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School of Education

Inspiring learners, enriching communities

PGCE Primary 3-7 and PGCE Primary 5-11 School-Based Training 2 Handbook

Spring 2019

The University of Brighton Initial Teacher Education Partnership

Our Aims:

We aspire for all trainees to become outstanding teachers. We educate the next generation of teachers

to the highest standards so that the teachers we train are:

Highly committed to their pupils’ learning and progress, and ambitious in what they want to help

them to achieve;

Inquisitive, critically reflective and motivated to keep learning and improving their own practice;

Quick to adapt to different learning contexts and confident to challenge inequalities;

An asset to the profession, willing to share their knowledge and experience and to collaborate

with others;

Well prepared for the realities of teaching, with the confidence, resilience and skills to be

innovative, to take risks and be creative.

Primary Priorities for 2018/19

To enhance trainee confidence and competence in delivering the English curriculum (Teachers’ Standard 3).

To ensure that trainees respond effectively to the strengths and needs of all pupils (Teachers’ Standard 5).

To further support trainees to make accurate and productive use of assessment (Teachers’ Standard 6).

So that trainees:

Are equipped to improve outcomes for all pupils with particular attention to diminishing difference;

Have appropriate skills and knowledge to be well prepared for their NQT year and a successful career in teaching.

Please note:

This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may

be made to some of the information during the academic year. At the time of going to print all

information was correct. The Partnership reserves the right to make changes as necessary.

Contents

1. Introduction .................................................................................................................................... 1

1.1 Frequently used Acronyms and Terms ............................................................................... 1

1.2 Safeguarding ....................................................................................................................... 2

1.3 The University of Brighton Primary PGCE .......................................................................... 3

1.4 School Induction .................................................................................................................. 3

2. Useful Information ......................................................................................................................... 4

2.1 Mentor Training. .................................................................................................................. 4

2.2 University Contacts ............................................................................................................. 4

2.3 Guide to frequently used Pro formas .................................................................................. 4

3. School-Based Training 2: Overview and Expectations ............................................................. 5

3.1 Key Aims ............................................................................................................................. 5

3.2 Prior Experience .................................................................................................................. 5

3.3 Learning Outcomes for SBT2 .............................................................................................. 6

3.4 Expectations of trainees’ teaching time and professional development ............................. 6

3.5 Dates and Overview of SBT2 .............................................................................................. 7

3.6 Guidance and Support for SBT2 ......................................................................................... 8

3.7 Weekly Overview of Expectations ..................................................................................... 13

4. Professional Development .......................................................................................................... 22

4.1 Maximizing Professional Development Opportunities....................................................... 22

4.2 Professional School File Requirements ............................................................................ 23

4.3 Professional Action Plan ................................................................................................... 24

4.4 Mentor Meeting (PH form) / Evaluating Progress ............................................................. 25

4.5 E-Portfolio (PebblePad) Requirements ............................................................................. 26

5. Assessment of Trainees ............................................................................................................. 28

5.1 Assessing Trainee Progress ............................................................................................. 28

5.2 Interim Reports (PB).......................................................................................................... 29

5.3 Final Reports (PC)............................................................................................................. 29

5.4 Timeline for Assessment and Feedback ........................................................................... 29

Appendices

Appendix 1: Course Structures: PGCE Primary 3-7 and PGCE Primary 5-11 ..................................... 30

Appendix 2: DfE Teachers’ Standards ................................................................................................. 31

Appendix 3: Phonics Task and Observation Form ............................................................................... 33

Appendix 4: Grammar, Punctuation and Spelling (GPS) Task ............................................................. 35

Appendix 5: Physical Education Task ................................................................................................... 36

Appendix 6: SBT2 Subjects Coverage Audit ........................................................................................ 38

Appendix 7: SEND Self-Audit: SBT2 and SBT3. .................................................................................. 39

Appendix 8: Behaviour Audit – the 3 Rs Behaviour Management Model (Bennett, 2016) ................... 41

Appendix 9: Lesson Observation - PK Form …….. .............................................................................. 42

Appendix 10: The Core Elements of Planning ...................................................................................... 44

Appendix 11: Lesson Evaluation Pro-forma (Box A and B) .................................................................. 45

Appendix 12: Supporting Disadvantaged Pupils ................................................................................... 47

Appendix 13: GDPR Guidance for Trainees ......................................................................................... 49

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1. Introduction

Thank you for welcoming to your school Postgraduate Certificate in Education (PGCE) trainees from

the Primary 3-7 years and Primary 5-11 years programmes. This handbook relates to the second

school-based training (SBT2) period, from Wednesday 30th January to Friday 29th March 2019.

The PGCE 3-7 years course provides trainees with school experience in both the Early Years

Foundation Stage and Key Stage 1. All trainees will have a period of school-based training in age

ranges 3-5 years (Nursery and Reception) and 5-7 years (year groups 1 and 2), with enrichment

experiences in other phases and key stages e.g. 0-3 years and Key Stage 2.

The PGCE 5-11 course provides trainees with a period of school-based training in both Key Stage 1

(year groups 1 and 2) and Key Stage 2 (year groups 3, 4, 5 and 6), with potential for enrichment

experiences in other phases and key stages e.g. EYFS and KS3.

In this booklet you will find details that are specific to the school-based training such as:

Contact details;

Dates and significant stages;

Aims and learning outcomes;

Assessment of trainees.

This SBT2 handbook should be read in conjunction with the Primary Partnership in Education

Agreement and Handbook (commonly known as the PPiE handbook), which provides further

information of a generic nature related to Partnership matters. Sent to all schools in the Partnership,

The Partnership in Education Agreement and Handbook document and all electronic versions of the

school-based training forms are available at: http://blogs.brighton.ac.uk/mentors/mentoring-

resources/primary/

The PPiE handbook includes information such as:

Pro formas that are used to assess and give feedback to trainees;

Criteria for assessing trainees;

Roles and responsibilities of all within the Partnership;

‘Enhanced Support’ procedures;

Action plan requirements for the trainee.

1.1 Frequently used Acronyms and Terms

PPiE: Primary Partnership in Education (Handbook) QTS: Qualified Teacher Status PebblePad: The e-Portfolio system used by trainees to track and support their professional

development SBT2: School-Based Training 2 UoB: University of Brighton

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/


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1.2 Safeguarding

Safeguarding relates to the actions taken to promote the welfare of children and learners and protect

them from harm and is the responsibility of everyone who works with children and learners.

Safeguarding is defined in Working Together to Safeguard Children (Gov.uk, 2018) as:

• protecting children and learners from maltreatment

• preventing impairment of children’s and learners’ health and development

• ensuring that children and learners grow up in circumstances consistent with the provision

of safe and effective care

• taking action to enable all children and learners to have the best outcomes

Keeping Children Safe in Education (Department for Education, 2018) identifies the following

safeguarding issues for those working in schools and other educational settings to be aware of:

The UoB ITE Partnership is committed to ensuring trainees are aware and able to act upon their

safeguarding duties as members of school and setting communities. Our Partnership Agreement states

that every trainee:

Receives safeguarding training and induction in each training setting which is recorded on the

Record of Mentor Meeting form (PH)

Is fully briefed upon and signs the Partnership’s ‘Code of Personal and Professional Conduct’

that includes the following duties for trainees:

become familiar with, respect and adhere to all relevant statutory frameworks,

university policies and documentation and the policies and practices of Partnership

settings/schools in which they teach

prioritise the health, welfare and education of the children in their care

Is fully briefed on the Partnership’s policy on the ‘Use of Social Media’, this includes full

guidance on the use of electronic communication, appropriate use of social media and what to

do if they have any concerns.

Engages in university-based study where additional support and guidance related to

safeguarding takes place. For example, online units such as the Home Office Prevent training:

https://www.elearning.prevent.homeoffice.gov.uk/

Is made aware of key safeguarding policies and practice guidance through our safeguarding

web page www.brighton.ac.uk/safeguarding

University tutors are supported with regular professional development sessions such as Prevent

awareness and FGM.

abuse gangs and youth violence

bullying including cyberbullying gender-based violence/violence (VAWG)

child sexual exploitation (CSE) hate

children missing education mental health

children missing from home or care missing children and adults

criminal exploitation of children and vulnerable adults

preventing radicalisation

private fostering

domestic abuse relationship abuse

drugs

fabricated or induced illness

sexual violence and sexual harassment between children in schools and colleges

faith based abuse sexting

female genital mutilation (FGM) trafficking and modern slavery

forced marriage

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf

https://www.elearning.prevent.homeoffice.gov.uk/

http://www.brighton.ac.uk/safeguarding


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1.3 The University of Brighton Primary PGCE

The University of Brighton ITE Partnership is committed to ensuring trainees are aware and able to

act upon their safeguarding duties as members of school and setting communities. At the start of the

PGCE, trainees engage in a Safeguarding session and online training. Trainees may also access

further support via the designated resource area: https://www.brighton.ac.uk/current-students/my-

studies/placements/resources-for-trainee-teachers.aspx . The different bulletins providing an overview

of the key safeguarding issues particularly useful: www.brighton.ac.uk/safeguarding.

All trainees have been briefed in relation to the DfE’s most recent guidance, Keeping Children Safe in

Education’ (DfE, 2018). Like school staff, trainees understand their responsibility to read Part One of

the guidance, as a minimum. This outlines what school and college staff should know and do in relation

to safeguarding:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_childr

en_safe_in_education.pdf

Prior to SBT1, all trainees completed a professional reflection task which related to safeguarding in

school. They also all completed the on-line Prevent & FGM training modules.

1.4 School Induction

As per our Partnership agreement with schools, we expect that the trainee receives safeguarding

training / induction in each training setting. This is a requirement for week 1 and should be recorded on

the PH (record of mentor meeting) form. It must include:

the safeguarding and child protection policy and procedures;

meeting with the designated safeguarding lead in order to understand their role;

the staff behaviour policy (sometimes called a code of conduct).

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx





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2. Useful Information

This handbook relates to the second phase of school-based training (SBT2) for PGCE 3-7 trainees and PGCE Primary trainees.

SBT2 starts on Wednesday 30th January 2019 and finishes on Friday 29th March 2018. There is one university day within this block on Monday 4th March 2019.

2.1 Mentor Training

There will be two opportunities to attend the mentor briefing and training session for SBT2:

Thursday 24th January 2019 at 4.00pm for a 4.30pm start. Trainees are welcome to join us to meet their mentors at 4.00pm during refreshments.

OR Tuesday 5th February 2019 at 4.00pm (for refreshments) for a 4.30pm start.

Both training sessions should end by 6.15pm.

Please note, all mentors are expected to attend university training and development (PPiE p.15).

2.2 University Contacts

Deputy Head: Partnership and Engagement

Sarah Fitzjohn-Scott [email protected]

Programme Leader, PGCE Primary 3-7 and PGCE Primary 5-11 years

Dinah Goss [email protected]

Assistant Programme Lead, PGCE Primary 3-7 and PGCE Primary 5-11 years

Rachel Marks [email protected]

School-Based Training, Employability and Alumni Officer

Debbie Unsworth 01273 643951

Partnership Office Administrators

Email: [email protected]

01273 643411 01273 641895 01273 643412

Reporting Absence: 01273 641041 (this is a 24 hour answerphone)

(Partnership Office) [email protected]

Senior School-Based Training Supervisor (QA)

Kathy Clements [email protected]

2.3 Guide to frequently used Pro formas

PA: Progress Report, used by mentor and UT to feed back about trainee and pupil progress, including observation of trainee teaching.

