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Henry Maynard Training E17Initial Teacher TrainingProgramme Handbook

forMentors and Trainees

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CONTENTS

3. Welcome4. Contact details5. School Direct (Salaried) job specification6. Agreement to sign7. SCITT Requirements8. Agreement to sign9. Training Bursary Eligibility (to be signed)10. What is expected from trainees11. What you can expect from Henry Maynard Training E 17 and the school 12. Guidelines for mentors 16. Training Programmes17. Pre-course Task18. Induction programme19. Initial information needed from your main school20. Assignments and tasks21. Classroom and behaviour management (Level 6 module)22. Teaching and Learning in English and Maths (Level 6 module)26. Assessing Children’s learning and progress (Level 7 module)30. SEN: personalising learning (Level 7 module)34. Subject Training Programmes40. Organising your files41. Second school placement 43. Comparison of Two Schools 44. Procedure to be followed in the event of a trainee failing to make progress towards QTS46. Extra support required form47. Cause for concern form48. Appendices: Absence Policy, Code of Conduct

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WELCOME

We are very pleased that you have chosen to train as a teacher with Henry Maynard Training E17. We have a very high record of success and hope that your training is an enjoyable, rewarding and successful experience.

We consider that the two most important aspects of the programme are achieving a balance between work/ study and building and maintaining professional relationships.

Starting anything new is difficult but we are sure that, in whichever school you are based, you will soon feel part of a team and receive the support you require. Teacher training is an integral and important part of school life in the schools working in our partnership.

There will be plenty of opportunities to meet with other SCITT and School Direct trainees and you will have regular contact with your mentor both formally and informally. You will be assigned a tutor who will work closely with you to ensure progress in achieving the teaching standards.

This handbook is intended to provide some initial guidance and also be a point of reference during your training.

All documents and proformas are available on our website www.henrymaynardtraining.co.uk You will be given a password to access them at Induction.

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http://www.henrymaynardtraining.co.uk/

CONTACT DETAILS

Henry Maynard Training E17Henry Maynard Primary School

WalthamstowE17 9JE

Training room office – 020 8520 3142

Henry Maynard Primary – 020 8520 3042

www.henrymaynardtraining.co.uk

Linda Adair [email protected]

Clare Hunton SCITT [email protected]

Training [email protected]

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mailto:[email protected]



http://www.henrymaynardtraining.co.uk/

HENRY MAYNARD TRAINING E17School Direct (salaried) Job Specification

Please read this Job Specification in conjunction with the rest of the handbook. Please sign and return a copy to the Training administrator.

Professional RequirementsAs a paid member of staff you have the same conditions of service as all other staff members, as follows.

We expect you to be in school, as a minimum, between 8.15 and 4.15 If you are ill or have other reasons for absence please ring as early as possible (before 8.a.m.) on the

first day, and keep us informed daily until you are able to return. After 5 days illness teachers need to self- certificate. (See Henry Maynard Training E17 Absence Policy for further information)

Attend and contribute to year group planning meetings. Maintain confidentiality- it’s OK to talk about your work but do not name the children or parents

outside the school. Behave professionally at all times. As a teacher you have a responsibility out of school to maintain

standards of behaviour. Do playground duty once a week. Be sensitive to your mentor’s and other staff’s needs and the demands of their other responsibilities.

Do not approach if steam is coming out of their ears!! Keep your mentor informed of your timetable so s/he knows when you are going to be out of class

on training or observations, and also when you are going to be observed.

General To become familiar with pastoral school policies which affect the daily life of the school, e.g.

behaviour, equal opportunity, racial equality, health and safety, child protection, and to act in accordance with the spirit of these in all dealings with the children.

To work alongside the class teacher in all non-teaching aspects of their role, for example preparation of resources, photocopying, classroom maintenance, display, playground duty.

To observe and make notes on the way teachers plan for, teach and manage their classes.

Teaching To work with groups of children as directed by the class teacher. To build up skills in whole class management, initially through taking the register, reading stories and

managing whole class movement around the school to assembly, the playground etc., then through leading parts of lessons, whole lessons and parts of days as directed in training plan.

By the end of term 2 to have increased whole class teaching to about 75%. In term 3 to be responsible for the class for an increasing proportion of the day as directed in your

training plan.

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Training and Development To keep up with the requirements of your training plan with regard to

Attendance at internal and external training. Arranging to observe or meet subject/teaching specialists within this and other schools, and to

keep notes for your portfolio. Meeting with your mentor and tutor at the arranged times. To develop and maintain your portfolio of evidence, and have it available when requested. To attend staff meetings and INSET relevant to your training.

Planning To become familiar with the long and medium term planning formats used in the school and use the

recommended lesson plans. To show your plan to your class teacher one day in advance for them to approve or amend.

YOUR COMMITMENT TO US I have read and understood:

School Direct (salaried)Job Description Trainee Code of Conduct Absence Policy Teachers Legal Rights and Responsibilites

OUR COMMITMENT TO YOU

To provide you with a comprehensive induction into the school. To negotiate a training plan designed to meet all your developmental needs. To give you guaranteed non-contact time to further your professional development. To ensure you are observed regularly (at least fortnightly) and are given clear, focused and fair

feedback. To hold half-termly formal reviews. To give you the opportunity to observe good practice in both key stages, meet with subject

specialists and attend training/INSET. To make available the materials and resources needed for your work. To follow the quality assurance procedures laid down in Henry Maynard Training E17 Handbook and

Guidance. To include you fully in the life of the school.

If you are in agreement, please sign below.

Trainee______________________

Henry Maynard Training E 17 Representative__________________________

Date_______________________

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HENRY MAYNARD TRAINING E17SCITT Requirements

Please read this Job Specification in conjunction with the rest of the handbook. Please sign and return a copy to the Training administrator.

Professional Requirements

We expect you to be in school, as a minimum, between 8.15 and 4.15 If you are ill or have other reasons for absence please ring as early as possible (before 8.a.m.) on the

first day, and keep us informed daily until you are able to return. (See Henry Maynard Training E17 Absence Policy for further information)

Attend and contribute to year group planning meetings. Maintain confidentiality- it’s OK to talk about your work but do not name the children or parents

outside the school. Behave professionally at all times. As a trainee teacher you have a responsibility out of school to

maintain standards of behaviour. Be sensitive to your mentor’s and other staff’s needs and the demands of their other responsibilities. Keep your mentor informed of your timetable so s/he knows when you are going to be out of class

on training or observations, and also when you are going to be observed.

General To become familiar with pastoral school policies which affect the daily life of the school, e.g.

behaviour, equal opportunity, racial equality, health and safety, child protection, and to act in accordance with the spirit of these in all dealings with the children.

To work alongside the class teacher in all non-teaching aspects of their role, for example preparation of resources, photocopying, classroom maintenance, display, playground duty.

To observe and make notes on the way teachers plan for, teach and manage their classes.

Teaching To work with groups of children as directed by the class teacher. To build up skills in whole class management, initially through taking the register, reading stories and

managing whole class movement around the school to assembly, the playground etc., then through leading parts of lessons, whole lessons and parts of days as directed in training plan.

By the end of term 2 to have increased whole class teaching to about 75%. In term 3 to be responsible for the class for an increasing proportion of the day as directed in your

training plan.

Training and Development To keep up with the requirements of your training plan with regard to

Attendance at internal and external training.

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Arranging to observe or meet subject/teaching specialists within this and other schools, and to keep notes for your portfolio.

Meeting with your mentor and tutor at the arranged times. To develop and maintain your portfolio of evidence, and have it available when requested. To attend staff meetings and INSET relevant to your training.

Planning To become familiar with the long and medium term planning formats used in the schools in which

you are placed and use the recommended lesson plans. To show your plan to your class teacher one day in advance for them to approve or amend.

YOUR COMMITMENT TO US To pay the tuition fees (£9000) in three instalments. Please see Schedule of Tuition Fee Payment I have read and understood:

o SCITT Requirements o Trainee’s Code of Conduct, a copy of which will be handed out during induction to signo Absence Policyo Teachers Legal Rights and Responsibilities

OUR COMMITMENT TO YOU

To provide you with a comprehensive induction into the school. To negotiate a training plan designed to meet all your developmental needs. To give you guaranteed non-contact time to further your professional development. To ensure you are observed regularly (at least fortnightly) and are given clear, focused and fair

feedback. To hold half-termly formal reviews. To give you the opportunity to observe good practice in both key stages, meet with subject

specialists and attend training/INSET. To provide you with experience of good practice in a range of contrasting settings To make available the materials and resources needed for your work. To follow the quality assurance procedures laid down in Henry Maynard Training E17 Handbook and

Guidance. To include you fully in the life of the school To pay any Bursary entitlement via 10 monthly instalments during your year of study

If you are in agreement, please sign below.

Trainee______________________

Henry Maynard Training E 17 Representative__________________________

Date_______________________

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SCITT Schedule of Tuition Fee Payment 2017/18

The annual cost of the SCITT programme with Henry Maynard Training E17 is £9,000.

You have two options for payment:

Payment by Tuition Fee Loan from the Student Loan Company. Please provide us with evidence of this by showing us a copy of your tuition fee timetable. We will then register your attendance in order to allow the money to be released;

Payment by private arrangement. You can pay by cheque or standing order (whichever is preferable to you). Cheques should be made payable to ‘Henry Maynard Primary School’. Standing order details for Henry Maynard can be obtained from the School Business manager. The payment schedule is as in the table below.

Unfortunately if the fees are not received by the due date we will be unable to continue the provision of training and your place on the course will be withdrawn.

In the event of a withdrawal or a trainee failing the course, tuition fees paid to date are non-refundable.

If you have any problems with making the payments please see us as soon as possible.

Please confirm by ticking the required method of payment and signing below to agree to the terms above.

Please keep a copy and return the original to the Training Administrator.

Payment by Tuition fee LoanPayment by Private arrangement

Signature ___________________________________Date ___________________

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Expected PaymentDate

Amount

8/9/2017 £22501/1/2018 £22501/4/2018 £4500

What is expected of Trainees?

