Bsc Secondary Education and Physical Education

BSc Secondary Education and Physical Education with recommendation for Qualified Teacher Status

2013-2014

School Experience Guidance

1 Contents Section 1: General guidance and information...... 5 Introduction 5 Organising placements 5 Entitlement for students while on placement 5 Expectations for you while on placement 6 Personal and Professional Conduct...... 6 Absence...... 6 Absence issues to note...... 7 Preparing for school placements 7 Pre-Block School Experience 8 Roles and responsibilities 8 The role of your Subject Mentor...... 8 The role of the University Link Tutor...... 9 The role of the Professional Co-ordinating Mentor...... 10 Specific guidance on planning the training programme 10 Organising a timetable...... 10 Timetable Guide for Development Phase (Year 4, Spring term)...... 11 Timetable Guide for Consolidation Phase (Year 4, Summer term)...... 11 The Professional Learning Record 11 Lesson observation, post lesson training conversations and the Brunel Lesson Feedback Record 11 Supporting transition into first post and induction year through lesson feedback...... 13 Weekly professional learning meetings and the Brunel Weekly Professional Learning Record 14 Best Evidence Record 14 Assessment against the Teachers’ Standards (DfE, 2012) and the Year 4 Profile document 15 Formative, ongoing assessment against the Teachers’ Standards (DfE, 2012) - Section B of the School Experience File...... 15 Summative assessment against the Teachers’ Standards (DfE, 2012) – The Profile document. .15 Assessment at the Interim Stages of the Development and Consolidation Phases...... 16 Assessment at the end of the Development and Consolidation Phases...... 16 Interim and final end of phase grading system...... 16 Cause for Concern reports 17 What is a Cause for Concern?...... 17 Who should instigate the Cause for Concern process?...... 18 Passing and failing the Course 18 Use of social networks 18 Student planning documentation 18 The training of other members of the department: the training department 19 Mentor training sessions 19 University Link Tutor visits 19 Quality Assurance19 Guidance for the end of each placement 20 Support 20 Travel expenses 20 Purpose...... 20 Eligibility...... 20 Deadlines for submission of claim...... 21 Payment rates...... 21 Liable portion...... 21 Reimbursement dates & bank details...... 21 Documents to attach to claim...... 21 Examples...... 21 School of Sport and Education...... 22 Claim Form for School Experience Travel Expenses 2013/14...... 22 2 Section 2: Professional Learning Activities...... 23 Introduction to learning activities 23 Activity 1 - Induction to your school...... 25 Activity 2 - Lesson Observation Record 1...... 26 Activity 3 - Lesson Observation Record 2...... 28 Activity 4 - Creating a Positive Learning Environment: Expectations and Ground Rules...... 29 Activity 5 - Maintaining a Positive Learning Environment: Dealing with Critical Incidents...... 30 Activity 6 - English as an Additional Language...... 33 Activity 7 - Every Child Matters...... 35 Activity 8 - Personal, Spiritual, Moral, Social and Cultural Development...... 36 Activity 10 - Safeguarding...... 38 Activity 11 - A variety of other generic activities (which link in to your weekly professional learning meetings) to complete over your school placements...... 39 Activity 12 - Physical Education Curriculum Audit...... 40 Activity 13 - Information and Communication Technology (ICT)...... 42 Activity 14 - Class Management: PE Warm Up Activities...... 43 Activity 15 - Class Management: Safe Practice...... 44 Activity 16 - PE Subject Knowledge...... 45 Activity 17 - PE 14-19 Examination Courses and Specifications...... 46 Activity 18 - PE 14-19 Qualifications...... 47 Activity 19 - PE Lesson Planning...... 48 Activity 21 - Assessment...... 49 Activity 21 - Assessment Recording and Reporting...... 51 Activity 22 - Report Writing...... 52 Activity 23: ICT across the Curriculum...... 53 Activity 23: Communicating effectively with parents...... 55 Activity 25: Differentiation...... 56 Section 3: Student Planning Proformas...... 58 School Experience Timetable 58 Unit and Lesson Planning Proformas 60 Level 2 And 3 Unit of Work 2013-2014...... 60 Level 2 And 3 Examination Unit of Work 2013-2014...... 62 Level 3 Lesson Plan 2013-2014...... 64 Level 3 Examination Lesson Plan 2013-2014...... 67 Section 4: The Professional Learning Record...... 71 Contents and essential information 71 Student Background Information (to be uploaded onto BBL) 73 Teachers’ Standards 74 Key Contacts (to be uploaded onto BBL) 76 Brunel Initial Teacher Education Lesson Feedback Record 77 Brunel Initial Teacher Education Lesson Feedback Record 79 (Supporting transition into first post and induction year) 79 Best Evidence Record 82 The Profile Document 94 Guidance for completing the Profile document...... 94 Assessment at the Interim stages Development and Consolidation Phases...... 94 Assessment at the end Development and Consolidation Phases...... 94 Summary of the Teachers’ Standards (TS1 to TS8) - Part 1: Teaching...... 95 Summary - Part 2: Personal and Professional Conduct...... 96 Level Descriptors...... 97 D1. Development Phase: Professional Learning Action Plan 105 D2. Development Phase: Weekly Professional Learning Records 107 D3. Interim and end of Development Phase Profiles for the Teachers’ Standards 118 C1. Consolidation Phase: Professional Learning Action Plan 126

3 C2. Consolidation Phase: Weekly Professional Learning Records 128 C3. Interim and end of Consolidation Phase Profiles for the Teachers’ Standards 133 C4. NQT Induction: Transition Plan 141 Induction: Professional Learning Action Plan 143 Cause for Concern Documents 146 Section 5: Organising the School Experience Files...... 148 Introduction 148 School Experience File Dividers150 Section 6: Quality Assurance...... 162 Link Tutor Monitoring Visit Quality Assurance Checklist 162 Attached Tutor Visit Checklist 163 Brunel Partnership Agreement 164 Teachers’ Standards Lesson Observation Aid173 Section 7: General Proformas...... 173 Request for Leave of Absence 2013-2014 175

4 Section 1: General guidance and information

Introduction

The following document provides you with all the information and documentation required for your school experience placements. As well as situating all information and documentation in one School Experience Guidance Handbook, each of the documents you will need to use while on placement will be available electronically via our VLE, Blackboard Learn, for you and via a USB stick and the Brunel Partnership web pages for our school Subject Mentors. We hope this will help you to navigate around the requirements for placement but please do not hesitate to contact us if you require any clarification or further assistance.

Organising placements

The Brunel Partnership Development Unit (PDU) along with your Course Leader are responsible for the organisation of your placement in year 4 of the course. We have partnerships with many schools around the Greater London area and in neighbouring counties and we are continually building new partnerships with schools. We are fortunate to have links with a broad range of different kinds of schools and we try hard to provide you with contrasting school placements during your four year course. We work very closely with our partnership schools to provide the very best school experience for you. Your placements are organised first and foremost on the basis of your learning needs and this is our priority. We want you to meet the Teachers’ Standards (DfE, 2012) by the end of the course and to qualify with a recommendation for QTS. However, as much as is possible, we will try and take into account personal circumstances such as travelling distance to a school (calculated using www.tfl.gov.uk and www.theaa.com websites), whether you have a car, childcare arrangements for example. We must stress, however, that the school placement process is very complex and we cannot make any guarantees in relation to individual requests and schools offering placements must have agreed to and have signed our Brunel Partnership Agreement. Once we have been offered training places by schools, we will confirm your placement for you as soon as possible before your first scheduled visits. However, please note that sometimes circumstances change for a variety of different reasons and placements may have to be adjusted. We would also like you to note that, while on placement, you should work to school term dates unless otherwise advised by your Course Leader. Your Course Leader collaborates closely with the PDU to match your learning needs and personal circumstances to an appropriate placement school. The PDU’s email contact details are as follows:

Brunel Partnership Development Unit - [email protected] Tel: 01895 267141

In order to ensure we have the most up to date contact details relating to your school placement, please ensure that you complete the Key Contact Information proforma in Section 4 of this document and upload on to Blackboard Learn in the area specified by your Course Leader by the required date.

Entitlement for students while on placement

All students are entitled to on-going support and training which will help you to maximise your potential to meet the Teachers’ Standards by receiving regular honest and constructive feedback on your development. The three major elements of the school-based training and support are:

 a whole-school Professional Studies programme organised by the Professional Co-ordinating Mentor (PCM) , designed to complement the Education Studies and Physical Education Subject Studies sessions taught at University and to give an additional school-specific focus to these areas. Some schools run this programme intensively during the Pre-Block Experience

5 while others spread this programme throughout the placement;  an individualised subject-based learning programme which is tailored to meet your needs. It is vital that this training programme is planned during the Pre-Block School Experience with your mentor and reviewed during the Block School Experience;  a Subject Mentor who will have day to day responsibility for your learning in school, carrying out most of the formal observations of your teaching, conducting the weekly training meeting with you and working with you to complete your Profiles at the end of each training phase;  an appropriate timetable to meet your learning needs, details of which are included in a subsequent section of this document.

Expectations for you while on placement

It is important that you arrive at your placement school with a clear understanding of what is expected and required of you.

Personal and Professional Conduct

You must recognise that you are expected to take on the professional attributes of a teacher from the start and to behave professionally at all times in University and school and that, for the duration of your placement, have the same obligations and rights as full members of staff. These professional responsibilities are clearly outlined in the Preamble and statement on Personal and Professional Conduct in the Teachers’ Standards (DfE, 2012).

Full attendance and punctuality to school and lessons are indisputable requirements of professional attributes and conduct, as are adherence to a school’s dress code and policies (e.g. behaviour management), and upholding the school’s values and ethos. You are expected to plan, prepare, teach and assess those classes that you are responsible for and to keep appropriate records of them and to make these available to your Subject Mentor, PCM and University Link Tutor as requested.

You should be discussing lessons with your mentor and preparing lesson plans and resources in advance to give the mentor sufficient time to read, provide feedback and give you time to make any required amendments. It is not professional to give lesson plans to mentors at a time which gives them no opportunity to read and comment upon them.

Absence

There is no doubt that the course is intensive and sometimes exhausting, although it is also immensely rewarding and has changed people’s lives. We must insist that you treat the course as if you are already in professional employment: 100% attendance and punctuality is an expectation. We insist that you are prompt and that lateness is both explained and apologised for (in advance wherever possible). The Teaching Agency stipulate the number of weeks in school which must be completed in order to be recommended for the award of Qualified Teacher Status. Punctuality is expected throughout the course, as would be the case for a fully qualified teacher.

When you apply for your first post in school we will be asked to comment on your attendance and punctuality through the reference we write. Obviously this is something we wish to be able to comment positively on for everyone.

The processes in place require you to:

 In the case of an unexpected absence due to illness for example, email your University Year Leader and Link Tutor in the case of all unplanned absences and copy this to the Taught Programmes Office ([email protected]);

6  You should notify the school before the start of the school day. It is your responsibility to acquaint yourself with the partnership school’s procedures for notification of staff absences. In the case of illness lasting 7 days or less, we ask that you certify yourself in writing to us, through the Taught Programmes Office, for sessions missed. If you are absent for more than 7 days, please follow the procedures outlined by the Department of Health;

 In the case of a known and necessary expected absence (e.g. attending a funeral; or hospital appointment) , complete a ‘Leave of Absence Form’ through discussion with your Year Leader, Link Tutor and school Subject Mentor. The form can be accessed via u-Link, from the Taught Programmes Office and is included in Section 7 of this Guidance document. You need to complete a ‘Leave of Absence Form’ if you require time off University or school for reasons other than illness. We cannot guarantee that time off will be granted but we will carefully consider your request;

 Notify the Examination Board of any mitigating circumstances: leave of absence does not satisfy the procedures for Mitigating Circumstances so please see information about Mitigating Circumstances in the School of Sport and Education handbook for your course. The Mitigating Circumstances process enables presentation to be made at the Exam Board on your behalf if there is a substantial period of absence which impacts upon your ability to complete assessment or school based work

As you are required to attend the specified number and pattern of school based days, you will normally be required to make up any days missed in a programme equivalent to the period missed. The Profile contains a record of completed school-based days, which the school, University and you sign, as evidence of attendance.

We know that problems do arise but you will meet these same problems when you begin teaching. Deal with these problems as though you were in employment. Your Course Leader and Subject Tutors will be responsible for maintaining accurate records of attendance for each taught session with the support of the Taught Programmes Office. Following an absence from a school-based or University session your Course Leader and/or Subject Tutors will contact you by email when no contact has been made by you. Your tutors will monitor your attendance and punctuality and intervene at an early stage to support and guide if you are experiencing difficulties. In cases of poor attendance without evidence or mitigating circumstances a meeting will normally be held between you and your Course Leader to consider appropriate courses of action.

Absence issues to note

1. Absence for interviews does not count as time that needs to be made up as it is related to your professional development. 2. In cases where the school is closed as a result of inclement weather, you need to discuss whether days need to be made up with your Subject Mentor and Personal Tutor or Course Leader.

Preparing for school placements

You will be allocated your school placement by your Course Leader and receive information about the school – address, name of the PCM and Subject Mentor etc. You should begin to plan your route to school to ensure that you can arrive in school on time –bearing in mind that you will be travelling at peak times. You may wish to find out about the school e.g. looking at the school website and most recent Ofsted report etc. You will meet your school Subject Mentor at a mentor training session and begin organising your training programme. However, if they are unable to attend this session, you should then contact the school’s Professional Co-ordinating Mentor (PCM) for student teachers to introduce yourself and check arrangements for your first day at school. You are asked to arrive by 8.15am and report to the PCM. In some cases this arrangement will vary but we will inform you if this is the case. Please make sure that you take with you your University photographic identity card and 7 CRB/DBS certificate number and date of issue (if you have it).Please remember that schools are busy places and PCMs are busy people so be prepared to wait if they cannot see to you straight away and remember that first impressions count. You may well be one of many students from several Universities and subject areas at the school.

At the first mentor training session of the year you will hopefully have the opportunity to meet your Subject Mentor for the first time. You will need to have your Professional Learning Action Plan (see Section 4) for that phase of school-based learning with specified targets for the year with you and an updated Subject Knowledge Audit. If they are unable to attend, after contacting the school as per the instruction above, you should bring these to school on your first induction day. Subject Mentors will be asked to bring along to mentor training their PE timetable and useful initial information for you to have prior to going into school for the first time. You can then use this information as a basis for starting to design the training programme in school.

Pre-Block School Experience

Your year 4 school placement includes a period of school-based, pre-block experience which provides an opportunity to introduce you to the school and department in which you will be working, giving you experiences that link work done in University with school-based practice, and preparing you for your teaching on the block experience. In year 4 these tasks are specified in the Module Study Guide for ED3099 on a week by week basis. Work on the pre-block will also begin to give experiences that provide evidence for working towards the Teachers’ Standards. As well as following the tasks prescribed in the ED3099 Module Study Guide, during the pre-block in your year 4 school, you should engage in the following kinds of activities:

 meet with the Professional Co-ordinating Mentor and Subject Mentor to discuss targets on your Professional Learning Action Plan;  attend school-based professional studies sessions;  observe a range of classes and teachers both within your subject area – including classes that you will teach - and outside it, perhaps undertaking a pupil pursuit;  act as support teacher with the normal class teacher;  arrange a teaching timetable;  familiarise yourself with departmental schemes of work and the activities and topics that you will be teaching;  prepare lesson plans and resources;  plan for individual needs;  work to develop your subject knowledge;  gather data about the school;  work on general and subject specific school-based professional learning activities as detailed in your ED3099 Module Study Guide, in Section 2 of this guidance document or in the text: Capel, S., Breckon, P. and O'Neill, J. (2006) Teaching Physical Education in the Secondary School - A Practical Guide. London: Routledge/Falmer.  make yourself fully aware of the school’s safeguarding process;  teach (if you feel confident enough), a small group of pupils or for a part of a lesson.

Roles and responsibilities

The role of your Subject Mentor

Your Subject Mentor is a vital part of your training .At Brunel we recognise that

“…the quality of the next generation of teachers will, in large part, depend on the quality of mentoring support they are given.” (Furlong and Maynard, 1995, Mentoring Student Teachers, Routledge) 8 They will provide your main support during your school placement. Brunel recognises both the weight of this responsibility and the considerable time and effort that it takes to carry out this function properly and so should you.

In summary, a Subject Mentor’s main functions are to support and guide all aspects of your development while in school – helping you to work within the department’s and school’s structures, advising, reviewing and feeding back on lesson plans and in-class performance, giving further training on areas of difficulty or under-achievement, and working with the University Link Tutor and PCM on making the assessment of your progress towards meeting the Teachers’ Standards (DfE, 2011). More specifically, Brunel expects the Subject Mentor to:

 work closely with the PCM and University Link Tutor to ensure the quality, coherence, consistency and appropriateness of the school-based subject training provided;

 keep up to date with developments in mentoring e.g. by attending school-based mentor training and the Subject Mentor training sessions provided by Brunel;

 provide induction into departmental procedures, data (e.g. target grades for school pupils), resources and specifications as appropriate;

 negotiate a timetable that meets the training needs of the student as appropriate to the phase of the student’s training, e.g. approx 33% of a “normal” main scale timetable (80% of 100%) in the Foundation Phase, 50% in the Development and 66% in the Consolidation Phase

 ensure that the timetable includes a designated slot for the weekly training meeting where progress against the Teachers’ Standards is discussed and appropriate targets are set. The student will bring forward evidence and record the discussion for the mentor to agree and sign on the Weekly Professional Learning Record;

 receive and approve the student teacher’s lesson plans in good time and provide appropriate feed-back in time for the student to make agreed amendments;

 ensure that the student teacher has a qualified teacher in ‘loco parentis’ within the teaching vicinity at all times and that the student teacher is observed at least three times a week or 6 times per fortnight during Block School Experience and is provided with written feedback in relation to the Teachers’ Standards framework on these occasions using the Brunel Lesson Feedback Record;

 jointly observe with the University Link Tutor and/or PCM as appropriate;

 oversee the assessment and recording of pupils’ progress undertaken by the student;

 monitor progress on the interim and main Profiles during the Block School Experience;

 complete the interim and main Profiles by the due date, in a conference-style meeting with the student and possibly University Link Tutor and/or PCM;

 identify in the Profile areas for development for the next phase of training in relation to the Teachers’ Standards and work with the student to set targets and agree a plan of action;

 assess the progress against the Teachers’ Standards at the end of each phase (together with the PCM and University Link Tutor as appropriate) and agree a final grade in the final Profile

9  contribute to the subject course as appropriate e.g. by attending joint interviews with University tutors, participating in course evaluations and development meetings.

The complete Partnership Agreement between schools and Brunel University, which details in full the terms and commitments of all other parties concerned in working together to train Brunel students, is available in Section 6 of this guidance document and your PCM has a copy

The role of the University Link Tutor

Your University Link tutor will: 1. visit you on at least one occasion during each of the three Block School Experiences to observe (preferably jointly with your mentor), give feedback, support and guidance, and discuss your progress in relation to the Teachers’ Standards framework with you, your Subject Mentor and, where possible, the PCM; 2. maintain contact with you on a regular basis and you should ensure that you keep them informed of any issues or concerns that you may have; 3. maintain contact with the school where necessary, particularly where there are issues over your progress, and to communicate information to mentors; 4. moderate the grading of your Profile along with your Subject Mentor and Course Leader.

The role of the Professional Co-ordinating Mentor

The PCM is an essential link in your experience and will:  act as the first point of contact between Brunel’s Partnership Development Unit in co-ordinating all aspects of the training and assessment of the ITE programme;

 have responsibility for quality assuring all aspects of training and assessment within their own school e.g. by monitoring the provision of weekly subject training sessions and the observation of student teachers’ lessons;

 lead a school-based training programme for all student teachers;

 lead a school-based programme of mentor training for new mentors and co-ordinate the on-going development and monitor the quality of all ITE mentoring within the school;

 co-ordinate the school-based assessment of the students;

 manage the school-based aspects of any Cause for Concern issues ensuring that all involved, student, Subject Mentor and University Link Tutor, are informed in good time of the concerns, targets, time-frame and outcomes agreed.

Specific guidance on planning the training programme

Organising a timetable

One of the key responsibilities of Subject Mentors with their students is to negotiate a timetable for you that provides a balanced physical education experience and which will allow you to address subject knowledge weaknesses and develop areas of strength. You should present to your Subject Mentor an audit of your perceived subject knowledge strengths and weaknesses and how you feel these might be addressed. This audit will arise from the completion of your Professional Learning Record Action Plan. The final school experience timetable should take account of this audit. The timetable will also need to be flexible enough to allow you to undertake a range of different training

10 activities, as well as whole class teaching. Examples of different possible professional learning activities can be found in the following different places:

 Section 2 of this guidance handbook: Physical Education Professional Learning Activities  In the following core text for all PE students: Capel, S., Breckon, P. and O'Neill, J. (2006) Teaching Physical Education in the Secondary School - A Practical Guide. London: Routledge/Falmer.

If your school’s curriculum does not facilitate learning in a particular target area, you may need to organise your timetable to allow you to visit another school that caters for this particular aspect of training. Your previous Year 3, Foundation Profile should always be used to organise a new timetable, based on your identified targets.

There is a timetable proforma included in Section 3, which we require you to complete and submit to both your Course Leader and your University Link Tutor by the start of each phase of block school experience.

Timetable Guide for Development Phase (Year 4, Spring term)

During this phase the loading is increased to begin to approach what would be expected of a Newly Qualified Teacher. However, from previous experience it has been noted that there is deterioration in planning where you are heavily committed, and also many students have in the past been left with little time to engage in training activities. The following guide should be used:  approximately 50% of a main professional scale teacher's timetable (80% of 100%) should normally be allocated to you for contact with pupils;  an additional 20% should be used for selected and personalised professional learning activities referred to previously or work in supportive education - either helping pupils with SEND or in working with a classroom teacher observing or assisting;  the remainder is for working on your Block School Experience file, planning, preparation and evaluation and meeting the needs of your Professional Learning Action Plan, individual targets and training needs;  a weekly training meeting between you and your Subject Mentor should be timetabled.

Timetable Guide for Consolidation Phase (Year 4, Summer term)

During this phase, the loading is increased again to further represent what would be expected of a Newly Qualified Teacher. The following guide should be used:  approximately 66% of a main professional scale teacher's timetable (80% of 100%) should normally be allocated to you for contact with pupils;  an additional 10-15% should be used for selected and personalised professional learning activities referred to previously or work in supportive education - either helping pupils with SEND or in working with a classroom teacher observing or assisting;  the remainder is for working on your Block School Experience file, planning, preparation and evaluation and meeting the needs of the Professional Learning Action Plan, individual targets and training needs;  a weekly training meeting between you and your mentor should be timetabled.

Percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary. For schools operating a 2 week timetable, you should teach roughly the same number of lessons each week. Schools are asked to provide a balance of experience of all areas of activity and experience of both Key Stage 3 and Key Stage 4. They should also, where possible, provide opportunities for you to teach examination and/or 14-19 physical education courses.

11 The Professional Learning Record The Professional Learning Record contains all the key documents to support you in meeting the Teachers’ Standards and to record, monitor and assess your progress on route to achieving QTS and making the transition into your first post. The following sections of this guidance will provide information on each of these key documents.

Lesson observation, post lesson training conversations and the Brunel Lesson Feedback Record

The Brunel ITE Partnership is committed to ensuring that student teachers receive high quality written and verbal feedback on their lessons, which appropriately supports their development across the foundation, development and consolidation phases of their programme and also their transition into first post and their induction year. Therefore, the role of observing staff is crucial in scaffolding the students’ learning and in collaboratively negotiating and setting targets with associated actions which help them to deliver high quality lessons to enhance pupil learning.

In each of the three phases of the programme observers should use the Brunel Initial Teacher Education Lesson Feedback Record (see Section 4 of this document). The student must provide the observer in advance with appropriate documents to support the observation process. These are detailed at the top of the proforma. In particular, we would like all observing staff to annotate on the lesson plan provided for all observed lessons so that the relationship between the planning process and lesson delivery is firmly embedded in the learning process for the student teacher.

The student teacher should complete the standard information set in the next table in advance of the lesson. They should also use their weekly learning record from their last mentor meeting to provide some Teachers’ Standards related foci to inform the observation process. These weekly foci would appear in all lessons observed that week. The student teacher should also provide Teachers’ Standards related foci which are specific to this particular lesson and this class of pupils. The number of either weekly or lesson related foci are not set and should be determined by the individual needs of the student teacher. Add or take away from the number of rows provided in this table accordingly.

We would like observing staff to comment specifically on pupil progress and achievement in relation to the intended learning specified on the lesson plan and the contribution of teaching to this learning in the table provided. This is to support student teachers in focusing on pupil learning as an indicator of the quality of teaching in the lesson.

We would then like the observer and student to record overall strengths in the lesson and to use the Teachers’ Standards foci for the lesson and the general copy of the Teachers’ Standards provided by the student to do this. We have also provided some descriptors for high quality lessons on the back of the proforma, which you can use to help articulate these strengths. These descriptors are cross referenced to the Teachers’ Standards.

Finally, in order to support students in aspiring to meet the Teachers’ Standards generally at a high level on the Profile document and to teach high quality lessons, they will require precise targets and actions. We would like observing staff to agree these collaboratively with the student and ensure they are again written with reference to the Teachers’ Standards foci for the lesson, the Teachers’ Standards generally and the descriptors for high quality lessons provided.

The Brunel ITE partnership has identified that regular high quality written and verbal feedback is crucial to the development of our student teachers. As such, we request that frequency of written feedback is given as follows:

 Development and consolidation phase (Year 4 spring and summer terms) – 3 written feedbacks per week or 6 per fortnight.

12 The post-lesson conversations between the observing member of staff and the student teacher are also crucial in helping to review progress and set aspirational targets and actions to move practice on in relation to teaching high quality lessons. It is very important that the observer offering verbal feedback after the lesson supports the student in analysing their own practice through the use of effective in-depth questioning, rather than providing a summary of the lesson or ‘tips for teachers’. This does not prevent the observer from sharing best practice with the student teacher. However, we would recommend that discussion and questioning should include:

 How the lesson intended to build on the prior learning of pupils;

 How well pupils and specific groups of pupils met the intentions for learning and why and the relationship of this to the teaching;

 The relationship between lesson planning and the delivery of the lesson;

 How effectively the teaching met targets and action set in relation to pre-determined Teachers’ Standards foci;

 Whether there was evidence of strengths and areas for development in relation to the Teachers’ Standards generally;

 What the next steps are in terms of specific targets and actions that would move practice on and how this will inform future planning and delivery.

The written feedback sheets are extremely important in supporting the dialogue between mentor and student during the weekly meeting and should be used to help shape future targets and actions for the following week. Therefore, some of the agreed weekly targets and actions will inform the weekly learning record foci to be written into all the lesson feedback proformas for the following week. This should create a cycle of learning for the student and help them to constantly extend and improve their practice.

Supporting transition into first post and induction year through lesson feedback

The Brunel ITE partnership believe that it is important to support student teachers into the expectations for lesson observation processes they will experience during their induction year in their first post and as part of the Ofsted school inspection framework.

As such, we have designed a specific lesson feedback proforma to be used on three occasions at times negotiated with the student teacher during the consolidation phase of the programme (see section 4 of this document). These can be subsumed into the three written feedbacks per week or six per fortnight detailed earlier in this guidance and should not be seen as additional.

The majority of the proforma is the same as the standard feedback document detailed earlier. However, the transition proforma supports the student teacher becoming more familiar with Ofsted grading systems and descriptors, which are used as part of the school inspection framework. On the inside of the proforma a set of descriptors are outlined in three broad categories and, under teaching specifically some sub-categories, as follows:

 Pupil progress and achievement

 Teaching

 Subject knowledge, planning, challenge and expectations

 Differentiation

13  Teaching strategies, management of the learning environment and use of resources

 Assessment for learning

 Lesson pace, development of broader skills and appropriateness of homework

 Behaviour and safety

These descriptors are again cross referenced to the Teachers’ Standards but they are also now associated to the Ofsted grading system that would be used in school as follows:

 Outstanding

 Good

 Requires improvement

 Inadequate

We would like the observer to tick against these descriptors as they observe the lesson in the small boxes provided. Both the student and the observer are then required to allocate a best fit grade for the three broad categories and then collaboratively agree a best fit grade in each area. This helps to orientate the student teacher to the criteria as well as supporting the observer’s judgements. This is then used to determine a best fit overall grade for the observed lesson, as would potentially happen in a formal lesson observation or an Ofsted inspection observation in the induction year. Beyond this the processes for completing the rest of the proforma are as per the guidance provided previously, only that strengths and targets and actions should also cross reference to not just the Teachers’ Standards but the Ofsted grade descriptors as well.

We would like to stress that these three specific observations are part of the process of supporting transition into first post and induction and the grades for these lessons should not result in an adjustment of the final consolidation phase Profile grades, which are related to the Teachers’ Standards.

Weekly professional learning meetings and the Brunel Weekly Professional Learning Record

Mentors should hold a regular, timetabled weekly training meeting with you. This will include reviewing activities which are designed to develop your expertise in an identified area for development. The professional learning activities specified in the ED3099 Module Study Guide and in Section 2 of this guidance contain details and exemplars of activities which the mentor and you can negotiate and undertake based on your individual learning needs. These activities will focus learning effectively. They provide evidence of the development of your skills throughout the programme and will provide valuable evidence for the completion of the Profile.

The weekly professional learning meeting will normally include a review of your progress in relation to the Teachers’ Standards to provide regular feedback and target setting throughout the school experience. This should all be recorded on the relevant Brunel Weekly Professional Learning Records found in the in Section 4 of this guidance. This meeting is a time to agree the focus for the learning and lesson observations during the coming week. It is also an opportunity to review the teaching plans for the coming week and to make sure that they are appropriate, although this may also be done with the teachers with whom you are teaching as well. The mentor will be able to intervene if there are any problems and you will have time to make adjustments and improvements as and where necessary.

In order to record evidence of progress it is a requirement to use a Weekly Professional Learning Record. Best practice for using the Weekly Professional Learning Record is as follows: 14  you prepare for the meeting by thinking through and collating evidence of developments over the past week considering which targets have been met and what new ones might be established;  you then complete most sections of the Weekly Professional Learning Record in advance;  you and your discuss the week’s learning using the sheet as a focus and a record is made of the key points. The mentor may amend or add to your original notes;  the mentor ensures that you have checked the evidence in the file on a regular basis to support these discussions;  fresh targets are set and noted by you;  both you and your mentor sign the sheet as a record of the meeting;  the Weekly Professional Learning Records are kept in section B of the file, along with the completed Lesson Feedback Records and other professional learning activities for that week behind the relevant weekly record.

Best Evidence Record The Best Evidence Record (BER), in Section 4 of this document, is used to identify, summarise and reflect on the best pieces of evidence you have for each of the Teachers’ Standards. The BER itself provides an overview of the evidence, but we require you to continuously identify, review and tab the actual pieces of evidence in situ within the School Experience File. This retains the context for the piece of evidence and also prevents unnecessary administration in the removal and photocopying of evidence to go into a separate file. The selection and tabbing process is fluid and ongoing as you can move the tabs according to the best piece of evidence you have for that Standard at that particular point in time. The BER and tabbing process will be reviewed as part of your scheduled weekly mentor meetings and in preparation for the interim and final end of phase Profiling process.

Assessment against the Teachers’ Standards (DfE, 2012) and the Year 4 Profile document

The Teachers’ Standards (DfE, 2012) are mapped into all University modules as part of the Professional Skills curriculum strand. In year 3 and year 4 of the course, where you do your first individual block school placements, a Profile is completed collaboratively by you and your school- based Subject Mentors and verified by the University, assessing you against these Standards. Evidence for this Profile is gathered in two distinct ways – first, by regularly monitoring your progress toward the attainment of Teachers’ Standards during your year 3 and year 4 individual block school experiences through documents such as the Lesson Feedback Records and Weekly Professional Learning Records, and second – by you identifying Best Evidence. Your Profile is outlined in Section 4 of this guidance document. This Profile enables you to complete the Transition Profile and forms a natural bridge into your first year of teaching as a Newly Qualified Teacher (NQT). The purpose of the Transition Profile is to support your continuing professional development planning in your first year of teaching. It also provides information related to the Teachers’ Standards about areas of strength and priorities for ongoing professional development. It, therefore, plays a significant role in the statutory induction arrangements.

You should use the Brunel Profile, detailing the Teachers’ Standards, as a planning and assessment document collaboratively with your Subject Mentor and University Link Tutor. You should provide your Subject Mentor with a draft copy of this at the start of the placement, which we encourage you to use formatively during the block experience. At the end of the school experience phase, the Profile must be completed by the Subject Mentor in negotiation with you. The Subject Mentor should consult with other members of the department and use the documentation that has been completed during the experience to help in this process. This should all be collated in Section B of your school experience file and we recommend this section is laid out as follows to help you track the evidence base for assessing you against the Teachers’ Standards:

15 Formative, ongoing assessment against the Teachers’ Standards (DfE, 2012) - Section B of th e School Experience File

A copy of the latest interim stage or final end of phase Profile, annotated on by the University Link Tutor A copy of the Best Evidence Record Chronological Weekly Professional Learning Records containing the ‘story’ of the training process and the following evidence of training for the week behind the relevant Weekly Professional Learning Record:  Lessons observed: copies of 3 Lesson Feedback Records for that week (the originals stay behind the related lesson);  Additional lessons: focused observations in training activity time with accompanying notes;  Other training activities, annotated against the Teachers’ Standards: notes or handouts from PCM run sessions, notes or completed proformas general or subject specific training activities. Further guidance on the contents required in the file are included in Section 5 of this guidance document.

Summative assessment against the Teachers’ Standards (DfE, 2012) – The Profile document

This Profile provides a holistic picture of the progress made towards meeting the Teachers' Standards (DfE, 2012). It illustrates what areas student teachers should be developing their learning in and what kind of progress can be reasonably expected in order to be recommended for QTS. The Standards are grouped into two areas:

1. Teaching 2. Personal and Professional Conduct.

There are four formal assessment points during Year 4:

1. The interim stage of the Development Phase - w/b 10th February, 2014

2. The end of the Development Phase – w/b 31st March, 2014

3. The interim stage of the Consolidation Phase – w/b 5th May, 2014

4. The end of the Consolidation Phase – w/b 19th May, 2014

Assessment at the Interim Stages of the Development and Consolidation Phases

During the course at each assessment point, you will be assessed upon progress towards the Teachers’ Standards in two areas, as mentioned at the start of this guidance above. At the interim stage in the Development and Consolidation Phases, (points 1and 3 above) you must complete the self-assessment section for each of the 8 Standards, commenting on their progress towards meeting the Teachers’ Standards. Each Standard has a descriptor to assist in the assessment process which was written through collaboration between UCET (Universities' Council for the Education of Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the HEA (Higher Education Academy). You are required to grade each Standard using the descriptors and provide a brief rationale for this grade. You must also indicate where relevant evidence can be found. Subject Mentors should subsequently complete the mentor section in the same way and then discuss this with you. The Subject Mentor and you should collaborate to agree on an interim grade for each Teacher’s Standard, followed by agreement on a target for each of the Standards, to be met by the end of the phase. These targets should be reviewed at the next assessment phase.

16 The summary for Part 1: Teaching and Part 2: Personal and Professional Conduct should be completed at the interim and end of phases, as indicated above.

If, at any stage, the Subject Mentor, University Subject or Link Tutor feel that unsatisfactory progress is being made in either of parts 1 or 2, a ‘Cause for Concern’ must be triggered and procedures outlined in the guidance followed accordingly.

Assessment at the end of the Development and Consolidation Phases

At the end of each phase, you are again required to self- assess progress towards each Teacher’s Standard, whilst also reviewing targets set at the interim stage. You are to provide a brief rationale, making reference to relevant evidence in the Best Evidence Record. After the Subject Mentor has completed the mentor assessment and rationale in the same way, both you and the Subject Mentor collaborate to agree a grade for the Teachers’ Standard and targets for the next phase. The targets indicated at the end of the phase assessment are to inform the Professional Learning Action Plan. At the end of the Consolidation Phase, final grades are given for each of the Teachers’ Standards, followed by a final best fit overall grade for the final placement. The Summary for both parts 1 and part 2 are to be completed and if evidence indicates that sufficient progress is not being made, then a ‘Cause for Concern’ must be instigated with an accompanying support plan, as specified in the guidance.

Interim and final end of phase grading system

For each of the 8 Teaching Standards, you will self assess and be assessed through a moderation process by your Subject Mentor, University Link Tutor and Course Leader against detailed level descriptors specified in the Profile document in Section 4 Please ensure your are familiar with these descriptors for each of the Standard areas. For each of the 8 Standards, your progress will be recorded at both the interim and final stage of that phase on the Profile document as:

 H – meeting the criteria for this Standard to a HIGH level

 G – meeting the criteria for this Standard to a GOOD level

 M – meeting the criteria for this Standard at the MINIMUM level of expectation

 U – not meeting the criteria for this Standard and progress is UNSATISFACTORY

Your progress for Personal and Professional Conduct will also be recorded on the Profile document as

 Yes (Y) – meeting expectations

 No (N) – not meeting expectations

Cause for Concern reports In the first instance, if there are concerns in the department, the Subject Mentor is asked to raise them with you in an honest and professional manner; they know that one of their duties is to monitor your progress and to address any concerns. Depending on the nature of the worries, this may be able to lead to a resolution without any further action, but if not, the PCM should be informed and involved in any further discussion. It is only after that that the school might consider the Cause for Concern procedure. The form for submitting a Cause for Concern is in Section 4 of this document with the other assessment related documents.

What is a Cause for Concern?

17 There may be occasions in school when the performance of a student is such that additional action is required beyond the normal systems of support and assessment. In such cases, Subject Mentors and/or University Link Tutors are required to set in motion the Cause for Concern process.

A Cause for Concern form should be initiated in cases of:

Lack of Progress A student is considered to be failing, or is judged to be in danger of failing, to meet the required Standards for the particular phase of the course. Such cases may be resolvable if action is taken early enough. Lack of Professionalism For example: punctuality, dress, lack of self-critical awareness, inability or unwillingness to accept professional criticism, difficult relationships with staff, and so on. Professional misconduct The student is considered to be behaving in a way which is professionally unacceptable.

The purpose of initiating a Cause for Concern form is to make certain that the student is aware of the concerns at the earliest possible stage in order that an appropriate support action plan can be agreed. We recognise that teaching skills have to be learnt over time and some students who make a slow start can become very effective teachers given the time to develop their skills and confidence. It is, therefore, far better to report a cause for concern which then disappears than to wait for an improvement which does not materialise. In such cases it may be too late to make an effective intervention.

The kinds of actions which may be appropriate include:  ensuring the student receives consistent guidance about action to be taken - weaker students often have difficulty in choosing the best approaches from a number of options suggested;  ensuring the teaching load is appropriate for the current situation;  ensuring classes being taught are appropriate for the current situation;  arranging for the student to work alongside an experienced teacher in a support role - for example, leading specific sessions of the lesson in order to allow them to work to their strengths and hence develop successful practice;  arranging for the student to work with a teacher to provide support for specific pupils who will benefit from additional support or extension activities;  providing extra support in developing the student’s subject knowledge;  arranging for additional, focused observation perhaps outside as well as inside the department in order to develop the student’s understanding of good teaching in practice;  setting clear and unambiguous short-term achievable targets.

Who should instigate the Cause for Concern process?

The Subject Mentor, University Link Tutor or a senior member of school staff may all start the process. If a Cause for Concern has been issued, it is a requirement that the student informs the University Link Tutor.

18 Passing and failing the Course It is important that everyone involved in the partnership is aware that the final decision as to whether any student passes the course is taken by the University examination board and is based on an overview of all the evidence relevant to your programme. Use of social networks We expect that most students will use social network sites during their time at University. Because you are studying on a professional course, we encourage you to carefully consider security when using such sites, understanding that, unless you specify certain restrictions, University staff, colleagues from school, pupils and parents may be able to access your profile and posts.

Student planning documentation Mentors and class teachers need to monitor your Best Evidence Record and School Experience File on a regular basis to ensure that you are maintaining the evidence base required and they should assist you with the planning of units of work and individual lessons (see Section 3 for the 4 student planning proformas). In order to support progression your planning, teaching and assessment we have developed these levelled planning proformas. The following proformas are used in each of the terms and phases of student learning:

Year 1: Level 1 unit plan and Level 1 lesson plan Year 2: Level 2/3 unit plan and Level 2 lesson plan. Year 3: Summer term /Foundation phase: Level 2/3 unit plan and Level 3 lesson plan Year 4: Spring term/Developmental phase: Level 2/3 unit plan and Level 3 lesson plan Year 4: Summer term/Consolidation phases: Level 2/3 unit plan and Level 3 lesson plan.

However, there is no reason why these levelled plans cannot be used flexibly according to your individual learning needs. At all levels, try to ensure that your are focusing on pupil learning in both your planning and assessments/evaluations, with the identification of clear intended learning outcomes and subsequent monitoring and assessment of whether these have been achieved by pupils.

The training of other members of the department: the training department Mentors need to train other members of the department who are involved with you during your teaching experience. Students' course evaluations, feedback from University Link Tutors and our External Examiners and Ofsted Inspectors have all identified that one of the key roles of our mentors is to train other departmental staff to use the standardised documentation and to become mentors themselves. This represents an ongoing target for the Brunel ITE Partnership each year.

Mentor training sessions Subject Mentors should attend all University based mentor training sessions. The dates for these are to be confirmed as:

 Friday, 27th September, 2013

 Wednesday, 15th January, 2014

 Wednesday, 25th June, 2014

These are extremely important in developing the concept of Partnership. We have worked hard over the past few years to broaden the remit of these mentor training sessions to include more professional learning provision. This is a deliberate attempt to take physical education forward within the Partnership through innovative training activities and the sharing of good practice.

19 University Link Tutor visits During each term you will receive a visit from your school’s identified University Link Tutor. Their role is to support you and your Subject Mentor as well as to quality assure the school based work on behalf of the Partnership. They will have a discussion with you and your Subject Mentor separately on general matters relating to the block experience. They will look at your school experience file in some detail including the Best Evidence Record, checking the quality of your planning and the quality and consistency of the written feedback you are receiving.

The University Link Tutor will also carry out a paired observation of with your Subject Mentor or the class teacher, using the standardised Lesson Feedback Record pro-forma. They will then use the following possible options:

 listen to the post lesson training conversation between you and the Subject Mentor;  conduct a post lesson training conversation with you while your Subject Mentor listens in; or  conduct a shared training conversation involving both you and the Subject Mentor.

As an alternative for our more experienced school mentors, the Link Tutor may observe your Subject Mentor conducting a training activity session with you. The Link Tutor will then discuss your progress with you and your Subject Mentor, using the Weekly Professional Learning Records and the Profile as a framework for discussion. The paired lesson observation will help the process of moderating the grading and assessment of students across the Partnership.

Prior to the visit, you will be required to complete a draft of the relevant Profile summarising your progress up to that point, with targets and recommended actions for the rest of the term and beyond. This is intended to support your ability to reflect, as well as to involve you as fully as possible in your own learning. This draft will be used as the basis for discussion during the visit and may be annotated where relevant by the University Link Tutor. A copy of the Profile, along with the lesson plan and Lesson Feedback Record from the observed lesson will be retained by the Link Tutor which will be used in Link Tutors’ moderation meetings to monitor provision for students in their schools and progress during the block school experience.

Quality Assurance As stated earlier, schools are required to read and then sign the Brunel Secondary Education and Physical Education Undergraduate Partnership Agreement, which outlines agreed the expectations for partnership provision. This document is included in Section 6 of this guidance. Also, at the end of any University Link Tutor visit, they will ask you and your Subject Mentor to tick and sign the University Link Tutor Monitoring Visit Quality Assurance Checklist, which is also included in Section 6. This checklist specifies the range of training and assessment related activities expected during a Link Tutor visit. It also requires all parties to agree grades against the Teachers Standards at that point in time. The Link Tutor will need to take away with them copies of the following documents:

 the Link Tutor Monitoring Visit Quality Assurance Checklist;  the interim or final Profile document completed by you and your Subject Mentor prior to the visit;  the lesson plan and related Lesson Feedback Record used for the paired observation during their visit.

All of these documents are retained by the University for Quality assurance purposes. The Brunel Physical Education Partnership hold termly meetings for all University Link Tutors in order to engage in standardisation and moderation activities and to plan training provision for the partnership aswell.

