School-Based Training 2: SBT2 Weekly Overview and Expectations for Trainees, Exercises of Pedagogy

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School of Education

Inspiring learners, enriching communities

PGCE Primary 3-7 and PGCE Primary 5-

(including School Direct Tuition)

School-Based Training 2

Weekly Overview 2020

Dates and Overview of SBT

In italics are suggested dates by which the progress reviews (PA) and developmental feedback (PK) should be completed, but these are flexible, as long as the progress reviews are reasonably spread out across the SBT period. Trainees should be in class 75% of the day.

The fixed deadlines for submitting the interim (PB) and final assessment reports (PC) to the university are in bold.

Key Dates:

 SBT2: 27th January to 27th March 2020.  University days: Friday 6th March 2020; Whole week beginning Monday 30th March to Friday 3rd April 2020.  SBT2 PB Interim assessment due 28th February 2020.  SBT2 PC Final assessment due 20th March 2020.

Weeks 1-3 reflect the establishing phase of SBT2. The focus of this phase is on knowing the pupils, the school policies and protocol and learning from good practice / other teachers.

Week beginning Monday Tuesday Wednesday Thursday Friday 27 th^ Jan SBT2 SBT2 SBT2 SBT2 SBT PK 3 rd^ Feb SBT2 SBT2 SBT2 SBT2 SBT PK 10 th^ Feb SBT2 SBT2 SBT2 SBT2 SBT PA

Week beginning 17th^ Feb : Half Term self-study.

Weeks 4-5 reflect the developing phase of SBT2, during which trainees become more independent in their planning and teaching whilst continuing to deepen their subject knowledge.

Week beginning Monday Tuesday Wednesday Thursday Friday 24 th^ Feb SBT2 SBT2 SBT2 SBT2 SBT PB 2 nd^ March SBT2 SBT2 SBT2 SBT PK

UBT

Weeks 6-8 reflect the enhancing phase of SBT2. Trainees become increasingly autonomous in their planning, teaching and reflective practice. This includes identifying their areas for development.

Week beginning Monday Tuesday Wednesday Thursday Friday 9 th^ March SBT2 SBT2 SBT2 SBT2 SBT PA 16 th^ March SBT2 SBT2 SBT2 SBT2 SBT PC 23 rd^ March SBT2 SBT2 SBT2 SBT2 SBT

Week beginning 30th^ March : University-Based Training (UBT).

School-Based Training 2 Key Dates, Aims and Learning Outcomes

Module Code & Title

ET682: School-Based Training 2 (SBT2): Embedding Effective Practice. Level 6 20 Credits

Key Dates

SBT2: 27 th^ January to 27th^ March 2020. University days: Friday 6th^ March 2020; whole week beginning Monday 30th^ March to Friday 3rd April 2020. SBT2 PB Interim assessment due 28 th^ February 2020. SBT2 PC Final assessment due 20 th^ March 2020.

Aims

 Provide opportunities for trainees to consolidate and embed practice, gaining further experiences and evidence towards the current Teachers’ Standards;

 Enable trainees to acquire the knowledge, skills and understanding necessary for the professional role of an independent and reflective teacher;

 Enable trainees to reflect upon and critically evaluate their experiences, identifying professional strengths and needs, and setting targets for their continued professional development.

Learning Outcomes

On successful completion of the module students will be able to:

LO1: Use a range of effective behaviour management strategies appropriate to the context and age phase (TS1, TS5, TS7) ; LO2: Plan, teach and evaluate sequences of lessons which demonstrate secure subject and pedagogical knowledge appropriate to the context, curriculum and age phase (TS1, TS2, TS3, TS4, TS5, TS6) ; LO3: Integrate a range of assessment strategies to inform planning, support pupil progress and address the needs of individual learners (TS2, TS5, TS6) ; LO4: Acting on advice and feedback, critically analyse and reflect on professional practice to identify strengths and areas of professional development (TS4, TS8) ; LO5: Actively contribute to teaching teams, take responsibility of a class teacher for 50% time, and work collaboratively with members of staff including planning for the deployment of additional adults. (TS4, TS5, TS8, Part II).

Achieving these learning outcomes will provide evidence towards achievement of the Teachers’ Standards, relative to the expectations of the school-based training period.