Detailed expectations are set out in the Trainee contract, but here are a few points that will help you develop good working relationships with your school colleagues:

Understand that the teacher’s first priority is the children Recognise that staff in the school are very busy, but will find time to support you as long as you

choose an appropriate time to ask questions/talk to them It is your responsibility to help in setting up the classroom and tidying up at the end of a lesson Be willing to help out during your early days in the school and don’t be afraid to use your initiative

around the classroom, you are also the class teacher! Avoid asking teachers to justify everything they do, but concentrate on learning by observing Make notes on questions to discuss with your class teacher or mentor at an agreed time Demonstrate commitment to the school, the class and class teacher in order to fulfil wider

professional responsibilities Be an effective communicator and team player Be proactive and take responsibility for your own professional development Demonstrate a desire to take responsibility and work independently Be ready to help out in times of unforeseen change and emergencies Inform your mentor, tutor or SCITT Manager of concerns as soon as possible Be a friendly, happy and warm colleague. Take time to go into the staff room, meet all members of

staff and take time to chat to those you don’t see on a regular basis Be professional at all times. Contribute to staff meetings where appropriate Adhere to school policies, including dress codes

Attendance and professional expectationsTrainees are expected to attend all core training sessions and school based INSET. If, for an unavoidable reason, a trainee is absent from a training session s/he is responsible for obtaining information from tutors about any tasks. All absences must be notified in advance to your school and to Henry Maynard Training E17. Any planned absences must be discussed with the Link Tutor or SCITT Manager.Trainees are expected to be punctual and observe the hours of work. Where schools have codes of conduct and dress, trainees must observe these. Lectures and core training sessions normally begin at 9.00 and end at 4.00.Trainees are required to support monitoring and evaluation activities and to complete monitoring and evaluation forms to enable Henry Maynard Training E17 to secure continuous improvement and maintain consistently high quality provision.

What you can expect of Henry Maynard Training E17

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You can expect extensive professional, academic and pastoral support during what can be a very demanding year. You can also expect us to be critical, to challenge you academically and professionally and to require the highest standards in the classroom, in assignments and in professionalism.The training focuses on learning through observation of outstanding practitioners and our trainees work closely with experienced and outstanding teachers. All our partner schools share our commitment to school led ITT and quality assurance procedures are in place to ensure consistency and quality across the partnership.Our aim is to produce outstanding teachers who are ready for employment across our partnership schools. The School Direct route has an expectation for schools to employ trainees within their own school or a partner school. Although this is our aim, it cannot be guaranteed and depends on a suitable position becoming available.

Henry Maynard Training E17 will:

manage the selection process carry out initial needs analysis arrange and conduct half termly reviews arrange final assessment mark and moderate assignments moderate judgements against standards prepare a clear and structured training plan arrange and deliver the core training element of the plan, including induction provide access to books and IT based materials mediate between those involved in training ensure consistency of provision provide mentor training and support observe the trainee and meet the mentor half termly respond to communication from a school within two days

What you can expect of the School

Trainees can expect schools to: provide a supportive learning environment include them in staff meetings and INSET participate in the selection process keep them informed of events and changes in the timetable believe that teacher training is an integral part of school improvement be committed to nurturing and challenging them to develop the skills of a qualified teacher enable the requirements of the training plan to be met

Trainees should be aware that every school’s first priority is the pupils and their needs will always come first.

GUIDELINES FOR MENTORS

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The mentor role is challenging but also rewarding. A mentor guides and supports the trainee through the various stages of becoming a teacher while also monitoring and assessing their progress.Coaching and introducing trainees to the profession can be very rewarding. Discussing and analysing lessons with a trainee can enable staff to focus on children’s learning and can lead to significant improvements in classroom practice and pupil achievement. What makes a good mentor?

Willingness to learn the skills of coaching and mentoring Enthusiasm about teaching Patience Accessible and approachable Able to empathise Good organisational skills Good listener Sensitivity Willingness to share classroom practice Sense of humour High expectations of pupils and trainees Proficient in giving effective feedback Have a good reputation as a teacher and a team player Clear communicator

The roles and responsibilities of a mentor are to:

listen and give guidance and be a critical friend maintain morale and confidence of trainee give praise and constructive criticism advise Henry Maynard Training E17 of any concerns as soon as possible give one hour of mentor time a week and record discussions give written feedback on a lesson once a week and additional verbal feedback monitor progress against the training plan and set targets participate in reviewing trainee’s progress each half term ensure trainees have access to resources, policies and documents arrange induction into the school discuss aspects of the training plan and give advice on assignments support trainees with arranging observations complete paperwork attend mentor training have a working knowledge of the standards for QTS ensure that their own subject knowledge for teaching is up to date support trainees in developing their subject knowledge give support with planning provide information and advice on children in the class enable the trainee to carry out tasks according to the training plan and to meet targets

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Induction and settling in

The effects of the initial welcome that trainees receive in a school cannot be underestimated.

Treat the trainee as a professional colleague from day one. Encourage everyone to treat them in this way.

Introduce them to as many people as possible, including members of the support staff Make the School Prospectus and Staff Handbook available. Give them guidance on school routines Arrange for a guided tour of the school Let them know where to go for help and advice if you are not available Explain which resources are available and show where they are stored Explain any unwritten staffroom rules Make sure they have a “pigeon hole” Accompany them when they are going into a new situation for the first time e.g. a staff

meeting Ensure they sit in on meetings with parents Arrange for them to be included in some of the activities going on outside the classroom e.g.

after school clubs, school play, concerts, parents’ evening, school trips Encourage your trainee to come into the staffroom and get involved in whole school events

The trainee may find it difficult to know exactly where they fit in at first; even if they have already worked in the school they will now be employed in a different capacity. Treat the trainee as a respected colleague in front of the children. Introduce them to the class as another teacher. Through getting to know the whole school and observing and working with experienced professionals the trainee will be able to understand the complexities of effective teaching. Make sure that the trainee is never asked to do something that is too complex or too stressful. You will be the best judge of how much responsibility they can be given at any particular stage. Take pride in their success – it is as much yours as theirs. Indeed, it is as a result of your coaching and mentoring skills

What do mentors need to do and when?

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Every week: Meet with trainee for approximately 1 hour and go through training plan and targets. Trainees

should complete section 1 and 2 before the meeting and section 3 and 4 during the meeting. Both mentor and trainee MUST sign the form.

Observe the trainee at least once per week and provide written feedback. Arrange lessons the trainee will teach the following week and give support with planning. Include trainee in planning meetings Read trainee’s lesson plans. Trainees MUST give you their lesson plan at least 24 hours before

the lesson. Help trainee to arrange to observe other teachers.

Every half term: Joint observation with the Link Tutor. Mentor and Link Tutor observe the lesson together and

make notes then complete one observation proforma together. If possible both give feedback to the trainee.

Progress reviews Doc 5: Second week of Autumn 2 Penultimate week of Spring 1 Last week of Spring 2 Penultimate week of Summer 1

Tracking progress Doc 6 (UCET NASBTT highlighting sheet)Complete at the end of each term with the Link Tutor

Difficulties Difficulties may arise. If you have concerns regarding the progress of your trainee you should consult the SCITT Manager or Link Tutor. Please refer to the Cause for Concern section in this handbook. It is vital that any problems are dealt with early on so that the trainee can receive the necessary coaching and guidance.

Mentor training

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Please ensure that you attend the termly mentor training sessions. Your trainee will cover the class while you are attending the training. The sessions are usually at the beginning of the term. Details of times and venue will be sent out in advance. During the year the following elements will be covered:

expectations of mentors and trainees

documentation and paperwork

observations and giving feedback

second placement requirements and expectations

moving trainees from good to outstanding

Mentors make a very significant contribution to the professional development of trainee teachers and we rate their role very highly. Mentor training reflects the bespoke nature of our programme and attendance at training sessions is essential.

Please note, if a mentor does not attend any one of the 3 half-day training sessions (half day in September, January and May) Henry Maynard Training E17 will retain £100 per session.

TRAINING PROGRAMMES

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The School Direct and SCITT programmes both lead to the award of Qualified Teacher Status by building a bank of evidence referenced to the Teaching Standards. In addition, trainees are expected to work towards the award of PGCE (accredited by UEL). Training and support for this is built into the training programme.Trainees should ensure weekly meetings with mentors are recorded on their training plan and targets set. Targets should be specific and achievable. Progress towards the targets will be discussed and monitored by Link Tutors. Trainees are responsible that “gaps” within the Teachers Standards are addressed. This means that at times the training programmes will differ from trainee to trainee.

Term 1 Induction daysSubject audits: English, mathematics, science, SPAG and phonicsInput and study focuses onEnglish and mathsAdditional input and study includes behaviour management; planning and assessment; EYFS; special needs; music; PHSCE; RE; Science; art; PE; ICT British valuesWork alongside an assigned teacher in one key stageClassroom activities begin with assisting the class teacher, supporting groups of children and teaching parts of lessonsGradually increase whole class teaching up to 50% of the week 3-day block training Written assignments on classroom management and assessing children’s learning

Term 2 Input and study includes SEN; assessment; job applications and interviews; geography; history; educational visitsGradually increase whole class teaching up to 75%Experience teaching in another school and Key Stage for a minimum of 5 weeks Written assignments on SEN SEN presentations

Term 3 Input and study includes end of KS assessment; observation in other phases; MFL, EAL, D&T, democracy and reporting to parents. Return to key stage of term 1Whole class teaching up to 80% with decrease in class teacher support Final moderation

Each half term, progress towards the standards required for Qualified Teacher Status is assessed and targets are set.

Doc P2 Pre-Course Tasks (TS refers to Teachers’ Standards; all collected evidence will be used in your evidence files)You will be asked to bring your evidence to the Initial Needs Analysis, which will take place within the first three weeks of the course. If you are not currently in a school or are unable to draw on experience the tasks below will be set for you in September

Task Resources TS

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1 Revise subject knowledge of literacy, maths and science through self study in preparation for audits in September.

3 Texts: We recommend you buy/ borrow these texts. They can often be bought cheaply second hand from AmazonLearning Matters: Achieving QTS - Primary Literacy Knowledge and Understanding Learning Matters: Achieving QTS - Primary Science Knowledge and Understanding Derek Haylock with Ralph Manning. Mathematics Explained Student Workbook

1.3a

2 Record and reflect on the strategies you have observed teachers using (in any year group) (the enclosed pro forma can be used; approximately 2 per form). Please write your reflection at the end of the lesson not during.

