BA(Hons) Primary Education Year 2 SBT Briefing 2015-2016

1. BA (Hons) Primary Education Year Two Class Mentor SBT Briefing 2015-2016

2. Overview of today’s briefing • Quick overview of the placement and it’s context • Specific information on placement requirements for BA2 SBT • Observe, plan, teach and evaluate PE • SEN & Inclusion – 5 day focus • Assessment • Links with University unit assessments • Your role • What to do if you have concerns or if there is a problem • Additional guidance for those mentors who are supporting a paired placement

3. Year 2 SBT Headlines • 2 distinctly different placement experiences with the SEN/Inclusion experience/focus now incorporated within the main block placement • KS3: 7 day visits carried out on Fridays - 7th November to 18th December ’15 • Students work with individual or small groups of Year 7 and/or 8 pupils on developing their reading skills. • Preparation for this will take place in Core English sessions and will be followed up in post placement English sessions. • 9 week block placement – Monday 11th January to Friday 18th March ’16 • Paired Placement – separate guidance available for students, mentors & tutors with examples of how the teaching percentages can be achieved. • Interim Report wk 27 (week beginning 1st February ‘16) • 40% whole class teaching & 10% team teaching/group work by Interim. Mainly focusing on Core • Final Report wk 33 (week beginning 14th March ‘16) • 60% mainly whole class teaching. Focusing on Core and two Foundation areas (or the EY equivalent) PDR Tutorial – following Interim Reports Please note that students will return to University for one day in the week following their Interim Report and half term. They will have a PDR meeting to revisit targets and re-write action plans on this day. Crewe – Wednesday 24th February Manchester – Friday 26th February

4. If you know that you are going to be absent, negotiate this with the school and inform your MMU Tutor If you have an unexpected absence you must -Contact the school YOURSELF as early as possible -Keep the school informed on a daily basis • Ensure that you have left a copy of your plans for the week with the teacher • Contact the Placements Office and your MMU Tutor • See page 7 in the handbook which is available on the Partnership website, for contact details and a reminder of procedures. You will need a doctor’s note if you are absent for more than five consecutive school days. Absences that total 5 or more days will require time making up in school. 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. Dealing with absences appropriately – the University’s requirements of students

5. *Placement Requirements All documentation is electronic and available on the Partnership website – see link below. Available at www.mmu.ac.uk/education/partnerships/primary In addition to the BA2 SBT Placement Specific handbook, there are documents that are generic to all placements AND ones to support students and mentors with many aspects of this placement.

6. PE – Teaching Requirement • Observe the teaching of PE – use the observation pro forma with prompts to support you with this. • Plan at least one lesson for PE and teach this to the whole class or a group • If your school employs a professional company to teach PE, negotiate some time to plan and prep with personnel and then teach your lesson. (This may be done in conjunction with the person from the professional company). If you have the opportunity to teach PE on more than one occasion, this would be excellent development for you.

7. SEN & Inclusion focus: • Equivalent of five days AFTER the Interim Report either as a one week block or spread over two weeks. For students graded as RI or ARoF, the latter option is strongly recommended. • The focus links very closely with the BA2 Teaching Studies unit. Sessions prior to placement will help to prepare the students for the five aspects. Sessions following placement and the final unit assessment will link directly to the students’ learning from the focus. • Appendix 4 in the SBT handbook give clear guidance on the content for each day of the experience. The five days are set out as: • Focusing on a child • Working with the Class Teacher (these two days need to take place simultaneously) • Working with the SENCO • Working with Support Staff and • Working with Parents. • If the students have the opportunity to visit a special school that the placement school has links with, then this would be a beneficial addition to this focus. It is not, however, an essential element. Activity: An opportunity to look at Appendix 4 and the suggested supporting documents.

8. Other links between University studies and SBT • Core: “In preparation for your Year 2 placement critically consider the range of assessment strategies that you could use to inform your planning and teaching in at least one of the core subjects. Consider personal challenges, relating to assessment, that you may encounter on your next placement and discuss how you plan to overcome these including reference to dialogic or experiential teaching styles. Include an action plan demonstrating how you will respond to these challenges.” Part 2 will be supported by evidence from your SBT via your assessment target on your Action Plan and your weekly reflections, where you will evaluate the impact of the planning, teaching and assessment cycle on the children’s learning and your own professional development Submission: Monday 22nd February • Specialisms: Students will have a whole cohort lecture on their return toUniversity day in the week beginning 22nd February Make notes on how teachers deliver your specialism areas in an inclusive way.

9. Instructions to students to be completed in preparation for the beginning of the placement: 1. Ring the School and introduce yourself. 2. Write a letter of introduction to the Head Teacher and email it to the school. Also, make copies for the School/Professional Mentor , your Class Mentor and include a copy in your file for your MMU tutor. 3. Familiarise yourself with the context of the school: • Raise Online • School’s website • Ofsted 4. Set up your SBT files – use the checklist in the handbook to help you. 5. Have your draft SBT Action Plan ready to share with your Mentor.

10. TheBlock Placement Teaching requirements = Progressive See pages 12-13 of the BA2 SBT handbook as to how this will develop across the placement. 50% by the interim visit 60% by final report 10% = PPA time (preferably with your class mentor) 10% = file time 20% = professional development e.g. • observing and working with groups where the teacher has prepared and planned the material • completing school based tasks • supporting in other age phases, • shadowing other professionals • preparing materials and displays etc • addressing tasks in your Phonics Workbook • observing other teachers in other classes/age groups – in particular where they are a leading teacher in a curriculum area that you need to develop in or where you have an SBT target related to.

11. Planning, Teaching & Assessment • There is no longer a specific MMU planning pro forma but there is an example one that students can use if they wish to. Alternatively they can use the school’s format or create their own but they need to make sure that the format used includes all the key elements. • Students are being actively encouraged to make much better use of the “Prior Knowledge” section of the lesson plan – carrying forward information on groups of children or key individuals from previous lessons. • Plan for additional adults – in all taught sessions where they are supporting & use the Additional Adult Communication sheet and the Additional Adult Feedback sheet. • Plan for differentiation at different stages of the lesson – be specific • Identify assessment opportunities throughout the lesson, using a range of strategies and identifying which groups or individual children will be the focus. • Plans need to contain sufficient detail that other people can interpret the intentions.

12. Teaching and Assessment • Students must complete a detailed evaluation of each lesson that they teach – commenting on the impact on the children’s learning, their own professional development AND the next steps. The Planning and Evaluation guidance on the Partnership website provides support to ensure that evaluations are reflecting on all the key aspects . • Use Group Assessment Records • Gather samples of children’s work – marked and annotated • Develop and complete Whole Class Monitoring sheets in each of the Core and Foundation subjects that they are delivering • Ensure consistent use of the Additional Adults Communication and Feedback sheets The students have been encouraged to write on/annotate their existing plans – this shows that they ARE working documents and will demonstrate exactly how assessments and evaluations are informing future planning and teaching! We like this!

13. Evaluating your lessons/sessions Use this guidance from the document on the Partnership website to support effective evaluations: • Have all the children met their objectives? Where is your evidence to support this? • If not, why not? • Was the planned learning experience linked effectively to the learning intentions? • Was it appropriately matched (ability/needs of the children/class organisation)? • Were your suggested strategies appropriate? • Was the pace appropriate? • Was your subject knowledge sufficient/secure to meet the needs of the children? • What was the impact of your teaching on the children’s learning? • What misconceptions were there and how did you address these? • What were the strengths of your teaching/areas for development? Link these directly to your targets from RoLOs/PDR You should be able to use this information to feed into your Weekly Reflections. • Next steps for children/subsequent sessions. This information should be carried over and included in your “Prior Knowledge and Understanding”. Include the initials or first names of individuals or groups of children who you will need to focus on in the next lesson and indicate on your lesson plan exactly where and how you will follow this up.

