Supporting School Based Training: A Resource For Mentors And Trainees

Supporting UEL School based Training: A Resource for Mentors and their Trainees

This document provides links to supporting resources and tasks that can be used by schools in planning their programme of school based training. It should be used in conjunction with the Standards Tracker Document: Guidance for the Teachers’ Standards.

There are two elements:

Section 1 Teachers Standards:  Areas for discussion, which are phrased as questions to Trainees. These are intended to illustrate the scope of each Standard and the kinds of conversations that might link to each Standard.  Tasks for Trainees are given to support the Trainee in working on their targets  Links to online materials

Section 2 Task materials A range of proformas to support trainees in carrying out lesson observation activities. It is not intended that you should work systematically through this document, but that you draw upon the contents as appropriate to individual training needs. We hope that you find the materials helpful; do feel free to supplement and discard the tasks as appropriate. The Secondary ITE Team

Teachers Standards: Tasks and links to online resources ...... p2

Appendix 1 Key Stage 2 Visit……………………………………………………………………………………………………………..p21

Appendix 2 Evaluating your lessons ……………………………………………………….………………………………………..p32

Appendix 3 Developing Collaborative Group Work ………………………………………………………………………….p34 Appendix 4 Lesson Observation Activities ……………………………………………………………………………………….p37 Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

PART ONE: TEACHING 1. Find out what is in place in - What have you learned from the school’s health Information on promoting positive values 1 Set high expectations which inspire, the school to ensure that and safety policy? How is this evident in your can be found at: www.citizEd.info motivate and challenge pupils: planning? How do you ensure pupils are aware? pupils’ social, cultural, The Report of the Teaching and Learning - How have you contributed to ensuring the linguistic and ethnic in 2020 review group (Gilbert Report) is  establish a safe and stimulating backgrounds are valued. classroom is a stimulating environment? How could you? available at: environment for pupils, rooted in Evaluate this in writing. http://webarchive.nationalarchives.gov.uk mutual respect - How have you ensured tasks are relevant and engaging? /20070108153428/http://teachernet.gov. 2. Plan to use resources and - How have you used your knowledge of the pupils uk/educationoverview/briefing/currentstr  set goals that stretch and challenge materials from different to plan to challenge and support? ategy/whitepaper2005/teachingandlearni pupils of all backgrounds, abilities and cultures within your teaching. - How do you seek to be a positive role model in ng2020/ dispositions Evaluate their impact and class and in the wider school? DfES (2005) Learning Behaviour: The record findings outlining how - How do you seek to enact the school’s policies on Report of the Practitioners' Group on  demonstrate consistently the positive you will modify your planning inclusion and behaviour? School Behaviour and Discipline (Sir Alan attitudes, values and behaviour which to ensure diversity. - How do you seek to ensure pupils feel Steer) can be found at: are expected of pupils. comfortable in lessons and able to contribute? 3. Create a display that values - How do you foster effective collaboration in their https://www.education.gov.uk/publicatio diversity. Take a photograph classroom? ns/eOrderingDownload/DCSF-Learning- and evaluate how you have Behaviour.pdf used it as a teaching aid. DfE guidance on anti-bullying can be accessed at: 4. Find out how the school http://www.education.gov.uk/aboutdfe/a uses tests for predicting dvice/f0076899/preventing-and-tackling- pupils’ future achievement. bullying Collect evidence and discuss DCSF (2007) Safe to Learn: Embedding with Mentor. Anti-Bullying Work in Schools - Preventing and Responding to Homophobic Bullying 5. Find out about the school in Schools is available at: and class behaviour policies. http://www.behaviour2learn.co.uk/direct Evaluate these in relation to ory_record/269/homophobic_bullying_saf your last lesson. e_to_learn_embedding_anti- bullying_work_in_schools 6. Identify the reward and sanction systems available for DfES (2007) Diversity and Citizenship in use in your class. the Curriculum: Research Review (Ajegbo Report) is available at: 7. Observe a colleague’s https://www.education.gov.uk/publicatio interactions with her class. ns/standard/publicationdetail/page1/DFE How does s/he model the S-00045-2007 expected behaviour? How does s/he make the DfES (2004) Every Child Matters: Change expectations clear? for Children is available at: https://www.education.gov.uk/publicatio 8. Ask a colleague to observe ns/standard/publicationdetail/page1/DfES your interactions with the /1081/2004 children and comment on the following: Do you respond to some children more than others? Do you make your expectations clear? Are there more positive or negative interactions?

Teachers Standards 2012 Areas for discussion Tasks for trainees Links to online materials

2 Promote good progress and Are you aware of actual and 1. Find out how targets are communicated and The NAA is a subsidiary of the QCA. It outcomes by pupils expected outcomes for the followed up in your school. supports the secure delivery of the public

 be accountable for pupils’ attainment, pupils? examinations system and develops and 2. Select a group of pupils whose work you will progress and outcomes - How do you seek to use delivers National Curriculum assessments. track. Keep copies of a selection of their marked  plan teaching to build on pupils’ assessment to move pupils’ It is available at: work (e.g. photocopies, video, photos). Show the capabilities and prior knowledge learning forward? www.naa.org.uk advice/ feedback you gave and the targets you set.  guide pupils to reflect on the progress - Have you used self and peer The Chartered Institute of Educational they have made and their emerging assessment? How effective If feedback is given orally, make notes as you go of Assessors has a variety of resources on needs was this? what was said. - How do you use questioning assessment at:  demonstrate knowledge and to help them focus their 3. Identify the criteria you used to assess the work www.ciea.org.uk understanding of how pupils learn and and with the class teacher consider whether pupil how this impacts on teaching teaching for different pupils? The frameworks for secondary English, Are questions planned and performance has improved as a result of your encourage pupils to take a responsible mathematics, science and information and  used appropriately? interventions. and conscientious attitude to their own communications technology (ICT), further - Can you explain what impact guidance and support for whole-school work and study. 4. Evaluate your teaching using the evaluation you have had on pupil approaches to AfL with APP, including the format provided. achievement? review tables to support self-evaluation, - How have you planned for 5. Evaluate your planning with a more experienced are archived at: progression within the http://webarchive.nationalarchives.gov.uk relevant programme of study / colleague in term one. Continue to do this on your own throughout the programme. Use to adapt and /20110202093118/http:/nationalstrategie in the core areas and develop plans to ensure they are appropriate for the s.standards.dcsf.gov.uk/ foundation subjects? children you are teaching. - What strategies have you The Report of the Expert Group on used to scaffold learning 6. Regularly review your classroom practice e.g. the Assessment (2009) is available at: effectively? way you group pupils, frequency of praise used. https://www.education.gov.uk/publicatio - Can you explain why you ns/standard/publicationdetail/page1/DCS have identified particular 7. Identify and evaluate the differentiated tasks F-00532-2009 learning objectives for provided in three different lessons from two key The assessment for learning strategy is particular lessons / schemes of stages. Identify the differentiated learning available at: work? Does this reflect prior objectives. How do you know that the pupils https://www.education.gov.uk/publicatio attainment, appropriate achieved these? ns/eOrderingDownload/DCSF-00341- challenge, awareness of wider 2008.pdf factors that may influence The Report of the Teaching and Learning learning? in 2020 Review Group (Gilbert Report) is - How have you sought to available at: encourage pupils to take http://webarchive.nationalarchives.gov.uk responsibility for their work? /20070108153428/http://teachernet.gov. uk/educationoverview/briefing/currentstr ategy/whitepaper2005/teachingandlearni ng2020/ Learning How to Learn is a project of the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme. Research papers can be accessed at: www.learntolearn.ac.uk Information on the 2010 Making Good Progress’ pilot scheme designed to improve learners’ progress through key stages 2 and 3 is available at: https://www.education.gov.uk/publicatio ns/RSG/SchoolsSO/Page18/DCSF-RR184

