Transcript No Slide Title

Primary
Twilight
Meeting
BA Hons Primary Education
Year 2 Placement
WELCOME
Thank you for hosting students on placement
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!
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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
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
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.
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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.
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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
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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
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Assessing Pupil Progress: Expectations
Assessment
Profile Child
assessments- one
child only
Whole Class
assessments
Whole class profile
Number required
Individual assessments over
the period of the placement
(e.g. one per week)
Complete the Primary
Language Record three times.
At least once a day over the
course of the placement.
E.g. Series of maths lessons
Ongoing throughout the
placement.
*Downloadable from studentcentral
NB. Please ensure that all information is anonymous
Proforma
Filing
More details
‘Child Profile’
document*
Section 4 of File
See page 14
Whole class
Records’*
Section 2 of file
:appended to
See page 21
evaluated lesson
plans in file
‘Class Profile’*
Section 5 of File
See page 22
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Profile child: documentation
Students can access these
via Student Central,
Forms For Your Files :
School Placement
University of Brighton
Subject/area of learning:
Learning objective (s)
Group ‘Names’
Please assess each group’s
achievements)
Green Group
Date:
Commentary:
To what extent have the learning
objectives been achieved by this
group?
Note anything of significance
about attainment e.g. individual
children
In relation to LO1 this group...
Ways forward:
What are the ways forward for
the group and /or specific
individuals?
In the next lesson this group
needs to... TP needs to ....
In particular, TP and SY
showed...
Red Group
In relation to LO1 this group...
This group needs to develop
the skill of....
In particular, AA showed...
Blue Group
Assessed by TA
In relation to LO1 this group...
Purple Group
In relation to LO1 this group...
Pink Group
In relation to LO1 this group...
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
In the next lesson, TI needs to
Please attach the
assessment to the
relevant lesson plan
ST and FS showed...
Etc
University of Brighton
Planning and Assessment File : Section 5
Class Profile
Learner’s Profile
Good reader- confident with good understanding. Can
lack confidence in other areas of work.
Year
Name
3
L
3
J
Mild hearing impairment: may affect attention control
& participation in class. Strong in maths (number)
3
B
Good practical skills (model making/ 3-d shapes’
puzzles). Less confident with recorded tasks. Enjoys
problem solving in science
3
S
Prefers 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.
Start on first day and develop over course of placement
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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
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achievements of individual students
A few reminders:
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
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Planning &
Assessment
File
Section 1:
ITDP/Action Plan
This overview needs to
be reviewed and updated weekly in the eportfolio 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 Date
Further action needed
To establish a
clear, positive
ethos to
classroom
discipline
TS1
TS7

Week 2
Need to work on
my use of body
language and
positioning when
resolving conflicts
between pupils


Find out children’s
needs and interests
Find out about school
behaviour
management policies
Develop methods of
proactive behaviour
management
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
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
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.
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Year 2 Placement: Interim and Final
Reports
Friday
1st
March
Friday 22nd March
Interim evaluation completed and Form PB
returned to the Partnership Office.
Final report completed and Form PC returned to
the Partnership Office.
University of Brighton
Any Questions?
University of Brighton