PB: Interim Report – completed half-way through SBT2 during the interim review. PC: Final Report: completed at the end of the SBT2. PD: Need for Enhanced Support: completed when a trainee is not making sufficient progress and

is at risk of not passing SBT2. PH: Record of Mentor Meeting:

Section 1 completed by the trainee prior to the mentor meeting as a weekly evaluation

Whole form completed by the trainee and uploaded to PebblePad after the weekly mentor meeting

PK: Lesson Observation form (developmental feedback).

For more detailed information about the purpose, distribution and completion of forms please see the

PPiE Handbook. Grading and Assessment guidance, pro forma templates, exemplars, video guides

and screencasts on effective mentoring can be found at: http://blogs.brighton.ac.uk/mentors/mentoring-

resources/primary/

mailto:[email protected]







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3. School-Based Training 2: Overview and Expectations

3.1 Key Aims

School-Based Training 2 (SBT2) constitutes 8 weeks in a different school and age phase from that of SBT1. The key aims are for trainees to:

Consolidate and develop further the ability to plan, teach and assess lessons and sequences of lessons across a broad curriculum range and in a different setting.

Consolidate key skills developed in SBT1, especially those related to behaviour and inclusion.

With support, learn how, and start to use, a range of data to monitor and track pupils’ progress.

Further develop their subject and pedagogical knowledge.

3.2 Prior Experience

This is the second of three school-based training modules. Prior to SBT2, trainees will have:

Completed 7 weeks school-based training in SBT1, including having:

- Observed teaching and learning in different contexts or year groups;

- Planned, led and assessed the teaching of individuals, groups and whole class, with

support as needed;

- Learnt how to establish positive, professional relationships with children and staff, and

developed confidence and skills to manage behaviour effectively within their own class

setting;

- Developed skills required for critical reflection in order to further their professional learning,

including self-evaluation and target setting.

Completed 9 weeks university-based training (6 weeks in September/October 2018 and 3

weeks in January 2019).

Completed two assignments, one in an area of learning / foundation subject and the other in

educational studies.

Attended university sessions in preparation for their professional enquiry to be conducted in

SBT2.

Proactively and reflectively developed their own practice and understanding, through the use

of action plans and engagement with the e-Portfolio (PebblePad).

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3.3 Learning Outcomes for SBT2

By the end of this phase of school-based training, trainees must:

1. Use a range of effective behaviour management strategies enabling pupils to learn in a

purposeful, safe environment (TS1, TS5, TS7);

2. Demonstrate secure subject and pedagogic knowledge appropriate to the context,

curriculum and age phase (TS1, TS3, TS4);

3. Use inclusive teaching and learning strategies which promote enthusiastic and purposeful

learning for all children (TS1, TS2, TS4, TS5);

4. Independently prepare, plan, teach, evaluate and assess lessons appropriate to the

context and age phase (TS4, TS1);

5. Critically analyse and reflect on practice to identify strengths and areas of professional

development; act on advice and feedback, responding to mentoring and engaging in

professional dialogue (TS4, TS8);

6. Integrate a range of assessment strategies, including assessment for learning, to assess,

monitor and record pupils’ progress (TS1, TS2, TS5, TS6);

7. Actively contribute to teaching teams, working collaboratively with others and planning for

the deployment of additional adults (TS4, TS5, TS8);

8. Identify, systematically explore and develop theoretical and reflective understanding of a

professional concern or issue (TS2, TS3, TS4, TS6, TS8);

9. Provide evidence of achievement against the Department for Education’s ‘Teachers’

Standards’ for QTS (Qualified Teacher Status).

The focus of SBT2 is to consolidate trainees’ planning and teaching. Although this should be a

graduated approach, depending on the individual’s strengths and pace of learning, we would expect

trainees to be leading the planning and teaching for the whole class, for 50% each school day, from

week 4 onwards.

3.4 Expectations of trainees’ teaching time and professional development

Trainees should be in contact with a class for 75% of the time each day. When they are not leading the

teaching, they should be observing children / the class teacher or assisting with group work. Although

most of the time this will be in their home class, it is also important that trainees have plenty of

opportunities to observe excellent teaching in a range of subjects across the different key stages /

phases.

Each trainee should have 25% non-contact time over the week, when they are not in any class. Ideally

they should have some non-contact time each day.

From week 4, trainees should be planning and leading the teaching for the whole class for

approximately 50% of the time. This could be split over several days or the week; for example a trainee

might be teaching all morning on Monday and Friday, all day on Tuesday, and all afternoon on

Wednesday, with most of Thursday being spent in class observing good practice. The aim is for trainees

to gain experience in teaching the range of curriculum subjects.

It is the trainees’ responsibility, with support from the mentor, to carefully track their progress

and evidence against the Teachers’ Standards during SBT2, to ensure that the SBT outcomes

above have been met.

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3.5 Dates and Overview of SBT2

Dates in italics are suggested dates by which the progress reviews (PA) should be completed, but these

are flexible, as long as the reviews are reasonably spread out across the 8 weeks.

The fixed deadline for submitting to the university the interim assessment (PB) is Friday 1st March

2019 and the fixed deadline for submitting the final assessment (PC) is Friday 29th March 2019.

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

Week 1

W/B 28th January 2019

Week 2 W/B 4th February

2019

Week 3 W/B 11th February

2019

W/B 18th February

2019

In weeks 1-3 trainees should be planning collaboratively and building up to teaching the whole class for 50% of the time. In weeks 4-8 trainees should mostly be planning autonomously and teaching the whole class 50% of the time.

Monday UBT SBT SBT Half term

Tuesday UBT SBT SBT Half term

Wednesday SBT SBT SBT Half term

Thursday SBT SBT SBT Half term

Friday

SBT

SBT PK

SBT

PA 1 completed

Half term

Weeks 4 & 5 reflect the ‘developing’ phase of SBT2, during which trainees become more independent in

their planning and teaching.

Weeks 6-8 reflect the ‘enhancing’ phase of SBT2, during which trainees become increasingly autonomous in their planning, teaching and reflective practice. This includes

identifying their areas for development.

Week 4 W/B 25th

February 2019

Week 5 W/B 4th March

2019


2019


2019

Week 8

W/B 25th March 2019

Monday SBT UBT SBT SBT SBT

Tuesday SBT SBT SBT SBT SBT

Wednesday SBT SBT SBT SBT SBT

Thursday SBT SBT SBT SBT SBT

Friday

SBT

PB emailed to UoB

SBT

PA 2 completed

SBT PK

SBT

PA3 completed

SBT

PC emailed to UoB

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3.6 Guidance and Support for SBT2

Each phase of SBT has a set of outcomes which are linked to the Teachers’ Standards. There are some core

expectations designed to enable trainee progress and establish readiness for the subsequent stage of

school-based training. This overview of the expectations further clarifies the weekly requirements. A detailed weekly

schedule is provided in section 3.7 and includes reference to the following.

What do we mean by…?

The information in each section is intended to ‘guide’ the trainees/schools. We appreciate that some of this will need adjustment and organisation in a way that best fits the specific school/class context.

Action Plan

The action plan is drafted under guidance from the university tutor and/or school mentor, who with the trainee, will identify appropriate and achievable actions in order to support the trainee’s progress in the Teachers’ Standards. Trainees are responsible for reviewing their action plans weekly, updating as necessary, in light of feedback and experiences, and bringing their action plan to the weekly mentor meetings as a basis for discussion in relation to their practice. Please look at the mentor blog, which contains resources and support, including action plan menus in relation to specific targets: http://blogs.brighton.ac.uk/mentors/action-plan-menus/

Assessment and Pupil Progress

Assessment is an essential element of the cycle of planning and teaching. In SBT2 trainees are expected to consolidate and develop further their strategies for assessment for learning, including questioning, verbal and written feedback.

Trainees should have access to and induction in the use of the usual data-sets for the pupils they teach. They should gain as much experience as they can about the procedures and recording strategies adopted within the school and agree the necessary assessment/record keeping protocols with the class teacher at the start of SBT2. We expect that trainees will gain experience of:

Pupil data tracking and monitoring (e.g. Sims/Assessment Manager, I-track, Targettracker);

Ongoing and daily assessment for learning (evidenced in lesson plans, teaching and learning-focused evaluations);

Verbal and written feedback to pupils;

Pupil progress review meetings;

Moderated writing assessments;

Relevant INSET / staff development.

Early in SBT2, mentors or class teachers should show trainees how to use the school’s data tracking systems.

Behaviour Management

Trainees should build a wider repertoire of strategies to promote effective behaviour for learning. In this new setting, they should:

Read and follow the school’s Behaviour Management Policy; talk with the class teacher about how the systems in this policy are implemented within the context of the class.

Use the 3 Rs Behaviour Management Model (Bennett, 2016) to audit their needs (see Appendix 8).

Identify specific targets in their Action Plan related to behaviour management, as required.

Coached lesson

The trainee and mentor (or a senior member of staff) together observe an experienced teacher taking a lesson. The mentor quietly identifies and articulates to the trainee specific strategies and techniques the teacher is deploying. Coached lessons are useful at any time during SBT2, but can be particularly effective in the first two weeks or if a trainee requires Enhanced Support.

Contact time and non-contact time

All trainees should engage in a 75% contact programme (i.e. they will be in a class with pupils –

although not necessarily ‘their’ class – for 75% of the time). Contact time includes working with

groups or individuals to support pupils’ learning, required teaching tasks, observing experienced

teachers in different classes and other agreed professional opportunities.

Trainees should use their 25% non-contact time (not in contact with children but onsite in school) in support of required tasks, professional reflections, updating action plans and to prepare/plan lessons as appropriate. Trainees should not be using this time to observe in other classes. Also see ‘Professional Development’ guidance, below in this table.

http://blogs.brighton.ac.uk/mentors/action-plan-menus/

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Curriculum and subject knowledge

During SBT2 trainees continue to develop their subject and curriculum knowledge, prioritising opportunities to teach science, PE and any foundation subjects not observed or taught in SBT1. It is important that throughout SBT2, trainees are given opportunities to observe best practice across the school, in all subjects and areas of learning. Mentors should support trainees in identifying suitable practitioners to observe in other classes/year groups, depending on the trainee’s professional development needs. We recommend mentors prioritise time for trainees to do so during weeks 1-3. Specific subjects / areas In SBT2, mentors should please ensure that trainees have opportunities to fulfil the following expectations, and to comment on these aspects in the PA and PC forms as appropriate: Systematic Synthetic Phonics (SSP) and Early Reading (if in KS1):

All trainees must have experience in teaching phonics and early reading in at least one SBT period. Most trainees who were in KS1 or EYFS setting for SBT1 should have completed this task. If the trainee is in a KS1 setting for SBT2 (and has not completed this task in SBT1) they must:

Observe teaching in Key Stage 1/EYFS class (using the phonics observation template to record their own learning).