3 Demonstrate good subject and 1. Observe an experienced colleague. How do they The National Curriculum website contains curriculum knowledge Have you completed subject deal with pupils’ misunderstanding/misconceptions the programmes of study, non-statutory knowledge audits, identified in your subject area?  have a secure knowledge of the guidelines and attainment targets for each targets and acted on them? relevant subject(s) and curriculum subject in the National Curriculum. It also areas, foster and maintain pupils’ - Do you have secure subject 2. Analyse your lesson plan. Could it be rewritten includes information, links and materials interest in the subject, and address knowledge and how to take a more active approach to the learning, to revisit concepts through a variety of different related to general teaching requirements misunderstandings effectively do you use this to approaches? Evaluate the learning outcomes that apply across subjects. These include provide clear explanations in  demonstrate a critical understanding the inclusion statement, the use of the classroom? of developments in the subject and 3. Regularly review the subject/s audit and work on language, information and curriculum areas, and promote the - How do you plan to tackle areas identified. communications technology (ICT) in the value of scholarship misconceptions? curriculum and health and safety. The site - Are you able to use 4. Subject knowledge is evidenced in lesson plans  demonstrate an understanding of and is at: curriculum specifications and and observations of your teaching. In particular take responsibility for promoting high http://www.education.gov.uk/schools/tea guidance to inform your how you deal with pupil’s misconceptions and the standards of literacy, articulacy and chingandlearning/curriculum/ the correct use of standard English, planning and teaching? kind of questioning you use and how often you whatever the teacher’s specialist - To what extent do you foster ‘model’ what you want pupils to do. The NAA is a subsidiary of the QCDA. It subject pupils’ appreciation of the supports the secure delivery of the public 5. As well as keeping a record of what is covered in subject being taught? Do you examinations system and develops and  if teaching early reading, demonstrate your taught sessions at UEL and in school, ensure encourage pupils to engage delivers National Curriculum assessments. a clear understanding of systematic your planning is referenced to the National The website is at: www.naa.org.uk synthetic phonics critically with the learning and Curriculum and National Frameworks if  if teaching early mathematics, the subject? appropriate. See the Standards website archived at The DCSF 14-19 website provides a demonstrate a clear understanding of - To what extent are you http://webarchive.nationalarchives.gov.uk/2011080 detailed account of 14-19 reforms appropriate teaching strategies. aware of traditions of 9101133/http://www.nsonline.org.uk including details of the 14-19 pedagogy related to phase and implementation plan at: /or subject communities of 6. Register on the skills test site with your teacher practice? reference number (TRN) as soon as you are https://www.education.gov.uk/publicatio - To what extent do you enrolled at UEL. ns/eOrderingDownload/14%E2%80%9319 enable pupils to engage in -GuideForCollegeStaff.pdf sustained enquiry over time? 7. Use the practice tests and support materials with The primary and secondary national the aim of completing the skills tests in term 1 of your programme. - Are you aware of the strategies offer guidance and support for difference between standard teachers at: 8. Using skills in literacy, numeracy and ICT to English and vernacular forms? http://webarchive.nationalarchives.gov.uk Do you know when and how support your wider professional development will involve being guided in finding relevant local and /20110809091832/http://www.teachinga to use this in your teaching? ndlearningresources.org.uk - How well do you appreciate national resources e.g. Subject Associations, the and respond to the language TES and Professional Associations. The independent review of mathematics demands of your teaching? teaching in primary schools and early - How do you plan to develop years settings (Williams Review 2008) is pupils’ language through available at: teaching reading, writing, https://www.education.gov.uk/publicatio speaking and listening? Is this ns/eOrderingDownload/Williams assessed? %20Mathematics.pdf The independent review of the teaching of reading (the Rose Review March 2006) can be downloaded at: https://www.education.gov.uk/publicatio ns/eOrderingDownload/0201-2006PDF- EN-01.pdf The statutory framework for the early years foundation stage 2012 can be downloaded at: https://www.education.gov.uk/publicatio ns/standard/AllPublications/Page1/DFE- 00023-2012 The Behaviour4Learning website contains a range of relevant articles and resources. They can be accessed at: http://webarchive.nationalarchives.gov.uk /20101021152907/http:/www.behaviour4 learning.ac.uk The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk /20070108153428/http://teachernet.gov. uk/educationoverview/briefing/currentstr ategy/whitepaper2005/teachingandlearni ng2020/ The non-statutory national framework for religious education is available to download at: http://www.mmiweb.org.uk/publications/ re/NSNF.pdf Case studies for schools on all aspects of personal, social, health and economic education (PSHEE) can be found at: http://www.pshe- association.org.uk/content.aspx? CategoryID=1043 Guidance for schools on sex and relationship education (ref: DfEE 0116/2000) can be found at: https://www.education.gov.uk/publicatio ns/eOrderingDownload/DfES-0116- 2000%20SRE.pdf Details of subject curricula, assessment requirements and a range of resources and materials relating to public examinations and other qualifications may be found on the websites of examination boards: www.aqa.org.uk www.edexcel.com www.ocr.org.uk www.wjec.co.uk Comprehensive details of how to register for and book the skills tests are on the TA website, which also includes downloadable support materials and interactive practice tests. The site is at: http://www.education.gov.uk/schools/car eers/traininganddevelopment/qts/b00204 156/registration Further information on the support for trainees requiring adaptations to the qualified teacher status (QTS) skills tests can be found at: http://www.education.gov.uk/schools/car eers/traininganddevelopment/qts/b00204 156/registration/booking Becta closed on 31 March 2011. There is a commitment by the Department for Education (DfE) and Department for Business, Innovation and Skills (BIS) to continue key areas of Becta's work. Information on this can be accessed at: http://www.education.gov.uk/aboutdfe/a rmslengthbodies/a00192537/becta

4 Plan and teach well structured Can you ensure pupils make -1. In your subject, demonstrate your understanding The National Curriculum website contains lessons progress in understanding key of the key concepts, progression and common the programmes of study, non-statutory  impart knowledge and develop concepts and skills in the errors and misconceptions through your planning, guidelines and attainment targets for each teaching and evaluation. understanding through effective use of subject area being taught? Do subject in the National Curriculum. It also lesson time you understand progression? Are you able to design sequences of related includes information, links and materials  promote a love of learning and Can you sequence activities to learning activities with detailed objectives suitable related to general teaching requirements children’s intellectual curiosity secure progression? for the range of needs in the classes you teach? that apply across subjects. These include  set homework and plan other out-of- - Are you able to plan and the inclusion statement, the use of class activities to consolidate and justify a sequence of lessons / 2. Ensure your planning is referenced to the language, information and medium term plan?  extend the knowledge and National Curriculum and national frameworks communications technology (ICT) in the understanding pupils have acquired where appropriate. - To what extent are you able curriculum and health and safety. The site  reflect systematically on the to ensure pupils are engaged is at: effectiveness of lessons and in activities? 3. Develop your own planning, drawing on the school’s planning and adapting and developing this http://www.education.gov.uk/schools/tea approaches to teaching - Are you able to explain key chingandlearning/curriculum/ content clearly and accessibly? to ensure that it is appropriate for the children who  contribute to the design and provision you are teaching. of an engaging curriculum within the - How do you communicate Resources on homework can be accessed using the search facility on the following relevant subject area(s). enthusiasm / passion for what 4. Analyse two lesson plans identifying: is being learned? site: www.bbc.co.uk/schools - Do you use a variety of  the intended learning teaching and learning  how your knowledge of the pupils has The DCSF Standards Site contains strategies to stimulate informed the identified learning objectives materials on the Primary and Secondary learning? National Strategies with publications,  what documents you drew on in your planning. - Do you plan homework as an teaching resources, information about integral part of their medium 5. Plan in both the medium and short term professional development and case term planning? Is the identifying focused learning objectives. Consider studies. The site also includes the Ethnic homework appropriate to the how you take into account the pupils’ prior Minority Achievement and Gender and needs and abilities of the attainment and show it in your planning. Achievement sites providing a range of pupils? Do you follow up and materials designed to raise aspirations use the homework? 6. You should indicate in your planning how you and performance. The sites are archived - Have you had opportunities will provide opportunities to develop pupil’s at: to extend classroom learning literacy, numeracy and ICT skills http://webarchive.nationalarchives.gov.uk with out of school learning? If /20110202093118/http:/nationalstrategie 7. Evaluate your resources, state how you would not, can you suggest ways in s.standards.dcsf.gov.uk/ which this might happen in amend /improve them and include as evidence. In relation to your own teaching? particular highlight aspects that promote equality The Behaviour4Learning website contains and inclusion. - Do you routinely evaluate a range of relevant articles and resources. your teaching? What strengths They can be accessed at: and areas for development http://webarchive.nationalarchives.gov.uk has this process identified? /20101021152907/http:/www.behaviour4 How has this informed learning.ac.uk subsequent planning? DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at: https://www.education.gov.uk/publicatio ns/standard/publicationdetail/page1/DFE S-00045-2007 Do we have safer children in a digital world? - A review of progress since the 2008 Byron Review i s a v a i l a b l e a t : https://www.education.gov.uk/publi cations/standard/Childrenandfamilie s/Page6/DCSF-00290-2010

DCSF (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools is available at: http://www.nationalnumeracy.org.uk/res ources/16/index.html The Primary National Strategy Communication, Language and Literacy Development (CLLD) site provides guidance for all those involved in literacy development, and is aligned to the recommendations of the Rose Review. Letters and Sounds: Principles and Practice of High Quality Phonics, and dedicated resources for initial teacher training (ITT) can be accessed at: http://www.birthtofive.org.uk/pdf/practiti oner%20file%2007.pdf The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: http://webarchive.nationalarchives.gov.uk /20070108153428/http://teachernet.gov. uk/educationoverview/briefing/currentstr ategy/whitepaper2005/teachingandlearni ng2020/ The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers at: http://webarchive.nationalarchives.gov.uk /20110316231736/tre.ngfl.eduserv.org.uk // It is not accepting new resources.

