Foundation School Experience (FSE)

Transcription

1 The Timetable Foundation School Experience (FSE) The school experience timetable should provide a balanced subject related experience to facilitate a focus on subject knowledge weaknesses and develop areas of strength. In the Initial Needs Analysis Student Teachers reflect on their strengths and areas for development in terms of each of the Teachers Standards. The timetable is constructed to take account of the individual needs and also flexible to allow the Student Teacher to undertake a range of Professional Learning Activities (PLAs), as well as whole class teaching. The weighting of Student Teachers timetables should be flexible according to their needs, and the percentage of contact time will increase over the year. This is in order to allow the Student Teacher the critical time required to develop effective practice in planning and evaluation, recognising that in the early stages of the course this is challenging and timeconsuming when done well. Timetable Weighting Weeks in FSE 1-3 % on planning, teaching and evaluating lessons (whole class) 0 (max. 25%, if appropriate) % on other work with children (for example, PLAs, assessment, small groups, individuals) % on preparation Timetables should also include a slot for a Weekly Professional Learning Meeting between the Student Teacher and Mentor. FSE Professional Learning Activities (PLAs) Professional Learning Activity Schedule The list of activities is recommended for use by Student Teachers during Foundation School Experience. The suggested weeks are as a guide only, as the order can be changed to accommodate the school, the Mentor/ class teacher and the Student Teacher s needs. Some activities form an important part of subject knowledge development or provide evidence towards meeting particular Teachers Standards. Although it is the Student Teacher s responsibility to manage their own workload, we encourage Mentors to keep sight of these activities to oversee how their Student Teacher is managing their workload. It is useful for Student Teachers to receive structured feedback on any activities that they have led. Preparation work should be undertaken systematically during these first two weeks so that Student Teachers are organised and ready for the experience. Setting up files and preparing key items of paperwork in advance are crucial. Preparation work should be undertaken systematically during the first three weeks so that Student Teachers are organised and ready for the experience. Setting up files and preparing Foundation School Experience- Timetable and PLAs 1

2 key items of paperwork in advance are crucial. It is important that Student Teachers take a proactive approach in all aspects of their professional learning. Student Teachers are expected to go out on playground duties WITH their class teachers, attend all staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if applicable). Student Teachers should find out dates of parents evenings and should attend and participate where possible, even if these occur outside of the placement dates. It is important that they get involved in the wider aspects of school life and we encourage this as part of their professional learning. If there is a school trip during the block experience, we encourage Student Teachers to get as involved as possible as this is a valuable experience. Student Teachers are expected to use their professional judgement at all times and behave appropriately in line with school protocol PLA for FSE English Grammar directed activity Areas of this will inform part of the writing PLA, but does not need to be submitted. SSP and reading The reading PLA must be submitted as part of your INA Meet the Literacy/ English Coordinator English planning (the storysack) This does not need to be submitted as part of the INA, but areas may inform the reading PLA. Writing directed activity Details Explore how grammar is taught within the school and year group that you are in. How are the school addressing the increased focus on grammar? (i.e. do they adopt an embedded or discrete teaching approach, or a combination of both) Refer to the grammar PLA set by Geeta (guidance is available on Blackboard Learn). Set up a meeting with the Literacy Coordinator to discuss the teaching of reading and SSP within the school. Explore how the teaching of early reading and SSP is planned for, taught and assessed within the school. Observe how phonics and reading are taught, to include the teaching of guided reading where possible. Write up 2 observations of reading, so that you develop your expertise in this area. Engage in a post observation discussion with your teacher. Explore and note how the school reading scheme and library are organised? What is the rationale behind the approach? How are home/school, or pupil-pupil reading partnerships developed etcetera? Make brief notes. Deliver your story sack in school and complete the PLA set by Geeta. If this presents difficulty in your class, you can deliver it in another class - the key is to understand the process and develop confidence. Follow the guidance offered by Geeta Ludhra in her workshop and the PLA. This must be submitted as part of the INA Foundation School Experience- Timetable and PLAs 2

