1. BA (Hons) Primary Education: Year 1 School Based Training 2017-18
What difference did I make? Why? How?
Block Placement Briefing for Students
BA1 Unit Lead: Helen Ryan-Atkin
Docs open:
SBT handbook
Paired placement handbook
RoLO
Phonics RoLO
SBT report
Action plan - PDR

2. Focus of the block placement
Teaching whole class a) from adapted teacher’s plans, then b) your own
Mark and assess children’s work
Incorporate your assessment into the next planning doc
Act upon any feedback from CM (written or oral)
After each RoLO, work on your targets.
Observe CM (or other staff member) to help with targets
Plan for additional adults
Plan homework and out-of-class learning
MMU tasks and activities
10 days, plus 6 week block.

3. Documents to send to your UVT before March 23rd
Timetable for the first week of block
A plan that will be used during the first week of block
Draft action plan with targets (if decided)
Initial contextual analysis
First Weekly Review Meeting Record (if taken place)
This means on your last placement day, discussing timetable, teaching plans for first week, and your own draft action plan. Action plan to be finalised during your first weekly mentor meeting in your first week of block (or before if you get the chance).
In the PDR tutorial outlines it gives 16th March as a deadline for action plan and contextual analysis, but as you may not have had a chance to discuss your targets with your mentor by now, then we will say the end of next week.
A small number of you have had to change either your base class, or your school. If it is the same school, have a meeting with your original CM, who will help you to set targets, then if possible, try to talk these through with your new CM before the end of next Tuesday. If this is not possible, don’t worry, arrange a time in your first week to meet with them to discuss how your targets can be applied to your new class.
For those of you who are changing school, again, meet with your current CM to draw up an action plan, then discuss this with the CM at your new school. If this applies to any of you, please see me at the end of the briefing.

4. Agree and complete Action Plan with CM
16th April– 25th May
Block placement
w/c 16TH April
Agree and complete Action Plan with CM –
MMU Easter holiday period
w/c 16th April – w/c 30th April
Interim Report window:
UVT and CM joint observation
w/c 23rd April
Interim Report completed and grades (but not report) sent to placements office (by 27th April)*
w/c 7th May Week 41 – look out on your PDR Moodle page.
Students return to University for PDR tutorial following Interim assessment week.
w/c 14th May or 21st May
Senior Moderator Visit
w/b 21st May 2018
University Tutor visit
Final Report **
25th May 2018
End of Placement
The school Easter holidays may be different from the SBT planner dates.. Find this out during your day visits and let me know via if school dates are different.

5. Communicating with Tutors School Based Training Problem – School Based
Pastoral problem
School Based Training Problem – School Based
Personal Tutor
Class Mentor and/or Professional Mentor
Student experience team lead – Mairead Owens
University visiting tutor and/or Deputy Head Teacher
Partnership coordinator – Helen Ryan-Atkin
Counselling Services:

6. Your class mentor’s role
Agreeing timetable on a weekly basis
Provide Schemes of Work/Medium Term Plans
Enabling you to carry out your tasks, etc.
Lesson Observations - 1 per week, agreed, written feedback, focusing on the Standards (where possible, in addition to phonics and numeracy RoLOs)
Progress Meeting - 1 per week, timetabled, protected – recorded on Weekly Review and Reflection
Student’s files – comment on planning, teaching, assessment, evaluations, reflections and tasks - check and sign (Appx 1)
Complete SBT Reports - Interim and Final
Joint observation with MMU tutor - first visit

7. Placement Documentation
Handbooks, proformas and other key documents:
All documentation is electronic and available on the Partnership website – see link below.
There are several areas:
BA1 Placement – Relates specifically to this placement
Students: Relates to all placements
Mentors and Tutors: Relates to all placements
Available at
Some of the documents are in the student handbook, but the majority are just on the website.

8. Keep informed! Check SBT Moodle page regularly Read Helen’s emails!
Check PDR Moodle page
Contact UVT if any unresolvable problems.