Pro forma: Observing literacy lessons; observing mathematics lessons; classroom environment observation; observation of generic teaching skills

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3 Record some general observations of strategies and support for a child with special educational needs that you have observed: support, resources, what works, progress, etc

no pro forma is given, a side of A4 using suggested headings will suffice) 1.5

4 Read and annotate (record at least 8 main points) the aims, values and purposes of the New National Curriculum.

National Curriculum, up to page 11 1.4e

5 Complete ‘Aspects of School life and teaching’ task for your current school, if applicable.

‘Aspects of School life and teaching’ task. Answers to be presented typed or handwritten. No longer than 2 A4 pages.

6 Develop your Knowledge and Understanding of EYFS. Read and annotate the introduction to the Development Matters framework

To be presented typed or handwritten under the headings : Themes principles and practices; Formative assessment; The characteristics of effective learning; The prime and specific areas of learning

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7 Familiarise yourself with the progression in “Early Years Outcomes” documentwhich details the development of skills and knowledge children are expected to be working at- by month bands.

Answer the following questions: Describe in a short paragraph what are the expectations for a child starting in Year 1-refer to the ‘40-to 60+’ band and the 7 areas of learning.http://www.foundationyears.org.uk/files/2012/03/Early_Years_Outcomes.pdf

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8 Familiarise yourself with the Phonics documents. Read the document Letters and Sounds, and write notes about: -the background to the document; principles and practices of High Quality Phonics; Progress from learning to read to reading to learn, progression and pace; EAL; multi-sensory learning; The simple view of reading; overview of the phases; terminology; representation of phonemes; overview of the phases; planning and progression; speaking and listening; assessment for learning; seven aspects and seven strands of high quality Phonics; high frequency words and assessment.

Letters and sounds, Principles and Practices of High Quality Phonics, Notes of guidance for practitioners and teachers’ and ‘Principles and practices of High Quality Phonics, Six-phase Teaching Programme’ pages 1-28This will be emailed to you and is also available on www.henrymaynardtraining.co.uk

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9 Familiarise yourself with the QTS Teachers’ Standards and make a record of how you have partially met some of them prior to starting the course in September (form with standards included, middle column to be completed with your evidence)

Teachers’ Standards 2011 pre course taskmiddle column to be completed with your evidence

all TSs

10 Select 10 books relevant to your training phase (3-7 or 5-11). To what extent do they meet the following criteria:

Entice the reader into reading Have strong language patterns or narrative structure Link with children’s cultural or language experience Have stimulating illustrations or pictorial texts Encourage the development of print concepts (e.g one to one

matching, visual and phonic awareness) Are popular Offer opportunities for follow on activities

10 books from those available to your year group To be presented typed or handwritten. Could be set out in a table. No longer than 5 A4 pages!

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11 Subject knowledge development and subject specific pedagogy We recommend you purchase a copy of:

Derek Haylock. Mathematics Explained for Primary Teachers. Derek Haylock with Ralph Manning. Mathematics Explained Student Workbook. The workbook will provide you with ongoing practice to support and develop your subject knowledge for teaching.

They can be purchased reasonably cheaply second hand from Amazon.Other recommended titles are: Primary Mathematics. Teaching theory and practice; Primary science.Teaching,theory and practice; Primary Literacy. Teaching theory and practice

1.1b1.2; 1.3; 1.4; 1.5; 1.6

Induction Programme

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The aims of the Induction programme are to ensure that trainees:

Have opportunities to meet with other trainees Are prepared to begin supporting their class Have opportunities to ask questions and air concerns Know where to find information and advice about their school and their training Are introduced to a range of aspects relating to teaching and their training, including behaviour

management

This programme will be delivered centrally at Henry Maynard Primary and the remainder will be spent in a trainee’s main school.

The part organised centrally includes:

Familiarisation with the handbooks Meeting other trainees Discussion on professionalism and what is expected of all those involved in the training Input introducing a range of aspects related to teaching Advice on organising files Information on the standards for QTS The planning process from the National Curriculum to lesson plans Advice on beginning to support a class Initial Needs Analysis and training plans/reviews Completion of subject audits

In a trainee’s main school, the mentor arranges for trainees to:

Meet key members of staff - head teacher, deputy, class teacher Attend an assembly Attend INSET if arranged, where possible Be provided with sources of information – school brochure, School Development Plan; list of

staff with additional responsibilities and school contact details Be provided with policies for child protection, marking and behaviour management and be

informed of where to find others Be provided with planning documents and proformas Gain information relating his/her class and school procedures Find out what ICT resources are available and how to access them Locate resources

Initial Information Needed from your Main School

During the first 2 weeks at your main school, ensure that you: Have a class list and timetable

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Have the school’s phone number and email address Know where the daily noticeboard is and what communication systems are used Know the procedures regarding absence Know where resources are kept Have key policies including dress code Know the arrangements for tea and coffee payments Know who is responsible for different curriculum areas Have holiday and INSET dates Know how to operate the photocopier Have copies of planning documents and School Development Plan Get your logon details for the school computer systems Know who is responsible for Child Protection and Safeguarding and ensure you are familiar

with the school policy and procedures

Assignments and Tasks

List of assignments and Task with timetable for submission

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Assignments should: Include quotes/references within the text Have a bibliography Include the word count (excluding quotes) Incorporate examples from practice as well as theory Demonstrate a good standard of English Be proof read Be succinct

All trainees are expected to attend the training sessions and attempt to fulfil the expectations and requirements of the PGCE. In completing the programme, successful submission of the two level 7 modules will lead to the award of Postgraduate Certificate of Education, carrying 60 level 7 credits. A resubmission opportunity is provided if you are unsuccessful on the first submission of any of the assignments. If on resubmission either of the level 7 modules passes at level 6 only, the award is Professional Graduate Certificate of Education, carrying either 30 level 7 credits or no level 7 credits. Detailed guidance and documentation regarding the two Level 7 PGCE modules will be given during a training session led by UEL in the Autumn term.

The PGCE part of the programme, awarded by UEL for Henry Maynard Training E17, will be validated by UEL.

Classroom and Behaviour ManagementLevel 6 Module

During the first half term take some time to reflect on the teaching and behaviour management strategies you observe in class. Record this in your Reflective Journal.

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Month of Submission L 6 Behaviour Management October

L 7 Assessing Children December

L7 SEN February

L 6 Teaching & Learning :Numeracy & Literacy April

L 6 Evidence Files June

1. Make a list of ways in which the teacher/other adults supported children’s learning.2. Make a list of things, which the teacher/other adults did to help each other.3. Make a list of things adults did to manage children’s behaviour.4. Make a list or things adults did to make activities interesting, exciting, practical, hands-on and

relevant for the children.5. Give an example of how an adult gave feedback to a child.6. Identify how these observations will inform your teaching.7. Note down what sort of questions the teacher asks. 8. Note examples of positive and negative comments (if any)9. Anything additional that you want to comment on.

With reference to the above and observations of generic teaching skills and the classroom environment, write an `essay` of approximately 1500 words entitled:

What strategies do you consider to be important in promoting good behaviour and establishing a purposeful learning environment?

Please include notes relating to points 1-9 as appendices.

Teaching and learning in English and MathsLevel 6 Module

Please see PGCE Primary Trainee Handbook for further information about this assignments including: main aims of module, main topics of study, learning outcomes, teaching and learning methods, assessment methods,

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core and recommended reading list and resources, indicative learning and teaching time

ENGLISH TASKS

Task

Suggested Text/material

Type of Evidence

Use Doc 18 for annotation if needed St

anda

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1 SPAG. Develop Knowledge and understanding of SPAG through self study and attending training

Liaise with Literacy Leader at own school to locate SPAG Teaching materials

Completed SPAG test and self study notes

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2. What are the expectations of children at the end of the year in which you are based? Are there children who have already reached these expectations? How is the teacher taking account of this?

Refer to the National curriculum Notes to include-Summary of expectations-discussion with CT/mentor-notes about individual children (At least 2 sides of A4)

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3. Two key factors that support the development of literacy in the early years are: creation of opportunities and provision of adequate resources. Consider pre-school and at school experiences of literacy.

Look at the resources for reading and writing in your class and make a list.

Notes and a record of your thoughts under the headings :reading, writing and oracy. Look at the resources for reading and writing in your class and make a list (At least one side of A4)

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1.4

4. Pick a suggested activity/ input from ‘Engaging’ training. Plan and deliver an activity or lesson based on it and evaluate its impact.

Engaging Training Notes and handouts

Evaluation including impact , lesson plan and resources and if you are observed include the feedback

5. Plan with your class teacher opportunities to support children with different abilities in literacy

Liaising with CT Lesson plans; notes of discussion with CT/mentor (at least one side of A4)

1.5

6. Observe a literacy lesson in three different classes (preferably 3 year groups). Keep a record of your observations using the pro forma

Observations of other teachers Observation; Pro forma + reflective diary

7. Make a list of possible questions to consider when listening to a child reading and reading with children.

Look at a range of ready-made questions in reading books at school or in chn’s reading journals

Notes

One side of A4

1.6

8. Observe phonics teaching in your class and in another year group and make comparisons. How is phonics taught in the context of authentic reading and writing activities?

Observations of other teachers Notes

At least two sides of A4

1.3

9. Developing reading. Read suggested text. These chapters build on the core training - make notes on ideas you could take into the classroom.

Chapter 4 (FS/KS1 trainees) or Chapter 8 (KS1/KS2 trainees) in Primary English Teaching, Theory and Practice.

Notes

At least one side of A4

1.3

11.

Guided reading Plan a series of three guided reading session for a group. Show how your assessment during each session impacts on your planning of the

Refer to school policy and record/assessment system

Plans and assessment of 3 lessons

1.2

1.6

22

next session. 12.

Features of different genres: Select three genres that you have taught. What are the key features of these genres? How would the teaching of these genres progress across KS1/2?

Refer to the following texts for guidance: Grammar for Writing p 152-153

Literacy: what works? (Palmer and Corbett: Nelson Thornes)

How to Teach…series (Palmer and Corbett: David Fulton Publishers)

Notes

At least one side of A4 can be presented in a table

1.3

13.

