University of Chester Faculty of Education and Children’s Services

Year 1 SBL Professional Development ActivitiesBA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

Faculty of Education and Children’s Services

Year 1 School-based Learning – Professional Development Activities

BA (Hons) Primary Education and

BA (Hons) Early Years - Primary Education

2017 - 2018

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University of Chester Faculty of Education and Children’s Services

Year 1 SBL Professional Development ActivitiesBA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

BOOKLET RATIONALE

This booklet has been created to support the bringing together of university and school-based learning. The school-based learning activities have been designed within the ITE Partnership to provide guidance to Associate Teachers (ATs) and Professional Mentors/ Class Teachers on the types of activities that ATs should engage in in order to meet, to an appropriate level at this stage of training, key aspects of the Teachers’ Standards. This set of activities is by no means exhaustive and, as with all aspects of ITE Partnership, school colleagues and ATs are encouraged to seek other related and bespoke opportunities for development in these areas. Feedback from school colleagues and ATs is, as always, very welcome and can be given either to the University Link Tutor, programme tutors or noted on the relevant SBL evaluation form.

Y1 UNIVERSITY-BASED LEARNING 2017/18

Below is information for our ITE Partnership colleagues based in school outlining the university-based learning undertaken by the BA (Hons) Associate Teachers across all modules throughout the year. As all modules are ongoing at the placement start, only some of the content will have been covered prior to this.

Education and Professional Studies – Outline of module content
Introduction to learning, teaching and assessment
  • An introduction to the concepts of learning, teaching, education, school and curriculum;
  • A brief introduction to the history, sociology and philosophy of education;
  • Learning theories and their application in Primary and EYFS classrooms/settings; the role of play in supporting learning and development;
  • Key theories of child development (social, moral, motor and cognitive);
  • An introduction to Early Years pioneers;
  • Factors influencing motivation and learning;
  • Classroom management and organisation; behaviour management and engagement;
  • Theory into practice: planning for effective learning in primary or EYFS settings;
  • An introduction to Safeguarding/e-safety and Child Protection;
  • Personal and professional conduct.
The teacher as researcher:
  • Research in education;
  • Brief introduction to ethics in research;
  • Observation and the reflective practitioner; reflecting on practice;
  • Case studies and child profiles;
  • Interviewing professional colleagues.

School-based Learning Preparation - Outline of module content
  • The role of the teacher;
  • Professionalism (focus on Part 2 of the Teachers' Standards);
  • Time management;
  • Planning and assessment skills;
  • Articulacy and the use of the voice;
  • Target setting and subject knowledge auditing.

CORE SUBJECT LEARNING

ENGLISH - Outline of module content
  • English in the statutory documents for the EYFS and Primary phases (with a focuson spoken English and reading);
  • Early language acquisition;
  • Spoken Englishwith a focus on the use of standard English;
  • The Rose Review and the Simple View of reading;
  • The role of Systematic Synthetic Phonics in the teaching of early reading and spelling;
  • Teaching reading comprehension;
  • Reading for pleasure;
  • Technology tosupport the teaching of reading;
  • The application of reading and spoken language across subjectboundaries.

MATHEMATICS - Outline of module content
  • Introduction to the EYFS and National Curriculum for mathematics;
  • Exploration of attitudes towards mathematics;
  • Early number – counting;
  • Place Value and other number systems;
  • Mental and written methods for the four rules of number calculations.

SCIENCE - Outline of module content
  • The nature of science and why we teach it;
  • Early years science experiences - early explorations;
  • Children's ideas in science;
  • Constructivism;
  • Science in the National Curriculum at Key Stage 1 and Key Stage 2;
  • Scientific Enquiry (working scientifically);
  • Selected topics from the NCprogrammes of study for physics, chemistry and biology;
  • Introduction to lesson planning in science.

OTHER MODULES

PE and Outdoor Learning in the EYFS and Primary Phases - Outline of module content
  • An introduction to Physical Development and PE in the statutory frameworks for EYFS and Primary phases;
  • Learning and teaching through core PE activities, such as games, gymnastics and dance, health related exercise and outdoor activities;
  • An introduction to developmentally appropriate Physical Education and the motor skills which underpin fundamental movement;
  • A review of a range of teaching strategies that can be used in practical Physical Education contexts;
  • The contribution of Physical Development and PE to learning across the Early Years and Primary phases;
  • The promotion of Health and Safety and management of risk in Physical Education lessons and out-of-school contexts;
  • An introduction to teaching and learning Physical Development and PE in out-of-school contexts;
  • The contribution of Physical Development and PE, and the role of fundamental movement skills in the promotion of appropriate health enhancing physical activity.

