Primary PGCE and Bed Programme

School of Education

Primary PGCE and BEd Programme

TRAINEE SCHOOL PLACEMENT DOCUMENTATION:

Section B: Documents for Portfolio

Name of Trainee
Programme of Study at UH
Placement School
Mentor (signature)
Professional Mentor (Head) (signature)
UH Visiting Tutor (signature)

IMPORTANT

It is the responsibility of the trainee to ensure that the completed forms in this section are kept together in a file and made available to UH tutors, mentors, professional mentors and head teachers throughout the duration of the training programme. Some of the forms will need to be expanded to accommodate all the information required.

All forms are available on CDs given at mentor training/development sessions and on the Partnership area of the School of Education’s website (go.herts.ac.uk/ITEpartnerships) and on StudyNet (trainee access only).

Blank LOFs should be printed out, and made available, in the way they have been formatted, to mentors and tutors, at the beginning of observed lessons.

TheReport and Referenceform which is available on the placement CD and on our Partnership website must be completed by the mentor and copies emailed to and to the UH visiting tutor.

For contact details of UH staff and the document submission dates and timetable, specific to the particular placement, please refer to the Placement Milestones specific to each placement. These are given to mentors and trainees at the beginning of each placement. Placement Milestones are also available on the Partnership website and on StudyNet (trainee access only).

Documents for Portfolio – Summary of Forms and Evidence

Portfolio Part 1: Standards Evidence Grid and School Visit Forms

Primary Training Guidance and Evidence Grid
Copy of CEDP (on final placement only – on placement CD)
Nursery School Visit (BEd3, PGCE)
KS1/KS2 School Visit (BEd3, PGCE)
Secondary School Visit (BEd3, PGCE)
EAL Visit
Special School Visit (BEd1, PGCE)
SEND Placement Tasks
Signed Trainee Code of Conduct
Skills Tests Pass Sheets (trainee to provide from Skills Test Centre)

Portfolio Part 2: Lesson Planning and Pupil Assessment Forms

Timetables, class lists, medium term plans (from school)
Foundation Stage Plans
Key Stages 1 and 2 Plans:(shown week by week)
Detailed Lesson Evaluation
Guidance for using Lesson Plan
“Best Fit” feel of National Curriculum Levels
Exemplar Lesson Plan: Mathematics
Exemplar Lesson Plan: Literacy
Exemplar Lesson Plan: Science
Group Assessment Checklist
Whole Class Assessment Checklist
Reading Record

Portfolio Part 3: Trainee Assessment Forms

Attendance Register
Classroom Skills Observation Forms
Lesson Observation Forms (to include 1 Teaching of Reading and 1 Teaching of Phonics LOF)
Professional Training Records
Any other school-based tasks
Moderation and Assessment Grid
Report and Reference
Notification of Cause for Concern

Portfolio Part 4: Reading and Mathematics Portfolios

Portfolio Part 5: Other Evidence For example:

School Policies
Teaching Resources
Updated CV
Placement Evaluation Form

BEd ONLY Portfolio Part 6: Summary Evidence for QTS (to share with Academic Tutor) (See p.173 in this section)

Portfolio Part 1: Standards Evidence Grid Forms

(Please ensure you have read the notes in Section A)

Primary Training Guidance and Evidence Grid: This document should be reviewed by trainees weekly

and discussed with mentors. It provides guidance on the training activities for each of the Teaching

Standards and allows trainees to cross reference to their evidence. The evidence should be updated

each week and reviewed with the mentor half way through placement. The mentor should sign off the

evidence at the end of the placement.

Copy of CEDP (on final placement only – on placement CD/ see notes on page 18 of Section A)
Nursery School Visit (BEd3, PGCE)
KS1/KS2 School Visit (BEd3, PGCE)
Secondary School Visit (BEd3, PGCE)
EAL Visit
Special School Visit (BEd1, PGCE)
SEND Placement Tasks
Signed Trainee Code of Conduct – please read and sign this copy
Skills Tests Pass Sheets (trainee to provide from Skills Test Centre)

AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards)

Primary Training Guidance and Evidence Grid Primary Programmes

Block school placement expectations

The expectations given below indicate the performance required in each of the Teachers’ Standards (2012) to pass each assessed level of training.