3 Mathematics Number conference Lesson introductions Mathematics Reasoning activity Science Science elicitation activity Other Foundation Subjects Interview with the subject coordinators Resources Safeguarding Display Observations Carry out at least three number conferences with the pupil that you have selected for your Individual Needs Assignment. (Take advice from your mentor). Further guidance is available on Blackboard Learn and will be explained during the assessment session. For at least one of the conferences, transcribe three continuous minutes using the format in the guidance and bring to the maths session in week 4. Plan, deliver, assess and evaluate at least five lesson starters (using mini reasoning activities where possible) Plan a mathematics task which involves pupils engaging in mathematical reasoning. Deliver the lesson and evaluate fully using the template available on BBL. (This PLA will be introduced in the algebra and reasoning session and more guidance is available on BBL). With reference to an area on the National Curriculum for science, plan and facilitate elicitation activities for your focus pupil. Draw from a range of sources (minimum of three) to gather information about the pupil s understanding in the area identified. From each of these sources, identify: a) What understanding is the pupil communicating; b) Whether the pupil s ideas appear as intuitive conceptions or whether they seem to relate to accepted rational, scientific explanations; With reference to literature, what general implications there may be for teaching the topic to that pupil? (Further guidance is available on Blackboard Learn) Investigate how these subjects are integrated, planned, taught and assessed in your school (It is up to you how this is documented) Find out who is responsible for each subject area and arrange to interview each member of staff about what the role involves Find out where the resources for each subject area are stored throughout the school and what the processes are for using them in your own classroom Familiarise yourself with the safeguarding policies and procedures in the school Talk to the safeguarding officer about: o Particular issues that the school faces o What support is available for staff, pupils and families o How bullying issues are addressed Take responsibility to plan and produce a display of pupils work (with guidance from your Mentor) Observe classroom management/organisation Observe and make focused notes on the teaching of English lessons (including any extended writing lessons such as Big Write, phonics, grammar and poetry). This will support you with your PLAs. Observe and make detailed, focused notes on the teaching of at least two mathematics sessions each week. Observe and make detailed, focused notes on the teaching of a science session each week (where this is not possible, the mentor Foundation School Experience- Timetable and PLAs 3

4 should ensure that Student Teachers gain experience of science teaching in another class) Observe and make detailed notes on a PE session Observe experienced teachers teaching across a range of subjects Planning & Evaluating Attend all planning weekly team meetings so that expectations and standards are clear and planned for in advance Plan and evaluate in detail, any responsibility taken for teaching (whole class sessions/ group work) on the Brunel ITE lesson planning template and file in School Experience File 1 Week-by-Week guide to FSE This schedule is NOT an exhaustive list but includes most of the key professional learning points. Week number 1 w/b (Tuesday- Friday) Student Teachers are in University on Monday 3rd Professional Learning Activity Mentor/ PCM to prepare a programme of induction to the school, with any relevant school policies, documents, information needed, etc. Mentor/ PCM to introduce Student Teacher (where possible) to other colleagues, such as subject & Key Stage coordinators, teaching assistants, and administrators. (A list of names of key staff would be useful) Mentor/ PCM to make clear the school s dress code/ PE dress code and any other relevant matters Mentor to ensure Student Teacher is aware of protocol regarding safeguarding issues Mentor to share reward and sanction procedures for class and school (Student Teacher to keep in file) Mentor to review the School Experience Handbook Student Teacher and Mentor to discuss attendance and punctuality protocol Student Teacher to share the Initial Needs Analysis (on PebblePad) with Mentor Student Teacher to give the class teacher their Link Tutor s name and contact details (if these are available) so that three-way communication can be facilitated. Student Teacher to set up three school experience files (File 1: Planning, File 2: MARRA, File 3: PLAs) Student Teacher to collect information on the school, the neighbourhood and class (refer to the guide on keeping your file in this Handbook) Student Teacher to obtain a copy of the class and school timetable and note carefully break times, assemblies, playtime duties, staff meeting, team planning meeting dates etc. Student Teacher to obtain a group list of pupils and their ability sets (where appropriate). Find out who receives extra support from a TA/ EAL assistant etc. Student Teacher to obtain class teacher s address/ school phone number or any other necessary contact details. Student Teacher to give the school their contact details Student Teacher to review the School Experience Handbook Student Teacher to work with all the children in small groups, getting to know their names as soon as possible Student Teacher to ask the teacher how they can support in any particular group activities during FSE and to undertake small-scale, whole class work (e.g. taking the register or reading) for a limited time under the guidance of the Mentor/ class teacher Foundation School Experience- Timetable and PLAs 4

