1. University of Brighton Primary Twilight Meeting WELCOME BA Hons Primary Education Year 2 Placement Thank you for hosting students on placement

2. University of Brighton Year 2 Students BA Primary:  Have had an 8 week paired school placement in Year 1  Have a developing subject knowledge  Have just begun subject study  They are a work in progress!

3. University of Brighton Experience so far… Spend a few minutes talking together about your experience to date…  Year 1 student placement and mentor career experience  Specific areas of expertise that can be offered by the school and student  Hopes and aspirations of the student and school  Student subject specialism / school curriculum priorities  National priorities

4. University of Brighton Expectations for all students (p15) Each student will have ‘Contact Task’ time building up to 75% of the timetable. During the 75% contact time they will engage primarily with:  Teaching and leading learning with the whole class  Focus group teaching and assessment within the class 25% of the time is designated as non-contact and should enable students to:  Assess and record pupil achievement  Evaluate pupil learning and their teaching  Plan future learning  Reflect on personal progress and update their ITDP and files This time should be clearly timetabled and carried out in school at times agreed with the class teacher

5. University of Brighton Expectations (p19) Students in KS1 and KS2 are expected to have the opportunity to teach:  Maths; English (including SSP); Science; ICT  Negotiate to teach Physical Education* plus a maximum of two other subjects chosen from: History, Geography, Art & Design, Design & Technology, Music and Religious Education.  * PE must not be taught unsupervised! A teacher must be present.

6. University of Brighton Expectations (p19) Students in a Foundation Stage Setting are expected to have the opportunity to Engage learners in: The three prime areas of learning and development : communication and language; physical development; personal, social and emotional development Support learners in: The 4 specific areas of : literacy, mathematics, understanding the world and expressive arts and design Any form of physical education must not be taught unsupervised! A teacher must be present.

7. University of Brighton Week by week at a glance Week 1: Team teaching and group work (page 16) Weeks 2 and 3: Working in pairs leading and supporting (page 17) Weeks 4 and 5: Becoming more independent (page 18) Weeks 6 and 7: Working ‘independently’ (page 18) Expectations for Planning and Preparation: see pages above

8. University of Brighton Planning Students are expected to be involved in medium term / weekly planning discussions although lesson planning is often raised as an area for development Please share and critically evaluate this lesson plan In an EYFS setting look at the ‘session plan for adult intended learning’ Critique the planning and consider how it will work alongside the school’s own planning formats

9. University of Brighton AssessmentNumber requiredProformaFilingMore details Profile Child assessments- one child only Individual assessments over the period of the placement (e.g. one per week) Complete the Primary Language Record three times. ‘Child Profile’ document* Section 4 of FileSee page 14 Whole Class assessments At least once a day over the course of the placement. E.g. Series of maths lessons Whole class Records’* Section 2 of file :appended to evaluated lesson plans in file See page 21 Whole class profileOngoing throughout the placement. ‘Class Profile’*Section 5 of FileSee page 22 Assessing Pupil Progress: Expectations *Downloadable from studentcentral NB. Please ensure that all information is anonymous

10. University of Brighton Profile child: documentation Students can access these via Student Central, Forms For Your Files : School Placement

11. University of Brighton Whole Class Records Assess and record achievement of whole class for one lesson each day This should provide an overview achievement for the whole class in relation to the LOs Please attach the assessment to the relevant lesson plan Subject/area of learning: Date: Learning objective (s) Group ‘Names’ Please assess each group’s achievements) Commentary: To what extent have the learning objectives been achieved by this group? Note anything of significance about attainment e.g. individual children Ways forward: What are the ways forward for the group and /or specific individuals? Green GroupIn relation to LO1 this group... In particular, TP and SY showed... In the next lesson this group needs to... TP needs to.... Red GroupIn relation to LO1 this group... In particular, AA showed... This group needs to develop the skill of.... Blue Group Assessed by TA In relation to LO1 this group...In the next lesson, TI needs to Purple GroupIn relation to LO1 this group... Pink GroupIn relation to LO1 this group... ST and FS showed... Etc