Learning and teaching in the Arts - Outline of module content
  • Key skills and concepts in relation to arts education, including gaining experience and expertise in a range of techniques for teaching children;
  • Approaches to planning, learning, teaching, assessment, evaluation, classroom management and inclusion in art and design, design and technology and music;
  • The potential for working collaboratively with a variety of art forms;
  • Creative learning and teaching opportunities across the arts;
  • The place of art and design, design and technology and music in a child’s curriculum;
  • To explore cultural diversity through the arts;
  • Meaningful cross-curricular links between thearts.

Computing, Primary Foreign Languages and Intercultural Perspectives - Outline of module content
  • The essential knowledge, skills and understandingto teach Computing and use technologies to enhance learning;
  • The Computing curriculum for key stages one and two and ICT in the EYFS;
  • Progressions in programming;
  • Selecting, using and combining technologies for creative purposes;
  • Digital citizenship:safe, responsible and sensitive use of technologies and media;
  • Choosing when and when not to use technologies for learning;
  • Using technologies to support the teaching of languages and to explore intercultural perspectives;
  • Auditing of cultural journeys – global links and language experiences;
  • Exploring the notion of different heritages and cultures;
  • The contributions of different cultures and heritages to British culture and values;
  • 'Self and Other’ - articulation of own culture/heritage as a pre-requisite for understanding another;
  • Language as part of culture - learning from other languages;
  • Multicultural and intercultural education – practice and development, similarities and differences;
  • The role of languages in developing children’s interculturality;
  • The intercultural classroom, including school linking locally and globally;
  • Introduction to the global dimension to the curriculum – global learning;
  • Language teaching pedagogy, including cross-curricular approaches;
  • Language teaching pedagogy, including planning for micro-teaching and resources.

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University of Chester Faculty of Education and Children’s Services

Year 1 SBL Professional Development ActivitiesBA (Hons) Primary Education and BA (Hons) Early Years – Primary Education

Induction to the school

Making the most of the first 2 days

The first 2 serial days of the placement should enable Associate Teachers to orientate themselves with the class/ classes and schools they will be based in, collecting key information and documents about the class/ classes, and about school policies and procedures. Opportunities for meeting the class teacher and Professional Mentor will greatly enhance this process.

Key information and documents to collect

Key Policies: e.g. Safeguarding and Child Protection; e-safety; subject-specific policies; behaviour management; anti-bullying; Equality.

School information: school prospectus and mission statement; roles and responsibilities of all staff; resources available in school and any procedures for booking them.

Class information: class list; details of groupings; key assessment data and tracking information about children in class (including targets); information about children with additional needs (e.g. EAL; SEN and disability (access to IEPs); medical needs); class timetable (including access to hall and other facilities, e.g. ICT Suite); topics/ areas to be covered during SBL; sketch classroom layout.

School routines: lunchtime arrangements; playground duty rota; staff meetings; staffroom protocol.

Age-phase enhancement and enrichment

Discussion should focus on requirements for this over the course of the year. These are detailed in the Phase 1 document within the appendices in the SBL Guide.

General organisation

  • Arrange with your Professional Mentor or Class Teacher a suitable time each month (during the serial days) to hold an informal ‘review’ meeting; no paperwork is necessary during this meeting, but it is an important opportunity to touch base and ensure that the training during the serial days is enabling a range of opportunities, as well as completion of the PDAs;
  • With your Class Teacher and, if appropriate, your paired placement partner, establish your responsibilities and activities for the second and third serial days.

Observation

  • Observe a range of both core and foundation subjects, including at least one Literacy lesson and one Numeracy lesson.
  • From your observations and discussions with the class teacher make a note of the strategies used to manage children’s behavior; record exactly how they are used; the rationale behind them; the impact they have.

Child Profiles

  • Two contrasting children should be selected as a focus for child profiles by the class teacher. ATs should then work closely with these children throughout the year, gaining insight into their learning needs and supporting their learning appropriately. Regular reviews or progress in this activity will take place in university sessions throughout the year.

Breaking the ice with the whole class (suggestions)

Whilst this is not mandatory, it is a good idea to do some activity that you feel confident with, very early in the placement.

For example, you could:

  • Begin to read aloud to the class on a regular basis and continue for the rest of the placement.
  • Team teach an oral/mental starter for a numeracy lesson.

Key areas of focus for the whole placement

Classroom management and behaviour management

Many of the suggested Professional Development Activities for the autumn term focus on this area, and are detailed later in this document. ‘Weekly’ reviews of progress (informal during the serial days) should regularly review progress in this area and identify opportunities for professional development.

