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BA (Hons) Primary Education

BA (Hons) Primary Education. Year 1 School Based Training 2015-2016. Corinne Woodfine BA1 School-Based training unit Leader. Placement documents . Primary Partnership website https://www2.mmu.ac.uk/primary/partnerships/resources/

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BA (Hons) Primary Education

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

  2. Corinne WoodfineBA1 School-Based training unit Leader

  3. Placement documents • Primary Partnership website • https://www2.mmu.ac.uk/primary/partnerships/resources/ • For schools: Mentor checklist, RoLOs, SBT report, SBT Handbook, paired/pod guidance, mentor meeting record. • For students: Planning, assessment, SBT tasks, SBT Handbook, paired/pod guidance, EYFS block guidance, Grading Criteria, Mentor meeting record

  4. Placement Headlines

  5. Absences: What we tell the students: • Handbook pg. 7 • If you already know that you are going to be absent, negotiate this with the school and inform your University SBT Tutor and Personal Tutor. Inform the Placements Team. • If you have an unexpected absence you must: • Contact the school YOURSELF by TELEPHONE as early as possible (8.15 at the latest). • Keep the school informed on a daily basis. • Ensure that you have left a copy of any of your plans with your class mentor. • Contact the Placements Team, your University SBT Tutor and Personal Tutor. You will need a doctor’s note if you are absent for more than five consecutive school days. Absences that total 4 or more days will require time making up in school.

  6. Day visits requirements • Handbook pg. 8 • 2 day visits per age phase (EY,KS1,KS2) Students to: • Get to know classes with lots of observing, discussion and note taking. • Arrange to plan and teach a lesson to the whole class (as a minimum) in both mathematics and English for at least part of the lesson. • Observe an adult leading an activity in EYFS during one of the two day visits in EYFS. (Proforma: Appendix 4)

  7. TheBlock Placement • Teaching requirements = Progressive • 10% = file time (planning, evaluating, reflecting on progress etc.) • 40% = professional development (observing other year groups, working on University tasks, making observations of children, display work etc.) This needs to be specifically timetabled. • 10% = half a day

  8. Up to interim requirements • Handbook pg. 8-9 Students to: • Arrange to plan and teach a lesson to the whole class (as a minimum) in mathematics, science, English and a foundation subject (of choice) for a whole lesson. • As a pod of students observe, jointly plan with the Class Mentor, deliver and evaluate at least one PE lesson. • EY focus week/ alternative setting focus week: tasks to complete • (Additional Guidance for those students based in EY for block on website).

  9. Up to final requirements • Handbook pg. 8-9 Students to: • Arrange to plan and teach 50% of the time to the whole class in mathematics, science, English and a range of foundation subjects • As a pod carry out the lesson study activity to develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer. Plan and coordinate a rolling programme for this activity. • EY focus week/ alternative setting focus week: tasks to complete

  10. Teaching Requirements Planning: Handbook pg. 12 • Planning proforma on the Primary Partnership website Students need to: • Plan for differentiation - be specific! • Plan for additional adults – in all taught sessions. Share this and gather feedback relating to children’s learning. • Separate EYFS planner.

  11. Teaching and Assessment Students must: • Discuss and complete a detailed evaluation of each lesson they teach – comment on the impact on the children’s learning, their professional development AND the next steps for both children and themselves. (Proformaon the website) • Gather samples of children’s work – mark and annotate • Ensure consistent use of the Additional Adults Feedback sheets • Assessment of children’s learning need to start to inform student’s future planning and teaching as the block develops! • Students are not be afraid to write on/annotate existing plans – this shows that they ARE practical, working documents – we like this! They don’t need to type everything!

  12. SBT Tasks All students will have a Professional Training & Development Handbook For Teaching Phonics and Number. All students HAVE to teach phonics (even if you are in KS2!) They can use their EYFS day visits and focus week to carry out tasks. One is a formal observation of the student teaching phonics. They need to complete all the Year 1 tasks before the end of the block. This includes any relevant tasks from the EAL portfolio (found on BA1 SBT Moodle page).

  13. How are students monitored and assessed? • RoLOs • Focused and regular – at least one a week in addition to the phonics RoLO. • Phonics RoLO separate and specific. There is one of these in the Phonics PT&D Handbook. • SBT Report • Two assessment points: interim and final • Overall assessment: Outstanding-1, Good Pass-2,, Requires Improvement-3 or At Risk of Failure-4. There is clear guidance in the SBT report as to how the overall grade will be determined.

  14. How are students monitored and assessed? • Grading: Students need to: • Use the Grading Criteria • Involve themselves in their assessment • Ask where they are up to. Note evidence on the grading criteria to show at which level they think they are operating at • Discuss what Class Mentor needs to see to demonstrate they are meeting the Standards. • Structure weekly reflections around the grading criteria. • HAVE A REGULAR SLOT WITH THE Class Mentor TO MEET AND REVIEW PROGRESS. Use proforma on Primary Partnership website. • Understand that this is not something that happens to them– THEY ARE PART OF THE PROCESS! • There should be no surprises

  15. Interim Report • Draft report produced by Class Mentor based on meetings with students prior to discuss evidence of progress. • Joint lesson observation (Class Mentor/University tutor). • Review of files: SBT/PDR (Ensure up-to-date). • CM/UT discuss grading criteria and report. • Feedback of lesson to student from CM. Discussion of report grades and targets.

  16. Final Report • Draft report produced by Class Mentor. • Review of files. • CM/UT discuss grading criteria and report. • Discussion of report grades and targets with student.

  17. Grading Students Grade 1 Profile student: 4 or more Grade 1s Grade 2 Profile student: 4 or more Grade 2s Grade 3 Profile student: 4 or more grade 3s is a Grade 3 overall • Fail Profile Student: Grade 4 in ONE or more elements NB: In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome

  18. Graded ‘Requires Improvement’ at interim • Note whether the student is on track to continue to progress (RI on track) or there are some concerns regarding the student’s ability to progress (RI needs support) on front of SBT report. • The SBT Tutor will contact the school via email to check progress a week after the interim visit and this date must be documented on the front of the report in the highlighted box. • Targets and steps to achieve targets with timings must be filled in on report at interim stage. (pg.28 of SBT report) • If student is not making sufficient progress, using evidence from the grading criteria, student is either put At Risk of Failure or detailed RI pro forma used. Decision to be discussed with SBT Tutor and Class mentor and then shared with the student.

  19. Graded ‘At Risk of failure’ • Performance concerns discussed with students asap • School makes contact with University Tutor • Issues documented on RoLOs/Interim report • If Interim grade is ‘At Risk of Failure’, a form will document clear targets and timescale • Special support arrangements apply

  20. FAQ: Click here to find out the answers! • How do I organise the focus week? • Can the PE task be carried out in EY? • When will the interim/final visit be as we start back later after the Easter holidays? • I have 2 or 3 students in my class. How do I organise their timetable for the block? • I am concerned about the progress/ professionalism of one of the students. What should I do?

  21. Thank you! • For hosting the BA1 placement • For supporting the professional development of our teachers of tomorrow • For your commitment to mentoring the students so that they can achieve their full potential • For attending today’s briefing – we hope that you’ve found it useful. • Any questions? C. Woodfine@mmu.ac.ukor primaryplacements@mmu.ac.uk

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