Guidance for the end of each placement We would like to offer you the following set of reminders for when you have completed your

20 placement:

 ensure that your Profile has been completed with your mentor and it is signed by both Subject Mentor and PCM;  Return all keys, ID cards, photocopying cards etc to the appropriate person;  Return all resources (books, worksheets, schemes of work, past exam papers, etc) to the appropriate person;  Ensure that all pupils’ work has been marked and returned to them or to their class teacher;  Ensure that you have given records of work covered and assessments made to your mentor and or other teachers as appropriate;  Completed the evaluation of your placement. This is part of the professional dialogue between you, your mentor and the PCM. It requires an honest and constructive response from you;  Make sure you thank all those involved in your training.

Support If there are any problems during the course of the school experience, liaise with your Professional Co-ordinating Mentor (PCM), your Subject Mentor, your University Link Tutor and your Year Leader.

Travel expenses

Purpose

The School of Sport and Education, following the recommendation of the National College for Teaching and Leadership (NCTL) on professional courses, contributes to the student cost for travelling to the school placements. You will be reimbursed for their block school experience only and not for pre-block school experience visits.

Eligibility

Students in years 3 or 4 of the BSc Secondary Education and Physical Education with recommendation for QTS course are eligible. Students may only claim for the difference in cost between travel to the University and their school placement, unless the school is between home and the University, in which case no reimbursement will be made. For the purposes of assessment, it is assumed that students would be travelling to campus each day that they were not on school placement.

Deadlines for submission of claim

Students must submit a travel claim on a monthly basis, before the 5th of each month. The final deadline will be Monday, 30th June 2014. No claims will be accepted after this date.

Payment rates

The University will pay the travel expenses using the cheapest appropriate form of public transport. Train travel and fares information can be found on the National Rail Enquiries http://www.nationalrail.co.uk/times_fares/. Transport for London http://www.tfl.gov.uk/tickets/faresandtickets/2930.aspx Students should be aware that fares are subject to variations between peak and off-peak travel. Car A mileage allowance will be paid to students using their own transport, which is sufficient to cover petrol expenses, irrespective of engine size, at 13p per mile. If students have access to a car or a motorcycle, will they please bring their insurance documents to the Research and Finance Office (Heinz Wolff Building room 260) who will records their details.

21 Differences in mileage will be checked with the AA route planner website http://www.theaa.com/travelwatch/planner_main.jsp?database=B

Liable portion

Students are liable for the first extra £5.00 of travelling costs per week, which will be deducted from each claim according to the number of weeks spent in placement that month.

Reimbursement dates & bank details

Reimbursement are claimed by the 5th of each calendar month in arrears. Payments will be made directly by BACS on your bank account. The University can only make payments to UK bank accounts.

Documents to attach to claim

All tickets and passes should be supplied with the claim. Car insurance, and MOT documents to be presented with the first claim.

Examples

You live in Datchet (Berks), travelling to the University (7 miles), usually costs you £9.10 per week.

Case A: Your placement school is in Ruislip (15 miles from home), will cost you £19.50 per week. The difference of cost is £10.40 less the liable portion of £5.00, you will receive a travel participation of £5.40 for that week.

Case B: Your placement school is in Iver (5 miles), will cost you £6.50 per week. It is less than coming to the University and therefore there will be no participation to your travel costs.

BRUNEL UNIVERSITY School of Sport and Education Claim Form for School Experience Travel Expenses 2013/14 Your details Student ID Surname First name

Course BSc Secondary Education and PE Year

Term-time address Permanent (Home address)

Postcode: Postcode: Your bank details Bank Name and Name in which the

22 Address account is held Sort code Account number The School where you were placed School Name School address

Postcode: Month Claimed For: Dates of School closure (i.e. half term)

Total number of days in Total days absent School Cost of return travel to University Campus Cost of return travel to school placement Mode of transport Mode of transport Cost for one day £ Cost for one day £ OR cost per week OR £ OR cost per week OR £ OR cost per month OR £ OR cost per month OR £ If travelled by car, daily If travelled by car, daily miles miles return mileage return mileage Signature of student Date

OFFICE USE ONLY Total amount eligible for £ Remittance No Deduct £5 per WEEK - £ Date sent £ Processed by TOTAL PAID Date processed For help, contact the Research and Finance Office, Heinz Wolff Building room HW260 Email: [email protected] – Phone: 01895 267234 – 266494 - 267142

Section 2: Professional Learning Activities Introduction to learning activities Over the last few years there has been increasing expectations on schools involved in Initial Teacher Education to take more of a lead role in providing professional learning activities for students during school based work. Within the Brunel Secondary Partnership, school colleagues have developed many innovative and effective methods of helping students meet and provide evidence for the Teachers’ Standards. All activities should be written up in a relevant and appropriate format, the Standards reference(s) noted at the top and filed in Section B of the School Experience File either in their own section for pre-block school experience or behind the relevant Weekly Professional Learning Records during block school experience.

Some of these are as follows:  Student observes subject mentor/other departmental staff teaching. The observation may be used by the student to: ◦ Use the information to plan a similar lesson which they then teach; ◦ Complete a lesson plan proforma detailing what takes place in the lesson; ◦ Identify risk assessment and management; ◦ List all questions asked and answers given by both teacher and pupils.

23  Student to plan a lesson to be taught by subject mentor/other departmental staff which the student observes and evaluates pupil learning in relation to their planning. This is then discussed;  Video the student teaching and then student and subject mentor/other departmental staff watch the lesson together and discuss it;  Video the student teaching whilst the observer asks questions into the video camera whilst filming. The student then watches the lesson, evaluates pupil learning in relation to their own teaching, and then meets to discuss it with the subject mentor/other departmental staff;  Video the subject mentor/other departmental staff teaching and the student asks questions into the video camera whilst filming;  Being videoed teaching a lesson and watching it with the mentor;  Observation of subject mentor/other departmental staff at parents’ evening;  Assess samples of pupils using National Curriculum and Examinations Specification criteria in collaboration with colleagues;  Discussion with Learning Manager/SENCO/LSA about processes for support etc;  Collaborative reviewing of IEPs/Statements/PSPs/BSPs;  Attend an annual review;  Observe colleagues making telephone calls to parents or other external agencies to deal with challenging situations;  Pupil/tutor group/teaching group shadow;  Student observes teachers in other subject areas teaching;  Student observes other student teachers teaching;  Team teach with subject mentor/other departmental staff;  Team teach with other students;  Write lesson plans jointly with subject mentor;  Write lesson plans jointly with other student teachers;  Write a lesson plan and discuss this with subject mentor other departmental staff;  Observation of teaching by subject mentor/other departmental staff;  Observation of teaching by other student teachers;  Debrief after lesson;  Meeting with university staff;  Meeting with subject mentor to discuss progress and set targets (weekly training meeting);  Opportunity to help with extra-curricular activities;  Opportunity to support the organisation and running of school trips.

The Partnership recognises that in order for all schools to play a full part in the learning process, a support programme based on these learning opportunities needs to be in place. This will help mentors share the good practice that exists as well as developing more opportunities for learning within the school context. The purpose of these activities therefore is to: a) help mentors devise a learning programme for their students based on the Teachers’ Standards with particular reference to the student’s target within their Profile; b) enable the students to gather evidence of progress in a particular Standard area as part of a portfolio to support the Profile.

It must be noted that the mentor may consider it beneficial to the students’ learning to undertake a particular activity on two or more occasions. It is the responsibility of the students to keep the evidence of these professional learning activities together with mentor comments / signatures in the aforementioned sections of their school experience file.

Please note - These professional learning activities support those in outlined in:

Capel S, Breckon, P and O'Neill, J. (2006) Teaching Physical Education in the Secondary School - A Practical Guide. London: Routledge/Falmer.

24 Further resources can be found on the publisher’s web site: http://www.routledge.com/textbooks/0415361117/resources/observation.asp

The rest of this section contains a range of activities that can also be used.

25 Activity 1 - Induction to your school (Standards Reference(s): TS…………………………….)

This activity is intended to help you orientate yourself in the school and the department and to focus your attention on some of the practicalities you will need to understand in order to begin your teaching successfully. It may take you some time to compile all this information and, as schools are very busy places, you will need to be flexible in the interests of good professional relationships

Find out the following about your school/department:

1. Head of Department

2. Subject mentor and other subject teachers

3. Other holders of key responsibilities

4. Support staff who work in the department

5. Location of departmental resources

6. ICT facilities (including staff and student access)

7. Photocopying and reprographics

8. Examination specifications used at GCSE/Foundation and Intermediate levels

9. Examination specifications used at A level/post-16/Diplomas

10.Other assessment procedures

11.Department handbook

12.Communicating with parents

13.Homework policy

14.Rooms/access

15.Health and safety

16.Times of departmental meetings

17.Extra-curricular activities

18.Pupil data that is available

19.Arrangements for your block school experience timetable

26 Activity 2 - Lesson Observation Record 1 (Standards Reference(s): TS…………………………….)

Trainee Teacher and class Date and lesson times observed

Lesson theme/topic

Introduction to the lesson Prompts: How does the teacher  Start the lesson, greet & welcome the pupils  Make links to previous learning and further lessons  Explain the objectives of the lesson  Use a variety of teaching strategies (eg explanation, demonstration, questioning, effective use of resources?)  Provide opportunities for interaction and oral work  Manage transitions between parts of the lesson

Teaching and learning Prompts: How does the teacher  Plan for differentiation  Ensure all pupils understood the tasks  Question pupils to check understanding  Provide feedback to promote learning  Correct errors and misconception  Manage behaviour  Use presence and body language to manage the learning environment  Organise the learning environment  Use resources (including ICT)  Assess learning and progress  Give pupils the opportunity to explore a range of learning styles

27 Pupils’ responses Prompts: To what extent did pupils show  Concentration  Interest in tasks  Enjoyment  Collaboration  Independence  Understanding of lesson objectives

Conclusion Prompts: how did the teacher  Finish off the activities  Summarise the key points of the lesson – either at transition points or at the end  Involve pupils in assessing how far learning objectives have been met  Ensure a calm and smooth finish to the lesson  Provide opportunities for follow-up activities or homework  End the lesson and dismiss the pupils

28 Activity 3 - Lesson Observation Record 2 (Standards Reference(s): TS…………………………….)

Trainee Teacher and class Date and lesson times observed

Lesson theme/topic

Area of focus for this observation

Comments

Reflective comments to include: ideas and approaches I found useful; issues to discuss with my mentor/tutor; what I will implement in my own teaching following this observation

29 Activity 4 - Creating a Positive Learning Environment: Expectations and Ground Rules (Standards Reference(s): TS…………………………….)

Task 1 Ask colleagues to provide examples of the things they do to create a positive learning environment with their teaching groups

Experiences of creating a positive learning environment:

Task 2 Which of these do you feel able to make use of in your own lessons?

Ideas for Implementation:

Task 3 Reflect on what you have learned from the guidance from colleagues.

Reflections: What did you learn from the discussions?

30 Activity 5 - Maintaining a Positive Learning Environment: Dealing with Critical Incidents (Standards Reference(s): TS…………………………….)

Task 1 Identify the most ‘critical’ incident (behaviour) with a pupil that you have encountered as an observer or teacher. You may draw from any of your experiences to date. Provide brief details using the guidelines as follows:

Context: Where did the incident take place?

Incident: What happened? What was the problem? How did it arise?

Pupil Behaviour

Teacher Response

Outcome: Short Term (i.e. steps taken immediately)

Outcome: Longer Term (i.e. action to prevent future difficulties)

Reflections: What did you learn from the experience?

31 Task 2 Repeat this task by asking two school colleagues to identify the most ‘critical’ incident (behaviour) with a pupil that they have encountered and provide brief details using the guidelines as follows:

Example 1 Context: Where did the incident take place?

Pupil Behaviour

Teacher Response

Reflections: What did your colleague feel they learned from the experience?

32 Example 2 Context: Where did the incident take place?

Pupil Behaviour

Teacher Response

Reflections: What did your colleague feel they learned from the experience?

Task 3 Reflect on what you have learned from the experiences outlined by colleagues.

Reflections: What did you learn from the discussions?

33 Activity 6 - English as an Additional Language (Standards Reference(s): TS…………………………….)

Please use this directed task to explore the questions below in relation to ‘Achievement and Diversity’. They are by no means intended to act as a list of prescriptive questions. As prompts they should guide your write-up and allow you to demonstrate capabilities across these important Standards during the course.

There is an ‘alternative’ course of action suggested for those of you located in settings that have no pupils with EAL.

The Directed Task

 What do you need to do and why? The purpose  Who will read this? The audience  How might you draw on this at a future interview or during your NQT year?

You will find it beneficial to engage in a brief discussion with the teacher/ learning assistant/ specialist EAL teacher or even members of the child’s family if the teacher/ school allow this. You may be able to set up a parent/ teacher meeting. This task will not only demonstrate how you address Standards around diversity, but also those such as providing a safe and purposeful learning environment and collaborating with other specialists within the school community. I include parents/ carers as ‘others’ here as they are the primary educators. In this way, the directed task has a multi-faceted purpose.

Select one pupil from your class (or from another class where appropriate) and comment concisely under the headings below. You may not be able to comment under every single heading but do try your best within the context in which you are training.

Pupil Information (Please use a pseudonym for confidentiality)

• Age and year group of pupil:______

• Length of time in the country (years and months):______

• Country of birth (of pupil and parents/ carers):______

• Religious background:______

Prompts (Some areas have prompts to support your thinking) • Comment on any cultural aspects of this pupil’s background that you need to be aware of? You may need to research areas on the Internet or talk to friends on the course. • Consider dietary requirements, key festivals, religious observance and so on

• What language/s does the pupil use with parents, siblings, friends and the wider extended family? • Ask the child/ parent/ carer or use school data if accessible. • Comment on the level of fluency and confidence in other languages (you may need to ask a bilingual TA if available). • Does the pupil ever use their additional language in the school environment? If so, where have you seen this?

• Does the pupil attend any out of school language classes? • If so, what form do these classes take?

34 • Who leads these classes and what is their purpose?

• Comment briefly on your pupil’s speaking & listening, reading and writing capabilities. • Do you notice any significant differences between talk and written work? If so, what sorts of issues emerge? • Is one ahead of the other? • How does it impact on their ability to cope with different areas of the curriculum?

• Outline any language based strategies (or general strategies) that you have observed or implemented yourself to support this pupil (even if they seem very fluent and able- i.e.: an advanced bilingual learner). • Remember to draw on opportunities ‘across the curriculum’, not just in English. For example, does the curriculum draw on famous role models/ scientists/ mathematicians from a range of cultural backgrounds? • Does any pre-teaching of technical terminology take place? • Is the additional language used to support learning in English? • What physical resources (including staffing expertise e.g.: languages) are available?

 How does your placement classroom mirror diversity in the wider school, local community and local authority? o Explore local and national statistical data. This is a Standard that students usually struggle with.

 In what ways do school policies and frameworks address this area? o Have a look through policies to find evidence o Talk to co-ordinators in core subject areas about their approach

 How have you met the needs of EAL learners during the unit of work? o Did your planning make this explicit? o How do your lesson evaluations evaluate the impact of your teaching on the progress of any EAL learners?

Useful points to note:  You may want to raise this directed task during one of your early weekly training meetings.  All external link tutors will have this task e-mailed to them so that they are aware of the requirements.

Extension Task Write around 750 words (excluding quotes and references) on the title below. Include this in section B of your school experience file. “ Outline 3 whole school/ classroom based strategies to demonstrate effective inclusion and personalised provision for pupils with EAL”

Comment (optional):

Mentor’s Signature:...... Date: ......

Student’s Signature:...... Date: ......

NB This task may need to be adapted and undertaken in a different school if it is impossible for you to work with a pupil with EAL in your placement schools.

35 Activity 7 - Every Child Matters (Standards Reference(s): TS…………………………….)

The Every Child Matters agenda underpins the work of schools. You will find elements of Every Child Matters in many of the professional learning activities you undertake in school.

Find out how are the five major themes of the Every Child Matters agenda are being addressed in your school

 Be healthy

 Stay safe

 Enjoy and achieve

 Make a positive contribution

 Achieve economic well-being

Practical and reflective activity What are the implications of the Every Child Matters agenda for your own professional practice?

Indicate to which Standard(s) you think this activity might contribute:

36 Activity 8 - Personal, Spiritual, Moral, Social and Cultural Development (Standards Reference(s): TS…………………………….)

Target Area: Contributing to pupils' personal, spiritual, moral, social and cultural development Objective – By the end of this task you should be able to plan learning opportunities for pupils' personal, spiritual, moral, social and cultural development in PE

Steps 1. Obtain copies of any school and department’s policies on PSMSC development 2. Discuss departmental policy with your mentor 3. Gather the following information and discuss it with your mentor -

What are the main strategies the department uses for developing PSMSC?

Observe a lesson and note any opportunities (either planned or unplanned) that arise

Provide examples of opportunities you have planned in your lesson related to PSMSC

Lesson:

Description:

Comment:

Lesson:

Description:

Comment:

5. Mentor comments / confirmation that the task has been completed at a satisfactory level

37 Activity 9 - GAP project task (Standards Reference(s): TS…………………………….)

Make yourself familiar with the safeguarding/ child protection/ diversity/ anti-bullying policies and procedures within your placement;

Meet with your child protection/ safeguarding lead at your placement setting. You may choose to explore what are the key issues faced within your local school settings? What other agencies/ professionals does your safeguarding lead work with?

What kinds of support are already in place to support pupils and families around domestic violence? What existing training is in place for school staff?

Is there an anti-bullying lead? How does your school setting deal with issues of bullying around gender/ sexuality issues?

How does your school promote diversity around issues such as sexualities/ gender equalities? What support/training do school/ local education authority staff have in exploring these issues?

Does your SRE/ PSHE or other areas of the curriculum explore these issues? If so, how?

38 Activity 10 - Safeguarding (Standards Reference(s): TS…………………………….)

Safeguarding is a relatively new term which is broader than ‘child protection’ as it also includes prevention. Safeguarding has been defined as:

 All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children’s welfare are minimised; and  Where there are concerns about children and young people’s welfare, all agencies taking appropriate actions to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies. (Safeguarding Children (2005), The 2nd Joint Chief Inspectors Report on Arrangements to Safeguard Children.

Within school all members of staff have a responsibility to safeguard children (including training teachers). The following activity helps you to ensure that you are aware of and understand the schools safeguarding policy

Development Stage School Placement

Ensure that you have read your school’s safeguarding document. Ensure that you know who to talk to if a child discloses information to you.

Write the name of this designated person below

______

Please ask your mentor to sign below to confirm that this information is correct

______

39 Activity 11 - A variety of other generic activities (which link in to your weekly professional lear ning meetings) to complete over your school placements. You can complete these activities on both of your school placements. It may then be useful to compare how contrasting school approach each of the items below.

Find out what your school is doing to address the following:  Managing the Learning Environment (including Rewards and Sanctions)

 Transition from KS2 – KS3 (including integration and use of setting)

 Range of courses available at KS4

 Range of courses available at KS5

 Find out how literacy skills are integrated into teaching in your department

 Find out how ‘PLTS – personal, learning and thinking skills’ are integrated into teaching in your department

 Inclusion - Find out how provision is made for the following within your department:

1. Inclusion – Students with Learning Disabilities

2. Inclusion – Gifted and Talented Students

3. Inclusion – English as an additional language Students

 PSHE

 Pastoral provision

 Partnership in learning - Find out how your school uses non-teaching staff to provide for pupils’ learning and well-being

40 Activity 12 - Physical Education Curriculum Audit (Standards Reference(s): TS…………………………….)

Please email this document to the your Course Leader

School:

Department Mentor:

Curriculum Content Please indicate the activities included in the curriculum identifying the year group(s) that are involved and the term(s) when the activity is timetabled. Do indicate any gender splits.

Activity Year Groups Term(s) Athletics Activities Dance Activities Games Activities (please specify):

Gymnastics Activities(please specify):

Outdoor and Adventurous Activities (please specify):

Swimming (please specify):

Health Related Exercise

Sports Leaders Awards (please specify):

GCSE Physical Education (Full Course) GCSE Physical Education (Short Course) GCSE Dance BTEC Introductory Certificate (please specify):

BTEC First Certificate (please specify):

AS/A2 Physical Education BTEC National Award BTEC National Certificate BTEC National Diploma Other:

41 Time Allocation

Please indicate the number of lessons, amount of time and lessons per unit allocated to National Curriculum/compulsory Physical Education for each year group:

Year Group Minutes per lesson Number of Lessons Number of Lessons per week per Unit Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 13

Any other relevant information:

42 Activity 13 - Information and Communication Technology (ICT) (Standards Reference(s): TS…………………………….)

Maintain this document during the year and keep it in your school experience file.

During the year record the ways in which you have made use of ICT to support your professional practice in the following areas within and beyond your subject area:  Planning;  Teaching and Pupil Progress;  Assessment and Evaluation;  Wider professional use.

Use of ICT Impact on Practice/Pupil Progress

43 Activity 14 - Class Management: PE Warm Up Activities (Standards Reference(s): TS…………………………….)

Target Area: Establishing a purposeful and brisk start to a lesson Objective: By the end of this task you will be able to plan and deliver the warm-up phase of a PE lesson.

Use the standard lesson plan format. Use the following check-list in your preparations and give it to the observing teacher to complete

Is the warm-up related to the type of work the children will be doing during the main part of the lesson?

Does the warm-up start with slow pulse-raising activity followed by stretching activities?

Is use made of equipment during the warm-up? (Particularly appropriate in games lessons.)

Are warm-ups performed in the context of the activity? e.g. tasks which emphasise quality of movement in gymnastics and dance activities (Game type activities are not appropriate).

Are strategies used which allow children to take control of their own learning? - i.e. pupils leading the warm-up, or stretching with a partner.

Does the warm-up start as soon as the pupils enter the work area?

Has the student planned to maintain high activity levels during the warm-up? (e.g. by generating enthusiasm and by the creation of a sense of urgency,)

Mentor / observing teacher comments and targets for the start of future lessons

44 Activity 15 - Class Management: Safe Practice (Standards Reference(s): TS…………………………….)

Target Area: Providing a safe environment Objective – By the end of this task you should be aware of potential hazards in a particular activity and be able to provide a safe environment for pupils

Providing a safe environment is essential in a practical subject such as Physical Education. Experienced teachers are aware of hazards and try to minimise risk as much as possible. The object of this task is to give you an awareness of the type of factors teachers need to take into account when planning for a safe environment. Choose a lesson where you would like more training in awareness of safety issues

Lesson ...... Class ...... Date ......

