BEd 1 Block 1 Placement November 2015 October 2015

Key Staff and Contacts Jackie McNeil – BEd Year 1 Leader Rachel Bashford – Primary Placements Administrator Fiona Hunt – Primary Partnership Coordinator October 2015

BEd Year 1 School Experience Block 1 – 3 weeks Tuesday 10th – Friday 27th November Block 2 – 1 weeks (usually in an alternative setting) Block 3 – 3 weeks Paired or individual placements Different age ranges October 2015

Student preparation Lectures, seminars – BE4004 Professional Studies and other modules Meeting with Personal Tutor to set targets in PDP Familiarisation with SE Handbooks & pro formas Letter of introduction Safeguarding checks by UoG (DBS, prohibition, disqualification by association). Letter of confirmation to school & photo ID October 2015

School Experience Handbook Generic intro BEd Year 1 section Planning Guidance (on Moodle for students) All documentation on elearn ( October 2015

Preparation of School Experience file Two separate files – school file and PDP Printed Meeting with Mentor Record to be completed at each meeting with CT or Mentor Organised and professional – please advise if not. They will expect to be corrected if grammar, spelling handwriting needs improving! Content – follow guidance Quality of contents – reflections, analysis, evidence Confidentiality Availability – should be in school every day & always up-to-date along with PDP October 2015

Letter of introduction To be taken to school on first morning of SE 1 side A4 Addressed to Headteacher Briefly detailing previous experience – school, age ranges, achievements Subject strengths, particular (relevant) interests Their targets for Block 1 They have been warned that first impressions are important! October 2015

At the start of the placement Letter of confirmation from Partnership Office Photo ID to show on day 1 Introductions Set expectations – dress, time, ‘duties’ Health & safety issues Tour of school Resources Availability of mentor October 2015

Block 1 requirements Overview Professionalism Paired placement Context for teaching School-based tasks - themes Observations – teachers & pupils Opportunities for planned teaching & evaluations – collaborative & independent Target Group Assessment (TGA) sheets if possible – students to have a go! School ‘duties’ – playground, clubs, etc October 2015

School-based tasks (p35) Organise in advance – negotiate with CT asap -5 themes -Pupil observations & analyses – paired activity (p 40 Form 8) -Observe at least 3 phonics/early reading lessons (use record of observation sheets) -Interview with 2 children (see guidance) -Watching children interacting (see guidance) -Storytime (6+ times) – be flexible if necessary -ICT audit October 2015

5 Themes for daily reflection Student to ask class teacher to select 1 task each Friday, ‘sign off’ and offer feedback Summative reflections and implications for your own professional development as a trainee teacher at end of Block 1 October 2015 Theme 1 Learning Theme 2 Assessment Theme 3 Role of Adults Theme 4 Relationships / Behaviour Theme 5 Resources

Observing practice Professional conduct – what they write Note taking and confidentiality Seeking permission Range of contexts Reflecting on observations Discussions with class teacher/mentor and beginning to engage in professional dialogue October 2015

Reflective Diary 1 5 themes – Theme 1: Learning – Theme 2: Assessment – Theme 3: The role of adults and practitioners – Theme 4: Relationships and behaviour management – Theme 5: Resources Analysis and points for consideration/implications for practice October 2015

Responsibility of students Agree arrival & departure times Discuss schedule of activities, complete ‘Record of Obs. & Teaching Experiences’ Complete ‘Context for teaching’ (available electronically on Moodle / elearn - print out) To be organised – plan all activities in advance using lesson plan pro-forma Have a go at completing TGA sheets Keep files up-to-date (SE & PDP) and always available Students should be pro-active – ask questions, discuss findings, remind school re deadlines, present SBTs on Fridays for checking, arrange times for discussions and ask questions, make notes ….. Students should not ever be sitting twiddling thumbs! October 2015

Teachers’ Standards 1, 7, 8 Focus especially upon professionalism : Model & promote positive attitudes, values & behaviour Demonstrate high expectations Establish good, professional relationships – staff & pupils Contribute to wider school Communicate effectively Be responsible for own professional development, always respond to advice/feedback October 2015

Student Placement Support Class Teacher Mentor Link Tutor Personal Tutor Jackie McNeil (yr 1 lead) October 2015

Professional dialogue Formal and informal discussions with Key Staff Record of meetings with mentor Records of observations & feedback from mentor/class teacher & Link Tutor October 2015

Assessment of students At least 2 formal observations by school Informal feedback Weekly assessment of file & SBTs Moderator visit to sample of students - observe teaching & files School report – Pass / Fail – SBTs and suitability for teaching Any concerns will be discussed and where appropriate with Link Tutor/Personal Tutor/Jackie McNeil Reports MUST be received by the partnership office on or before last day of the placement October 2015

Self-assessment Lesson evaluations (Moodle) Formal & informal feedback Target setting Taking responsibility for their development trainee teachers October 2015

Remember……. Every student is different…………… and every school is different…… and every class teacher is different and every pupil is different. October 2015