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Post Graduate / Professional Graduate Certificate in Education Placement Handbook 2019/20 Contents Aims Roles and responsibilities Time in school Training days Teaching Trainee lesson observations From observations to teaching Lesson planning Helpful prompts for pre-lesson/ planning discussion Supporting and guiding weaker trainees Supporting and challenging competent trainees Challenging Prompts (for post lesson discussion and lesson evaluations) Sample of weekly objectives/ targets and associated tasks/ outcomes 5 11 12 13 15 17 18 Forms for school-based mentors: Mentor Standards audit Informal/ formative observation report forms Formal observation (copy of eRPD form) Personal support plan Cause for concern Overview of assessment against the Teachers’ Standards The Teachers’ Standards 22 24 28 35 36 37 38 Forms for trainees: Professional Development programme in school Lesson observation tools School-based reflective tasks 57 58 67 Aims The programme aims to offer a challenging, supportive and rewarding experience to promote informed, reflective and effective teaching and professional development, providing participants with the underpinning knowledge necessary for recommendation to Qualified Teacher Status (QTS) The programme aims to: • enable all trainees to excel at teaching and learning; • develop trainees’ knowledge and understanding of the principles and practice of teaching, learning and assessment; • ensure all trainees use research to underpin, challenge and develop their practice; • encourage all trainees to value and respect pupils’ individuality, ensuring equality and celebrating their diversity; • impact positively on the development of trainees’ professional attributes, skills, knowledge and understanding through the modelling of good practice; • impact positively on the development of pupils’ attributes, skills, knowledge and understanding through the trainees’ modelling of good practice; • challenge all trainees to have high expectations of themselves, so they can be proactive in their own professional development; • allow trainees to explore the links between theory and practice and conduct their own research in to educational issues, including undertaking an action research project Through successful completion of the programme trainees will be able to: set high expectations of pupils which inspire, motivate and challenge them; promote the best possible progress and outcomes for all pupils; demonstrate strong, up to date knowledge of the subject/s they are qualifying to teach; demonstrate strong, up to date knowledge of the curriculum in two consecutive age ranges; promote high standards of literacy, articulacy and the correct use of Standard English; plan and teach well-structured lessons; adapt their teaching and learning strategies to respond to the strengths and needs of all pupils; make accurate and appropriate use of assessment, including formative assessment; promote positive behaviour for learning; 10 make a positive and professional contribution to their educational context; 11 form effective professional working relationships; 12 reflect on, analyse and evaluate their professional practice in order to make the best possible progress; 13 create a safe and stimulating environment for learning; 14 demonstrated a systematic understanding and critical awareness of current issues and/or new insights into tensions between theory and practice; 15 demonstrated a comprehensive understanding and application of research strategies and tools appropriate for classroom based research; 16 shown an independent and critical evaluation of intricate issues drawing on varied evidence to support professional judgements on practice, including an appreciation of the uncertainty, ambiguity and limits of knowledge related to professional judgements on practice; 17 demonstrated a systematic understanding and critical awareness of reflective practice, informed by findings at the forefront of practitioner research within their secondary school subject; 18 demonstrated a comprehensive understanding of and ability to deploy accurately techniques of observation within their secondary school subject Roles and responsibilities School mentors (School-based mentors – SBMs) Responsibilities include setting an appropriate timetable for the trainee (see p6-7), ensuring that there are weekly mentor meetings, monitoring progress including completing Teachers’ Standards reviews as appropriate (see p6-7 & p37-38), informal and formal observations (see p6-7), supporting development of the trainee’s subject and pedagogical knowledge for teaching, supporting the carrying out of school-based reflective tasks (see p67), and for School Direct, visiting and observing the trainee in their second school where possible The Mentor Standards should be reviewed and any training requirements or additional support needed should be initiated to enable to Mentor Standards to be fully met (see p22) School Initial Teacher Training (ITT) (or Initial Teacher Education ITE) coordinators