9. Negotiate with school, inform UVT PT and Placements Team.
Absences
Handbook p8
Known absence:
Negotiate with school, inform UVT PT and Placements Team.
If possible, ensure that you have left a copy of any of your plans with your class mentor.
Unexpected absence:
Contact the school YOURSELF by TELEPHONE as early as possible (8.30 at the latest).
Keep the school informed on a daily basis.
the Placements Team, UVT and PT.
Text messages to CM are NOT acceptable
Students will not be allowed to take time off from setting for family celebrations, weddings etc. It is the student’s responsibility to inform family and friends of these regulations.
If you already know that you are going to be absent, negotiate this with the school and inform your University SBT Tutor and Personal Tutor. Inform the Placements Team.
If possible, ensure that you have left a copy of any of your plans with your class mentor.

10. All absences must be made up.
Absences (cont.)
Doctor’s note if you are absent for more than five consecutive school days.
All absences must be made up.
You will need to apply for Exceptional Factors (click to follow the link to the guidance) if you have an absence that will impact on your placement being delayed in any way and at any stage, i.e. if you are not able to complete your placement at the scheduled time.
The student must:
Contact the setting – telephone the setting personally
Contact their University Visiting Tutor
Contact the Programmes Office, tel:
University Visiting Tutor should be notified about planned absences, ie trips, as soon as the date of absence is known.
Unplanned absences should be notified as early as possible on the day of absence –
8.30 am at the latest - and subsequent days where necessary. A student MUST telephone the setting EACH DAY of their absence so that the setting can plan accordingly.
It is not acceptable for a student to send a text message to the Professional Mentor or Class Mentor to notify them of an absence from setting in place of the telephone call to setting.
The University will treat any breach in these arrangements very seriously.
If a student fails to attend a placement for 2 consecutive days without contacting the setting, the Class/Professional Mentor should ring the appropriate Placements Office immediately ( ).
ANY DAYS OF ABSENCE MUST BE MADE UP IN THE SCHOOL OR SETTING. This applies to both the block placement and the Placement Days.

11. Your files – a reminder
Use the Contents of School Based Training Files . (Appendix 1 SBT Handbook).
Files should have distinct sections that are clearly labelled. Anyone who needs to access your file should be able to find their way around it.
You are required to read and be aware of policies indicated on the checklist. Make notes on these.
Students graded 1-4 on files, and can be put at ARoF for poor files (see SBT handbook).
PDR tutorial 4 – bring your files

12. Being professional – a reminder
Time-keeping
Dress
Attitude
Social media
Mobile phones
Understanding the demands on staff time

13. The Block Placement Teaching requirements = Progressive
Week 1: 20% (one day equivalent). Observe P.E.
Week 2: 30% (1.5 days equivalent). Teach Phonics
Week 3: 40% (2 days) Teach Phonics
Weeks 4-6: 50% (2.5 days) Teach P.E.
Whole class teaching and group work appropriate to the setting (core and foundation subjects)
Other requirements
10% = file time
40% = professional development
PPA time to negotiated around these
SUBJECTS TAUGHTS: We have made a change from last year: students can teach either core or foundation subjects, so long as they have the opportunity to do both. There have been problems in the past with students in Y2 and Y6 classes where CMs have not wanted students to teach core subjects. We ask that you use your judgement, to ensure your student has the opportunity to teach a wide range of subjects.
Students to plan and teach PE (or equivalent in EYFS) in either w5 or 6. Observation docs on website. Plan with usual MMU planning doc.
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).
File time – students to ensure their planning, evaluations, reflections, assessments, evidence against the standards, etc, are all up to date

