1. Introduction to Extended Reflection 1 Term 1, Development Day 1
Length: 1 hours
Subject generic
Session outcomes
By the end of this session, trainees will:
be able to explain the purpose of the Extended Reflection
articulate the timeframes and support available
consider their own next steps in preparation for their in their own subject area
Teacher Development Framework
TS 2
Links to other sessions
Introduction to extended reflection 2, 3, 4
Resources
Level 5 marking grid
Context
The purpose of this session is for trainees to understand the rationale for submitting extended reflections and give them an overview of the requirements around extended reflections for the year. The session specifically provides trainees with guidance and support in their understanding of the expectations around extended reflection 1 and in preparing for it.

2. Introduction to Extended Reflection 1
Explain (1 min)
*For your introduction notes

3. Why Extended Reflections?
Evidence of progress
Consolidate knowledge
Develop reflective skills
Developmental
Explain (3 mins)
Share rationale for the submission of extended reflections:
As well as being included in the ITT bid, the extended reflections formed part of the original agreement we had with SHU around the curriculum and programme content for TTT. They also fulfil Ofsted’s requirement for trainees to evidence their progress towards QTS.
The extended reflections are designed to consolidate trainees’ understanding of the teaching and learning concepts and practice they are developing throughout Year 1.
We know from research that developing reflective skills enhances teaching practice so the extended reflections offer trainees the opportunity to reflect deeply on specific areas of teaching and learning linked to the Teachers’ Standards.
PDLs may also use the extended reflections as a means of formative assessment throughout the year and could use this as a basis for giving trainees developmental feedback
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4. Extended Reflection Title
Yearly Overview
Extended Reflection Title
Teachers’ Standard
Due date
Extended Reflection 1:
How have you used your subject knowledge and your understanding of effective planning to design a sequence of learning?
2, 3, 4
Friday 8th November
Extended Reflection 2:
How are you using formative assessment to gather evidence of pupil learning, and how are you modifying your teaching as a result?
2, 6
Friday 28th February
Extended Reflection 3:
How are you ensuring that a pupil diagnosed with a Special Educational Need or Disability is accessing learning, and making good progress, in your classroom?
1, 5
Friday 24th April
Extended Reflection 4:
What are the assets and challenges of your school’s community, and how have these influenced your approach to teaching and learning?
1, 7, 8
Tuesday 7th July [presentation]
Explain (3 mins)
Share the extended reflection titles, deadlines, and links to Teachers’ Standards. The first 3 extended reflections are written reflective extended reflections with guided 1000 words (+/- 10%). These are not required to be referenced at all. The final is a presentation.
extended reflection 1: How have you used your subject knowledge and your understanding of effective planning to design a sequence of learning?
extended reflection 2: How are you using formative assessment to gather evidence of pupil learning, and how are you modifying your teaching as a result? (Due Friday 28th February) TS2 and TS6
extended reflection 3: How are you ensuring that a pupil diagnosed with a Special Educational Need or Disability is accessing learning, and making good progress, in your classroom? (Due Friday 24th April)
TS1, TS5
extended reflection 4: What are the assets and challenges of your school’s community, and how have these influenced your approach to teaching and learning? (Due Tuesday 7th July -presentation at the final Development Day)
TS1, TS7, TS8
Link to next section: extended reflection 1
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5. Extended Reflection Guidance
Title
How have you used your subject knowledge and your understanding of effective planning to design a sequence of learning? 
Hand in
Friday 8th November 2019 
Guidance
Select a topic that you are teaching and consider:
How did your subject knowledge support you to identify the necessary knowledge and skills that your pupils needed to acquire to prepare them for a summative assessment at the end of the topic?  
How did your understanding of effective planning support you to design a sequence of learning that would enable pupils to develop the required knowledge and skills in your lessons?  
TDF Links
2, 3, 4
Assessment
Annotated sequence of lessons + a written summary of 1000 words (10% above or below). 
Explain (3 mins)
The extended reflections are not level 7 and as such do not require extensive referencing, theory, or criticality. Rather, we would like you to think reflectively about your practice.
Share extended reflection 1 information:
Title: How have you used your subject knowledge and your understanding of effective planning to design a sequence of learning? 
Hand in: Friday 8th November 2019 
Guidance: Select a topic that you are teaching and consider:
How did your subject knowledge support you to identify the necessary knowledge and skills that your pupils needed to acquire to prepare them for a summative assessment at the end of the topic?  
How did your understanding of effective planning support you to design a sequence of learning that would enable pupils to develop the required knowledge and skills in your lessons?  
TDF Links: 2, 3, 4
Assessment: Annotated sequence of lessons + a written summary of 1000 words (10% above or below). 

6. Assessment Guidance Marking Criteria Level 5 Skills
Explains the position of subject knowledge in their learning context
Demonstrates understanding of the principles of assessment
Demonstrates understanding of the links between planning and assessment and the importance of developing a sequence of learning
Reflects on the sequence of learning and its impact on their practice
Considers next steps to continue to develop their subject knowledge
Explain (3 mins)
The extended reflections will be assessed using Level 5 criteria. The specifics will vary a little depending on each extended reflection but overall will ask you to be able to explain, demonstrate understanding of an idea, reflect and consider future actions.
The extended reflection will be marked on a pass or fail basis and will not be graded.
Activity (7 mins)
Hand out extended reflection guidance.  *I think it would be useful to give trainees the printed PDF version attached (not sure what the options are for printing on Monday? If not possible I’m sure an electronic copy would be fine)
Allow trainees time to discuss and take questions.

7. Action Planning Activity (30 mins)
Split into subject groups and discuss how trainees can approach the extended reflection in Maths, Science and English.
During this section of the session trainees should discuss and consider the key questions relating to the extended reflection. They should also begin to develop a plan of action considering e.g. What topic will they decide upon? Will it be one they are strong or one they feel they need to develop? Are they able to articulate what makes effective planning / the principles of assessment? If not what are their next steps?
Encourage trainees to consider their timetables and working patterns and back plan from the deadline to ensure they have adequate time to complete. Re-emphasise that we want the extended reflections to be developmental - not an add-on assessment that impacts negatively on their wellbeing!
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8. Next steps Discuss (10 mins)  
Discuss (10 mins)
Ask trainees to share their ideas / approaches and their next steps
Take any remaining questions
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9. Evaluation
Please take a few minutes to complete an evaluation of today’s training day (case sensitive)