1. PGCE Full-time Primary Programme
School Experience 1 & 2 Briefing
16th October 2018

2. Briefing Overview Features of the school experience
Planning and teaching requirements
Assessing students
National priorities
Changes to documentation

3. Student cohort
61 full-time students, 20 on the 3-7 route, 41 on the 7-11 route
All students have covered English, maths, science, professional issues (safeguarding, EYFS, behaviour management, SEND, planning and assessment, pupil progression and child development learning theories) in their modules since September
They have also identified a focus for a research project at Masters level and they will present their findings at a PGCE conference in March

4. Assessed Placement 1 Two stages: SE1 and SE2 SE1 (5 weeks 3 days)
An introduction to teaching with a focus on how children learn, pupil progression and designing learning for small groups
Some whole class management responsibility (40%)
3 formal appraisals
Formative grade at the end of week 3 (interim report)
Summative report at the end of the placement
SE2 (6 weeks)
Developing skills, understanding and experience with 4 formal appraisals
Starting at 50% moving quickly up to 70% responsibility
Interim report at the end of week 3
Triangulation meeting in the final week to record summative
progress

5. SE1: essential features
Some whole class responsibility as soon as possible
Working with groups of children throughout the placement
Use of the teacher’s planning and devising own planning to support learning and teaching
Assessing children’s learning as an integral part of their practice
Professional development time to complete school-based tasks, observe other teachers and children
Generally a focus on TS4, TS5 and TS6
Link tutor visit in week 1 or 2 to check all is in place, shared appraisal in week 4 or 5

6. SE1: essential features
EYFS: 3 formal appraisals
This could be a ten minute activity, song or story and then up to 45 minutes observing them in the wider management role of the setting
Key Stages 1 and 2: 3 formal appraisals of a whole class lesson
This could be a science experiment, a themed or topic lesson where they are managing the whole class.
All appraisals should last approximately 1 hour
Appraisals are not graded

7. Being observed: new appraisal form
Otherwise known as an ‘appraisal’
The mentor will carry out appraisals as this person has received training to do so
Two parts:
Observation of the student in action, making notes
Reflective discussion afterwards and written record
Student preparation:
Session plan to give to appraiser, blank appraisal forms, any resources you are using with the children, a chair!
Three appraisals in different areas of the EYFS/curriculum

8. Teachers’ Standards Part Two: Personal and Professional Conduct
Overall through your professional conduct, reflect on your professional values and establish ongoing and positive working relationships: key elements of the Teachers’ Standards
You are judged on MUCH more than the formal appraisals...

9. Teaching requirements
Small group teaching throughout SE1
a focus activity (EYFS)
within a lesson led by the teacher (KS1 & 2)
the learning objective provided by the teacher but student plans the activity, including how they are assessing children
Large group or whole class lessons (40% of the time by week 4)
student introduces and leads the activity, having prepared resources and space beforehand, organising other adults as appropriate. They end the activity and then evaluate learning that has taken place, making records as appropriate. They discuss with the adults afterwards any implications for planning in the next lesson.

10. Planning requirements
Students need to present a lesson plan at least one day before they teach the activity so that the teacher can help them pitch learning at the right level.
They are not required to write weekly plans or medium term plans during SE1. They will write these for SE2. They may wish to ask the teacher and mentor for examples from the school’s planning.

11. Planning teaching
Agree teaching/management responsibility for each week.
Ask the teacher for the Early Learning Goal/ learning objective for the activity/task/lesson. They may take this from a weekly plan so it would be helpful if the student could have a copy of the weekly plan too.
Decide on the pro forma to use. They can use the school planning, an example in the YSJ Planning and Assessment Guidance document or devise their own.
They should be experiencing whole class and small group activities throughout SE1.

12. Interim Report
At the end of week 3, the mentor will submit a graded interim report electronically to the university
Mentors will receive an with log in details for the Student Tracking and Support System (STASS)
A grade will be included along with strengths and targets the student is working on. This should be shared with the student as part of the weekly mentor meeting
They will need to have a hard copy to place in their Record of Professional Development
Students with any grade 4 outcomes should be monitored closely but there is no need for an action plan at this stage

13. By the end of SE1, students should have…
trialled and refined lesson planning
trialled assessment strategies, both formative and summative
had 3 appraisals
had an Interim Report on STASS and in their RPD
had a summative report on STASS. If any of the TS are grade 4, an action plan will need to be in place
decided on teaching responsibility for SE2. This includes subjects of the curriculum they will be responsible for planning/or areas of the EYFS classroom they will oversee

14. By the end of SE1
The student should be aware of their strengths in relation to the Teachers’ Standards
They should have discussed (with the mentor, teacher, link tutor and academic tutor) how they are going to work towards their targets and the strategies they will employ to make progress
At this stage of their teacher education, they have had limited opportunities to fully meet all Teachers’ Standards.
The programme is structured to enable them to build on their skills, knowledge and understanding gradually, with important opportunities to reflect accurately on these

15. Learning to become a teacher
Moving from…
Early idealism
My experience so far has been thrilling, enjoyable, relaxed and safe
I have looked forward to learning, leading seminars and getting organised
I am in a positive and motivated mood
Furlong, J & Maynard, T (1995) Mentoring Student Teachers. London: Routledge

16. Learning to become a teacher
towards…
Personal survival
Now it’s becoming real, it’s starting to count, having the responsibility for being a teacher from the first day
Do I know everything I need to? I am not sure I have everything. Will schools be nice to me and ready to help?
I am worried, panicking a little, stomach churning, will I be seen to be a teacher?
Can I cut it?