14. Paired Placement Guidance
Students will be engaging in one of four ways at any one time:
Team teaching
Lead teacher
Group teacher
Peer observation
See Paired and Pod Placement Guidance Handbook
Paired Placement – separate Handbook with guidance available for students, mentors & tutors with examples of how the teaching percentages can be achieved. – See Placements website
Placement expectations and requirements as specified in the BA Year 1 SBT Handbook apply to this placement model too
Students will plan, teach, assess and evaluate for 50% of the week by the final report point (see guidance on constructing a timetable on next slide)
Lead Teaching
Student A will take responsibility for the planning, teaching, assessing and evaluating of a whole class session (building up the percentage of whole class teaching each week, see BA1 SBT handbook page 17 ‘Guidance for allocation of teaching timetable’).
During Student A’s lead teacher sessions, Student B may be supporting as an additional adult, observing, planning and teaching a small group or intervention group or may not be present in the classroom.
Similarly, Student B will take responsibility for the planning, teaching, assessing and evaluating of a whole class session (building up the percentage of whole class teaching each week, see BA1 SBT handbook page 17 ‘Guidance for allocation of teaching timetable’).
In EYFS, the suggestion is that the Lead Teacher plans for inside learning and leading the directed teaching whilst the Groups Teacher plans for and manages the outside learning environment to fit in/support/extend the focused learning experiences introduced by the Lead Teacher. This will mean that the Lead teacher and the Groups teacher will need to plan ideas together in the first instance and then each will need to take their area of responsibility and plan specifically and in more depth for this.
Group Teaching
When you are planning for and teaching a small group or working with an intervention group on specific, planned activities, this contributes to your 50% teaching time. Each student should take responsibility for the planning and teaching of a group during a minimum of 3 sessions per week.
Team Teaching
Team teaching is a significant skill area. The opportunity the placement affords for focused development of this aspect of practice will enhance the employability of the student teachers engaged in a paired placement even further. 2 sessions per week should be team teaching sessions for the students
Peer Observation
The student teachers should observe each other teaching and give feedback once per week. The observation should last for 20 to 30 minutes (but can be for longer). The RoLO should be used to record feedback against the Standards and the two students should meet as soon as possible after the session for a post-observation meeting. A pro-forma is available to record the outcomes of this meeting (see below). This should be filed along with the RoLO and may form part of the weekly discussion with the class or professional mentor. The university tutor will also discuss the peer observation process and outcomes during their visits.

15. Paired Placement Peer Observation
Date of observation:
Lesson/session:
Observed colleague:
Observer:
Observed colleague: summary of main outcomes (e.g. what you got out of the observation, feedback & discussion)  
Observer: summary comments (e.g. what impressed you about the session/things you may adapt in your own teaching)
Agreed action points and any other matters arising:
p12 in Paired Placement HB
Post-Peer Observation Meeting

16. Paired Placements: An example of a 50% teaching timetable for Student A & Student B
Monday
Tuesday
Wednesday
Thursday
Friday
Session 1
Student A Lead Teacher
Student B – Group Teacher
Team Teaching 2
Team teaching
Student B Lead Teacher
A – Group Teacher 3 4
This is a guide and can be used flexibly to suit different contexts.
If we assume a teaching week comprises 4 main teaching periods each day (2 in the morning, 2 in the afternoon) there are 20 teaching sessions per week

17. EYFS: Example of how the teaching timetable might look: 50% at Final
Monday
Tuesday
Wednesday
Thursday
Friday
Session 1
Student A Lead Teacher
Student B – Group Teacher
Team Teaching 2
Team teaching
Student B Lead Teacher
Student A – Group Teacher 3 4
If students are paired in EYFS setting then as the Lead Teacher, the student can plan for the continuous provision and other focus group activities. Student B can plan and deliver a focus group activity during this time