Speaking and Listening How are you developing children’s speaking and listening skills? What ideas and examples of good practice in the texts below could you adapt for use with the children in your class? Discuss your ideas with your mentor.

Primary English Teaching Theory and Practice (Medwell et al: Learning Matters) Ch 10 (2 nd Edition) or Ch 11 (3 rd Edition) – focus on the sections for your key stages

Ch. 3 Oral Artistry, Grainger, in Creativity in Primary Education (ed Wilson: Learning Matters)

Notes /TP notes

At least two sides of A4

1.3

1.4

14 Assessing reading Carry out a running record or simplified miscue analysis with at least two children (these could be your focus children). Your school may have a format for this. Alternatively, you could use the one for the end of KS1 reading task or that described in Ch 14 Primary English teaching Theory and Practice (Ch 12 in 2nd Edition). Share the results with your class teacher/mentor, ask them about other ways of assessing reading and to guide you in selecting texts which would support you in assessing children of different levels ie L1–3 or L2-5.

Ch 14 Primary English teaching Theory and Practice (Ch 12 in 2 nd Edition).

Pro forma 1.6

15 What strategies have you used in literacy to support the learning of a child with EAL?

Refer to EAL training session

Bullet points can be used, but all strategies listed needs to be explained. Photos can be included in addition to text.

Cummins, Jim. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom Gardner, Paul. Teaching and learning in multicultural Classrooms EAL pocket bookPim, Chris. 100 Ideas for Supporting Learners with EAL

Present on two sides of an A4. Bullet points can be used, but all strategies listed needs to be explained. Photos can be included in addition to text.

1.5

MATHEMATICS TASKS

Task

Suggested Text/material

Type

of

Evid

ence

Stan

dard

1 Plan and deliver a problem solving activity using MA1 Communication and Reasoning learning objective and evaluate impact of learning.

Maths training notes Lesson plan, resources and evalution

1.4

23

2 What are the aims of teaching mathematicsIdentify 10 aims and try to put them in what you consider to be hierarchical order.What is the role of the teacher in achieving these aims?

For ideas refer to: your school’s maths policy the National Curriculum Teaching Primary

Mathematics Ch2 (Askew, Hodder & Stoughton)

Notes At least one side of A4

3 What are the expectations of children by the end of the year in which you are based?Are there children who have already reached these expectations? How is the teacher taking account of this?

Refer to National Curriculum Notes to include-Summary of expectations-discussion with CT/mentor-notes about individual children . At least two sides of A4

1.2

4 Plan with your class teacher opportunities to support children of different abilities.

Liaise with CT Lesson plans, resources

notes of discussion with CT/mentor (at least one side of A4)

1.5

5 Observe a maths lesson in 3 different classes (preferably 3 year groups

Observations of other teachers. Refer to their planning

Pro forma

6 Task for FS/KS1 trainees Counting Counting is an essential strand of number and as teachers we can learn much from the problems faced by the young child Make careful notes on:-the difficulties children face in understanding counting;-possible misconceptions;-the development of counting through Foundation, KS1 and lower KS2

Teaching and Learning Early Number (Ian Thompson, Open University Press) Primary Mathematics: Teaching Theory and Practice (Mooney et al, Learning Matters)Children’s Errors in Mathematics (Hansen, Learning Matters)Teaching Primary Mathematics, Chapter 2 (Askew, Hodder & Stoughton)

Notes


1.3

7 Place valueRefer to texts such as those listed and make careful notes on:the difficulties children face in understanding place value;possible misconceptions;-the development of Place Value and Ordering across Foundation/KS1 or KS1/KS2Note that the fundamental principles are developed in Years 1, 2 and 3 so that a sound understanding is achieved.

Teaching Primary Mathematics, (M Askew, 2004, p25-41)Primary Mathematics: Extending knowledge in Practice (Hansen,Learning Matters)Teaching primary Mathematics, Chapter 2 (Askew, Hodder & Stoughton)National Numeracy Strategy or Mathematics Framework

Notes


1.3

8 Task for KS1 and KS2 traineesFractions, decimals, percentages,ratio andproportion - Track the development of children’s learning in fractions, decimals, percentages, ratio and proportion.

National Curriculum At least one side of A4 1.3

9 The learning environment: How does the environment in your classroom and in others support the learning of maths. Consider display, layout and resourcesTake photos of displays, which you think

Ch 7 The environment and the outdoor classroom as a mathematical resource, Cunningham, in Using Resources to Support Mathematical Thinking

One side of A4 Notes 1.1

1.4

24

support children’s mathematical learning.Focus on the Early Years case study and consider the key issues.

(Drews & Hansen, learning Matters)

10 Creative mathematical learning

Having read the chapter, how could you increase the level of creativity in your maths teaching?

What are the advantages of using the outdoor environment as a resource in KS2?

Ch 8 Creative Mathematics, Briggs, in Creativity in Primary Education (ed Wilson, Learning Matters)

Maths Explained for Primary Teachers, D Haylock may also be useful

One side of A4 Notes on chapter and to answer the question

1.1

1.4

11 What strategies have you used in mathematics to support the learning of a child with EAL?

Refer to EAL training session

Bullet points can be used, but all strategies listed needs to be explained. Photos can be included in addition to text.

Cummins, Jim. Scaffolding Language,

Scaffolding Learning: Teaching Second

Language Learners in the Mainstream

Classroom

Gardner, Paul. Teaching and learning in

multicultural Classrooms

EAL pocket book

Pim, Chris. 100 Ideas for Supporting

Learners with EAL

Present on two sides of an A4.

1.5

12 Read the Learning to learn Mathematics document. Answer suggested questions

Learning to learn mathematics Doc 18

13 Use Derek Haylock. Mathematics Explained for Primary Teachers. and Derek Haylock with Ralph Manning. Mathematics Explained Student Workbook to develop your subject knowledge for teaching The workbook will provide you with ongoing practice to support and develop your subject knowledge for teaching.

Select chapters in text based on individual needs identified in audit (discuss with Link Tutor/ Programme Leader) and complete relevant workbook sections

Derek Haylock. Mathematics Explained for Primary Teachers. and Derek Haylock with Ralph Manning. Mathematics Explained Student Workbook to develop your subject knowledge for teaching

Assessing Children’s Learning and Progress Level 7

Elements to be submitted on UEL Moodle by the last day of the Autumn term in December (please use this as a tick list): Your assignment will be marked against Rubrics below

This assignment will require you to provide evidence of the cycle of assessment:-

assessment of each child’s needs in literacy or maths set a SMART target for each child

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plan interventions to address the targets evaluate impact of the planned intervention set new SMART target if appropriate then continue this cycle (at least 5 sessions per child)

Present the above in a separate section for each child.

1. Critical Reading Log (1000 words) Please read the core and recommended texts- appendix 1- and identify ‘key points’ and for each of them ‘Implications for your practice in relation to the planned interventions’. Minimum of 5 texts. Please use Critical Reading Log table – Doc 20a

2. Report (400 words) on how you have selected the 4 children having identified an underachieving group (not SEN as you will be working with a child with SEN as part of another assignment) related to school or class priorities (identified in progress meetings) so that you can measure their progress and contribute to the school’s development plan or have a positive impact on pupil progress. This needs to include a brief description of the context of the school (FSM, PP, EAL, SEN, etc.). You need to discuss this with your mentor/class teacher, who may already have an idea (from progress meetings), of the children to target. Include samples of children’s work/evidence to support your initial assessment.

3. Portfolio for each child including the following: Pen portraits for each child (200 words each) Observe these children regularly during the first half term in a variety of contexts-minimum of once a week- Doc 20b (Do not include pro forma or observation notes in submitted assignment) . Each observation should take about 10 minutes. You should make notes on everything the child says and does and then answer the questions on the analysis sheets to help you reflect on the child’s learning and the teaching strategies used. Talk to each child about school: what they like / dislike; what they are good at or need help with; reading, authors, books; interests in and out of school- Doc 20c. (Do not include pro forma or observation notes in submitted assignment). Gain some background information on the children: languages spoken / understood; factors affecting learning (for example, attendance, physical, emotional, behavioural); level reached in core subjects from class teacher and records. Write a pen portrait of approximately 200 words for each of your focus child summarising the above points. You can use the above as subheadings to structure your portraits. No pro forma supplied. analysis of data and summary of current attainment for each child - Doc 20f sequence of lesson plans of intervention sessions for each child or for the group. evaluations of each session (include photos/ samples of work/ marking- provide quality evidence/examples

to support your argument/point). Action plan with record of target setting for the planned interventions using the pro forma. Doc 20e

4. Critical analysis/evaluation of the impact of your intervention on attainment and progress of the four focus children (2000). The analysis should take the form of a commentary/report and:

link your personal reading to your practice; demonstrate your analytical skills; identify future implications;

Appendix 1

Reading List

Core

Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards Through Classroom Assessment. Kings Consortium School of Education.

Black, P. and Wiliam, D. (2006) Inside the Black Box V:1 Raising Standards Through Classroom Assessment. London: NFER Nelson

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Clarke, S. (2001) Unlocking Formative Assessment. London: Hodder & Stoughton

Clarke, S. (2008) Active Learning through Formative Assessment. London: Hodder and Stoughton.

Recommended

Broadfoot, P.,Weeden, P. and Winter, J. (2002) Assessment: What’s in it for schools? London: Routledge.

Hughes, M. (1999) Closing the Learning Gap. Stafford: Network Educational Press.

Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree.