5 Adapt teaching to respond to the 1. Find an example of a lesson plan where you How does your planning refer The National Curriculum website contains strengths and needs of all pupils have: to individuals and groups of the National Curriculum inclusion  know when and how to differentiate pupils’ learning needs? Do you statement, inclusion statements by  taken account of the interests of pupils; appropriately, using approaches which know what your pupils already subject, and other inclusion materials enable pupils to be taught effectively know and are able to do? Are  specifically taken account of the pupils’ published by QCDA. It is available at:  have a secure understanding of how a you aware of IEPs, language backgrounds in your planning. www.education.gov.uk/schools/teachinga range of factors can inhibit pupils’ assessments etc? Evaluate the plan considering the impact on ndlearning/curriculum/ ability to learn, and how best to - Do learning objectives reflect learning and motivation. overcome these the needs and abilities of the The citizED website, contains materials  demonstrate an awareness of the class? How do pupils know 2. Look at the social context of the school e.g. relating to effective pedagogy and physical, social and intellectual what is expected of them? socio-economic background, ethnicity of the pupils; diversity. The site is at: development of children, and know - How do you use children’s the proportion of male, female and teachers from www.citized.info under-represented groups. how to adapt teaching to support prior knowledge in their The DCSF Standards Site, which includes pupils’ education at different stages of teaching? Are you able to plan the Ethnic Minority Achievement and How far are individuals of differing development to do so, and to do this  Gender and Achievement sites, provide a intellectual ability treated differently in your  have a clear understanding of the effectively? range of materials designed to raise school? needs of all pupils, including those - Are you able to explain how aspirations and performance, is archived with special educational needs; those particular lessons provide  Do any groups of pupils receive more at: of high ability; those with English as appropriate challenge and resources than others? http://webarchive.nationalarchives.gov.uk If so, which groups and what sort of resources an additional language; those with support? How do you use a /20101119131802/http://www.standards. disabilities; and be able to use and variety of strategies for are provided? Why do you think this is the evaluate distinctive teaching case? differentiation? Can you dcsf.gov.uk approaches to engage and support explain why specific strategies them. are being used? 3. Observing and profiling a pupil. Taking the Ofsted has produced various publications - Can you explain relevant advice of your Mentor, choose a bilingual pupil relating to inclusion including: factors that might inhibit who is in the process of acquiring English as an Achievement of Black Caribbean Pupils: additional language. Observe the child in a range of learning for the pupils being Three Successful Primary Schools (HMI situations and find out: taught? Can you devise 447, 2002) strategies to overcome these Boys’ Achievement in Secondary Schools  The pupil's linguistic background (what factors? (HMI 1659, 2003) languages he/she understands, speaks, reads or Achievement of Bangladeshi Heritage - Do your lesson plans / writes) and whether the pupil attends a Pupils (HMI513, 2004) medium term plans community class to learn the language. incorporate appropriate Could They Do Even Better? (HMI 2439,  Does the pupil have the opportunity to speak models of progression? 2005) to other children who speak the same - When evaluating lessons are They are available at: www.ofsted.gov.uk language? Does he/she choose to do this? you aware of the levels of  Observe the pupil in both a group and a whole DfES (2007) Diversity and Citizenship in engagement and attainment the Curriculum: Research Review (Ajegbo of different groups and class situation. What do you notice about the pupil's speaking and listening? How does the Report) is available at: individuals? pupil respond? https://www.education.gov.uk/publicatio - How do you seek to actively ns/standard/publicationdetail/page1/DFE  Discuss with your Mentor what he/she feels engage all pupils in the S-00045-2007 learning? Is this effective? the pupil's needs are with respect to developing English as an additional language Support and guidance on English as an and how these are met in the classroom. Note additional language (EAL) is available at: if any other adult help is available. www.naldic.org.uk  Are there resources in the classroom in the ContinYou is an educational charity that pupil's first language? provides information and downloadable resources on its website at: 4. Look at the equal opportunities policies of your www.continyou.org.uk school. How were they constructed, implemented and reviewed and who has a sense of ownership of the policies? The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is 5. For your visit to a primary school draw upon the Key Stage 2 tasks in the Appendices. available at: http://webarchive.nationalarchives.gov.uk 6. Identify and discuss with the EMAG teacher (or /20070108153428/http://teachernet.gov. another experienced colleague) the ways in which uk/educationoverview/briefing/currentstr ategy/whitepaper2005/teachingandlearni they identify the stages for pupils with EAL. ng2020/ Consider in writing the implications for your teaching. The DfE website contains information about roles and responsibilities in schools, 7. Evaluate what provision is made for children for including references to the special whom English is an additional language e.g. Are education needs (SEN) coordinator role, the resources labelled pictorially as well as in and a link to the SEN Code of Practice at: written format, is the language used by the teacher http://www.education.gov.uk/popularque supported by other visual stimuli etc.? stions/childrenandfamilies/specialeducati 8. When you are observing note how teachers set onalneeds suitable learning challenges; respond to pupils' The national agreement: Raising diverse learning needs and overcome potential Standards and Tackling Workload provides barriers to learning. information on working practices in remodelled schools, implications for 9. Examine a variety of materials in your subject to teachers, extended schools, and includes identify strategies for the promotion of equal case studies at: opportunities, for example avoiding stereotypes in http://www.lge.gov.uk/lge/aio/588306 visual images, names and roles. DfE guidance on anti-bullying can be 10. Consider the take up of optional subjects and accessed at: the make-up of higher and lower sets in relation to http://www.education.gov.uk/schools/pu equal opportunities. What differences are there, pilsupport/behaviour/bullying/ and how does policy relate to this? An online resource pack for community cohesion is archived at: 11. Read the SEN Code of Practice. Pages 1-15 and http://webarchive.nationalarchives.gov.uk pages 26 and 70-73. /20110202110631/teachernet.gov.uk/wh oleschool/communitycohesion/ 12. Arrange an interview with the SENCO and TA. Draw up a set of questions to use and write up what DCSF (2008) Staying Safe: Action Plan you have found out about their specific roles and to DfES (2007) Statutory Guidance on Making find out what and how the code is implemented in Arrangements to Safeguard and Promote the school and what procedures are used to monitor the Welfare of Children under section 11 pupils with SEN. Write up and evaluate what has of the Children Act 2004 been learnt. DfES (2004) Every Child Matters: Change for Children 13. The above tasks to be completed in both DfES (2004) Every Child Matters: Change schools and the different approaches used for Children in Schools compared. DfES (2005) Working Together to 14. Analyse the needs of an individual pupil and Safeguard Children consider how their needs will be met in your DfES, (2006) Safeguarding Children and planning. Safer Recruitment are archived at: 15. Examine the provision for Gifted and Talented https://www.education.gov.uk/publicatio pupils in both schools. ns/standard/publicationdetail/page1/DfES /1081/2004 The Byron Reviews detailing the evidence 16. Read relevant sections of the Bristol Guide. of the risks and benefits of new technologies. It can be found at: 17. Identify who in the school is designated as the named colleague for referrals for child protection http://www.education.gov.uk/ukccis/abo and arrange to interview them. What did you learn? ut/a0076277/the-byron-reviews What are your responsibilities with regard to the Childnet International safeguarding of children? (www.childnet.com ) with support from the TDA, Becta and Microsoft has 18. Participate in activities in your school/Virtual produced e-safety resources including: School during annual anti-bullying week in November - http://www.antibullyingweek.co.uk/  an E-safety microsite: Know IT All for Trainee Teachers, which provides an introduction to e- safety for trainees: www.childnet.com/kia/traineeteac hers  an E-safety leaflet for trainees available at: www.childnet.com/kia/traineeteac hers/why.aspx  an E-Safety DVD - Know IT All for Trainee Teachers: An introduction to e-safety for trainee teachers, which can be ordered by training providers free of charge from Childnet at: www.childnet.com/order or by calling Childnet on 020 7639 6967. A summary of the Childnet research report is available at: www.childnet- int.org/downloads/exec_sum.pdf Reports and resources on homophobic bullying are available from: www.stonewall.org.uk/educationresource s