18. Trio-placements: an example
Mon
Tues
Wed
Thurs
Fri
A B C
A C C
A B
C B
B C
B C A
B A C B
The key thing is to assume a week has 20 teaching sessions (2 morning, 2 afternoon) and then each student has to ‘teach’ for 10 of those 20 sessions (50%). By teach we mean be responsible for the planning, teaching and assessing in that session BUT this does NOT necessarily have to be with the whole class (in fact, it can’t!).
They should aim to operate the trio system ‘properly’ by building in times when they can have one as lead teacher, one as support teacher and one observer (who will definitely give feedback to their colleagues).
The ‘support teacher’ must be responsible for the planning, teaching and assessing for their group(s) and this then ‘counts’ towards the 50%.
Here’s an example of a week where each student teaches (and plans & assesses!) in 10 sessions:
A,B & C are our 3 students; most days have times when the students are not timetabled and could be on PPA, observations in other classes, planning together etc. What would need to be decided is which of A, B or C is the lead teacher for that session (introducing the lesson to the class, doing the plenary, managing ‘tidy up time’ etc) and whether the other 2 are group teachers (counting towards the 50%) or teaching assistant/observer for their colleagues
As a pod of three, the Team teaching session can be divided between them so each student has ownership of part of the lesson.
Take turns in being Lead Teacher, Support Teacher and Observer.
Opportunities for Team Teaching

19. How you will be assessed
Your own lesson evaluations
Teachers Standards/ Primary Grading Criteria
Weekly RoLOs
SBT Interim and Final Reports
Informal feedback
Specific Phonics and Early Maths RoLOs
SHOW SBT REPORT
RoLOs – NB paired placements will have a formal RoLO every fortnight. There is an alternative RoLO to use in the other weeks – in the Paired Placement HB
. Highlight your own copy each week to assess your own progress – basis for weekly discussion with CM
All students need to plan and deliver at least one phonics session, even if they are in KS2. They can use their Professional Development time to observe phonics sessions and some of their teaching percentage to deliver sessions. Highlight the sections on these RoLOS, provide written feedback for phonics session, using the specially designed phonics RoLO. Students are required to evaluate their lesson, and set targets for their teaching of phonics – all on the RoLO.
THE SPECIFIC PHONICS ROLO IS ON THE WEBSITE. IT NEEDS TO BE HIGHLIGHTED AND COMPLETED. A REGULAR ROLO WILL NOT DO!

20. Alternative RoLO for Paired Placements
Subject knowledge
Addresses misconceptions or understanding of children’s learning S3
Secure subject knowledge is evident. Student has secure understanding S3
Selects appropriate pedagogy for teaching. S2
Children are engaged in learning and display enthusiasm. S1
Student displays good model of standard English both written and spoken. S3
Planning
Identifies learning intentions in planning. Challenges all children.
S1 S4
Takes into account children’s prior knowledge + understanding S4
Plans are clearly differentiated. S5
Plans opportunities for children to take responsibility for their own learning. S2
Is independent in planning and contributes own ideas. S4
Develops and makes own resources.
Annotates planning on a regular basis. S6
Will readily change and adapt planning if required S6
Plans display a clear learning objective.
Opportunities for assessment are included in planning.
Teaching
Learning objective is shared with the children.
Learning objective maybe displayed S4
Student is aware of their impact on children’s learning.
Pace of the lesson is appropriate.
Session time is maximised.
Teaching is creative and engaging.
Range of teaching approaches are used.
S2 S4
Obvious differentiation in teaching.
Student is aware of any barriers to children’s learning. S5
Teaching meets the needs of all children.
Takes into account children’s individual targets.
Effective use of questioning.
Allows children to think independently and problem solve.
S1 S2
Refers back to the learning objective throughout lesson.
Explanations and instructions are clear and easy for children to follow S7
Opportunities for collaborative learning are evident. I.e. talking partners.
Assessment
AFL opportunities evident and used to assess children’s learning S2
Allows children to reflect on their own learning.
Monitors progress being made and is able to reflect on this.
Uses written and oral feedback to monitor pupils’ progress.
Uses school’s marking policy.
Classroom and
behaviour management
Gains respect of children.
Displays positive and purposeful atmosphere. S7
Has established clear rules and routines for behaviour. Sets high expectations S7
Uses a range of behaviour strategies.
Effectively manages children’s behaviour.
Can motivate and enthuse the children and has strong, positive relationships.
Class mentors provide a minimum of 1 written Record of Lesson Observation (RoLO) per week per student. Over the placement, the RoLOs will focus on the different elements of the placement and address different subject areas (with a main focus on Core subjects) e.g. student as lead teacher and student as group teacher. RoLOs may be produced for parts of a lesson, not necessarily a whole lesson.
Alternative grid RoLO format for use during the Paired Placement in order to simplify the workload for mentors. In a paired placement, the mentor will use two different formats – the traditional format and the grid RoLO. They will complete the traditional format for student A in the first week of teaching and the grid format for student B. In the second week student A will receive the grid RoLO and student B will receive the traditional format. This pattern will continue for the duration of the placement.