Responsibilities include organising a series of inputs/ meetings with relevant staff on aspects covered in the training programme (see p57) Quality of mentoring should be assured by a focus on the Mentor Standards (see page 22) and providing support and/or training for mentors as required BGU can provide mentor training – please contact any BGU tutor for more information BGU tutors (University-based mentors- UBMs) Responsibilities include delivery of a subject-specific training programme for Core trainees or augmentation of subject-specific training for School Direct trainees, research-based inputs to trainees on subject and pedagogy, setting and marking academic work, support for academic writing, formal lesson observations as outlined on p6-7 Trainees Taking responsibility for own development, using the eRPD (electronic Record of Professional Development) to record progress towards and keeping evidence of attainment of the Teachers’ Standards, working to address targets that have been set with support from school-based mentor and University tutors, attending all training sessions at school and University, notifying relevant people if this is not possible and catching up with what has been missed and reflecting on your own and others’ practice (see school-based reflective tasks on p67) Time in school To achieve Qualified Teacher Status (QTS) trainees are required to develop a wide range of attributes, knowledge and skills They are expected to take responsibility for their own professional development, and reflective practice is essential Trainees will start their training by observing good practice, tracking pupils, team-teaching with their school-based mentor and building up their teaching commitment, competence and confidence gradually The tasks set out on the following pages are designed to provide trainees with a broad range of evidence towards meeting the Standards for QTS Trainees are advised to work through the observations, teaching activities, coordinator/school mentor-set tasks, school-based reflective tasks (see p67) and independent study, strategically amending and supplementing as necessary In discussion with their mentor, trainees can undertake these at appropriate times to help develop their skills, knowledge and understanding and meet the Teachers’ Standards Trainees need to ensure that they record their discussions and reflections on the electronic Record of Professional Development (eRPD) through weekly mentor meetings to evidence the Teachers’ Standards If these discussions and reflections are best evidenced by a document or similar e.g an annotated lesson plan or photograph of a pupil’s work, then these should be added as an attachment to the appropriate weekly meeting template on the eRPD It is expected that there will be at least one quality piece of evidence for each of the Teacher’s Standards for each placement Training days Trainees are required to gain 60 days of training throughout their PGCE, as well as additional opportunities to successfully gain QTS and develop their skills, knowledge and understanding of teaching and learning Suggested routes to gain this training include: Training sessions at BGU 30 hours (5 hours = day) of mentor meetings School INSET Lesson feedback School-based reflective tasks Additional experiences/ visits Reading/ Independent study 41 days days days days days days 15 days It is expected that if trainees engage with all elements of the PGCE course that they will exceed the minimum 60 days of training If attendance is such that the number of training days received is jeopardised then the trainee will be placed on a ‘Personal Support Plan’ and their attendance will be closely monitored Additional training will be instigated to make up any short-fall Teaching There needs to be a gradual build up in teaching responsibility at a pace appropriate for the trainee and school for which trainee is responsible for planning, teaching and assessing (with overview of class teacher or mentor) across both relevant age ranges and with a range of topics, abilities and ages Other time in school should be spent observing others, completing school-based tasks and coteaching, as well as being attached to a form Trainees should not be given classes that are challenging for a fully qualified teacher It is a good idea for them to have at least one of their mentor’s classes If your school has a two-week timetable then these recommended teaching totals can be an average over the two weeks If lessons are longer than one hour then please consider the percentage of teaching time accordingly The following tables should be used as guidance with regard to the recommended teaching time If a trainee is struggling then the teaching time can be reduced as appropriate If a trainee is willing and able then the teaching hours can be increased more quickly and can meet but not exceed a 90% timetable (22 hours in a day/25 hour teaching week) Autumn term 2020 Week beginning 21st September (placement starts 24th September) 5th October 12th October 2nd November 23rd November Recommended