School Direct Handbook and Policy Primary and Secondary Courses September 2020

Stour Vale Academy Trust: School Direct Handbook and Policy

Stour Vale Academy Trust: School Direct Handbook and Policy

Aims and Objectives

The Stour Vale Academy Trust (SVAT) is a group of schools which provides a unique teacher training experience across the different specialisms and school phases. The lead teaching school in the Trust is Redhill School in Stourbridge. Stour Vale Academy Trust is home to a group of schools with quality teaching and learning at its core. Our schools are:

• Newtown Primary School, West Bromwich • Northfield Road Primary, Netherton • Olive Hill Primary Academy, Halesowen • Redhill School, Stourbridge • Ridgewood School, Stourbridge • The Earls High School, Halesowen

Our reputation is built on high quality teaching and learning that is centred on principles of knowledge, inquiry and challenge. Learning is our passion and we want our trainees to share this passion. School Direct trainees will quickly become an integral part of a supportive and aspirational environment that is committed to outstanding outcomes for all. With an exciting and comprehensive training programme which delivers up-to-date pedagogy alongside proven and practical skills for use in the classroom, our vision is to ensure all trainees are given the best possible start to their teaching profession. Our experienced and talented mentors will guide students through the course and ensure that their time with us is challenging, rigorous, rewarding and, more importantly, enjoyable!

• We offer school direct (unsalaried) placements across a range of schools, including primary and secondary. • We work closely with the University of Worcester, University of Wolverhampton, and Haybridge Alliance SCITT as our PGCE accreditors, and all our courses award a Postgraduate Certificate in Education (PGCE) to all successful trainees. • We are proud to boast a 100% employment rate for all our trainees1.

1 Figures from 2018-2019 cohort

Stour Vale Academy Trust: School Direct Handbook and Policy

Our aims are:

• To ensure that ITT is an integral part of the life of our teaching alliance. • To promote the involvement of other schools in ITT. • To provide quality ITT that will give trainees the experiences necessary to fully meet the standards set out by the DfE. • To create opportunities for all staff to develop through reflective practice and to value and share their expertise. We believe we have a responsibility to all School Direct trainees to ensure their entitlement to:

• Access to teaching opportunities in line with the Professional Standards for QTS. • A balanced and fair timetable. • A chance to reflect on pedagogy. • Training development. • A comprehensive induction programme. • Feel respected and valued for their expertise. • Extensive support and care throughout their placements. • Attend extra-curricular events and after-school (e.g. parent’s evenings, wider school celebrations etc.)

The staff responsible for School Direct/ITT provision at Stour Vale are as follows:

• Head of Teaching School – Lance Hanson • Leader for Teacher Training and Development – Tom Holder • Executive Leader for Schools and Primary ITT Consultant – Rachel Salter • Teaching School Administrator – Louise Broxton

Stour Vale Academy Trust: School Direct Handbook and Policy

Roles and Responsibilities Across the Stour Vale Academy Trust and its alliance schools we are able to draw on a wealth of talent and experience to provide outstanding mentoring support to our initial teacher trainees. We believe that it is our responsibility to ensure all trainees leave the course with the relevant skills and qualities required to make them outstanding teachers and professionals. Trainees are individuals, each with their own needs and, as in all walks of life, they will each have their own skills, talents and degrees of aptitude. Each will also come with differing levels of experience. We do not expect trainees to join us as the finished article: the training year is a process, a journey that will be different for everyone. It is therefore incumbent on us all – professional mentors, subject mentors, the host department and all colleagues who will work with our trainees – to provide support and guidance so that the training year is a successful one. We believe passionately in the integrity of our profession and the teachers of today have a role in the development of the teachers of tomorrow. The following roles and responsibilities are offered as guidelines for good practice.

The host school The benefits to a school of being a teacher training provider are tremendous. It provides an influx of talented and enthusiastic individuals who bring new ideas and fresh perspectives on education. The cumulative effect of this is:

• to provide existing staff with opportunities to develop their own practice as mentors. • to develop their own expertise through continued reflective practice. • to make staff feel valued for their expertise. • and to build links with Teacher Training institutions ensuring staff are exposed to the latest educational developments.