21. Weekly Review Meetings
A dedicated meeting time
You are responsible for completing the document
An opportunity to be reflective and reflexive
Prepare as much as possible beforehand
A chance to discuss your progress
Review your lesson evaluations
Review the last RoLO and your targets
Discuss following week’s plans and actions
Update on task completion

22. ‘Focus Time’
Students to spend 3-5 days in EYFS if base class is KS1/KS2, and vice versa in a specified alternative class.
Students get to know the routines, rules, staff and children.
Arrangements for students in stand-alone nurseries
Task 1: observe children and adults and make notes on similarities and differences in how teaching and learning is organised with base class.
Task 2: plan, teach and assess the learning of a group of children in the alternative class.
Task 3: Evaluate the above session and suggest next steps for you and the children. Discuss with CT.
This can be split into half days/whole days over the block, or be done consecutively.
Can be part of PD time.
If you are in a stand-alone nursery, explain to your CM that you will need to spend this time in a primary school. Ask them if there is a nearby primary school where they have links, that you would be able to go to. If they can’t arrange this, then please contact your UVT, who will discuss alternative arrangements with the Placements Office

23. Typical Professional Development Time Activities
Work on targets from RoLOs
Observe other teachers around the school
Talk to/shadow the SENCO
Discussion with subject leaders
Becoming familiar with assessment systems
Sit in with any other outside professionals who are working with children in your class
Early reading, maths and science tasks
Bilingualism Portfolio
Preparing materials and displays
Students need to build these into their timetables and show CM.

24. The Bilingual Learners Portfolio
Students complete this over the 3 years.
Some tasks are about working with EAL children
If no EAL children in your class, arrange for student to go elsewhere.
There are tasks to complete which are more research- based.
Bilingual Learners Portfolio : students to demonstrate they have engaged with these resources rather than complete every task - as appropriate to students’ professional development needs and school contexts.
Students should check whether their placement school has any pupils who have EAL. We encourage the students to look for opportunities to work on the relevant tasks and activities in their EAL Portfolio. They will need to demonstrate by the end of Year 3 that they have interacted with the EAL Portfolio and that they are well prepared to meet the needs of EAL learners.

25. Reading, Mathematics and Science Tasks
Early Reading and Phonics – p 21
Task 1: short report
Task 2: journal and short report
Task 3: Phonics RoLO and evaluation
Early Mathematics – booklet
Science Task – on Moodle
Some of these tasks you will have finished. Some of you may need to do them on block. Make sure your CM knows about them.
Task 1: Explore the Provision for Reading Across the School including Early Years
Look at the provision for and promotion of reading throughout the school. Find out about how children are being introduced to and encouraged to interact with books in preparation for reading. What opportunities are young children given to develop the listening skills inherent in phonological development?
• Talk to staff about how they approach planning for reading and phonics
• Find out about the school’s reading policy including phonics and reading schemes
• What opportunities do children have to listen and respond to stories?
• What opportunities do children have to explore and experiment with sounds and words / to join in with songs, nursery rhymes, poems and music?
• How does the school promote reading for enjoyment?
• Find out how reading is assessed in your school.
Record your findings as a short report. This will be part of your professional development and can be used as evidence of meeting standards.
Task 2: Understanding the Child as a Reader
Select a child that you can work with on a regular basis. Meet with this child on a one-to-one basis twice a week during block placement and on as many of the Placement Days as can be arranged. Listen to them read, read to them and talk about reading with them. Developing a reading relationship over time will help you to find out in depth about one child’s reading and the strategies they use to decode and make sense of the text. What is their attitude to reading and how do they respond to a non-scheme book? You will also be able to reflect on your role as a reading teacher and improve your prompts and questioning. For Early Years placements consider what concepts about print the pupil understands. What do they know about the language of books and the predictable pattern of stories?
Record your reading sessions as a journal. Write a short report reflecting on how your understanding about the reading process and the teacher’s role has developed. Comment on your impact on the child’s reading attainment. This will be part of your professional development and can be used as evidence of meeting standards.
Prompts for Phonics Lesson Observation
Task 3: Observe and Teach a Phonics Lesson
i) Observe and make notes on at least one phonics lesson considering the points below:
• Which teaching strategies are used when revisiting tuning into sounds, phonemes, graphemes, GPCs (grapheme phoneme correspondences)?
• Does the teacher use a story, action, song or other mnemonic to help the children remember the new learning?
• Pay particular attention to the planned activities for each part and how the teacher is engaging the children and making assessments in relation to the children’s understanding
• Note any examples of the teacher correcting a misconception. How is this managed?
• Discuss the planning and assessment process with the teacher at the end of the session and record the main points of the discussion in writing
Your lesson observation notes will be part of your professional development and will support your phonics teaching.
ii) Teach a phonics lesson and arrange for the mentor to observe you and complete a phonics RoLO. You can use the teacher’s plan. A completed phonics RoLO is a placement requirement. The phonics RoLOs are on the Partnership website.
iii) Finally, evaluate your phonics teaching and consider your phonics targets to develop next year.