17. SE2: essential features
6 weeks in the same class as SE1
Continue managing and teaching whole class lessons
Continue to work with small groups
Spend some time on professional development activities
No more than two days on preparation for the placement in week 1

18. SE2: essential features
Increase ‘responsibility’ from 50% of the time to 70% of the time by week 4
EYFS: taking responsibility for more key children, more areas of provision, leading more adults, leading team meetings, deciding on topics, themes and new assessments
In Key Stages 1 & 2 ‘responsibility’ means teaching the whole class
They could teach English and Maths for the whole block, adding in other subject area lessons each week
They could teach one or two foundation subjects and one or two lessons of the core subjects and build up individual lessons throughout

19. SE2 Impact in school life and the wider community (TS8)
organise a school club
plan a visit outside of school for the class
lead an assembly
take part in staff meetings and staff training
take part in parents’ evening
organise a stall for the school fair
other?

20. Planning requirements: EYFS
They need to develop planning and assessing skills over a longer time to show progression for learners. They should be aiming to plan autonomously, with some feedback from the teacher and mentor
Medium term plans for topics or subjects being taught across the half term if appropriate to the setting
They may use the school planning format or the pro forma in the PAG document

21. Planning requirements: Key Stages 1 & 2
They need to develop planning and assessing skills over a longer time to show progression for learners. They should be aiming to plan autonomously, with some feedback from the teacher and mentor
Medium term plans for topics or subjects being taught across the half term
They may use the school planning or the pro forma in the PAG document

22. Planning requirements
They all need to write an individual lesson plan/small or large focus group plan for every lesson they teach
Teaching straight from medium planning is not sufficient at this stage of the programme. They need to demonstrate they are thinking about all aspects of what happens in a lesson in hard copy: the lesson plan.
Lesson plans will contain much more detail about learning than medium term plans
They will develop planning skills across the placement and become ‘smarter’ with the information through practise

23. Assessment requirements
Through the increase in teaching and planning, they will be able to implement the planning-teaching-recording-reporting-evaluation cycle more effectively
Continue to observe and monitor children formatively
Add summative assessments at key points in the placement
Build up evidence in their M&A file

24. Being assessed Four appraisals Spread across weeks 2 to 5
Additional PE appraisal which does not count towards the overall grade
Appraisal of early reading (see page 19 of the SE Handbook)
Interim Report and grade via STASS by the end of week 3 (Friday 25th January)
Summative report at end of the placement. It is expected that all of the Teachers’ Standards will be at least grade 3 in order to pass the placement and be ready for their final placement.

25. The appraisal process
Student teachers’ teaching should be assessed in relation to:
the impact they have on the progress and learning of the pupils for whom they are responsible
the context and content of their teaching, over sequences of lessons; the quality of teaching must be judged in terms of attainment in relation to the relevant Teachers’ Standards and not on individual lessons.
When making judgements, the full range of evidence should be utilised, including planning, discussions with student teachers and pupils, pupils’ responses in lessons and in their work books, the quality and impact of student teachers’ marking and feedback, student teachers’ assessment and planning records and evidence of their own and their pupils’ progress and learning over time.

26. Weekly meeting To formally discuss the student’s progress
To check they are on track
To identify any additional support that might be needed
To update the Student Teacher Profile
To review all of the evidence towards meeting the Teachers’ Standards
Use the NASBTT guidance to inform grades at interim and end of the placement

27. Not making expected progress
The weekly meeting with the student will refer to the Teachers’ Standards.
If the student is at Grade 3 or 4 consistently, this means they need further support or intervention.
Failing to meet the Teachers’ Standards:
children not learning anything new
health and safety of the children at risk
not having a presence in the classroom
being unaware of holding oneself accountable to the profession
not making any progress of their own
not acting upon advice

28. Being assessed: triangulation meeting
Summative
Student, teacher and mentor
Each writes a summative overview of the student’s progress
Agree targets to take forward to the final assessed placement (SE3)
Grading of all Teachers’ Standards

29. Making judgements
All judgements should be made in relation to the Teachers’ Standards and NOT individual lessons.
Evidence in the following areas should be taken into account:
1. Consistently competent teaching
2. Impact on pupil learning and progress
3. Evidence in files (including tracking and recording pupil progress)
4. Reflection and self-evaluation

30. National priorities Pupil progress over time
Observing, planning, teaching and assessing PE
Behaviour management
Assessment of pupils including using data
Teaching SEND learners
Teaching EAL learners
Understanding the Prevent Strategy and how this is being implemented in school

31. Documentation changes
NASBTT Guidance to ensure no expectation of grading lessons
‘Dealing with Placement Problems’ renamed ‘Additional Support Procedures’
Appraisal form

32. Any questions?