teaching responsibility Observations and initially deliver some starter or plenary activities Observations and begin to co-plan and co-teach Continue observations, some co-teaching and some solo teaching Continue observations, some co-teaching and a gradual increase in solo teaching Recommended teaching time – up to Continue observations and a gradual increase in teaching 30% (6 hours in a day/20 hour teaching week) Mentor observations Co-plan and co-teach 10% (2 hours in a day/20 hour teaching week) 20% (4 hours in a day/20 hour teaching week) Co-plan and co-teach Observe all lessons informally One formal joint University observation before 20th November * This may take the form of an ‘unseen observation’ Observe all lessons informally One formal school observation before 11th December Spring term 2021 Week beginning Recommended teaching responsibility Continue observations and a gradual increase in teaching Continue observations and a gradual increase in teaching Recommended teaching time – up to 30% (6 hours in a day/20 hour teaching week) Mentor observations 50% (10 hours in a day/20 hour teaching week) 22nd February Observations and begin to co-plan and co-teach 10% (2 hours in a day/20 hour teaching week) 1st March Continue observations, some co-teaching and some solo teaching Continue observations and a gradual increase in teaching 30% (6 hours in a day/20 hour teaching week) Observe lessons each week informally One formal joint University observation before 5th February Co-plan, co-teach and observe all lessons informally Observe all lessons informally 4th January 18th January 15th March 40% (8 hours in a day/20 hour teaching week) Observe all lessons informally Observe lessons informally One formal joint University observation before 31st March in addition Summer term 2021 Week beginning 19th April 26th April Recommended teaching responsibility Continue observations and a gradual increase in teaching Continue observations Recommended teaching time – up to 70% (14 hours in a day/20 hour teaching week) 70% (18 hours in a day/25 hour teaching week) Observe lessons each week informally Observe lessons each week informally One formal school observation before 7th May and one joint University observation before 11th June Trainee lesson observations The main aim of observing lessons is to acquire a better understanding of the many complex elements that go into making a successful teaching and learning environment, and how the skills can be achieved During the training year the focus of observations will change in line with developing training needs Initially observations will focus on: • rules, routines and rituals of classroom life • beginnings and endings of lessons • transitions between activities • strategies for gaining the attention of the whole class • use of resources As teaching commitment increases the focus of observations will include: • strategies and techniques to accommodate different abilities • classroom management techniques • organising group work • instructing, explaining, questioning • strategies for identifying misconceptions in the development of subject knowledge Towards the end of training, observations will be specific to an area the trainee is trying to develop The following observation structure (p9-10) will support the trainee in compiling an individual training plan Amend and extend the observations to suit the school and the trainee’s developing needs See p58-66 for a range of observation tools which can be utilised From observation to teaching Activity Tracking a class/pupil Spot the structure Plan the plot Signpost the strategy Co-plan and co-teach Construct and consult Plan, teach and evaluate Explanation The trainee follows a class from lesson to lesson for a period, at least half a day Teachers must be informed in advance that this will be happening The trainee gains general insights into the experience of being a pupil and sees a variety of teaching and class management strategies The trainee uses a pro-forma to record what the teacher does See p6169 for a range of observation tools which can be utilised The trainee and the teacher meet briefly before the lesson The teacher shares their aims/objectives The trainee considers how these might be achieved, and observes the teacher teaching the lesson Afterwards they discuss how and to what extent the lesson achieved its aims/objectives The trainee and teacher meet briefly before the lesson The teacher highlights a particular strategy in his/her plan – e.g explaining a difficult concept, differentiating a task, or dealing with challenging behaviour Afterwards, they discuss what difference this strategy made to pupils’ learning The teacher hands over one part of his/her lesson to the trainee in advance They work together to plan how this element can be taught (In time, this can become more than one part of a lesson.) This is a particularly important and useful tool for establishing the trainee’s authority and for challenging the trainee to find their own styles and strategies in a safe environment Afterwards, they meet to evaluate the trainee’s performance The trainee plans most or all of a lesson in advance, showing it to the teacher and getting constructive, critical feedback The trainee teaches most of the lesson, with the teacher present and occasionally helping or teaching Afterwards, they meet to evaluate the trainee’s performance and an informal grade may be given for guidance The trainee plans, teaches, assesses and evaluates his/her own lesson, with minimal guidance or interventions from the more experienced teacher The teacher observes the lesson, listens to the trainee’s own evaluation, and only then comments on it An informal grade may be given for guidance Observation or Teaching Observation Observation Activity Focus Track a class/pupil Spot the structure Observation Spot the structure Observation Observation Observation Observation Observation Plan the plot Signpost the strategy Spot the structure Track a class/pupil Signpost the strategy Observation Plot the plan Observation Plot the plan Teaching Teaching Teaching Co-plan and co-teach Co-plan and co-teach Co-plan and co-teach Teaching Teaching Teaching Co-plan and co-teach Construct and consult Construct and consult Teaching Construct and consult Teaching Construct and consult Teaching Teaching Construct and consult Construct and consult Teaching Plan, teach and evaluate Y7 class lessons in your subject (KS3 or 4) (or KS5*) lessons in different subjects (KS3 or 4) (or KS5*) KS5 lessons lessons in your subject lesson involving ICT SEN pupil lesson focussing on diversity and equal opportunities lesson involving a Teaching Assistant lesson of another trainee teacher if possible 2-3 starters and/or plenaries 2-3 short teaching episodes lessons team-teaching with trainee taking the lead PHSE lesson or tutor period lesson at each key stage A series of lessons focussing on a chosen area for development lesson with a particular focus on questioning skills lesson involving a Teaching Assistant (TA) or use your mentor as a TA lesson involving ICT Some KS5 (or HE*) lessons if possible A range of lessons in KS3 & KS4 (or KS4 & 5*) Teaching Plan, teach and evaluate A series of PHSE lessons if possible Completed * For those training 14-19 10 Behaviour management CREATING A CONDUCIVE CLIMATE FOR LEARNING [Part One Standard 1], APPLYING RULES AND ROUTINES CONSISTENTLY AND FAIRLY [Part One Standard 7] and MANAGING PUPIL BEHAVIOUR [Part One Standard 7] and CHALLENGING PUPILS [Part One Standard 2] Behaviour management is one of the prominent concerns of trainee teachers You will need to explore the many different strategies and approaches that can be employed; what works best for one teacher with one class will not work for another Listed below are a number of tasks that you could undertake to enable you to understand more about behaviour management You not need to carry out all of these tasks and you can find the information out yourself in other ways Using the information you have answer the reflective question on behaviour management on the following page Task Comments Find out which member(s) of SLT have responsibility for Learning, and which for Behaviour Ask them how the school encourages a positive climate for learning in all classes Use lesson observation tool ‘Who are the learners?’ and lesson observation tool ‘Classroom interaction’ (see p58-66) Ask Heads of Year / House if there are any pupils who behave much better in some lessons than in others Find out what it is that causes these differences Make a list of five strategies teachers use effectively to re-engage students who have gone off-task Make a list of twenty things you see done routinely every day (e.g pupils line up before entering a room) Speak with a member of SLT about these routines to see how they are communicated to staff and students as part of school policy Talk with a group of pupils, or representatives, about their views on these routines Think about your own views on these routines Identify situations where staff ‘manage’ behaviour, and where what they ‘improves’ behaviour Identify any patterns in situations, responses and outcomes Follow a couple of behaviour ‘trails’ For example, a pupil is reported for poor behaviour What happens? Why? Find out how behaviour data are recorded, analysed and acted upon 69 Reflection: Behaviour management Consider a particular pupil or group of pupils who are demonstrating challenging behaviours within a particular lesson that you teach and/or have observed Write a reflection on the strategies and approaches that are being used effectively and those that are not having a positive impact What are the key strategies that you will employ when teaching this pupil or group of pupils again? Add additional pages if required 70 Differentiation and pupil progress ADAPTING TEACHING FOR PARTICULAR GROUPS AND INDIVIDUALS [Part One Standard 5], REDUCING POTENTIAL BARRIERS TO LEARNING [Part One Standard 5], BUILDING ON PRIOR ACHIEVEMENT [Part One Standard 1], ENCOURAGING INDEPENDENT AND AUTONOMOUS LEARNING [Part One Standard 2], SCHOOL POLICIES AND PRACTICES [Part Two], THE