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Year 1 School Based Training

Becoming A professional. Have experience across all three key stages; Develop an understanding of the multiplicity of roles within the primary school; Observe quality teaching of English, Mathematics and Science; Understand how Computing (ICT) is integrated into the core curriculum;

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Year 1 School Based Training

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  1. Becoming A professional • Have experience across all three key stages; • Develop an understanding of the multiplicity of roles within the primary school; • Observe quality teaching of English, Mathematics and Science; • Understand how Computing (ICT) is integrated into the core curriculum; • Gain experience of Early Reading & phonics (phonics booklet) • Gain experience of Early Mathematics (mathematics booklet) Year 1 School Based Training

  2. Participate in group and then whole class teaching; • Observe and evaluate how the school engages and motivatesits children and manages their behaviour; • Develop an emerging understanding of what information can be gleaned about children’s learning from observing individuals and groups of children; • Develop an understanding of how professionals work and from this develop their own professional identity; • Explore and engage in the wider life of the school;

  3. Being a Reflective Teacher

  4. Dates

  5. Placement Requirements Autumn Term - Day Visits • Students to identify Personal Development Targets with the School Mentor • Set up SBT file • Get involved • Work with small groups of children at the outset • Gain some experience in the EYFS • Plan and teach a section of a lesson to the whole class (as a minimum) • Arrange to complete all required tasks for this stage of the placement

  6. Placement Guidance It is essential that the students read and understand the guidance on placement which are accessed from the partnership website: www.mmu.ac.uk/education/partnerships/primary • Key features about the placement • Preparation and focus • Planning and proformas • Checklist for SBT file Students are directed to look out for updates and messages on Moodle.

  7. Spring Term - Block 1 (and day visits) • Plan and teach at least part of a lesson to the whole class in both Mathematics and Literacy (as a minimum) • Talk about learning – discuss the planning-teaching-assessment cycle • Respond to targets from 2 RoLOs (Record of Lesson Observation) one per week of the block and set new targets for next block • Completion of all relevant SBT tasks to this stage of the placement

  8. Spring Term - Block 2 • Plan and teach a lesson to the whole class in English, mathematics, science and a foundation subject (as a minimum). Students are advised to try to plan and teach a short sequence of lessons if it is possible and they are ready. • Participate in the lesson study approach with other members of the pod (see notes below slide for details) • Discuss individual children’s learning • Respond to targets from each RoLO • Complete a weekly reflection including progress towards meeting standards and identified targets • INTERIM REPORT • Discuss Interim Report and set new targets for next block

  9. School Based Training Tasks Autumn & Spring term day visits and Blocks 1 & 2 • Science Task • BBT Task 1 • BBT Task 2 • Specialism 1 • Specialism 2 • Phonics and E.R. Booklet - set tasks for each year • Early Mathematics Booklet - set tasks for each year • EAL Booklet - ongoing • Language Booklet - ongoing See SBT Task Booklet

  10. Interim Report and Joint Observations • Takes place in Block 2 • University Tutor visits the school to talk with the teacher and Mentor about student’s progress and discuss the interim report • Class Mentor/Professional Mentor and University Tutor will do a joint observation (20 -30 minutes) • SBT files are checked for: quality of the planning, assessment and evaluation. Evidence of reflection of progress against SBT focused targets. Also SBT tasks are checked • A judgement will be made against the standards. The interim report will be shared with the student with clear targets to develop

  11. Summer Term - Block 3 • Plan and teach 50% of the weekly timetable to the whole class across the curriculum which will include English, mathematics, science and a range of foundation subjects. (In some settings eg. EYFS this may be teaching groups of children.) • Begin to use a range of assessment strategies (AfL) • Respond to targets from RoLOs and continue to complete weekly reflections • Ensure SBT and PDR files are complete • FINAL REPORT • Discuss Final Report and set new targets for placements in year 2 • Complete electronic evaluations

  12. The PDR Process Overview - Six sessions of PDR Whole Cohort Session - 3rd November – Introduction to PDR University Tutorials • Tuesday 4th November: Introductory session – meet tutor and group • Week beginning 1st December • Week beginning 12th/19th January* • Week beginning 11th May School Mentor • Week beginning 12th or 19th January* • Week beginning 16th / 23rd March • During block 3 *Tutorial in school with school mentor and University tutor

  13. Teachers’ Standards (2012) • The Standards that the Year 1 students will be working with are: • 1 a, c • 2 b, d • 3 a, c, d, e • 4 a, b, d • 5 a, c • 6 d • 7 a, b, c, d • 8 a, b, e Students must: • Remember to gather evidence to demonstrate that they are engaging with the Standards. • Students are now compiling a portfolio of evidence of how they are engaging with each Standard. This goes beyond, but can also include, evidence from Record of Lesson Observations (RoLO) and/or Interim and Final Reports. • Students have received guidance on some examples of how they might provide examples for their PDR portfolio.

  14. Guidance given to students in their first SBT briefing on Professional Values and Practice: • Make a good first impression • Have high standards of dress and conduct. You want to be seen as a professional so act, dress and speak like one. • Arrive at school by 8.15 and expect to stay behind after school • Inform the school, university and your tutor of any absence as early as possible (definitely before 8.30am) and preferably before the day. • Work as part of a team

  15. Guidance given to students about how they can get involved • Be involved in playground duty and assemblies • Be involved in INSET days and staff meetings (where appropriate) •   Study school policy documents •   Shadow the class teacher talking to parents/carers •   Attend a parents’ consultation when acceptable to the Head •   Experience a visitor to the class or a class outing •   Be involved in a lunch time or after school club and school functions

  16. Final Report • The decision is a joint one made between the school mentor and the university tutor • This decision is made from evidence against the standards using the grading criteria. • Examples of where this evidence is found is through RoLOs, teacher comments, planning, evaluations, weekly reflections and notes in the SBT file

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