26. Becoming involved in the wider school life
Behaviour management around the school
Playground duty
After-school clubs and activities
Class assemblies
School functions
Attend staff meetings and training
Phase/year planning meetings
Engage with parents where possible
Get to know all members of staff (not just teachers)

27. Joint observation with UVT (around 20mins)
Interim Report Stage
Joint observation with UVT (around 20mins)
CM highlights grading criteria, in discussion with UVT
CM and student set targets together
Student writes response to each target
UVT writes grades on ‘Interim Grades and QA’ form.
SHOW SBT REPORT AGAIN
Interim Report – NEW FORMAT –. This is now a two-way process. Class/Professional Mentors highlight grading criteria, work with students to set targets for each standard and student responds to these targets. Share areas of strengths and development with student – make specific reference to QTS standards.
Only RI needs support and ARoF students require an action plan.
JOINT OBSERVATION: The UVT will arrange a date for a visit to the school/setting via a letter to the student. The student will be asked to pass this letter to you. If you could tell them whether or not the suggested date for the visit is convenient or not, this would be much appreciated, as the UVTs have to pack a lot of visits in to a short time! After saying that, there is a 3-week window during which the UVT can visit, and their visit may not fall within actual Interim Week. The focus of the visit will therefore be amended according to its timing.
Interim reports are not sent to University Visiting Tutors (UVT); instead, grades are captured on ‘Interim Grades & QA’ form by UVTs (No split grades), which they send to the Placements Office, and share with CMs.
The report itself should still be completed during Interim Week, but not sent to the UVT or Placements Office.
Post-interim:
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

28. How you are graded Grade 1 Profile student: 5 or more Grade 1s
Grade 2 Profile student:
5 or more Grade 2s
Grade 3 Profile student:
5 or more grade 3s is a Grade 3 overall
 (RI On Track/RI Needs Support)
Fail Profile Student:
Grade 4 in ONE or more elements
Poor files could fail you.
If you are Grade 3 (On Track) at interim, no other cause of action is needed.
If you are Grade 3 (with Support) at interim, this will be when your CM is not convinced that you have the capacity or understanding to drive your own progress. The CM and UVT will discuss how best to support you, and what you need to do to move to either RI (on track) or Good. You will all be involved in completing the ‘Requires Improvement Action. – it is important that you take responsibility for improvement The focus of the action plan will be on what your weaker areas are, and steps need to progress. More details are given in the Handbook, p 22.
Your UVT will contact your CM around a week/week and a half after this, to check how you are doing against your new targets. If at this point, you have not made expected progress to move towards a good judgement, you could also be placed ARoF. The above steps will be set into motion, but your action plan will be changed from an RI to an ARoF proforma and you and your Class Mentor will sign this to signal the change.
If the student is not progressing, then they could be placed as AROF. This will then trigger an additional support visit and a Senior Moderation visit.
you will have an action plan to support you with your targets and a follow-up phone call from your SBT Tutor to school a week after interim to check on your progress.