Plan and teach whole class phonics lessons/part-sessions (this may take place from week 2 onwards), initially with the support of the class teacher/mentor but as they become more confident, increasingly independently by weeks 4-8. They should plan and teach a sequence of SSP lessons (minimum 3), one focused on teaching reading, another focused on teaching writing/spelling.

Arrange for at least two SSP lessons to be observed by the class teacher/mentor/subject leader.

Be assessed teaching SSP during SBT2 (if in KS1 or EYFS) by the class teacher/ mentor/subject leader.

If the trainee is in a KS2 setting for SBT2:

If possible, observe SSP teaching in a Key Stage 1 class (use phonics observation template to record own learning). Reflect on similarities /differences compared with SBT1.

Please see Appendix 3 Phonics Task and Observation Form for further details. Grammar, Punctuation and Spelling (GPS) if in KS2:

Over the course of SBT2, trainees in KS2 should:

Observe a series of lessons which involve GPS, then plan and teach a sequence of GSP lessons. This could be to small groups.

Receive formative feedback from the class teacher/mentor, using PK form.

Please see Appendix 4 GPS Task for further details.

Planning and teaching sequences of lessons:

Observe 1 and teach 2 PE lessons, as detailed in the PE task (Appendix 5);

Observe best practice in any foundation subject not observed or taught in SBT1, including Modern Foreign Language (MFL) if taught in school, preferably during weeks 1-3;

Plan and teach a sequence of lessons (at least 3 lessons) in at least two foundation subjects, and English and mathematics. These could be planned independently or jointly with the paired trainee or class teacher;

Across SBT2, complete the audit of subjects planned and taught (see Appendix 6). Mentors should comment on trainees’ fulfilling these expectations in the PA, PB & PC forms as appropriate.

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Developmental Feedback

It is most beneficial for trainees to receive developmental feedback to supplement the progress reports (PA). Mentors, class teachers or other qualified members of staff may like to use the feedback form (PK - Appendix 9) as a prompt. We have found that these are most useful when a clear focus is jointly agreed beforehand. Trainees may also like to use this form to help them structure their observations of other teachers in weeks 1-3, again with a focus discussed/agreed with the mentor. After the observation, trainees are expected to consider what their own next steps are going to be, in the light of what has been observed.

Disadvantaged Learners

Trainees should know who the disadvantaged learners are in their class and foster high expectations of them. Alongside high quality teaching and accurate assessment, trainees must be aware of any interventions taking place for disadvantaged learners, understanding what is being done when, by whom and the impact of the interventions. Trainees should also ensure they are aware of their disadvantaged learners’ interests, strengths and needs as individuals. Trainees should know that disadvantaged learners are eligible for Pupil Premium funding, which is additional to main school funding and is one way to address underlying inequalities by disadvantaged pupils and their peers. Trainees need to understand the school position in terms of disadvantaged learners.

Trainees should:

Find out about and audit their understanding of disadvantaged pupils, completing Disadvantaged Pupils Stage 1, 2 and 3 prompts (see Appendix 12).

English as an Additional Language (EAL)

Wherever possible, trainees should work with a pupil in a class where they will gain further insight into effective practices to support pupils with EAL. Trainees could be organised to spend some time in a neighbouring school if there are additional professional opportunities to be maximised and where it is agreed to be appropriate. Trainee learning from such opportunities could be recorded in a professional reflection or in a PH form as a basis for a weekly discussion with their mentor.

Lesson evaluations

Trainees should evaluate pupil learning after every lesson which they teach. The evaluations should focus on the efficacy of the trainee’s teaching on pupil progress. It may be helpful to think of this in terms of:

What do the children now know that they didn’t before? (Knowledge)

What can the children now do that they didn’t before? (Skills)

What do the children now understand that they didn’t before? (Understanding) And for all three questions:

How do I know? What did I do that facilitated the learning?

What could I (trainee) have done differently to support better progress in this lesson? Mentors will still need to support trainees to develop their reflective practice, e.g. by modelling,

discussing pupil progress in a coached lesson, formative feedback (using PK form) and through

discussion with the trainee.

Lesson evaluations should be succinct; it is not appropriate nor necessary for the trainee to write a generalised and descriptive overview of any lesson taught.

Paired SBT For SBT2 we aim to place the majority of trainees in pairs, working in the same class or school. From weeks 4-8, when trainees are each responsible for 50% of the teaching, they should negotiate a balanced timetable so that each trainee teaches a broad and balanced curriculum. Some of each trainee’s 50% might take place alongside the class teacher or the paired trainee (e.g. when team teaching or taking groups). If a trainee is not in a paired placement, the class teacher should fulfil the paired role for the purposes of the Professional Enquiry.

11

Parents and Carers

Trainees are expected to form positive professional relationships with parents and carers, for

example, by going into the playground at the beginning/end of the school day with the class

teacher. Trainees should attend any open events for parents/carers (e.g. curriculum sessions,

year group briefings).

Trainees should be given the opportunity to observe during a meeting with parents/carers, and attend a parents’/carers’ consultation evening, wherever possible and appropriate.

Planning for learning

By the end of SBT2, trainees are expected to plan independently sequences of lessons (i.e. at least 3 lessons) across at least 3 different curriculum areas. The planning sequences should demonstrate the progression of skills, knowledge and/or understanding which children are expected to acquire. The PE task can be extended to be included as one of the curriculum areas. School/class planning should be made available to trainees. Teachers should agree expectations about supporting and reviewing trainees’ plans. In the absence of medium term planning, staff should work collaboratively with the trainees to ensure they are supported with planning sequences of lessons. In weeks 1-3 trainees must use the University of Brighton (UoB) planning template for every lesson they teach. In weeks 4-8, with the agreement of the school mentor and/or university tutor, trainees may use the UoB weekly planner or the school’s planning template, supplemented as required with the individual lesson planning template. If the school’s planning template is used, it must be adapted (if necessary) to meet the Core Elements (see Appendix 10). Trainees should append the Lesson Evaluation (Box A and B) to weekly or school plans (see Appendix 11).

Links to all electronic copies of all planning pro formas can be found on:


Professional Development

In weeks 1-3 all trainees should aim to use the equivalent of a day each week observing best

practice across the school, in support of their professional development. This will be part of their

75% contact time.

Throughout the rest of SBT2, having identified priorities on their action plan, trainees will need to

continue to spend time in their home class and in different classes/year groups observing and

learning best practice. For example, a trainee may observe different teachers’ strategies for

teaching a foreign language across a year group, or focus on subject specific teaching across a

key stage in order to develop their pedagogical and subject knowledge.

We expect the trainee to arrange this programme on a weekly basis in consultation with their mentor. Use of non-contact time

It is expected that trainees use part of their 25% non-contact time for their own professional

development. This can include:

Reading to continue to widen their own subject knowledge (e.g. texts suggested by University, subject and policy documents, notes / PowerPoints from University sessions);

Evaluating lessons and reflecting upon own teaching, completing PH forms; Discussion with subject specialists/senior leaders (e.g. SENCo) within school; Activities related directly to trainee’s Action Plan and updating e-Portfolio (PebblePad); Professional reflections and updating action plans.

(this list is indicative and not exhaustive)


12

Professional Enquiry

During SBT2, trainees will conduct an enquiry focussing on adapting an aspect of their pedagogy to promote positive pupil outcomes for the class or a selected group of pupils within the core subjects. Trainees will negotiate the focus for their enquiry with their class teacher/mentor in weeks 1-3. After half term (weeks 4-8), trainees will be conducting their professional enquiry within the context of their everyday teaching.

Special Educational Needs and Disabilities

Fundamental to all phases of school-based training is that trainees learn how to ‘adapt teaching to respond to the strengths and needs of all pupils’ (TS5). Trainees are expected to draw upon and use the following when writing plans and adapting their teaching:

lesson evaluations

pupils’ work

written feedback

other feedback about pupils’ progress e.g. from support or specialist staff

the school / class data

During SBT1, trainees undertook a case study of a pupil in their class with SEND or particular

needs. In SBT2, the focus widens to explore some of the school’s systems for supporting children

with SEND. Looking forward to SBT3, trainees will use the self-audit (see Appendix 7) to identify

any areas which they need to explore further, to be targeted on their Action Plan.

The SEND self-audit (Appendix 7) has been designed to develop trainees’ knowledge, understanding, skills and attitudes and to help them meet the Standards for qualified teacher status in relation to working with pupils who face significant barriers to learning (TS5). It provides trainees with the opportunity to develop a real depth of understanding of a particular area of SEND, which will help support them in professional practice. It is therefore the process of finding out about how the school supports children with SEND that is most important. Evidence will consist of a reflection/discussion with the mentor documented within the PH form (week 3 or 4), but it is the trainee’s wider understanding which is key.

13

3.7 Weekly Overview of Expectations

Week Teaching and learning arrangements and expectations This weekly overview may need to be varied or adapted, according to the school’s context

Progress and Evidence Mentor Support and Assessment

Prior to SBT2

Update your Pen Portrait to reflect your experiences in SBT1

Complete your action plan for the start of SBT2

Email a link to your e-Portfolio (PebblePad) to your school mentor and University Tutor

Re-familiarise yourself with inclusive practice by reading Chapter 1, Trussler, S. and Robinson, D. (2015) Inclusive Practice in the Primary School (available in SBT2 section on Student Central)

Re-familiarise yourself with disadvantaged pupils bulletins and information (see Appendix 12)

Access your school website:

What information can you find out about the school?