Watch the lesson and try to determine; a) ways in which such a lesson could be hazardous

b) measures the teacher has taken to minimise the safety risk.

c) questions to ask the teacher on any aspect of safety within the lesson.

d) write a summary of your discussions with the teacher after the lesson

Mentor confirmation of the above activity together with any appropriate comments

45 Activity 16 - PE Subject Knowledge (Standards Reference(s): TS…………………………….)

Target Area: Development of subject knowledge Objective – By the end of this session you should be able to demonstrate subject knowledge in a targeted area of activity

1. For a lesson where the development of your subject knowledge is a target, note below details of a movement or skill that is due to be taught

2. Make a comprehensive list of the associated learning points for that skill (research as necessary)

3. Ask your mentor to check that the above presents a clear ‘picture’ of what the skill / sequence of movement may look like in isolation and a in a game / sequence situation, and discuss appropriate teaching strategies

4. Complete a collaborative lesson plan with your mentor, including a phase where you teach the above

5. Teach the lesson collaboratively with your mentor

6. Complete a lesson evaluation (on the collaborative lesson plan)

Statement from mentor confirming that the task has been completed and noting the student’s achievement in this area

46 Activity 17 - PE 14-19 Examination Courses and Specifications (Standards Reference(s): TS…………………………….)

Target Area: Familiarisation with relevant 14-19 examination specifications and courses including vocational courses. Objective – By the end of this task/s you should be familiar with the 14-19 qualifications at your school. This task should be undertaken for every examination course offered.

Name of Examination and board: ......

You should obtain a copy of the specification from the school (or download from the internet), investigate the following questions and discuss them with your mentor at a training session

What percentage of final marks are given to practical (normally called ‘coursework’) assessment and theoretical assessment?

What range of practical activities are offered to the candidates?

How and when is the practical (coursework) assessed?

How is the theoretical knowledge assessed?

What are the practical options available?

47 Activity 18 - PE 14-19 Qualifications (Standards Reference(s): TS…………………………….)

Target Area – know and teach the key skills required for current 14-19 qualifications Objective – by the end of this task you will have demonstrated that you can plan, teach and assess an aspect of a 14 – 19 qualification

After discussion with your mentor describe the topic you will plan and teach below

Note the teaching strategies you will use to use and gather appropriate resources from school, University, internet etc. (Where possible demonstrate the use of ICT skills).

Write unit / lesson plans and evaluations using the standard format and keep these in your teaching file

Put all the handouts, overheads etc. into a resource pack for the topic and give a copy to your mentor

NB. Work towards this target can be achieved in a variety ways. It may be appropriate to plan part of the lesson, use the collaborative lesson plan or teach the topic to only part of the group.

48 Activity 19 - PE Lesson Planning (Standards Reference(s): TS…………………………….)

Target Area: Lesson Planning Mentors should use this monitoring sheet to check that students are taking account of the following considerations in planning their lessons

Activity and group ...... Lesson in unit ...... Date ...... Aspect of Planning Comment ILOs are both specific and assessable. They are written in terms of what pupils will learn rather than what they will do or what the student will teach and include verb, context and quality ILOs relate to the unit outcomes and map across all other PENC key processes Key words are identified from the ILOs for this lesson and they have been informed by assessment data from previous lesson Action points are included for sample of pupils

Learning activities are differentiated – for individuals and / or groups

Learning points are ‘bullet pointed’ and relate to what the student expects to observe. These should also represent the PENC key processes identified in the ILOs Full consideration has been given to pupil / equipment movement, taking account of safety factors Students assess whole class learning using key words from the ILOs of the lesson and identify key words for the next lesson Evidence of pupil learning in sample used for systematic assessment is critically reflective rather than descriptive. Action points are identified for future planning Summary of evaluation of student learning taken from the lesson debrief sheet

Comments by mentor and targets for future lesson planning

49 Activity 21 - Assessment (Standards Reference(s): TS…………………………….)

Target Area: Assessment Objective: By the end of this task you will have demonstrated that you are able to assess and record how well pupils have achieved the ILOs of a lesson and use this information to inform future planning

Prior to the lesson Ask the teacher to provide you with the ILOs of a lesson and identify pupils of differing ability in that activity. Observe these pupils and note the achievement using the grade criteria and appropriate comments.

Student...... Teacher ...... Activity......

Date ...... Time ...... Year Group ......

Intended Learning Outcomes of Lesson

Grade criteria -  - met expectations,  not met expectations, + exceeded expectations

Pupil Name Learning outcome 1 Learning outcome 2 Learning outcome 3

50 Target Area: Assessment (Continued)

Pupil Name Learning outcome 1 Learning outcome 2 Learning outcome 3

After the lesson Compare your observations to those of the mentor and discuss how the results of your assessment will be used to inform the planning for the next lesson.

Statement from mentor confirming that the task has been completed, noting the student’s achievement in this area and recording any suggestions for future development

NB This task could be undertaken with the roles reversed i.e. student assessing whilst teaching and teacher assessing whilst observing.

51 Activity 21 - Assessment Recording and Reporting (Standards Reference(s): TS…………………………….)

Target Area – Mark and monitor pupils’ assigned class work and homework, providing constructive written feedback and setting targets for pupils’ progress Objective – by the end of this task you will have demonstrated that you can mark pupils’ written work and provide written feedback

For one of the classes you teach / observe (e.g. PE theory examination group) ask the mentor to photo-copy a range of students’ work.

Discuss the criteria with your mentor

Using criteria provided by your mentor mark the work and provide written feedback

In a training session go over the scripts you have marked with your mentor.

Reflect on the activity noting your level of success and highlighting any aspect you found difficult and would need further training

52 Activity 22 - Report Writing (Standards Reference(s): TS…………………………….)

Target Area – Report writing Objective – By the end of this task you should be able to write Physical Education reports to parents using the school and departmental guidelines.

Steps 1. Obtain a copy of the school and department’s policy on reporting pupil progress. 2. Ask to see examples of reports to parents 3. Gather the following information and discuss it with your mentor. 4. What are the main points concerning procedure – e.g. how often are reports written? what format do they take - tick boxes, statement bank, grades etc.?

5. What is reported to parents – e.g. effort; attainment; levels; an overall report or individual areas of activity?

6. What is the evidence base for writing the reports – e.g. teacher recall; register; mark book; individual pupil record cards?

7. Are all key processes reported on – SPA; MAD; EI; CHAL; PMC.

8. Using the evidence available write reports for six children in one of the classes you have taught.

Mentor comments / confirmation that the task has been completed at a satisfactory level

NB. Copies of the reports (without the pupils’ names) should be kept in your school experience file.

53 Activity 23: ICT across the Curriculum (Teachers’ Standards Reference(s): TS…………………………….)

The use of technology across the curriculum: when to use ICT (Information Communications Technology) tools and using technology appropriately in your subject

When you think of using ICT in the teaching and learning of your subject – how confident are you to proceed? Think about the following factors and how these can influence you: a) your willingness to use ICT b) your ICT capabilities c) knowing what ICT to use and when to use it d) the ICT culture in the school e) support from ICT experts in the school f) available resources.

A more collaborative approach i.e. drawing on the expertise of other teachers more skilled/confident in the use of technologies and working collaboratively – may help and enable you to adopt technologies in your subject specialism. Consider the following tasks:

1. Consider the way ICT is used for teaching and learning in your school - to what extent is it cross- curricular i.e. are technologies not used/used regularly/embedded across all subject areas? Read the school policy documents and find if there is reference to the use of technologies in the school and the stance they take i.e. whether or not they promote the use of technology across the school?

2. Find out which staffs have technology-related responsibilities in your school? (i.e. Computer Science-ICT Head, ICT co-ordinator, IT support staff)-what are their roles?

3. Examine the schemes of work in your subject area- is there any reference to the use of technologies? What advice is offered about approaches using technologies in the teaching and learning of your subject? Discuss with your mentor what teaching approaches they use to ensure that pupils learn how to apply their ICT knowledge/skills in your subject and/or how ICTs are used in your subject area.

54 4. Ask the school’s ICT co-ordinator which teachers across the curriculum are recognised to be confident in the use of ICT and adopt it regularly in their teaching? Approach one/two of these teachers and ask about the technology related tasks they ask pupils to perform. Discuss what are their reasons for using ICTs in their lessons i.e. is it a way to make the lesson more fun, helps to reinforce concepts, innovative method of teaching a particular topic etc? If possible observe such a lesson.

Extended task Approach a Computer Science/ICT teacher and ask if you can plan a lesson together. Develop a joint lesson plan- which aims to meet both of the subjects’ lesson objectives.

55 Activity 23: Communicating effectively with parents (Teachers’ Standards Reference(s): TS…………………………….)

In order to fulfil wider professional responsibilities, teachers need to be able to communicate effectively with parents. Below are some suggested activities to support your professional learning and the development of your knowledge and skills in this area.

Conversations with Parents

i. Observe a colleague making a telephone call to a parent where the focus of the conversation is positive. ii. Observe a colleague making a telephone call to a parent where the conversation is focussing on a difficult issue. iii. Join a colleague in a meeting with a parent.

In each of these situations take notes based on the following:  Why was the meeting or telephone conversation initiated? What was the purpose?  How did the conversation open?  What were the key points which underpinned the conversation?  Were there any difficulties during the conversation?  What did you learn as a result of observing this?

Reporting to Parents

i. Attend parents’ evening. Familiarise yourself with the pupil data available to you before the conversations take place. Negotiate the opportunity to shadow a member of staff as they discuss pupil progress with parents. Make brief notes on the key content and format of the conversations. ii. Write a small sample of reports for pupils in key stage 3, key stage 4 and examination classes. Discuss the content of these with the class teachers and, with their support, refine them until they reflect the quality that the school would be willing to send to parents (although these may not be sent).

56 Activity 25: Differentiation (Teachers’ Standards Reference(s): TS…………………………….)

There are several aspects you need to consider when adapting teaching to respond to the strengths and needs of all pupils. Below are some suggested activities to support your professional learning and the development of your knowledge and skills in this area.

Consider this useful definition of an inclusive school:

“An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and the well-being of every young person matter. This shows, not only in their performance, but also in the ethos and willingness to offer new opportunities to pupils who may have experienced previous difficulties. This does not mean treating all pupils in the same way, rather, it involves taking account of pupils’ varied life experiences and needs”.

(Extract from Evaluating Educational Inclusion, www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=459&type=pdf.

Task 1: Reflection How would you know if a school was truly ‘inclusive’? What might the indicators be that: There is a fair deal for all pupils; The school overcomes any barriers to learning for individual pupils and groups; The school’s values are clearly reflected in day-to-day practice? What would you expect to see in classrooms around the school?

Knowing your pupils Groups of pupils who are at risk of underachieving may be those who: Are black boys of African Caribbean heritage; Have identified special educational needs; Are white working class boys; Are learning English as an additional language; Are from Roma or traveller families; Are from refugee or asylum-seeking families; Have arrived at school after the normal point of entry for the phase; Are girls who are in a minority in a class/group; Are designated as gifted or talented pupils.

57 Task 2: What do you know about your pupils? This task might be best carried out with the support of someone responsible for inclusion or the SENCO. Look again at the list of potentially underachieving pupil groups above and compare it with the population in your own school. You might need to ask someone to provide you with a detailed picture of the pupil population. Now analyse the information and note any significant pupil groups. Below are some significant factors that you may wish to consider when thinking about your own school population.

Significant differences in the number of boys and girls overall; The proportions of minority ethnic groups (including travellers, looked-after pupils, refugees and faith groups represented); The proportion of children learning English as an additional language and the provision made for them; The number and range of pupils identified as having SEN and being supported through school action, action plus or a statement.

Finally, make sure you have details about the pupils you need to include when differentiating within your own particular teaching groups, in order to meet the needs of all pupils. Effective inclusive teaching occurs when: Pupils are clear what they will be learning; Links are made to learning elsewhere; A range of teaching strategies are used; Pupils are sat with a ‘buddy’; Questions are pitched appropriately; There are frequent opportunities for purposeful talk; Pupils are encouraged to ask questions; Pupils have personal targets; The teacher models the process; Strategies for active engagement are used; Pupils are grouped for specific learning purposes; Support of other adults is targeted; Lessons conclude with plenaries to support reflection on learning.

It is not possible, nor is it necessary to attempt to employ all of these strategies all of the time, but it is essential to know what needs to be done to accommodate the learning of all pupils within each class.

Task 3: How do we plan to include all of our pupils? When you watch a lesson, consider how the teacher includes the wide range of pupils in the lesson by doing any of the above. Note any specific techniques and tactics the teacher uses that you could employ in your own teaching.

Consider your medium term plan – how might you make changes in your short term planning for your focus group pupils over a sequence of lessons?

58 Task 4: Checklist Use the following checklist to help you consider how pupils will access and be included in the learning.  Groupings o How will you arrange the classroom? o How will you seat and group all pupils and in particular, the focus group?  Additional adults o How will you plan to use additional adults available?  Learning objectives o How do you intend to share the overview of the learning, the objectives and the learning outcomes of the lessons?  Learning climate o What will be the most effective way to teach what you intend? o How will you maximise and build on prior knowledge? o How will you appeal to the range of pupils’ learning styles? o What resources and displays will you use?  Teaching strategies and techniques o What strategies will you use to actively engage pupils? o How will you pace and time these strategies and activities to suit all? o What kinds of questions will you use and how will you direct these for individual pupils?  Plenary o How will you help pupils to reflect on what they have learned?

59 Section 3: Student Planning Proformas

School Experience Timetable In order to effectively organise school visits, students are requested to use the template below to provide all the necessary information. The form needs to include the contact details indicated

In the timetable we need to have: the lessons and their timings; the year and group being taught; the area of activity being covered (including theory and practical sessions); the room or venue; the teacher who you are working with; and the type of lesson you are undertaking, e.g. collaborative teaching, whole group teaching, observation etc.

Outlines are attached, but there is an example below filled in for Monday. It is helpful to have all time periods filled in as this demonstrates the full context of your training, e.g. tutor group, clubs etc. If you are on a ‘two week’ timetable provide a timetable for both weeks with the dates for the rotation clearly marked.

Please email this to your course coordinator or year leader as soon as possible.

Week A: 5.11.12, 19.11.12, 3.12.12, 17.12.12 Registration Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Registration Lesson 5 Lesson 6 8.40 8.50 9.40 10.30 10.50 11.40 12.30 13.25 13.30 14.20- 15.10 Monday 11B 9A Games: Non 10C GCSE Weekly 11B 7F Dance Non R Blair netball Contact Theory Debrief/ Gym Club R Blair C Gower Contact Room: 7 A Chappell P Breckon Mentor Room: 7 Gym Sports Hall Room: 23 Meeting C.Teaching Teaching Observation

Week B: 12.11.12, 26.11.12, 10.12.12 Registration Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Registration Lesson 5 Lesson 6 8.40 8.50 9.40 10.30 10.50 11.40 12.30 13.25 13.30 14.20- 15.10 Monday 11B Non 11D GCSE 10C GCSE Non 11B 8J Dance Weekly R Blair Contact Training Theory Contact Gym Club R Blair A Chappell Debrief/ Room: 7 C Gower P Breckon Room: 7 Gym Mentor Sports Hall Room: 23 C.Teaching Meeting Teaching Observation

Student: Telephone: Email Address: Mentor: Telephone: Email Address: School: Telephone: PCM:

A Week Dates:

Monday

Tuesday

Wednesday

Thursday

Friday

B Week Dates:

Monday

Tuesday

Wednesday

Thursday

Friday

61 Unit and Lesson Planning Proformas

Level 2 And 3 Unit of Work 2013-2014 TARGETED ASPECTS OF RANGE AND CONTENT: SELECTED ACTIVITY/ACTIVITIES:

KEY STAGE AND YEAR GROUP : DURATION :

RESOURCES : LANGUAGE FOR LEARNING :

PRIOR LEARNING : NC BIG PICTURE LINKS:

RISK ASSESSMENT: ADDITIONAL ADULT SUPPORT:

INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES DEVELOPING SKILLS IN PHYSICAL ACTIVITY (SPA)

MAKING AND APPLYING DECISIONS (MAD)

62 INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES DEVELOPING PHYSICAL AND MENTAL CAPACITY (PMC)

EVALUATING AND IMPROVING (EI)

MAKING INFORMED CHOICES ABOUT HEALTHY AND ACTIVE LIFESTYLES (CHAL)

63 Level 2 And 3 Examination Unit of Work 2013-2014 EXAMINATION COURSE: AREA OF STUDY (FROM THE SPECIFICATION):

KEY STAGE/YEAR GROUP: DURATION:

RESOURCES: LANGUAGE FOR LEARNING:

PRIOR LEARNING: NC BIG PICTURE LINKS:

RISK ASSESSMENT: ADDITIONAL ADULT SUPPORT:

SPECIFICATION LEARNING ACTIVITIES TEACHING AND LEARNING INTENDED LEARNING OUTCOMES STYLES AND STRATEGIES

64 SYLLABUS/SPECIFICATION LEARNING ACTIVITIES TEACHING AND LEARNING INTENDED LEARNING OUTCOMES STYLES AND STRATEGIES

65 Level 3 Lesson Plan 2013-2014 DATE YEAR GROUP/KS RANGE AND LESSON IN UNIT TIME WORKING AREA NO.GIRLS/BOYS EQUIPMENT REQUIRED CONTENT/ACTIVITY

RISK ASSESSMENT ADDITIONAL ADULT SUPPORT

ACTION POINTS FROM ASSESSMENT OF WHOLE ACTION POINTS FROM ASSESSMENT OF SAMPLE OF CLASS LEARNING LAST LESSON PUPILS' LEARNING LAST LESSON KEY WORDS FOR THIS WEEK'S ILOS - REFER TO LAST WEEK'S DIFFERENTIATION REQUIRED FOR THIS LESSON - PENC KEY ASSESSMENT DATA AND USE THESE TO INFORM YOUR ILOS IN NAME OF PUPIL REFER TO LAST WEEK'S ASSESSMENT DATA AND USE PROCESSES THE SECTION BELOW AND YOUR LPS INSIDE THIS PLAN TO INFORM DIFFERENTIATED LEARNING ACTIVITIES COLUMN INSIDE PLAN

* (see below) * (see below) SPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR UNIT ILOS, NUMBER AND ANNOTATE AGAINST YOUR SELECTED PENC KEY PROCESSES FOR THIS LESSON AND WRITE AS 'VERB, CONTEXT QUALITY' By the end of this lesson pupils will be able to : NUMBER PROCESS 1

* * Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in other key processes, there is space allocated here for you to do so.

66 Time ILOs Whole Class Learning Differentiated Learning Points – ensure Organisation of Pupils, Teaching and Activities learning activities for these address all PENC Equipment, Resources Learning Styles individuals and/or processes identified in the and Space and Strategies ability groups lesson ILOs

67 ASSESSMENT OF WHOLE CLASS LEARNING ILO NO. AND *(see front page) *(see front page) KEY PROCESS KEY WORDS FROM THIS LESSON'S ILOS AND LPS ASSESSMENT OF WHOLE CLASS LEARNING USING ABOVE KEY WORDS FROM THIS LESSON'S ILOS AND LPS ABILITY GRP WT ACH WB WT ACH WB WT ACH WB WT ACH WB WT ACH WB APPROX % OF PUPILS KEY WORDS FOR NEXT LESSON'S ILOS ASSESSMENT OF LEARNING AGAINST ILOS FOR IDENTIFIED SAMPLE OF PUPILS PUPIL NAME ILO 1 ILO 2 ILO 3 * * ASSESSMENT OF PUPIL LEARNING USING ACTION POINTS FOR LEARNING NEXT LESSON. (see (see IDENTIFIED KEY WORDS FROM THIS LESSON USE TO INFORM NEXT LESSON’S front front DIFFERENTIATION page) page)

EVALUATION OF YOUR LEARNING AGAINST TEACHERS’ STANDARDS DETAILED ON LESSON FEEDBACK RECORD

68 Level 3 Examination Lesson Plan 2013-2014 DATE YEAR GROUP/KS ACTIVITY/ LESSON IN UNIT TIME WORKING AREA NO.GIRLS/BOYS EQUIPMENT SPECIFICATION REQUIRED REF

RISK ASSESSMENT ADDITIONAL ADULT SUPPORT

ACTION POINTS FROM ASSESSMENT OF WHOLE ACTION POINTS FROM ASSESSMENT OF SAMPLE OF CLASS LEARNING LAST LESSON PUPILS' LEARNING LAST LESSON KEY WORDS FOR THIS WEEK'S ILOS - REFER TO LAST WEEK'S ASSESSMENT DATA AND USE DIFFERENTIATION REQUIRED FOR THIS LESSON - REFER TO THESE TO INFORM YOUR ILOS IN THE SECTION BELOW AND YOUR LPS INSIDE THIS PLAN NAME OF PUPIL LAST WEEK'S ASSESSMENT DATA AND USE TO INFORM DIFFERENTIATED LEARNING ACTIVITIES COLUMN INSIDE PLAN

* (see below) * (see below) SPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR EXAMINATION UNIT ILOS, NUMBER AND ANNOTATE AGAINST THE SPECIFICATION AND WRITE AS 'VERB, CONTEXT QUALITY'. By the end of this lesson pupils will be able to : NUMBER ILO RELATING TO THE SYLLABUS SPECIFICATION 1

* * * Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in with other aspects of the specification, there is space allocated here for you to do so.

Time ILOs Whole Class Differentiated Learning Points – ensure Organisation of Pupils, Teaching and Learning Activities Learning Activities these address aspects of the Equipment, Resources Learning Styles specification identified in the and Strategies lesson ILOs

70 ASSESSMENT OF WHOLE CLASS LEARNING ILO NO. * (see front page) * (see front page) KEY WORDS FROM THIS LESSON'S ILOS AND LPS ASSESSMENT OF WHOLE CLASS LEARNING USING ABOVE KEY WORDS FROM THIS LESSON'S ILOS AND LPS ABILITY GRP WT ACH WB WT ACH WB WT ACH WB WT ACH WB WT ACH WB APPROX % OF PUPILS KEY WORDS FOR NEXT LESSON'S ILOS ASSESSMENT OF LEARNING AGAINST ILOS FOR IDENTIFIED SAMPLE OF PUPILS PUPIL NAME ILO 1 ILO 2 ILO 3 * * ASSESSMENT OF PUPIL LEARNING USING ACTION POINTS FOR LEARNING NEXT LESSON. (see front (see front IDENTIFIED KEY WORDS FROMFOR THIS USE TO INFORM NEXT LESSON’S page) page) LESSON DIFFERENTIATION

EVALUATION OF YOUR LEARNING AGAINST TEACHERS’ STANDARDS DETAILED ON LESSON FEEDBACK RECORD

71 72 Section 4: The Professional Learning Record

Professional Learning Record (PLR) The Professional Learning Record (PLR) is a document that helps to structure your professional development during your initial teacher education. During the course, opportunities for learning will be designed around your individual professional learning needs. You will identify these needs at six key points, using information derived from your course experiences and from your reflections in relation to the Teachers’ Standards.

