School of Education In Partnership with Schools
Primary School Based Activities
These activities are not compulsory. You may want to undertake them to strengthen your evidence in relation to a particular Teacher Standard. Your Visiting Tutor of mentors may direct you to undertake certain activities as part of your development. These activities can be accessed in the School Based Activities folder in the e-portfolio. There is a folder 'Pedagogy and Practice' on the e-portfolio which contains further booklets that can support your development.
School Based Activities Teachers’ Standards PSHE 1, 8, Part 2 Prevent 1, 8, Part 2 SEND 1 5, 8 SEND 2 1, 2, 5 Digital Literacy and Learning Technology 4, 6, 8 Assessment and pupil tracking 2, 6 Being a Teacher and Learner 4, 8 Planning for behaviour 1, 7 Diversity Matters 1, Part 2 School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity PSHE Activity 1. Read the school policy on PSHE. 2. Meet with the PSHE coordinator in your school and find out how your school meets the legal requirement for PSHE and Sex and Relationships education. Find out how the PSHE Programme is delivered to each Year group. 3. Observe a PSHE session being delivered and make notes. 4. Investigate the PSHE pages of the DfE website https://www.gov.uk/government/publications/personal- social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education 5. Discuss your findings with your teacher mentor. Outcome understand how the non-statutory programme is delivered in your school
Standards 1; 8; Part 2
What I learned (continue on additional sheets) School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Prevent Activity 1. Read the school policy on the Prevent duty. 2. Complete the Prevent awareness raising training (it takes about 25 mins) http://course.ncalt.com/channel_General_Awareness/01/index.html 3. Print off your certificate at the end and add to your evidence bundle. Outcome Be able to identify factors that make people vulnerable to radicalisation
Standards 1; 8; Part 2
What I learned (continue on additional sheets if needed) School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity SEND 1
Activity
The resources are found at www.complexneeds.org.uk/choosemodule.aspx
Do not download these resources, but use them on-line.
These training materials cover the following areas of special educational needs and disabilities (SEND): Severe learning difficulties (SLD) Profound and multiple learning difficulties (PMLD) Complex learning difficulties and disabilities (CLDD) Most of the children that you will see in these resources have special educational needs. You could meet children and young people with any of these needs in the mainstream school setting(s) in which you are training. Read through the following subunits and complete the tasks
Module 4.1 Working with other professionals Units 4, 6, 7, 12, 13 Look at links where they are applicable to you or you feel you need to know more
Then ask the SENCO in your school: what their job involves
And ask a teaching assistant: what their job involves
if you can look at the IEP or other personalised learning plan of a learner with whom they work
if you can observe them working with the learner to see how they put the strategies into action
Record your reflections from your reading, interview and observation
Outcome
recognise the role of SENCo in your school recognise the role of teaching assistants and how they can be involved in supporting learning of statemented pupils be aware of how IEP or other personalised learning plans are used to effectively personalise provision for learners recognise role of teacher in providing feedback for the evaluation of IEP or other personalised learning plans
Standards 5; 8
A summary of all the resources at www.complexneeds.org.uk/choosemodule.aspx is on StudyNet and the SEND resources folder on the e-portfolio (SALT) School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity SEND 2
Activity
The resources are found at www.advanced-training.org.uk/choosemodule.aspx
Do not download these resources but use them on-line.
Read through the following units and complete the tasks
Module 4 Specific Learning Difficulties Units 10 to 16 Module 3 Behavioural, Emotional and Social Difficulties Unit 15 Look at links where they are applicable to you or you feel you need to know more
Record your reflections below
Outcome
1. Know specific strategies for teaching pupils with dyslexia and ADHD 2. Be able to differentiate planning successfully using material already available
Standards 1; 2; 5
What I will do in my setting as a result of completing these tasks:
A summary of all the resources at www.advanced-training.org.uk/choosemodule.aspx is on StudyNet and in the SEND resources folder on the e-portfolio (Lamb) School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Digital Literacy and Learning Technology
You will need to use digital literacy and a range of learning technologies in your classroom teaching and for professional and administrative purposes.
What is Digital Literacy? The ability to read and create digital media presented on paper, interactively on a computer screen or as a large screen movie. The media will include combinations of text, images, video, animation and sounds. The ability to select and use the most appropriate software for a particular purpose. e.g. when creating a presentation to distinguish between word processing, desktop publishing and presentation software such as PowerPoint and PREZI. Understand and assess the reliability, validity and bias of information from different sources and discriminate between them. Understand the nature of an individual’s digital footprint when using various information sources and social networking sites. To be able to use on-line information, resources and facilities safely and securely. E.g. social network sites, file sharing sites and sites offering financial transaction facilities.