Expectations of Trainees on School-Based Training 2

Task / Activity TS SBT

Assessment and Pupil Progress

6, 2, 5 (^)  Widen and embed a range of AfL strategies, showing explicitly in plans and using increasingly consistently in teaching.  Follow school’s assessment and marking policies to give written and verbal feedback.  Attend pupil progress review meetings.  With support of class teacher / mentor, use school data to understand how to identify and plan for under-performing groups. With class teacher support, plan for and lead in-class intervention/focus groups.  Participate in school/year group moderation meetings.

Behaviour Management

7, 1 (^)  Complete 3Rs behaviour audit at start of SBT2, action plan accordingly (SBT handbook Appendix 8).  Follow school’s behaviour policy, identify and adapt behaviour strategies from observing other teachers.  Continue to build and use a wider range of behaviour management strategies, reflecting on their efficacy in a different school environment.

Contact time  75% contact time (not necessarily always in home class), quickly building up to approximately 50% teaching time and 25% class based support / observations (see page 2 for breakdown).  25% non-contact time for professional reflection, updating action plans, planning, preparation, assessment (PPA), etc.

Curriculum, subject and pedagogical knowledge

(^3)  Self-audit curriculum coverage.  Observe best practice in targeted curriculum areas, incorporating learning from these observations in subsequent teaching.  Observe best practice in any curriculum subjects not yet observed in SBT2, including MFL if taught in school.  According to your identified needs, consult with subject leaders, SENCo, senior leaders as appropriate.  Read to continue to widen your own subject knowledge.  Where possible, Primary 3-7 trainees gain understanding of expectations in 0-3 setting and/or lower KS2; Primary 5- 11 trainees gain understanding of expectations in KS3 and/or EYFS.  Complete PE task (SBT handbook Appendix 6).

Disadvantaged Learners

5, 2 (^)  Re familiarise yourself with the Disadvantaged Learners & Pupil Premium bulletin and UoB Supporting underperforming groups of pupils information.  During first 3 weeks, find out about disadvantaged pupils in school, using audit Stage 2 prompts (SBT handbook Appendix 7).  At the end of SBT2, complete the disadvantaged pupils audit Stage 3 and use it to inform your action planning for SBT3 (SBT handbook Appendix 7).

Task / Activity TS SBT

Teaching and Planning

 During weeks 1 & 2, initially take some small groups independently, quickly moving to team-teaching whole class with class teacher.  Increase teaching load to independently teaching whole class for approximately 50% timetable by week 4 (see page 2 for breakdown of teaching expectations).  Planning* for individual lessons/groups to be initially supported by class teacher / mentor, but becoming increasingly independent, using school’s plans or scheme of work. *Although trainees are expected to independently plan, teach and evaluate sequences of lessons in SBT2, they should use the school’s existing plans as starting points, adapting them to suit the needs of the children in their class.  UoB individual lesson plan to be used initially (e.g. weeks 1-3); subsequently UoB weekly or school planning template (amended if necessary) used as appropriate and with agreement of mentor / UT. When using school planning template, boxes A, B & Evaluation must be added to cover core elements of planning (SBT handbook pp.41 & 42).  Trainees should join planning teams where possible for PPA, but take responsibility for adapting the school’s plans for individual lessons for their own class. Planning should be with support as needed from class teacher / mentor / year group leader. Attending PPA time is part of the trainee’s 25% non-contact time.

By the end of SBT2 trainees should be able to:  Using and adapting as necessary school’s plans / scheme of work, independently plan (i.e. independently adapt school plans for the needs of their own class), teach and evaluate sequences of whole- class lessons in a range of areas of learning / NC subjects.  If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a series of SSP lessons.

Note: This overview may need to be varied or adapted according to the school’s context.

PGCE SBT2 Weekly Overview of Expectations Spring 2020

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Prior to SBT

 Update your Pen Portrait to reflect your experiences in SBT2.  Complete your action plan for the start of SBT2 – recorded on section 1 of your week 1 PH form.  Email a link to your e-Portfolio (PebblePad) to your SBT2 school mentor and University Tutor.  Review your Subject Coverage audit from SBT1 to identify gaps in your prior teaching experience.  Re-familiarise yourself with UoB bulletins and information on disadvantaged pupils and information (available at: https://www.brighton.ac.uk/current-students/my- studies/placements/resources-for-trainee-teachers.aspx).

Access your school website:  What information can you find out about the school? Complete as much as you can of the checklist, Finding out about the School in SBT handbook (Appendix 10).  Read key policies (e.g. behaviour, assessment, safeguarding).  Read PE policy.  Take note of emergency email and contact numbers.  Familiarise yourself with the area and how you will travel there.

 Updated Pen Portrait on e-Portfolio (PebblePad).  Week 1 PH form section 1 filled in with individual targets.

