BA (Hons) Primary Education: Year 1 School Based Training 2017-18

BA (Hons) Primary Education: Year School Based Training 2017-18 What difference did I make? Why? How? Block Placement Briefing for Students BA1 Unit Lead: Helen RyanAtkin Focus of the block placement • Teaching whole class a) from adapted teacher’s plans, then b) your own • Mark and assess children’s work • Incorporate your assessment into the next planning doc • Act upon any feedback from CM (written or oral) • After each RoLO, work on your targets • Observe CM (or other staff member) to help with targets • Plan for additional adults • Plan homework and out-of-class learning • MMU tasks and activities Documents to send to your UVT before March 23rd • Timetable for the first week of block • A plan that will be used during the first week of block • Draft action plan with targets (if decided) • Initial contextual analysis • First Weekly Review Meeting Record (if taken place) 16th April– 25th May Block placement w/c 16TH April Agree and complete Action Plan with CM 26.3.18 – 13.4.18 MMU Easter holiday period w/c 16th April – w/c 30th April Interim Report window: •UVT and CM joint observation w/c 23rd April Interim Report completed and grades (but not report) sent to placements office (by 27th April)* w/c 7th May Week 41 – look out on your PDR Moodle page Students return to University for PDR tutorial following Interim assessment week w/c 14th May or 21st May Senior Moderator Visit w/b 21st May 2018 University Tutor visit Final Report ** 25th May 2018 End of Placement Communicating with Tutors Pastoral problem Personal Tutor Student experience team lead – Mairead Owens Counselling Services: 0161 247 3493 School Based Training Problem – School Based Class Mentor and/or Professional Mentor University visiting tutor and/or Deputy Head Teacher Partnership coordinator – Helen RyanAtkin Your class mentor’s role • Agreeing timetable on a weekly basis • Provide Schemes of Work/Medium Term Plans • Enabling you to carry out your tasks, etc • Lesson Observations - per week, agreed, written feedback, focusing on the Standards (where possible, in addition to phonics and numeracy RoLOs) • Progress Meeting - per week, timetabled, protected – recorded on Weekly Review and Reflection • Student’s files – comment on planning, teaching, assessment, evaluations, reflections and tasks check and sign (Appx 1) • Complete SBT Reports - Interim and Final • Joint observation with MMU tutor - first visit Placement Documentation Handbooks, proformas and other key documents: All documentation is electronic and available on the Partnership website – see link below There are several areas: •BA1 Placement – Relates specifically to this placement •Students: Relates to all placements •Mentors and Tutors: Relates to all placements Available at www.mmu.ac.uk/education/partnerships/primary Keep informed! • Check SBT Moodle page regularly • Read Helen’s emails! • Check PDR Moodle page • Contact UVT if any unresolvable problems Handbook p8 Absences 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 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 ‘Focus Time’ • Students to spend 3-5 days in EYFS if base class is KS1/KS2, and vice versa in a specified alternative class • Students get to know the routines, rules, staff and children • Arrangements for students in stand-alone nurseries • Task 1: observe children and adults and make notes on similarities and differences in how teaching and learning is organised with base class • Task 2: plan, teach and assess the learning of a group of children in the alternative class • Task 3: Evaluate the above session and suggest next steps for you and the children Discuss with CT • Typical Professional Development Time Activities • Work on targets from RoLOs • Observe other teachers around the school • Talk to/shadow the SENCO • Discussion with subject leaders • Becoming familiar with assessment systems • Sit in with any other outside professionals who are working with children in your class • Early reading, maths and science tasks • Bilingualism Portfolio • Preparing materials and displays The Bilingual Learners Portfolio • Students complete this over the years • Some tasks are about working with EAL children • If no EAL children in your class, arrange for student to go elsewhere • There are tasks to complete which are more research-based Reading, Mathematics and Science Tasks • Early Reading and Phonics – p 21 Task 1: short report Task 2: journal and short report Task 3: Phonics RoLO and evaluation • Early Mathematics – booklet • Science Task – on Moodle Becoming involved in the wider school life • Behaviour management around the school • Playground duty • After-school clubs and activities • Class assemblies • School functions • Attend staff meetings and training • Phase/year planning meetings • Engage with parents where possible • Get to know all members of staff (not just teachers) Interim Report Stage • Joint observation with UVT (around 20mins) • CM highlights grading criteria, in discussion with UVT • CM and student set targets together • Student writes response to each target • UVT writes grades on ‘Interim Grades and QA’ form How you are graded Grade Profile student: or more Grade 1s   Grade Profile student: or more Grade 2s   Grade Profile student: or more grade 3s is a Grade overall  (RI On Track/RI Needs Support) •Fail Profile Student: Grade in ONE or more elements Poor files could fail you Graded ‘At Risk of Failure’ • Performance concerns discussed with students asap • School makes contact with University tutor • Issues documented on RoLOs/Interim report • CM and UVT prepare an action plan, identifying clear targets and timescale P23 in the • Special support arrangements apply Handbook Post-interim • Focus on your targets in week after Interim • Observe your CM who will demonstrate good practice in target areas • Observe/talk with other teachers, focusing on targets • Focus of Weekly Review in week after Interim should be targets from report • PDR tutorial at MMU PDR Tutorial at MMU • w/c 7th May • Bring SBT interim grades and targets • Your focus up to Final Report Stage? • How will you address these? • Bring and share Weekly Review Meeting notes Lesson Study Approach (week or 5) • Taking on different roles in class: Teacher Teaching Assistant Support Observers • Discuss arrangements with CM • Guidance in Appendix • Reflect with CM during Tutorial 2/Weekly Mentor Meeting Demonstrating progress from Interim to Final Report Final Report stage • w/b 21st May • CM prepares the Final Report, in discussion with you and PM • CM confirms final report content and grades with UVT • No joint observation needed, unless student is RI/ARoF • CM comments on how far you have progressed against previous targets • CM and you agree targets for BA2 • Report sent to UVT by end Thursday 24th May • CM completes the SBT Evaluation on-line • Summary of Achievements uploaded to Moodle by 15 th June Reflecting and Moving Forward • Return to MMU Monday 11th June • Guest speakers • Prepare a poster/display in small groups, reflecting on what you have learnt • Focus for BA2 Placement? • What will you differently? What are you going to to ensure your placement is a great success? ... 25th May 2 018 End of Placement Communicating with Tutors Pastoral problem Personal Tutor Student experience team lead – Mairead Owens Counselling Services: 016 1 247 3493 School Based Training Problem... Meeting Record (if taken place) 16 th April– 25th May Block placement w/c 16 TH April Agree and complete Action Plan with CM 26.3 .18 – 13 .4 .18 MMU Easter holiday period w/c 16 th April – w/c 30th April... Week 41 – look out on your PDR Moodle page Students return to University for PDR tutorial following Interim assessment week w/c 14 th May or 21st May Senior Moderator Visit w/b 21st May 2 018 University