SCHOOL CURRICULUM [Part Two and Part One Standard 3] and PLANNING LESSONS [Part One Standard 4] Every pupil is different and to enable a pupil to make the best possible progress in your subject, you need to have an understanding of what makes pupils different and how to embrace these differences Listed below are a number of tasks that you could undertake to enable you to understand more about pupil differences and differentiation You not need to carry out all of these tasks and you can find the information out yourself in other ways Using the information you have answer the reflective question on differentiation on the following page Task Comments Discuss with your mentor how differentiation is planned in a lesson then devise some differentiated resources to support learning for all pupils in the lessons you plan Think carefully about the objectives in your lessons and how they support pupils’ varying needs Use lesson observation tool ‘Who are the learners?’ and lesson observation tool ‘Teacher questioning’ (see p58-66) What strategies are in place in your placement school to address issues of differential achievement of boys and girls? What are the implications for practice in your subject? Meet with the curriculum manager and discuss which examination boards the school and your department use, and why? What is the rationale for the type of provision offered? What factors affect which courses are offered? Read and make notes on the school’s policy documents on PSHE and Citizenship Make a note of which departments are involved, how specialist and support staff are involved, and how data about pupils’ patterns and needs is communicated within the school Reflect on aspects of your own planning and teaching which support equal opportunities and help to celebrate diversity, especially in relation to ethnicity and culture Identify three concrete examples of your practice 71 Reflection: Differentiation and pupil progress Consider a one pupil that you teach and/or have observed in a particular lesson Write a reflection on how their individual needs were met and whether there are needs that were not met Did the pupil make good progress in the lesson? How you know? Revisit the lesson plan and identify where differentiation could be implemented or adapted to enable better pupil progress for this individual Add additional pages if required 72 Special Educational Needs and Disability (SEND) - Inclusion SUPPORTING SEND LEARNERS [Part One Standard 5], COMMUNICATING WITH SUPPORT STAFF [Part One Standard 8], SUPPORTING EAL LEARNERS [Part One Standard 5], ADAPTING TEACHING FOR PARTICULAR GROUPS AND INDIVIDUALS [Part One Standard 5], REDUCING POTENTIAL BARRIERS TO LEARNING [Part One Standard 5], BUILDING ON PRIOR ACHIEVEMENT [Part One Standard 1], ENCOURAGING INDEPENDENT AND AUTONOMOUS LEARNING [Part One Standard 2] and SCHOOL POLICIES AND PRACTICES [Part Two] Special educational needs and disability (SEND) is a vast and complex area and you will need to use the expertise of others to help you to understand the needs of the pupils you teach and how you can best support and encourage them Remember that some SEND pupils are also identified as gifted, talented or more able (GMAT) in some or all subjects Indeed, is being gifted or talented also a special educational need? Listed below are a number of tasks that you could undertake to enable you to understand more about SEND and GMAT as well as English as an Additional Language (EAL) learners You not need to carry out all of these tasks and you can find the information out yourself in other ways Using the information you have answer the reflective question on SEND on the following page Task Comments Visit the Special Educational Needs department or unit for half a day Discuss the work of the department in supporting pupils Meet the SENCo find out about the work of external helping professionals and agencies, e.g chaplain, counsellor, nurse, EBD specialists, SEN specialists and the Educational Psychologist Examine the educational profiles of three or four pupils, each with a different diagnosis of physical/sensory impairment; social, communication and/or language impairment; specific learning difficulty or autistic spectrum disorder and itemise the strategies used to support them If appropriate and possible, attend a review meeting for a pupil with SEN Discuss with your mentor how the department programme of study, selection of resources and assessment system take account of pupils with special needs Meet with teaching assistants to discover their role in supporting teaching Ask questions about how their work changes pupils’ learning patterns and supports progress Organise to shadow one pupil with a TA for one day 73 Meet with pupils identified as gifted and talented Arrange to track one of them for half a day What is their work like; how are their needs met; how they behave in class? Meet with the leading teacher(s) for gifted and talented Discuss their role and the provision within the school for supporting pupils in reaching their full potential Discuss opportunities