Pack 1: PRELIMINARY Experience School Based Tasks
2013-14
PGCE
PRIMARY & EARLY YEARS
SCHOOL DIRECT PROGRAMME

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Primary & Early Years PGCE 2013-14

Preliminary Experience School Based Tasks

PLEASE NOTE: The activities detailed below are intended to help you to focus during your preliminary experience weeks on selected aspects of practice in schools. Please check that the pre-course training programme arranged by your lead school includes these tasks.

Introduction

During your PGCE programme you will be expected to teach across two or more consecutive age ranges selected from the following:

Early Years trainees : Ages 3-5 (Foundation stage)

Ages 5-7 (School years 1-2)

Primary Trainees: Ages 5-7 (School years 1-2)

Ages 7-9 (School years 3-4)

Ages 9-11 (School years 5-6)

Primary trainees (ML & Art only) Ages 7-9 (School years 3-4)

Ages 9-11(School years 5-6)

You will also engage with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before and after the ones you are training to teach.

Preliminary experience arrangements

The tasks are designed to take place within the Preliminary Phase of School Experience. The activities are chosen for their adaptability to children of different abilities and for use with individuals as well as a whole class.

You are advised to keep ‘field’ notes of the tasks for your own use. You will not need to submit them for assessment purposes.

Organising your time in school:

i.  discuss with the class teacher the best time and the best way to introduce each task, and with whom the work should be carried out

ii.  try to fit each task into the normal routine of the day

iii.  respect the confidentiality of staff and pupils in your notes. Do not name individual children, staff or schools in your notes. Please anonymise them.

iv.  make time to discuss the results of the tasks with the class teacher

Each task will help you to develop one or more of the many skills required of the primary school teacher and will provide an entry level to some of the Teachers’ Standards. The tasks will support you in your early engagement with the course and introduce you to the English Foundation Stage and National Curriculum, and related policy initiatives.

We hope that you enjoy your pre-course school experience and look forward to discussing the tasks with you.


Task 1: The Primary Curriculum and the New Early Years Foundation Stage

This task will support you in meeting Teaching Standard 3 -

S3. Demonstrate good subject and curriculum knowledge

-  have a secure knowledge of the relevant subjects and curriculum areas

-  demonstrate critical understanding of developments in subjects and curriculum areas

These tasks are intended to introduce you to the policies and curriculum in the primary school. You can download the proposed National Curriculum at the link below:

http://media.education.gov.uk/assets/files/pdf/n/national%20curriculum%20consultation%20-%20framework%20document.pdf

You should also access the Cambridge Review of Primary Education at www.primaryreview.org.uk.

In Primary schools you should observe how the teaching of literacy and mathematics are implemented.

In Primary schools you should observe how the teaching of literacy and mathematics are implemented. In Early Years settings you should observe how the four specific areas of learning of learning: literacy; mathematics; expressive arts and design; and understanding the world, are implemented. See the new website – http://www.foundationyears.org.uk/, specifically

http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

and

http://www.foundationyears.org.uk/early-years-foundation-stage-2012/

The revised framework for EYFS can be downloaded from http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs

It is also recommended that you familiarise yourselves with the following sources of information:

The Early Years Foundation Stage Handbook http://www.education.gov.uk/schools/teachingandlearning/assessment/eyfs/a00217599/eyfs-handbook

And the recent review of the National Currliculum

https://www.gov.uk/national-curriculum/overview


Carry out observations on several days of your experience across at least two year groups.

In mathematics focus on the following:

·  Identify key mathematical concepts and skills which children should understand during the lessons.

·  What seating or grouping arrangements does the teacher use during the lesson?

·  What ‘doing, talking and recording’ takes place during a mathematics activity?

·  In the Foundation Stage, what resources support problem-solving, reasoning and numeracy?

·  Identify and describe the key resources used by the teacher or the children.

·  Describe difficulties children experience, and strategies used by the teacher to address them during the lesson.

·  Describe how the teacher supports and monitors children’s progress during a mathematics activity.

·  Discuss your observations with your teacher.

In literacy focus on the following:

·  Read the recommendations of the Rose Review at : http://www.literacytrust.org.uk/assets/0000/1175/Rose_Review.pdf and Ofsted’s commentary on these at: http://www.ofsted.gov.uk/resources/responding-rose-review-schools-approaches-systematic-teaching-of-phonics

·  Identify the amount of time spent on teaching phonics in the class. Describe what teaching and learning strategies are being used. Discuss how these activities relate to children’s progress in reading with your teacher.

·  Download the recommended teaching tips for teaching phonics at Debbie Hepplewhite’s website, below, and discuss these with your teacher (e.g. how is ‘incidental’ phonics taught in your class/school?). http://www.phonicsinternational.com/Debbies_Phonics_Teaching_Tips.pdf

·  Write a description of how books and other reading and writing materials are presented in the classroom.

·  Describe the different opportunities children are given for speaking and listening within the classroom.

In science you should observe across two year groups. In Early Years settings you should refer to ‘Understanding of the World’.

·  Find out what published materials are available in your school and how they influence the teaching of science.

·  Choose a small group of children to observe during a Science activity. Consider in what ways a positive, interesting and thoughtful attitude to science was being encouraged? Use the following ideas to help you:

Children’s Learning:
Were the concepts or ideas involved linked with the ‘real world’ of the children concerned?

·  did they have the potential to develop their skills in finding things out, checking ideas and using evidence?

·  did the children interact with the resources around them to develop their ideas (i.e. do you think that concepts and processes were developing together)?

·  were the children’s own ideas challenged or tested?

Children’s Attitudes:

·  were some activities more engaging than others?

·  what were their feelings about the recording that they did?

