1. BA Primary Year 2 School Based Training.

2. Thank You

3. The Journey So Far… Last year, each student spent a year in a “pod” of three students in a single school. Over the year, they had day visits and three blocks, each in a different year group. The students progressed from observing children and teachers, to group, and then whole class, teaching.

4. Year 2 School Based Training so far: So far, all students have completed a non- assessed placement in a KS 3 setting, looking at issues surrounding transition from KS2 to KS3, and focussing on reading recovery strategies with an individual child. They have also completed a non-assessed 2 week SEN placement.

5. Year 2 Units of Study… Core 2 with a focus on Assessment Teaching Studies Foundation Subjects Specialism

6. Important Dates Preparation Week Monday 3 rd March - Friday 7 th March 2014 Contact with University Tutor By 7 th March Block Placement Monday 17 th March - Friday 4 th April and Monday 28 th April – Friday 23 rd May 2014 The School Tutor Briefing Wednesday 26 th February at 2.30 pm and Monday 3 rd March 4:30 pm Interim Report w/b 31st March 2014 PDR Tutorials Friday 2 nd May 2014 Final Report w/b 19th May 2014

7. Placement Handbooks Handbooks All handbooks are now electronic and are available on the Partnership website – see link below There are 2: BA2 SBT Handbook 2013 -2014 Specifically relates to this placement Generic SBT Handbook -Relates to all undergraduate placements Available at www.mmu.ac.uk/education/partnerships/primary

8. Support for Students School Tutors (Class Teachers), Mentors and University Tutors provide support for students. An overview of their responsibilities is provided on p15 – 17 of the handbook The School Tutor provides the main support eg. guidance on teaching, RoLO The University Tutor has an important monitoring/moderating role

9. 9 The Placement Week by Week Week 2 50% teaching, 20% whole class, 30% team/group Focus: Core Week 3 50% teaching, 30% whole class, 20% team/group Focus: Core Week 4 50% teaching, 40% whole class, 10% team/group Focus: Core

10. 10 The Placement Week by Week Week 5 60% teaching, 40% whole class, 20% team/group Focus: Core plus 2 Foundation subjects Week 6 60% teaching, 50% whole class, 10% team/group Focus: Core plus 2 Foundation subjects Week 7 60% teaching, 50% whole class, 10% team/group Focus: Core plus 2 Foundation subjects

11. 11 The Placement Week by Week Week 8 60% teaching, mainly whole class Focus: Core plus 2 Foundation subjects

12. The Block Placement Teaching requirements = Progressive 50% by the interim visit 60% by the final visit 10% = file time 30% = professional development

13. File and Professional Development Time 10% of your timetable is allocated to file time (planning, evaluating, reflecting on progress etc.) 30% should be Professional Development time (observing other year groups, working on University tasks, making observations of children, display work etc.)

14. Preparation Phase All the requirements for this phase are on pages 11 and 12 Get to know the class with lots of observing, discussion and note taking Discuss with school tutor / mentor about the school’s approach to the teaching of systematic synthetic phonics. Make notes in the Contextual Analysis and the Phonics Workbook (more information on this later in the briefing) Discuss the lesson / session plans for the class. It is the student’s responsibility to negotiate a theme for their scheme of work (series of lessons) which allows teaching in a creative/cross curricular way.

15. (I)Contextual Analysis PDR Targets SBT Report Key Issues Action Plan Target Setting Ongoing Analysis Weekly Reflection of Progress Identification Of Action Points

16. Teaching Requirements Planning You must use the MMU Proforma – see the Partnership website. Plan for differentiation - be specific! Plan for additional adults – in all taught sessions Separate EYFS planner In addition, don’t forget your scheme of work for the Core Assignment.

17. Phonics All students HAVE to teach phonics (even if they are in KS2!) They will have a Professional Training & Development Handbook For Teaching Phonics

18. How are students monitored and assessed? RoLOs As last year, focused and regular – at least one a week in addition to the phonics RoLO Phonics RoLO separate and specific. There are three of these in the Phonics PT&D Handbook. It will also be available from the Partnership website Interim Report Overall assessment: Outstanding/Good Pass, Requires Improvement or At Risk and graded 1-4. There is clear guidance in the SBT report as to how the overall grade will be determined. Final Report Overall assessment: Outstanding /GoodPass, Requires Improvement or Fail and graded 1-4

19. Interim Report Draft report produced by school tutor Joint lesson observation (School tutor/University tutor) Review of files ST/UT discuss grading criteria and report Discussion with student

20. Final Report Draft report produced by school tutor Review of files ST/UT discuss grading criteria and report Discussion with student

21. Grading Students  Grade 1 Profile student:  4 or more Grade 1s which must include: Professional Practice - Teaching at Grade 1. No Grade 3s  Grade 2 Profile student:  4 or more Grade 2s which must include: Professional Practice - Teaching at Grade 1 or 2   Grade 3 Profile student:  A Grade 3 in Teaching is a Grade 3 overall  4 or more grade 3s is a Grade 3 overall   Fail Profile Student:  Grade 4 in ONE or more elements   In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome