BA (Hons) Primary Education: Year 1 School Based Training Placement Days Briefing

1. BA (Hons) Primary Education:Year 1 School Based Training 2017-18: Placement Days Briefing Dec 2017 Unit Lead: Helen Ryan-Atkin BA1 SBT@mmu.ac.uk

2. How are you feeling about SBT? • https://www.youtube.com/watch?v=lkwh4ZaxHIA

3. Focus of the BA1 placement 10 placement days and a six-week block • Understanding… learners, educational institutions, the role of the teacher, learning within an EY setting, learning and pedagogy in PE. • Observing…learning and learners. • Teaching…groups and whole classes

4. Key Dates

5. Key dates (cont.)

6. Communicating with Tutors Pastoral problem School Based Training Problem – University Based School Based Training Problem – School Based Academic Problem Unit Specific Problem Personal Tutor Personal Tutor Class Mentor and/or Professional Mentor Personal Tutor Unit Tutor Student experience team lead – Mairead Owens Partnership coordinator – Helen Ryan-Atkin University visiting tutor and/or Deputy Head Teacher Student Hub Unit Leader Partnership coordinator – Helen Ryan-Atkin Quality teaching and learning team lead – Karin Boyd Counselling Services: 0161 247 3493

7. Getting ready to begin the School Placement • DBS: no DBS, no placement! • Send a letter of introduction to the HT(copy in file). • Re-read the handbook • Look at school website • Check the school’s OFSTED report • Start your Contextual Analysis (Appx 9) • Plan your journey there

8. Your files • Start your school based training files. Use the Contents of School Based Training Files . (Appendix 1 SBT Handbook). • Your SBT files must be set up and well-organised beforeyou begin the placement. • Files should have distinct sections that are clearly labelled. Anyone who needs to access your file should be able to find their way around it. • You are required to read and be aware of policies indicated on the checklist. Make notes on these. • Students can be put at ARoF for poor files. • PDR tutorial 3 (w/c 22 or 29 Jan) – bring your files

9. Being professional • Time-keeping • Dress • Attitude • Social media • Mobile phones • Understanding the demands on staff time

10. How you will be assessed • Teachers Standards • Grading Criteria • SBT Interim and Final Reports

11. Overview of Placement Days • ‘Guidance Allocation of Teaching Timetable (p12) • Share this, Placement Overview (p9) and Appx 1 with your CM. • Get to know your class with lots of observing, discussion and note taking. Use your BBT learning journal and proformas. • Complete as many activities and tasks as possible. • Bilingualism Portfolio • Contextual Analysis. • Days 7-10: SBT targets and Action Plan to be discussed. Identify areas of subject knowledge to focus on. • Prepare and send documents to UVT

12. Days 1-3 • Meet with Class Mentor (CM) • Observe in all 3 ages phases for half a day (EY,KS1,KS2), using teacher and child observation sheets from website. • Complete the Early Years Task 1: Observation of Adult-Led Activity (Appendix 4) • Gather information on how the EYFS setting is organized and managed. • Start to use EYFS Experience Checklist (Appx 3) • Start Early Reading and Phonics Tasks 1 & 2: (p21 of the handbook)

13. Day Visits 4-10 • Complete Science Task • Complete Number Tasks • Continue with Phonics Tasks 1 & 2 • Consider Cultural Diversity • Assessment

14. Day Visit 4 • Support a group in either maths or English in base class, using teacher’s planning • Setting-based Tutorial 1: behaviour management focused observations (see Appx 6)

15. Day Visit 5 • Plan and teach a group in base class either maths or English/Literacy, using teacher’s planning – adapted by you on MMU proforma • Early Reading and Phonics Task 3: Observe a phonics lesson

16. Day 6 • Plan and teach a different ability group from Day 5 in a subject agreed with your CM – using teacher’s planning, adapted on MMU proforma

17. Days 7-10 • CM to complete one RoLO during one of these days • KS1/2 base-class: plan and teach whole class in an agreed subject (on each day visit) • EYFS base-class: plan, organise and assess learning in continuous provision for one session on each day visit. • Observe 3 more phonics lessons • Teach a phonics lesson if possible. • Discuss Lesson Study activity (block placement) with CM • Meet with CM to draft Action Plan and SBT targets.

18. Other requirements • EYFS Experience Checklist (App. 3) • Observe how other adults are deployed • Negotiate how you will contribute to the life of the setting • Research any areas of uncertainty in your own subject knowledge • Note cultural diversity in the setting • Read relevant school policy documents

19. Other requirements (cont.) • Resources available to you? • Consider the organisation of the classroom • Developing good behaviour and purposeful learning environment • Investigate feedback to children • Begin records on individual children

20. Planning and teaching – some things to consider • How will you introduce the session? • How will you link to prior learning? • What resources will you use? • What questions will you ask? • How will children be working – pairs/groups/individually etc • How will you plan for talk? • Other adults? • How will you know what the children have learned? See p17-19 in the HB for more

21. Be a reflective teacher • What difference did you make? • What worked well? • Not so well? • Why (not)? • For whom? • Next time….

22. Evaluation and Assessment • Evaluate your group and whole-class teaching. • Gather samples of children’s work – mark and annotate • Have a go at planning for any Additional Adults using the AA Feedback sheets • Annotate your existing plans –You don’t need to type everything!

23. Placement Documents • Primary Partnership website: http://www2.mmu.ac.uk/primary/partnerships/resources/ Look under both ‘All Students’ and ‘BA1’ • KS1 & 2 Example planning template • Planning for EYFS continuous provision • Phonics Planners • Guided Reading Planner • Planning for EYFS group activity • Additional adult communication and feedback sheets • Adult and child observation pro forma • Planning guidance • Weekly Review and Reflections proforma • ROLOs – KS1/2, EYFS, Phonics

24. Absences Handbook p8 Known absence: • Negotiate with school, inform UVT PT and Placements Team. • If possible, ensure that you have left a copy of any of your plans with your class mentor. Unexpected absence: • Contact the school YOURSELF by TELEPHONE as early as possible (8.30 at the latest). • Keep the school informed on a daily basis. • Email the Placements Team, UVT and PT. • Text messages to CM are NOT acceptable

25. Absences (cont.) • Doctor’s note if you are absent for more than five consecutive school days. • All absences must be made up. • You will need to apply for Exceptional Factors(click to follow the link to the guidance) if you have an absence that will impact on your placement being delayed in any way and at any stage, i.e. if you are not able to complete your placement at the scheduled time.

26. Keep informed • Check SBT Moodle page regularly • Read my emails! • Check PDR Moodle page • Contact UVT if any unresolvable problems.

27. I didn’t think parents would look at my Facebook page My mum booked me a surprise holiday to Canada. My class mentor doesn’t know anything. I didn’t see anything wrong with telling staff about my personal life. Nobody told me what I had to do. God, these kids are little…!

28. Coping • Timetable in your prepping and planning • Have time for yourself • Keep in communication with other students • Be resilient – first step to a great career!

29. Quick Quiz • What does UVT stand for? • Who should you go to in the first instance re: SBT issues? • Where can you find all the SBT resources? • Where will I put notices? • First Placement Day?

30. And finally… • Last year’s BA1s – their own experiences and advice. https://www.tes.com/teaching-resource/teachers-tv-tips-for-trainee-teachers-placements-6046784