Rubrics- assessment criteria for the assignment

Assessing Children’s Learning and Progress

Knowledge and Skills 1 High Level (70%+) 2 Good level (60-69%) 3 Minimum Level (50-59%) 4 Unsatisfactory (>49%) Criteria 1 (Weighting 50%)The portfolio demonstrates a comprehensive understanding of assessment and monitoring

The portfolio demonstrates a clear understanding of assessment and monitoring practice and strategies,

The portfolio demonstrates some understanding of assessment and monitoring practice and strategies, including formative, summative and

The portfolio demonstrates little or no evidence of understanding of assessment and monitoring practice and strategies, including

27

practice and strategies, including formative, summative and statutory assessment, to secure pupil progress. (Section 1 and 4)

It includes evidence of extensive assessment practice and understanding of how this is used to overcome pupils’ underachievement.(Section 3 and 4)

Criteria 2 (Weighting 25%)Evidence of assessment practice which encourages pupils to reflect on their own learning is included. (Section 3)

The action plan identifies bespoke pupil-centred interventions, informed by data, to overcome pupil underachievement.(Section 3)

Demonstrate a comprehensive understanding of assessment and monitoring practice, including formative, summative and statutory assessment, to secure pupils’ progress

Identify strategies to overcome pupil underachievement

Demonstrate self-direction by using data to set targets and plan subsequent learning opportunities of underachieving pupils

Provide pupils with oral and written quality feedback in order to guide them to reflect on their progress and emerging needs

Analyse and report on pupils’ progress

Communicate their conclusions clearly to specialist and non-specialist audiences

including formative, summative and statutory assessment, to secure pupil progress.

It includes evidence of good assessment practice and understanding of how this is used to overcome pupils’ underachievement.

Evidence of assessment practice which informs pupils of next steps is included.

The action plan identifies detailed interventions, informed by data, to overcome pupil underachievement.







statutory assessment, to secure pupil progress.

It includes evidence of sound assessment practice and understanding of how this is used to overcome pupils’ underachievement.

Evidence of assessment practice which identifies pupils’ strengths and weaknesses is included.

The action plan identifies appropriate, generic interventions to overcome pupil underachievement.







formative, summative and statutory assessment.

It includes insufficient evidence of sound assessment practice.

No evidence of constructive or developmental assessment practice is included.

The action plan fails to identify appropriate interventions to overcome pupil underachievement.







Thinking 1 High Level 2 Good level 3 Minimum Level 4 UnsatisfactoryCriteria 3 (Weighing 25%)The critical reading log shows strong evidence of the use and critical understanding of a discerning range of texts. (Section 1)

The report demonstrates a high level of critical analysis and reflection upon relevant school

The critical reading log shows good evidence of the use and critical understanding of a discerning range of texts.

The report demonstrates a good level of critical analysis and reflection upon relevant school policy, practice and priorities.Critically evaluate current research of assessment practice

The critical reading log shows evidence of the use and understanding of a discerning range of texts.

The report demonstrates an understanding of relevant school policy, practice and priorities.

Critically evaluate current research of

The critical reading log fails to demonstrate that texts have been read or suggests that texts have been misunderstood.

The report shows little or no evidence of engagement with school policy, practice and/or priorities.

Critically evaluate current research of assessment practice

28

policy, practice and priorities.(Section 2)

Critically evaluate current research of assessment practice

assessment practice

Special Educational Need: Personalising Learning Level 7

This task requires you to work intensely with a pupil with SEN and/or disabilities over a period of time (3-4 one-to one-sessions over two to three weeks).

Through this module you will develop your knowledge and understanding of how to effectively personalise teaching and learning and involve other adults in the process.

Elements to be submitted by the last day of the Spring term (please use this as a tick list):

1. Critical Reading Log (1000 words) Please read the core and recommended texts- appendix 1- and identify ‘key points’ and for each of them ‘Implications for your practice’. Minimum of 5 texts. Please use Critical Reading Log table – Doc 20a

29

2. Pen portrait for the child (500 words) Observe the child regularly in a variety of contexts-minimum of once a week- Doc 20c. Each observation should take about 10 minutes. You should make notes on everything the child says and does and then answer the questions on the analysis sheets – Doc 20b. The pen portrait must include (You can use the criteria as subheadings to structure your portraits. No pro forma supplied):

Background information on the child: languages spoken / understood The origins of the additional educational needs for your child; including any additional factors affecting learning (including

Barriers to learning) -for example, attendance, physical, emotional, behavioural The provision that the child is receiving (in school and from outside agencies in applicable) What they like / dislike; what they are good at or need help with; reading, authors, books; interests in and out of school (you

can use appendix 4 of other Level 7 module to gather initial information) The interaction between the pupil’s difficulties/disabilities and environmental factors (barriers to learning) attainment and progress in core subjects from class teacher and records Notes on child’s learning and the teaching strategies used The teaching relationship with your pupil with consideration to their need/s Your experience of how a pupil with special educational needs learns

3. Report (500 words) on how you have selected the child. This will include discussion with mentor/class teacher, SENCo, previous teacher if applicable. The specific needs of a child may be difficult to label, but you need to choose a condition (autism, hearing impairment, dyslexia, dyspraxia, etc) that may constitute one of the child’s concerns.Look at IEP/LSP; select a specific target for the child; report on how you plan to address this target (200words). Include discussion with SENCo and any guidance received as this will be evidence of 1.8b (draw on advice and specialist support).

4. Report on planning, teaching and assessing the progress of the child (2000 words-plans and evaluations as appendices, not included in word count). Plan and teach 3-4 one-to-one sessions focusing on the target, using appropriate teaching approaches. Include plans and evaluations of each session, including an assessment of the child’s progress, the implications for planning and teaching in meeting the pupil’s identified educational needs. Include samples of child’s work and marking produced in your lessons. The report should:

link your personal reading to your practice; demonstrate your analytical skills; identify future implications;

5. Parent/carer information notes (200 words) . Parents/open evenings or informal discussions after school. Discuss with mentor/class teacher:

which comments/information are the most appropriate to share with parents and what is the most suitable approach;

any issues of sensitivity around the family; ascertain level of parental engagement from the previous teacher. Can anything be put in place to increase or

improve this engagement?6. A short power point presentation (approx 5mins- equivalent to 600 words, can include handouts) on a SEN (as close as possible

to the child’s need/s) and on the work you have carried out with the child (photos can be included, please use initials not names). The specific needs of a child may be difficult to label, but you need to choose a condition (autism, hearing impairment, dyslexia, dyspraxia, etc) that may constitute one of the child’s concerns. In order that this presentation be marked as pass, it must demonstrate that you:

Know the causes and/or indicators of a special need and how it manifests in the child Know how the condition affects the child eg. behavioural, social development Know which agencies and professionals might be involved and how Know how the child’s learning can be supported in school Present your knowledge of the key points clearly to your peer group (half of the cohort) Use ICT effectively to support their presentation- handouts can be used

7. Your assignment will be marked against Rubrics 70% - 100% Distinction; 60%- 69% Merit; 50% - 59% Pass; 0% - 49% Not passed.

Appendix 1

Reading List

30

Core

SEN code of Practice 2014

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251839/Draft_SEN_Code_of_Practice_-_statutory_guidance.pdf

The child and Families act 2014 http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted/data.htm

Peer, L. and Gavin, R. (2012) Special Educational Needs: A Guide for Inclusive Practice. London: Sage

Recommended

Clough, P. ;Corbett, J. (2000) Theories of Inclusive Education: A Student's Guide Frederickson, N; Cline, T. (2009)Special Educational Needs, Inclusion and Diversity

Hayes, D. (2009) Learning and Teaching in Primary Schools. Continuum: London

Hodkinson, A; Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion

Knowles, G. (2010) Supporting Inclusive Practice

Pollard, A. (2008) Reflective Teaching in the Primary School. 3rd edn. London: Continuum

Rubrics- assessment criteria for the assignment

Special Educational Need: Personalising Learning

Knowledge and Skills 1 High Level 2 Good level 3 Minimum Level 4 UnsatisfactoryPen portrait and reports provide detailed background information covering a breadth of aspects on the child, exhibiting insight on the

Pen portrait and reports provide examples of detailed background information on the child.

Pen portrait and reports include all of the required elements.

Pen portrait and reports fail to include all of the required elements.

31

origins of the needs and how needs affect the child’s learning and interactions.

Barriers to child’s learning identified, with reference to specific examples/behaviours supported by critical engagement with reading.

Presenter engages the audience and/or establishes audience’s existing knowledge/ understanding.

Trainee provides evidence of finding solutions for securing parent/carer involvement or (where parent/carer engagement is already secure) enhanced engagement.

Demonstrate a systematic understanding of the origins, indicators, and impact (including monitoring progress) on children of one special education need

Describe a schools’ provision and support available for children with SEN

Identify the possible barriers to a child’s learning

Identify and describe the involvement of agencies and professionals

Demonstrate self-direction and originality in planning and assessing learning experiences that meet the strengths and needs of the child


Use research and draw on advice and specialist support to develop personal practice.

Barriers to the child’s learning identified and reference to specific examples/behaviours is included.

Presentation includes links to current research and/or is structured effectively to support understanding.

Trainee comments on the impact of parent/carer engagement/non-engagement.








The presentation addresses all of the required elements.

Parent/carer information notes are provided.








The presentation fails to address all of the required elements.

Parent/carer information notes are not provided.








Thinking 1 High Level 2 Good level 3 Minimum Level 4 UnsatisfactoryThe critical reading log shows strong evidence of the use and critical understanding of a discerning range of texts.

The reports provide a critically informed rationale for the selection of the child and planning to address the child’s need (e.g. questioning own existing models of ‘good practice’).

Critically analyse the impact of planned learning experiences on pupils with SEN

Evaluate the impact of the relationship between teacher and pupil when planning to meet a child’s needs

The critical reading log shows good evidence of the use and critical understanding of a discerning range of texts.

The reports provide a more informed rationale for the selection of the child and planning to address the child’s need (e.g. with evidence of adapting and flexibility in planning).



The critical reading log shows evidence of the use and understanding of a discerning range of texts.

The reports meet all aspects of the expectation outlined in the module guidance.



The critical reading log fails to demonstrate that texts have been read or suggests that texts have been misunderstood.

The reports show little or no evidence of a rationale for the selection of the child and/or planning to address the child’s need. There is no evidence of consultation with appropriate colleagues.Critically analyse the impact of planned learning experiences on pupils with SEN


32

Subject Training Programmes

The following lists demonstrate how the programme enables trainees to meet the standards for QTS in the core subjects, assessment and SEN.

