1. PG SE3 2015 JS/CH1

2.  Introductions  Reflective Portfolio – expectations  Weekly Review meetings  Expectations on School Experience 3  Action planning  Part 2 of the Teachers’ Standards  Assessment and grading  Important dates  External Examiner visits PG SE3 2015 JS/CH2

3.  Organisation (file dividers)  Bringing it to the weekly review meetings PG SE3 2015 JS/CH3

4. At weekly review meetings:  Discuss progress  Through agreement with school mentor underline sub-Standards as you are meeting them  Highlight sub-standards as you fully meet them (green) PG SE3 2015 JS/CH4

5.  All trainees MUST have a DBS letter from University with them.  Complete school information sheet Complete emergency contact information for school office Obtain copies of the school’s safeguarding, behaviour, health & safety and e-safety policies. (May be available online) Obtain class timetable, basic pupil details etc. Planning Have an idea of arrangements for week 1 of your SE  Ensure you exchange emails/contact details with your class teacher PG SE3 2015 JS/CH5

6.  Tutors carry out a tutorial before trainees go into school. No trainee will be able to start their placement until they have completed this.  Strengths and areas for development from the previous practice are discussed  Targets for School Experience 3 are set, based on the action plan which form the basis for the reviews in school.  The pre-practice tutorial record sheet, action plan for SE 3 and all planning documents should be shared with the class teacher PG SE3 2015 JS/CH6

7.  At least one formal observation per week  As this is the final practice, at least one joint observation, with the tutor, is recommended; this will help with moderating and agreeing final grades  Observations should be linked to the Teachers’ Standards  Give time to discuss the observation and set targets  Students should reflect upon targets and comments, in their RPs PG SE3 2015 JS/CH7

8. Review the expectations in the booklet with your class teacher/student. Any questions? PG SE3 2015 JS/CH8

9. Section 4 of the SE file should include:  Records of assessment for all subjects taught (more detailed for core subjects)  Detailed records for 3 children assessed against relevant assessment criteria  Evidence of feedback given to children  Evidence of using assessment to inform planning PG SE3 2015 JS/CH9

10.  Building on your strengths from SE 2, discuss with your class teacher/student how you can move forward with each Standard.  What supporting evidence will you need in your RP? Refer to the ‘Meeting the Standards’ booklet. PG SE3 2015 JS/CH10

11. Evidence you can include to show that you are meeting the Personal and Professional conduct Standard? PG SE3 2015 JS/CH11

12.  Page 24 of Primary PGCE SE handbook PG SE3 2015 JS/CH12

13. Outstanding (OT1) - 4 plus Teachers’ Standards grades at (OT1) Outstanding overall. - No Teachers’ Standards graded at (OT3) Pass. - Met the Teachers’ Standards in Part 2. Good (OT2) - 4 plus Teachers’ Standards grades at (OT2) Good with some features of (OT1) Outstanding. - No Teachers’ Standards graded at (OT3) Pass. - Met the Teachers’ Standards in Part 2. Pass (OT3) - 4 plus Teachers’ Standards grades at (OT3) Pass with some features of (OT2) Good. - No (E) Emerging Teachers’ Standards. - Met the Teachers’ Standards in Part 2. Fail - 1 or more (E) Emerging Teachers’ Standards or - Not met the Teachers’ Standards in Part 2. PG SE3 2015 JS/CH13

14.  Students are invited to engage with these in order to develop practice further and prepare for transition.  These activities are particularly of value for students gaining OT1 at mid-point. PG SE3 2015 JS/CH14

15.  School experience dates Monday 27 th April –Wednesday 1 st July 2014  Mid-point review submitted: By Friday, 5 th June  Final School Experience report & copy of attendance sheet: By Wednesday, 1 st July Both emailed to schoolexperience@worc.ac.ukschoolexperience@worc.ac.uk PG SE3 2015 JS/CH15

16. ……………… engage them with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before and after the ones they are trained to teach. ( NCTL, 2014) Professional EnquiryTask Find out about how the school manages the transition into the phase before the one you teach and how the transition is managed into the next phase after the one you teach. 3-7 pathway (into EY and into KS2) 5-11 pathway (into KS1 and into KS3) Write a reflective account of approximately 500 words – to be included in RP. PG SE3 2015 JS/CH16

17.  School will be notified about an External Examiner’s visit  The Examiner will be accompanied by a tutor  The Examiner will observe the student teach, talk to the trainee, the class teacher and the lead mentor  The purpose of the visit is to see that our procedures are being followed effectively and that the standards of our students, as reflected in the grades awarded, are in line with those of other institutions In addition:  Moderation visits (10%)  Phonics observations by English tutor (10%) PG SE3 2015 JS/CH17

18.  http://www.worcester.ac.uk http://www.worcester.ac.uk  Click on Discover Worcester; Academic Departments  Click Institute of Education; then select Inspiring Partnership (bottom right)  Final click: Primary Strategic Partnership page is then displayed PG SE3 2015 JS/CH18

19. Thank you PG SE3 2015 JS/CH19