6 Make accurate and productive use 1. Access details of baseline assessments and NC Do you understand the Details of teacher assessment activities of assessment tests on DfE website www.qca.org.uk statutory assessment can be found on the DfE website at:  know and understand how to assess requirements in your phase / 2. Discuss with a senior manager with http://www.education.gov.uk/schools/tea the relevant subject and curriculum subject / context? chingandlearning/assessment areas, including statutory assessment - How do you use assessment responsibility for assessment, the timetable for assessment across the school for National testing requirements guidance / frameworks / and the schools own internal testing system.  make use of formative and summative specifications to help you in The National Assessment Agency (NAA) assessment to secure pupils’ progress your planning? How do you 3. Meet with the head of your subject department to supports the secure delivery of the public  use relevant data to monitor progress, incorporate this in your find out which exam board/s the school uses and examinations system and develops and set targets, and plan subsequent teaching? familiarise yourself with the assessment objectives delivers National Curriculum assessment. lessons give pupils regular feedback, - What have you learned from of the examination syllabus used. Where possible The website is at: www.naa.org.uk both orally and through accurate marking and moderation attend moderation of GCSE/AS and A level Details of curricula, assessment marking, and encourage pupils to experience? How does this moderation meetings. requirements and a range of resources respond to the feedback. inform your practice? 4. Mark examples of pupil work from a cross and materials relating to public - Do you keep detailed and up examinations and other qualifications may to date records of section of abilities. Allocate an NC level for the KS3 pupils and a GCSE grade for the KS4 pupils. be found on the websites of examination assessment? How do you use boards at: this information to inform Then consult your subject Mentor. How accurate were your assessments of the levels /grades? www.aqa.org.uk your planning, teaching and www.edexcel.com 5. If you are able to, get involved in KS4 subsequent assessment? www.ocr.org.uk examination (GCSE/BTEC/Diploma) coursework - Are books regularly marked? www.wjec.co.uk Does the marking support marking or moderation, perhaps using photocopies. progress and do pupils have Keep your annotated comments and moderated The Report of the Expert Group on opportunities to engage with grading as evidence. Assessment (2009) is available at: and respond to marking 6. With the help of your Mentor develop a system https://www.education.gov.uk/publicatio comments? for tracking and monitoring the progress of all the ns/standard/publicationDetail/Page1/DCS children in the classes you teach which draws on - Do you use a variety of F-00532-2009 the school’s system. formative assessment The Assessment for Learning strategy is strategies? Can you justify why 7. Discuss with your PCM/Mentor in both schools available at: specific strategies are being the assessment procedures used to assess, record https://www.education.gov.uk/publicatio used? and report pupil progress. ns/eOrderingDownload/DCSF-00341- - How do you use assessment 2008.pdf to form a view of pupils’ 8. Provide evidence of assessment procedures used learning? How do you use this in both schools including your records of The Report of the Teaching and Learning information within lessons and assessment of pupil’s work. in 2020 Review Group (Gilbert Report) is to review plans between available at: lessons? 9. Take a lesson plan for two classes in the same http://webarchive.nationalarchives.gov.uk year group and using assessment data adjust the - Do you build in opportunities /20070108153428/http://teachernet.gov. plans to meet individual need in both classes. for peer and self assessment? uk/educationoverview/briefing/currentstr Do you enable pupils to ategy/whitepaper2005/teachingandlearni Evaluate the impact of this on learning. For ng2020/ effectively reflect on learning example did you have to adjust timings? Use more and progress? How do you paired work or revisit a concept several times? RAISEonline provides schools, school ensure pupils know what improvement partners, local authorities success looks like? 10. Choose an idea from your reading about and inspectors with a flexible online - Can you make use of Assessment for Learning (AfL) or from the system for exploring and interrogating appropriate support to set techniques that may be used in your school (e.g. performance data to support evaluation appropriate targets and traffic lighting, hands down questioning) and use it and inform school improvement. The monitor progress? with a chosen class. Evaluate the outcome of your RAISEonline website is at: strategy. www.raiseonline.org

11. With a specific class with whom you have The Chartered Institute of Educational developed positive relationships, create an activity Assessors has a variety of resources on lesson in which they will assess their own assessment at: performance and that of their peers. Explain how www.ciea.org.uk you enabled pupils to develop and then use assessment criteria. Comment on the effectiveness Learning How to Learn is a project of the Economic and Social Research Council of the activity/activities and whether the pupils (ESRC) Teaching and Learning Research were able to set themselves learning targets. Programme. Research papers can be 12. Discuss with your Mentor how they use accessed at: assessment records to inform planning. www.learntolearn.ac.uk Information on the Making Good Progress’ 13. Focus on the work of a pupil who is working pilot scheme designed to improve for GCSE in your subject specialist area at the learners’ progress through key stages 2 Grade C/D boundary. Pick out the features of this and 3 is available at: pupil’s work which indicate that the pupil could get https://www.education.gov.uk/publicatio a Grade C and the areas of this pupil’s work which need improvement. Consider targets to be set for ns/RSG/SchoolsSO/Page18/DCSF-RR184 this pupil.

7 Manage behaviour effectively to 1. Observe a class teacher and complete a focused - How do you use the school’s The Report of the Teaching and Learning ensure a good and safe learning observation identifying strategies used to establish a policy on behaviour? How do in 2020 Review Group (Gilbert Report) is environment you use school systems to purposeful learning environment. Evaluate what has been learnt. available at:  have clear rules and routines for follow up behaviour issues e.g. http://webarchive.nationalarchives.gov.uk behaviour in classrooms, and take rewards, sanctions and How did the teacher: /20070108153428/http://teachernet.gov.  responsibility for promoting good and referrals? uk/educationoverview/briefing/currentstr courteous behaviour both in - Do you use a variety of *attract the children’s attention? ategy/whitepaper2005/teachingandlearni classrooms and around the school, in behaviour management *keep the children’s attention? ng2020/ accordance with the school’s strategies in their teaching? *maximise the conditions for listening? behaviour policy Why do you use some The Behaviour4Learning website contains a range of relevant articles and resources,  have high expectations of behaviour, strategies and not others? *What did the teacher use as a stimulus to *start and can be accessed at: and establish a framework for - What do you perceive as the the lesson? How effective was it? http://webarchive.nationalarchives.gov.uk discipline with a range of strategies, main behaviour challenges in *What else might the teacher have done? using praise, sanctions and rewards their teaching? What are you /20101021152907/http:/www.behaviour4 learning.ac.uk consistently and fairly doing to address these? *Were the instructions clear?  manage classes effectively, using - To what extent do you *Do the children know why they are doing the DfES (2005) Learning Behaviour: The approaches which are appropriate to establish consistent and activity? Report of the Practitioners’ Group on pupils’ needs in order to involve and effective systems? In which *Do the children know what they are going to School Behaviour and Discipline can be motivate them areas have you made  maintain good relationships with progress? Which areas need to learn from it? found at:

pupils, exercise appropriate authority, be further developed? *Do the children know if any follow up is https://www.education.gov.uk/publicatio and act decisively when necessary. - What strategies have you expected? ns/eOrderingDownload/DCSF-Learning-

used to establish good *Do the children know on what criteria their work Behaviour.pdf relationships with pupils? To is to be assessed? what extent have these been *Do the children know how this activity links with Advice on the use of force to control or successful? other work they have done or will do next? restrain pupils, and advice on physical - To what extent do you (adapted from Pollard 2002). contact in other circumstances is available consider classroom at: management issues when 2. Use the above questions to evaluate your own http://www.education.gov.uk/aboutdfe/a selecting learning activities, lessons. dvice/f0077153/use-of-reasonable-force organising groups and DfE guidance on anti-bullying can be 3. Identify the strategies you use to promote selecting resources? found - What challenging incidents positive learning and behaviour within your class. Identify what specific action could be taken for at: http://www.education.gov.uk/aboutdf have you been involved in? improvement. Discuss and compare these with a e/advice/f0076899/preventing-and- Are you able to identify colleague. tackling-bullying learning points from these The citizED website contains materials and incidents? 4. Evaluate in writing a recent lesson and consider resources useful for both Mentors and - To what extent do you the choices the pupils were encouraged to make. trainees at: www.citized.info provide clear instructions in How could you have increased pupil autonomy? class relating to their The Behaviour4Learning website provides expectations of pupil 5. Observe experienced colleagues. Note what relevant resources at: behaviour? happens in the first five minutes of the lesson and http://webarchive.nationalarchives.gov.uk - Do you follow up instructions the plenary, the way the timing is managed and the /20101021152907/http:/www.behaviour4 with positive reinforcement to way pupils are grouped. learning.ac.uk promote a positive classroom Write up what you have observed and what you The Learning Outside the Classroom ethos? have learnt. Manifesto can be accessed at: - How well do you work with http://www.lotc.org.uk/about/manifesto/ other adults to promote good 6. With your classes ensure that you know all the behaviour e.g. staff / parents? pupils’ names and the school’s code of conduct on DfE Advice on Health and Safety of Pupils both placements. Implement the policies and reflect on Educational Visits is available to on how effectively you are using them. Write up download at: your reflections for two classes in two different key http://www.education.gov.uk/aboutdfe/a stages. dvice/f00191759/departmental-advice- on-health-and-safety-for-schools The 7. Read, then discuss with your Mentor the subject guidance is due to be revised in summer specific health and safety policy within the department and the school. 2012. 8. Work with a more experienced colleague to The Field Studies Council and Association organise an off-site visit. Carry out a risk for Science Education joint publication The assessment /plan the learning activities and write up Initial Teacher Education and the Outdoor a report of the visit. Classroom is available to download at: www.field-studies- council.org/documents/research/ITE %20report.pdf