Trainees will work through the suggested learning opportunities and training activities starting with the lighter shading and working through to the darker shaded activities. It may be that some of the same activities are undertaken across placements where this is appropriate.

BEd1 – demonstrating awareness and understanding of the Standards; beginning to meet them with structured help.
BEd2 - meeting the Standards with support and guidance
BEd3 – meeting the Standards securely, consistently and independently for the most part
PGCE 1 – meeting the Standards with support and guidance
PGCE 2 – meeting the Standards securely, consistently and independently for the most part

Expectations / BEd 1 /PGCE 1 / BEd 2
PGCE 1/2 complete these across the 2 placements / BEd 3 / PGCE 2
During pre-block preparation days trainees must set up a Portfolio file / Use school’s
medium term plans and class teacher’s lesson plans. / Use school’s medium term plans and plan own lessons with some support. / Use school’s medium term plans and plan own lessons and units of work/weekly plans.
Planning will reflect the increasing trainee responsibility for each level of the training programme. Throughout placements, trainees are expected steadily to take increased responsibility overall. / 40% of contact time by the 2nd week of the block. This may be individual, small group or collaborative teaching. / 60% of contact time by the 2nd week of the block. This should build from small group to responsibility for the whole class teaching by the 2nd week of the block. / 70% of contact time by the 2nd week of the block, building up to 80% in last 2 weeks of placement. This should include responsibility for the whole class teaching by the 2nd week of the block.
Duration of placement time in school / Visits for focussed observations and tasks.
PGCE-90 days minimum in total in school
BEd - 120 days minimum in school

More than 3 days’ absence in any one placement must be made up by

the trainee, for compliance with TDA requirements.

PRIMARY TRAINING GUIDANCE and Evidence Grid for meeting the Teachers’ Standards
Standard / Assessment questions / Suggested learning opportunities and activities
BEd 1 PGCE 1
BEd 2 PGCE 1 (start on these activities and finish in placement 2)
BEd 3 PGCE 2 / Suggested indicative evidence / Date and Evidence found / Mentor/
Tutor
signature

Set high expectations which inspire, motivate and challenge pupils

Establish a safe and stimulating environment for pupils, rooted in mutual respect / How does the trainee demonstrate they:

Can resolve conflicts and learners’ problems sensitively to protect the self-esteem of children and young people?

Can succeed in teaching children and young people to cooperate, to collaborate and to listen to others?

Can build the confidence and self-esteem of children and young people?

Can promote children and young people’s health, safety, and well-being?

Can implement the school’s policies, for example on equality, discipline, bullying and harassment?

Can contribute to ensuring the classroom is a stimulating environment?

Can seek to ensure pupils feel comfortable in lesson and able to contribute?

Do children and young people show respect and sensitivity in relationship with one another and with the trainee?

/ Read, annotate and implement school policies e.g. on bullying and harassment and equality, health and safety handbooks
Awareness of the need to comply with current legal requirements, national policies and guidance on the safeguarding and well-being of learner.
Observe and conduct lessons in which relationships are constructive, affirming and respectful, avoiding favouritism and embarrassment to pupils
Interview more experienced teachers and subject leaders about H&S and risk assessments for the subject/s they teach
Plan lessons that take into consideration children’s safety
Plan lessons which stress social responsibility, care for the environment, respect for cultural diversity
Observe and conduct lessons which demonstrate positive relationships and positive communication with pupils
Provide purposeful motivating learning opportunities which consistently reflect consideration for the safety of the learner, your needs and your environment
Carry out risk assessments where necessary in line with school’s policy / Annotated policies
Lesson observations; assessment point reports
Lesson observations
Records of professional conversations
Lesson plans; Units of Work
Testimonials; incident logs; minutes of meetings; reflective journal
Copies of risk assessments
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions / How does the trainee demonstrate they:

Can plan work at a suitably high level in relation to age and ability and to external benchmarks such as National curriculum level descriptors?