Read key policies (e.g. behaviour, assessment, safeguarding)

Read PE policy

Take note of emergency email and contact numbers

Familiarise yourself with the area and how you will travel there

a. Updated Pen Portrait on

e-Portfolio (PebblePad)

b. Updated action plan on e-Portfolio (PebblePad)

c. Complete Disadvantaged Pupils task Stage 1 (see Appendix 12)

Read SBT2 handbook

Attend mentor training (held on 24.1.19 and repeated on 5.2.19)

14



Week 1 Wednesday 30th

January - Friday 1st February 2019

Professional development & training

Discuss your action plan with your mentor and identify

opportunities across the school to address your needs

Complete the school’s Safeguarding Induction

Become familiar with school policies for safeguarding,

behaviour and assessment

Share your SEND self-audit with mentor /class teacher to

identify possible areas to explore (Appendix 7)

Find out about the disadvantaged learners in your class and

any related interventions

Observe the teaching of at least two different curriculum

areas, including phonics (if not covered in SBT1), using

phonics observation form (Appendix 3)

Arrange to observe PE teaching next week; revise PE

curriculum knowledge (see Appendix 5)

Reflect on the feasibility of your proposed enquiry, updating

as required

Classroom experiences

By the end of this week, ensure you have worked with all pupils in your class within the context of:

Several areas of learning/curriculum subjects

Group work as recommended by the teacher

Assisting teacher-led inputs

Beyond the classroom contexts e.g. playground, assemblies

a. Update action plan

b. Start self-audit of behaviour

management (Appendix 6)

c. Complete Disadvantaged Pupils task Stage 2 (see Appendix 12)

d. Upload phonics observation

form if done

e. Complete section 1 of mentor

meeting form (PH) before the

weekly meeting as appropriate

f. Upload completed PH form

following mentor meeting,

including confirmation you

have completed a Safeguarding

Induction

Mentor weekly meeting including:

Safeguarding training

Discuss targets in trainee’s action plan and

identify professional development

opportunities for trainee across the school

Discuss assessment expectations,

including recording and marking

Show trainee how to use school

assessment data for their class, identifying

potentially under-achieving pupils and

groups

Arrange a trainee meeting with the SENCo

for the next week

15



Week 2 W/B 4th February 2019


Continue to address your action plan priorities; with your mentor,

identify opportunities across the school to address your needs

Become familiar with school policies for bullying, parents/carers and attendance

Meet with SENCo to explore SEND areas of interest

Take the equivalent of one day over the week to observe best practice across the school, to include focusing on: Assessment for learning, especially verbal feedback Curriculum breadth: observe at least four different curriculum

areas, including phonics (if in KS1 and not covered in SBT1) and PE

Use PK form to record your observations, and reflect on what you have learnt prior to your mentor meeting

Complete behaviour management audit (Appendix 8) and add related targets to action plan, if required

Talk to your class teacher &/or mentor about your proposed enquiry, both in relation to your selected area and when it may be feasible to conduct it


Over the course of this week, you should:

Collaboratively plan a sequence of 2-3 lessons for the whole class in at least 1 curriculum area, team-teaching with your class teacher or paired trainee. You should be teaching for approximately 40% of the time

Use observed AfL strategies to give verbal and written feedback, in accordance with school policy

Support group work as recommended by the teacher

Use the university planning templates to prepare for and evaluate your lessons. The class teacher or mentor should support you in planning lessons.


b. Evaluate all sessions taught (as part of the planning template) and file in your Professional School File (see section 4.2)

c. Upload PE lesson you observed to e-Portfolio (PebblePad) (see Appendix 5)

d. Start to populate your subject coverage audit (Appendix 6)

e. Complete and upload self-audit of behaviour management (Appendix 8)

f. Complete section 1 of the PH form in detail before the mentor weekly meeting

g. Upload completed PH form following mentor meeting

h. Upload PK feedback to e-Portfolio (PebblePad) (SBT2 folder)

Weekly mentor meeting including:

Review with trainee their previous week’s

targets and progress

Agree any new targets, relating them to

feedback (e.g. from PK); identify

opportunities for professional

development in trainee’s action plan

In addition, this week:

Discuss how to use AfL to inform

planning and differentiation

Share the school’s strategy and policy for

disadvantaged pupils

Show trainee how to use school

assessment data for their class,

identifying potentially under-achieving

pupils and groups (if not completed in

week 1)

Class teacher &/or mentor observes &

gives developmental feedback to trainee

(using PK form)

16



Week 3 W/B 11th February 2019


Continue to address the priorities identified on your action plan, using

opportunities across the school to address them

Become familiar with school policies for teaching and learning and

assessment and any subject-specific policies

Continue your SEND self-audit: when completed, reflect on what you

have found out in your PH this week

Take the equivalent of one day over the week to observe best practice across the school, to include focusing on: Assessment for learning, especially questioning Curriculum breadth: observe at least four different curriculum

areas, including phonics (if in KS1 and not covered in SBT1) and PE

Use PK form to record your observations, and reflect on what you have learnt prior to your mentor meeting

Liaise with your paired trainee (if applicable) and establish/agree

opportunities in weeks 5-8 for you each to work on your enquiry



Collaboratively plan and teach the whole class across a range of curriculum areas. You should be teaching for approximately 40% of the time.

Collaboratively plan, and teach a series of 2-3 phonics lessons, if not already covered in SBT1.

Teach PE lesson 1 (can be carried over into week 4 and may or may not involve team teaching with your paired trainee)

Use observed questioning strategies to develop AfL

Support group work as recommended by the teacher

Use the university planning templates to prepare for and evaluate your lessons. The class teacher or mentor should support you in planning lessons.


b. Evaluate all

sessions/lessons taught

and file in your

Professional School File

c. Complete section 1 of the

PH form – in detail –

before the mentor weekly

meeting, including

reflections on your SEND

self-audit

d. Upload complete PH form

following mentor meeting

e. Start to populate your subject coverage audit (Appendix 6)

f. Once you have agreed your enquiry focus with your school, complete the short ‘Enquiry Proposal’ template (on Student Central under the EP781 / EP782 module Professional Enquiry study materials). This must be submitted by all students (there are no extensions for formative tasks) via Turnitin by 4:30pm on Monday 18th February 2019.









Discuss with trainee what they have found out for their SEND self-audit (either this week or week 4)

Agree paired trainees’ timetables of teaching for after half term

Observe trainee teach and use this to help inform the progress review (PA1). This may be jointly with university tutor

Half term: W/B 18th February 2019

HALF TERM

17



Week 4

W/B 25th February 2019


Continue to address the priorities identified on your action plan (this

is now likely to be predominantly within the context of your class)

Complete your SEND self-audit, reflect on what you have found out

in your PH this week (if not already completed in week 3)

Teach PE lesson 1 and/or 2

Ensure you have planned when you will conduct your Professional

Enquiry during weeks 5-8


For weeks 4-8, paired trainees should negotiate their timetables so each trainee teaches a broad and balanced curriculum. Over the course of this week, you should:

Independently plan, teach and evaluate a sequence of lessons (at least 3 lessons) in an agreed curriculum area

Collaboratively plan and teach across other curriculum subjects, so you are teaching the class approximately 50% of the time

Direct paired trainee to lead group work (lead trainee should be planning this)

As trainees become more experienced in planning, they may start to use the University’s weekly planner, or the school’s planning template, as agreed with the mentor/university tutor. Box A and Box B should always be completed (see Planning for Learning in section 3.6 above)


b. Evaluate all

sessions/lessons taught,

either using UoB lesson

planning template, or the

lesson evaluation pro

forma (if using weekly

plans). File plans in your





meeting, including

reflections on your SEND

self-audit (if not covered in

week 3)



e. Upload PB form









Discuss with trainee what they have found out for their SEND self-audit (if not covered in week 3)

Check that the trainee has a teaching timetable for approximately 50% of the time from next week onwards

Hold a meeting between the trainee, class teacher & mentor to discuss progress overall and the draft interim report grades

Share the finalised report (PB) with the trainee and email to the University by Friday 1st March

18



Week 5 W/B 4th March 2019 UBT Monday 4th March 2019 – trainees will be in school from Tuesday 5th March


Continue to address the priorities identified on your action plan

Teach PE lesson 2

Review your subject coverage audit (Appendix 6) to identify any

gaps. Agree with your class teacher/paired trainee when you will

teach these subjects in weeks 6-8.

During weeks 5-8 you will need to conduct your professional enquiry

including collecting data. In most cases, 4-5 sessions will give you

an appropriate amount of data to evaluate the impact of your

selected pedagogy and/or intervention. These sessions may be as

an intense block in any one week or spread across the four weeks.


As trainees become more experienced in planning, they may start to use University’s weekly planner, or school planning template, as agreed with the mentor/university tutor. Over the course of this week, you should:

Independently plan, teach and evaluate a sequence of lessons in different curriculum areas, so you are teaching the class to approximately 50% of the time


As trainees become more experienced in planning, they may start to use the University’s weekly planner, or the school’s planning template, as agreed with the mentor/university tutor. Box A and Box B should always be completed (see Planning for Learning in section 3.6 above).


b. File PE lesson

observations, plans and

reflections in your

Professional File under

Section 4: Tasks

c. Evaluate all sessions /

lessons taught. File plans

in your Professional

School File

d. Complete section 1 of the



meeting

e. Upload complete PH form



Review with trainee their previous week’s targets and progress

Agree any new targets, relating them to feedback (e.g. from PK); identify opportunities for professional development in trainee’s action plan


Observe trainee teach and use this to help inform the progress review (PA2). This may be jointly with university tutor.

19



Week 6 W/B 11th March 2019



Review your subject coverage audit (Appendix 6) to identify any

gaps. Agree with your class teacher/paired trainee when you will

teach these subjects in weeks 7-8.

Conduct your professional enquiry as applicable


Use the University’s weekly planner or school planning template, as agreed with the mentor/university tutor. Include Box A and Box B if using school template.


Independently plan, teach and evaluate sequences of lessons in different curriculum areas, so you are teaching the class approximately 50% of the time



b. Evaluate all sessions /

lessons taught. File plans

in your Professional

School File.




meeting



e. Continue to populate SBT2 subject coverage audit (Appendix 6)









Review with trainee their professional enquiry – are they on track? Are there any timetabling issues which need to be sorted out?

Class teacher &/or mentor observes & gives developmental feedback to trainee (using PK form)

20



Week 7 W/B 18th March 2019




Prepare for PC (final report) by self-assessing against graded

Teachers’ Standards (see PPiE, Appendix 1). Share and discuss

with mentor


Use the University’s weekly planner or school planning template, as agreed with the mentor/university tutor. Include Box A and Box B if using school template. Over the course of this week, you should:

Independently plan, teach and evaluate sequences of lessons in different curriculum areas, so you are teaching the class to approximately 50% of the time



b. Evaluate all

sessions/lessons taught.

File plans in your





meeting



e. Ensure e-Portfolio (PebblePad) is updated with all PH forms, PAs, PB and completed SBT2 tasks, to provide evidence for your mentor to inform your PC

You should have:

Phonics task (KS1)

GPS task (KS2)

PE task

SBT2 subject coverage audit

SEND self-audit

3Rs Behaviour audit

Disadvantaged Pupils audit









Class teacher &/or mentor observes & gives developmental feedback to trainee (using PK form)

Discuss trainee’s self-assessment against graded Teachers’ Standards

Review evidence in trainee’s e-Portfolio (PebblePad) to inform the final assessment (PC). This may be done in conjunction with the university tutor

21



Week 8

W/B 25th March 2019


Review and discuss your action plan with your mentor; identify

priorities for SBT3




Independently plan, teach and evaluate sequences of lessons

With the mentor’s and/or university tutor’s endorsement, teach the class for one or two whole days, in preparation for SBT3

Direct group work, in the role as support teacher

a. Review your complete action plan, ensuring evidence for completion of targets is noted

b. Complete your SEND audit

and upload to ‘professional

evidence’ on e-Portfolio

(PebblePad)

c. Complete your Foundation

Subjects audit for SBT2 and

upload to ‘professional

evidence’

d. File all evaluated lesson

plans in your Professional

School File

e. Complete section 1 of the

PH form – in detail – before

the mentor weekly meeting

f. Upload complete PH form


g. Upload PC feedback to e-Portfolio (PebblePad) (SBT2 folder), evidence your progress and indicate your grades for SBT2









To support the final report, the mentor should meet with the trainee and the class-teacher to discuss progress overall and the final report grades (PC). The trainee’s file and e-Portfolio (PebblePad) should be used as evidence for overall progress

Please share the PC form with the trainee and email it to the University by Friday 29th March

22

4. Professional Development

4.1 Maximizing Professional Development Opportunities

We view the trainee as well placed to be:

Inquisitive, critically reflective and motivated to keep learning and improving their own practice;

An asset to the profession, willing to share their knowledge and experience and to collaborate

with others;

Well prepared for the realities of teaching, with the confidence, resilience and skills to be

innovative, to take risks and be creative.

