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.
Each phase is assessed by the completion of a Formative Reflection on Achievement and Progress (FRAP)
All assessment for the FRAPs is against the phase descriptor, rather than against the QTS standards.
At FRAP 4 by meeting the phase descriptor the trainee will have achieved the evidence required of the QTS standards.
The profile descriptors can be found at the back of 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 which is submitted after the first two weeks in school in September.
Beginning practice is assessed at FRAP 2, university based trainees and School submit FRAP 2 in early December. School Direct Distance will submit FRAP 2 in November.
Consolidating practice is assessed at FRAP 3 in the spring term. (School Direct Distance contrasting placements are at times agreed with the lead school, FRAP 3 may be completed either in the Home 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 Extension and 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. Enrichment activity examples are shown in the handbook. These are optional and should be planned with the agreement of the placement school.
Sept Oct Jan March June

4. FRAP 1- All trainees
This is what the FRAP 1 form looks like, it is a simple tick box form that schools complete. University based trainees will have one form completed in their primary preliminary school placement, and one in their secondary preliminary school placement. School Direct trainees tend to be in their home school at the beginning of September and should ask them to complete the form after the first two weeks in school. Trainees submit this to Partnership Office.

5. FRAP 2: School Direct Distance
The profile descriptor states the requirements for the phase
The trainee lists their evidence for each standard (max. of 3 per standard)
The FRAP 2 for School Direct Distance looks like this. Trainees start to collect evidence towards their FRAP 2as soon as they have submitted FRAP 1. The mentor will meet with the trainee in November to assess the evidence against the Beginning Practice profile descriptor. The Mentor submits the FRAP to the Partnership Office by the deadline.

6. FRAP 2: School Direct Distance
The trainee decides whether they have met the requirements of the phase and writes a reflection on their progress.
The Mentor assesses the evidence and decides whether the trainee has met the requirements of the phase, and completes a pupil learning grade.
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’.
The Mentor submits the FRAP to the Partnership Office by the deadline.

7. FRAP 2:University based trainees and School Direct @Exeter
The profile descriptor states the requirements for the phase
The trainee lists their evidence for each standard (max. of 3 per standard)
FRAP 2 for School and University based trainees is assessed by both the Mentor in school and the University Tutor. The trainee starts to collect evidence for the FRAP 2 after submitting FRAP 1. They will add school based work evidence from the October/November 2 week placement. At the end of the two weeks the Mentor meets with the trainee to assess their evidence. They complete Part 2 of the FRAP together. The trainee retains an electronic version of the FRAP 2 and continues to collect evidence when they are back at the University. At the end of the Autumn term they meet with their tutor to assess evidence from the whole term and complete parts 3 and 4 of the FRAP together. The trainee submits the FRAP to the Partnership Office in December.

8. FRAP 2:University based trainees and School Direct @Exeter
The trainee decides whether they have met the requirements of the phase and writes a reflection on their progress.
The Mentor assesses the evidence and decides whether the trainee has met the requirements of the phase, and completes a pupil learning grade.
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. The Mentor only needs to assess the School Based Evidence provided by the trainee, University based evidence will be assessed by the University tutor. The Mentor can add targets to section 4 of the FRAP.

9. FRAP 2:University based trainees and School Direct @Exeter
Keeping Track! Outline of weekly training input plus Quality Assurance Record
FRAP 2:University based trainees and School
This is the section that will be completed with the trainee and their tutor in December
This slide shows what section 3 and 4 of the FRAP 2 look like.
The tutor and trainee will add targets to those already listed as a result of the supervisory conference in school

10. FRAP 3- All trainees
The profile descriptor states the requirements for the phase
The trainee lists their evidence for each standard (max. of 3 per standard)
FRAP 3 assesses progress against the Consolidating Practice phase. The trainee lists evidence against each standard and writes a reflection on their progress. They hand the FRAP and evidence to the Mentor who assesses the evidence and records the Mentor grade and Pupil Impact on Learning (after discussion with the trainee in the Supervisory Conference). The mentor submits the FRAP to the Partnership Office.

11. FRAP 3- All trainees
The trainee decides whether they have met the requirements of the phase and writes a reflection on their progress.
The Mentor assesses the evidence and decides whether the trainee has met the requirements of the phase, and completes a pupil learning grade.
For University based trainees FRAP 3 acts as a transition document between school 1 and school 2. The targets at the bottom of the FRAP should be completed in School 1, but how they will be put in to practice should be decided by school 2. School Direct placements do not necessarily follow the pattern of the University based trainees, School Direct trainees must still complete FRAP 3 by the deadline regardless of whether they are in their Home or contrasting placement school.

12. Keeping Track! Outline of weekly training input plus Quality Assurance Record
FRAP 3- All trainees
FRAP 3 is a transition document between school 1 and 2 for University based trainees. School Direct trainees following a different school pattern and not changing schools at this point, should complete the targets and actions for the school that they are in.
FRAP 4 is explained in the Developing Independence PowerPoint.
Trainee takes FRAP 3 to school 2 where the ‘implementation’ of the targets is decided

13. Mentor’s role in assessment: The Supervisory Conference
Three one-hour-long meetings per term, one-to-one with Mentor.
Documentation trainee submits in advance:
Annotated and evaluated agendas + relevant lesson plans, pupils’ work etc. (Focused Reflections in the DI phase)
Pupil Learning Story
Individual Development Portfolio
Part 1 of FRAP if FRAP due
Process:
Develop critical evaluation based on agendas, using Framework and Critical Reflection prompts
Complete Action Plan together
Complete part 2 of FRAP when a FRAP is due
The Mentor assesses the trainee’s progress at the Supervisory Conference. The aim of the Supervisory Conference is to allow the trainee to critically reflect on their teaching progress through discussion with the Mentor. Before a Supervisory Conference the trainee should submit their IDP, examples of evaluated agendas and their Pupil Learning Story (see more info in next slides). When a FRAP is due this is completed in the Supervisory Conference. When a FRAP is not due an action plan should be created (FRAPs already have targets and actions within the document), this is called a Supervisory Conference Action Plan.

14. Mentor’s role in assessment: The Supervisory Conference
The Supervisory Conference Action Plan

15. Assessing Trainee Evidence: The IDP
All evidence will be found in Individual Development Portfolio (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. There is a contents page for the IDP on the Partnership webpages. Trainees should be using this to keep their file organised. All evidence must be accessible to the Mentor, the UVT and any external examiners/ Ofsted.

16. Assessing trainee evidence: The Pupil Learning Story
At the supervisory conference trainees will talk through their Pupil Learning Story with their mentor.
A ‘Pupil Learning Story’ is a collection of key evidence from the trainee’s files that they will use to demonstrate the impact that they have had on pupil learning.
Trainees select a group of pupils they have been working with and compile evidence, they complete a cover sheet but otherwise are only required to provide evidence which already exists – in the form of examples of pupil work, lesson observations, evaluations or reflections, or any other relevant material.
The trainees present the evidence to their Mentor (and UVT when they visit), explaining to them what the pupils have learned, how their actions facilitated this learning, and how the evidence collated supports these conclusions. The learning story is designed to be a discussion-based activity, not a collection of documents to be read.
Trainees prepare one pupil learning story per term (School Direct distance do a Pupil Learning story in the Autumn term, all other trainees just do one in the Spring term and one in the Summer)
At the Supervisory conferences that fall early in the term mentors should ask trainees which pupils they have selected and which evidence they have started to collect.
For more detailed guidance see: