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BA (Hons) Primary Education

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Presentation on theme: "BA (Hons) Primary Education"— Presentation transcript:

1 BA (Hons) Primary Education
Year Three School Based Training Briefing Welcome Expectations – a general overview of the requirements of this placement

2 Important Dates Day Visits
Wednesday 15th, Thursday 16th and Friday 17th January 2014 Block Placement Monday 20th January – Friday 14th March 2014 (The students have one week for half term either week beginning 17th February or 24th February depending on which week your school is closed.) Interim Report w/b 10th February 2014 Final Report w/b 10th March 2014 Interim: Fourth week of placement

3 Placement Requirements
Handbooks All handbooks are now electronic and are available on the Partnership website Specific – Relates to this placement Page 7 gives the placement headlines, telling you what happens at various points during the placement. Page 8-11 spells out what is required and expected in the Y3 placement. These pages are organised under five headings that map to the SBT RoLOs and Report. Generic – Relates to all undergraduate placements

4 Preparation Phase Before the day visits students should:
Contact the School to introduce themselves. Write a letter of introduction to the Head Teacher and it to the school. Also, make copies for the School Mentor , the Class Teacher and include a copy in their file for their MMU tutor. 3. Familiarise themselves with the context of the school 4. Set up files. During the day visits students should: Observe Work with individual/groups to begin to get to know the children and their ability levels. Discuss planning for the class and negotiate a timetable for the first full week of placement. Share/discuss their SBT targets and identify a suitable Key Issue. Find out about key policies and schemes of work.

5 The Block Placement Teaching requirements = Progressive
50% by the interim visit 60% by the final visit 10% = file time and 30% = professional development e.g. observing and working with groups where the teacher has prepared and planned the material completing school based tasks Supporting in other age phases, Shadowing other professionals Preparing materials and displays etc Addressing tasks in the Phonics Workbook Teaching requirements = Progressive. The key is to personalize the placement to the student’s needs. Working in a Key Stage, year group school you are familiar with?? Did a lot of teaching in BA2 – build up to 60% quicker. Unfamiliar setting?? Paired placement in BA2, with lots of team teaching?? Take advantage of the 50%. There is also an expectation that the student will become more of ‘a class teacher’ in this placement. They will need to become involved in the wider aspects of school life so - the register, do playground duty, get involved with extra-curricular activities etc. Students need to take responsibility for organising how/where to utilise their professional development time – it is up to them to arrange to observe in other classes, talk to subject/curriculum/assessment leaders, shadow the SENCO and/or TAs etc.

6 The Block Placement Planning
Students must use the MMU Proforma – different one for Y3 and Y4 placement to Year 1, 2 and PG1 – see the Partnership website. Plan for differentiation - be specific! Plan for additional adults – in all taught sessions In addition, for the Core assessment, students need to plan and deliver a unit/scheme of work

7 The Block Placement Teaching and Assessment
Students must: Discuss and complete a detailed evaluation of each lesson taught – comment on the impact on the children’s learning, the student’s professional development AND the next steps. Use Class/Group Assessment Records (some examples available on the Partnership website which students can adapt to meet their own needs and/or the context) Gather samples of children’s work – mark and annotate Develop and complete Whole Class Monitoring sheets in Literacy, Numeracy, Science, (Computing) and two Foundation subjects Ensure consistent use of the Additional Adults Feedback sheets The SBT tutor needs to see exactly how lesson evaluations and assessments are informing future planning and teaching! The students have been advised to write on/annotate existing plans – this shows that they ARE working documents – we like this! The Block Placement

8 The Block Placement Planning, Teaching and Assessment Guidance
You need to use all of these. Unit Plan (a sequence of lessons) Individual session planner /foundation stage session planners Phonics Planners Guided Reading Planner Group assessment records* Whole Class Monitoring sheets* Additional adult communication and feedback sheets * Proformas are suggestions only Guidance to students: Remember you need to use the proformas provided for planning. You may add to them, but all the section/subheading used on our proforma must remain. You cannot take anything away. The monitoring and assessment proformas are suggestions only. You can devise your own.