Stour Vale Academy Trust: School Direct Handbook and Policy

In return, schools will:

• provide a safe and nurturing environment to enable the trainee to fulfil their potential. • ensure trainees are given the same status in the school as all other professionals. • provide the necessary statutory support and training (e.g. safeguarding, General Data Protection Regulation [GDPR)], including ensuring DBS clearance. • ensure professional and subject mentors are provided with the necessary support to carry out their responsibilities. • provide adequate space for trainees to work in order to fulfil the requirements of the course.

Initial Teacher Training (ITT) is a shared responsibility. All staff play a part in ensuring that the ITT experience is successful and of benefit to trainees, children and school staff alike.

“The Role of Other School Colleagues, including Support Staff and School-based colleagues not directly involved with the training of a particular trainee should be made aware of the nature of the Initial Teacher Training by the professional and subject mentors. They should also ensure that school-based colleagues are aware that a trainee is a member of staff and that he or she has a role in supporting the whole school context in which he or she will work.” 2

The host school / department will:

• provide an environment in which the trainee will feel supported, both professionally and personally, throughout their training year. • ensure that trainees have access to all appropriate resources in order to deliver quality teaching and learning experiences to their classes. • support the subject mentor in order for them to carry out their role. • provide alternative provision should the subject mentor be unable to fulfil their role.

The Role of the Mentors The job of mentoring is a rewarding one and it is also one that requires a great deal of interpersonal and organisational skills. It is a role that is additional to a teachers’ day-to-day work and so we believe that a mentor does not act in isolation but is part of a structured network of supportive colleagues. In addition to the support provided by the university mentor, each trainee will receive daily support from their subject mentor and continued regular support from, and access to, both their professional mentor and the subject leader in their host school / department.

2 http://westheathschool.com/wp-content/uploads/2016/09/Initial-Teacher-Training-Policy-Sept.- 20161.pdf

Stour Vale Academy Trust: School Direct Handbook and Policy

Professional Subject mentor / Mentor Class mentor

ITT Trainee

University Mentor Subject leader

NB: For Primary trainees, the subject mentor and professional mentor may be the same member of staff.

Professional Mentors (School) will3: • To be the first point of contact, and to maintain communication, in the trainee, subject mentor (school) and university partnership. • To support the welfare and undertake the supervision of the trainee whilst on placement. • The organisation and quality assurance of the school experience, ensuring trainee entitlement and moderation of interim and end point assessments • Providing an induction programme for each placement that includes access to the school child protection policy, the staff behaviour policy (sometimes called a code of conduct) information about the role of the designated safeguarding lead and a copy of Keeping Children Safe in Education. • Liaising with the Subject Tutor (university) and Subject Mentor (school) on the needs assessment of the trainee, providing intervention in a timely manner. • Ensuring all active mentors have QTS and are University of Worcester mentor trained prior to hosting placements. Attend placement briefings (Autumn and Spring) and monitor the attendance of all active Subject Mentors at these briefings. • Ensuring the delivery of the professional studies programme in the school. • Ensure ITT pupil tracking information is updated with relevant data on trainee progress. • Liaise with other professional mentors across the alliance to monitor the progress of trainees.

Subject Mentors (School) will: • Attend subject mentor training as required. • Day to day supervision, providing for the Trainee a suitable timetable (for Secondary, across two Key Stages (4 year groups) and which includes at least 50% Key Stage 4

3 With thanks to University of Worcester for the information on the role of mentors

Stour Vale Academy Trust: School Direct Handbook and Policy

teaching) and access to relevant department and school documentation including access to schemes of work and pupil data. • Ensuring the completion of 3 lesson observations per week and coordinating feedback in line with partnership documentation. • Arranging regular and undisturbed weekly review sessions to review progress and set SHARP targets that are regularly monitored. • Working with Professional Mentors and Tutors to determine timely and accurate assessment of progress towards the Teachers’ Standards using partnership documentation. • Provide timely support and intervene when necessary to ensure the trainee makes effective progress throughout the course. • Inform all interested stakeholders of any concerns, absences or other personal circumstances which prevent the trainee from fulfilling their responsibilities.