8 Fulfil wider professional How have you participated in 1. Collect policies in both placements and ensure Safeguarding responsibilities the wider life of the school, that you read the documents. Write a list of DCSF (2007) Safeguarding Children and  make a positive contribution to the beyond classroom teaching? questions that you will ask relevant staff about how Safer Recruitment in Education is wider life and ethos of the school - Are you aware of other the policies are implemented, communicated, available at: monitored and evaluated. https://www.education.gov.uk/publications  develop effective professional colleagues in the school who /standard/publicationdetail/page1/DFES- relationships with colleagues, can support them? Do you 2 Ask your Mentor to observe you focussing on 04217-2006 knowing how and when to draw on know when it is appropriate to your ability to apply and promote the school advice and specialist support approach them and what policies in your classroom teaching. Evaluate the The Sexual Offences (Amendment) Act support they can offer?  deploy support staff effectively outcome and set targets in agreement with your (2000), Section 3 is available at: - Do you understand how the  take responsibility for improving Mentor. http://www.legislation.gov.uk/ukpga/2000/ school is supporting teaching through appropriate 44/contents professional development, responding individuals with SEN, EAL or 3. Ask an experienced colleague/Mentor to observe to advice and feedback from other additional needs? Are you in a lesson where you are using questioning for Special educational needs colleagues you aware of pupils who are 5 minutes. DfES (2001) Special Educational Needs: ‘at-risk’?  communicate effectively with parents Code of practice (ref: DfES 0581/2001) is - To what extent are you able Do you: with regard to pupils’ achievements available at: to establish positive working https://www.education.gov.uk/publications and well-being. Use open questions? relationships with support /standard/publicationDetail/Page1/DfES staff, other teachers and Probing, supplementary questions? %200581%202001 senior teachers? - How successfully have you Allow for thinking time? The Special Educational Needs and integrated yourself into staff Disability Act (2001) is available at: teams in the school? Manage pupil’s misconceptions or say you will find http://www.legislation.gov.uk/ukpga/2001/ - How well do you engage in out if you don’t know /ask the pupils to research the 10/contents mentoring and coaching answer for homework. relationships? How do you In the feedback session reflect on what you learnt DfE Guidance on The Use of Force to manage feedback? Can you and how you might structure the session to Control or Restrain Pupils is available at: use such relationships to make maximise questioning as an assessment and http://www.education.gov.uk/aboutdfe/adv progress? learning opportunity. ice/f0077153/use-of-reasonable-force - What action have you taken 4. Find out the school policies on involving parents DfES (2001) Guidance on Access to to improve your teaching e.g. and carers in children’s education. How do these Education for Children and Young People accessing CPD? relate to your class policies? with Medical Needs (ref: DfES 0732/2001) - What do you understand is available at: about the role of parents in 5. Find out how all parents are kept informed of https://www.education.gov.uk/publications the phase you are teaching? their children’s progress in line with school policy. /standard/publicationDetail/Page1/DFES To what extent is working with How does this vary between the two schools? %200732/2001 parents an effective feature of Collect evidence. your practice? Are you able to DfEE (2000) Guidance on the Education identify challenges and further 6. Attend parents evening with the class teacher. of Children and Young People in Public opportunities to engage Produce a written evaluation. (Do this in both Care (ref: EDGUIDE) is available at: positively with parents? schools). http://publications.teachernet.gov.uk/defau - Have you prepared progress lt.aspx? reports for pupils and 7. Produce draft reports for parents with the PageFunction=productdetails&PageMode= attended parent evenings? support of an experienced teacher. publications&ProductId=EDGUIDE Can you reflect on these experiences to identify Employment suggestions for good practice? 8. At a Parents Consultation Meeting record the following: School Teachers’ Pay and Conditions Document 2011, updated annually, is Year Group: available at: Date: https://www.education.gov.uk/publications Relevant background information: /standard/AllPublications/Page1/DFE- What were your concerns prior to the Meeting? 00072-2011 What information did you give to parents? What data based evidence did you use to support your report on progress? The Health and Safety at Work etc Act Did you find parents to be generally receptive/ (1974) is available at: supportive/ cooperative/ defensive …? www.healthandsafety.co.uk/haswa.htm Did you encounter any difficult situations? Any other comments? DCSF and NASUWT (2009) School discipline: your powers and rights as a 9. Find out about the other professionals who are teacher can be accessed at: involved in the school e.g. teaching Assistants, educational psychologist, education social worker, http://lx.iriss.org.uk/content/school- police, Youth worker. Are they based in the school discipline-your-powers-and-rights-teacher and what are their working practices? Write a brief Tailored advice for trainee and newly summary of the contribution they make in qualified teachers, and links to Teacher supporting pupils and raising their levels of Support Network’s free practical and attainment. emotional support services are available at: www.newteachers.info 10. Work with other adults in the class ensuring that they are clear about their role and the learning objectives to be met in the lesson. What Curriculum mechanisms are in place for discussing pupils’ The National Curriculum website contains learning? To what extent do you involve additional the programmes of study, non-statutory adults in contributing to pupils’ assessment and guidelines and attainment targets for each record keeping? subject in the National Curriculum. It also includes information, links and materials 11. Keep a record of the different ways in which related to general teaching requirements you deploy other adults in your classroom and that apply across subjects. These include evaluate the effectiveness of the strategies you use. the inclusion statement, the use of language, ICT in the curriculum and health 12. Identify your strengths and areas for and safety: development and discuss with your Mentor. How http://www.education.gov.uk/schools/teach consistent are you and your colleagues’ views of ingandlearning/curriculum/ your progress and practice? Ofsted (2006) Extended Schools: A Report 13. Identify aspects of your work where teamwork on Early Developments: is involved including any working parties you may www.ofsted.gov.uk/publications be a member of in your two placements. The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is 14. Identify in writing at least three occasions available at: where you have worked collaboratively with http://webarchive.nationalarchives.gov.uk colleagues. Evaluate your contribution. /20070108153428/http://teachernet.gov. uk/educationoverview/briefing/currentstr ategy/whitepaper2005/teachingandlearni ng2020/

Appendix 1 Key Stage 2 Visit

In order to get the most benefit from primary school experience, you need to be well prepared and aware of recent developments within primary schools. Try to dip into at least one of the books below prior to your visit. Before your KS2 experience you should also go and look at the Primary Resources Collection in the Library.

References

Hayes, D, (2006) Inspiring Primary Teaching Learning Matters

Jacques, K. & Hyland, R (2007) Professional Studies: Primary and Early Years Learning Matters 3rd Edition, London: Learning Matters

Proctor, A (1995) Learning to Teach in the Primary Classroom London: Routledge http://www.primaryreview.org.uk

Purpose of Visit

For many of you, this will be your first opportunity to experience education from the perspective of the teacher, as opposed to that of a pupil. The primary setting is the best place to observe, and gain an insight to, the foundations of a child’s education. It will also provide you with essential knowledge about children’s attainment, in terms of their general educational experiences, as well as the current state of your subject in education. You will be more prepared, when you receive them in Year 7, as you will have an appreciation of their prior learning.

The specific objectives of the primary school experience are to develop your awareness of:

1. the role of the classroom teacher; 2. classroom environment; 3. the National Strategies (NLS and NNS) 4. attainment, assessment and recording at Key Stages 1 and 2; 5. the use of ICT; 6. the scope of content subject specific issues and other curriculum issues. 7. transition between primary and secondary school and the difficulties Year 6 children may encounter in the transfer.

You may be asked to complete Subject Specific tasks by your subject tutors.

What follows are some suggested tasks. You do not have to do these tasks but you could find them helpful in focusing your attention to particular aspects. If opportunities are not available to answer the following tasks, then please use your common sense to either replace the task with one that relates to the context you find yourself in, or discuss reasons why you may not have been able to fulfil the task.

Your responses to any of the tasks should go beyond pure description e.g. simply reporting facts or describing what you have seen. For the tasks to be of genuine value, you should critically reflect on what you have read, seen or heard and suggest possible reasons as to why this may be the case and consider how these things may impact on children’s learning or your performance as a teacher.

Be sensitive to the fact that you are a visitor in the school and be prepared to help out as much as possible in whatever way you can. Teaching and Learning Methods

You will no doubt observe Numeracy /Literacy lessons. This checklist could be used with discretion as a guide. You will not see all features in one lesson.

National Numeracy Strategy and National Literacy Strategy: Checklist of possible features

This checklist was devised by the NNS team to help with lesson observations. No single lesson will contain all the features listed, but you may be able to use the checklist to note aspects of teaching that you see in each part of the lesson. (You may well only see a few features in a particular lesson. This should in no circumstances be seen as a criticism of the teacher observed. They have used their professional judgement as to what is appropriate for their pupils at this stage of their learning).

