1. BA (Hons) Primary Education Year Two School Based Training Briefing 2015-2016

3. Year 2 SBT Headlines 2 distinctly different placement experiences with the SEN/Inclusion experience/focus now incorporated within the main block placement KS3: 7 day visits carried out on Fridays - 7 th November to 18 th December ’15 – Students work with individual or small groups of Year 7 and/or 8 pupils on developing their reading skills. – Preparation for this will take place in Core English sessions and will be followed up in post placement English sessions. 9 week block placement – Monday 11 th January to Friday 18 th March ’16 Paired Placement – separate guidance available for students, mentors & tutors with examples of how the teaching percentages can be achieved. Interim Report wk 27 (week beginning 1 st February ‘16) – 40% whole class teaching & 10% team teaching/group work by Interim. Mainly focusing on Core Final Report wk 33 (week beginning 14 th March ‘16) – 60% mainly whole class teaching. Focusing on Core and two Foundation areas (or the EY equivalent) Please note that students will also return to University for one day in the week following interim. They will have a PDR meeting to revisit targets and re-write action plans on this day.

4. Important Dates Class Mentor briefings: Brooks – Tuesday 12 th January ’16BR103.00 to 4.30 pm Crewe – Wednesday 13 th January ’16FW.203.00 to 4.30 pm Various cluster based sessions during the weeks beginning 11 th and 18 th January ‘16. Please encourage your Class Mentor to attend one of these various opportunities. Interim Report w/b 1 st February ‘16 PDR Tutorial – following Interim Reports Crewe – Wednesday 24 th February Manchester – Friday 26 th February Senior Moderation visits: w/b 7 th or 14 th March ‘16 Final Report w/b 14 th March ‘16

5. Dealing with absences appropriately 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 7 in the handbook which is available on the Partnership website, for contact details and a reminder of procedures. You will need a doctor’s note if you are absent for more than five consecutive school days. Absences that total 5 or more days will require time making up in school. You will need to apply for Exceptional Factors (click to follow the Exceptional Factors link to the guidance) if you have an absence that will impact on your placement being delayed in any way and at any stage, i.e. if you are not able to complete your placement at the scheduled time.

6. *Placement Requirements All documentation is electronic and available on the Partnership website – see link below. Available at www.mmu.ac.uk/education/partnerships/primary In addition to the BA2 SBT Placement Specific handbook, there are documents that are generic to all placements AND ones to support you with many aspects of this placement. Familiarise yourself with what’s available.

7. Student Requirements Page 8 of the Placement Specific Handbook spells out what is required and expected in the Y2 placement. Page 10  gives the specific requirements, which are planning, teaching & assessment, confidentiality and evaluation. Pages 12 - 15 outline the requirements and processes for each stage of the placement Make sure that you are familiar with these pages!

8. PE – Teaching Requirement Observe the teaching of PE – use the observation pro forma with prompts to support you with this. Plan at least one lesson for PE and teach this to the whole class or a group If your school employs a professional company to teach PE, negotiate some time to plan and prep with personnel and then teach your lesson. (This may be done in conjunction with the person from the professional company). If you have the opportunity to teach PE on more than one occasion, this would be excellent development for you.

9. SEN & Inclusion focus: Equivalent of five days AFTER the Interim Report either as a one week block or spread over two weeks. For students graded as RI or ARoF, the latter option is strongly recommended. The focus links very closely with the BA2 Teaching Studies unit. Sessions prior to placement will help to prepare the students for the five aspects. Sessions following placement and the final unit assessment will link directly to the students’ learning from the focus. The appendix in the SBT handbook give clear guidance on the content for each day of the experience. The five days are set out as: – Focusing on a child – Working with the Class Teacher (these two days need to take place simultaneously) – Working with the SENCO – Working with Support Staff and – Working with Parents. If the students have the opportunity to visit a special school that the placement school has links with, then this would be a beneficial addition to this focus. It is not, however, an essential element.

10. Other links between University studies and SBT Core: “In preparation for your Year 2 placement critically consider the range of assessment strategies that you could use to inform your planning and teaching in at least one of the core subjects. Consider personal challenges, relating to assessment, that you may encounter on your next placement and discuss how you plan to overcome these including reference to dialogic or experiential teaching styles. Include an action plan demonstrating how you will respond to these challenges.” Part 2 will be supported by evidence from your SBT via your assessment target on your Action Plan and your weekly reflections, where you will evaluate the impact of the planning, teaching and assessment cycle on the children’s learning and your own professional development Submission: Monday 22 nd February Specialisms: Make notes on how teachers deliver your specialism areas In an inclusive way.

11. Before you begin your block placement: 1. Ring the School and introduce yourself. 2. Write a letter of introduction to the Head Teacher and email it to the school. Also, make copies for the School/Professional Mentor, your Class Mentor and include a copy in your file for your MMU tutor. 3. Familiarise yourself with the context of the school: – Raise Online – School’s website – Ofsted 4. Set up your SBT files – use the checklist in the handbook to help you. 5. Have your draft SBT Action Plan ready to share with your Mentor.

