Transcript The Future of Primary Programmes in the IoE

BA Primary Year 2
School Based Training.
Thank You
The Journey So Far…
Last year, each student spent a year in a “pod” of
three students in a single school.
Over the year, they had day visits and three blocks,
each in a different year group. The students
progressed from observing children and teachers, to
group, and then whole class, teaching.
Year 2
School Based Training so far:
• So far, all students have completed a nonassessed placement in a KS 3 setting, looking at
issues surrounding transition from KS2 to KS3,
and focussing on reading recovery strategies with
an individual child.
• They have also completed a non-assessed 2
week SEN placement.
Year 2
Units of Study…
• Core 2 with a focus on Assessment
• Teaching Studies
• Foundation Subjects
• Specialism
Important Dates
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Preparation Week
Monday 3rd March - Friday 7th March 2014
Contact with University Tutor
By 7th March
Block Placement
Monday 17th March - Friday 4th April and
Monday 28th April – Friday 23rd May 2014
The School Tutor Briefing
Wednesday 26th February at 2.30 pm and Monday 3rd March 4:30 pm
Interim Report
w/b 31st March 2014
PDR Tutorials
Friday 2nd May 2014
Final Report
w/b 19th May 2014
Placement Handbooks
Handbooks
All handbooks are now electronic and are available on
the Partnership website – see link below
There are 2:
BA2 SBT Handbook 2013 -2014 Specifically relates to this
placement
Generic SBT Handbook -Relates to all undergraduate
placements
Available at
www.mmu.ac.uk/education/partnerships/primary
Support for Students
• School Tutors (Class Teachers), Mentors and University
Tutors provide support for students.
• An overview of their responsibilities is provided on p15 –
17 of the handbook
• The School Tutor provides the main support eg. guidance
on teaching, RoLO
• The University Tutor has an important
monitoring/moderating role
The Placement Week by Week
Week 2
50% teaching, 20% whole class, 30% team/group
Focus: Core
Week 3
50% teaching, 30% whole class, 20% team/group
Focus: Core
Week 4
50% teaching, 40% whole class, 10% team/group
Focus: Core
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The Placement Week by Week
Week 5
60% teaching, 40% whole class, 20% team/group
Focus: Core plus 2 Foundation subjects
Week 6
60% teaching, 50% whole class, 10% team/group
Focus: Core plus 2 Foundation subjects
Week 7
60% teaching, 50% whole class, 10% team/group
Focus: Core plus 2 Foundation subjects
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The Placement Week by Week
Week 8
60% teaching, mainly whole class
Focus: Core plus 2 Foundation subjects
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The Block Placement
•Teaching requirements = Progressive
•50% by the interim visit
•60% by the final visit
•10% = file time
•30% = professional development
File and Professional Development Time
• 10% of your timetable is allocated to file time
(planning, evaluating, reflecting on progress etc.)
• 30% should be Professional Development time
(observing other year groups, working on
University tasks, making observations of children,
display work etc.)
Preparation Phase
All the requirements for this phase are on pages 11 and 12
• Get to know the class with lots of observing, discussion and
note taking
• Discuss with school tutor / mentor about the school’s
approach to the teaching of systematic synthetic phonics.
Make notes in the Contextual Analysis and the Phonics
Workbook (more information on this later in the briefing)
• Discuss the lesson / session plans for the class. It is the
student’s responsibility to negotiate a theme for their
scheme of work (series of lessons) which allows teaching in
a creative/cross curricular way.
(I)Contextual
Analysis
PDR Targets
SBT Report
Key Issues
Action Plan
Target Setting
Ongoing
Analysis
Weekly Reflection
of Progress
Identification
Of Action Points
Teaching Requirements
•Planning
You must use the MMU Proforma – see the Partnership
website.
Plan for differentiation - be specific!
Plan for additional adults – in all taught sessions
Separate EYFS planner
In addition, don’t forget your scheme of work for the Core
Assignment.
Phonics
All students HAVE to teach phonics (even if they
are in KS2!)
They will have a Professional Training &
Development Handbook
For Teaching Phonics
How are students monitored and assessed?
• RoLOs As last year, 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 /GoodPass, Requires
Improvement
• or Fail and graded 1-4
Interim Report
• Draft report produced by school tutor
• Joint lesson observation (School tutor/University tutor)
• Review of files
• ST/UT discuss grading criteria and report
• Discussion with student
Final Report
• Draft report produced by school tutor
• Review of files
• ST/UT discuss grading criteria and report
• Discussion with student
Grading Students
Grade
1 Profile student:
4 or more Grade 1s which must include: Professional Practice - Teaching at
Grade 1. No Grade 3s
Grade
2 Profile student:
4 or more Grade 2s which must include: Professional Practice - Teaching at
Grade 1 or 2
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Grade
3 Profile student:
A Grade 3 in Teaching is a Grade 3 overall
4 or more grade 3s is a Grade 3 overall
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Fail
Profile Student:
Grade 4 in ONE or more elements
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In
a situation where a student has a varied profile across the grades, a
professional discussion will inform and determine the overall outcome