The most effective professional learning takes place as a result of reflection on the individual learning needs relevant to the context in which you are situated as a trainee. The Professional Learning Record (PLR) incorporates the various documents you will use to reflect upon prior learning, in planning your learning during the course and beyond, into your first post.

Contents and essential information

Student Background Information: this needs to be uploaded onto BlackBoard Learn (BBL) as soon as you have completed it. The Teachers’ Standards: these standards define the minimum level of practice expected of student teachers. All those in the partnership will assess you against these standards, which you need to pass in order to gain Qualified Teacher Status (QTS). Key contacts: this needs to be uploaded onto BBL as soon as you have this information for each placement Lesson Feedback Record: these are to be used be observing staff as per the guidance provided earlier in this guidance document. Best Evidence Record. This is a working document which supports you in demonstrating how you best meet each of the Teachers’ Standards. This is to be shared with your mentor at each interim and end of phase point, as a minimum. This is to be used throughout and will be submitted at the end of the course. Summary Parts 1 and 2: these both need to be completed at the interim and end of phase, in collaboration with your school mentor and/or subject/link tutor, where appropriate. Level descriptors: these are a set of level descriptors for each standard and will be used for assessment purposes at the interim and end of each phase. Developmental Phase documents:  D1 Professional Learning Action Plan. This is to be completed after your Foundation Phase Profile and before you begin your next phase. Progress towards each of the Teachers’ Standards is to be considered and appropriate targets and actions set in order to support you in meeting your target grade.

 D2 Weekly Professional Learning Records. You need to complete these each week in preparation for your Weekly Professional Learning Meeting with your mentor.

 D3 Interim and end of phase profile for the Developmental Phase. To be completed in collaboration with your mentor at key points as indicated.

Consolidation Phase documents:  C1 Professional Learning Action Plan. This is to be completed after your Developmental Phase Profile and before you begin your final phase. Progress towards each of the

73 Teachers’ Standards is to be considered and appropriate targets and actions set in order to support you in meeting your target grade.

 C2 Weekly Professional Learning Record. You need to complete these each week in preparation for your Weekly Professional Learning Meeting with your mentor.

 C3 Interim and end of phase profile for the Consolidation Phase. To be completed in collaboration with your mentor at key points as indicated.

 C4 NQT Induction: Transition Plan. This plan allows you to reflect upon your progress through the course and identify key priorities for professional learning in your induction year. This is completed and submitted at the end of the course.

Cause for Concern documents

Please note that, wherever possible for practical reasons, it is envisaged that documentation is completed electronically by student teachers, mentors, PCMs and university tutors.

74 Student Background Information (to be uploaded onto BBL)

Full Name: Phone Number:

Hobbies and interests

Autobiographical information

Year 1-4 School Experience

School name(s) and address(es) Key Stage and year group

Additional School Experience

School(s) attended as a pupil

School(s) where you have undertaken paid employment

List the school(s) where you have undertaken voluntary work

75 Teachers’ Standards

Preamble Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self- critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part One: Teaching A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship • 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 • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • 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 • 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.

76 6 Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment • 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 • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8 Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: 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.

77 Key Contacts (to be uploaded onto BBL)

Full name and Subject contact details Tutor name and contact details – office number and email

Year 4 School

Address and phone number

Subject Mentor name and email contact

University Link Tutor name and email contact PCM name and email contact

78 Brunel Initial Teacher Education Lesson Feedback Record

Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by observer) □ Resources (as appropriate) □ Information on pupils with SEND and EAL □ Seating plan (as appropriate) □ Copy of Teachers’ Standards □

Name School Subject area Date of feedback Time of lesson Lesson in sequence/unit Observer Key stage and year group Teaching space Number of pupils

Teachers’ Standards foci (the number to be determined by the individual student’s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS TS TS TS TS

Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this

Strengths (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson)

Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions)

79 TS refs Descriptors for high quality lessons Pupil progress and achievement 1.2, 2.1,  All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the challenging 2.2, 5.3 learning outcomes.

2.2, 3.3, 3.4  Pupils acquire new subject knowledge and skills and gain an in-depth understanding.

2.5, 4.2  Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking pertinent 3.3, 3.4 questions, actively ensuring their own and others’ safety and in working constructively with others.

 They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and mathematical skills. Teaching  Subject knowledge, planning, challenge and expectations 1.3  The teacher has consistently high expectations of all pupils.

3.1, 3.2,  The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and 4.5 their understanding of effective learning in the subject.

1.2, 2.2  Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding. 1.3, 4.2  The teacher communicates high expectations, enthusiasm and passion about their subject to pupils.

2.5  Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.  Differentiation 5.1,  Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures 5.2,5.4, that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways. 2.1

 Teaching strategies, management of the learning environment and use of resources 2.2, 2.4,  The teacher uses well judged and often imaginative teaching strategies that, together with sharply focused and timely support and 4.4, 4.5, intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. 6.4

3.1, 4.1,  They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils’ active 4.2, 5.1 participation in their learning and secure outstanding progress across all aspects of the subject.

 ICT is used very effectively to support observation and analysis to improve work further. 8.2, 8.3  Other adults’ support is well focused and makes a significant contribution to the quality of learning.  Assessment for learning 6.1, 6.2,  The teacher systematically and effectively checks pupils’ understanding throughout lessons, anticipating where they may need to 6.3, 6.4 intervene and doing so with notable impact on the quality of learning.

6.1, 6.2,  Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest. 6.3,6.4  Pupils are given frequent opportunities to assess their own and others’ performances and make suggestions for how they could be 2.3, 2.5, improved. 6.4  Lesson pace, development of broader skills and appropriateness of homework 4.1, 3.3  Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills.

4.3  Appropriate homework contributes or potentially contributes very well to pupils’ learning. Behaviour and safety

80 Brunel Initial Teacher Education Lesson Feedback Record 1.3,  Pupils’ attitudes(Supporting towards learning transition are exemplary. into first post and induction year)

7.1, 7.2, 7.3, 7.4  Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive climate for learning in the lesson.

1.1  All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe.

Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by observer) □ Resources (as appropriate) □ Information on pupils with SEND and EAL □ Seating plan (as appropriate) □ Copy of Teachers’ Standards □ Name School Subject area Date of feedback Time of lesson Lesson in sequence/unit Observer Key stage and year group Teaching space Number of pupils

Teachers’ Standards foci (the number to be determined by the individual student’s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS TS TS TS TS

Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this

Strengths (please use the Teachers’ Standards foci above and the attached Ofsted grade descriptors to help with the identification of strengths in the lesson)

Agreed targets and action to be taken (please use the Teachers’ Standards foci above and the attached Ofsted grade descriptors to help write these targets and actions)

81 Aspect Observer’s Student’s Agreed best Overall best fit lesson grade best fit grade best fit grade fit grade Progress and 1 Outstanding achievement Teaching 2 Good 3 Requires improvement Behaviour and safety 4 Inadequate

82 83 TS refs Outstanding (1) Good (2) Requires improvement (3) Inadequate (4) Pupil progress and achievement 1.2, □ All pupils, including all groups □ All pupils are making good □ All pupils are making progress in □ Pupils’ learning and progress is 2.1, such as those with SEND and EAL, progress in relation to well relation to appropriately pitched, inadequate, including those with 2.2, 5.3 make rapid and sustained pitched learning outcomes given including those with SEND and SEND and EAL, given their starting progress in relation to the their starting points, including EAL. Pupils generally learn well point. challenging learning outcomes. those with SEND and EAL. with no major weaknesses. □ Pupils make inadequate gains in 2.2, □ Pupils acquire new subject □ Pupils acquire knowledge quickly □ Pupils make satisfactory gains in subject skills, knowledge and 3.3, 3.4 knowledge and skills and gain an and are secure in their subject skills, knowledge and understanding. in-depth understanding. understanding of the subject. understanding. □ Pupils rarely show the ability to work □ Pupils show exceptional They gain new subject knowledge, □ Pupils are generally dependent on independently or take the initiative 2.5, 4.2 independence; they are able to skills and understanding at a good their teacher. They can in their work. Pupils make limited think for themselves and take the rate. occasionally work independently progress in gaining skills, knowledge initiative by, for example, asking □ Pupils are able to work and take the initiative in and understanding. Too many fail to pertinent questions, actively independently when given the developing their work, but few act work effectively and give up too ensuring their own and others’ opportunity, taking the initiative as leaders or are willing to take easily unless closely directed by an safety and in working in their work and when working different roles in lessons. Most adult. constructively with others. with others. pupils work effectively when □ Pupils’ skills, including reading, 3.3, 3.4 □ They develop and apply a wide □ They develop and apply a range of provided with appropriate tasks writing, communication, physical range of skills to great effect, skills well, including reading, and guidance but lack confidence and mathematical skills are not including reading, writing, writing, communication, physical in improving the quality of their sufficient. communication, physical and and mathematical skills. work. mathematical skills. □ They acquire knowledge, understanding and skills, including those in reading, writing, communication, physical and mathematics skills. Teaching  Subject knowledge, planning, challenge and expectations 1.3 □ The teacher has consistently high □ The teacher has high expectations □ The teacher’s expectations enable □ The teacher does not have expectations of all pupils. of all pupils. most pupils to work hard and sufficiently high expectations and 3.1, □ The teacher has a high level of □ The teacher has a clear achieve satisfactorily and teaching fails to excite, enthuse, 3.2, 4.5 confidence and expertise both in understanding of the value of encourage them to make engage or motivate pupils with a terms of their specialist their subject which they progress. range of needs. knowledge across a range of communicate effectively to pupils. □ Teaching results in most pupils, □ Teachers are not able to engage or activities and their understanding Teaching consistently deepens making progress in the lesson retain pupils’ interest in the subject. of effective learning in the pupils’ knowledge and from similar starting points. □ The teachers’ subject expertise is subject. understanding. □ The teacher has a satisfactory limited, planning is inadequate and □ Drawing on this excellent subject □ Teachers have a good level of level of subject expertise which learning activities are not sufficiently 1.2, 2.2 knowledge, the teacher has specialist expertise which they use in their planning and well matched to the needs of pupils planned astutely and set enthuses and challenges most teaching so they make inadequate progress. challenging tasks based on pupils and is used well in planning □ There is some good teaching in systematic, accurate assessment and teaching their subject. the lesson and there are no of pupils’ prior skills, knowledge □ The teacher uses their well significant inadequacies. and understanding. developed subject knowledge and □ The teacher understands how to 1.3, 4.2 □ The teacher communicates high their accurate assessment of maintain pupils’ interest in the expectations, enthusiasm and pupils’ prior skills, knowledge and subject. passion about their subject to understanding to plan effectively . pupils. and set challenging tasks. . 2.5 □ Teaching promotes pupils’ high □ Teaching generally promotes levels of resilience, confidence pupils’ resilience, confidence and and independence when they independence when tackling tackle challenging activities. challenging activities.  Differentiation 5.1, □ Teaching is outstanding and as a □ As a result of teaching that is □ Teaching strategies ensure that □ As a result of weak teaching groups 5.2,5.4 result, almost all pupils are mainly good, with examples of the individual needs of pupils are of pupils in the lesson, including , 2.1 making rapid and sustained outstanding teaching, most pupils usually met, including those with those with SEND and EAL, are progress in the lesson. The and groups of pupils, including SEND or EAL. making inadequate progress. teacher ensures that pupils of all those with SEND and EAL, who are abilities and group, such as those achieving well in the lesson. with SEND or EAL, learn new skills and find out how to use them in different ways.

 Teaching strategies, management of the learning environment and use of resources 2.2, □ The teacher uses well judged and □ They use effective teaching □ The teacher uses a range of □ The teacher does not provide the 2.4, often imaginative teaching strategies that, together with resources and teaching strategies resources or teaching strategies to 4.4, strategies that, together with appropriately targeted support to promote a satisfactory level of promote effective subject learning. 4.5, 6.4 sharply focused and timely and intervention, match most learning across most aspects of □ The teacher fails to deploy any support and intervention, match pupils’ individual needs so that the lesson. available additional support individual needs accurately. pupils learn well. Teaching □ There is some use of ICT to appropriately. Consequently, pupils learn generally promotes pupils’ support pupil learning but it could □ There is either no or an ineffective exceptionally well. resilience, confidence and be developed further. use of ICT to support learning. 3.1, □ They use a very wide range of independence when tackling □ Support provided by other adults 4.1, innovative and imaginative challenging activities. is effectively deployed. 4.2, 5.1 resources and teaching strategies □ The teacher uses a wide range of to stimulate all pupils’ active resources and teaching strategies participation in their learning and to promote good learning across secure outstanding progress all aspects of the lesson. across all aspects of the subject. □ The use of ICT enhances □ ICT is used very effectively to opportunities for pupils to learn support observation and analysis effectively. 8.2, to improve work further. □ Other adults’ support is well 8.3 □ Other adults’ support is well focused and makes a positive focused and makes a significant contribution to the quality of contribution to the quality of learning. learning.

84 TS refs Outstanding (1) Good (2) Requires improvement (3) Inadequate (4)  Assessment for learning 6.1, □ The teacher systematically and □ Teachers assess pupils’ progress □ Due attention is often given to the □ There is no evidence of assessment 6.2, effectively checks pupils’ regularly and accurately and careful assessment of pupils’ for learning strategies in the lesson. 6.3, understanding throughout discuss assessments with them so learning but this is not always □ Pupils are not informed about the 6.4 lessons, anticipating where they that pupils know how well they conducted rigorously enough and progress they are making or how to may need to intervene and doing have done and what they need to may result in some unnecessary improve further. so with notable impact on the do to improve. repetition of work for pupils and □ Marking has not been completed or quality of learning. □ Marking and constructive tasks being planned and set that used to inform future learning and □ Marking and constructive feedback from teachers and pupils do not fully challenge. there is no use of constructive 6.1, feedback from teachers and pupils are of a good quality, leading to □ Pupils are informed about the feedback by the teacher. 6.2, are of a high quality, leading to good levels of engagement and progress they are making and how □ Pupils are not given opportunities to 6.3,6.4 high levels of engagement and interest. to improve further through feedback to each other on their interest. □ The teacher regularly listens marking and dialogue that is learning. □ Pupils are given frequent astutely to, carefully observes and usually timely and encouraging. 2.3, opportunities to assess their own skilfully questions groups of pupils □ The teacher monitors pupils’ work 2.5, and others’ performances and and individuals during lessons in during the lesson, picking up any 6.4 make suggestions for how they order to reshape tasks and general misconceptions and could be improved. explanations to improve learning. adjusts their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils. □ Pupils occasionally have opportunities to assess their own learning and look for improvements.  Lesson pace, development of broader skills and appropriateness of homework 4.1, □ Time is used very well and every □ Time is used well and the teacher □ Time is used reasonably well and □ Too much time in the lesson is 3.3 opportunity is taken to develops in pupils a range of skills the teacher develops some wasted and pupils cannot successfully develop crucial skills, including literacy and numeracy broader skills such as literacy and communicate, read, write or use including being able to use their skills. numeracy but this could be numeracy as well as they should, as literacy and numeracy skills. □ Appropriate homework further developed. appropriate, in the lesson. □ Appropriate homework contributes or potentially □ The teacher sets appropriate □ The teacher does not set any 4.3 contributes or potentially contributes well to pupils’ homework and this contributes or homework or it is inappropriate in contributes very well to pupils’ learning. potentially contributes reasonably supporting pupil learning. learning. well to the quality of learning for pupils Behaviour and safety

1.3, □ Pupils’ attitudes towards learning □ Pupils’ attitudes to learning are □ Behaviour and safety within the □ Behaviour and safety are inadequate 7.1, are exemplary consistently positive and there is lesson require improvement as because pupils’ lack of engagement 7.2, very limited if any low-level these aspects are not good. and persistent low-level disruption of □ Skilled and highly consistent 7.3, disruption in the lesson. learning contribute to reduced behaviour management by the 7.4 □ Behaviour is managed consistently learning and/or a disorderly teacher makes a strong well within the lesson. classroom environment. contribution to an exceptionally □ Pupils are safe within the lesson □ A significant minority of pupils in the positive climate for learning in the and understand how to keep lesson show a lack of respect and lesson. themselves safe. intolerance for each other or staff □ All groups of pupils are safe within and a lack of self-discipline. 1.1 the lesson. They understand very □ Pupils or particular groups of pupils clearly what constitutes unsafe do not feel safe situations and are highly aware of how to keep themselves and others safe.

85 Best Evidence Record

Guidance

The Best Evidence Record (BER) is a working document which supports you in demonstrating and reflecting on how best you are making progress towards the Teachers’ Standards. It requires a regular update to improve the quality of your evidence base (e.g. following your weekly meeting). The BER itself provides an overview of the evidence, but we require you to continuously identify, review and tab the actual pieces of evidence in situ within the School Experience File. This retains the context for the piece of evidence and also prevents unnecessary administration in the removal and photocopying of evidence to go into a separate file. The selection and tabbing process is fluid and ongoing as you can move the tabs according to the best piece of evidence you have for that Standard at that particular point in time. The BER and tabbing process will be reviewed as part of your scheduled weekly mentor meetings and in preparation for the interim and final end of phase Profiling process, along with your Professional Learning Record and School experience File. You need to ensure that you and your mentor sign this before submitting to your University Tutor at the end of each placement. There are three key stages in the process of completing your Best Evidence Record which are outlined below.

Stage 1: Use the grid to make an electronic note of the ‘best’ piece of evidence in your school experience file for each of the Standards. Include brief details about the activity that provided the evidence and the date completed.

Example 1: 5.2. Have a secure understanding of Date: 1st Dec 2012 how a range of factors can Activity: Attended staff training on Every Child Matters on 5th November 2013. Subsequently inhibit pupils’ ability to learn, and referred a child to Child Protection Officer as a result of concerns for his welfare. how best to overcome these. Evidence: Annotated handouts on ECM. Referral note to CPO outlining my concerns regarding child x.

Example 2: 6.4. Give pupils regular feedback, Date: 4th Feb 2013 both orally and through accurate Activity: Year 8 file Group 8JK 10 March – 20 June. I worked with a year 8 class weekly. I marking, and encourage pupils was able to provide feedback that challenged their understanding and helped them to respond to the feedback. address misconceptions in their learning. Evidence: Lesson plan and an example of pupil work before and after my intervention.

Evidence will be drawn from: 86  Planning Documentation: including units of work, lesson plans, lesson assessment; learning resources;  Training Documentation: including weekly training records, lesson training records;  Partnership Training Activities/Tasks: including Brunel/SWELTEC training activities; assessment records; pupils’ marked work; signed confirmation by school tutors of activities undertaken by trainees in school; evidence collated for the Subject Knowledge Audit.

Stage 2: As you collate each piece of evidence you need to self- assess and provide a brief rationale for why this is your ‘best’ evidence for each statement. Use the prompts provided to say how exactly your evidence demonstrates that for example in TS2, you have ensured that you ‘promote good progress and outcomes by pupils.’ Think about specific actions you took and what impact these had on pupil progress in this instance. You may also refer to the interim or end of phase grades for each standard in your profile document.

Stage 3: The final stage in the process is to reflect on your progress in relation to each of the Teachers’ Standards. We would like you to consider how effectively, how consistently, and how independently you are engaging in the process of meeting the Teacher’s Standards. Again, use the prompts provided to explain why you have replaced one piece of evidence with another better piece. What makes it a better piece of evidence? How does it better demonstrate your progress towards that specific Teachers’ Standard?

Please note the boxes in the grid below will enlarge as you type into them.

87 Best Evidence Record: Name:

Please sign at the end of each phase: Developmental Phase Consolidation Phase (March, 2014) (May, 2014) Mentor

Student

HEI Tutor

Teachers’ Standards

Preamble Teachers make the education of their Date: pupils their first concern, and are Activity: accountable for achieving the highest Evidence: possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. Reflection on progress (refer to relevant evidence):

88 Part One: Teaching A teacher must:

1.Set high expectations which inspire, motivate and challenge pupils 1.1 establish a safe and stimulating Date: environment for pupils, rooted in Activity: mutual respect Evidence: 1.2 set goals that stretch and Date: challenge pupils of all Activity: backgrounds, abilities and Evidence: dispositions 1.3 demonstrate consistently the Date: positive attitudes, values and Activity: behaviour which are expected of Evidence: pupils Reflection on progress (refer to relevant evidence). How do you ensure you set high expectations which inspire, motivate and challenge pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: build pupils’ confidence; set challenging individual and class targets; form relationships which are constructive, affirming and respectful; encourage participation.

89 2. Promote good progress and outcomes by pupils 2.1 be accountable for pupils’ Date: attainment, progress and Activity: outcomes Evidence: 2.2 be aware of pupils’ capabilities Date: and their prior knowledge, and Activity: plan teaching to build on these Evidence: 2.3 guide pupils to reflect on the Date: progress they have made and Activity: their emerging needs Evidence: 2.4 demonstrate knowledge and Date: understanding of how pupils Activity: learn and how this impacts on Evidence: teaching 2.5 encourage pupils to take a Date: responsible and conscientious Activity: attitude to their own work and Evidence: study

Reflection on progress (refer to relevant evidence). How have you ensured you promote good progress and outcomes by pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: take responsibility for the attainment progress and outcomes of the pupils you teach; demonstrate confident judgment in planning for pupil progression; are able to articulate a clear and well justified rationale as to how you build on prior attainment; promote engaging and effective methods that support pupils in reflecting on their own learning; are able to set appropriately challenging tasks, based on pupils’ prior attainment.