In the introduction, the teacher:

 Gives a clear start to the lesson  Maintains a brisk pace  Provides a variety of short oral and mental activities  Asks a range of open and closed questions  Makes sure that all children can see the teacher clearly and take part in the lesson  Targets individuals, pairs or small groups with particular questions  Uses children’s responses to make an informal assessment  Makes sure any support staff give discreet help to certain children  Avoids disruption from too much movement of pupils around the room  Avoids running over time and moves smoothly to the next part of the lesson In the main activity, the teacher:

 Makes clear to the children what they will learn  Makes links to previous lessons or to work in other subjects  Tells children what work they will do and how long it should take  Tells children what, if anything, they need to prepare for the plenary session  Maintains pace and gives children a deadline for completing their work

When working directly with the whole class, the teacher:

 Demonstrates and explains ideas and methods using a board, flipchart, computer, overhead projector  Highlights new vocabulary, notation or terms and gets children to use them in their oral and written work  Involves children interactively through carefully planned questioning  Asks children to offer their methods and solutions for discussion  Ensures that children with particular learning needs are supported effectively with appropriate resources, wall displays or adult help  Identifies and corrects any misunderstandings or forgotten ideas  Uses mistakes as teaching points

When working directly with groups, the teacher:

 Has a manageable number of groups (usually a maximum of 4)  Gives a clear introduction to tasks  Sets clear time scales and expectations for the tasks  Ensures the degree of differentiation is manageable (for example by providing linked tasks on the same theme, usually no more than three levels of difficulty)  Ensures that children do not have to wait long for their turn  maintains all children’s interest and motivation and makes sure they are on task  sits and works intensively with one or two groups (does not flit among them)  makes appropriate use of any support staff or adult helpers  avoids interruption by making sure that those working independently know  where to find the resources  what to do before asking for help  what to do if they finish early

When working directly with individuals or pairs, the teacher:  keeps the children working on related activities, exercises or problems  targets individuals or pairs for particular questioning or support  encourages children to discuss and co-operate during paired work

In the plenary, the teacher:

 makes sure that there is sufficient time for the plenary  draws together what has been learned, highlighting key facts, ideas and vocabulary, and what needs to be remembered  indicates link with previous work or where the work is leading  brings the lesson to a close, reflecting on what has been achieved

General management Features:

 seating arrangements allow children to see demonstrations and resources clearly  resources and vocabulary have been prepared for use in the lesson  any classroom assistants have been fully briefed and are aware of their role Taken from ‘Numeracy consultant’s handbook’

Reflect on your observations

(a) Identify different ways in which children learn e.g. by listening, by copying, by experimenting etc. (b) Comment on the balance between teacher directed learning and situations where children work independently from the teacher. Consider, among other things, individual work, pair and group work. Consider also teacher exposition, pupil exploration, creativity and discovery, reading, writing and practical work. (c) How do teachers make effective use of other adults in the classroom? (d) How do parents contribute to teaching and learning?

Learning Styles

(a) Track 3 pupils, ideally a Level 5 pupil, a Level 4 pupil and a Level 3 pupil, engaged in the same activities and observe their approaches to learning. (Use the observation sheets) (b) Observe and make notes on how the teacher meets different learning styles of the children. (Use the reflection form)

Context for Learning

(a) Describe the profile of the class observed (b) e.g. What languages are spoken by children at the school? How is cultural diversity valued in the school? Are there even numbers of girls and boys? (c) How many pupils have recognised Special Educational Needs? Observe and make notes on how the school has high expectations of all pupils notwithstanding gender, ethnicity, language, religion (d) Give at least 2 specific examples of how the teacher takes account of the differing needs of the pupils in the class. Differing needs may be based on academic achievement, gender, cultural differences or language differences. (e) How do aspects of classroom management, such as seating, rules, organisation of resources, etc. promote teaching and learning (f) How does the classroom environment (displays, resources) encourage teaching and learning? (g) What systems are schools required to have in place for identifying and addressing Special Educational Needs?

Monitoring and Assessment at Key Stages 1 and 2

(a) Collect information on or relating to the monitoring and assessment of pupil attainment and the methods for recording and reporting pupil progress. (b) To whom are teachers and schools accountable? (c) Find out how often children are assessed in each of the subjects, and how. (d) Speak to your teacher about the SATs tests and their effectiveness.

Transition between Primary and Secondary School

(a) Discuss with teachers the ways in which the school prepares their pupils for the transition to secondary schools e.g. preliminary visit in the summer term, transference of SATs results, visits by secondary liaison teachers, by teaching the Transition Units etc.

Technology Enhanced Learning

(a) Record a variety of ways in which you have seen ICT used to enhance learning e.g. the use of computers, videos, web-based learning, etc. (b) Familiarise yourself with the ICT skills used by children in KS2

The Primary Curriculum (a) Obtain the class timetable (b) Calculate the percentage of time spent on each curriculum area, including that within topic work. (c) Familiarise yourself with the National Curriculum document for your subject area.

Creativity

(a) Do the teachers welcome the government decision to put creativity back on the agenda in the classroom? (b) With the recent emphasis on developing children’s literacy and numeracy skills, how have the teachers tried to ensure that children develop their creativity? (c) Does the school environment reflect and stimulate creative work? (d) Are there curriculum opportunities for subjects to combine meaningfully?

OBSERVATION FORMS

ANALYSIS OF OBSERVATIONS OF CHILD

Initial of child: Year group:

Setting or context:

Circle the ones that apply: boy girl SEN Bilingual/multilingual

What did this child already know?

What could this child already do?

What was this child paying attention to? How did the teacher/adult make the task interesting/relevant/meaningful to the child?

Did the child stay on the task? If so for how long?

What special strategies, if any, did the teacher use to support EAL children, SEN children, early learners?

What do you consider to be the next step for this child to either consolidate or extend his/her learning?

What have you learned from this observation? REFLECTING ON TEACHING What was the best lesson you saw? Describe and say why it was good.

Make a list of ways in which the teachers/other adults supported children's learning.

Make a list of things which the teacher/other adults did to extend learning.

Make a list of things adults did to manage children's behaviour.

Make a list of things adults did to make activities exciting, hands-on, practical, interesting, and relevant for the children.

Give an example of how an adult gave feedback to a child that clearly identified what the child had achieved and also indicated what the next step for the child might be. Appendix 2

Evaluating your lessons

A brief evaluation should be completed at the end of every lesson using the following structure

Short notes on:

3 things that worked well 3 things that need improving

A long evaluation should be completed at the end of a unit of work using the short evaluations to highlight any areas for development.

E.g. At the end of a unit of work you will have six plus short evaluations of the lessons. Lay them out and analyse the comments. What are you doing consistently well?

What is emerging as an area for improvement /further development For example of the six + evaluations, if four show that the plenary is not working, you will need to adjust your planning to address this.

Evaluation questions to be used for short and long evaluations.

 Identify three things that went well and say why you think it went well e.g. What did the children learn? Pupil responses to the activities set.

What did you learn?

 Identify three things that didn’t go well. Can you explain why? e.g. You ran out of time. You hadn’t considered individual learning needs sufficiently. The lesson lacked pace because you spent too long on the introduction. You didn’t assess what had been learnt before moving on.

You didn’t ‘model’ what you wanted them to do.

Consider how you will adapt your planning to address the areas for development.

Consider with your Mentor what aspects of your teaching you will need to focus on for development.

For a longer evaluation use these headings and write a reflective account of the lesson.

 My teaching

 Pupils’ learning

 Future planning

Remember - evaluations are only useful if they are used to inform your future planning. Appendix 3

Developing collaborative group work

Standard 29(e) manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

Collaborative group work needs to be carefully planned and will be structured in different ways according to the subject/environment etc. You should use paired work and small group work (3 students) and plan this carefully to take place for a short period of time (5 mins) in a lesson as a start. After the lesson, reflect on this experience identifying what you learnt and what the students learnt before planning a ten minute collaborative exercise for a future lesson.

Suggested stages to developing group work.

These statements are indicators, describing the ideal.

The most important questions you need to consider before the lesson are listed at the end of this document.

The observer needs to consider what the children have learnt as a result of engaging in group work and which of the following was planned for and implemented in the lesson?

The Room/Lesson Set-Up

 The furniture (chairs, desks, tables) in the room is set-up to facilitate group work  Lesson planning that includes preparation, and organisation to facilitate group work is evident.  Previous student’s group work is clearly displayed in the room.  Materials for activities are prepared, distributed efficiently and the IWB and IT resources set up.  Supplementary handouts/materials are available.

Use of Small Learning Groups

 Ground rules for working as a group are agreed and expectations regarding work and behaviour are effectively communicated.  The trainee provides time and direction for individual thought prior to group discussion.  All group members participate to the best of their abilities in discussions/activities.  Students treat each other and their ideas with respect.  Each member of a group has a specific, observable task and responsibility.  Groups remain on task with or without the presence of the student/trainee.  The group discussion/activity was integral to the purpose of the lesson and students understood its purpose and what was expected of them.

Teacher Interaction with Pupil Groups and Individuals

 The trainee circulates from group to group asking probing questions.  The trainee was able to work with individual groups and pupils without losing sight of the entire class.  The trainee provided individual attention when appropriate. (discipline problem, non-participation of group member)

 The trainee comments to groups provided minimal yet sufficient information to successfully complete their task(s).  The trainee observes, listens, and redirects questions and problems back to the groups rather than simply providing answers.  The trainee provides adequate feedback, reflections, encouragement on the groups’ efforts and progress.

Questions you should consider before planning to use group work in your lessons: What is it I want pupils to Know, Understand, Do?

How much time will I allocate to group work in the lesson?

What resources will I need. E.g. role cards, prompt sheets, visual aids ?

What will I do to ensure that the pupils understand the purpose and objectives of group work?

How will I introduce the activity to pupils?

How will I form the groups?

How will I monitor the pupil’s interactions and learning?

How will group work support pupil’ learning and achieve the lesson objectives?

E.g. Will collaborative group work for this topic support pupil achievement more effectively than setting individual work?