At the start of SBT2, trainees should bring their action plan to discuss with the school mentor. This

action plan will be informed by the trainee’s experiences and outcomes of SBT1, including lesson

observations, feedback and PC (final report and grading). Arrangements should be negotiated for

targets to be addressed through a range of professional learning opportunities. These might include:

Lesson observations

Learning walks

Meetings with subject leaders or Senior Leadership Team

In-depth assessments of pupils

Data or policy scrutiny etc.

The action plan is reviewed regularly (for example during the weekly mentor meeting) and updated by

the trainee as targets are achieved and new ones agreed.

The school is a training site and there are dozens of opportunities that can benefit and impact on

practice. There are significant opportunities for a trainee to develop their professional profile within any

school and these may be limited or expanded as the school context, capacity and personnel allow.

We expect trainees will be proactive and maximise the opportunities that the school context has to offer.

We expect that trainees should attend meetings and any INSET as/when directed. It may also be

appropriate for trainees to engage in activities such as:

Observation of good and outstanding practice

Learning about subject-specific pedagogy (subject coordinator observations/meetings)

Targeting time to spend in other key stages / year groups

Observations of, or meetings with, specialist teachers / staff

Videoing/recording own teaching

Visiting a specialist school / local secondary / nursery

Developing communication and relationships with parents and carers e.g. parent conferencing

and report writing, outreach work with new pupils / home visits

Contributing more widely to the life of the school e.g. other special events e.g. Easter Parade

or after-school clubs

Trainees are able to reflect on what they have learnt from such opportunities when completing and

discussing section 1 (Evaluation of trainee impact on pupil progress and previous targets) of the PH

form for their weekly mentor meetings. They may also wish to record learning in greater detail in a

professional reflection on their e-Portfolio (PebblePad).

23

4.2 Professional School File Requirements

The professional school file must be accessible and house the documents detailed below. It must be

available at all times for the class teacher, mentor, headteacher and university tutor. This file will provide

evidence of trainees’ professional development towards meeting the Teachers’ Standards.

This is more than just having an orderly file, although this in itself can be indicative about how systematic

and organised trainees are. This is about ensuring that the evidence ‘tells the trainee’s story’ to date:

this should be one of maximising the opportunities across the school, familiarising themselves with

pupils and their learning as well as with pupil data, key policies, planning and assessment. This is a

working file and the trainee/teacher/mentor/university tutor may annotate it.

Section one: Lesson plans and evaluations

This section of the file must contain all lesson plans and evaluations. The plans must be organised in

chronological order and subdivided week by week. A timetable (indicating the trainee’s teaching

responsibilities) should be placed at the beginning of each weekly section.

It is essential that the evaluation section of each lesson plan is completed shortly after each lesson;

trainees may complete their evaluations during their 25% non-contact time.

Section two: Medium term plans

This section should include all medium term planning or any school schemes that are used to inform

short term (or lesson) planning.

Section three: Pupil records

This section will contain a record of the assessments undertaken during the school-based training.

It is essential that all pupil information is kept secure and confidential.

Section four: Tasks

This section will contain your UBT and SBT tasks and associated material (which is not likely to be

uploaded to PebblePad), for example:

Your notes from observing PE being taught; your 2 PE lesson plans and evaluations

Your notes from observing phonics and GPS being taught; your sequence of phonics lesson

plans and evaluations

Notes from your meeting with the SENCo and other information related to the SEND self-audit

Your notes from observing other teachers (if not kept electronically)

Notes to inform your professional enquiry (although you may have selected to use a separate

journal instead of or in addition to this).

Section five: Additional information

This section will contain additional information about the school/pupils that may support professional

development and help trainees to make a positive impact on pupil progress.

How to organise your professional school file

(we recommend a separate, plain A4 lever-arch file for SBT2)

24

4.3 Professional Action Plan

Targets and actions are recorded in the professional action plan, which is kept on the trainee’s

professional development e-Portfolio (PebblePad). Trainees should share and discuss their

professional action plan at their weekly mentor meetings, using it to reflect on their practice and the

impact their teaching has on pupils’ progress. The action plan is a key part of the trainee’s experience

and professional development towards achieving the Teachers’ Standards; it should be regularly

revised and updated during school-based training. The action plan:

Allows progress to be reviewed; identifying strengths and priorities for development;

Is discussed by the mentor and trainee;

Informs and guides the trainee’s professional practice;

Is used in conjunction with other written feedback, to confirm (and provide evidence of) trainee

strengths and future development needs.

Trainees should have no more than three live targets at any time, to make them manageable and

achievable. Targets should be directly related to the Teachers’ Standards and broken down into

achievable actions.

Targets and the Professional Action Plan

Meeting targets for improvement is central to trainees’ progress. Targets are focussed on improving the

quality of trainees’ teaching and its contribution to pupil progress and learning over time.

Targets for trainees can arise from:

Trainee self-evaluation, often informed by observing other teachers, UBT sessions, their own

reading or research. The reflective nature of action planning should support self-evaluation.

Lesson observations and developmental feedback from the class teacher and/or mentor.

Progress review points, including lesson observations and weekly mentor meetings.

Interim and formal/summative review points.

Action Planning Cycle

Targets

Action

s

Professional Activity

Evaluation

Self Review

Development

and Review

25

Prior to SBT2

At the end of SBT1, trainees should have developed an action plan for the start of SBT2, with support

from their SBT1 mentor or PAT where appropriate. This SBT2 action plan is informed by the trainee’s

experiences and outcomes of SBT1, including lesson observations, feedback and the final report and

grading (PC). Trainees must identify appropriate targets to enable them to further their professional

development and achievements towards meeting the Teachers’ Standards.

During SBT2

In weeks 1 & 2 of SBT2, trainees should negotiate how they might develop these targets and actions

with their school mentor. They should review and update their professional action plan each week and

always after a formal observation and/or review point. An up-to-date action plan, with appropriate

targets and actions, time-referenced must be available on their e-Portfolio (PebblePad) at all times.

Trainees are expected to share their action plan with mentors at their weekly meetings.

Online action plan menus provide a wealth of activities to support action planning. They are available

here: http://blogs.brighton.ac.uk/mentors/action-plan-menus/

4.4 Mentor Meeting (PH form) / Evaluating Progress

Each week trainees must evaluate their progress in preparation for their weekly mentor meeting. This

evaluation is written in the first box of the PH form (Evaluation of trainee impact on pupil progress and

previous targets) before the meeting and should focus on:

What has been learned (this might be from observations, classroom experience, or other

professional development opportunities). The focus should be on what the experiences mean

for the trainee and what has been learned rather than serving as a record of what was done.

Progress made in relation to the professional action plan targets.

Identifying possible areas for improvement.

Specific actions that the trainee now needs to take in order to address the identified areas for

improvement.

This evaluation is to be shared with the mentor at the start of the weekly mentor meeting and the targets

evaluated as ‘achieved’ or ‘ongoing’. This judgement is recorded straight onto the e-Portfolio

(PebblePad) action plan. A target is considered as ‘achieved’ when enough progress had been made

that the target no longer needs to be a focus for the following week.

Trainees should take notes in the middle section of the PH form (Key discussion points) during the

mentor meeting to record the key ideas arising from the discussion. The mentor meeting checklist (at

the end of the PH form) serves as a useful set of prompts to guide these discussions. The third section

of the PH form (Targets) should be used to note targets and associated actions for the following week.

Following the discussion with their mentor the trainee must reflect on the outcomes of the meeting and

evaluate their overall progress by completing the Record of Mentor Meeting (PH) form and uploading it

to the PH section in their e-Portfolio (PebblePad). All targets should either be recorded as ‘ongoing’ (no

more than three ongoing targets at any one time) or ‘achieved’ with the date that the target was

achieved.

If for unforeseen circumstances the meeting with the mentor does not take place, the trainee must still

complete the PH form and indicate in the middle section that the meeting did not occur. They should

use the top section to show their evidence of progress and complete the lower section to show that they

have considered new targets and actions for the following week.

Further guidance and a video guide on how to structure a mentor meeting and complete the PH

form can be found here: http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

http://blogs.brighton.ac.uk/mentors/action-plan-menus/


26

4.5 E-Portfolio (PebblePad) Requirements

Trainees should use their e-Portfolio (PebblePad) as a tool to reflect critically on their practice and their

professional development. It both supports and tracks trainees’ learning and progress.

Trainees must:

Review and update their Pen Portrait and send a link to their e-Portfolio (PebblePad) to the

mentor and their university tutor;

Regularly update and review their action plans in relation to the Teachers’ Standards, adding

very select evidence;

Share their e-Portfolio (PebblePad) with their mentor during the weekly meetings using it

proactively to review action planning and feedback;

Upload all report/assessment/feedback forms regularly.

Mentors should:

Receive and read the trainee’s Pen Portrait;

Enable the trainee to discuss their progress and targets with reference to the e-Portfolio

(PebblePad) and professional action planning, as part of mentor meetings;

Use the evidence in PebblePad to help inform the final assessment (PC).

University Tutors should:

Receive and read the trainee’s Pen Portrait;

Make one comment prior to each progress visit; this will focus on professional action planning

and trainee progress so far.

Trainees’ e-Portfolio (PebblePad) should be available to the school mentor and university tutor at the

start of, and throughout, the school-based training.

Personal Academic Tutors (PATs) have access to their group’s e-Portfolios (PebblePad) and will

monitor them regularly. PATs will provide short written feedback on trainees’ e-Portfolios twice over the

academic year. Feedback will be related to Teachers’ Standards, the trainee’s action planning and

evidence.

Evidence

Mentors must use evidence of trainee’s progress toward the Teachers’ Standards in order to inform

the PA (progress review) PB (interim report) and PC (final assessment) reports. Evidence should

primarily come from:

Progress report forms (PA);

Interim assessment form (PB);

Final assessment form (PC);

Records of mentor meetings (PH);

Lesson Observation form [developmental feedback] (PK)

SBT2 tasks (e.g. PE task, SEND self-audit, 3Rs behaviour audit)

The impact of the trainee’s teaching on pupil progress in relation to the Teachers’ Standards,

with particular attention to disadvantaged learners.

27

Evidence might also be supplemented to a limited extent with:

Professional File (see 4.2 above)

Lesson plans and evaluations, including those for the PE task

Samples of pupils’ work and individual assessments

The trainee’s contribution to the wider life of school (e.g. making a display, taking part in

delivering a staff meeting, talking to parents, etc.)

Guidance on how to add a comment to a trainee’s e-Portfolio (PebblePad) is available from:



28

5. Assessment of Trainees

Please note: whilst the University of Brighton Grading Descriptors derive from the Ofsted

framework, trainee teachers must be assessed with acknowledgement that they are pre-

qualification. They must not be assessed against the Teachers’ Standards as a qualified teacher,

but as a trainee working within the context and expectations of this second school-based

training period.