 Read SBT handbook (available https://blogs.brighton.ac.uk/mentors/mentoring- resources/primary/#handbooks) and this SBT weekly overview.  Prepare to provide the warm and welcoming induction for trainee(s) – see SBT blog or mentor training for details.  Complete the online mentor training if not already done.  Attend SBT2 specific mentor training (held at Falmer on Tuesday 21.1.20 and repeated on Thursday 30.1.20).

Go to the SBT blog for all forms, handbooks, online training and further information: https://blogs.brighton.ac.uk/mentors/mentoring- resources/primary/

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 2

W/B 3rd February 2020

Professional development & training  Continue to address your action plan priorities; with your mentor, identify opportunities across the school to address your needs.  Become familiar with school policies for bullying, parents/carers and attendance.  As part of the SEND task, meet with SENCo to find out the school’s approach and provision.  For your Disadvantaged pupils task, find out about the disadvantaged learners in your class and any related interventions (SBT handbook Appendix 7. P.38).  Complete 3Rs behaviour management audit (Appendix 8) and add related targets to action plan, if required.  Observe best practice across the school, to include focusing on:  Assessment for learning, especially verbal feedback;  Curriculum breadth: observe at least 4 different curriculum subjects, including SSP and GPS (if not covered in SBT1).  Observe PE as part of your PE task (SBT handbook Appendix 6).  Use PK form to record and reflect on your observations.  Talk to your class teacher &/or mentor about your proposed enquiry, both in relation to your selected area and when it may be feasible to conduct it.

During this and each subsequent week:

1. Evaluate all sessions taught (as part of the planning template) and file in your Professional School File.
2. Complete section 1 of the PH form in detail before the mentor weekly meeting. Focus on your progress towards your action plan targets. Take evidence of progress to the meeting.
3. Upload completed PH form following mentor meeting including new individual targets for action plan in final section.

In addition, this week:

 Complete School Culture and Disadvantaged Pupils (SBT handbook Appendix 7, Stage 2).  Complete and upload 3Rs behaviour management self- audit (Appendix 8).

Weekly mentor meeting (see Week 1 and online mentor training for details).

In addition, this week:  Look at trainee’s individual lesson planning and give support as needed.  With the trainee, use school data to identify potentially under-performing groups and agree strategies trainee can use to support these children.  Discuss how to use AfL to inform planning and differentiation.  Share the school’s strategy and policy for disadvantaged pupils.  Show trainee how to use school assessment data for their class, identifying potentially under-achieving pupils and groups (if not completed in week 1).  Class teacher &/or mentor observes & gives developmental feedback to trainee (using PK form).

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 2

W/B 3rd February 2020 (continued)

Classroom experiences and teaching Over the course of this week, you should teach approximately 40% of the time (includes teaching groups, individuals and whole class):  Collaboratively plan and team-teach a sequence of 2-3 lessons for the whole class in at least 1 curriculum area.  Independently teach at least one whole class lesson each day. Your class teacher should be present for most of these lessons, but try to teach the class on your own at least once over the week.  Support group work as recommended by the teacher.  Use observed AfL strategies to give verbal and written feedback, in accordance with school policy.  Use the university planning templates to prepare for and evaluate your lessons. The class teacher or mentor should support you in planning lessons but you should be taking increasing responsibility by sharing your lesson plan with CT/mentor well before the lesson and adapting it according to their advice.

 Upload PE lesson you observed to e-Portfolio (PebblePad) (see SBT handbook Appendix 6).  Upload developmental feedback from your class teacher or mentor (PK form) OR place in Professional File.

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 3

W/B 10th February 2020 (continued)

 Use observed questioning strategies to develop AfL.  Support group work as recommended by the teacher.  Use the university planning templates to prepare for and evaluate your lessons. The class teacher or mentor should support you in planning lessons but you should be taking increasing responsibility by sharing your lesson plan with CT/mentor well before the lesson and adapting it according to their advice.

formative tasks) via Turn It In by 4:30pm on Tuesday 18th February 2020. As we need to be able to respond to you individually, these proposals will not be anonymously marked. Please make sure you include your name on your submission.