outside of the classroom for supporting and extending the gifted and very able Discuss with your mentor how to plan appropriately for the gifted and talented How does the department identify these pupils? What strategies are used to support and extend them? Find out about how the department identifies and supports pupils with English as an additional language Find out how many pupils who have English as an additional language there are in the school How does the school cater for their needs? How are any EAL pupils supported in examination courses, and how are their learning activities shaped to give cognitive challenge and language support? Identify any opportunities to work with EAL pupils in the school, or investigate possibilities of visiting another school to observe teaching with EAL pupils Research websites to find out what strategies are used to support pupils with EAL to acquire knowledge in your subject as well as to improve their English? Devise specific resources for or lessons to support pupils with EAL in the learning of your subject Use lesson observation tool ‘Who are the learners?’ and/or lesson observation tool ‘Choose your own focus’ (see p58-66) 74 Reflection: Special Educational Needs and Disability (SEND) - Inclusion Document a case study of a pupil from your own school experience, identifying the specific needs of a learner and your professional reactions to them in the teaching of your subject As part of this exploration it would be useful to observe the pupil in lessons beyond your subject Add additional pages if required 75 Subject and pedagogical knowledge, planning and pupil progress SUBJECT KNOWLEDGE [Part One standard 3] and PEDAGOGICAL KNOWLEDGE [Part One Standard 3], EFFECTIVE TEACHING RESOURCES [Part One Standard 4], PROMOTING HIGH STANDARDS OF COMMUNICATION [Part One Standard 3], TEACHING STRATEGIES AND RESOURCES [Part One Standard 4], STATUTORY ASSESSMENT REQUIREMENTS [Part One Standard 6], OPPORTUNITIES FOR LEARNERS TO EVALUATE AND IMPROVE THEIR PERFORMANCE [Part One Standard 2], INVOLVING PUPILS IN ASSESSMENT [Part One Standard 2], FORMATIVE ASSESSMENT [Part One Standard 6], RANGE OF ASSESSMENT STRATEGIES [Part One Standard 6] Return to your subject knowledge audit and re-assess your confidence to deliver the different areas of your subject Also return to your lesson evaluations and consider how you have adapted your lesson plans over time Listed below are a number of tasks that you could undertake to consider different approaches to teaching, learning and assessment in your subject You not need to carry out all of these tasks and you can find the information out yourself in other ways Using the information you have answer the reflective question on pupil progress on the following page Task Comments Reflect on the quality and effectiveness of your lesson evaluations How effective are they in improving future planning? Revisit your planning format Make changes to reflect the priority that needs to be placed on meeting the needs of individuals Talk to your mentor about the department’s approach to longer term planning How does the department go about planning at this level and reviewing their plans? What kinds of longterm planning records are kept? In consultation with your mentor devise a series of questions that create challenge and develop pupils’ thinking Implement the questions with one of your classes and evaluate their success Did they elicit sustained responses and require pupils to explain and justify their opinions and ideas? Develop your lesson plans to give careful consideration to enhancing pupils’ creativity and personalising their learning Think back over some lessons you have observed recently and note down the different types of pupil groupings i.e paired, small group 4-6, large group 6+, mixed ability How were the groups organised? What was the function and purpose of such groupings? 76 Note down some examples of your subject’s ability to contribute to literacy Plan your lesson to include literacy objectives and the development of pupils’ literacy Identify the mathematical content necessary to your subject and begin to identify areas where maths could enrich your subject and where numeracy objectives could be included into your lessons Note some examples of your subject’s ability to contribute to numeracy (Not Mathematics trainees) Walk around the school and look for how the school environment supports pupils’ literacy and/or numeracy development Make a note of good examples Discuss with your mentor a number of ways that you will assess if pupils have met the intended learning outcomes How you know that pupils have made progress? Examine examples of teachers’ record keeping What they tell you about the pupils’ knowledge, skills and understanding? How would these records enable you to take the pupils’ learning forward? What information they contain that could inform future teaching and planning? Talk with the Coordinator about how teaching and learning is monitored in the school Identify and note down what evidence the school uses to determine its teaching strategies, and how this affects planning Look at the department’s and the school’s homework policy What sort of tasks are set, and how often? What kind of homework works, and why? How is it used for assessment purposes? Meet with the person responsible for school statistics Discuss how local and national data can be used to evaluate the effectiveness of teaching to monitor pupil progress and to raise attainment Discuss with your mentor and/or others in school, different strategies for using peer- and self-assessment Implement the strategies with one of your classes and evaluate the success Use lesson observation tool ‘Who is the teacher?’ and lesson observation tool ‘Resources’ (see p58-66) 77 Reflection: Pupil progress How you know that individual pupils have made progress in your lessons? Thinking about a particular lesson that you have delivered recently, reflect upon the strategies you used to establish that pupils made progress Were there any pupils that did not make the expected progress? How will you tackle this in the next lesson? Were there pupils that could have been challenged to make further progress? How does ensuring pupil progress influence the way you plan a lesson? Add additional pages if required 78 Contributing to the wider life of the school CONTRIBUTING TO THE WIDER LIFE OF THE SCHOOL [Part One Standard 8], COLLABORATIVE WORKING [Part One Standard 8], ENCOURAGING INDEPENDENT AND AUTONOMOUS LEARNING [Part One Standard 2], SCHOOL POLICIES AND PRACTICES [Part Two], THE SCHOOL CURRICULUM [Part Two and Part One Standard 3] and PLANNING LESSONS [Part One Standard 4] Listed below are a number of tasks that you could undertake to enable you to make a wider contribution to your school You should try to carry out all of these tasks if possible Task Comments Undertake before/after school and break-time duties as defined by the school policy for teaching staff Read and make notes on the school’s policy documents on PSHE and Citizenship Make a note of which departments are involved, how specialist and support staff are involved, and how data about pupils’ patterns and needs is communicated within the school Observe a PHSE lesson Find the PHSE Schemes of Work and deliver at least one PHSE session If there is another trainee teacher in your school, arrange to observe each other teach Agree a specific focus and evaluate the lesson together Look at schemes of work from three other curriculum areas Consider differences and similarities Identify good practice that could be adopted in your subject Plan for a school trip that could be used by the school in the future Include aims, objectives, a risk assessment, budget work prior to trip, itinerary, work post-trip, equipment and communication with parents/carers Regularly attend, participate in and, as appropriate, team-teach or teach form tutor sessions and assemblies Attendance at parental consultation evenings and open evenings is an important professional development activity and should be considered as an obligation on the part of the trainee Attendance at community events associated with the school, such as fundraisers, discos or carol services, is an important professional development activity and is to be encouraged Involvement in Work Experience and Work Related Learning visits is encouraged Trainees, however, must accompany a member of school staff and not be asked to take sole responsibility Write draft reports covering low, middle and high ability pupils Discuss the accuracy and content with your mentor or class teacher 79 Reflection: Placement school comparison Provide a comparison between your two school placements Consider the differences in the structure of the curriculum between them and other differences across each of the two key stages Also comment on the differences in the ethos of the schools How closely did each school fit with your personal values? Add additional pages if required 80 Diversity SUPPORTING SEND LEARNERS [Part One Standard 5], SUPPORTING EAL LEARNERS [Part One Standard 5], ADAPTING TEACHING FOR PARTICULAR GROUPS AND INDIVIDUALS [Part One Standard 5], REDUCING POTENTIAL BARRIERS TO LEARNING [Part One Standard 5], DEVELOPING APPROPRIATE PROFESSIONAL RELATIONSHIPS WITH COLLEAGUES [Part Two], DEVELOPING APPROPRIATE PROFESSIONAL RELATIONSHIPS WITH PUPILS [Part Two], SAFEGUARDING PUPILS [Part Two], SCHOOL POLICIES AND PRACTICES [Part Two], PROFESSIONAL DUTIES OF TEACHERS AND LAWS THAT GOVERN THEIR ACTIVITIES [Part Two] and SCHOOL POLICIES AND PRACTICES [Part Two] This is an opportunity to reflect on not only your experiences during ‘Diversity Week’ but on all of the opportunities that you have had during your training so far to take a different view point and consider diversity in its widest possible sense; including LGBT+ as well as cultural and social aspects Reflection: Diversity issues Describe how you have altered your approach to teaching based on something new that you have discovered about how others are different to you Add additional pages if required 81 82
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