Can ensure tasks are relevant and engaging?

Can plan to meet diverse needs?

Can encourage children and young people to contribute views, and to reflect on, evaluate and learn from your mistakes?

Understand the needs of minority groups and appreciate the value that individual groups and your families place on educator.
Can enact the schools policies on inclusive behaviour?

/ Shadow experienced teachers who demonstrate these qualities
Attend UH sessions on teaching strategies, inclusion and diversity
Use evidence of pupils’ past achievements to set challenging teaching and learning objectives
Set challenging individual and class targets
Differentiate teaching so as to challenge pupils of differing abilities and backgrounds
Devise teaching resources that reflect the diversity of pupils in the class/school
Assist /plan with more experienced teachers out of school activities e.g. as relevant to the subject/s they teach or as part of the school’s extra-curricular programme. / Lesson plans showing differentiated strategies for SEN to
G & T pupils, e.g. differentiated learning objectives
Notes and annotated/highlighted materials
Lesson Observations
Assessment records
Lesson evaluations
SKfT audit and action plans
Units of work
Reflections from out of school activities/trips
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils / How does the trainee demonstrate they:

Can communicate and promote positive attitudes, values, and behaviour by personal example?

Establish positive relationships with children and young people, particularly through effective communication?

Can encourage a ‘can-do’ approach?

Can set a good example through the relationships they forge and in your general conduct throughout the school?

Can seek to be a positive role model in class and the wider school?

/ Develop high personal standards of time management, professionalism and reliability and model a good example
Read annotate and implement school policies e.g. on bullying and harassment
Observe lessons which demonstrate positive relationships and positive communication with pupils
Observe/teach lessons which demonstrate positive relationships and positive communication with pupils
Plan lessons which incorporate social responsibility, care for the environment and respect for cultural diversity / Assessment Point reports
Annotated/highlighted policies
Lesson plans and evaluations
Lesson observations

AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards)

Standard: Promote good progress and outcomes by pupils

Standard / Assessment questions / Suggested learning opportunities and activities / Suggested indicative evidence / Evidence & date / Mentor/
Tutor
signature
Be accountable for pupils’ attainment, progress and outcomes / How does the trainee demonstrate they:

Know where pupils are in their learning?

Know what skills pupils need to develop to progress?

/ Research NC, EYFS . Look at the phonics screening for year 1 pupils
Answer selected SATs questions to test knowledge
Assess pupils’ work with mentor support and guidance
.
If appropriate use SATs, optional tests/level questions in lessons and planning
Participate in school assessment and moderating teams: With support compare progress of pupils with national progress.
Evaluate teaching in the light of standards attained compared to targets set for individual pupils or groups of pupils.
With mentor and colleague support obtain and use comparative statistical data on attainment and use the information to inform teaching, set targets for whole groups and for individuals / Notes, school tasks
Notes of meetings
Copies of mark book pages; samples of school assessment data use
SKfT audit and action plans
Lesson plans, unit of works
Lesson evaluations
Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these / How does the trainee demonstrate they:

Know how data (observation, quantitative, etc.) can be used to inform lesson design planning?

Know how to use pupil-level and school-level data to gauge the impact of teaching?

/ Visit schools and classes before and after the key stages for which they are training, to raise awareness of prior knowledge
Assess learning throughout lessons
Plan and teach lessons with suitable learning objectives and progressive sequences of activities taking account of prior knowledge and personalised learning
Modify lesson plans in the light of:

Pupils’ prior knowledge
Formative assessments, feedback to/ dialogue with individual and small groups

/ Lesson plans
Lesson observations
Assessment records
Lesson evaluations
SKfT audit and action plans
Notes and school tasks
Visits to other stages
Reflections
Guide pupils to reflect on the progress they have made. / How does the trainee demonstrate they:

Can prepare and use self-assessment activities to support learners in developing reflective skills?

Can support pupils in making judgements about progress towards meeting the lesson objective?

Can support learners to develop self-assessment skills?

