-course tasks and grades
Lesson observations
Weekly Development Meeting Records
Action Plans
Formative Reflection on Achievement and Progress
Final Summative Report
Assignment grades
The trainee keeps their IDP up to date. They should be continually adding to it, and the FRAP should be a working document that they add new pieces of evidence to as they complete them.
In your workbook you will find a copy of the Contents Page from the IDP for your information.

6. Mentor’s role in assessment
Prior to assessment points
Read Formative Reflection on Achievement and Progress (‘FRAP’) Part 1 completed by trainee justifying achievement and progress through reflection based on evidence
Interrogate the evidence presented in FRAP Part 1 to ensure that all requirements have been met securely and complete Part 2
Return FRAP to university by due date
FSR- The Final Summative Report states whether a trainee has met the standards or not. The mentor completes this and returns it to the university by the due date (June)
When completing the FRAP, in terms of evidence, the trainee should be providing sufficient evidence to demonstrate that they are consistently achieving in line with the profile descriptor. Trainees are advised to pick quality pieces of evidence rather than opt for quantity. The recommendation is three pieces of evidence per standard. At each FRAP the trainee is graded on how well they have met the profile descriptor, and their effect on pupil learning. The pupil learning grade is dependent on the phase, a trainee can have a higher impact on learning even at FRAP 2 if they are doing everything that would be expected at this phase. The Mentor should consult with the PST about impact on learning, and also examine the evidence provided by the trainee in the ‘Pupil Learning Story’.
Sample FRAP 2 and 4 are included in the work book after the Pupil Learning Story Cover Sheet so you can see what they look like. For the actual FRAP templates look at the partnership website (although trainees will complete part 1 and then forward this to you so you will not need to download the document yourself).

7. Evidence
Evidence should be provided of examples from teaching, and examples of pupil learning
Examples of evidence:
Lesson plans
Lesson observation forms
Pupils books/ marking comments
Mark books
Evaluated Agendas
Written statements that a trainee did something
Photographs of displays/ pupil work
Evidence must be presented in the IDP. Evidence needs to be available for the mentor/ UVT/ External examiner to see. It should not be saved on personal lap tops etc which are not accessible. The mentor will need time to examine the evidence and it should be provided by the trainee, with the FRAP in plenty of time before meeting with the mentor at the supervisory conference (at least 24 hours in advance).

8. Pupil Learning Story
The purpose of a ‘pupil learning story’ is for trainees to present and evidence the impact that their teaching has had on pupil learning. They will select pieces of existing evidence to ‘tell the story’ of the pupils’ learning. There is guidance and a cover sheet/ template for trainees to use to support them with this. They can focus on a particular individual, a group of pupils or a whole class. Thinking of these as small case studies can be helpful.
Trainees will complete 1 Learning Story per placement. They will need to be able to talk it through with their UVT and mentor, and it will provide useful evidence for impact on pupil learning.
For more detailed guidance see:
In your workbook you will find a copy of the Pupil Learning Story Cover Sheet which trainees will complete. There is a completed example on the partnership website and further guidance.

9. Supporting trainees experiencing difficulties
Trainee Support plan
Makes clear areas needing development
Includes an action plan, with very short term targets
Cause for Concern Letter
Gives the trainee formal notice (and clarity) of areas of concern
Is issued jointly by Mentor and UVT
Contains clear action plan
Final deadlines: FRAP 4 deadline date
If you have a trainee that is experiencing difficulties there are two support plans which can be issued. The trainee support plan is a good starting point, it can be issued by a school with support from the UVT (who certainly needs to be informed) and is good if there is a specific issue that needs to be addressed and ways that the school can support this. Targets should be set for two weeks as a maximum. If the issue has been resolved by this point then the TSP is finished. If not, a Cause for Concern must be issued.
The Cause for Concern is a formal process and should be issued in conjunction and discussion with the UVT. Examples of CFC and TSP can be found on the Partnership website.
Don’t be afraid to formalise concerns into a support plan of either type. Trainees need to know if they are struggling in a particular area, and having a written plan can help them address issues. For advice with struggling trainees please contact the Partnership Office and/ or UVT.
Examples can be seen in the work book. Blank templates can be found on the partnership website