AA: additional activityCT: core training

33

IC: in class

English

Term 1AA: English subject audit AA: Subject audit follow up work AA: Input from the literacy co-ordinator / mentor on the school’s phonics and /or literacy programmeCT: Introduction to phonics, Letters and Sounds and the simple view of reading, AA: Match children’s stories to authors AA: Observe features of classroom environment and resources to support literacy e.g. reading

corner, displayCT: Spelling, handwriting and speaking and listeningCT: The NC for English and EYFS for CLL CT: Promoting a literate environmentCT: Teaching reading – shared, guided, individualAA: Interview children about their reading AA: Discuss with mentor how the school encourages parental support with literacyAA: Compile questions to consider when listening to a child read and when reading to the classCT: Phonics IC: Observe teaching of literacy in own year group and across key stages IC: Observe the teaching of phonics from FS Yr2 (3-7 trainees)IC: Attend year group planning AA: Support from class teacher and/or mentor on planningIC: Plan and teach literacy based on class teacher’s medium term planIC: Plan and teach series of literacy lessons / activities with supportIC: Be observed teaching literacyIC: Be observed teaching phonics (FS/KS1) IC: Plan and teach guided reading or spelling (KS2) CT: Teaching writing

Term 2IC: Observe the teaching of phonics FS Yr 2IC: Observe teaching of literacy in own year group and at least one other year group in second

KS CT: Assessment for Learning, includes assessing writing, setting targets, success criteriaCT: EAL training includes developing literacy skillsCT: Additional phonics IC: Plan and teach series of literacy lessons / activities independentlyIC: Be observed teaching phonics (FS/KS1) IC: Be observed teaching guided readingIC: Observe guided reading and writing in own class or by teacher with strength in literacy/co-

ordinator

34

IC: Plan and teach 3 guided reading sessions for a group

Term 3 AA: Observe literacy lesson in age range before and after that trained to teachAA: Level samples of writing against NC levels – judgements verified by mentorAA: Reading about assessing reading - running record / miscue analysis IC: Carry out a running record or miscue analysisIC: Literacy co-ordinator observes each traineeIC: Lesson plans include planning for development of literacy skillsIC: Be observed teaching phonics (FS/KS1)IC: Be observed teaching reading through guided reading CT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2CT: Reporting to parents in literacy AA: Write reports for focus children commenting on core subjectsIC: Plan and teach series of literacy lessons / activities independentlyIC: Keep records of children’s achievements and next steps

The above includes some but not all of the literacy tasks set out in the Trainee and Mentor Handbook. The time when these are completed may vary depending on the trainee.

Mathematics

Term 1AA: Maths subject audit AA: Subject audit follow up work AA: Input from the mathematics co-ordinator / mentor on the school’s planning / scheme

for mathsCT: The NC for Mathematics and EYFS for Mathematical DevelopmentCT: Mental maths

35

AA: Observe features of the classroom environment and resources to support mathematics e.g. display

AA: The aims of mathematics teachingCT: Maths planningCT: Progression in the 4 calculationsCT: Reasoning and problem solvingIC: Observe teaching of mathematics in own year group and at least one other year group IC: Attend year group planning AA: Support from class teacher and/or mentor on planningIC: Plan and teach mathematics based on class teacher’s medium term planIC: Plan and teach series of mathematics lessons / activities with supportIC: Be observed teaching maths AA: Progression and misconceptions in counting skills (3-7 trainees) AA: Progression and misconceptions in place valueAA: Progression and misconceptions in fractions (5-11 trainees)

Term 2 IC: Observe teaching of maths in own year group and at least one other year group in second

Key Stage CT: Assessment for Learning, includes setting targets, success criteriaCT: Problem solving AA: Resources to support children with different needsAA: Input from maths co-ordinator / mentor in teaching problem solving skillsIC: Plan and teach series of maths lessons / activities independentlyIC: Be observed teaching maths in second KS

Term 3 AA: Observe maths lesson in age range before and after that trained to teachAA: Level samples of maths against NC levels – judgements verified by mentorIC: Lesson plans include planning for development of numeracy skillsCT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2AA: Write reports for focus children commenting on core subjectsIC: Plan and teach series of mathematics lessons / activities independentlyIC: Keep records of children’s achievements and next steps

Science

Term 1AA: Science auditAA: Follow up work on audits depending on results of individualsCT: The National Curriculum for Science and EYFS for UtW CT: The investigative process and planning investigationsAA: Track the progression in teaching forces, an aspect of materials and of biology across the

age range – FS Yr 3 (3-7 trainees) and KS1 Yr 7 (5-11 trainees)

36

AA: Input from mentor and/or science co-ordinator on the school’s science scheme AA: Support from class teacher and/or mentor on planningIC: Observe science lessons in each of Sc 2, 3 and 4 in main key stageIC: Attend year group planningIC: Plan and teach science based on class teacher’s medium term planIC: Be observed teaching science Term 2CT: AfL includes science assessmentAA: Discuss assignment with mentor and / or science co-ordinator IC: Observe science lessons in each of Sc 2, 3 and 4 in second key stageIC: Plan and teach series of science lessons in second key stage with supportIC: Be observed teaching science

Term 3AA: Observe science lesson in age range before and after that trained to teachCT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2AA: Write reports for focus children commenting on core subjectsIC: Science co-ordinator observes each traineeIC: Plan and teach series of science lessons x 2 independentlyIC: Keep records of children’s achievements and next steps

Trainees should observe the science co-ordinator at least once.

Assessment

Term 1 IC: Observations of focus children AA: Read school assessment and marking policiesAA: Begin assessment task in handbookAA: Attend parents’ evening and contribute as appropriateCT: Lesson planning training includes planning for assessment CT: Assessment procedures in the Foundation Stage (FS/KS1 trainees)

37

CT: Introduction to Assessment for Learning – objectives and success criteriaIC: Setting and sharing learning objectives and success criteria IC: Assess and identify next steps in learning for 4 focus childrenIC: Mark children’s work under guidance of class teacher / mentorIC: Comment on children’s achievements against learning objectives in lesson evaluation and/or begin to record in accordance with school’s proceduresOutcomes

Be familiar with school procedures for assessment, marking and reporting Begin to plan for assessment and assess learning against learning objectives Be familiar with some Assessment for Learning strategies and their importance Be aware of a range of different assessment strategies

Term 2AA: Look at class/school data with mentor AA: Assess samples of writing against NC level descriptors with support AA: Attend parents’ evening and contribute as appropriateIC: Involve children in self & peer assessmentIC: Assess and record whole class achievements against learning objectives in a limited range of subjectsIC: Identify needs of and plan for different groups in the light of assessment e.g. EAL, SENOutcomes

Begin to use assessments to inform planning Give effective oral and written feedback Use the planning, teaching and assessment cycle Plan lessons where learning objectives, success criteria and activities are matched

Term 3CT: End of Key Stage assessments/ standardised tests– FS, KS1, KS2CT: Assessment, marking and feedbackCT: Writing reports for parentsAA: Assess reading and samples of maths against NC level descriptors with supportAA: Assess progress children have made across the term / year, focusing on literacy IC: Incorporate effective use of assessment into lessonsIC: Assess and record whole class achievements against learning objectives in most/all subjects

Outcomes Know and use a range of assessment strategies effectively Set appropriate targets for individuals and / or groups of children Be able to take responsibility for assessing and recording Use assessments and assessment data to inform planning Know arrangements for assessment - statutory and school Use assessments and records to write reports to parents

38

Special Educational Needs Term 1IC: Observe and support children of different abilities – in own class or ability split/groupAA: Research on roles of other professionals includes those concerned with SENCT: Code of Practice, Teachers’ responsibilities, Roles of other professionals – support availableAA: Support from mentor with differentiation / discussion of strategiesAA: Read summary of SEN Code of Practice summaryCT: Working with support staff / TAsIC: Frequent observations by trainee of an SEN child

Term 2CT: Provision for SEN children in the classroom - IEPs/LSPs/provision mapCT: DyslexiaAA: Dyslexia and speech, language and communication needs – the need and strategies to

support childrenAA: Peer group research and presentation of a special needIC: Lesson plans include consideration of children with SEN AA: SEN assignment and presentation AA: All trainees visit a SEN school

Term 3 IC: Feedback includes learning by / provision for different groups, monitoring work of TAs, IC: Lesson plans include reference to children with SEN and how they will be supported – detail

in observed lessonsAA: Speak to SENCo/IM about any questions that arose during peer presentations

Organising your FilesYou will need to keep files on various aspects of your training as set out below. Your files provide evidence of your teaching experiences and of your learning. They need to be accessible to your mentor, your Link Tutor and your final moderator so they must be well organised and your writing must be legible. Neat note form is fine. Rewriting notes will rarely be necessary.

You will need evidence files for the standards in two or three lever arch files with dividers for each of 1.1a, 1.1b etc. Guidance will be given at Induction.

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You should have two Teaching Practice files - one for each phase that you are training to teach. These should have: a) a preliminary section with

School name Names of mentor, co-ordinator, head teacher, chair of governors Staff and staff responsibilities Organisation of the school – classes, key stages etc Main School policies: child protection, health and safety, teaching and learning, behaviour,

inclusion Class information – timetable, children’s names, groups, languages, levels, special needs etc

b) Timetables and Planning Medium term plans Weekly timetables highlighting what lessons you will be observing, teaching groups,

teaching whole class, observed teaching, as well as training sessions, courses and study day Lesson plans and evaluations Worksheets, photos Observations of your teaching

Trainee file-this file needs to be available to your mentor and Programme Leader at half term reviews and accessible at observations:

Grading against the Standards highlighted sheet Half termly Mentor reports QTS Standards Evidence File Guidance Training Plan and mentor meeting records Observations and related lesson / medium term plans Record of trainee observations Half term reviews Mentor and trainee Handbook and policies Core training programme Assignments and tasks

All the above files will be monitored during the year and will need to be submitted for final moderation Please see File Evidence Guidance Doc 22 for further informatio

Second School PlacementThe purpose of having teaching experience in another school is to give you the opportunity to teach pupils of different backgrounds, and experience different approaches to teaching and learning and to school management.

This placement is usually in the second term and lasts between 4 to 6 weeks.

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Beginning of the placementYou will spend the beginning of your placement observing and getting to know the class teacher and children, and having some whole class management and teaching experience. You will build up to planning and teaching about 70% of the timetable for the last 4 weeks of the placement.