Professional and Subject Mentors will both: • Liaise and communicate with the Subject Tutor (university) on the progress and assessment of the Trainee against the Teachers’ Standards. • Observe and monitor the overall performance of the Trainee on a regular basis and provide verbal and written feedback on lessons observed, using the university lesson observation forms as necessary. • Facilitate the Trainee’s school-based assignments within the classroom, liaising with other teachers if appropriate. • Establish trusting relationships, modelling high standards and providing support (mentor standard 1). • Support Trainees to develop their teaching practice in order to set high expectations of all pupils whilst also considering the workload of the trainee (mentor standard 2). • Set high expectations and induct the Trainee to understand their role and responsibilities as a teacher (mentor standard 3). • Continue their own CPD; investing time to develop a good working relationship with the University (mentor standard 4) including new mentor training and attendance at two placement briefings per year.

Mentor Training Generic mentor training will be provided by the relevant HE providers (University of Worcester, University of Wolverhampton, or Haybridge SCITT). However, Stour Vale also offer some bespoke training which will take place at the start of the course. This will offer support with: a) What to look for when observing your student. b) An outline of the professional studies programme and how you can help support your student’s learning. c) Providing feedback. d) Supporting your student’s emotional and mental health and well-being. For further information on University mentor training, please email: [email protected] (Worcester Primary) [email protected] (Worcester Secondary) [email protected] (Wolverhampton)

Stour Vale Academy Trust: School Direct Handbook and Policy

Mentor meetings The school lead professional mentor will facilitate mentor meetings throughout the year. It is the responsibility of all subject mentors (or their representatives) to attend these meetings so that effective tracking and monitoring of trainees’ progress can be discussed, and any issues are addressed quickly. The dates for lead professional mentor meetings for the academic year 2020/2021 are as follows:

• Meeting 1: Autumn term (start) • Meeting 2: Autumn term (October) • Meeting 3: Autumn term (November) • Meeting 4: Spring term (February) • Meeting 5: Spring term (March) • Meeting 6: Summer term (June) Trainee Entitlement whilst on placement: • One Subject Mentor meeting focused on review and planning (one hour per week). • Professional studies taught programme organised by the Professional Mentor. • Three formal written subject observations per week. • One joint observation by the Professional Mentor (or deputy) during the placement.

Professional Mentor Observations Informal observations: At the start of the trainee’s first teaching block, we will conduct an informal observation in October 2020. This will be to see how trainees are adapting to the practice of teaching. We will also conduct informal drop-in observations throughout the year when necessary. Paired Formal Observations As part of the requirements of the course, every trainee will be assessed ONCE during BOTH placements by their professional and subject mentor in a joint observation. To plan for this, these observations will take place during the following weeks: Formal observation 1: November / December 2020 Formal observation 2: March 2021

Trainees’ responsibilities 1. The trainee will conduct themselves in a professional manner at all times, in line with the teacher standards set out by the DfE. 2. Trainees will follow the school absence protocols at all times. If the trainee is unable to attend school due to illness or other personal circumstances, they will endeavour to:

• Contact their subject mentor. • Provide appropriate work for their classes to do (if this has already been planned in advance in discussion with the subject mentor). Upon returning to work, the trainee will meet with their subject mentor who will conduct a return to work interview.

Stour Vale Academy Trust: School Direct Handbook and Policy

3. Ensure attendance at all professional studies sessions and use directed time accordingly and in line with their professional and course responsibilities 4. Trainees are expected to play a full part in the life of the school. Not only does this develop their visible presence within the school, but it also prepares them for future full-time employment. There will be ample opportunities for trainees to develop these wider responsibilities: open evenings, after-school classes, sports events, trips and external visits and many other extra-curricular activities offered by the host school.