29. Graded ‘At Risk of Failure’
Performance concerns discussed with students asap
School makes contact with University tutor
Issues documented on RoLOs/Interim report
CM and UVT prepare an action plan, identifying clear targets and timescale
Special support arrangements apply
If you are placed ARoF at interim you will be informed of this, by your Class Mentor and your University Visiting Tutor. This means that if you do not make improved progress from this point on, you are very likely to fail your placement. This is not what you want and neither do we, therefore you are immediately afforded some support to help you to make progress. This includes the following:
detailed action plan (At Risk proforma) written by your Class Mentor and University Visiting Tutor
a further support visit from your University Visiting Tutor
continued support from your Class Mentor and tight target setting and monitoring
As part of this process, you will also have a visit from a senior moderator who will make an independent recommendation to the assessment board of a pass or fail; this visit can take place in the penultimate week of the placement or jointly with your University Visiting Tutor on the final visit.
If for any reason you do fail the placement, you will have a meeting with your Personal Tutor and the BA SBT unit leader. You can decide whether to resit. If you do decide to resit, you will be required to carry out some voluntary work within a primary setting, in order to allow you to research those areas which you needed to develop. This will be organised by yourself and take place at any time between the end of placement and the resit; this is likely to be when all university based activities have finished in the summer term. Please note that the resit would take place in the summer term, 2018.
Please note the following if you do fail a placement:
You will be required to pay a resit fee, which this year has been set at £330 (this may rise slightly for ). Please note that if you have a deferred placement and re-take it in summer term 2017 as if for first time, you may also have to pay the re-sit fee. This happens in instances where you have started a placement with a setting then deferred. See Appendix 10 for further information on the requirements for Refer students.
You will only have one opportunity to resit a placement.
P23 in the Handbook

30. Post-interim Focus on your targets in week after Interim
Observe your CM who will demonstrate good practice in target areas.
Observe/talk with other teachers, focusing on targets.
Focus of Weekly Review in week after Interim should be targets from report.
PDR tutorial at MMU

31. PDR Tutorial at MMU w/c 7th May Bring SBT interim grades and targets
Your focus up to Final Report Stage?
How will you address these?
Bring and share Weekly Review Meeting notes

32. Lesson Study Approach (week 4 or 5)
Taking on different roles in class:
Teacher
Teaching Assistant Support
Observers
Discuss arrangements with CM
Guidance in Appendix 7
Reflect with CM during Tutorial 2/Weekly Mentor Meeting
During your second part of the block placement we would like you to develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer.
Where you are in a paired-placement or placed as a pod of 3 you will need to coordinate these observations so that each of you has the chance to act in each of the roles. This will be a rolling programmes over 3 lessons.
Where you are placed on your own in a school we would like you to take on these roles in an adapted form. You will still be having your weekly lesson observations from your mentor, which in essence is the teacher role. In addition to this, talk to your school mentor/class teacher about taking part in a lesson in the role of the supporting adult and observing a lesson and taking on the role of an observer.
Reflect on this process during School/setting-based tutorial 2 in Week 4 (Week 5 if needs be). Please use the proforma below to support the process.