/ Observe lessons containing pupil self-assessment and peer assessment and, with the assistance of mentors, conduct lessons containing these features
Use plenaries and reviews of progress to identify learning targets for the next lesson
Set self-assessment tasks
Mark a variety of work, initially with mentors and other colleagues, identifying strengths and learning needs in the work and setting targets for further learning / Notes on observations of others
Lesson plans, observations
Marked and annotated work
Records of target setting and other record keeping
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching / How does the trainee demonstrate they:

Have a secure understanding of how learners learn?

Can adapt support and strategies according to the age and ability of learners, and according to the subject matter?

/ With the assistance of mentors and tutors, evaluate your teaching against effective delivery of learning objectives and impact upon class and pupil learning targets
Initially with the assistance of mentors, show that they are able to adjust your lesson planning in the light of evaluations and the progress that pupils have actually made
Take responsibility for evaluating the impact of your teaching.
Demonstrate the need to modify your planning and classroom practice to ensure the progress of all learners. / Lesson plans and evaluations
Notes and seminar papers based on research undertaken
Relevant entries in reflective journal
Encourage pupils to take a responsible and conscientious attitude to work and study / How does the trainee demonstrate they:

Encourage pupils to take a responsible and conscientious attitude to their own work and study?

Encourage pupils to take pride in their work?

Value pupils’ effort as well as achievement?

Are aware of how trainees’ own attitude provides a role model?

/ Demonstrate appropriate use of rewards and encouragement
Display pupils’ work effectively
Plan lessons that develop independent learners / Lesson observations
Photographs
Lesson plans

AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards)

3.Demonstrate good subject and curriculum knowledge
Standard / Assessment questions / Suggested learning opportunities and activities / Suggested indicative evidence / Evidence & date, / Mentor/
Tutor
signature
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings / Has trainee completed subject knowledge audits and from these developed SMART action plan?
How does the trainee demonstrate they:

Plan creatively and for creativity? (secure pedagogy) through your secure subject knowledge

An awareness of potential misconceptions and suggest strategies to address this;

Know and can respond to learners’ common misconceptions?

/ Become familiar with the NC programmes of study / literacy and numeracy frameworks/EYFS
Become familiar with the school schemes of work for the subject/s they teach
Share English and maths subject action pans with mentors on each placement
Read Rose Review – literacy (2006), Harlem and Tymms (science) and Williams report (maths) and identify implications for teaching.
Take responsibility for planning sequences of lessons in the Areas of Learning / curriculum subjects taught.
Research pupil misconceptions/misunderstandings in your subject and plan to address these in lessons
Observe, plan, teach and evaluate a range of subject specific pedagogical approaches
Contribute to planning meetings reviewing long and medium term planning. / Notes, school tasks
Completed SKfT audit and action plans
Lesson plans, evaluations and observations
Notes from meetings and observations
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship / How does the trainee demonstrate they:

Are keeping abreast of current initiatives and new thinking in subject?

Are aware of the National Curriculum general teaching requirements relating to inclusion, use of language, use of information and communications technology (ICT), and health and safety, and take account of these in your planning and teaching?

Have a sufficient secure knowledge and understanding of relevant curricula, frameworks and initiatives?

/ Refer to the relevant statutory and non-statutory curricula in planning sequences of lessons to promote learning matched to the age and abilities of the learners. Research through planned observation and the internet, the expectations of learners preparing for and leaving the age range for which they are planning.
Use research via the Internet, etc. to raise personal awareness of the legal framework of the National Curriculum, including its aims, values and principles and, as appropriate, frameworks for PSHE and Citizenship; / Lesson plans
Notes on reading
SKfT audit and action plans
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever
the teacher’s
specialist subject / How does the trainee demonstrate they:

Can show they provide a good role model of standard English (spoken and written)?

Know the steps they are taking to address any difficulties they may have in any aspects of this, and the steps are they taking to improve?

Can use language which is appropriate to the age and ability of the children and the given subjects?

/ Read and implement school and national policies on Literacy
Plan lessons showing cross-curricular links with literacy
Liaise with mentors, subject leaders and other colleagues on good practice in these area / Taught course notes
Lesson plans
Notes from meetings
Lesson observations