Mental health and emotional well-being It is the responsibility of all stakeholders to ensure that the trainee’s emotional well-being is provided for. We take the emotional well-being and mental health of all our staff very seriously and want them to feel that they work in a caring and supportive environment. The quality of a trainee’s emotional well-being should be recognised as of paramount importance and is key not only to their completion of a successful training year, but also an enjoyable one. At all times, the mental health and emotional well-being should be assessed through constant dialogue with their mentors and supporting teachers and any concerns raised with the professional mentor/Head of Teaching School and where necessary the University course leader. There are a number of support mechanisms in place which trainees can access.

• Subject / class mentor • Professional mentor • Head of Teaching School • Lead for Teacher Training and Development • School counsellor Further information and details can be found in the Mental Health and Well-being policy on the school website, along with the names of key support staff.

Safeguarding in Schools As a trust we are committed to safeguarding and promoting the welfare of all children and young people both within the school environment and outside. Safeguarding and promoting the welfare of children is everyone’s responsibility. Stour Vale is committed in ensuring that all staff who come into contact with children and their families and carers has a role to play in safeguarding children. To fulfil the responsibility effectively, the school will ensure their approach is child centred. This means that they will consider, always, what is in the best interests of the child. Because of our day-to-day contact with children and young people, education staff are particularly well placed to observe outward signs of abuse, changes in children’s behaviour or their failure to develop. We need, therefore, to be alert to the possibility of abuse occurring, aware of the procedures to be followed if the school have suspicions and have the confidence to follow those procedures. Each school will have its own safeguarding policy, please make sure that you familiarise yourself with it when you start your placements, as well as the safeguarding officer for each school. Trainees should read and understand part 1 of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.

Stour Vale Academy Trust: School Direct Handbook and Policy

Timetable, Allocation of Placements and Second Placement Information

Placement patterns will be as directed by University of Worcester and are as follows:

• Induction in Base school • Lead School Experience 1 (SE1) • Second School Experience (SE2) • Lead School Experience 2 (SE3)

Secondary Timetable - a guide to your teaching timetable (University of Worcester example)

GUIDANCE ON PATTERN OF PLACEMENT

ation time ation

working

meetings

Collaborative Collaborative and Planning

Solo teaching Solo

Weekly review review Weekly

Dates in school Dates

Prepar

Part of the Course ofthe Part

School Based School Professional and Development observations 1st Sept 2020 School Induction 0 0 15 0 0 – Lead school (Three days) 7th Sept – 21st Induction period 2 0 18 0 0 Sept 2020 (Total of four days over three weeks) 28th Sept – 2nd Induction period 6 6 6 1 6 Oct 2020 Four days or five days per week

2nd Nov – 21st Lead School 6 6 5 2 6 Dec 2020 Experience 1 1st Feb – 22nd Second School 2 12 3 2 6 March 2021 Experience – at least 30 days 19th April – Lead School 2 12 3 2 6 24th June Experience 2 2021

Stour Vale Academy Trust: School Direct Handbook and Policy

A Guided to Second Placement (University of Worcester example)

Weekly Review Review Weekly

Second school week school Second collaborative teaching teaching Solo based School professional and development observations Meeting (average) Prep and Planning Week 1 0 0 8 1 6 (3 days: 15hrs) Week 2 4 2 12 1 6

Week 3 4 4 10 1 6

Week 4 4 6 8 1 6

Week 5 to the 2 12 6 1 6 end

For the latest guidance please refer to the Haybridge SCITT, University of Wolverhampton or University of Worcester handbooks as appropriate to your course.

Placement schools As of July 2020, the following schools will form part of the ITT network within the Stour Vale Academy Trust alliance:

Primary network of placement schools

• Greenfield Primary, Stourbridge • Hurst Green Primary, Halesowen • Moat Farm Infants and Juniors, Oldbury • Newtown Primary, West Bromwich • Northfield Road Primary, Netherton • Olive Hill Primary, Halesowen • Oldswinford Primary, Stourbridge • Peters Hill Primary, Brierley Hill

