Those on the ABRIDGED Route Complete at the End of Term 2

Liverpool John Moores University Faculty of Education, Health and Community

Those on the ABRIDGED route complete at the end of Term 2

PGCE/DEPrimarySchool Direct Salaried Abridged Route [Term 2]

SCHOOL EXPERIENCE REVIEW FORM Term2 FINAL

EXTENDING TEACHING AND LEARNING, QUALIFYING TO TEACH

NB: Pink shaded areas on this document emphasise a critical situation that needs attention.

When completing this document electronically please put your cursor into thegrey shaded areato start typing.

To check the boxes –double click (left) the square then ensure “default value” = checked. OK

Trainee Name: / School/Establishment:
Class/Year Group taught: / KS:

Indicate Number of days

Attendance / No. of days: / Out of a possible number of days:

Tick appropriate box

Punctuality / Good / Satisfactory / Unsatisfactory

Tick appropriate boxes

Form/Class Tutor / Staff Meetings / In-service Training / Parents’ Evenings

Involvement in other Placement Experiences (including EAL, SEN, Diversity)

Other Experiences still to be targeted (including EAL, SEN, Diversity)

Extending Teaching and Learning leading to Qualifying to Teach, where the trainee teacher is on their final work-related placement, working towards extending competence in order to achieve qualified teacher status. The attachment focuses on ALL the standards but there is an increased expectation placed on those concerned with monitoring and assessment. During this placement the trainees will be assessed against each one of the standards. In order to enable them to do this it is expected that tutors should comment on whether they demonstrate competence based on the LJMU ITT Tracker Grade Descriptors.

Indicate a Judgement of the Trainee’s competence in meeting the standards for QTS at the FINAL stage of the placement based on the LJMU ITT Tracker Grade Descriptors and the trainee’s evidence. Select ONE Grade only.

Grade 1 / Grade 2 / Grade 3 / Grade 4

To check the box –double click (left) the square then ensure “default value” = checked. OK

The Final Placement Grade is extremely important and will be used to determine the Final Attainment Grade following Triangulation, based on the overall profile of the Trainee on completion of their training programme. A draft version of this form should be available at the triangulation meeting. Please see the following page for further grading guidance.

If the Trainee is a Grade 4 (Inadequate) please indicate clearly the reasoning/evidence behind this decision.
Has the Trainee been placed ‘on an intervention action plan’ and been provided with clear targets to support their progress? / YES / NO
Triangulation Date:

It is important to ensure consistency in determining the final graded awarded. The following guidance has been extracted from the OFSTED framework for the inspection of Initial Teacher Education. Please note that those involved in ITE are expected to take into account a “reasonable expectation” of attainment prior to the award of QTS when making judgements in respect of the school-based practice of trainee teachers. Those involved should be guided by the benchmarks established in the LJMU ITT Tracker grade descriptors.

Grade 1 / Taking into account the “reasonable expectation” of trainees, Grade 1 requires that:

Trainees demonstrate excellentpractice in the majority of the standards for teaching and all related to their personal and professional conduct.
Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good.[i]

Grade 2 / Taking into account the “reasonable expectation” of trainees, Grade 2 requires that:

Trainees demonstrate excellent practice in someof the standards for teaching and all related to their personal and professional conduct.
Much of the quality of trainees’ teaching over time is good; some is outstanding.[ii]

Grade 3 / Taking into account the “reasonable expectation” of trainees,Grade 3 indicates that:

The quality of trainees’ teaching over time requires improvement as it is does not yet meet the expectations for good.[iii]

Grade 4 /

Trainees awarded QTS fail to meet the minimum level of practiceexpected of teachers as defined in the Teachers’ Standards by the end of their training.
The quality of trainees’ teaching over time is weak such that it contributes to pupils/learners or groups of pupils/learners making inadequate progress.[iv]

Please identify a grade for each Standard. NB: Please refer to the LJMU ITT Tracker Grade Descriptors and trainee evidence when deciding the grade. Only select ONE grade. The grades given should match the expectations of the overall grade identified on pages 1 and 2.