90 3. Demonstrate good subject and curriculum knowledge 3.1 have a secure knowledge of the Date: relevant subject(s) and Activity: curriculum areas, foster and Evidence: maintain pupils’ interest in the subject, and address misunderstandings 3.2 demonstrate a critical Date: understanding of developments Activity: in the subject and curriculum Evidence: areas, and promote the value of scholarship 3.3 demonstrate an understanding of Date: and take responsibility for Activity: promoting high standards of Evidence: literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject 3.4 if teaching early reading, Date: demonstrate a clear Activity: understanding of systematic Evidence: synthetic phonics 3.5 if teaching early mathematics, Date: demonstrate a clear Activity: understanding of appropriate Evidence: teaching strategies Reflection on progress (refer to relevant evidence). How effectively have you demonstrated good subject and curriculum knowledge? Comment on the extent to which you do the following and relate to evidence wherever possible: draw on your subject knowledge to plan confidently for progression and to stimulate and capture interest; use subject knowledge to anticipate common errors and misconceptions in your planning; are proactive in relation to extending and updating subject, curriculum and pedagogical knowledge; demonstrate an understanding of the need to promote high standards of communication, reading and writing for all pupils and build this into lessons.

91 4. Plan and teach well-structured lessons 4.1 impart knowledge and develop Date: understanding through effective Activity: use of lesson time Evidence:

4.2 promote a love of learning and Date: children’s intellectual curiosity Activity: Evidence: 4.3 set homework and plan other Date: out-of-class activities to Activity: consolidate and extend the Evidence: knowledge and understanding pupils have acquired

4.4 reflect systematically on the Date: effectiveness of lessons and Activity: approaches to teaching Evidence: 4.5 contribute to the design and Date: provision of an engaging Activity: curriculum within the relevant Evidence: subject area(s)

Reflection on progress (refer to relevant evidence). How effectively do you plan and teach well-structured lessons? Comment on the extent to which you do the following and relate to evidence wherever possible: plan lessons that use well chosen strategies that match individuals’ needs and interests; reflect upon and review your own planning and teaching; judge the impact of your practice and use this to inform future planning, teaching and learning; contribute to curriculum planning and develop effective learning resources.

92 5. Adapt teaching to respond to the strengths and needs of all pupils 5.1 know when and how to Date: differentiate appropriately, Activity: using approaches which Evidence: enable pupils to be taught effectively 5.2 have a secure understanding Date: of how a range of factors can Activity: inhibit pupils’ ability to learn, Evidence: and how best to overcome these 5.3 demonstrate an awareness Date: of the physical, social and Activity: intellectual development of Evidence: children, and know how to adapt teaching to support pupils’ education at different stages of development 5.4 have a clear understanding Date: of the needs of all pupils, Activity: including those with special Evidence: 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. Reflection on progress (refer to relevant evidence). How well do you adapt teaching to respond to the strengths and needs of all pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: adapt your teaching to meet the needs of individuals and groups of pupils to support progression; know how to identify when groups and individuals have made progress; are able to apply a range of effective strategies to reduce barriers and respond to strengths and needs of pupils; recognise how to deal with potential barriers to learning, through interventions and appropriate deployment of support staff.

93 6. Make accurate and productive use of assessment 6.1 know and understand how to Date: assess the relevant subject and Activity: curriculum areas, including Evidence: statutory assessment requirements 6.2 make use of formative and Date: summative assessment to Activity: secure pupils’ progress Evidence:

6.3 use relevant data to monitor Date: progress, set targets, and plan Activity: subsequent lessons Evidence:

6.4 give pupils regular feedback, Date: both orally and through accurate Activity: marking, and encourage pupils Evidence: to respond to the feedback

Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to make accurate and productive use of assessment? Comment on the extent to which you do the following and relate to evidence wherever possible: are able to assess pupils’ attainment accurately against national benchmarks; employ a range of formative assessment strategies effectively; maintain records of pupils’ progress and use this to set appropriately challenging targets; assess pupils’ progress and discuss assessments with them, so that they know how well they have done and what they need to do to improve.

94 7. Manage behaviour effectively to ensure a good and safe learning environment 7.1 have clear rules and routines for Date: behaviour in classrooms, and Activity: take responsibility for promoting Evidence: good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy 7.2 have high expectations of Date: behaviour, and establish a Activity: framework for discipline with a Evidence: range of strategies, using praise, sanctions and rewards consistently and fairly 7.3 manage classes effectively, using Date: approaches which are Activity: appropriate to pupils’ needs in Evidence: order to involve and motivate them 7.4 maintain good relationships with Date: pupils, exercise appropriate Activity: authority, and act decisively Evidence: when necessary Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to manage behaviour effectively to ensure a good and safe learning environment? Comment on the extent to which you do the following and relate to evidence wherever possible: work within the school’s framework, applying rules and routines consistently and fairly; have high expectations and understand a range of strategies used to promote positive behaviour; use school sanctions and rewards, including praise in order to create an environment supportive of learning; manage behaviour effectively so that pupils demonstrate positive attitudes towards the teacher, their learning and others; actively seek additional support in addressing needs of pupils where significantly challenging behaviour is demonstrated.

95 8. Fulfil wider professional responsibilities 8.1 make a positive contribution to Date: the wider life and ethos of the Activity: school Evidence : 8.2 develop effective professional Date: relationships with colleagues, Activity: knowing how and when to draw Evidence on advice and specialist support : 8.3 deploy support staff effectively Date: Activity: Evidence : 8.4 take responsibility for improving Date: teaching through appropriate Activity: professional development, Evidence responding to advice and : feedback from colleagues 8.5 communicate effectively with Date: parents with regard to pupils’ Activity: achievements and well-being Evidence : Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to participate in and make a contribution to wider professional responsibilities? Comment on the extent to which you do the following and relate to evidence wherever possible: seek out opportunities to contribute to the wider life and ethos of the school; build good professional relationships and work well collaboratively; deploy support staff and seek advice in relation to pupils with individual needs; value feedback received, using it to develop own practice further communicate with parents and carers in relation to pupils’ achievements and well-being.

96 Part Two: 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.

Reflection on progress (refer to relevant evidence). How have you demonstrated high standards of personal and professional conduct? Comment on the extent to which you do the following and relate to evidence wherever possible: uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school; have proper and profession regard for the ethos, policies and practices of the school in which you teach and maintain high standards of attendance and punctuality; have an understanding of and always act within the statutory frameworks which set out professional duties and responsibilities.

97 The Profile Document

Guidance for completing the Profile document This Profile provides a holistic picture of the progress made towards meeting the Teachers' Standards (DfE, 2012). It illustrates what areas student teachers should be developing their learning in and what kind of progress can be reasonably expected in order to be recommended for QTS. The Standards are grouped into two areas:

1. Teaching 2. Personal and Professional Conduct.

There are four formal assessment points during their fourth year:

1. The interim stage of the Development Phase - w/b 10th February, 2014

2. The end of the Development Phase – w/b 31st March, 2014

3. The interim stage of the Consolidation Phase – w/b 5th May, 2014

4. The end of the Consolidation Phase – w/b 19th May, 2014

Assessment at the Interim stages Development and Consolidation Phases

During the course at each assessment point, the student teacher will be assessed upon progress towards the Teachers’ Standards in two areas, as mentioned at the start of this guidance above. At the interim stage in the Developmental and Consolidation Phases, (points 1 and 3 above) the student teacher must complete the self-assessment section for each of the 8 Standards, commenting on their progress towards meeting the Teachers’ Standards. Each Standard has a descriptor to assist in the assessment process which was written through collaboration between UCET (Universities' Council for the Education of Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the HEA (Higher Education Academy). The student teacher is required to grade each Standard using the descriptors and provide a brief rationale for this grade. They must also indicate where relevant evidence can be found. Subject Mentors should subsequently complete the mentor section in the same way and then discuss this with the student teacher. The Subject Mentor and student teacher should collaborate to agree on an interim grade for each Teacher’s Standard, followed by agreement on a target for each of the Standards, to be met by the end of the phase. These targets should be reviewed at the next assessment phase. The summary for Part 1: Teaching and Part 2: Personal and Professional Conduct should be completed at the interim and end of phases, as indicated above. If, at any stage, the mentor, subject or Link Tutor feel that unsatisfactory progress is being made in either of parts 1 or 2, a ‘Cause for Concern’ must be triggered and procedures outlined in the guidance followed accordingly.

Assessment at the end Development and Consolidation Phases

At the end of each phase, the student teacher is again required to self- assess progress towards each Teacher’s Standard, whilst also reviewing targets set at the interim stage. They are to provide a brief rationale, making reference to relevant evidence in the Best Evidence Record. After the mentor has completed the mentor assessment and rationale in the same way, both the student teacher and mentor collaborate to agree a grade for the Teachers’ Standard and targets for the next phase. The targets indicated at the end of the phase assessment are to inform the Professional Learning Action Plan. At the end of the Consolidation Phase, final grades are given for each of the Teachers’ Standards, followed by a final best fit overall grade for the final placement. The Summary for both parts 1 and part 2 are to be completed and if evidence indicates that sufficient progress is not being made, then a ‘Cause for Concern’ must be instigated with an accompanying support plan, as specified in the guidance.

98 Summary of the Teachers’ Standards (TS1 to TS8) - Part 1: Teaching

Please use the descriptors in section 4, p10-17 to guide you in deciding a ‘best fit’ overall grade for the student teacher for each Standard. To achieve QTS student teachers must demonstrate that they have attained the minimum grade for each of the eight Teachers' Standards and met the requirement in part 2 of the Teachers' Standards. If a student teacher is making unsatisfactory progress towards meeting any Standard, then he/she cannot be awarded the minimum level for that standard. If a student teacher has made unsatisfactory progress in one or more of the Teachers’ Standards, his/her progress to the next phase of the course will be reviewed on an individual basis.

Development Phase Consolidation Phase Final grades Standard Student teacher interim Student teacher end of Student teacher interim Student teacher end of End of final placement grade phase grade grade course grade grades for each TS TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Final best-fit overall grade

Best fit overall grade Grade: Comment: HEI tutor signature:

Please sign and date to indicate that a discussion of these assessments has taken place at the end of the: Development phase Consolidation phase Mentor

Student teacher

HEI tutor/link tutor

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

All student teachers to be awarded QTS will have demonstrated high standards of professional behaviour and that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document. Confirmation that the student teacher has Yes/No Signature Comment (either on exceptional performance or any issues Days absent demonstrated appropriate evidence of the above arising) in each phase at each phase Development Interim Stage Phase End of Phase

Consolidation Interim Stage Phase End of Phase

100 Level Descriptors

These level descriptors are to be used in each phase and for each of your school placements. You will have the opportunity to demonstrate progress towards meeting the Standards at a High, Good or Minimum level. The section following the descriptors should be used to report your progress towards the Teachers’ Standards at the Interim and Final stages of each phase.

PART ONE: TEACHING A teacher must:

TS1 Set high expectations which inspire, motivate and challenge pupils - establish a safe and stimulating environment for pupils, rooted in mutual respect - set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the Student teachers achieving the minimum that: standards at a good level may standards at a high level may demonstrate these characteristics: demonstrate these characteristics:

 They are able to encourage pupils to participate and contribute in an  They are reliable in encouraging  They constantly encourage pupils to atmosphere conducive to learning. pupils to participate and contribute in participate and contribute in an  In the course of differing school experiences they have shown that they an atmosphere conducive to atmosphere highly conducive to have set appropriately high expectations, believing that all pupils have learning. learning. the potential to make progress.  They consistently set high  They consistently set high  They are able to develop a rapport with a range of individuals and expectations of pupils in their expectations of pupils in different groups. As a consequence of this most pupils are engaged in their different training contexts. training contexts. learning.  They are well respected by learners  There are high levels of mutual  They consistently demonstrate professional behaviour, respect for pupils, and effectively promote pupils’ respect between the student teacher colleagues, parents and carers and support the ethos of the school. resilience, confidence and and pupils. independence when tackling  They are very effective in promoting  They demonstrate enthusiasm for working with children and young challenging activities. As a result of people and for teaching and learning. learners’ resilience, confidence and this most learners are enthused and independence when tackling motivated to participate. challenging activities.  They generate high levels of enthusiasm, participation and commitment to learning.

101 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 102 TS2 Promote good progress and outcomes by pupils

- be accountable for attainment, progress and outcomes of the pupils - plan teaching to build on pupils’ capabilities and prior knowledge - guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - encourage pupils to take a responsible and conscientious attitude to their own work and study.

All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the Student teachers achieving the minimum that: standards at a good level may standards at a high level may demonstrate these characteristics: demonstrate these characteristics:

 They understand how teachers are accountable for the attainment,  They assume responsibility for the  They assume a high level of progress and outcomes of pupils and have taken some responsibility for attainment, progress and outcomes responsibility for the attainment this with guidance from the usual class teacher or other professional. of the pupils they teach. progress and outcomes of the pupils  Their short- and medium-term planning and teaching demonstrate some  They demonstrate a sound they teach. understanding of, and provision for, pupil progression taking into account understanding of the need to develop  They demonstrate confident prior achievement. pupil learning over time. judgement in planning for pupil  They support pupils in reflecting on their learning and identifying their  Their short- and medium-term progression both within individual progress and emerging learning needs. planning consistently takes into lessons and over time and are able to  When planning lessons they devise suitable opportunities for learners to account the prior learning of the articulate a clear and well-justified evaluate and improve their performance. pupils. rationale as to how they are building  They are able to explain how effective teaching strategies are informed by  They regularly provide pupils with the on prior achievement. an understanding of how pupils learn and offer a rationale for choices opportunity to reflect on their own  They actively promote engaging and made in the context of practice. learning and use this, along with effective methods that support pupils  They plan teaching and learning activities that encourage independent and other forms of assessment, to inform in reflecting on their learning. autonomous learning. As a consequence all groups of pupils make at least their future planning and teaching.  They are able to set appropriately satisfactory progress.  They use their knowledge of effective challenging tasks, drawing on a teaching strategies to encourage sound knowledge of the pupils’ prior independent learning, and they set attainment, which has been obtained appropriately challenging tasks that through systematic and accurate enable the learners to make assessment. progress. As a result the majority of  They regularly create opportunities pupils make good progress. for independent and autonomous learning. As a result the majority of pupils make very good progress.

103 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 104 TS3 Demonstrate good subject and curriculum knowledge  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings  demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship  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  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics  if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the standards Student teachers achieving the minimum that: at a good level may demonstrate these standards at a high level may characteristics: demonstrate these characteristics:

 They have sufficiently secure knowledge and understanding of the relevant  They have well-developed knowledge and  They draw on their in-depth subject and subject/curriculum areas to teach effectively in the age phase for which they are understanding of the relevant subject/curriculum curriculum knowledge to plan training to teach. areas they are training to teach and use this confidently for progression and to  They know how learning progresses within and across the subject/curriculum effectively to maintain and develop pupils’ stimulate and capture pupils’ interest. age phases they are training to teach, in relation to the development of key interest.  They demonstrate very well-developed concepts and of learners’ common misconceptions.  They make good use of their secure curriculum pedagogical subject knowledge, by  They are able to respond appropriately to subject-specific questions learners ask and pedagogical subject knowledge to deepen anticipating common errors and misconceptions in their planning. and they use subject-specific language accurately and consistently in order to learners’ knowledge and understanding, help learners develop knowledge, understanding and skills in the subject.  They are astutely aware of their own addressing common errors and misconceptions  They recognise the need to extend and update their subject and pedagogical development needs in relation to effectively in their teaching. knowledge as a key element of continuing professional development and have extending and updating their subject,  shown the ability and readiness to do so. They are critically aware of the need to extend curriculum and pedagogical knowledge  They demonstrate an understanding of the need to promote high standards of and update their subject, curriculum and in their early career and have been communication, reading and writing for all learners and begin to build this into pedagogical knowledge and know how to employ proactive in developing these lessons. appropriate professional development strategies effectively during their training.  They model very high standards of to further develop these in their early career. written and spoken communication in  They model good standards of written and all professional activities. spoken communication in all professional  They successfully identify and exploit activities and encourage and support learners to opportunities to develop learners’ skills, develop these skills in their lessons. in communication, reading and writing.

105 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 106 107 TS4 Plan and teach well-structured lessons  impart knowledge and develop understanding through effective use of lesson time  promote a love of learning and children’s intellectual curiosity  set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired  reflect systematically on the effectiveness of lessons and approaches to teaching  contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the Student teachers achieving the minimum that: standards at a good level may standards at a high level may demonstrate these characteristics: demonstrate these characteristics:  They employ a range of teaching strategies and resources.  They show a willingness to try out a  They plan lessons that often use well-  They plan individual lessons that are appropriately structured to support pupils range of approaches to teaching and chosen, imaginative and creative in developing their knowledge, skills, understanding, interest and positive learning. strategies, and that match individuals’ attitudes.  They plan lessons that take account of needs and interests.  When teaching they maintain the pace of the learning, are able to respond the needs of groups of learners and  They are highly reflective in critically flexibly to what is happening in the classroom and have the confidence to adapt individuals, through the setting of evaluating their practice. their teaching in order to respond to the needs of the learners. differentiated learning outcomes,  They can accurately judge the impact of  They can create an environment in which the learners are usually engaged. carefully matching teaching and learning their practice on individual and groups  They understand how homework or other out-of-class work can sustain activities and resources to support of learners and can use their evaluation learners’ progress and consolidate learning, and can design and set appropriate learners in achieving these intended to inform future planning, teaching and tasks. learning outcomes. learning.  They review and reflect on their own planning and teaching to prepare future  They know how to learn from both  They show initiative in contributing to activities and tasks that build on and sustain progression in pupils’ learning. successful and less effective lessons curriculum planning and developing and  They work collaboratively with more experienced colleagues, where through their systematic evaluation of producing effective learning resources in appropriate, to adapt and/or develop the school’s medium-term plans, the effectiveness of their practice, their placement settings. schemes of work, and curriculum frameworks, including its impact on learners.  They make a positive contribution to the development of curriculum and resources in their placement settings.

108 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 109 TS5 Adapt teaching to respond to the strengths and needs of all pupils  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively  have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  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  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. All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the Student teachers achieving the minimum that: standards at a good level may standards at a high level may demonstrate these characteristics: demonstrate these characteristics:  They know the pupils well enough to recognise the different needs and  They consistently adapt their teaching to  They quickly and accurately discern their strengths of individuals and groups and begin to adapt their teaching to meet the needs of individual and groups learners’ strengths and needs and are address those needs and strengths so that learners are supported towards of learners to support progression in proactive in differentiating and achieving their potential. learning. employing a range of effective  They are aware of a range of factors that are potential barriers to  They know how to secure progress for intervention strategies to secure achievement and understand how experienced teachers use a range of learners and how to identify when progression for individuals and groups. strategies to reduce these barriers. groups and individuals have made  They have an astute understanding of  They begin to deploy these strategies themselves, working alongside progress. how effective different teaching experienced teachers and support staff as appropriate.  They have a range of effective strategies approaches are in relation to impact on  They show awareness of how children and young people develop and take that they can apply to reduce barriers learning and engagement of learners account of this in their teaching. and respond to the strengths and needs  They have some understanding of the challenges and opportunities of of their pupils. teaching in a diverse society.   They have a developing understanding of the needs of all pupils and are They clearly recognise how to deal with able to articulate distinctive teaching approaches and strategies needed to any potential barriers to learning engage and support pupils with particular needs, including EAL and SEND. through their application of well-  When the opportunity has arisen they have used these successfully and targeted interventions and the are able to evaluate the impact of the adaptations employed, on the appropriate deployment of available progress of individual learners. support staff.

110 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 111 112 TS6 Make accurate and productive use of assessment  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

 make use of formative and summative assessment to secure pupils’ progress

 use relevant data to monitor progress, set targets, and plan subsequent lessons

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

All student teachers to be awarded QTS will have demonstrated as a Student teachers achieving the Student teachers achieving the minimum that: standards at a good level may standards at a high level may demonstrate these characteristics: demonstrate these characteristics:  They have a secure understanding of the statutory assessment  They are able to assess pupils’  They can confidently and accurately requirements for the subject/curriculum in the age phases they are attainment accurately against assess pupils’ attainment against preparing to teach and are able to make broadly accurate assessments national benchmarks. national benchmarks. against national benchmarks.  They employ a range of appropriate  They use a range of assessment  Their planning is characterised by the use of a range of formative and formative assessment strategies strategies very effectively in their summative assessment strategies, designed to support pupils in making effectively and can adapt their day-to-day practice to monitor progress. teaching within lessons in light of progress and to inform future  They deploy these strategies effectively in lessons, both to evaluate the pupils’ responses. planning. impact of teaching on the progress of learners and as a basis for  They maintain accurate records of  They systematically and effectively modifying their teaching and classroom practice when necessary. pupils’ progress and use these to set check learners’ understanding  They understand how school- and pupil-level summative data are used to appropriately challenging targets. throughout lessons, anticipating set targets for groups and individuals, and they use that knowledge to  They assess learners’ progress where intervention may be needed monitor progress in the groups they teach. regularly and accurately and discuss and do so with notable impact on the  With guidance from experienced teachers, they monitor pupil progress assessments with them so that quality of learning. and maintain accurate records, setting new targets for individuals and learners know how well they have  They assess learners’ progress groups. done and what they need to do to regularly and work with them to  They mark pupils’ work constructively and provide appropriate oral improve. accurately target further improvement feedback to pupils to help them to make progress. and secure rapid progress.

113 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 114 115 TS7 Manage behaviour effectively to ensure a good and safe learning environment  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  have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly  manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them  maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

All student teachers to be awarded QTS will have Student teachers achieving the standards at a good Student teachers achieving the demonstrated as a minimum that: level may demonstrate these characteristics: standards at a high level may demonstrate these characteristics:  They work within the school’s framework for behaviour  They work within the school’s framework for behaviour and  They rapidly adapt to the different and can apply rules and routines consistently and fairly. apply rules and routines consistently and fairly. circumstances in which they train,  They have high expectations and are aware of the range of  They consistently have high expectations and understand a working confidently within the strategies that experienced teachers use to promote range of strategies that experienced teachers use to frameworks established in different positive behaviour. promote positive behaviour and apply these effectively, settings and applying rules and  They are able to apply these appropriately, in the context including use of school sanctions and rewards, and use of routines consistently and fairly. They consistently have high of the schools policy using sanctions and rewards, praise, in order to create an environment supportive of  expectations and understand a range including praise, in order to create an environment learning. of strategies that experienced supportive of learning.  They manage behaviour effectively so that learners teachers use to promote positive  They understand when to seek additional support in demonstrate positive attitudes towards the teacher, their behaviour and apply these very addressing the needs of pupils where significantly learning and each other allowing lessons to flow smoothly effectively, including use of school challenging behaviour is demonstrated. so that disruption is unusual. sanctions and rewards, and use of  They recognise that planning appropriate lessons that  They actively seek additional support in addressing the praise, in order to create an challenge learners, teaching using a variety of strategies needs of pupils where significantly challenging behaviour is environment highly supportive of that address pupils’ needs and employing appropriate demonstrated. learning. assessment strategies will all contribute to successful  They manage pupil behaviour with behaviour management. ease so that learners display very  They show understanding of how barriers to learning can high levels of engagement, courtesy, impact on pupil behaviour and have begun to apply collaboration and co-operation. strategies to address these, working alongside experienced  They actively seek additional support teachers and support staff as appropriate. in addressing the needs of pupils  They understand that behaviour management is context- where significantly challenging behaviour is demonstrated. dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

116 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 117 TS8 Fulfil wider professional responsibilities  make a positive contribution to the wider life and ethos of the school  develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support  deploy support staff effectively  take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues  communicate effectively with parents with regard to pupils’ achievements and well-being.