Stour Vale Academy Trust: School Direct Handbook and Policy

Secondary network of placement schools

• Beacon School, Dudley: 11-16 • Crestwood School, Kingswinford: 11-18 • Dormston School, Sedgley: 11-16 • Ellowes Hall School, Gornal, Dudley: 11-18 • Holy Trinity School, Kidderminster: all-through school • Kingswinford School, Kingswinford: 11-16 • Kinver High School, Kinver: 11-18 • Nishkam High School, Birmingham: 11-18 • North East Wolverhampton Academy: 11-18, Wolverhampton • Oldbury Academy, Oldbury: 11-16 • Ormiston Forge, Cradley Heath: 11-18 • Pegasus School, Dudley: 11-16 • Redhill School, Stourbridge (designated national teaching school): 11-16 • Ridgewood High School, Stourbridge: 11-16 • South Bromsgrove High School, Bromsgrove (designated national teaching school): 11-18 • St Matthias School, Wolverhampton: 11-18 • The Earls High School, Halesowen: 11-16 • Wombourne High School, Wombourne: 11-18

Trainee Provision The allocation of placements is decided centrally and matches our Alliance schools’ needs with the subjects and skills of the trainee. It will also take into account information such as geographical location, although this is not a determining factor. Wherever possible, second placements will ensure a contrasting school environment. This might be decided through a number of factors:

• Progress 8 scores/Attainment 8 scores • OFSTED rating • 11-16 or 11-18 provision (where applicable) Where the contrast between schools is not as pronounced, then we will ensure that second- placement timetables reflect the need to provide trainees with as wide an experience as possible. Second placement observations and support

• We will ensure that all trainees are observed ONCE by the professional studies mentor whilst on their second placement • During second placement, we will arrange for ONE face-to-face meeting and joint observation between the trainee, their second placement mentor and their host school mentor in order to monitor progress and maintain consistency of standards • Liaison between host schools is important in ensuring consistency of experience. Any issues on second placement must be immediately communicated to Stour Vale and the relevant FE provider who will put in place immediate intervention strategies.

Stour Vale Academy Trust: School Direct Handbook and Policy

Post-16 and Primary phase experience for Secondary Secondary trainees are required to complete 20 hours of post-16 experience and one day of primary experience. Post-16 experience will take place during week 35 (week commencing 19th April 2021). Some trainees will naturally complete some of this during their school placements (if they are in an 11-18 school). Week 35 is designed to ensure that no trainee leaves the course without the required amount of post-16 experience. Primary experience will also take place during week 35.

Stour Vale Academy Trust: School Direct Handbook and Policy

Professional Studies (PS) Primary Phase Professional Studies sessions (also known as School Training) takes place every Friday, alternating between the main placement school and the University. These sessions cover the full range of knowledge and skills required to understand life in a primary school. As in the secondary programme, you will cover topics such as behaviour management, differentiation, safeguarding, lesson planning etc. Some Primary PS sessions will take place in other schools – for example, once a year we host a cross-phase literacy day. This is a fantastic opportunity to meet with colleagues across the different phases and gain an insight into their work.

Secondary Phase Professional Studies sessions for students training with us through University of Worcester will, depending on university commitments, take place weekly on Fridays and will be held in the Teaching Room at The Earls High School. It is the requirement of all trainees to attend these sessions and to undertake any pre-reading or preparatory activities required. These sessions will focus on key aspects of educational practice that supplements trainees’ subject knowledge, pedagogical understanding of educational issues and awareness of the wider educational landscape. Some sessions may be linked directly to the context of trainees’ schools. Sessions will normally be structured around a morning workshop/lecture followed by an investigative task and a final plenary session. Some PS sessions will consist of ‘directed time’. This could take a variety of forms:

• Pupil trails • Spending time in other departments or other schools • Mock interview preparation • Outside visits (for example, Education Shows or Chartered College events) • Time given to prepare for assignments or for presentations All PS materials will be stored on a SHAREPOINT folder to which all trainees will have access. Appendix A outlines the Secondary Professional Studies programme for 2020/2021

Stour Vale Academy Trust: School Direct Handbook and Policy

Chartered College of Teaching All trainees are expected to join the Chartered College of Teaching. Membership is free and provides a range of benefits, including a copy of Impact magazine which is published termly. Details on membership can be found here: https://members.chartered.college/join

