PRIMARY PGCE SE1A Observation Period 2013
During the Autumn and Spring term of the PGCE programme, full time students will undertake three distinct periods of school experience in the same school. These periods of school experience are categorised as SE1A, SE1B and SE1C.
SE1A This period of time in school is known as the Observation period.
Towards the end of September and beginning of October, students are expected to be able to spend broadly equal amounts of days, supporting in classrooms and making observational notes across the three key phases of primary education, the Foundation Stage, Key Stage 1 and Key Stage 2.
SE1A Briefing at IOE Cohort A - 13 Sept Cohort B - 20 Sept SE1A – in school Cohort A - 16 Sept – 10 Oct (1) Cohort B - 23 Sept – 17 Oct (2)
Partnership Day at IOE for School Mentors Both Cohorts- 10 Oct SE1A De-briefing at IOE – Transition Point 1 Cohort A - 17 Oct Cohort B - 24 Oct 1. Except 20 and 23 September 2. Except 27 and 30 September, and 11 and 18 October
To begin to understand continuity and progression in the teaching of the core & foundation subjects across the three Key Phases
To begin to recognise different pedagogical approaches
and where they are used most effectively To develop a range of techniques for observation and
assessment of teaching and learning
read the SE1A Guide from cover to cover read the school’s Ofsted report
http://www.ofsted.gov.uk/inspection-reports/find-inspection-report
look at school’s website, identify name of Headteacher check location, route, and timing of journey to school
prepare SE Files & two copies of the data collection permission forms
ensure DBS certificate and another photo ID is available on your first day in school
aim to arrive at least half an hour before the children and leave at least half an hour after the end of school
be prepared for school office staff to say they are not expecting you download or print out copies of the lesson planning proforma read the recommended readings as advised by the core subject
tutors
download or print copies of the observation proformas for English, mathematics and science
read requirements for the ICT Blog entry
remember your role as an ambassador for the IoE and a guest BE HUMBLE. and avoid giving the impression that you are a ‘would be’
Ofsted inspector BE USEFUL! find ways in which you may assist the class teacher and be
fully involved in the teaching and learning taking place follow school policies and procedures in the classroom and in the school
generally look after your interests and personal safety – join a professional
association/union don’t get into situations where you are alone with a pupil and avoid
physical contact that could be misinterpreted
be ultra careful about how you talk about pupils and their parents/carers – avoid gossip in this respect
be sensitive to the statements you make in your files – do not openly criticise colleagues
or the school keep key colleagues informed about your brief in relation to any tasks you have to
complete and the requirement to keep clear observational notes make sure you thank all who have supported you during the school day, including the
Head teacher. Make sure you have paid for coffee/tea and any school dinners you may have eaten.
full attendance is expected. If students are absent for any reason they should inform the
Headteacher and/or the School Mentor or Class Teacher Mentor and complete the IoE absence notification form in the usual way.
you need to negotiate and agree where you will spend your time in school
some schools will have already decided which classes
you will join and for how many days in other schools you might be offered a choice You must spend broadly equal amounts of time in the
three key phases, regardless of your age phase choice
you are expected to have a timetabled range of experiences across the Foundation Stage, Key Stage 1 and Key Stage 2
You are required to keep detailed notes and observations about: ◦ the school as a whole ◦ the nature / implementation of the curriculum ◦ physical aspects of the learning environment ◦ English (including early reading & phonics), Mathematics, Science
& ICT / ◦ The foundation subjects ◦ your own subject knowledge ◦ teacher planning, management and organisation ◦ children’s learning / ways of assessing ◦ close observation of individual learners ◦ taking the teacher’s role ◦ review of experiences & notes for personal development
this file is to contain all the documentation related to your progress in meeting the Teachers’ Standards, 2012, during the PGCE programme.
the file should be set up according to the contents page
that has been provided for this period of SE, students will only be expected to
have documentation for contents items 1, 4 and 8
you are expected to demonstrate evidence of fulfilling these criteria during each period of school experience
you will begin to understand how to collate evidence during the Observation period
you should reflect on this in your learning journal
needs to be structured to provide evidence that the required observations have been accomplished
use of A4 paper, sectioned in a coherent way and well
signposted/labeled for accessibility
should be professionally worded and not critical of school policies and practices
should be analytical and reflective rather than descriptive
files to be brought to the SE1A transition point session at the end of your placement
You will be asked to:
begin to demonstrate some understanding of the breadth of the Teachers’ Standards
identify your emerging strengths
identify a strength to develop further
identify what you found difficult or confusing
identify personal targets to set for SE1B
identify the standards that will support these targets
SE1A is designed to give you further opportunities to understand how the Primary school curriculum is designed, taught and assessed across the three key phases of Primary Education
you will learn most by interacting with the teachers and the children and being involved in the teaching and learning process
keep a professional distance between yourself and the children be aware of the demands you make on staff, who will need some
respite at various times during the school day.
A support plan is initiated by a school or Institute tutor in cases of: Lack of Progress A student is considered to be failing, or is judged to be in danger of
failing to meet the required standards for the particular phase of the course.
Lack of Professionalism For example: punctuality, attendance, dress, lack of critical self
awareness, unable or unwilling to accept professional criticism, difficult relationships with staff.
Cause for concern about the student’s well being The student shows signs of ill health, difficulties in coping with
stress etc.
Lack of professionalism poor timekeeping respecting the space & time availability of school
tutors sitting on the sidelines and not being pro-active being overly critical and judgemental lack of awareness of school’s polices and
practices
the placement list will be posted on Moodle this evening some students are still unplaced there is no need to panic identify if you or a friend or a family member have a school contact
who might offer a placement for the whole of SE1 or SE1A only and let me know
use the time productively be patient, you will be contacted individually as soon as a suitable
placement is found