33. Demonstrating progress from Interim to Final Report
Standard Prompts
4 (Not Meeting)
3 (Requires Improvement)
2 (Good Pass)
1 (Outstanding Pass)
S1a
Establish a safe and stimulating environment for pupils, rooted in mutual respect
Unable to establish a safe and stimulating environment to engage pupils’ interest in learning
Insufficient mutual respect for pupils to accept and follow leadership and direction
Requires the presence and/or intervention of other professionals to assist in establishing and maintaining a safe and settled learning environment
Able to establish a safe and stimulating environment to engage and sustains most pupils’ interest and learning
Sufficient (mutual) respect for most pupils to accept and follow leadership and direction
Beginning to demonstrate the necessary understanding, presence and management skills to maintain a purposeful and safe learning environment
Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to engage and sustain pupils’ interest and learning
Mutual respect allows for a range of approaches to learning and classroom organisation
Increasingly utilizes an extended range of strategies to maintain a purposeful and safe learning environment
Uses innovative and creative approaches to establish a safe and stimulating environment that sustains pupils’ interest in learning
Highly respected which allows for a wide range of approaches to learning and classroom organisation
Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment
S1c
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
Unable to demonstrate the positive attitudes, values and behaviour expected of pupils.
Beginning to demonstrate the positive attitudes, values and behaviour expected of all pupils.
Consistently demonstrates the positive attitudes, values and behaviour expected of all pupils and these show an impact on the conduct and behaviour of all pupils
Always and effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show a positive impact on the conduct and behaviour of all pupils
S5b
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
Lacks understanding of the factors that inhibit pupils’ learning
Limited understanding of the challenges and opportunities of teaching in a diverse society
Generally respects and accommodates individual differences between pupils and has an understanding of how a narrow range of factors can inhibit pupils’ ability to learn
Some understanding of the challenges and opportunities of teaching in a diverse society
Respects and accommodates individual differences between pupils, has an understanding of a range of factors that can inhibit pupils’ ability to learn and can adapt teaching to help overcome these
Developing a deeper understanding of the challenges and opportunities of teaching in a diverse society
Consistently respects and accommodates individual differences between pupils and has a very good understanding of a range of factors that can inhibit pupils’ ability to learn
Has a good understanding of the challenges and opportunities of teaching in a diverse society
S7a
Have clear rules and routines for behaviour in the classroom and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy
Rules and routines are not yet established or consistent with the school’s behaviour policy
Limited awareness of and engagement with the responsibility for promoting good and courteous behaviour in the classroom and around the school
Beginning to apply clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy
Beginning to take responsibility for promoting good and courteous behaviour in the classroom and around the school
Has clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy
Consistently reinforces good and courteous behaviour in the classroom and around the school
Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy
Actively encourages pupils to behave well in the classroom and around the school and to display high levels of courtesy and cooperation
This is an extract from Classroom Organisation and Behaviour Management. This is included to demonstrate that although the student was graded as 2 for this area at Interim, it was a weak 2 as shown by the mixture of shadings of 3s and 2s with only one more area shaded as 2 than 3. At Final Report the student is grades as 2 again, but this time it is a strong grade 2 with some elements of grade 1.
Points to be made here:
Where a student is ‘just’ a grade 2 at Interim, it would be wise to indicate this in the comments box so that at Final the comments box can show that although the students is now a strong 2 there are also some elements of grade 1. It may be obvious from looking at the shading but the comments are an important illustration of examples to support the shading.
Where a statement relating to an element of a Standard remains the same at Final as it was at Interim, this should be highlighted in the Final Report colour. This is not evident in this example, where two statements in S1a and one statement in S7a remain the same and should therefore have been re-highlighted in purple.

34. Final Report stage w/b 21st May
CM prepares the Final Report, in discussion with you and PM
CM confirms final report content and grades with UVT
No joint observation needed, unless student is RI/ARoF
CM comments on how far you have progressed against previous targets
CM and you agree 3 targets for BA2
Report sent to UVT by end Thursday 24th May
CM completes the SBT Evaluation on-line.
Summary of Achievements uploaded to Moodle by 15th June.
Final Report – Class/Professional Mentor highlight grading criteria, write summative comments and agree three targets with student. Report ed to UVT to check and forward on to admin team.

35. Reflecting and Moving Forward
Return to MMU Monday 11th June
Guest speakers
Prepare a poster/display in small groups, reflecting on what you have learnt.
Focus for BA2 Placement?
What will you do differently?

36. What are you going to do to ensure your placement is a great success?