Every year, all trainees attend the Chartered College Early Careers Conference. Details here: https://chartered.college/event/newed-joyful-cpd-early-career-teachers/

Stour Vale Academy Trust: School Direct Handbook and Policy

Some useful books

Allison, S. and Tharby, A. (2015) Making Every Lesson Count: Six principles to support great teaching and learning

Beard, A. (2018) Natural Born Learners

Beck, I. (2013) Bringing Words to Life

Berger, R: (2003) An Ethic of Excellence: Building a Culture of Craftsmanship with Students

Christodoulou, D. (2014) Seven Myths About Education

Didau, D (2016) What If Everything You Knew About Education Was Wrong?

Didau, D (2014) The Secret of Literacy: Making the implicit, explicit

Dix, P. (2017) When the Adults Change Everything Changes

Dweck, C. (2017) Mindset (Updated Edition): Changing the Way You Think to Fulfil Your Potential

Hockman, J. and Wexler, N. (2017) The Writing Revolution

Gaunt, A. (2019) Transforming Teaching and Learning through Talk: The Oracy Imperative

Hattie, J. and Yates, G. (2013) Visible Learning and the Science of How We Learn

Lemov, D. (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Quigley, A. (2018) Closing the Vocabulary Gap

Quigley, A. (2020) Closing the Reading Gap

Robinson, M. (2013) Trivium 21c: Preparing young people for the future with lessons from the past

Syed, M. (2011) Bounce: The Myth of Talent and the Power of Practice

Stour Vale Academy Trust: School Direct Handbook and Policy

Professional Studies programmes for 2020/2021

Stour Vale currently run Primary and Secondary professional studies programmes throughout the year for trainees at the University of Worcester. Both Haybridge and Wolverhampton run their own programmes.

Our profession studies sessions will take place either at Halesowen College or within our trust schools and will normally last for three hours. All sessions count towards directed time.

It is compulsory for all school direct students to attend and it is expected that trainees will stay on site or return to their schools for the remainder of the day.

Please see the University of Worcester Secondary and Primary School Direct overviews below for further details of the programmes.

Stour Vale Academy Trust: School Direct Handbook and Policy

Appendix A: Worcester School Direct Secondary Course Overview including Stour Vale Professional Studies Sessions (PGCE SD) 2020-21

Wk w/b Monday Tuesday Wednesday Thursday Friday

2 31/08 Bank Holiday Lead School Lead School PS S S S PS PS S 3 07/09 Stour Vale PS S S S S S S S S DT PS PS PS The Year Ahead

4 14/09 Stour Vale PS Behaviour for S S S S S S S S DT PS PS PS Learning: Guided practice (with SB) EHS

5 21/09 Stour Vale PS Lesson S S S S S S S S DT Lead School Planning/Building blocks Rosenshine (with SB) SB

6 28/09 Stour Vale PS S S S Lead School Lead School Lead School Inclusion

7 05/10 Stour Vale PS S S S Lead School Lead School Lead School Video Instruction

8 12/10 Stour Vale PS S S S Lead School Lead School Lead School Oracy (wthi SB) EHS

9 19/10 Stour Vale PS Lead School Lead School Lead School Lead School Targets for Teaching Aut 2

10 26/10 Directed Time 11 02/11 Stour Vale PS Lead School Lead School Lead School Lead School Guided Practice - Reading

12 09/11 Stour Vale PS Responside teaching, Lead School Lead School Lead School Lead School feedback, assessment questioning (with SB)

13 16/11 Lead School Lead School Lead School Lead School EA S S 14 23/11 Stour Vale PS S S PS Lead School Lead School Lead School Individual Tutorials

15 30/11 Stour Vale PS Lead School Lead School Lead School Lead School Guided Practice - Writing

16 07/12 Lead School Lead School Lead School Lead School Stour Vale PS

Stour Vale Academy Trust: School Direct Handbook and Policy

Applying for jobs (with SB) EHS

17 14/12 Stour Vale PS Writing Retreat S S S Lead School Lead School Reflect on SP1 (see Wk9)