12. University of Brighton Planning and Assessment File : Section 5 Class Profile YearNameLearner’s Profile 3LGood reader- confident with good understanding. Can lack confidence in other areas of work. 3JMild hearing impairment: may affect attention control & participation in class. Strong in maths (number) 3BGood practical skills (model making/ 3-d shapes’ puzzles). Less confident with recorded tasks. Enjoys problem solving in science 3SPrefers to work by himself. Interested in factual information but less motivated during group activities. V strong in formal maths but finds it difficult to apply skills to problems. Confidential Start on first day and develop over course of placement

13. University of Brighton Mentor Responsibilities 1. Student Induction  Awareness of school policies and protocol  Safeguarding policies and key staff 2. Mentoring To enable each student to make maximum progress through:  Regular meetings (weekly) to agree, monitor and challenge ITDP/action plan. Overview of ITDP is in file, specific detailed action plans in student’s e-portfolio  Completion of three formal observations (one of which is shared with the placement tutor), provide lesson grade, written and verbal feedback (PA form PIE Handbook p.82)  Identifying opportunities for meeting targets  Monitoring file and e-portfolio on a weekly basis and meeting with student each week to discuss progress (student to keep record of meeting)  Completion of placement paperwork PB (Interim) and PC (Final) to capture the achievements of individual students *

14. University of Brighton Prior to an observation and on a weekly basis, look in student’s e-portfolio :  IDTP/Action plans and weekly evaluations: what are the current priorities for this student? Is there a link between the two?  How do these reflect the feedback provided so far?  Is the student being proactive in setting targets and developing actions? As part of an observation and feedback:  Observe lesson and use ‘Lesson Observation Criteria’ (p 27-28) to guide your judgement. Record grade and formative feedback on PA form  Sample a sequence of lesson plans, class assessments and evaluations- does lesson evaluation and assessment inform future planning?  Ask student to talk about their profile child and share their assessments for this child.  Check student’s progress in relation to key Placement Tasks e.g. phonics A few reminders:

15. University of Brighton Planning & Assessment File Section 1: ITDP/Action Plan This overview needs to be reviewed and up- dated weekly in the e- portfolio and an updated copy printed out and in file each week. The Action Planning tool in e-portfolio is then used to produce specific action plans to develop these actions Targets linked to specific standards (identified prior to the placement) Actions (negotiated with the mentor at the beginning of the placement and reviewed / amended at weekly intervals) Review DateFurther action needed To establish a clear, positive ethos to classroom discipline TS1 TS7  Find out children’s needs and interests  Find out about school behaviour management policies  Develop methods of proactive behaviour management Week 2Need to work on my use of body language and positioning when resolving conflicts between pupils

16. University of Brighton Professional Development Tasks  Behaviour Task (page 11)  Phonics Task (pages 11-12)  Primary Languages Task (page 12)  SEND Task (page 13)  EAL Task (page 14)  Profile Child (page 14) Talk together about each of the tasks explained in the handbook and consider how to achieve these:  Student: Previous experience, confidence and knowledge  School: How the school can facilitate engagement with these and develop students’ competence and confidence

17. University of Brighton A few reminders: Role of university placement tutor  Quality Assurance and support for mentor decisions  Two visits : First one for joint observation with mentor. Second for e-portfolio, paper file check and to agree placement grades Absence from placement  Three or more consecutive days- doctor’s certificate sent to PO  More than five days total absence- usually results in failed placement  See PiE Handbook and Agreement page 47

18. University of Brighton A few more reminders: Cause for Concern (PD form PIE handbook p.86)  Please let us know of any students causing concern prior to interim grades if possible so that appropriate support can be put in place Grading descriptors  Students can be graded ‘High’ in the context of a Year 2 placement.  To help inform/confirm judgements and set targets throughout the placement  Highest grade is ‘High’  Use the grading descriptors in your handbook (pages 29-34) to inform your judgements.  Use these as a best fit model. May be useful to highlight the descriptors on an ongoing basis and/or at the interim/final stage.

19. University of Brighton Year 2 Placement: Interim and Final Reports Friday 1 st March Interim evaluation completed and Form PB returned to the Partnership Office. Friday 22 nd March Final report completed and Form PC returned to the Partnership Office.

20. University of Brighton Any Questions?