5.1 Assessing Trainee Progress

School mentors and SBT2 university tutors will assess trainee progress at agreed points. This will

enable them to identify ways forward and areas for further development. The quality of the trainee’s

progress will be graded (1, 2, 3 or 4) against the UoB grading descriptors and an overall grade will be

given using a best fit approach. However, if trainee progress is less than a grade 3, or if the trainee is

not meeting professional requirements as outlined in part 2 of the Teachers’ Standards (2012) / Code

of Personal and Professional Conduct for Trainee Teachers, this will trigger an ‘Enhanced Support’

process. These processes can be found in the PPiE Handbook.

The school mentor will complete a Trainee Progress report (PA) on at least three occasions during

SBT1. At least one, but preferably two, of these three reviews will be conducted jointly between the

school mentor and the university tutor.

The quality of the trainee’s progress is assessed on the quality of their impact on the learners’ progress.

Therefore comments should be made in Box 1 (PA form) regarding evidence of progress and

improvements made in relation to meeting the Teachers’ Standards and trainee impact on pupil

progress. This may derive from responses to previous feedback, scrutiny of the e-Portfolio (PebblePad),

professional file and SBT1 tasks.

Box 2 (PA form) is to record feedback from the lesson observation; the overall grade agreed upon is

not solely based on this lesson observation, as consideration must be given to the trainee’s overall

progress.

A video guide to working with the PA form can be viewed on the University of Brighton website:


Grading SBT2

The school-based training (SBT2 module) is assessed on a pass/fail basis, relative to the SBT2 learning

outcomes (see section 3.3) and commensurate with this stage of the PGCE programme. Using

evidence from the trainee’s e-Portfolio (PebblePad) and Professional file (see section 4.5) to inform

their judgements, university tutors and school mentors assess the trainee’s achievement against the

UoB grade descriptors*. These judgements are based on trainee progress and are linked explicitly to

the Teachers’ Standards. To pass the school-based training period a minimum of grade 3 must be

achieved against all the Standards.

Trainees must be successful at SBT2 before they can continue into subsequent phases of the

programme. A grade 4 on a final report (PC form) against any Standard will indicate an overall fail.

For further guidance on grading trainees, please refer to the PPiE handbook section 3.4.

*Grading descriptors can be found in Appendix 1 of the PPiE handbook and online at:

https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Handbooks/Primary_PiE_handbook.pdf


https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Handbooks/Primary_PiE_handbook.pdf

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5.2 Interim Reports (PB)

The mid-point three way meeting should involve the trainee, the class teacher and mentor. The meeting

should be used to consider the progress the trainee has made to date, and the potential final grade at

the end of the SBT2, as best fit against the UoB grading descriptors.

The PB report form should be completed and sent to the Partnership Office

([email protected]) and the university tutor by Friday 1st March 2019 and a

copy given to the trainee by this date. A grade 4 in the interim report (PB) against any Standard

automatically triggers Enhanced Support (PD). The procedures related to trainees who need

Enhanced Support are detailed in the PPiE handbook.

5.3 Final Reports (PC)

This is a strong indicator of the trainee’s strengths, areas for development and overall performance in

relation to this stage of training. The PC form should be completed and shared with the trainee prior to

being submitted to the Partnership Office ([email protected]) by Friday 29th

March 2019. This will be used to inform their action planning for SBT3.

5.4 Timeline for Assessment and Feedback

Suggested dates for progress reports (PA), lesson observation (developmental feedback) [PK] and

deadline for completion of final report (PC):

Week 1 W/B 28.01.2019

Week 2 W/B 04.02.2019 PK Lesson Observation (developmental feedback)

Week 3 W/B 11.02.2019 PA1 (progress report)

W/B 18.02.2019 Half Term

Week 4 W/B 25.02.2019 PB emailed to UoB by Friday 1st March


Week 6 W/B 11.03.2019 PK Lesson Observation (developmental feedback)


Week 8 W/B 25.03.2019 PC Final report submitted to UoB by Friday 29th March

Mentors please note:

If at any point there are concerns regarding the trainee’s progress, it is in the trainee’s interest to

implement the Enhanced Support process as soon as possible (see PPiE handbook).



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Appendices

Appendix 1: Course Structures: PGCE Primary 3-7 and PGCE Primary 5-11

The PGCE courses aims to prepare graduates to become effective practitioners capable of making a

significant contribution to the workplace. The programme integrates three university modules and three

school-led training modules with these school modules designed to be progressive and increasingly

demanding as the trainee prepares to qualify. The course begins in September and concludes in July.

The six modules have been written to complement and extend each aspect of provision, integrating

university and school-led components.

The university-based modules for each course are:

PGCE Primary 3-7: PGCE Primary 5-11:

EV681: Pedagogy, Principles and Policy in Early Childhood

EP680: Interlinking Learning in Early Childhood

EP781: Professional Knowledge and Enquiry consisting of:

- English (EP781/E)

- Maths (EP781/M)

- Science (EP781/S)

EV682: Contemporary issues in teaching and learning

EP682: Foundation Subjects

EP782: Professional Knowledge and Enquiry consisting of:

- English (EP782/E)

- Maths (EP782/M)

- Science (EP782/S)

As part of EP781 or EP782 trainees also complete a Professional Enquiry. This is the Master’s Level

assessed component of the programme. This Master’s module is one of the ways we attribute high

professional value and status to the complexities of teaching. We are committed to the principle of

teaching as a Master’s level profession and believe this module provides the starting point for an

enquiring and reflective stance as a new teacher.

The school-based/led modules for all trainees are:

ET681: Exploring effective practice (SBT1) which takes place in SCHOOL A (autumn term)

ET682: Embedding effective practice (SBT2) which takes place in SCHOOL B (spring term)

ET683: Enhancing effective practice (SBT3) which takes place in SCHOOL A (summer term)

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Appendix 2: DfE Teachers’ Standards

TS1 Set high expectations which inspire, motivate and challenge pupils

a) establish a safe and stimulating environment for pupils, rooted in mutual respect;

b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;

c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

TS2 Promote good progress and outcomes by pupils

a) be accountable for pupils’ attainment, progress and outcomes; b) be aware of pupils’ capabilities and their prior knowledge, and plan

teaching to build on these; c) guide pupils to reflect on the progress they have made and their

emerging needs; d) demonstrate knowledge and understanding of how pupils learn and

how this impacts on teaching; e) encourage pupils to take a responsible and conscientious attitude to

their own work and study.

TS3 Demonstrate good subject and curriculum knowledge

a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

TS4 Plan and teach well-structured lessons

a) impart knowledge and develop understanding through effective use of lesson time;

b) promote a love of learning and children’s intellectual curiosity; c) set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired; d) reflect systematically on the effectiveness of lessons and approaches

to teaching; e) contribute to the design and provision of an engaging curriculum within

the relevant subject area(s).

TS5 Adapt teaching to respond to the strengths and needs of all pupils

a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

d) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

TS6 Make accurate and productive use of assessment

a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

b) make use of formative and summative assessment to secure pupils’ progress;

c) use relevant data to monitor progress, set targets, and plan subsequent lessons;

d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

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TS7 Manage behaviour effectively to ensure a good and safe learning environment

a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;

b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

TS8 Fulfil wider professional responsibilities

a) make a positive contribution to the wider life and ethos of the school; b) develop effective professional relationships with colleagues, knowing

how and when to draw on advice and specialist support; c) deploy support staff effectively; d) take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback from colleagues;

e) communicate effectively with parents with regard to pupils’ achievements and well-being.

PART 2 PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; - having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions; - showing tolerance of and respect for the rights of others; - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Appendix 3: Phonics Task and Observation Form

School-Based Training Systematic Synthetic Phonics (SSP) Task For all trainees who are in KS1 or EYFS setting

1. SSP Research

Trainees gather information regarding:

Which SSP programme the school uses;

The range of SSP materials/resources available and how they are used;

The stage at which the class is working (for reading and writing/spelling) and how the needs of children working ahead or below this stage are met.

2. SSP Teaching & Learning Observation Task

Trainee’s role:

Trainees arrange to observe a class teacher teaching a series (3 minimum) of SSP sessions.

Trainees note the strategies and approaches used, and record on the SSP pro forma provided (see below) under the headings:

1. Subject knowledge and skills 2. Use of motivating and appropriate resources and teaching strategies 3. Role of talk and opportunities for language comprehension

Class teacher’s, Mentor’s or English Leader’s role:

Demonstrate key strategies and approaches whilst teaching SSP to the whole class.

Engage the trainee in discussion about the lesson, the strategies employed in teaching SSP, the teacher’s assessment of the children’s progress and their use of other adults in the room (where applicable).

3. SSP Teaching & Learning Task

Trainee’s role:

Plan and teach a sequence of SSP lessons (minimum 3): one of these is explicitly focussed on the teaching of reading, another on the teaching of writing/spelling.

Arrange for at least two SSP lessons to be observed by either the class teacher/mentor/English Leader.

Discuss the children’s attainment and make notes regarding pupil progress.

NB. Initially the above may be carried out with small groups, for further development trainees will work with the whole class

Class teacher’s, Mentor’s or English Leader’s role:

Formative Feedback. The class teacher/mentor/English Leader observes, using the ‘SSP Observation’ pro forma, and gives feedback (at least twice) regarding the trainee’s:

1. Subject knowledge and skills; 2. Use of motivating and appropriate resources and teaching strategies; 3. Inclusion of talk/opportunities for language comprehension.

In addition, the teacher/mentor/English Leader will feedback about pupil progress, meeting a range of learning needs and, where applicable, the deployment of other adults in the room.

Assessment of trainees’ progress (PA, PB & PC forms):

Trainees are required to be assessed teaching a series of SSP sessions (3 minimum) to a group or whole class. Using the university grading descriptors, trainees should be graded for TS3d with the particular focus being on ‘SSP subject knowledge’. If they achieve a grade 2 or above trainees should evidence this in their e-Portfolio. Should they be assessed at Grade 3, then SSP should be a target in their action plan. Mentors may need to support here, e.g. arrange for trainees to observe, and where possible team teach with an excellent practitioner. The trainee should then be assessed again within a 14 day period to ensure they have developed their knowledge of teaching SSP. If they have made no progress (i.e. still Grade 3) the university should be contacted to put additional support in place.

If the trainee is assessed at Grade 4 the Enhanced Support procedures should be followed.

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Phonics Observation Form

To be used both by the trainee when observing phonics teaching and in formative assessment of the

trainee’s phonics teaching.

Trainee: Date:

School/Setting: Observer:

Context: Discrete / Contextualised / Shared Reading

(underline & give details)

Year Group / No. of Pupils:

Subject knowledge and skills

e.g. Phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds; sight

vocabulary; use of correct terminology; structure of phonics session (revisit and review, teach, practise and

apply); learning objective appropriate to age phase/school’s phonics framework.

Use of motivating and appropriate resources and teaching strategies

e.g. Suitability of texts; modelling of reading skills; application of phonics knowledge and skills (in real contexts

e.g. reading & writing); interactive opportunities; the print environment.

Role of talk/opportunities for language comprehension

e.g. Use of speaking and listening opportunities; vocabulary enrichment and reading comprehension;

speaking and listening central to the teaching phase.

