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PGCE Primary Full TimeSE1 and SE2 Placements
Aims of this briefing meeting Know about the changes made to
documentation for 2012-13 Be aware of the planned progression of
school experiences for PGCE student teachers
Know of the preparation that student teachers receive from the university
Know what is expected of student teachers during serial days and block placements
Changes to SE documentation 2012-13
• Student teachers assessed against the Teachers’ Standards 2012
•No published OfSTED characteristics however, UCET* and NASBTT* have produced descriptors which can be used in order to grade student teachers summatively at the end of their placements (available in Appendix 1 of the Formative, Diagnostic and Summative Profile and also at http://www.ucet.ac.uk/3912)
*UCET: Universities’ Council for the Education of Teachers
*NASBTT: National Association of School Based Teacher Trainers
•Guidance for all School Experiences Handbook to cover all school placements
• Specific Handbook for individual school placements
•Grading for appraisals• A (outstanding), B (good), C (satisfactory), D (below standard)
OfSTED will be looking for student teachers to be
graded at good or outstanding.
Role of staffSE1 & SE2 Director - Jenny CarpenterAdministration Assistant - Darryl PearsonSchool Partnership Officer - Christine Weeks (to
December 2013) Nicola Thompson (from Jan 2013)
Link Tutor - regular contact and support for mentor
School-based mentor - formal appraisals and checking of
or planningExternal mentor - formal appraisals
and checking of planning
The Full Time Primary PGCE Programme•
38 weeks•
Intensive course•
Three key placements to develop their skills in learning to be a teacher: •SE1 (introductory)•SE2 (developmental)•SE3 (consolidation and extension)
• Experiential placements in a nursery and a diverse school (in groups) to complement these experiences
• Modules in the core subjects, foundation subjects and two professional studies modules* (at Masters Level)
*Until July 2012 full time, until July 2014 part time due to programme revalidation
The Full Time Primary PGCE Programme
SE1, SE2 and SE3 Placements•
SE1 and SE2 occur in the same school•
Usually two student teachers in the school in a different Key Stage to each other
• Student teachers then swap classes for their SE2 placement
• Student teachers are able to make a smooth transition because they are already familiar with the school setting
• Student teachers can settle into and contribute to the wider school life more quickly
•SE3 placement in a different school and in the same Key Stage as SE1
University modules•
Understanding Learning and Teaching (Masters level)•Understanding the young learner, learning theories, designing learning, the learning environment, the role of the adults and peers
• English
•Mathematics
• Science
• Foundation subjects with a focus on cross-curricular themes, settings other than schools (Enrichment Days)
•The Emerging Professional• Introduction to educational research, conducting and writing a research project in their chosen area
This year’s cohort•
147 students•
60 choosing Foundation Stage/Key Stage 1•
87 choosing Key Stages 1 & 2•
25% male•
25% over the age of 35, 71% are 25 years old or younger•
A range of first degrees and experience•
All have some prior experience in schools and/or Early Years settings
•All have completed nine experiential days in two settings during early September and completed university-based tasks
•Some have received a training bursary
Learning to become a teacher•
Early idealism•
Personal survival•
Dealing with difficulties•
Hitting a plateau•
Moving on
Furlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge
The Continuum of Experience
Learners may move forwards and back along this continuum
Scho
ol
Exp In
itial
Pl
acem
ents
Nur
sery
SE1
Div
ersi
ty
SE2
seria
l
SE2
bloc
k
SE3
seria
l
SE3
bloc
k
Lear
ning
Awareness of how young children learn
and develop, the impact of ECM
Key ideas of learning theory
Begin to understand the
relationship between learning
outcomes and success criteria
Awareness of
diverse needs
Understanding of prior
learning
Develop understanding of meeting needs of
children Begin to understand the
role of adults in supporting learning
Begin to evaluate learning
Reflect on how children learn
Understand how to personalise learning
Full awareness of prior learning
Develop more effective strategies for
differentiation Personalised learning
evidenced in SE3
Justify reasons for adaptations
in learning strategies
Teac
hing
Developing their own skills as observers in
finding out how to find out about children
Beginning to understand the
implications of child development and
learning theory
Designing and Supporting Learning Develop strategies for managing a class
Begin to manage adults Develop skills for writing
session plans Begin to develop
assessment strategies Begin to analyse
teaching
Evaluate own skills Seek support and guidance about
addressing weaknesses
Continue to develop understanding of
medium term planning in new Key Stage
Implement strategies for managing class from
outset Implement strategies for
monitoring and assessment
Implement strategies for supporting children with
SEN
Understand the role of adults in
supporting learning and deploy them
effectively including self
Beginning to understand how to manage a class of children, how to plan and assess, the importance of an appropriate learning environment
Strategies for
inclusion in a
whole school
and class