When not responsible for whole/most of the class, you are expected to be: Observing the class teacher Observing in other classes Supporting groups in class Preparation, planning, marking and evaluating

ObservationsYour class teacher or trainee mentor has been asked to observe you formally and give you written feedback at least once a week. In addition, they will give you verbal feedback. You will be observed by your own mentor once and your Link Tutor once during the placement.

PlanningUse planning sheets that fit in with the school. If the school would like you to use theirs, that’s fine, otherwise you can use those you are used to. If the medium term planning has been produced, you can work from this, although you will need to produce an overview of each curriculum area being taught (details will be issued). Try to obtain planning information as soon as possible, or at least know the outline of what you will be teaching. You are expected to attend planning meetings - medium term as well as weekly. For each of your lessons, you will need to produce a lesson plan and written evaluation.

Safety The class teacher should be present during PE lessons, and any DT lessons that involve use of tools, cooking equipment etc.

Visits At the beginning of your placement you need to: Obtain information about the school and your class (map, class list, teacher responsibilities,

SEN, EAL, planning documents, blank planning sheets, timetable) Look at policies, especially those on behaviour and marking Familiarise yourself with class/school routines – lining up, register, assembly, how the teacher

gains the children’s attention, playtime rules Get to know the children’s names Find out about any records that need to be kept or contributed to Find out what ICT resources are available

FileYou will need to keep a file of your experience, which should include: An introductory section Medium term plans Lesson plans with evaluations in date order

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Lesson observations Assessment section

DisplayPut up a display or contribute to one.

General conductYou need to act as though you are the class teacher – take the initiative, be responsible for the class – their behaviour and their learning, transitions from one part of the day to another. Join the class teacher on playground duty. Attend staff meetings, INSET and planning meetings.

No-one will expect everything to go perfectly, but they will expect to see you working hard, not being laid back, and making progress with areas for improvement. Remember that their children come first.

Please see below for the pro forma for comparing your second school with your main placement.

Doc 16 Comparison of Two Schools

Main School Second SchoolType & size of school Management structureBackground of pupils

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Session times

Uniform

Support staff

Resources

ICT resources (see ICT assignment)Timetable

Assemblies

Displays

Homework

Classrooms

Behaviour

Approach to teachingOther (strengths, awards, challenges, partnerships)

It is not necessary to comment on each aspect above, but try to focus on the main differences. You may comment on other areas not listed.

Procedures to be followed in the event of a trainee failing to make progress towards QTS

We recognise that most trainees are on a steep learning curve and require a high level of support and training particularly in the first term.

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In order to ensure that all trainees make rapid progress they will be tracked and monitored regularly by link tutors, mentors and programme leaders.

An ‘Extra Support Required’ form (see proforma on page 45) will be issued if: More than one lesson is graded inadequate in the same half term The trainee has not moved beyond “Minimum level” by the beginning of the second term There is a concern with the progress the trainee is making towards the Teachers’ Standards

related to professional conductA review will follow to discuss progress against the concerns.Where targets agreed within this are not met, a ‘Cause for concern’ will be issued. (Please see proforma on page 46) Causes for concern may be

Curriculum or subject knowledge Planning Teaching Classroom management Behaviour management Assessment Not responding to assessment advice or feedback Health and safety Professional responsibilities Attendance and punctuality Equal opportunity issue Professional attitudes and behaviour

Mentors will be expected to keep written evidence against the standards for QTS and to negotiate time bound targets with trainees in order to resolve causes for concern. Link tutors will review these targets with the trainees and mentors regularly and set further targets based on their own observations. If there are obvious and persistent weaknesses the following procedure will be implemented.

1. Joint Observation The SCITT Manager and the mentor will do a joint observation against the standards which are causes for concern. Written evidence will be recorded on an observation sheet.

2. Formal Cause for Concern meetingA meeting will be held between the mentor, the SCITT Manager and the trainee. Based on the written evidence, clear agreed targets will be set, a programme of support drawn up and a review date agreed. This will be put in writing, with the standards against which the trainee is

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failing to make progress, the action plan, the targets and the review date (within 2 weeks of the meeting).

3. ReviewAt the review meeting evidence that the trainee has made progress towards or met the targets will be presented, any mitigating circumstances will be considered and either

a. if all targets have been met the ‘Cause for Concern’ form will be signed off.b. new targets will be set if there is evidence of some progress, orc. if there is no evidence of progress the trainee will be formally notified that he/she is

likely to fail the course. This will trigger an external assessment.

4. External assessmentA senior mentor (from Henry Maynard Primary) or a qualified impartial member of Henry Maynard Training E 17 board will observe the trainee, consider written evidence and make a final recommendation to the SCITT Manager. The trainee will be advised in writing of the outcome within 2 days. 5. Exceptional circumstances

In circumstances where further evidence is needed, the SCITT Manager may agree to call in an external ITT advisor to act as an assessor. In this instance the trainee will be expected to provide the evidence to demonstrate the ‘exceptional circumstance/s’.

All meetings must be recorded and all decisions put in writing. Resulting documentation must be signed by all relevant parties.

Henry Maynard Training E17 may offer further counselling and support to help a failed trainee to move on in their career options.

EXTRA SUPPORT REQUIRED Trainee: School: From completed by:Mentor: Class: Role: Link Tutor: Date:Nature of concern

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Evidence for concern

Agreed targets negotiated by trainee, mentor, tutor

Support/action required

Signature of mentorSignature of tutorSignature of traineeReview date:

Review meeting:

Outcome: targets met/ new targets set/formal notification that trainee will be placed on cause for concern I confirm that this report has been seen and discussed by the mentor and trainee before being sent to the link tutor and Programme Leader Completed by _____________________________ Role ____________________________Signed __________________________

CAUSE FOR CONCERN Trainee: School: From completed by:Mentor: Class: Role: Link Tutor: Date:Nature of concern

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Evidence for concern

Agreed targets negotiated by trainee, mentor, tutor

Support/action required

Signature of mentorSignature of tutorSignature of traineeReview date:

Review meeting:

Outcome: targets met/ new targets set/formal notification that trainee is likely to fail. I confirm that this report has been seen and discussed by the mentor and trainee before being sent to the link tutor and SCITT Manager Completed by _____________________________ Role ____________________________Signed __________________________

Appendix 1

Absence Policy for Henry Maynard Training E17

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This policy aims to enable a provider to exercise its duty of care and responsibilities in relation to ensuring that its trainees pursue their studies with diligence and avail themselves of the educational opportunities made available. It recognises that in such an intensive, one-year course absence, for whatever reason, leads to missed learning opportunities which may impact on the ability to provide evidence relating to the successful demonstration of the Teachers’ Standards at the end of the course. It is, therefore, expected that a trainee will be regular and punctual in attendance at all centre and school-based sessions prescribed by the course.

This policy encompasses, with minor adaptions, approaches to the management of absence commonly used in the teaching profession as a whole.

1 Notification of absence

1.1 The contact for all matters to do with absence is Clare Hunton.1.2 A trainee will, before the course commences, provide the contact details for a named

representative who will contact, or can be contacted by, the provider, in relation to the trainee’s absence from the course.

1.3 A trainee will notify the provider of any absence from the course, whether the absence relates to school placement or central studies, no later than 9.00a.m. on the first day of any period of absence. If, by that time, the provider has not been informed of an absence, the provider will contact the named representative to confirm the safety of the trainee and ascertain why he/she is not in attendance.

1.4 If after ten working days the provider is unable to contact the trainee or the named representative, the provider will invoke a suspension of studies, informing Student Finance England (SFE) through a Change of Circumstances (COC) submission should one be required. This may have an impact on any maintenance loans and bursaries that have been arranged. If there is no contact in the following ten working days, the trainee will be deemed to have withdrawn from the course and the relevant authorities will be informed.

2 Sickness absence1.2.

2.1 Self-certificated absence2.1.1 For absences of five days or less, a trainee will be required to complete the self-

certification of absence form obtainable from the provider or the employing school. 2.1.2 There is a limit for self-certification of six days within the course as a whole.

2.2 Medically statemented sickness2.2.1 If a trainee is absent for more than five days, a medical certificate or statement

signed by a doctor must be sent to the provider as soon as practicable. 2.2.2 If the trainee remains ill when the note expires, further medical evidence will be

required.

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2.2.3 If the absence continues for a prolonged period (more than 15 working days) or a date for the return to study exceeds 15 working days from the beginning of the absence, the provider will notify the trainee in writing that it is suspending the trainee’s study from that 15 day point. If the trainee is in receipt of finance from Student Finance England (SFE) a Change of Circumstances form (COC) will be submitted to SFE by the provider suspending studies on medical grounds effective from that date.

2.2.4 If a trainee is subject to an ongoing illness such as depression, arthritis, unstable diabetes or asthma, a trainee should submit a form for mitigation together with a medical certificate which explains the extent of the illness and the likely effect on their progress through the course before the 15 working day deadline. The situation will be referred to the provider to determine whether the trainee should be considered for deferral on medical grounds.

2.3 Convalescence2.3.1 The nature of the course does not easily allow for light duties or other ways of

reducing the workload. However, the provider will ensure that on return to the course a trainee has a few days’ respite to become fully fit before carrying out important assessments.

2.3.2 A trainee returning to work after an extended period of absence may be required to submit to a medical examination by Occupational Health professionals to determine whether and what staged return to work should be implemented.

3 Maternity leave1.2.3.

3.1 General: The nature of this one year course means maternity leave as such is not available but the provider will aim to exercise what flexibility is possible within the course structure to enable the trainee to achieve QTS. The length of absence anticipated means that the course will have to be extended into a second year providing there is no substantial change in the requirements for QTS anticipated. A trainee who becomes pregnant after being offered a place or during the first half term of the course can apply to have the course deferred for one year only, subject to there being no substantial change to the requirements for QTS during the deferment. Any trainee requesting maternity leave must complete the course within six terms. One of those terms must be the final term of an academic year. There may be some implications for a trainee receiving finance from SFE.

3.2 The preferred plan is for a trainee to return in the second year two weeks before the anniversary of the date of commencement of maternity leave.

3.3 The trainee should notify the provider as soon as is practicable but not later than 14 weeks (unless there is good cause) before the expected week of childbirth (EWC) that she wishes to be absent for maternity.