Assessment

e.g. Targeted intervention for individuals; constructive use of pupils’ misconceptions through the assessment

of oral and written work.

Strengths

Ways forward

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Appendix 4: Grammar, Punctuation and Spelling (GPS) Task

For all trainees in tutor groups 2-5 who are in a Key Stage 2 setting.

GPS Research

Trainees gather information regarding:

The school’s approach to teaching GPS (including how their planning ensures progression,

coverage of the National Curriculum and how they meet the requirements for the GPS end of

Key Stage tests);

The range of materials/resources available and how they are used;

The stage at which the class is working and how the needs of children working ahead or below

this stage are met.

GPS Teaching & Learning Observation Task

Trainees’ role:

Trainees arrange to observe a class teacher teaching a series (3 minimum) of GPS sessions.

Trainees note the strategies and approaches used.

Trainees make notes re pupils’ attainment and progress.

Class teacher’s / mentor’s role:

Demonstrate key strategies and approaches whilst teaching GPS to the whole class.

Engage the trainee in discussion about the lesson, the strategies employed in teaching GPS, the

teacher’s assessment of the children’s progress and their use of other adults in the room (where

applicable).

GPS Teaching & Learning Task

Trainees’ role:

Plan and teach at least 3 GPS lessons (at least one of these to be within the context of Shared

Reading and/or Shared Writing).

Arrange for at least one GPS lesson to be observed by the teacher/mentor/English coordinator.

Discuss the children’s attainment and make notes re pupil progress.

Feedback to be recorded using a PK form and uploaded to PebblePad.

NB. Initially the above may be carried out with small groups, for further development trainees

will work with the whole class.

Class teacher’s/mentor’s role:

Formative Feedback The class teacher/mentor/ English coordinator observes and gives

feedback (using a PK form] regarding the trainee’s:

1. Subject Knowledge and Skills [noting trainee’s confidence];

2. Use of motivating and appropriate resources and teaching strategies;

3. Recognising the links between grammar and writing in terms of the effect on the reader.

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Appendix 5: Physical Education Task

Overview

Task Outline

The task will involve observing your class teacher or PE specialist/coach teaching a PE lesson. You will then use your observation notes and reflections on the lesson, as well as the resources, readings and input from the taught sessions at University to take responsibility for teaching two subsequent PE lessons.

In so doing, you will be focusing on the subject knowledge and pedagogical processes involved in planning, teaching and evaluating primary PE lessons.

Aims To enhance subject and pedagogical knowledge in the teaching of Primary PE, appropriate to the context and age phase (TS3, TS1);

To develop your practice with regard to planning, teaching and learning in Primary PE (TS4, TS1, TS2);

To employ inclusive teaching and learning strategies which promote enthusiastic and purposeful learning for all learners (TS1, TS2, TS4, TS5).

Timeline The task should be carried out during weeks 2 – 5.

This provides ample time to observe one lesson and teach two subsequent lessons.

Physical Education Lesson Prompt Sheet

Task Breakdown

Pre-Observation

(Week 2/3)

Read your SBT2 school’s PE policy and become familiar with the expectations and routines within your SBT2 class for PE lessons. This might include: Expectations for PE kit and the organisation of changing; Time devoted to PE and its status; Health and safety considerations.

Organise a time to observe the class teacher/PE specialist teaching PE.

Identify the area of PE to be observed and then taught by you.

Look at the National Curriculum for PE for the identified area, and use the reading list and resources on Student Central (SBT2) to explore potential subject specific knowledge and teaching strategies.

Observation

(Week 2/3)

Use the PE lesson prompt sheet (see below) to record your observations on the lesson.

Use your observation notes to inform your planning for the following lessons: Will you change anything based on what you’ve seen or will you stick to the

same model as observed? How were the activities differentiated? Was the S.T.E.P. (Space, Task,

Equipment, People) principle used? How will you use this in your teaching? What subject specific knowledge was used in the observed lesson and will

be required in your teaching with regard to physical/tactical/technical/compositional skills and processes?

Were all pupils active for ‘sustained periods of time’? If so, how did the teacher achieve this?

Planning & Teaching

Weeks (3-5)

Plan and deliver your series of two lessons. Ask your class teacher/PE specialist teacher to observe you teaching lesson 1 and to provide informal feedback on a PK form (Appendix 9).

Between lessons reflect on your own lesson evaluation, as well as the feedback given from the observer. Use this to guide your planning and delivery for lesson 2.

Post Task Upload evidence (lesson plans/observations/evaluations) onto your PebblePad to Professional Evidence, SBT2.

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School/Setting: Teacher: Observer:

PE Subject Area: Year Group & Number of Pupils:

Use the following sections to guide your observation:

Teaching Strategies &

Styles

Demonstration/modelling? How is pupil attention gained during activities? Whistle? Voice? Cue Cards? Behaviour management - are classroom strategies brought into the PE lesson? Were activities teacher or pupil led? How were tasks and activities explained?

Pupil & Resource

Organisation

How are the resources organised? When were they set up? Were pupils involved? How were the pupils organised? Is this routine or ad hoc between lessons?

Subject Specific

Knowledge

What subject specific knowledge was shown/needed by the teacher? Was this physical skill/technique-based or related to

tactics/strategies/composition? How was this subject knowledge translated into the learning activities? Teaching

points for skills? AfL strategies? (see below)

Lesson Structure

How was the lesson structured? Make notes on how the teacher/pupils led:

- Introduction - Warm up - Skill development or competitive/compositional type activities - Lesson ending

Pupil Activity Levels

How active are the pupils? Are ALL pupils active for sustained periods of time? What factors impact how active the children are?

(e.g. changing, task and resource set up, pace of lesson…)

Assessment for Learning

Learning objectives? Success Criteria? Feedback in relation to LO & SC? How do the children know how to improve their performance? Use of ICT/digital technology? Self/Peer assessment? Mini plenaries? Use of a WAGOLL (What A Good One Looks Like)

Differentiation

Was the S.T.E.P. (Space, Task, Equipment, People) principle used? If so, how? Was this pupil or teacher led?

How were all pupils included? Were non-participants still engaged with the learning? If so, how?

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Appendix 6: SBT2 Subjects Coverage Audit

By the end of SBT2, trainees are expected to plan independently sequences of lessons (i.e. at least 3

lessons) across at least 3 different curriculum areas.

During the course of SBT2 you should aim to teach all of the National Curriculum subjects for KS1 or

KS2; this audit is designed to help you keep track of what you have taught and when. Review it during

weeks 5-6 so you can address any gaps. At the end of SBT2, Primary 5-11 trainees should use this

audit to identify any subjects which they need to target for teaching in SBT3.

SBT2 During SBT2 I have observed best practice in this subject (insert dates when observed)

During SBT2 I have planned and taught a lesson in this subject

During SBT2 I have planned and taught a series of lessons in this subject

Core subjects (statutory)

English

Mathematics

Science

Foundation subjects and RE (statutory) Insert dates or weeks when taught

Art & Design

Computing

D&T

Geography

History

Languages (KS2)

Music

Physical education (PE)

Religious education (RE)

Other subjects

Drama

PSHE

Upload this audit to ‘Professional Evidence, SBT2’ to your e-Portfolio (PebblePad). An electronic copy

of this document can be found on Student Central under the SBT2 folder.

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Appendix 7: SEND Self-Audit: SBT2 and SBT3

This self-audit is designed for trainees to develop a real depth of understanding of two particular areas of SEND, chosen from the audit below. The middle column

of the audit is completed during SBT2, using prompts as required from the prompt sheet below. Trainees complete the right hand column at the end of SBT2 and

incorporate any targets into their Action Plan for SBT3.

An electronic version of this form is available on Student Central in the SBT2 area.

Focus (Choose 2 or more from this list to explore during SBT2)

What do I KNOW, DO and BELIEVE about this? (Complete 2 or more of these during SBT2)

What do I need to explore further to develop my understanding in SBT3? (Complete as

necessary at the end of SBT2 and incorporate into your SBT3 Action Plan)

1. Inter-professional and multi-agency working: How do different professionals (e.g. teacher, SENCo, TA, consultant/teacher from a support service) liaise with each other to support a child with particular needs?

2. Planning and target-setting for children with SEND: How do professionals ensure that children’s individual targets are incorporated into planning?

3. Parents and Carers of children with SEND: How does the school work with parents and carers of children with SEND?

40

N.B. It is the process of this task that is important. Completing this self-audit will support you in providing evidence (consisting of a reflection or discussion with

your mentor documented within the PH form in week 3 or 4) towards TS5. However it is the development of your wider understanding of SEND within

school that is key.

In order to help you complete the SEND self-audit you must meet with the SENCo to discuss your focus areas and how the school implements the SEND

code of practice. Some of the following may also be helpful:

Observe professionals working with children (e.g. TA, Speech & Language Therapist)

Meet with key professionals (e.g. specialist teachers, TA, Senior Leadership Team)

As an observer, attend parent/carer meeting with SENCo (seek permission first)

At planning meetings, find out how class teachers plan for children with particular needs

Identify key assessments that the school uses for children with SEND

Learning walk to identify resources and strategies used in school

Review documentation (e.g. EHCP, statement, IEP, assessments, reports)

Personal research (reading key literature/ research around area identified including via UoB National Priorities website)

Policy review (review of key school and national policies, in particular SEND code of practice)

41

Appendix 8: Behaviour Audit – the 3 Rs Behaviour Management Model (Bennett, 2016)

For all 3 Rs make sure you: Observe Practice Review

Annotate this diagram to show:

Fully secure

? Partly secure

Not secure

Areas in which you feel less secure

should be discussed with your

mentor and integrated into your

action plan as appropriate.

Routines In-class routines:

Know that class routines drive a positive culture Have set routines for starting/ending lessons, & start of year routines, Have routines for in-class transitions Set clear expectations for individual/pair/group work Use pace to optimise focus & behaviour Know the importance of punctuality & proper planning

Organisation & layout:

Resources prepared & ready prior to activities Well planned lessons that cater for differing pupil needs Attention to physical layout of classroom – seating plans

High Expectations:

Model & reinforce expectations, rewards & sanctions

Harnessing whole school systems:

Understanding whole school BM policy and know legal powers available Use expertise of others

Relationships Understanding pupils:

Build personalised & meaningful relationships with pupils Using age appropriate language Understand how school context impacts on behaviour Understand how SEND affects behaviour: ADHD, autism,

dyslexia, Asperger’s, OCD Basic psychology of motivation, long/short term memory, focus,

learning, cognitive load, spacing & interleaving, group dynamics

Understanding parents:

Build purposeful & meaningful relationships with parents, knowing how to gain their support

Working with families to agree high expectations

Understand yourself:

Regulating your own emotional state & keeping calm & patient Always acting professionally despite challenging circumstances Maintaining an ‘unconditional positive regard’ Leveraging the support of other adults to develop understanding

Responses Normalising good behaviour, reducing the attention misbehaviour receives:

Using praise & rewards to give attention to good behaviour

Correcting misbehaviour early

Using positive language to refocus pupils

Body language, voice tone and language choice

Strategies to discourage low level disruption including non-verbal interactions

Scripted & practiced reactions

Informal intervention prior to formal

Choosing when to respond, tactically ignoring secondary behaviours

Dealing with significant incidents:

Handling confrontation & stressful encounters, de-escalation, planned & scripted responses

Appropriate use of sanctions

How to react to misbehaviours in public areas How to have restorative conversations

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Appendix 9: Lesson Observation - PK Form

PK

Lesson Observation

(Used by the mentor/school colleagues and university tutors to provide focussed developmental feedback, support the development of trainee

targets and for intervention purposes in relation to subject knowledge [can be used with accompanying guidance].