14. Assessment target – post Interim actions As part of their Interim Report, students will be set a target that specifically relates to assessment. Within two weeks of their Interim report they will need to: • Discuss with the Class Mentor how exactly they need to be addressing this target in order to impact on the children’s learning and progress; • Observe the Class Mentor in a lesson early in the week, where they are modelling for the student how they should be acting on this target; • After this observation, the student must discuss with the Class Mentor their understanding of what they saw the Class Mentor modelling and how this impacted on the children’s learning; • The student then needs to apply what they have seen to their planning, teaching and assessment with immediate effect; • Arrange for a RoLO in that week to focus on how the student has demonstrated the impact of this process on their development and what steps or actions you need to take subsequently to further enhance this.

15. Professional Training & Development Handbooks and the EAL Portfolio • All students need to plan and deliver phonics sessions, even if they are in KS2. The student can use their Professional Development time to observe phonics sessions and some of their teaching percentage to deliver sessions. Towards the end of the placement they will need to get the relevant page in their handbook signed by their mentor. This should also indicate the level of competence that the student has demonstrated when planning and delivering phonics sessions. • By the end of Year 3 students need to demonstrate that theyhave interacted with the EAL Portfolio (electronic) and that they are well prepared to meet the needs of EAL learners. The portfolio provides students with a range of reading, activities and resources. • Students need to check whether their placement school has any pupils who have EAL. They need to look for opportunities to work on the relevant tasks and activities.

16. What is involved in your role? • Key Issues and Targets for Year 2 .. • Putting everything in place - who is who..? what to do if ..? where is ..? • Agreeing Timetable on a weekly basis • Provide Schemes of Work/Medium Term Plans • Lesson Observations - 1 per week, agreed, written feedback, focus on the Standards. (In addition to phonics and numeracy RoLOs) • Progress Meeting - 1 per week, timetabled, protected – recorded on weekly mentor meeting record (appendix – handbook) • Weekly Reviews - read • Student’s files – engage with • Report - Interim and Final - draft in advance of the University SBT Tutor’s visit • Joint observation with MMU tutor - Interim only

17. How are students monitored and assessed? RoLOs • Focused and regular – at least one a week in addition to the phonics and/or maths RoLO. • In a paired placement, the mentor will use two different formats – the traditional format and the grid RoLO. They will complete the traditional format for student A in the first week of teaching and the grid format for student B. In the second week student A will receive the grid RoLO and student B will receive the traditional format. This pattern will continue for the duration of the placement. • Phonics RoLO separate and specific. There are three of these in the Phonics PT&D Handbook. It will also be available from the Partnership website. • Mathematics RoLO – separate and specific. In the mathematics PT&D Handbook Interim Report Overall assessment: Outstanding/Good Pass, Requires Improvement or At Risk and graded 1-4. There is clear guidance in the SBT report as to how the overall grade will be deterimed. Final Report Overall assessment: Outstanding /GoodPass, Requires Improvement or Fail and graded 1-4

18. Alternative RoLO for Paired Placements

19. BA2 REPORT

20. Demonstrating progress from Interim to Final Report

21. The student’s role in the assessment of their progress throughout the placement

22. If you have a concern about your student….. Early Intervention Grade 3 students At risk at Interim Problems after Interim

23. Thankyou! • For hosting the BA2 placement • For supporting the professional development of our teachers of tomorrow • For your commitment to mentoring the students so that they can achieve their full potential • For attending today’s briefing – we hope that you’ve found it useful. • Any questions? • For those mentors who are supporting a paired placement, we will spend a few more minutes together looking at the implications of this arrangement.

24. Paired Placement Guidance • This is available as a separate supporting document, which should have been emailed to you. It will also be available on the Partnership website and students have access to it through Moodle, our learning platform. • It explains the different elements of the paired placement • Team teaching • Lead teacher • Group teacher • Peer observation • Professional Development time and PPA • The role of the University SBT tutor • The role of the Class mentor

25. Examples of how the teaching timetable might look Example of a timetable for 50% at Interim Example of a timetable for 60% at Final