12. The Block Placement Teaching requirements = Progressive See pages 12-13 as to how this will develop across the placement. 50% by the interim visit 60% by final report 10% = PPA time (preferably with your class mentor) 10% = file time 20% = 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 your Phonics Workbook observing other teachers in other classes/age groups – in particular where they are a leading teacher in a curriculum area that you need to develop in or where you have an SBT target related to.

13. -There is no longer a specific MMU planning pro forma! You will be able to use your school’s planning format or create your own! There is, however, specific guidance of what should be included in a good lesson plan. There is an example planning format that you can use and/or adapt. See the Partnership website. -Plan for differentiation - be specific! -Plan for additional adults – in all taught sessions where they are supporting & use the Additional Adult Communication sheet and the Additional Adult Feedback sheet. Planning

14. –Discuss and complete a detailed evaluation of each lesson you teach – comment on the impact on the children’s learning, your professional development AND the next steps. See the Planning and Evaluation guidance on the Partnership website to ensure that your evaluations are reflecting on all the key aspects. –Use Group Assessment Records –Gather samples of children’s work – mark and annotate –Develop and complete Whole Class Monitoring sheets in each of the Core and Foundation subjects that you are delivering –Ensure consistent use of the Additional Adults Communication and Feedback sheets Your SBT tutor needs to see exactly how your assessments are Informing your future planning and teaching! You MUST write on/annotate your existing plans – this shows that they ARE working documents – we like this! Teaching and Assessment

15. Use this guidance from the document on the Partnership website to support effective evaluations: Have all the children met their objectives? Where is your evidence to support this? If not, why not? – Was the planned learning experience linked effectively to the learning intentions? – Was it appropriately matched (ability/needs of the children/class organisation)? – Were your suggested strategies appropriate? – Was the pace appropriate? – Was your subject knowledge sufficient/secure to meet the needs of the children? – What was the impact of your teaching on the children’s learning? – What misconceptions were there and how did you address these? What were the strengths of your teaching/areas for development? Link these directly to your targets from RoLOs/PDR You should be able to use this information to feed into your Weekly Reflections. Next steps for children/subsequent sessions. This information should be carried over and included in your “Prior Knowledge and Understanding”. Include the initials or first names of individuals or groups of children who you will need to focus on in the next lesson and indicate on your lesson plan exactly where and how you will follow this up. Evaluating your lessons/sessions

16. 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!

17. Assessment target – post Interim actions As part of your Interim Report you will be set a target that specifically relates to assessment. Within two weeks of your Interim report you will need to: Discuss with your Class Mentor how exactly you need to be addressing this target in order to impact on the children’s learning and progress; Observe your Class Mentor in a lesson early in the week, where they are modelling for you how you should be acting on your target; After this observation, discuss with the Class Mentor your understanding of what you saw them modelling and how this impacted on the children’s learning; Apply what you have seen to your planning, teaching and assessment with immediate effect; Arrange for your RoLO in that week to focus on how you have demonstrated the impact of this process on your development and what steps or actions you need to take subsequently to further enhance this.

18. All students need to plan and deliver phonics sessions, even if you are in KS2. You can use your Professional Development time to observe phonics sessions and some of your teaching percentage to deliver sessions. Don’t forget to get the relevant page in your handbook signed by your mentor towards the end of the placement. Check whether your placement school has any pupils who have EAL. Look for opportunities to work on the relevant tasks and activities. You will need to demonstrate by the end of Year 3 that you have interacted with the EAL Portfolio and that you are well prepared to meet the needs of EAL learners. Professional Training & Development Handbooks and the EAL Portfolio

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

20. How are you monitored and assessed? RoLOs Focused and regular – at least one a week in addition to the phonics and/or maths RoLO. In a paired placement, your mentor will use two different formats – the traditional format and the grid RoLO. They will complete the traditional format for student A in the first week of teaching and the grid format for student B. In the second week student A will receive the grid RoLO and student B will receive the traditional format. This pattern will continue for the duration of the placement. 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. Mathematics RoLO – separate and specific. In the mathematics PT&D Handbook 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 deterimed. Final Report Overall assessment: Outstanding /GoodPass, Requires Improvement or Fail and graded 1-4

21. How will I know how I am getting on? Review of this week’s progress: *Lesson evaluations *RoLOs *Informal discussions throughout the week *Weekly Mentor meetings *Regular review of the Grading Matrix Weekly Reflections: *Progress made against each SBT target/Key Issue * New learning opportunities *Targets from this week’s RoLO & discussions with the mentor Next steps for next week  Keep this in the forefront of your mind by adding them to planning documents where appropriate

22. Grading –Use the Grading Criteria –Involve yourself in your assessment Where are you up to? Where do you want to go? What does your CT and/or Mentor need to see to demonstrate you are there? This is not something that happens to you – YOU ARE PART OF THE PROCESS! Engage with it and you will see the difference. There should be no surprises!! *How are you monitored and assessed?

23. And finally…. ENJOY YOUR PLACEMENT! And keep in touch – email me with your news, micro successes, surprises, great ideas – send photos to share….. e.martindale@mmu.ac.uk