Presence in the classroom

Associate Teachers should be aware of the importance of this from the start of the placement, and regular feedback and support should be given to enable them to develop greater self-awareness of the impact of aspects such as body language, positioning and voice. Where there are any concerns about classroom presence, these should be shared with the University Link Tutor, so that additional support can be provided.

Working with parents and carers

Developing confidence for communicating with parents and carers has been identified as a programme priority. During the course of the year, Associate Teachers should be given the opportunity to do each of the following on at least one occasion:

  • Write a letter to parents, introducing themselves as an Associate Teacher. A template for this is provided on the Professional Journey website;
  • Communicate with parents to give praise about a child’s achievement (s);
  • Communicate with parents to respond to concerns about a child’s progress or well-being;
  • Engage in at least one communication with parents that involves technology (e.g. Twitter, text, blog);
  • Attending and, if deemed appropriate, contributing during a consultation with parents and carers (e.g. parents’ evening);
  • Make a phone call to parents;
  • Communicate to parents about a child’s progress in reading (e.g. through reading record/ diary);
  • Attend an extra-curricular event organised for parents, and talk to the parent (s) of at least 3 children during this.

Core subjects

Many of the suggested Professional Development Activities for the spring term focus on this area. ‘Weekly’ reviews of progress (informal during the serial days) should review progress in subject knowledge and identify opportunities for professional development, taking account of ATs’ subject knowledge audits.

Planning

Associate Teachers need to gain an insight into levels of planning in a primary school (long term, medium term and short term), and support in this area should be provided throughout the year. Suggested progression is as follows:

Autumn Term

Associate Teachers should be engaged in discussion about the planning process, and shown good examples. ATs should engage in teaching of small groups, as directed by the class teacher and from his/ her planning.

Spring Term (1)

Using the university lesson planning format, and under the direction of the class teacher, Associate Teachers should plan lessons, or parts of lessons for groups. Associate Teachers should be shown examples of medium term planning and how this translates to weekly and/ or lesson plans.

Spring Term (2)

As spring term (1) + Associate Teachers should be given the opportunity to engage more with medium term planning, and how short-term planning is derived from this.

Summer Term (1)

Associate Teachers should be completing lesson plans with increasing independence, and preparing plans and teaching the whole class in some lessons, as deemed appropriate.

Summer Term (2, block placement)

As summer term (1)

Child Profiles

Aims:

  • Enable Associate Teachers to gain a greater understanding of assessment, target setting and tracking of children’s progress;
  • Enable Associate Teachers to gain a greater understanding of factors that affect children’s attainment.

In completing the Child Profiles, Associate Teachers must demonstrate that they are aware of (for at least English and Mathematics):

  • Each child’s attainment in relation to national age-related expectations and baseline attainment at the start of the year and/ or key stage/ age phase;
  • How the child’s attainment has been tracked over time;
  • Each child’s quantitative and qualitative targets, and how these impact on planning;
  • Contributory factors that may have impacted on the child’s learning and attainment.

Associate Teachers must also provide evidence of how they have (for English and Mathematics):

  • Monitored the child’s progress towards targets;
  • Planned for and assessed the child’s learning in relation to their targets.

Outstanding Associate Teachers will:

  • Demonstrate a degree of autonomy and initiative in addressing the above;
  • Liaise with appropriate colleagues in school in support of the child’s learning.

Using the Child Profiles for SBL and UBL assessment

Associate Teachers are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards and to support critical reflection in academic assignments, where appropriate.

The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards identified below:

5b)have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

5c)demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

5d)have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them;

6b)make use of formative and summative assessment to secure pupils’ progress;

6c)use relevant data to monitor progress, set targets, and plansubsequent lessons.

Presentation of Child Profiles

Aside from the cover sheet, there is no set presentation format for the Child Profiles. They should appear in the relevant section of the SBL File, and provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL.

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets.

The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

Child Profiles – examples of possible content

  • Records of pupil tracking;
  • Details of qualitative and quantitative targets (and assessment made in relation to these);
  • Examples of summative and formative assessment that has been completed;
  • Work samples (annotated to demonstrate relevance).

Autumn term professional development activities

Focus: Classroom organisation, behaviour management and teaching pedagogy

The following are suggested activities, which will help structure your time in school during the autumn term. The emphasis is on enabling you to gain a greater insight into classroom organisation, behaviour management and teaching pedagogy, and to make links between theory introduced in the university to practice observed in school.

  1. Track a full day for one class of children

Record your observations during the day in your own diarised format. Try to consider why particular class management and teaching strategies are being used to support children’s learning. You should take opportunities to support individual children/ groups as directed by the Class Teacher throughout the day. Observation should be participatory!