18 21/12 Holiday Holiday Holiday Holiday Bank Holiday 19 28/12 Bank Holiday Holiday Holiday Holiday Bank Holiday 20 04/01 Stour Vale PS Directed Time Directed Time S S S PS PS PS Role of the form tutor

21 11/01 Stour Vale PS S S S S S S Writing Retreat PS PS PS Differentiation

22 18/01 S S S S S S S S S PS PS PS School 2 induct 23 25/01 EA S S S PS PS DT School 2 induct School 2 induct 24 01/02 Stour Vale PS School 2 School 2 School 2 School 2 Managing Workload

25 08/02 Stour Vale PS School 2 School 2 School 2 School 2 SEND (Brier)

26 15/02 Directed Time 27 22/02 Stour Vale PS School 2 School 2 EA PS S School 2 Understanding KS2

28 01/03 Stour Vale PS School 2 School 2 School 2 School 2 Using data

08/03 Stour Vale PS Evidence Informed 29 S S S School 2 School 2 School 2 Practice 1: cognitive load and dual coding (with SB) SB

15/03 Stour Vale PS Mindfulness and 30 School 2 School 2 School 2 School 2 Well-Being: Fizzog

(with SB) SB

22/03 Stour Vale PS 31 School 2 School 2 School 2 Lead School Reflections from SP2

32 29/03 Writing Retreat S S S PS PS PS S S DT Bank Holiday 33 05/04 Bank Holiday Holiday Holiday Holiday Holiday 34 12/04 Holiday Holiday Holiday Holiday Holiday 35 19/04 Lead School Lead School Lead School Lead School Stour Vale PS

Stour Vale Academy Trust: School Direct Handbook and Policy

KS5 curriculum and teaching (with SB) SB

28/04 Stour Vale PS 36 Lead School Lead School Lead School Lead School Evidence Informed Practice 2

37 03/05 Stour Vale PS

Bank Holiday Lead School Lead School Lead School Preparing for NQT year (with SB) EHS

38 10/05 Lead School Lead School Lead School Lead School EA PS S 39 17/05 Stour Vale PS Lead School Lead School Lead School Lead School Presentation - rehearsals

40 24/05 Lead School Lead School Presentations Presentations Directed Time 41 31/05 Bank Holiday Directed Time 42 07/06 Lead School Lead School Lead School Lead School S S S 43 Evaluations and 14/06 Lead School Lead School Lead School Lead School Celebration

44 21/06 Lead School Lead School School/Tutorials Tutorials S Valediction DT S= Subject sessions, PS = Professional Studies, EA = Enhancement Activities, Sch = Placements, DT = Directed Time

Stour Vale Academy Trust: School Direct Handbook and Policy

Appendix B: School Direct PGCE Primary Course Overview 2020-2021 including Stour Vale professional studies sessions (for University of Worcester students) School Direct PGCE Primary Course Overview 2020-21 FINAL 22-06-20

Base School Key UW Training School Training Directed study / school half term Contrasting School Placement Enhanced Placement Week Placement

Week No w/b Monday Tuesday Wednesday Thursday Friday 1 24-Aug 2 31-Aug BH SE1 SE1 SE1 SE1 3 07-Sep UW Training UW Training UW Training UW Training UW Training School Training: 4 14-Sep SE1 SE1 SE1 SE1 Safeguarding 5 21-Sep SE1 SE1 SE1 SE1 UW Training School Training: Personal 6 28-Sep SE1 SE1 SE1 SE1 and Professional Conduct 7 05-Oct SE1 SE1 SE1 UW Training UW Training 8 12-Oct SE1 SE1 SE1 SE1 School Training: Behaviour 9 19-Oct SE1 SE1 SE1 SE1 UW Training 10 26-Oct Directed study Directed study Directed Study Directed study Directed study School Training: 11 02-Nov SE1 SE1 SE1 SE1 Disadvantaged and SEND 12 09-Nov SE1 SE1 SE1 UW Training UW Training School Training: 13 16-Nov SE1 SE1 SE1 SE1 Enhancement Day 14 23-Nov SE1 SE1 SE1 UW Training UW Training School Training: Applying 15 30-Nov SE1 SE1 SE1 SE1 for Jobs