W/B 17th February

HALF TERM

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 4

W/B 24th February 2020

Professional development & training  Continue to address the priorities identified on your action plan.  Complete your SEND self-audit, reflect on what you have found out in your PH this week (if not already completed in week 3).  Ensure you have planned when you will conduct your Professional Enquiry during weeks 5-8. Classroom experiences Over the course of this week, you should collaboratively plan and teach across a range of curriculum subjects, so you are teaching the class approximately 50% of the time.  Independently* plan, teach and evaluate a sequence of lessons (at least 3 lessons) in an agreed curriculum area.  Direct other adults in class to lead group work (including class teacher, if present).  Teach PE lesson 1 and/or 2 for your PE task. As trainees become more experienced in planning, they may start to use the University’s weekly planner, or the school’s planning template, as agreed with the mentor/university tutor. Box A and Box B and lesson evaluations should always be completed and added to plans (SBT handbook pp.41-42).

*Although trainees are expected to independently plan, teach and evaluate sequences of lessons in SBT2, they should use the school’s existing plans as starting points, adapting them to suit the needs of the children in their class.

Complete actions 1-3 as detailed in Week 2 above.

In addition, this week:  Upload your evaluated PE individual lesson plan to PebblePad: SBT2 Lesson Plans and Other Evidence.  Upload formative feedback from SSP or GPS observation (by class teacher or mentor) to PebblePad (SBT2 Lesson Plans and Other Evidence) , unless already completed.  Upload PB form ( SBT forms ).

Weekly mentor meeting (see Week 1 and online mentor training for details).

In addition, this week:  Discuss with trainee what they have found out for their SEND self-audit (if not covered in week 3).  Hold a meeting between the trainee, class teacher & mentor to discuss progress overall and the draft interim report grades. Complete the PB form.  Share the finalised interim report ( PB ) with the trainee and email to the University by Friday 28th February.

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 6

W/B 9th March 2020

Professional development & training  Continue to address the priorities identified on your action plan.  Review your subject coverage audit to identify any gaps. Agree with the class teacher when you will teach these subjects in weeks 7-8.  Conduct your Professional Enquiry as applicable.

Classroom experiences Over the course of this week, you should independently plan, teach and evaluate sequences of lessons in different curriculum areas, so you are teaching the class approximately 50% of the time.  Direct other adults in class to lead group work (including class teacher, if present). Use the University’s weekly planner or school planning template, as agreed with the mentor/university tutor. Include Box A and Box B and lesson evaluations and add to plans (SBT handbook pp.41 & 42).

Complete actions 1-3 as detailed in Week 2 above.

In addition, this week:  Continue to populate your Subjects Coverage Audit in PebblePad.  Upload PA2 and evaluated lesson plan.

Weekly mentor meeting (see Week 1 and online mentor training for details).

In addition, this week:  Review with trainee their Professional Enquiry – are they on track? Are there any timetabling issues which need to be sorted out? Please encourage the trainee to contact their Professional Enquiry tutor if any issues arise.  Review evidence in trainee’s e-Portfolio (PebblePad) to inform the progress review (PA2) and next week’s final assessment (PC).

Preferred week for second progress review (PA2) to be completed by mentor, possibly jointly with university tutor.

Note: This overview may need to be varied or adapted according to the school’s context.

Week Teaching and learning arrangements and expectations Progress and Evidence Mentor Support and Assessment

Week 7

W/B 16th March 2020

Professional development & training  Continue to address the priorities identified on your action plan.  Conduct your Professional Enquiry as applicable.  Prepare for PC (final report) by self-assessing against graded Teachers’ Standards (see PPiE, Appendix 1). Share and discuss with mentor. Classroom experiences Over the course of this week, you should independently plan, teach and evaluate sequences of lessons in different curriculum areas, so you are teaching the class approximately 50% of the time.  Direct other adults in class to lead group work (including class teacher, if present). Use the University’s weekly planner or school planning template, as agreed with the mentor/university tutor. Include Box A and Box B and lesson evaluations and add to plans (SBT handbook pp.41 & 42).

Complete actions 1-3 as detailed in Week 2 above.

In addition, this week:  Ensure e-Portfolio (PebblePad) is updated with all PH forms, PAs, PB and completed SBT2 tasks, to provide evidence for your mentor to inform your PC. See SBT handbook p.21.  Upload PC feedback to PebblePad, evidence your progress and indicate your grades for SBT2.

Weekly mentor meeting (see Week 1 and online mentor training for details).

In addition, this week:  Discuss trainee’s self-assessment against graded Teachers’ Standards, as part of the final report.  Meet with the trainee and the class-teacher to discuss progress overall and the final report grades (PC). The trainee’s Professional File and e-Portfolio (PebblePad) should be used as evidence for overall progress.  Complete the PC form with the trainee and email it to the University by Friday 20th March.