Used by the trainee to record their observations of best practice).

TRAINEE ACTIONS (OPTIONAL): (1) Upload to trainee e-Portfolio (PebblePad) (2) Provide mentor and university tutor a copy for records.

Trainee: Date:

School/setting: Observer(s):

Role(s):

Subject: Year group:

Agreed focus for trainee development:

Feedback/observation notes:

Next steps for trainee development:

Completed by:

Headteacher Trainee teacher Mentor University tutor Class Teacher

Other, please specify:

43

PK

Lesson Observation – Subject Knowledge Guidance for Observers

Has the trainee teacher demonstrated an

understanding of:

The key concepts, language and skills relevant to the subject area?

Progression in the subject area?

Connections to other topics?

Methods of assessment for this topic?

Look for evidence of:

Planning shows key points to be delivered (could be through outcomes);

Key vocabulary identified;

Vocabulary displayed around room;

Objectives relate to key concepts and skills;

Lesson plan shows links to prior learning;

Prior learning is referred to in lesson;

Plan shows progression in learning and level of task through lesson;

Links are made to other areas pupils have studied or to where this topic will help with other areas;

Trainee explains how the lesson relates to the ‘bigger picture’;

Pupils can see the ‘learning journey’;

Assessment opportunities identified on plan;

Assessment methods are clearly explained and used appropriately;

Assessment links to objectives (could be in plenary).

Pupil learning and progress

Has the trainee teacher displayed:

A range of appropriate teaching skills and strategies?

An ability to plan appropriate activities using appropriate resources?

An understanding of the appropriate use of ICT for this topic?

An awareness of common errors and misconceptions?


Different teaching strategies are planned for and demonstrated;

A range of skills are used (e.g.: modelling, explaining, questioning, scaffolding);

The activities chosen enable pupils to meet learning objectives;

The resources are appropriate to topic, ability level (including extension work and support work);

ICT is used in teaching appropriately to enhance the learning experience. The benefits of pupils using ICT are explained;

Lesson plan identifies common misconceptions or areas that can lead to error.


Has the trainee teacher demonstrated:

An ability to make the topic accessible to all pupils?

An ability to support pupils in overcoming errors and misconceptions?

An ability to ask an appropriate range of questions in relation to the topic?


Lesson plan shows awareness of needs of individuals;

Level of vocabulary is accessible to pupils;

Subject specific vocabulary introduced at appropriate point;

All pupils are engaged in learning;

Trainee picks up pupil errors;

Errors and misconceptions are either pre-empted by explanation or are corrected when demonstrated by pupils. This is done in a manner appropriate to pupil;

Sequences of questions are planned and shown on lesson plan;

Open and closed questions are used;

Questions are at appropriate level;

Responses lead to further appropriate questions.


Has the trainee teacher:

Displayed an enthusiasm for the subject?

Conveyed the relevance of the subject?

Displayed confidence in responding to pupils’ questions?


Trainee is well prepared for lesson;

Style of presentation engages pupils;

Trainee displays enthusiasm through use of voice;

Trainee displays enthusiasm through facial and body language;

Pupils are aware of why the topic is being taught, where it links with overall learning;

Practical applications explained as appropriate;

Pupils’ questions are answered or developed appropriately;

Trainee can support pupils in finding answers for their questions;

Trainee can use their own experiences to add interest and information.


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Appendix 10: The Core Elements of Planning

UoB ITE Partnership: The Core Elements of Planning

TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions will you take to ensure this happens? Use your action plan targets to guide you.

LESSON CONTEXT for example: What are the broader learning aims within the unit/topic/sequence to which this lesson contributes? How will you build on previous learning and enable progress towards these aims?

OBJECTIVES & OUTCOMES for example: What do you intend pupils to learn? What evidence of learning will enable you to evaluate pupils’ progress?

PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are pupils bringing to this lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?

LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? Think about how you will ensure effective classroom management at all stages of the lesson.

MEETING INDIVIDUAL NEEDS for example: How will you differentiate to ensure every pupil is making good progress? How will support staff contribute to this? Draw upon data and knowledge of pupils to guide you.

ASSESSMENT for example: How will you assess and provide feedback to inform the progress of all pupils within this lesson and over time? How will you use the outcomes of assessment to track pupil progress and inform ongoing teaching and learning?

EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?

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Appendix 11: Lesson Evaluation Pro-forma (Box A and B)

Lesson Plan Learning Objective: ___________________ Student teacher’s name: Curriculum area: Lesson number: of Date/time: Lesson duration:

Class/year group: Number of pupils: Number of pupils with SEND: Number of pupils with FSM/PPG: Names and roles of other adults present:

LO1

A

Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and Action Plan?

B

Using your previous lesson evaluation, identify specific actions to support pupil progress.

Use initials to identify learners who need additional support to make progress or those who require additional challenge etc.

46

Lesson evaluation To what extent have the learning outcomes been achieved in relation to the learning objectives?

LO1

Reflect upon your professional development including the impact and outcomes of the actions identified in Box A

Reflect upon pupil progress including the impact and outcomes of the actions identified in Box B

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Appendix 12: Supporting Disadvantaged Pupils This is a working document to be used throughout SBT2 to inform and support your progress towards meeting TS5

in the area of supporting disadvantaged pupils. It highlights what you need to think about and do in order to promote

and action diminishing difference with the classes you teach.

Remember: There is no simple way to improve the outcomes for disadvantaged pupils. Every school is unique and

every pupil is unique. Therefore approaches may be individual and may need to change over time. Teaching is the

main and universal approach to promoting disadvantaged pupils’ learning. Small changes in the classroom can make

a difference and everyone can make a difference, including you.

Disadvantaged pupils are defined as:

Pupils recorded as Ever6 FSM (Free School Meals) This means pupils who are currently eligible or have been eligible for FSM in the past 6 years.

Looked After Children (LAC) This means pupils who have been looked after continuously for one day or more. They may have been in foster care, at home with their parents under the supervision of social services, in residential children’s homes, other residential settings like schools or secure units.

Post LAC This means pupils who are no longer LAC because of an adoption, a special guardianship order, a child arrangements order or a residence order.

Stage 1 - Research prior to SBT2: Re-familiarisation Completed Please tick

Re- familiarise yourself with the bulletin on Disadvantaged Learners and Pupil Premium Funding

Re- familiarise yourself with information on Supporting underperforming groups of pupils on the UoB website, available at: https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

Stage 2 - Weeks 1 & 2: School Culture and Disadvantaged Pupils In one of your first three mentor meetings, have disadvantaged learners as an item. Discuss these questions with your mentor and record as a professional reflection in your e-Portfolio (PebblePad).

Ensure you know who the disadvantaged pupils are in your class.

Completed Please tick

How is information relating to disadvantaged pupils shared across the school, between key stages and teams?

Who is responsible for disadvantaged pupils in your school?

How does the culture of the school foster strong relationships with disadvantaged pupils?

What are the school’s expectations for disadvantaged pupils’ learning? Is there a ‘culture of no excuses’?

Are the outcomes for disadvantaged pupils a focus throughout the school? How is this demonstrated?

Is there specific support and intervention for disadvantaged pupils across the school? What does this look like?

How are relationships established and developed with disadvantaged pupils’ parents and carers?

How is the school ‘Poverty Proofed’?

What is the school vision for improving the achievement of disadvantaged pupils?

How does the school tackle barriers relating to pupils’ welfare?

How well do disadvantaged pupils attend school?

How is data used to track, support and intervene for disadvantaged pupils?



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Stage 3 - Weeks 4-6 of SBT2: Audit - Supporting the Disadvantaged. For each of the questions below identify how secure you are in terms of your practice, then discuss each with your mentor and use this to inform your target setting within your Professional Action Plan. How secure am I in…

Key

Fully secure ? Partly secure Not secure

1. Using pupils’ achievement information to plan learning?

2. Collating accurate data/evidence in tracking pupil progress?

3. Meeting pupils’ needs accurately?

4. Addressing barriers to learning?

5. Using feedback to support all pupils’ progress and learning?

6. Taking effective actions to support disadvantaged pupils’ learning?

7. Being able to distinguish between SEND, low attainment and disadvantage?

8. Identifying how homework can be a barrier for the disadvantaged pupils I teach?

9. Identifying any potential patterns in the rewards and sanctions I give for the disadvantaged pupils I teach and in the attendance/lateness of the disadvantaged pupils I teach?

10. Understanding what my assessment is telling me about the disadvantaged pupils I teach?

Please note that when researching individual disadvantaged learners you must be sensitive and thoughtful. Remember that all details and data relating to pupils are confidential.

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Appendix 13: GDPR Guidance for Trainees

GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees

Get Ready: Familiarise yourself with the information below, on the Information Commissioner’s Office

(https://ico.org.uk/) and the policies and practices of your school / setting as part of induction.

Dispose: Dispose of any information that you hold where the original purpose it was intended or used for

has gone or if it is no longer needed. Clear email regularly.

Paperwork: Treat confidential/sensitive paperwork with the utmost of care. If keeping documents store them

away securely. If disposing of documents use a shredder or confidential waste bin.

Remove: Remove non-compliant software from use, only use secure (password protected) platforms or

systems for storing information. Avoid using memory sticks to store high risk data.

Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data given their consent for it to be shared;

How it will be used;

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person check the recipient’s ID;

Whether any information is sensitive and should not be shared.

SECURE & SHARE

Secure data or use passwords/encryption (inc. for portable drives & mobile devices).

Avoid keeping individual passwords in places where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive or has copyright protection.

If you are ever in any doubt do not share it.

For storing your own data using online/cloud storage be careful. It is an offence to share data outside of the EEA without permitted safeguards. If you are in doubt do not use these services.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/links before pressing send;

Avoid sharing high/risk or confidential information e.g. personal data about individuals. When you receive an email with personal data, don’t share it unless you have permission/it is required for work purposes;

Where possible avoid emailing documents as attachments. If unavoidable ensure confidential documents sent are password protected/encrypted;

Never email a password in the same email/message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

When it is no longer needed.

This includes:

Information stored on old equipment no longer used e.g. PC, laptop, tablet, mobile, etc.;

Paper records with sensitive information (use a shredder or confidential waste bin);

Old emails stored in your inbox.

Be Aware Personal Information

Always treat personal information with the utmost of care. Follow the policies of your school/setting to remain.

Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/email.

When uploading information to your e-Portfolio (PebblePad) avoid including personal information and data related to pupils. Take care when sharing the e-Portfolio link.

High Risk Data

High risk/confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs.

Electronic – e.g. data/mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/ Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Move these to the ‘Report Spam’ folder in your inbox. Always delete suspicious texts, scams, etc.

https://ico.org.uk/

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