School Training: Using Pupil 16 07-Dec SE1 SE1 SE1 SE1 Info. to Enhance Teaching

17 14-Dec SE1 SE1 SE1 SE1 SE1 18 21-Dec Holiday Holiday Holiday Holiday Holiday 19 28-Dec Holiday Holiday Holiday Holiday Holiday 20 04-Jan UW Training UW Training UW Training UW Training SE2 21 11-Jan SE2 SE2 SE2 SE2 SE2 School Training: Planning 22 18-Jan SE2 SE2 SE2 UW Training for Quality First Teaching 23 25-Jan SE2 SE2 SE2 SE2 SE2 24 01-Frb SE2 SE2 SE2 SE2 UW Training 25 08-Feb SE2 SE2 SE2 SE2 SE2 26 15-Feb Directed study Directed study Directed study Directed study Directed study 27 22-Feb SE2 SE2 SE2 SE2 SE2 28 01-Mar SE2 SE2 SE2 UW Training UW Training 29 08-Mar SE2 SE2 SE2 UW Training UW Training 30 15-Mar SE2 SE2 SE2 SE2 SE2

31 22-Mar Enhanced Placement Enhanced Placement Enhanced Placement Enhanced Placement Enhanced Placement

32 29-Mar SE3 SE3 SE3 UW Training BH 33 05-Apr BH Holiday Holiday Holiday Holiday 34 12-Apr Holiday Holiday Holiday Holiday Holiday 35 19-Apr SE3 SE3 SE3 UW Training UW Training

School Training: Developing 36 26-Apr SE3 SE3 SE3 SE3 a Love of Reading

37 03-May BH SE3 SE3 SE3 UW Training School Training: Wider 38 10-May SE3 SE3 SE3 SE3 Curriculum Knowledge 39 17-May SE3 SE3 SE3 SE3 UW Training School Training: Preparing 40 24-May SE3 SE3 SE3 SE3 for VIVA 41 31-May BH Directed study Directed study Directed study Directed study 42 07-Jun SE3 SE3 SE3 SE3 UW Training School Training: Open 43 14-Jun SE3 SE3 SE3 SE3 Session 44 21-Jun SE3 SE3 SE3 SE3 SE3 45 28-Jun SE3 SE3 SE3 SE3 UW Training

Stour Vale Academy Trust: School Direct Handbook and Policy

Appendix C:

Stour Vale Academy Trust: School Direct Handbook and Policy

Appendix D: Staying SE2 school for SE3 Occasionally a student may request to stay at their placement 2 school. This is NOT common practice, but should the request be made then the protocol below MUST be followed. Students require a balanced experience from their two school placements, and it is the role of the senior professional mentor and the professional mentors across both schools to decide on the outcome.

Stour Vale Academy Trust: School Direct Handbook and Policy

Appendix E: PGCE: School Direct (for courses commencing September 2020)

Fundamental English and mathematics skills

All teachers are expected to be competent in Fundamental English and mathematics. By the end of ITT all trainees must be able to demonstrate competence in the following areas:

English

Speaking, listening and communicating are fundamental to a teacher’s role.

• Teachers should use standard English grammar, clear pronunciation and vocabulary relevant to the situation to convey instructions, questions, information, concepts and ideas with clarity. • Teachers should read fluently and with good understanding.

Writing by teachers will be seen by colleagues, pupils and parents and, as such, it is important that a teacher’s writing reflects the high standards of accuracy their professional role demands.

• They should write clearly, accurately, legibly and coherently using correct spelling and punctuation.

Maths

• Teachers should use data and graphs to interpret information, identify patterns and trends and draw appropriate conclusions. • They need to interpret pupil data and understand statistics and graphs in the news, academic reports and relevant papers. • Teachers should be able to complete mathematical calculations fluently with whole numbers, fractions, decimals and percentages. • They should be able to solve mathematical problems using a variety of methods and approaches including: estimating and rounding, sense checking answers, breaking down problems into simpler steps and explaining and justifying answers using appropriate language.