All student teachers to be awarded QTS will have Student teachers achieving the standards at a good Student teachers achieving the demonstrated as a minimum that: level may demonstrate these characteristics: standards at a high level may demonstrate these characteristics:  They understand and are able to support the ethos of the  They are proactive in seeking out opportunities to  They are proactive in seeking out school and show an inclination to contribute to the wider contribute to the wider life and ethos of the school. opportunities to contribute in a life of the school in appropriate ways.  They are effective in building good professional significant way to the wider life and  They can build effective professional relationships with relationships with colleagues and demonstrate that they ethos of the school. various colleagues and have the skills required to work can work well collaboratively when required to do so.  They build strong professional collaboratively.  They take responsibility for deploying support staff in their relationships and demonstrate that they  They communicate with and direct any support staff lessons and for seeking advice from relevant professionals are able to work collaboratively with deployed in their lessons, to assist in supporting the in relation to pupils with individual needs. colleagues on a regular basis. progress and achievement of individuals and of groups of  They are proactive in relation to their own professional  They take responsibility for deploying pupils. learning and value the feedback they receive from more support staff in their lessons and for  They understand when to ask for information and advice experienced colleagues, using it to develop their own seeking advice from relevant from specialist staff about individual pupils with specific teaching further. professionals in relation to pupils with needs.  They communicate effectively, both verbally and in writing, individual needs.  They seek out and are responsive to advice from more with parents and carers in relation to pupils’ achievements  They deliberately seek out opportunities experienced colleagues. In evaluating their own practice and well-being. to develop their own professional they are able to identify subsequent or ongoing personal  They assume some responsibility for doing so in response to learning and respond positively to all the professional development targets and identify individual pupils’ emergent needs. feedback they receive. opportunities to address and meet these targets.  They communicate very effectively, both  They recognise the importance of communicating with verbally and in writing, with parents and parents and carers in supporting pupils’ achievement and carers in relation to pupils’ achievements monitoring pupils’ well-being. and well-being when required to do so  They communicate effectively at set points in the school formally, but are also proactive in year, including at parents’ evenings and through written communicating in relation to individual reports. pupils’ emergent needs  They understand the need to communicate at other points in response to individual pupils’ emergent needs.

118 Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard 119 D1. Development Phase: Professional Learning Action Plan

Use your reflections on your Foundation Phase profile and experience to complete the grid below in collaboration with your University tutor and mentor. Identify the key foci, the level of priority, targets, and action and support required. NB The boxes will enlarge as you type into them.

TS Foundation Target Professional learning Foci. Priority Success criteria Possible Action Support Phase Grade Grade What areas of learning do you need to level What will the evidence What professional What support will focus on? (High, outcome be? How will you learning will you you need? Medium, demonstrate the undertake? Low) outcome? Preamble

120 TS Foundation Target Professional learning Foci. Priority Success criteria Possible Action Support Phase Grade Grade What areas of learning do you need to level What will the evidence What professional What support will focus on? (High, outcome be? How will you learning will you you need? Medium, demonstrate the undertake? Low) outcome? TS5

Part Two

121 D2. Development Phase: Weekly Professional Learning Records

Development Phase: Weekly Professional Learning Record

Week beginning: 13th January, 2014

Specific Standards targeted this week (Refer to Professional Learning Action Plan or last Weekly Professional Learning Record)

Summary of professional learning this week: Lesson(s) observed by school/HEI:

Additional lesson(s) (not timetabled) observed by student:

Other professional learning activities (e.g. sessions attended, extra-curricular activities, parents’ evenings, planning with another teacher or with a classroom assistant etc.):

Progress noted from last week's targeted Standards and other issues identified for discussion during training session (include Standards reference).

Summary of Professional Learning Meeting

Teachers’ Standards related targets arising from this week’s training (indicate date for follow up if not next week) and strategies (professional learning activities) for achieving them.

Signed by Mentor:

Signed by Student: Date

122 Development Phase: Weekly Professional Learning Record

Week beginning: 20th January, 2014

Signed by Mentor:

123 124 Development Phase: Weekly Professional Learning Record

Week beginning: 27th January, 2014 Best Evidence Record and School Experience File check to be completed

Signed by Mentor:

Week beginning: 3rd February, 2014

Signed by Mentor:

Week beginning: 10th February, 2014 Interim Development Phase Profile to be completed this week

Signed by Mentor:

Week beginning: 24th February, 2014

Specific Standards targeted this week (Refer to Interim Profile or last Weekly Professional Learning Record)

Signed by Mentor:

Week beginning: 3rd March, 2014

Signed by Mentor:

Week beginning: 10th March, 2014

Signed by Mentor:

Week beginning: 17th March, 2014 Best Evidence Record and School Experience File check to be completed

Signed by Mentor:

Week beginning: 24th March, 2014

Signed by Mentor:

Week beginning: 31st March, 2014 End of Development Phase Profile to be completed this week.

Signed by Mentor:

133 D3. Interim and end of Development Phase Profiles for the Teachers’ Standards S1 Set high expectations which inspire, motivate and challenge pupils Grade H,G,M,U t e n s e

a Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be m h s

P found ): s

e t s n s e a

m m p i r o l Mentor's assessment and rationale: e e t v n I e ) D 4 1 0 2

, y r a u r Mentor/student teacher agreed grade b e F

h Targets for end of Development Phase (to be set at a joint Strengths and Distinctiveness: t

0 meeting): 1

y b ( e

s Student teacher's self-assessment and rationale (to include review of target above):  a h P

t n e m p o l e v

e Mentor's assessment and rationale: D

Mentor/student teacher agreed grade

134 (by end of w/b 31st March, 2014) Learning Record): Learning inform (toProfessional forPhase Consolidation Targets 135 Strengths and Distinctiveness:and Strengths S2 Promote good progress and outcomes by pupils Gr ad e H, G, M, U

e n Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be s e a

m found ): h s P s

t e n s s e a

m p m i o l r e e t v n e I )

D Mentor's assessment and rationale: 4 1 0 2

, y r a u r b e F

h t Mentor/student teacher agreed grade 0 1

b Targets for end of Developmental Phase (to be set at a joint Strengths and Distinctiveness: / w

meeting): f o

y b ( e

t n e m p o l e v

e Mentor's assessment and rationale: D

d n E ) 4 1 0 2

h Mentor/student teacher agreed grade 136 c r

a Targets for Consolidation Phase (to inform Professional Strengths and Distinctiveness: M Learning Record): t s 1 3

y b ( S3 Demonstrate good subject and curriculum knowledge Gr ad e H, G, M, U

e n Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be s e a

m found ): h s P s

e l s a t s n a

e m i m r p e o t l n e I ) v Mentor's assessment and rationale: 4 e 1 D 0 2

, y r a u r b

e Mentor/student teacher agreed grade F

0 Targets for end of Developmental Phase (to be set at a joint Strengths and Distinctiveness: 1 meeting): b / w

y b ( e

l a t n e m p o l

e Mentor's assessment and rationale: v e D

d n E ) 4 1 0

2 Mentor/student teacher agreed grade

c Targets for Consolidation Phase (to inform Professional137 Strengths and Distinctiveness: r

a Learning Record) : M

t s 1 3

y b ( 138 S4 Plan and teach well-structured lessons Gr ad e H, G, M, U

t e n Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be s e a

m found ): h s P s

l e a s t s n a e

m m i p r o e l t Mentor's assessment and rationale: e n I v ) e 4 D 1 0 2

, y r a u r b

h t Targets for end of Developmental Phase (to be set at a joint Strengths and Distinctiveness: 0

1 meeting): b / w

y b ( e

l a t n e m p o l

d n E ) 4 1 0

a Learning Record): M

t s 1 3

y b ( S5 Adapt teaching to respond to the strengths and needs of all pupils Gr ad e H, G, M, U

m found ): h s P s

l e a s t s n a e

, y r a u r b

1 meeting): b / w

y b ( e

l a t n e m p o l

d n E ) 4 1 0 2

h Mentor/student teacher agreed grade c 140 r a Targets for Consolidation Phase (to inform Professional Strengths and Distinctiveness: M

t Learning Record) s 1 3

y b ( 141 S6 Make accurate and productive use of assessment Gr ad e H, G, M, U

m found ): h s P s

l e a s t s n a e

, y r a u r b

1 meeting): b / w

y b ( e

l a t n e m p o l

d n E ) 4 1 0

t s 1 3

y b ( S7 Manage behaviour effectively to ensure a good and safe learning environment Gr ad e H, G, M, U

m found ): h s P s

l e a s t s n a e

m m i p r o e l t e n I v )

e Mentor's assessment and rationale: 4 D 1 0 2

, y r a u r b e F

h Mentor/student teacher agreed grade t 0 1

b Targets for end of Developmental Phase (to be set at a joint Strengths and Distinctiveness: / w

meeting): f o

y b ( e

n o i t a d n u o

F Mentor's assessment and rationale:

d n E ) 4 1 0 2

, h c r Mentor/student teacher agreed grade 143 a M

Targets for Consolidation Phase (to inform Professional Strengths and Distinctiveness: t

s Learning Record) : 1 3

y b ( S8 Fulfil wider professional responsibilities Gr ad e H, G, C1. Consolidation Phase: Professional Learning Action Plan M, U

m found ): h s P s

l e a s t s n a e

, y r a u r b

1 meeting): b / w

y b ( e

l a t n e m p o l

d n E ) 4 1 0

t s 1 3

y b ( Name:

Use your reflections on your Development Phase profile and experience to complete the grid below in collaboration with your University tutor and mentor. Identify the key foci, the level of priority, targets, and action and support required. NB The boxes will enlarge as you type into them.

TS Development Target Professional learning Foci. Priority Success criteria Possible Action Support Phase Grade Grade What areas of learning do you need to level What will the evidence What professional What support will focus on? (High, outcome be? How will you learning will you you need? Medium, demonstrate the undertake? Low) outcome? Preamble

TS Development Target Professional learning Foci. Priority Success criteria Possible Action Support 145 Phase Grade Grade What areas of learning do you need to level What will the evidence What professional What support will focus on? (High, outcome be? How will you learning will you you need? Medium, demonstrate the undertake? Low) outcome? TS5

Part Two

146 C2. Consolidation Phase: Weekly Professional Learning Records

Consolidation Phase: Weekly Professional Learning Record

Week beginning: 22nd April, 2014

Signed by Mentor:

147 Consolidation Phase: Weekly Professional Learning Record

Week beginning: 28th April, 2014 Best Evidence Record and School Experience File check to be completed

Signed by Mentor:

Week beginning: 5th May, 2014 Interim Consolidation Phase Profile to be completed this week

Signed by Mentor:

149 150 Consolidation Phase: Weekly Professional Learning Record

Week beginning: 12th May, 2014

Signed by Mentor:

Week beginning: 19th May, 2014 End of Consolidation Phase Profile to be completed this week

Signed by Mentor:

152 C3. Interim and end of Consolidation Phase Profiles for the Teachers’ Standards S1 Set high expectations which inspire, motivate and challenge pupils  G rade  H ,G,M,U t n e Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be  s e a

m found): h s P s

e n s o i s t a a

d i m l i r o e s t n n I o ) C 4

1 Mentor's assessment and rationale: 0 2

, y a M

f Mentor/student teacher agreed grade o

n Targets for end of phase: Strengths and Distinctiveness: e

y b ( e

n o i t a d i l o s

n Mentor's assessment and rationale: o C

153 (by end of w/b 19th May, 2014) Targets for Induction Year (to inform(toTransitionYear for Induction Targets Plan): teacher grade agreed Mentor/student 154 Strengths and Distinctiveness:Strengths and S2 Promote good progress and outcomes by pupils Gr ad e H, G, M, U

e n Student teacher's self-assessment rationale ( including direct reference to appropriate evidence and where this can be  s e a

m found ): h s P s

e n s o i s t a a

d i m l i r o e s t Mentor's assessment and rationale: n n I o ) C 4 1 0 2

, y a M

Mentor/student teacher agreed grade f o

d Targets for end of phase: Strengths and Distinctiveness: n e

y b ( e

n o i t a d i l o s n o C

f Mentor's assessment and rationale: o

d n E ) 4 1 0 2

, y a Mentor/student teacher agreed grade M

9 Targets for Induction Year (to inform Transition Plan): 155 Strengths and Distinctiveness: 1

156 S3 Demonstrate good subject and curriculum knowledge Gr ad e H, G, M, U

m found ): h s P s

e n s o i s t a a

d i m l i r o e s t Mentor's assessment and rationale: n n I o ) C 4 1 0 2

, y a M

h t Mentor/student teacher agreed grade 5 f o

d Targets for end of phase: Strengths and Distinctiveness: n e

y b ( e

n o i t a d i l o s

d n E ) 4 1 0 2

, Mentor/student teacher agreed grade y a

M Targets for Induction Year (to inform Transition Plan): Strengths and Distinctiveness:

9 157 1

y b ( S4 Plan and teach well-structured lessons Gr ad e H, G, M, U

m found ): h s P s

e n s o i s t a a

d i m l i r o e s t n n I o ) C 4 1

0 Mentor's assessment and rationale: 2

, y a M

n Mentor/student teacher agreed grade e

( Targets for end of phase: Strengths and Distinctiveness: e

n o i t a d i l o s

d n E ) 4 1 0 2

, Mentor/student teacher agreed grade 158 y a

h t 9 1

y b ( S5 Adapt teaching to respond to the strengths and needs of all pupils Gr ad e H, G, M, U

m found ): h s P s

e n s o i s t a a

d i m l i r o e s t n n I o )

C Mentor's assessment and rationale: 4 1 0 2

, y a M

/ Mentor/student teacher agreed grade w

Targets for end of phase: Strengths and Distinctiveness: d n e

y b ( e

n o i t a d i l o s

d n E ) 4 1 0 2

, Mentor/student teacher agreed grade y a 159 M Targets for Induction Year (to inform Transition Plan): Strengths and Distinctiveness:

h t 9 1

y b ( S6 Make accurate and productive use of assessment Gr ad e H, G, M, U

m found ): h s P s

e n s o i s t a a

, y a M

b / Mentor/student teacher agreed grade w

f o Targets for end of phase: Strengths and Distinctiveness: d n e

y b ( e

n o i t a d i l o s

d n E ) 4 1 0 2

, Mentor/student teacher agreed grade y a 160 M Targets for Induction Year (to inform Transition Plan): Strengths and Distinctiveness:

h t 9 1

y b ( 161 S7 Manage behaviour effectively to ensure a good and safe learning environment Gr ad e H, G, M, U

m found ): h s P s

e n s o i s t a a

d i m l i r o e s t n n I o ) C 4 1

0 Mentor's assessment and rationale: 2

, y a M

o Mentor/student teacher agreed grade

e Targets for end of phase: Strengths and Distinctiveness:

y b ( e

n o i t a d i l o s

d n E ) 4 1 0 2

, Mentor/student teacher agreed grade 162 y a

h t 9 1

y b ( S8 Fulfil wider responsibilities G r a d e H , G , M , U

e n Student teacher's self-assessment rationale ( including direct reference to appropriate  s e a

m evidence and where this can be found ): h s P s

e n s o i s t a a

, y a M

b / Mentor/student teacher agreed grade w

f o Targets for end of phase: Strengths and Distinctiveness: d n e

y b ( e

n o i t a d n u o

F Mentor's assessment and rationale:

d n E ) 4 1 0 2

a Mentor/student teacher agreed grade M

h t Targets for Induction Year (to inform Strengths and Distinctiveness: 9 1

Transition Plan): f o

C4. NQT Induction: Transition Plan

You and your tutor will sign below to confirm that you have discussed your progress over the course and identified key priorities for your professional learning during your Induction Year.

Name of student teacher: Signature of student teacher: Tutor Name: Tutor Signature: Date:

Tutors are signing to confirm that the discussion has taken place rather than verifying the notes made as a result. Tutors who sign this confirmation are not confirming that QTS has been awarded. Brunel University will retain a copy of this for their own records.

Summary of your Initial Teacher Education

This is an agreed record of the coverage of your ITE programme that you can refer to in future discussions with your induction tutor.

Initial Teacher Education (ITE) Provider: Brunel University Title of ITE Programme: Length of Programme (years and months): Full-time or Part-time: Date of Completion: Specialist Subject(s) (if applicable):

Age Ranges Covered (select as appropriate): □ Ages 3-5 (Foundation stage) □ Ages 5-7 (School years 1-2) □ Ages 7-9 (School years 3-4) □ Ages 9-11 (School years 5-6) □ Ages 11-14 (School years 7-9) □ Ages 14-16 (School years 10 -11) □ Ages 16-19 (School years 12-13)

Induction: Reflections on Professional Learning Experiences

Your responses to the questions below will act as an aide-memoire in your discussions with your induction tutor. You can add your own. Make a note of where you might find evidence to support your thinking, and/or the reasoning that led you to this response. NB. The boxes will enlarge as you type.

1. At this stage, which aspect(s) of teaching you do you find most interesting and rewarding?

164 b. What has led to your interest in these areas? c. How would you like to develop these interests?

2. As you approach the award of QTS, what do you consider to be your main strengths and achievements as a teacher? b. Why do you think this? c. What examples do you have of your achievements in these areas?

3. In which aspects of teaching would you value further experience in the future? For example: Aspects of teaching about which you feel less confident, or where you have had limited opportunities to gain experience; Areas of particular strength or interest on which you want to build further. b. At the moment, which of these areas do you particularly hope to develop during your induction period?

4. As you look ahead to your career in teaching, you may be thinking about your longer term professional aspirations and goals. Do you have any thoughts at this stage about how you would like to see your career develop?

Summary Check Have you: Reflected on your broader experience and the relevant skills and expertise you have developed? Thought about why you are particularly motivated towards some particular aspects of teaching? Identified why you want to find out more about, or gain more experience and expertise in, some areas of teaching?

165 Name:

Induction: Professional Learning Action Plan

Use your reflections on your Consolidation Profile and on the end of course evaluation document to complete the grid below. Identify the key foci, the level of priority, targets, and action and support required. NB The boxes will enlarge as you type into them.

TS Key foci Priority level Targets Action and support required What do you need to learn? (High, What do you plan to achieve? What will you do to achieve the target? Medium, Low) What support will you need? Preamble

166 TS Key foci Priority level Targets Action and support required What do you need to learn? (High, What do you plan to achieve? What will you do to achieve the target? Medium, Low) What support will you need? TS5

Part two

167 168 Cause for Concern Documents

BSc Secondary Education and Physical Education with QTS Cause for Concern Report

Name of Student:......

Name of School:......

Name of University Tutor:………………………………………………………….

Nature of Concern:

Reported by: Name:...... Role:...... Date:...... Signed:...... ______

Date received by Partnership Development Unit......

Action taken:

Signed:......

169 BSc Secondary Education and Physical Education with QTS Target Setting Exercise In Response to a Cause for Concern Report

Name of Student:......

Name of School:......

Name of University Tutor:………………………………………………………….

Agreed Targets As a response to the advice given during school experience the following professional targets have been negotiated with a tutor:

I understand that if these targets are not effectively addressed, I may fail to meet the Teachers’ Standards necessary for the award of Qualified Teacher Status.

Signature of Student:......

Signature of Mentor:......

170 171 Section 5: Organising the School Experience Files Introduction The School Experience Files are vital working documents for you during the course of your fourth year. They contain a range of information, which provides evidence of your progress in meeting the Teachers’ Standards. Your files are not only working documents, they are also public documents which should be accessible to mentors, class teachers, Professional Co- ordinating Mentors, HEI tutors, External Examiners and Ofsted Inspectors. They should, therefore, be available at all times and in a format that will allow a reader to find their way through it easily. Therefore, your files should be organised as follows.

File 1 – The Professional Learning Record File 2 – The Foundation Phase School File 3 – The Development and Consolidation Phase School

File 1 – The Professional Learning Record This is a key file that will provide an overview of your learning and development in relation to the Teachers’ Standards through the duration of your course. File 1 should be structured as follows:

Section A – Overview information A copy of the Teachers’ Standards Student Background Information Key Contacts Best Evidence Record

Section B - Documents for the Foundation Phase/Year 3 Pre-block experience Training Activities cross referenced to Standards Old Weekly Training Records (WTR) in chronological order with the following documents behind each relevant dated WTR :  Training Activities undertaken that week (please ensure these are all Standards referenced;  Copies of old Lesson Training Records (LTRs) for that week. (Please retain the original behind the lesson itself). End of phase profile for the Foundation Phase/Year 3

Section C - Documents for the Development Phase/Year 4 Professional Learning Action Plan for the Development Phase Pre-block experience Professional Learning Activities cross referenced to Standards Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR:  Professional Learning Activities undertaken that week (please ensure these are all Standards referenced;  Copies of Lesson Feedback Records (LFRs) for that week. (Please retain the original behind the lesson itself). Interim and end of phase profile for the Development Phase

Section D - Documents for the Consolidation Phase/Year 4 Professional Learning Action Plan for the Consolidation Phase Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR:  Professional Learning Activities undertaken that week (please ensure these are all Standards referenced;

172  Copies of Lesson Feedback Records (LFRs) for that week. (Please retain the original behind the lesson itself). Interim and end of phase profile for the Consolidation Phase

Section E - Documents for induction and transition into first post NQT induction transition plan Professional Learning Action Plan for the Transition Phase

Files 2 and 3 – Files for your Foundation Phase/Year 3 and Development and Consolidation Phase/Year 4 schools You should then create two separate files for your two school experiences and for each of these files you will need:

Section A - General information about the placement school and department. Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities.