What problems/challenges do I expect?

After the lesson:

How will you use the evaluation of the lesson to develop group work further?

What have you learnt from using group work in your lessons? Appendix 4 Lesson Observation Activities (adapted from University of Birmingham)

Structuring Pupils' Activities

Useable in any lesson. It asks you to reconstruct the teacher’s lesson plan from watching the lesson. The following notes are only for guidance. Look at the examples on the back.

Learning activities: checklist

The teacher lectures

The teacher demonstrates

The teacher reads to the class

The teacher engages in whole class discussion

Pupils copy from the board or other source material

Pupils compose their own written notes

Pupils carry out structured exercises using a worksheet

Pupils carry out practical work/fieldwork Pupils watch video, slides or TV programme

Pupils listen to tape or radio programme

Pupils search for information in library/resource centre

Pupils are engaged in small group work

Now use the categories to complete a time chart for the lesson.

In the next column judge the interest/involvement of the class on a scale of 1 (least) to 5 (most)

The purpose of this activity is to compare the structure of the lesson with other lessons that colleagues have observed.

 Can you find any common patterns in lesson structures?  What differences are there between pupil-centred and teacher-centred activities?

Draw up a list of implications for your lesson planning and be prepared to report these. Lesson Lesson Lesson Lesson Lesson Lesson Lesson

Time example

(mins)

 Class

Pupils Enter interested

Register

Pupils Question restive Answer 

P Interested

Board Easily Copy

Controlled

Question

 Answer

Control easy

P. Learning Equipment

collect

 Practical

Some pupils finish early and ?? Activity interest 

Control Pack good away

P. interested

Conclusion

Dismissal Discipline and Control

There are six different activities here.

1. Attention-getting

 Note down the different ways in which the teacher gets the class’s attention.

1* The wording of instructions such as: “Right 3B”. “Pens down and look this way.” (write down exactly what the teacher says). 2* Note any voice changes. 3* What about silence and meaningful looks? 4* Note all actions linked to gaining attention. 5* Note the position in the room when gaining attention.

 In the context of this lesson, which techniques were most effective?

Make a list of all the techniques you have seen.

2. Transitions from one activity to another are critical points in a lesson so far as discipline and control are concerned.  Note at what points in the lesson transitions occurred; how long is allowed for each activity. Produce a chart.  Record the length of time taken to effect the transition.  Note what action the teacher took to effect the transition.  Note the pupils’ behaviour at the point of transition.  How were the transitions managed?  Are some transitions harder to control than others?  What are the implications for your own practice?

3. Vigilance Good discipline is greatly helped by preventative measures, which often depends on being vigilant.

 Watch the teacher’s eyes for 5 minutes.

6* Whom or what does s/he look at? 7* When? 8* With what effect? 9* Why?

 Can you see any patterns in eye movements?

 How often does s/he use sound as a clue that an incident needs attention? 4. Pupil Misbehaviour

Select at least one incident involving pupil misbehaviour?

 Describe the incident.  Record the teacher’s response.  Note the effect of the teacher’s response and the outcome.  Do you think that the pupils usually behave like this?  What factors influence the way the teacher dealt with the incident?  What are the implications for your own practice?

5. Praise and Reward

Make brief notes on

 The teachers use of praise or reward  The effect of praise on pupils in the examples you choose  Draw up as extensive a list as possible of ‘praise statements’ and rewards you encounter (this may be a longer term project – perhaps over a week).

6. Classroom Rules

 List any rules which seem to be operating within the classroom, e.g.  pupils must put hands up to speak  permission needed to move from desk  pupils allowed to talk (or not) while writing

 How does the teacher deal with any infringements of these rules?  How consistently are the rules applied  How would you establish such rules?

Rules need to be kept within reasonable limits! D i f f e r e n t i a t e d Te a c h i n g

This activity attempts to focus on teaching groups with a wide spread of ability. Many of the skills useful here are difficult to observe in single lessons, especially when you do not know the pupils in the class. So you might need to follow a class for some time to see the patterns.

1. Pupils’ Activities

 Write down the work the pupils do during the lesson.

 Do all the pupils do the same work?  If not, is there any indication as to who does what and why?

 Is there any progression of activities in the work of the lesson? (e.g. do they get harder?)

 How much variety is there?  Are the questions graded in difficulty?  Are all the pupils expected to answer all questions?

2. Resources  What resources are in use in the lesson?

 Are all pupils using the same materials?  If not, what do you notice about the differences?

 What resources are available in the classroom?

 What can you deduce about the way the teacher organises the provision and use of resources?

3. The Teacher

 Does the teacher direct different kinds of questions to different pupils?

 Write down verbatim three interactions between the teacher and a pupil which may illustrate different demands being made of different pupils.

 Does the teacher appear to have different expectations, approaches or standards for different pupils?

For each of the three activities try to tease out, through discussion, the implications for your own teaching.

4. Watching Individual Pupils Before the lesson, ask the teacher to identify for you:

 one of the brightest pupils in the class  one of the least able pupils in the class  one of the average pupils in the class

Pay particular attention to these three pupils.

 Note any difficulties or successes they seem to have with their work.

 Note how interested they seem to be in the work.

 Observe the kind of interactions they have with other pupils. Do they offer to receive help from other pupils?

 How much do they participate in the lesson? E.g. do they answer questions, initiate ideas, etc.

 Note any interaction they have with the teacher. Are there any differences?

 Note down anything else you notice about these pupils.

 What ways has the teacher found most useful for helping the most and least able?  How well was the work geared to their needs? Did it stretch them sufficiently? Could they cope with it?

What are the implications for your own teaching? Group Work

There are 5 different activities here.

1. Constitution of Groups:

When group-work starts:

 How are the groups formed?  Who decides on their composition.  Are the groups mixed/single-sex?

2. Content of Work:

 Material in use (What is the nature of the resources?) Textbook Audio-visual

Teacher introduction Practical

Information sheets (specific school or commercially produced)

Other (specify)  Use made of materials (How are the resources used?) Individual writing Group writing

Discussion Role-play

Practical

Other (specify)

3. Group Work in Relation to Whole Lesson

 Time: proportion within lesson, place in lesson. (near start/end)

 How was group-worked introduced? E.g. teacher talk, other specified stimulus material.

 What happened at the end of group-work? E.g. verbal/written report for rest of class, individual record.

 What seems to you to be the reason for group-work?

4. Teacher Relationship with Each Group  Moving around. Plot the groups on a classroom plan. For ten minutes track the teacher’s movements between groups indicating how long is spent with each group. Try also to note teacher vigilance of other groups while attending to any one group. How is the teacher orientated with respect to the rest of the class?

 Classify teacher interactions with groups over this period, perhaps by counting instances.

 How much interaction was:

 Social?  Disciplinary?  Non-verbal?  Help with subject matter?  Other?

 How much was the group-work structured by the teacher? E.g. structured/open ended questions.

 What is the teacher’s role in relation to the groups?

5. Social and Academic Interaction within a Group

 Observe one group for 5 minutes. Plot the group and keep a record of who speaks in turn.

 Who are the dominant members?  Does anyone miss out?  What was the group doing during this time?  Do pupils appear to enjoy group work?

 You might start the nature of the interactions. Draw up a plan to show members of the group. Draw an arrow joining as from the speaker to the spoken to, for each utterance. Time cook the arrows. Do any patterns emerge? On another occasion you might like to cook the arrows, perhaps with:

 R – reasoning (on task)  C – chat  A – assertion (on task)  F – functional (on task) (e.g. pass the rules).

What implications can you detect for you as a teacher? Writing

Consider two or three writing tasks set at different times.

1. What was the exact task set?

2. What seems to be the teacher’s main purpose in setting the task? E.g. testing? developing imaginative sympathy? control? practise? thinking?

3. Do the pupils know what the writing is for? E.g. exam revision? future reference? Other? Is the task itself clearly defined?

4. What precedes the writing? How much preparation is given? Of what kind?

5. What demands does the task make on the pupil? e.g. Is it largely copying? Weighing evidence? Original thought? Imaginative? Recording? Arguing? Other?

6. Who is the audience? Teacher? Other pupils? Self? Others?

7. Is the writing expected to be in finished form? Will it be revised?

8. Time taken over writing task. 9. Was it completed within the lesson time available? If not, when was it to be finished?

10. Any other points.

What have you learned so far about writing that has implications for your work with pupils? Marking

It may be possible to look at examples of marked work during a lesson, but it is probably more satisfactory to carry out this activity outside the classroom. Give two or three examples for each of the questions below. Subsequent discussions will attempt to tease out implications for your marking strategies.

1. The teacher’s written comments at the end of a piece of work

 How are these written?

 to encourage the pupil?  to be constructive?  to acknowledge effort?  to register attainment?  to do other things?

 If a system of grades/marks accompanies the comments, what system is used?

 What seem to be the advantages and limitations of the system?

