Week 11 onwards

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Week 11 onwards

Amendments to the Education ProgrammeEducation Session today– ‘School Experience Briefing’Seminars – School InformationWeek 12 – October 15th - Behaviour Management SessionWeek 13 – October 22nd -Teaching and Learning

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Preparing for School Experience Part I

PGCE [Primary] Full-time CourseAutumn 2003

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Arrangements for Today

3.30 p.m. – Meet in rooms according to area where school is located (seminar tutors will inform you of the rooms)Negotiate travel arrangements with other trainees 3.45 p.m. – Those SBTs (mentors) who have attended the briefing session will arrive in rooms. If no SBT by 4.00 p.m. please feel free to leave.

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THE ATTACHMENT PERIOD

Programme identified in the handbookInformation for medium term planningTimetable for preparation weekTimetable/s for teaching weeksIdentify areas for displayMake contact with your college-based tutor (moderator)Check timetables with CBTBEGIN RESEARCHING THE AREAS TO BE TAUGHT

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Point of Clarification

For trainee teachers:Short-term planning refers to lesson plans and weekly plans.Medium-term planning refers to the planning that is done prior to a block experience in school. This involves: planning ahead; having clear expectations of what you wish the children to learn from your series of lessons; demonstrating that you have the knowledge required to teach the subject; and that you have researched potential activities to deliver the objectives.

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The school block experience timetable

Breakdown of SBE1 time50% Available teaching time20% Directed time within the base class20% Specialist subject research / observation / teaching within the key stage10% Non-contact time

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The 50% Teaching Time

Teaching the Core Curriculum only – English, Mathematics, Science and ICT.This may involve working with groups and delivering part-lessons in the first week.From week 2 onwards, teaching will generally involve taking responsibility for the whole class.All teaching should be planned prior to the day of ‘delivery’ and evaluated on the same day.

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20% ‘Directed Time’

Classroom-basedAssisting /working under direction from the class teacherCollaborative teaching (which has also been planned collaboratively)School-based tasks [core subjects]

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20% Specialist Subject

Observe lessons being taught within your the key stage Possibly experience collaborative teaching with the subject co-ordinator and/or class teacherTeach groups (whole class if appropriate) within your own class and/or within the key stageKeep a clear record of how / what you achieve/experience within this time.

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Non-Contact

Away from pupilsSchool-basedPreparing displays /resources.Marking pupils’ workEvaluating lessonsConsultation with colleaguesFinding resourcesLooking at school displays Recording pupils’ progress

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Signing-Out Week

School-based week (week beg. 10th November)Preparation week timetable is requiredPre-arrange visits to collegeSubmit medium term plans to SBT (mentor) with relevant coversheets Amend plans as necessaryFirst lesson plans should be submitted with the medium term plansFinal signing out form – Signed by Thursday 4pm

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Medium-term Plans

Key Stages One and Two Literacy, Numeracy, Science and ICT

Foundation Stage

- Personal,Social & Emotional Development- Communication, language & literacy - Mathematical Development- Knowledge & Understanding of the World [Science & ICT components]

Refer to the National Curriculum, Curriculum Guidance for the Foundation Stage, the Literacy and Numeracy Strategies, the QCA website, a range of commercial resources and the school’s planning when researching prior to teaching.

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Medium-term Plans

Literacy/ Numeracy – specific guidance will be provided by curriculum tutorsProvide detail – to support your teachingUse appropriate college formatsQualify how assessment will occurUse the college-based generic record keeping systemBe prepared to amend your planning - As teaching takes place, some amendments may well be required When you evaluate your overall teaching you will also make reference to how your plans were amended.

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SHORT TERM PLANS

Use college formatsAvoid proformas that limit detailDaily plans are to be ready before school startsSame day evaluationsEnsure availability and accessibility of resourcesExplore a variety of styles of teaching/learning

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What the children ‘want’ …

to be treated fairlyto feel ‘comfortable’ in the classroomto have their contributions to lessons valued – Oral contributions– Written/practical work

to enjoy their time in school

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What the children are entitled to …

A teacher who values and respects them as individualsA teacher who has the subject knowledge to deliver the curriculum A teacher who has prepared well for each lesson A curriculum which accords with national expectationsA safe and secure learning environmentLearning activities which are suitable for their particular needs

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Some expectations from your SBT

That you will:research thoroughly the medium-term plans;prepare well for each lesson that you teachact professionally at all times (dress, punctuality, attendance)respect the children and the staff within the school;value and act upon advice givenbe organised, and provide profiling documents in good time.

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Making a good impression with your CBT

Before the School Block Experience:Do your best to make direct contact with your CBT before the block.Agree a timetable with him/her.Provide a copy of the ‘Contact Details Sheet’. Provide a copy of timetable and notify of any days when you will be out of the school (e.g. date of trip to Wigan Pier etc.)

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Impressing the CBT/moderator continued

During the visit itself:Do make sure that you have provided a chair for the moderator!Have your file(s) out ready for scrutiny- not hidden in a cupboard - no missing elements (evaluations and records) which

are ‘on disk’/’at home’ Give the moderator a copy of your lesson plan

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General Points

Ensure that: your file is professionally presentedplanning is clear and structured and follows the correct formatsyou keep up-to-date with evaluationsyou are treating record keeping as on-going and that you have already begun this process.

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Support Systems

Remember there are support structures in place for you. Generally you would seek support from the following people in this order: Class teacherSBT/MentorCBT/ModeratorEducation TutorIf considered appropriate by colleagues you may be referred to either the Director of the PGCE (Primary) course or the Director of Partnerships.

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Looking after yourself and your peers

Try to keep some contact with your colleagues on the PGCE course during SBE, especially if you are the only student teacher in the school.Remember COMPASS the Hope-based student support services.Try to keep well, take vitamins, get enough sleep and talk to someone if you find yourself in difficulty!

and last but not least …

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ENJOY THE EXPERIENCE!