·  were they able and willing to collaborate?

·  did they naturally adopt a practical approach to investigations?

·  were any differences observed between boys and girls in any of the above?

Task 2: Age Phases immediately below or above the one you are being trained to teach

This task will support you in meeting Teaching Standard 1

S.1 Set high expectations which inspire, motivate and challenge pupils

- establish a safe and stimulating environment for pupils, rooted in mutual respect

- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Please find out the expected curriculum and the expectations of the 0-3 age range (EYs trainees only) and 11-14 age range (primary trainees only).

Then compare and contrast the following in relation to the age group you are preparing to teach with a particular focus on your subject specialism

·  How is the learning environment set up and how might it affect pupils progress?

·  How does the curriculum challenge pupils learning?

·  How are all pupils supported in their learning?

·  What strategies are used for behaviour management and are they effective?

Task 3: Training in supporting pupils with English as an additional language

This task will support you in meeting Teaching Standard 5

S.5 Adapt teaching to respond to the strengths and needs of all pupils

-  have a clear understanding of the needs of all pupils, including those with English as an additional language; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Identify the person in your school who oversees the support of pupils with English as an additional language and arrange a brief meeting with them to discuss school policy and strategy. If possible, also spend some time observing a pupil with EAL as they go about their school work.

Make notes as you consider these questions:

·  How are newly arrived pupils supported in their first few weeks in the school?

·  Does the school draw on support from external agencies?

·  How do teachers adapt their classroom interactions to support learners with EAL?

·  How do teachers support more advanced bilingual learners who may be orally fluent but still find full engagement with the curriculum challenging?

If your school does not have any pupils with English as an additional language, then access these two videos:

http://www.tes.co.uk/teaching-resource/EAL-Lost-in-Translation-Part-1-6046754/

http://www.tes.co.uk/teaching-resource/EAL-Lost-in-Translation-Part-2-6046753/

You will need to register with the free TES website in order to access the videos

As you are watching the videos, consider the key questions above and make notes.

Task 4: Use of Information and Communication Technology (ICT)

This task will support you in meeting Teaching Standard 3 -

S3. Demonstrate good subject and curriculum knowledge

-  have a secure knowledge of the relevant subjects and curriculum areas

-  demonstrate critical understanding of developments in subjects and curriculum areas

This task asks you to find out how ICT is organised and used to support teaching and learning in the school. The term ICT can be used to include a variety of technologies, including video and audio recordings, as well as the digital ‘virtual world’ of computers. For this task, please focus on computer-based technologies. Copies of the National Curriculum for ICT may be can be accessed from http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199028/ict

New National Curriculum proposals for Computing can be accessed from

http://media.education.gov.uk/assets/files/pdf/n/national%20curriculum%20consultation%20-%20framework%20document.pdf

·  Find out whether the ICT/Computing curriculum is taught in ICT lessons or in a range of subject lessons, or a combination of both. Is someone responsible for mapping the ICT curriculum across other subjects?

How are ICT resources managed in the school? Are there computer suites in rooms that must be booked for teaching? Do classes have computers in their rooms?

·  Make a note of any examples that you observe of computers used for teaching and learning. Record the subject (or Foundation Stage area of learning) and task, the use made of computers/data projector/electronic whiteboard by the teacher and the pupils, any other equipment involved (e.g. data-logging instruments for science experiments, play activities, keyboards for music, etc), the software used and any assessment of ICT/ Computing skills that is done. The best way to record this will be in the form of a table.

·  Talk to the teachers about their use of ICT/Computing for teaching and learning, and for administrative tasks. Note any differences in teachers’ attitudes, skills and willingness to use ICT/Computing. Reflect on your findings in light of your own knowledge and expertise in ICT/ Computing.


Task 5: Raising Pupils’ Aspirations

This task will support you in meeting Teaching Standards 1 -

S1. Set high expectations which inspire, motivate and challenge pupils

-  Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

This task asks you to probe children and young people’s knowledge of and perceptions about going to university. Working with a group of children, ask them to draw a picture which represents to them what they think being at university looks like. Using their drawings as a starting point for a discussion, invite them to ask you questions about your own experiences of university life. You might want to consider the following as points for discussion:

·  Why is it important to think about going to university?

·  The concept of ‘higher’ education

·  The opportunity to specialise within a particular field of educational knowledge

·  The opportunities for engagement with other endeavours (e.g. sports, drama, community service, charity work)

·  What it means to study away from home

·  What it means to direct your own studies

·  What difference does having a degree make to your life?

·  What does being at university teach you?

Collect the children’s responses and drawings. What are they telling you about their aspirations and how are these affected by the particular context of their school and community? What do these responses tell you about the perceptions of university life in the wider community? Are these accurate? How would you address these as a teacher to raise pupil aspiration?

Task 6: Modern Languages (ML) in the Primary School

This task will support you in meeting Teaching Standards 3 -

S3. Demonstrate good subject and curriculum knowledge

-  have a secure knowledge of the relevant subjects and curriculum areas

-  demonstrate critical understanding of developments in subjects and curriculum areas

This task asks you to find out how ML provision is organised in the school. You should talk to teachers and pupils (if appropriate) and try to find out the answers to the questions below:

·  Which languages are taught in the school?

·  How is the teaching organised? How much time during a typical week is devoted to ML?

·  Who teaches it?

·  How do teachers feel about teaching ML?

·  How do pupils feel about learning ML?

·  Do languages have a high profile in the school? Why (not)?

·  How many different languages are represented in the school amongst staff and pupils?

·  What does the school do to celebrate these languages (if there are any)?

Reflect on the information you have collected and your own experiences of learning a language. What are the implications for you as a developing teacher? How do you feel about teaching ML yourself?

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