2. The marking of errors  What types of mistakes in spelling, punctuation and expression are marked?  How are these indicated? E.g. with a symbol/the correct form/any explanation?  What proportion of errors is marked?  How are subject specific errors indicated?  What proportion of subject specific errors is marked?  Describe the aesthetics of marking. (i.e. pen/pencil: margin/in text: clarity: density).

3. Other points

 Find out the part played by:

 discussion with a pupil in the marking of his/her work  verbal comments to the class as a whole

 What is the school system for recognising excellence/individual achievement?

Using the evidence that you have collected, what is the school’s marking policy? Teacher Movement, Gesture and Voice

Watch the teacher closely and jot down brief notes under the following headings.

1. TEACHER MOVEMENT At appropriate moments in the lesson how did the teacher move about? What was the purpose of this movement? 2. TEACHER GESTURES Did the teacher use gestures (hands, body, head, face) to convey extra meaning? Give examples.

3. TEACHER VOICE Did the teacher vary speed, volume and expressiveness of speaking? Was this related to specific points and were these used in conjunction with the activities? 4. FOCUSING Did the teacher stress important points by words like watch this; listen carefully etc? Make a list of these instances.

5. INTERACTIONS Did the teacher vary the kind of pupil participation (teacher-class; teacher-pupil; pupil-pupil) 6. PAUSING Did the teacher use pauses to give the pupils time to think, to pay attention, to emphasise a point?

7. ORAL/VISUAL SWITCHING Did the teacher use visual material in such a way that the pupils must look to get this information, not listen? 8. ENTHUSIAM Did the teacher convey enthusiasm for the subject generally and the lesson being taught? How did they achieve this? Questioning (Distribution of Questions and Responses)

10* Make a large seating plan of the room and mark on it where boys and girls are sitting.

11* Using a simple tally system, indicate each pupil who responds to a question. See example

For example

|||| || ||||

B G G  has answered 5 questions

What implications can you derive for your own teaching?

What differences can you find in who responds to a question?

What differences can you find in who is directly asked by name to answer a question?

 Wait time. Some research suggests that the length of time that the teacher waits between asking the question and expecting pupils to answer has an impact on the number of pupils able to answer and the quality of the response.

 What evidence can you provide from your observations that relates to this issue. Pupil Response to Task

This activity focuses on watching pupils in the class

12* “Number” the pupils round the room: useful to construct a rough seating plan showing numbers.

13* Every 10 minutes record whether each pupil is

 On task (T)

 Off task (OT)

 Talking to others (TG)

 Out of seat (OS)

14* Record this in a chart as follows:-

Pupil No. 10 mins 20 mins 30 mins 1 T TG 2 T T OS 3 T T T 4 T T T

15* Consider the data collected from both

 the point of view of each pupil  the phases of the lesson.

Discuss the data to tease out the implications for your teaching. Pupil - Teacher Interaction (Verbal)

This activity focuses on teacher talk and it would be good to carry it out during a question/answer session.

16* Construct a large seating chart of the lab. Record where pupils are and if they are boys or girls. Mark on the position of the teacher. 17* Devise a set of symbols to denote verbal interaction e.g. :-

 + teacher praise  – teacher

criticism

 ? teacher question

  pupil volunteered correct response

 x pupil volunteered incorrect response

 ? pupil question

18* Show repeated interactions by crosses on the first arrow

For example TEACHER

B B G G B B ?

B B B B G ? G

G G B ? G B

G G G G B B

G G G G B - B

19* If the observation proves too demanding to sustain throughout the lesson, do 10 minutes ‘on’ and then 10 minutes ‘off’ throughout the lesson. 20* Consider the data in a range of ways e.g.

 the areas of the room where inter-action “happened”  any differences between boys and girls  any difference between individuals.

What are the implications for your teaching? Group Work (A Teacher’s Role)

Look for the different roles that teachers play in a lesson

Frequency

Role of the Teacher Used Frequently Used Once Not Used or Twice

Motivator

Facilitator

Consultant

Discipline Agent

Instructor

Questioner Setter of Social Climate

Organiser

Other (specify)

What are the implications for your teaching? Questioning (Types of Questions)

Familiarise yourself with the following categories of questions. There are many possible categories and this is just one example.

Question type Explanation a data recall Requires the pupil to remember facts, information without putting the information to use, e.g. ‘What are the question four rules of number?’

a naming Asks the pupil simply to name an event, process, question phenomenon etc without showing insight into how the event etc is linked to other factors e.g. ‘What do we call ‘C the set of bones which cover the lungs?

O S an observation Asks pupils to describe what they see without attempting to explain it, e.g. ‘What happened when we E question added litmus solution to hydrochloric acid?’ D’

a control Involves the use of questions to modify pupils’ behaviour question rather than their learning, e.g. ‘Will you sit down, John?’

a pseudo- Is constructed to appear that the teacher will accept question more than one response, but in fact he/she has clearly made up his/her mind that this is not so, e.g. ‘Do you feel beating slaves was a good thing, then?’

a speculative or Asks pupils to give reasons why certain things do or do hypothesis not happen, e.g. ‘Imagine a world without trees, how generating would this affect out lives?’ question

‘O P a reasoning or Asks pupils to give reasons why certain things do or do analysis not happen, e.g. ‘What motivates some young people to E question get involved in soccer violence?’ N’

an evaluation Is one which makes a pupil weigh out the ‘pros and question cons’ of situation or argument, e.g. ‘how much evidence is there for the existence of an after-life?’

a problem Asks pupils to construct ways of finding out answers to solving question questions, e.g. ‘Suppose we wanted to discover what prompts birds to migrate, how could we go about it?’

‘Closed’ demand shorter answers, less thought and little competence in language use by the pupils. ‘Open’ are clearly more demanding.

21* On the following chart, use a tally system to record the number of instances of each type of question.

22* If working in a pair, you could divide the categories between you.

23* If the observation is too demanding to sustain, observe in 10 minute shifts.

Type of Question Instance

Data Recall

Naming

Observation

Control

Pseudo Question

Speculative

Reasoning Discriminatory

Problem Solving

What patterns do you detect from comparing your findings with other pupils who have observed other teachers? Routines

Watch closely and make notes on each of the following activities in a lesson. Can you work out the teacher’s system?

 Classroom entry (How do pupils come in? How do they get seated?)

 Registration (How do pupils answer?)  Lesson aims (How are pupils informed of these?)

 Late arrivals (What action do pupils/teachers take?)

 Lesson starts (How does the lesson begin?)  Gaining attention (What does the teacher do/say to get attention?)  Movement of class to the front (How is this achieved? What instructions are given?)

 Lesson aims revisited/reinforced (How does the teacher check that aims have been achieved?)

 Lesson end (How is the lesson concluded?)  Dismissal (What evidence is there of routine here?)

 Checks for a tidy room (What strategies does the teacher use?)

 Post lesson activity (Is the board cleaned? Stools up at the end of the day? Pupils who remain behind) What are the implications for your practice? Lesson starts and lesson ends

In recent years there has been more of a focus on the start and end of lessons. It is now common to hear teachers talking about ‘3 part lessons.’ Two of these parts are the ‘start’ and ‘end’.

a) Lesson starts Write down verbatim a selection of the utterances made by the teacher.

What patterns, if any, are there in what the teacher says? How do they compare with those found by your colleagues? b) Previous knowledge How does the teacher find out what pupils already know? (Some books call this ‘refocus’)

What strategies does the teacher use to involve pupils?

How can these strategies be developed to involve all pupils? c) Lesson aims How does the teacher express these?

How do the pupils interact with them?

Write 2 aims down verbatim? (What patterns do you see?) d) Pupil involvement How long from the start of the lesson before all pupils are actively involved:

What form(s) of pupil involvement are used:

e) Short sharp start What techniques are used to grab pupils’ attention? Lesson ends a) Time for planning session How long is devoted to this section of the lesson?

b) Teaching and learning What teaching and learning activities are used?

c) How are the lesson aims revisited? d) Assessment How does the teacher access the learning that has gone on in the lesson? (This may not always be at the end and may have occurred in the main bulk of the lesson).

How does the teacher find out how many in the class have achieved the aims. e) Homework What routines are used to set homework?

f) Dismissal How does the homework relate to the lesson?

Share the observations from all these activities with your colleagues and identify the implications for your own practice. What advice would you give to your colleagues based on your observations, about the best ways of starting and ending lessons? Pupils’ attitudes and behaviour

It is difficult to base judgements on a single lesson and some tasks here require you to look at pupil exercise books. Base your judgements on the evidence you are able to see.

In general: Virtually Most Some Relativel Insufficie all pupil pupil y nt pupils s s evidence few pupils

Pupils show an interest in learning the subject and have positive attitudes towards it

They listen attentively to their teachers and to each other

They answer questions willingly, explaining and demonstrating their ideas clearly using subject-specific vocabulary

They present written and graphical work carefully

They concentrate and try hard, even when the work is demanding

They show some initiative and can plan and organise their work without direct supervision; for some of the time they work independently

They respond positively to suggestions for improving their work

They complete homework tasks conscientiously

What sorts of evidence did you use to judge a) pupil attitudes and b) behaviour? What could be done? List up to three action points to improve pupils’ attitudes and behaviour