9 Professional Development and Review
Contextual analysis The school Your base class Targets from previous placement A Key Issue – relating to the specific context of this school Weekly reflection/review Progress made against initial targets and key issue Next steps against each of these New learning – staff meetings, parents evening, school visit, opportunities to work with other professionals etc. New targets arising from RoLOs Progress Towards the Standards

10 How the students are monitored and assessed
RoLOs 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 /Good Pass, Requires Improvement or Fail and graded 1-4 The Grading Criteria – now an integral part of the SBT Report but also available as a separate document to be used on a regular basis throughout the placement to support progress through target setting. RoLOs – minimum 1 RoLO complete per week core sub a week + regular foundation sub observations . Focused. The focuses are Phonics and early reading (contained in the Phonics Handbook); misconceptions in mathematics; response to individual differences including SEN & EAL; cross-curricular teaching; THE STUDENT NEEDS TO BE OBSERVED TEACHING PHONICS AT THREE STAGES THROUGHOUT THE PLACEMENT USING THE SPECIFIC ROLOS IN THE PHONICS HANDBOOK. AN ALERNATIVE ROLO WILL NOT DO as they do not provide the focus and guidance that has been developed specifically for this purpose There is clear guidance on how the Interim and Final SBT grade will be determined – inside SBT Report. Focused: The Grading Criteria break each Standard down into its component parts Differentiated: This means that a grade 1 in year 2 in not the same as it is in year 3. This is to ensure that all year groups have the opportunity of being an excellent student at that stage in their training. It also means that maintaining the same grade = progress. It also means that on the odd occasion students slip downwards. This is not something to be overly concerned about. Grades are specific to the requirement of the placement.

11 Phonics The Block Placement In Addition
All students HAVE to teach phonics (even if you are in KS2!) You will have a Professional Training & Development Handbook For Teaching Phonics A member of the English teaching team will be able to give the input a guidance on the MINIMUM requirements for this and how IT MUST be completed! Liz Martindale to deliver this at Crewe.

12 Dealing with absences appropriately
The students have been given the following guidance: If you know that you are going to be absent, negotiate this with the school and inform your MMU Tutor If you have an unexpected absence you must Contact the school YOURSELF as early as possible Keep the school informed on a daily basis Ensure that you have left a copy of your plans for the week with the teacher Contact the Placements Office and your MMU Tutor See page 6 in the handbook which is available on the Partnership website, for contact details and a reminder of procedures. “Exceptional Factors” are not required for SBT! You will, however, need a doctor’s note if you are absent for more than five consecutive school days. A cumulative absence of more than five days will need “making up” in order for the student to meet the minimum requirement in terms of days in school.

13 Key areas of focus for BA3 SBT
Training and Professional Development Guide: Teaching Phonics Core unit assessment – planning and delivering a creative scheme or work/unit Assessment – using this effectively to have a positive impact upon children’s learning.

14 What does an outstanding Y3 student look like in terms of assessment?
It starts at the planning stage! You must clearly identify who, what, when and how you are going to assess throughout the lesson. Include key questions that are differentiated to match the individual abilities within your class. Make sure that you are using the Additional Adult feedback sheets so that you are aware of the progress and learning/achievements of children who have been supported by another adult. Annotate your lesson plan immediately after delivering the session and/or add post-it-note observations. In your lesson evaluation make sure that you comment specifically on the progress/learning of key individuals and/or groups. Remember to include the information from the additional adult feedback.

15 And then … In your evaluation clearly identify the next steps that all children will need to take and how/when this will happen. Transfer information onto the whole class/group monitoring sheets – available electronically on the Partnership website. You may want to adapt this to suit your class/context/needs. Use this information to complete and/or adapt the prior knowledge section of the subsequent lesson plans. Annotate your next lesson plan to show how and why you have adapted this plan in the light of your assessments and evaluations – this is very good practice! It shows that your plans are working documents and provides clear evidence of assessment informing planning!

16 Finally … The quality of evidence of children’s work in your assessment file may be graded as follows: 3/RI – limited examples of children’s work with some annotation. Some examples of monitoring sheets but no clear indication of how these are impacting on learning. 2/G – A range of examples of children’s work with some meaningful annotations that comment on the learning that took place in the lesson and that shows that you understand how learning takes place. Monitoring sheets will have been used consistently and have some commentary evident on them. 1/O – A comprehensive range of examples of work across curriculum areas, demonstrating the qualities above, identifying next steps. We would expect to see a several examples for individual children or groups which demonstrate clear progression and can also be linked back explicitly to lesson plans and class/group monitoring sheets. These monitoring sheets will have implications or next steps identified on them. Assessment files should also contain clear evidence of the school’s assessment policy and assessment practices that you have engaged with, e.g. APP You need to be able to take ownership of this process and be prepared to discuss how assessment has informed your planning and has had a positive impact upon the children’s learning.

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