Section B – Teaching information Dividers relating to the classes taught including the following:  Group lists including a record of pupils’ attendance/punctuality;  Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils);  Scheme of work for the key stage;  A unit of work in the required format, (you may use the content of the department’s existing unit as a framework);  An individual lesson plan for every lesson taught in chronological order in the required format;  Lesson assessments of pupil learning and evaluations of your teaching with each lesson;  Copies of worksheets or resources used with each lesson;  The originals of all old Lesson Training Records or new Lesson Feedback Records completed by your mentors, class teachers or tutors with the related lesson.  General assessment records for each pupil in the groups that you teach.

173 School Experience File Dividers

File 1: The Professional Learning Record

174 File 1: The Professional Learning Record Section A – Overview Information

 A copy of the Teachers’ Standards  Student Background Information  Key Contacts  Best Evidence Record

175 File 1: The Professional Learning Record Section B - Documents for the Foundation Phase/Year 3

 Pre-block experience Training Activities cross referenced to Standards  Old Weekly Training Records (WTR) in chronological order with the following documents behind each relevant dated WTR:  Training Activities undertaken that week (please ensure these are all Standards referenced;  Copies of old Lesson Training Records (LTRs) for that week. (Please retain the original behind the lesson itself).  End of phase profile for the Foundation Phase/Year 3

176 File 1: The Professional Learning Record Section C: Documents for the Development Phase/Year 4

 Professional Learning Action Plan for the Development Phase/Year 4  Pre-block experience Professional Learning Activities cross referenced to Standards  Weekly Professional Learning Record (WPLR) in chronological order with the following documents behind each relevant dated WPLR:  Professional Learning Activities undertaken that week (please ensure these are all Standards referenced;  Copies of Lesson Feedback Records (LFRs) for that week. (Please retain the original behind the lesson itself).  Interim and end of phase profile for the Development Phase

177 File 1: The Professional Learning Record Section D: Documents for the Consolidation Phase/Year 4

 Professional Learning Action Plan for the Consolidation Phase/Year 4  Weekly Professional Learning Record (WPLR) in chronological order with the following documents behind each relevant dated WPLR:  Professional Learning Activities undertaken that week (please ensure these are all Standards referenced;  Copies of Lesson Feedback Records (LFRs) for that week. (Please retain the original behind the lesson itself).  Interim and end of phase profile for the Consolidation Phase/Year 4

178 File 1: The Professional Learning Record Section E: Documents for the Transition Phase

 NQT induction transition plan  Professional Learning Action Plan for the Transition Phase

179 File 2: The Foundation Phase/ Year 3 School

180 File 2: Foundation Phase/Year 3 School Section A: General Information

Contains:  General information about the placement school and department.  Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities.

181 File 2: Foundation Phase/Year 3 School Section B: Teaching Information

Contains: Dividers relating to the classes taught including the following:  Group lists including a record of pupils’ attendance/punctuality;  Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils);  Scheme of work for the key stage;  A unit of work in the required format, (you may use the content of the department’s existing unit as a framework);  An individual lesson plan for every lesson taught in chronological order in the required format;  Lesson assessments of pupil learning and evaluations of your teaching with each lesson;  Copies of worksheets or resources used with each lesson;  The originals of all Lesson Training Records completed by your mentors, class teachers or tutors with the related lesson.

182  General assessment records for each pupil in the groups that you teach.

File 3: The Development and Consolidation Phase/Year 4 School

File 3: Development and Consolidation Phase/ Year 4 School Section A: General Information

Contains:  General information about the placement school and department.  Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities.

184 File 3: Development and Consolidation Phase/ Year 4 School Section B: Teaching Information

Contains: Dividers relating to the classes taught including the following:  Group lists including a record of pupils’ attendance/punctuality;  Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils);  Scheme of work for the key stage;  A unit of work in the required format, (you may use the content of the department’s existing unit as a framework);  An individual lesson plan for every lesson taught in chronological order in the required format;  Lesson assessments of pupil learning and evaluations of your teaching with each lesson;  Copies of worksheets or resources used with each lesson;  The originals of all Lesson Feedback Records completed by your mentors, class teachers or tutors with the related lesson.

185  General assessment records for each pupil in the groups that you teach.

186 Section 6: Quality Assurance Link Tutor Monitoring Visit Quality Assurance Checklist Link Tutor: Student: School: Mentor:

Please indicate if this is a: New School New Mentor

The purpose of this form is to monitor the processes involved in the link tutor school visit. The form should be completed by the link tutor and signed by the mentor and student. Have you: Yes No Discussed progress with the student and looked at their evidence. (This includes checking that the student is receiving regular feedback using the Lesson Feedback Record; that weekly training sessions are taking place and are recorded; and their progress on the skills tests). Discussed the student’s progress with the Subject Mentor.

Observed a lesson with the Subject Mentor or other teacher.

Collaboratively completed a Lesson Feedback Record and signed it to confirm that the comments and grades have been agreed. Been involved in the post lesson training discussion with the observing teacher and student, and contributed as necessary. Read the student’s file using the guidance provided to check the contents (particularly sections B and C). Annotated the draft Profile with any additional Teachers’ Standards related targets that the student needs to focus on. Shared this with the mentor and student. Taken a copy of the annotated draft Profile, along with the lesson plan and signed Lesson Feedback Record. Ensured that the mentor is aware of the dates for mentor training.

If any aspect of the visit identified above was not completed, please indicate the reasons for this below:

Please sign:

Link Tutor:

Mentor:

Student:

Date: This form needs to be returned to the relevant Year Leader with a copy of the annotated draft Profile, the lesson plan and training record from the observed lesson attached. The student also needs to retain a copy of this form in their file.

187 Attached Tutor Visit Checklist

Attached Tutor: School: PCM: Subjects offered:

Please indicate if this is a: New school Established partnership school

The purpose of this form is for the Attached Tutor to work with the school PCM to monitor the quality of ITE provision in the school and its contribution to improving student outcomes.

Aspects of provision discussed Comments and/or any actions to be taken Progress and achievement of current student teachers on placement, particularly in relation to supporting pupil progress and achievement in lessons. Arrangements for school-based professional learning programme.

Range of school-based professional learning activities, addressing specific identified Partnership priorities. Processes for monitoring consistency of support and assessment for student teachers by mentors across subjects and mechanisms for ensuring consistency of assessment by other observing teachers. In-school mentor development programme, time allocated for mentor role and school support for attendance at Partnership events. Monitoring of the quality of written and verbal feedback provided by mentors, specifically the quality of target setting using the Teachers’ Standards and Profile descriptors. Involvement of the school in Partnership development activities i.e. contribution to University- based sessions, interviewing processes, SPMG.

School interest in enhanced Partnership arrangements with Brunel.

Familiarity with requirements relating to the inspection framework for Initial Teacher Education.

Please comment in the space below if there are any other points for further consideration arising from the Attached Tutor visit.

Both the PCM and Attached Tutor should retain a copy of this checklist and any actions to be taken should inform discussion during subsequent visits.

Date of visit: ______

188 Signatures: PCM______Attached Tutor______

189 Brunel Partnership Agreement

BSc Secondary Education and Physical Education with QTS in Partnership with Schools

Partnership Agreement

(Revised September 2012)

190 Brunel Secondary Undergraduate Partnership Agreement Introduction

This document sets out the agreed commitment between a Partner School and Brunel University for Initial Teacher Training (ITT). The agreement will come into effect once it has been signed by both the Head of the Partner School and by the Secondary Course Leader on behalf of Brunel University.

Purpose of the agreement

The agreement is designed to meet the development needs of students on the full-time BSc Secondary Education and Physical Education with recommendation for Qualified Teacher Status (QTS) course at Brunel University. The Partner School and Brunel University will jointly contribute to the completion of a student’s Training Documents and Profile of Student Progress. These register the evidence that the student has met the revised Teachers’ Standards (DfE, 2012).

The agreement has been designed so that the University and School partnership fulfils the Initial teacher training criteria (DfE, 2012). It is noted that overall management of the training process, the accreditation of courses and selection of Partner Schools lies with the University.

Statement of values

Brunel University believes that the purpose of teacher education is to equip teachers with the relevant knowledge, understanding, skills, attitudes and behaviours so that, through their teaching, they meet the cognitive, physical, emotional, moral, social and aesthetic needs of the pupils and students in schools.

Brunel University is deeply committed to the notion of teachers as reflective practitioners. In order to develop as effective teachers, it is essential that students have opportunities both to practice their classroom skills and to reflect on and develop their practice. To become a “reflective practitioner” requires close, supportive relationships between Partner Schools and the university. This partnership works to provide the best possible professional environment for student teachers to reach their full potential.

Brunel University is committed to deepening and enriching the partnership between schools and the university so that student teachers gain the most from the expertise both of teachers in the classroom and of other school staff. Central to this is the shared understanding between Partner Schools and the University of the training process and the values of education.

Brunel University ITT Partnership is committed to equal opportunity for all individuals regardless of race, culture, religion, age, gender or disability and sexual orientation.

The decision to accept a school’s application to become a Partner School will be made by the Brunel Secondary Partnership Management Group.

191 Selection criteria

 Selection of schools to become Partner Schools depends on:

 an endorsement of our commitment to the values of equal opportunities;

 a positive school ethos where students are accepted and welcomed as temporary colleagues;

 commitment of the whole school - staff, governors, parents - to partnership in ITT and to provision of quality training for student;s

 clear internal systems for managing the placements with an experienced member of staff taking the lead;

 evidence of:

 a commitment to continuing professional development

 effective role models who can share their expertise in the curriculum and related areas

 a positive approach to course development and quality control through a willingness to participate in course development, in-service training for mentors and review procedures

 willingness to offer a range of involvement in wider aspects of school life (for example pastoral care, PSHE, extra-curricular activities, staff meetings);

 an overall satisfactory Ofsted report.

 Selection of departments within partner schools depends on:

 commitment to the notion of a training department;

 the ability to provide models of good practice for students in relation to teaching styles, curriculum materials and assessment methods, within the National Curriculum where appropriate;

 the capacity to provide a subject mentor who has both the experience and time to fulfil the role;

 the ability to offer a range of experience appropriate to the students’ stage in the university programme;

 provision of adequate resources and facilities.

Withdrawal from the agreement

 Either partner may, following consultation, withdraw from student placements if there is evidence of:

 changing circumstances which would affect the quality of the training provided;

 changing circumstances, which make collaboration between the partners in respect of student placements impractical;

192 It is understood that all partners will do their utmost to avoid late cancellation of placements and that withdrawal during a placement is reserved for very exceptional circumstances. De-selection

Subject tutors may de-select departments after consultation with their Brunel Secondary Partnership Management Group and the PCM in the Partner School.

Schools may be de-selected by the Brunel Secondary Partnership Management Group after consultation with the Partner School if there is evidence of an inability to continue to meet the selection criteria.

Roles and commitments The Brunel Partnership Development Unit will:

 administer partnership agreements;

 negotiate placements with partner schools and distribute them to relevant Year Leaders on the BSc Secondary Education and Physical Education with recommendation for QTS course;

 deal with general communications to do with school partnership;

 ensure that PCMs receive Brunel documentation;

 ensure that consistent quality assurance procedures are implemented throughout the partnership;

 maintain the Brunel Partnership Development Unit web pages.

Brunel University will:

 provide a Secondary Course Leader and Physical Education Year Leaders and support colleagues to ensure the fulfilment of the responsibilities of the university, which are specified here;

 handle all matters related to publicity and admissions procedures for the course ;

 arrange the placement of students in Partner Schools ;

 handle all administrative matters related to course accreditation, inspection, assessment and examination procedures and quality assurance;

 manage and co-ordinate the course;

 provide training at suitable times for all staff involved in delivering the course;

 ensure that staff training encompasses inclusion and equal opportunity legislation as it applies to ITT;

 ensure delivery of the university-based elements as described in the BSc Secondary Education and Physical Education with recommendation for QTS Course Handbook;

193  audit each student's subject knowledge and ICT knowledge, understanding and skills, and make arrangements for students to reach all the required Teachers’ Standards by the end of the course;

 provide information on students' academic background, initial audit and interim and final assessments, and facilitate discussion of these between Partner Schools and university;

 provide personal guidance and support for students through academic staff and access to expert counselling, if required, through Student Services and/or the Students' Union;  provide students with basic training in awareness of their legal status in school and of safety procedures in schools and subject classrooms;  ensure that students undertake CRB clearance;  monitor the Partnership Schools' contribution to training, offering extra support where required to ensure that training provided is of a high standard, and aim to ensure that students are placed only in schools which provide training of a high standard;  ensure that all procedures are carried out for the final assessment of students for the award of the BSc Secondary Education and Physical Education and make a recommendation for Qualified Teacher Status, and for the completion of a career entry development profile, organise internal and external moderation procedures, and investigate quality issues raised through such moderation;  adhere to the Brunel Cause for Concern procedures.

The Brunel University Tutor will:

 provide school-based staff with relevant subject documentation;

 provide students and school-based staff with support on current subject developments;

 visit students on at least one occasion during each of the Block School Experiences to observe, support and discuss student progress in relation to the Teachers’ Standards framework;

 contribute to the Brunel training documents through their university-based input and through discussion of the school experience with the mentor and the student.

The Partner School will:

 ensure that all students are provided with clear guidance in respect of the safeguarding of children;  provide a senior and experienced member of staff, taking leadership of ITT, to fulfil the role of the Professional Co-ordinating Mentor and make appropriate provision for them to carry out these responsibilities ;  ensure that all staff receive appropriate on-going training and support to fulfil their roles in ITT;  ensure that staff training encompasses equal opportunity legislation as it applies to their roles in ITT;  provide mentors who have the appropriate subject knowledge and understanding, the pedagogical skills, and the interpersonal qualities, willingness and time to support students in developing these;

194  offer appropriate training and support for students including a guaranteed private meeting each week between Mentor and student, the outcome of which is recorded in the Brunel training documents. It is anticipated that this will normally last for 50-60 minutes;  provide a programme of induction to the school and training in whole-school issues;  provide access to information on the school’s and the department's use of a range of data for different purposes, such as target-setting; assessment, transfer from primary school and support required;  include students in parents' meetings, reporting to parents, and the school’s INSET programme;  participate in course evaluation and monitoring procedures;  keep the university informed of any developments in school that might affect adversely the quality of the student experience in school, e.g. being placed in Special Measures by Ofsted;  adhere to the Brunel Cause for Concern procedures as set out in the Brunel School Experience Guidance Handbook.

The Professional Co-ordinating Mentor (PCM) will:

 act as the first point of contact with Brunel University in co-ordinating all aspects of the training and assessment of the ITT programme;

 have responsibility for quality assuring all aspects of training and assessment within their own school e.g. by monitoring the provision of weekly subject training sessions and the observation of student teachers’ lessons;

 liaise with the Brunel University Partnership Development Unit on the level and degree of commitment to ITT each year, e.g. the numbers of students, which subjects and which phases that can be offered;

 lead a school-based training programme for all student teachers;

 keep up to date with developments in ITT by participation in events organised by the Partnership during the academic year ;

 lead a school-based programme of mentor training for new mentors and co-ordinate the on-going development and monitor the quality of all ITT mentoring within the school;

 encourage, support and manage training so that all mentors obtain certification of school-based mentoring at levels 1 and 2 where available;

 co-ordinate the school-based assessment of the students;

 co-ordinate the evaluation of school-based training by students and mentors and liaise with Brunel University as appropriate;

 have responsibility for implementation and review of school experience activities;

195  manage the school-based aspects of any Cause for Concern issues ensuring that all involved, student, mentor, university tutor are informed, in good time, of the concerns, targets, time-frame and outcomes agreed. .

The Subject Mentor will:  work closely with the PCM and university tutor to ensure the quality, coherence, consistency and appropriateness of the school-based subject training provided;

 keep up to date with developments in mentoring within the Brunel University Partnership e.g. by attending school-based mentor training and the twice annual subject mentor training sessions provided by the universities;

 provide induction into departmental procedures, data (e.g. target grades for school pupils), resources and specifications as appropriate;

 negotiate a timetable that meets the training needs of the student as appropriate to the phase of the student’s training, e.g. approx 33% of a “normal” main scale timetable in the Year 3 Foundation Phase, 50% in the Year 4 Developmental Phase and 66% in the Year 4 Consolidation Phase;

 ensure that the timetable includes a designated 60-minute time-slot for the weekly training meeting where progress against the Teachers’ Standards is discussed and appropriate targets are set. The student will bring forward evidence and record the discussion for the mentor to agree and sign;

 receive and approve the student teacher’s lesson plans in good time and provide appropriate feedback in time for the student to make agreed amendments;

 ensure that the student is observed at least once a week during Block School Experience and is provided with written feedback in relation to the Teachers’ Standards framework ;

 jointly observe with the university tutor and/or PCM as appropriate;

 oversee the assessment and recording of pupils’ progress undertaken by the student;

 monitor progress on the Brunel Profile document during the Block School Experience;

 complete the Brunel Profile document by the due date at the end of each block, in a conference- style meeting with the student and possibly university tutor and/or PCM;

 identify in the Brunel Profile areas for development for the next phase of training in relation to the Teachers’ Standards and work with the student to set targets and agree a plan of action;

 assess the progress against the Teachers’ Standards at the end of each phase (together with the PCM and university subject tutor as appropriate) and agree an overall grade in the final profile;

 contribute to the subject course as appropriate e.g. by attending joint interviews with university tutors, participating in course evaluations and development meetings.

Other Aspects of Partnership 196 The following related areas also contribute to the effectiveness of this partnership in ITT:

 teacher membership of the Brunel Secondary Partnership Management Group

 teacher involvement in the validation of university ITT programmes

 teacher membership on the Brunel Secondary Course Committee

 teacher involvement in selection of students for Secondary ITT

 teacher involvement in curriculum areas in the university’s

 the employment of seconded teachers on programmes

 the employment of experienced teachers/lecturers who have continuing school links and responsibilities

 continuing professional development including award bearing courses and consultancies

 teacher involvement in school-based research into aspects of teaching and learning

 university tutor involvement in schools, e.g. as governors, providers of INSET and assisting with preparation for Ofsted inspections and project bids.

Quality Assurance

The quality of the Partnership is assured in the following ways:  common documentation:

 School Experience Guidance Handbooks and Information for students, PCMs and mentors which clearly covers all aspects of students’ training in schools;

 Profile of Professional Development which records a student’s training and progress in school throughout their course, and observation sheets;

 induction and on-going professional development for school and university-based staff;

 training formally evaluated by students, universities and Partner Schools and sharing of feedback from this;

 the Secondary Partnership Management Group and representatives of Partner Schools and the university;

 internal and external moderation of students’ school experience;

 the Secondary Course Committee with representation from students, Partner Schools and the university;

 assessment and examination boards with representation from schools, tutors and external examiners;

 the effectiveness of partnership arrangements in Ofsted inspections of ITT;

197  programme review and revalidation;

 the external monitoring by Quality and Standards Advisors.

This agreement will run from 1 September 2013 to 31 August 2014.

Partnership Agreement

School: …………………………………………………………………………

The commitment to the number of year 4 trainee BSc Secondary Education and Physical Education with recommendation for QTS places for the 2013-2014 year will be:

Year 4: ………………….

Signed on behalf of the Partnership School

Name: ……………………………………………………………………………….

Signature: …………………………………………………………………………..

Date: ……………………………………………………………………………….

Signed on behalf of Brunel University

Name: ……………………………………………………………………………….

Signature: …………………………………………………………………………..

Date: ……………………………………………………………………………….

198 The transfer of funds for this work will be £400 per year 4 student

Please return to: Dipa Gorsia Partnership Development Unit Brunel University, School of Sport and Education Halsbury Building, Kingston Lane, Uxbridge, Middlesex UB8 3PH Email: [email protected] Telephone: 01895 267141 (internal extension: 65787) Fax: 01895 269805

Section 7: General Proformas

Teachers’ Standards Lesson Observation Aid

Where appropriate, observers may comment on the following. The Teachers’ Standards (DfE, 2012) may be partially addressed by aspects of the current lesson.

TS1: Set high expectations which inspire, motivate and challenge pupils:  establish a safe and stimulating environment for pupils, rooted in mutual respect

 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

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

TS2: Promote good progress and outcomes by pupils:  be accountable for pupils’ attainment, progress and outcomes

 be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

 guide pupils to reflect on the progress they have made and their emerging needs

 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

 encourage pupils to take a responsible and conscientious attitude to their own work and study.

TS3: Demonstrate good subject and curriculum knowledge:  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

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

199  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

 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

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

TS4: Plan and teach well structured lessons:  impart knowledge and develop understanding through effective use of lesson time

 promote a love of learning and children’s intellectual curiosity

 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

 reflect systematically on the effectiveness of lessons and approaches to teaching

 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:  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

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

 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

 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:  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

 make use of formative and summative assessment to secure pupils’ progress

 use relevant data to monitor progress, set targets, and plan subsequent lessons

 give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 200 TS7: Manage behaviour effectively to ensure a good and safe learning environment:  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

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

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

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

TS8: Fulfil wider professional responsibilities:  make a positive contribution to the wider life and ethos of the school

 develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

 deploy support staff effectively

 take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

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

201 

SCHOOL OF SPORT AND EDUCATION Request for Leave of Absence 2013-2014

This form MUST be completed by students requesting permission for leave of absence for reasons of mitigating circumstances, such as a medical appointment. Relevant evidence must be provided. Students will receive notification in writing when their application has been approved.

Name: ______Year of Study: ______

Award: PGCert Secondary Education Subject:______BSc Secondary Education and Physical Education (delete as appropriate)

Reasons for leave of absence (attach relevant evidence if appropriate):

______

Exact (inclusive) dates of requested absence:

______

List the modules affected:

______

School Experience: specify which subjects/sessions will be affected:

______

I wish to apply for leave of absence for the above reasons, and understand that it is my responsibility to provide appropriate evidence, fulfil all module assessment requirements and any agreed special arrangements. I accept that permission for absence is not an automatic right and cannot be cited as a mitigating circumstance at any subsequent examination board.

Student’s Signature: ______Date: ______

PTO…

202 Outcome of the Request for Leave of Absence

Permission Granted in Principle by Module/Subject Tutors Please speak to the following people and obtain their signatures indicating agreement in principle to your request.

Module: ______

Module/Subject Tutor: ______Date: ______

Module: ______

Permission Granted by School Mentor:

School Mentor: ______Date: ______

………………………………………………………………………………………………

Personal Tutor/Course Coordinator:

Personal Tutor: ______Date: ______

Decision: Leave Granted / Request Rejected (Details Below)

Personal Tutor/Course Coordinator to indicate reasons for rejection.

………………………………………………………………………………………………

Date Letter Sent: ______