Begin to understand medium term planning Organising for learning, principles of intervention, effective interaction
Skill
s
Knowledge and understanding Be able to explain to others the theories relating to learning and
teaching and the key principles of pedagogy
Implement and practice Translate emerging
understanding within a real-life context
Evaluate and reflect Identify strengths and
targets Set in new SE3 context
Refine and improve Continue to seek advice
and observe experienced professionals
Consolidate Demonstrate independent
skills of an NQT
Pers
onal
Fo
cus
Survival Personal Well-being
Self image in the teaching context Perceptions of themselves as learners
Mastering requirements of programme, school experience
Teaching Task Mastering Content to be taught
Improving teaching skills – resources, timings, methods
Impact Viewing Learners as individuals with
individual needs – ensuring pupil achievement, understanding, social and
emotional well-being
SE1 (introductory) Placement Aims•
Establish a presence in the classroom•
Use body language and voice appropriately•
Manage a class and give instructions•
Deliver foundation subject/cross curricular lessons* from the teacher’s objectives or ELGs
* Some student teachers may be confident in teaching core subjects (based upon their previous experience)
SE1 Expectations•
Use lesson objectives from the teacher’s planning•
Teach at least 5 whole class sessions and at least 5 focus group activities
• Write a session plan or focus group sheet for every taught session
• Evaluate each session in terms of children's progress and the impact of their teaching and discuss this with the teacher
• Assist the teacher in other lessons
•Time for Professional Development
SE1 assessment of student teachers•
Two whole class appraisals (one each week) using a simplified appraisal sheet linked to the SE1 aims
•Appraisals can be carried out by the mentor, external mentor or the class teacher
•Ongoing informal feedback from class teacher
•Interim Report at the end of SE1 completed by the mentor or external mentor in discussion with the student teacher and class teacher
•No summative grade or pass/fail at this stage
•All student teachers will be expected to progress to SE2
•Significant targets will be followed up in university with specific support
SE1 datesHalf term: 29.10.12 •Five serial days• 22nd – 26th October
• Two week block• 5th – 16th November inclusive
Half term: 22.10.12 •Five serial days• 15th, 16th, 17th October• 1st, 2nd November
• Two week block• 5th – 16th November inclusive
SE2 dates•
Five serial days• 29th, 30th November• 3rd, 4th December • 7th – 11th January 2013
• Five week block
• Half term 22nd Feb• 14th January – 14th February ( 4 days in final week)
• Half term 11th Feb • 14th January – 8th February• 18th – 21st February (4 days)
SE2 (developmental) Placement Aims•
Aims from SE1 (new Key Stage and new class in most instances)
• To work alongside the class teacher and individually, with increasing and sustained competence
• Develop planning, teaching, monitoring and assessing skills in core and foundation subjects
• To contribute to the wider life of the school
• To carry out data collection for their Masters level research project
SE2 Expectations•
Write medium term plans, weekly plans as well as session plans, using their own ideas when appropriate
• Teach 40% of the week from week 1, rising to 70% by week 5
•Evaluate each session in terms of children's progress and the impact of their teaching
•Trial various ways of recording children’s progress
•Assist the teacher in other sessions
• 10% PPA and 10% PD time
SE2 assessment of student teachers•
Four whole class appraisals using the YSJ Standards-related appraisal sheet
•Appraisals must be carried out by the mentor or external mentor only
•Ongoing informal feedback from class teacher
•Interim Report half way through the block (25th January) completed by the mentor or external mentor in discussion with the student teacher and class teacher
•A summative grade and pass/fail at the end of the placement through the triangulation process
Preparation for student teachers• Three briefings before SE1:• Introduction to documentation and the
expectations of the placement• Roles of people involved in school
placements• Session planning
• One briefing before the SE2 block• Debriefing from SE1 and academic tutor
follow-up tutorial• Expectations of the SE2 placement and
links to the Continuum of Experience
Student teacher files• Teaching File• Planning and Evidence File (more likely to
be used in SE2)• Monitoring and Assessment File• Standards File
Student teachers are expected to have their files organised and ready at the start of the first SE1 serial day. These files must be made available for mentors and external mentors to check at any time.
Teachers’ Standards• Teachers’ Standards have to be met in order
for the university to recommend students for QTS to the Teaching Agency
• Standards can be signed off as ‘met’ if student teachers achieve a grade of ‘C’ or above in lesson appraisals
Changes to the full time programme from Sept 2013• Government requirement from 90 school-
based days to 120 (in line with secondary PGCE)
• Newly revalidated programme which will include opportunities for specialisms and an international placement
(Part time cohort will follow the new programme from February 2014)
Any further questions?
Darryl Pearson: 01904 876373 [email protected]
Christine Weeks: 01904 [email protected]
Nicola Thompson (from January 2013: [email protected])
Jenny [email protected]