5 Student Teacher to take responsibility for Other work with pupils (ie. PLAs, assessment, work with small groups/ individual pupils), under the guidance of the mentor (75% of time) If the Student Teacher feels confident, they may want to do a whole class activity for PART of a lesson (e.g.: mental starter, word/ sentence level activity, part of a Science lesson) Mentor and Student Teacher have first weekly meeting. Student Teacher and 2 w/b (Tuesday- Friday) Student Teachers are in University on Monday 10th 3 w/b (Tuesday- Friday) Student Teachers are in University on Monday 17th guidance of the mentor (75% of time) Student Teacher to obtain dates for parents evenings and request possibilities for involvement Student Teacher and Mentor to discuss assessment procedures and Student Teacher to arrange meeting with assessment coordinator Student Teacher to request to see where resources are located in the school to support their teaching Student Teacher to set up a meeting with each of the subject coordinators Student Teacher to find out about the school's planning and assessment frameworks and key policies Student Teacher to obtain/ request copies of IEP s for pupils in their class (pupils with SEND) and details of pupils on the EAL/ G&T register or any pupils with specific medical conditions. These will remain confidential and are needed for purposes of effective planning, teaching and assessment Student Teacher to discuss the Education Studies 2 (INA assignment) with the Mentor, and together decide on an appropriate pupil to use for this work (Further guidance is available in the Module Study Guide). Student Teacher to discuss the number conference directed activity with the mentor and select an appropriate pupil. Student Teacher and Mentor to select one pupil with EAL for the EAL assessment directed activity. This child can be an advanced bilingual learner (ABL) who is fairly proficient in English or working at national expected levels. Student Teacher to explore suitable ICT resources to use with pupils the school are set guidance of the mentor (75% of time) Student Teacher to have set up opportunities to observe the teaching of phonics the school. This maybe particularly beneficial in the teaching of SSP and any grammar work being done with year 5/ 6 pupils in particular. Foundation School Experience- Timetable and PLAs 5

6 4 w/b w/b w/b Student Teacher to begin to plan, teach and evaluate (whole class) for 25% of the week, with support from the Mentor guidance of the mentor (50% of time) the school Student Teacher to collect examples of the end of term report template used by the school in preparation for writing the focus pupil s summative report Student Teacher to write a draft letter of application for the imaginary job (A job description and person specification is provided on Blackboard Learn). 25% of the week, with support from the Mentor Student Teacher to undertake a number conference with the focus pupil for Education Studies 2 (INA assignment) the school. This may be to focus on non-core subjects or different age groups. 25% of the week, with support from the Mentor guidance of the mentor (50% of time) the school. This may be to include discussion time to look at cross-school planning and assessment. Foundation School Experience- Timetable and PLAs 6

7 7 w/b w/b (Students who are allocated experience in Alternative Setting will not be in FSE placement this week) 9 w/b w/b Student Teacher to begin to plan, teach and evaluate (whole class) for up to Mentor and Student Teacher to complete FSE Interim Phase Profile on Pebblepad; Grades discussed and agreed by Student Teacher and Mentor Student Teacher to complete the Professional Learning Action Plan on Pebblepad Foundation School Experience- Timetable and PLAs 7

8 11 w/b Student Teacher to complete FSE End of Phase Profile on Pebblepad (selfassessment against the Teachers Standards); Mentor to complete FSE End of Phase Profile on Pebblepad; Grades agreed & Targets set for DSE by Student Teacher and Mentor Student Teacher to complete the Professional Learning Action Plan on Pebblepad Foundation School Experience- Timetable and PLAs 8