3.4 Absence on account of illness which is attributable to the pregnancy, including absence on account of miscarriage, and which occurs outside the period of absence for maternity, shall be treated as ordinary sickness absence and shall be subject to

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the conditions normally governing such leave, provided it is covered by a doctor’s statement.

3.5 Maternity leave should not normally be taken earlier than 11 weeks before the EWC.3.6 When maternity leave begins, the provider will write to the trainee to formally

suspend the trainee’s studies, informing the SFE through a COC where required and record the trainee as dormant on the DMS.

3.7 The trainee will inform the provider of the date of birth of the child.3.8 The trainee may not return to study less than two weeks after the birth of the child. 3.9 Thereafter, the trainee should discuss with the provider when she intends to return to

study and a timeframe for the completion of the course be agreed. 3.10 Where a trainee does not make contact with the provider, the provider may write to

the trainee no earlier than 21 days before the anniversary of the commencement of maternity leave, asking her to confirm the date of birth and her intention to return to work. The trainee or her representative must respond within 14 days of receiving the request. If there is no response, the provider will withdraw the trainee from the course.

3.11 If requiring student finance, the trainee will need to apply for finance (as a returning student repeating Year 1) for the second academic year. At the beginning of the first term, the trainee will continue to have her studies suspended and SFE informed through a COC. A further COC will be completed when the trainee returns to the course.

3.12 For a trainee paying fees through an SFE loan, the fee structure means that the trainee must be present in Term 3 of one of the years in question. If that is not the case, the provider has the right to request 25% of the total tuition fees direct from the trainee.

4 Paternity leave1.2.3.4.

4.1 The nature of this one year course means paternity leave as such is not available but the provider will aim to exercise what flexibility is possible to allow a short period of absence within the course structure to enable the trainee to achieve QTS. If the length of absence anticipated is significant, the course is likely to have to be extended into a second year for which there may be financial implications. See compassionate leave below.

5 Medical appointments1.2.3.4.5.

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5.1 A trainee should inform the provider of any appointments for which he/she needs to take leave, being prepared to offer further evidence if requested. The difficulty of obtaining GP and hospital appointments is acknowledged and these will be honoured wherever possible though a trainee should attempt to ensure follow up appointments do not impact unnecessarily on attendance on the course.

5.2 Other routine medical appointments should not be made during the working day.

6 Leave of absence1.2.3.4.5.6.

6.1 Leave of absence for other reasons may be granted by the Accounting Officer acting on behalf of the provider.

6.2 For absences longer than two consecutive days, or for a cumulative total of more than five days, the request will require the additional approval of the Accounting Officer. It is expected that an application will be made for leave of absence, in writing, at least two working days before the absence occurs.

6.3 In the case of absence included in private and personal or compassionate categories, a completed proforma should be submitted to the provider on the return to study.

6.4 The following outlines the rationale for decisions relating to common requests for leave of absence. They should not be seen as an exhaustive list, but serve as an indication as to how leave of absence decisions will be expedited.

1.2.3.4.5.6.6.16.26.36.46.4.1 Graduation ceremonies: Absence of one day to attend a graduation ceremony for a

first degree will be granted. Any requests for travelling time associated with this would not be expected to exceed half a day in total.

6.4.2 Interviews: All reasonable requests will be honoured. Decisions relating to absence for interviews abroad or in places involving extra days for travel will be limited to a cumulative maximum of three working days in the year.

6.4.3 Visits to schools before application/interview: Given the open-ended nature of these absences and the significant demands of the course, leave of absence will not be granted for these visits. In refusing the application, the provider will, if requested by the trainee, contact the school in question, informing them both of the trainee’s expression of interest in attending, and the rationale for the refusal of the application.

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6.4.4 Visits to schools prior to employment: One day will be granted before the end of the final teaching experience. A further day may be granted after this date and before the course ends. Additional days requested by the school employing the trainee after the course may be granted at the discretion of the provider.

7 Compassionate leave1.2.3.4.5.6.7.

7.1 In the event of such emergencies as bereavement, serious accident or illness of an immediate family member/dependant, up to three working days will be allowed for the death of a father, mother, son, daughter, brother or sister and up to five working days leave on the death of a husband, wife or partner.

7.2 Requests for additional compassionate leave, or in the case of a cumulative total of more than ten working days, must be referred to the Accounting Officer.

8 Private and personal1.2.3.4.5.6.7.8.

8.1 A maximum of two days at any one time will be granted for the purposes of urgent and unforeseen personal business which does not come under the scope of compassionate leave or to fulfil an important and significant personal commitment which cannot be undertaken at any other time.

8.2 Statutory Leave of Absence up to a cumulative total of five working days during the course will be allowed. However, given the intense nature of the course, trainees will be advised that membership of bodies requiring such absence should be reviewed.

8.3 Holidays: The intensive nature of the course means that holidays, including those booked before commencement of the course, should not be undertaken.

8.4 If a provider wishes to allow holiday leave, for example to attend a family wedding, it should be noted that SFE will be informed and an adjustment to any maintenance loans may follow.

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The Trainee Code of Conduct

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The Trainee will be expected to abide by the following code of conduct:- The Partnership Trainee Code of Conduct.

I understand that as successful completion of this course leads to admission to a professional body I am required, during my studies, to adhere to the expectations of conduct endorsed by the teaching profession. I understand that breaches of these expectations may lead to disciplinary action including my exclusion from the course and/or the inability of the Henry Maynard Training E17 to provide me with a supportive professional reference. I am required to complete a health assessment form which will be forwarded to the Occupational Health Service and where necessary comply with requirements for further discussion/examination as appropriate.

I undertake to behave in a manner appropriate to my position as a trainee teacher and understand that behaviour including, for example, dishonesty, indecency, harassment, bullying, violence, abuse of drugs or alcohol will lead to disciplinary action, which may include consideration of any criminal conviction, whether or not the offence(s) are directly related to my studies. I further undertake to inform the Course Director, without delay, should I be subject to a criminal conviction or caution after the submission of my application for DBS Enhanced Disclosure. I understand that a criminal conviction or caution may lead to my suspension or expulsion from some or all aspects of the course and that this may lead to the need for my studies to be extended or curtailed. I also understand that the Rehabilitation of Offenders Act (1975) does not apply to the teaching profession and that should I be subject to a criminal conviction or caution it will never be considered “spent”. I recognise that in the course of my studies I will be placed in a position of trust and that as such I am subject to the requirements of the Sexual Offences (Amendment) Act 2000. I understand that any DBS clearance obtained by the [provider] relates to my position on its course and does not guarantee that I will be cleared fit for future employment as a teacher.

I will at all times treat children, colleagues, staff and any other members of Henry Maynard Training E17 with due respect and conduct myself in a professional, honest, decent and courteous manner. I will use language appropriate to the situation and people involved. I will accept my responsibility to ensure that children are treated with respect and free from abuse. In schools I will always work in a place which is accessible to others and in which I can be observed working. I will not take or agree to meet, children outside school premises without another responsible adult present. I will not make unnecessary physical contact with children. I will report any suspicion that a child is being abused to the school’s named person (usually the headteacher). I will acquire an understanding of working with diversity, including gender, race and culture, in order to work with children, staff and parents appropriately. I will be mindful of the difficulties some groups may face and ensure personal prejudices and stereotypical views do not influence my judgements or actions. I understand that I will have access to confidential personal information and that I am required to comply with the Data Protection and Child Protection legislation. I understand that I may not disclose this information to any third party, other than in accordance with the conventions regarding use of personal information for use in research for the purposes of completing assignments or in accordance with the law and code of ethics agreed for the assignment. Any personal information used in assignments or tasks will have all means of identifying the subject removed. I will take particular care to ensure the safety of any data relating to a third party whilst in transit and be careful to ensure any such data held on a

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mobile device is uploaded to the secure storage made available and then deleted from the mobile device. I will at all times ensure that any photographs or digital images are acquired under the terms of the policy of the relevant school.

I will ensure that I maintain, both in the centre and in schools, a standard of dress that will be perceived as professional by such persons as I may encounter in the pursuit of my studies.

The content of the course meets the requirements of Qualified Teacher Status and the Postgraduate Certificate in Education awarded by University of East London and I will pursue my studies with due diligence, ensuring that I avail myself of the educational opportunities made available. I will take responsibility for my own learning through punctual attendance at lectures, workshops and periods of school experience and through being suitably prepared for them. I will notify the [provider], in accordance with the guidelines issued, if I am to be absent from any part of the course, due to sickness or other reasons, and I will make up the lost learning opportunities. I will immediately inform [provider] if I am suffering from an infectious disease such as chicken pox, German measles (rubella), impetigo, measles, scarlet fever and slapped cheek disease, (Parvovirus). I will not disrupt the delivery of teaching or the learning experience of fellow trainee teachers and will not jeopardise the health and safety of those involved, both at the centre and in schools.

I understand that attendance at professional development sessions is compulsory and I will ensure that I log in and out of each session. I undertake to complete the appropriate absence forms and to make up work missed through illness or other circumstances covered within the Henry Maynard Training E17 Absence Policy. I will be prepared for sessions to start promptly and ensure I have made adequate arrangements to be in on time, not using traffic as an excuse for lateness. I will not leave a session once it has started without seeking permission from the tutor. I undertake to be scrupulous about signing in and out of the building and signing session registers. I understand that records of attendance and lateness will be kept by the Henry Maynard Training E17 and may be used as evidence when awarding qualifications or writing references. I will submit work in accordance with the instructions in the handbook. I will ensure I know and maintain at all times the school policy on control, rewards and punishment, recognising that it is illegal to use physical means of punishment.

I will have due regard to the safety of pupils at all times as outlined by Section 7 of the Health and Safety at Work Act (1974) and the extension of the regulations to trainee teachers for employment (1994) which place a duty on me to take reasonable care for the health and safety of myself and anyone else who may be affected by my acts or omissions, and to co-operate as much as necessary in full compliance with the obligations imposed on my employer by health and safety legislation.

I understand that if I behave dishonestly during the assessment process (including plagiarism or other forms of cheating) or in relation to my attendance or the attendance of others by falsifying signatures or other means I will be subject to disciplinary action which may result in the termination of my training.

I will follow the code of conduct, policies and procedures of my placement school.

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Signed…………………………………. Date…………………………………

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