To check the box –double click (left) the square then ensure “default value” = checked. OK

Expectations for the Phase of Training - Extending Teaching and Learning:
S1: Set High Expectations which inspire, motivate and challenge
a / establish a safe and stimulating environment for pupils, rooted in mutual respect.
b / set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
c / demonstrate consistently the positive attitudes, values and behaviours which are expected of pupils.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S2: Promote good progress and outcomes by pupils
a / be accountable for pupils’ attainment, progress and outcomes.
b / plan teaching to build on pupils’ capabilities and prior knowledge.
c / guide pupils to reflect on the progress they have made and their emerging needs.
d / demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
e / encourage pupils to take a responsible and conscientious attitude to their own work and study.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S3: Demonstrate good subject and curriculum knowledge
a / have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
b / demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
c / 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
d / if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
e / if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4

Systematic Synthetic Phonics

/ Grade: 1 2 3 4
The extent to which the Trainee demonstrates knowledge and understanding of how to teach Systematic Synthetic Phonics
Assessment of Knowledge and Understanding in this area. This should be justified by evidence on the Phonics tracker. / Specific Areas for Development for the Induction Year

Mathematics

/ Grade: 1 2 3 4
Trainee’s knowledge and understanding of how to teach mathematics (please specify which topics taught)
Assessment of Knowledge and Understanding in this area. / Specific Areas for Development for the Induction Year

Science

/ Grade: 1 2 3 4
Trainee’s knowledge and understanding of how to teach primary science (give specific details regarding topics taught)
Assessment of Knowledge and Understanding in this area. / Specific Areas for Development for the Induction Year

Foundation Subjects

/ Grade: 1 2 3 4
Trainee’s knowledge and understanding of how to teach Foundation Subjects including Physical Education (please specify which subjects taught and which topics within those subjects)
Assessment of Knowledge and Understanding in this area. / Specific Areas for Development for the Induction Year
S4: Plan and Teach well structured lessons
a / impart knowledge and develop understanding through effective use of lesson time
b / Promote a love of learning and children’s intellectual curiosity.
c / set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
d / reflect systematically on the effectiveness of lessons and approaches to teaching
e / contribute to the design and provision of an engaging curriculum within the relevant subject areas.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S5: Adapt teaching to respond to strengths and needs
a / know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
b / have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
c / 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
d / 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.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S6: Make accurate and productive use of assessment
a / know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
b / make use of formative and summative assessment to secure pupils’ progress
c / use relevant data to monitor progress, set targets, and plan subsequent lessons
d / give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S7: Manage behaviour effectively to ensure a good safe learning environment
a / have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy
b / have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly
c / manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
d / maintain good relationships with pupils, exercising appropriate authority,and acts decisively when necessary
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
S8: Fulfil Wider Professional Responsibilities
a / make a positive contribution to the wider life and ethos of the school
b / develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
c / deploy support staff effectively
d / take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
e / communicate effectively with parents with regard to pupils’ achievements and well being.
Justify Key Strengths based on evidence / Specific Areas for Development for the Induction Year / Grade
1
2
3
4
P2 : Personal and Professional Conduct (refer to Part 2 Teachers’ Standards)
P2i / Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school / YES / NO
P2ii / Teachers must have a proper and professional regard for the ethos, policies and practices of the school in which they teach / YES / NO
P2iii / Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities / YES / NO
If NO, please state the reasons clearly below:
Comment on the trainee’s progress during this Phase of training based on the evidence.

Indicate 3 Key Areas of Strength and 3 Specific Areas for Development for the NQT Induction Year which will inform transfer information supplied to employing settings.

Justify 3 Key Strengths based on evidence
LINKED TO THE TEACHERS’ STANDARDS / 3 Specific Areas for Development
LINKED TO THE TEACHERS’ STANDARDS
Trainee Comment:

Trainee MUST scan and upload document in full to Abyasa in order to be recommended for QTS at the end of the programme. The trainee MUST send a copy of the completed form to their LJMU liaison tutor and personal tutor.

By signing this document it confirms that the LJMU ITT Tracker Grade Descriptors and evidence have been used to make the judgements on this Review Form.NB: Please Sign manually (NOT electronically).

SIGNATURES:

ITT Mentor:Date:

Professional Mentor:Date:

Trainee:Date:

Thank-you for your support of the trainee in their final phase of training.

PGCE/DE PrimarySD SALARIEDABRIDGED ROUTE Review Form TERM2 FINAL Placement Experience Handbook 2017>

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[i]Typically this trainee demonstrates the standards with the majority at grade 1

[ii]Typically this trainee demonstrates the standards with the majority at grade 2

[iii]Typically this trainee demonstrates the standards with the majority at grade 3 and no standards at Grade 4

[iv]Any standard graded 4 by the end of the training indicates a fail