What are Learning Technologies? Learning Technologies are any technology (usually digital) that is used for a learning purpose.
Activity Identify an aspect of digital literacy or a learning technology skill that you need to develop in order to advance your teaching or your administrative abilities. Plan how and when you will develop this skill Evaluate your use of your new/enhanced skill Outcome Know ways to develop digital literacy and learning technology skills further Be able to evaluate effectiveness of new/enhanced skill
Standards 4, 6, 8
Evaluation School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Assessment and Pupil Tracking Activity Read Chapter 13, The Art of Juggling, Monitoring, Assessment Recording and Reporting in Grigg, R (2014) Becoming an Outstanding Primary School Teacher, 2nd Ed
1. Tracking pupil progress at school level (a) Ex t ern a l d a ta You will need to arrange a time to meet with a suitable member of staff to discuss and review how the school uses national data. The data sets include RAISEonline, Fisher Family Trust, Ofsted Data Dashboard, and League Tables. What are the benefits and limitations of these data sources? How does this data impact school policy/targets? How do Ofsted use this data as part of their school inspections? (b) I n t e r n al d ata What data is collected from staff about pupil attainment? How often? In what areas/subjects? What data does the school use to track the performance of pupils throughout their time at the school? Are there targets (formal or informal) which the school aims to meet in terms of pupil attainment/pupil progress? What different groups of pupils are tracked (e.g. free school meals, minority ethnic)? How is this data used to identify individuals or groups that are over/underachieving? What strategies are employed by the school to “close the gap” in attainment for underperforming children/groups? How does the school measure the impact of this? Does the school receive pupil premium payments? How is this used? What is the impact? How is attainment/progress data linked to staff performance targets?
2. Attainment and progress data which is made available to parents What are the different mechanisms, formal and informal, used to keep parents informed of their child’s performance? What is the school’s perception of what parents want to know and how they assimilate the information they receive? In what form is information presented (eg quantitative data and/or qualitative?). Are parents informed about attitudes to learning as well as outcomes? What language is used for this?
Ask for a copy of a child’s report from your school and read through it. What are the key messages within the report and how is it structured? Organise a time to meet with an appropriate member of staff to discuss the report writing process. Discuss the ‘dos and don’ts’ of report writing. How does the school decide when and how to report to parents? Identify with your mentor a number of suitable children (up to 3) and write a draft report for them. Share this with either your mentor or head to discuss your experiences and receive feedback on how to develop your report writing further.
3. Summative Assessment Organise a suitable time to meet with your class teacher/mentor to moderate a sample of children’s work. Discuss with the teacher the processes they go through when assessing a child’s work/progress. What assessment framework does the school use? How often is a child’s attainment assessed, against what criteria and in what subjects/areas? Is this work part of usual classroom activities (or general observations by adults in EYFS), or are particular pieces of work/scenarios set for the purpose of summative assessment?
How are the outcomes of this summative assessment shared with pupils? Parents/carers? What are the issues around transitions between key stages (e.g. a child moving from an infant school to a junior school, or a child moving from KS2 to KS3)? How do schools communicate with each other to pass on assessment data? What issues arise? School of Education In Partnership with Schools
Outcome Be familiar with the assessment strategies within your school Know how to use assessment data and pupil tracking to evaluate the effectiveness of teaching and to monitor progress of learners and raise attainment levels
Standards 2; 6
What I learned School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Being a Teacher and Learner Activity
Observe a colleague's lesson and record your thoughts on Trainees Observation Form (TOF) in the (School Based Activity folder) on the e-portfolio.
Outcomes
Observe a lesson using a structured observation form as a way of supporting your initial reflections
Standards 4; 8 What I learned School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Behaviour Activity 1. Read and annotate or highlight your school policies on behaviour 2. Targeted observation of a colleague using Focussed Observation Form: for relationships and behaviour in the resources 3. Read Chapter 12, Behaviour Management in an Outstanding Primary School Teacher, 2nd Ed. Outcome
Identify how the school policy was applied in this lesson. Be familiar with the appropriate way to deal with a range of behaviour within your school.
Standards 1; 7
What I learned School of Education In Partnership with Schools
Enter this activity onto your Long-term Training Plan School Based Activity Diversity Matters Activity
Plan, teach and evaluate a lesson (or part of a lesson) addressing a diversity issue with your pupils. This may be in tutor time, PSHE or as an aspect within your own subject area.
Outcome
understand how you can develop learners’ wider understanding and appreciation of social and cultural diversity
Standards 1; Part 2
What I learned