Weekly review and feedback 1 RoLO per week Block B Block B Report Alternative See key dates Plus feedback given on mathematics and phonics workbook if based in KS1 Weekly review and feedback Block A Final Summative Assessment 1 RoLO per week Final Report See key dates This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. Reflection and Evaluation Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the they want to may also help a student to recognise progress ‘teacher be’. Discussion or identify reasons for lack of progress and suggest a course of action that will inform and improve future practice, ensuring they have an impact on learning. See Appendix 3 children’s for the Weekly Review and Reflection proforma. The Block A Interim Report and Block B Report At the mid-point of the Block A placement the Class Mentor and Professional Mentor will discuss and assess the progress and the Class Mentor will complete the Interim student’s Report (this process will be repeated towards the end of Block B for the same purpose). Students are graded as Outstanding, Good, Requires Improvement (RI on track/RI needs support) or At Risk of Failure. All reports are based on a variety of evidence and data e.g. Lesson observations (RoLOs) Discussions with the student SBT file (see Appendix 2 for contents list) Completion of the Mathematics and Phonics/Reading Training and Professional Development Guides Engagement with the Behaviour workbook and the English as an Additional Language (EAL) booklet (not all sections have to be completed) A work in or around the school and involvement in the wider life of the school student’s (see Appendix 5)
Block B Alternative Weekly review and feedback Block B Report See key dates 1 RoLO per week Plus feedback given on mathematics and phonics workbook if based in KS1 Block A Final Weekly review and feedback Final Summative Assessment Report See key dates 1 RoLO per week This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. Reflection and Evaluation Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the ‘teacher they want to be’. Discussion may also help a student to recognise progress or identify reasons for lack of progress and suggest a course of action that will inform and improve future practice, ensuring they have an impact on children’s learning. See Appendix 3 for the Weekly Review and Reflection proforma. The Block A Interim Report and Block B Report At the mid-point of the Block A placement the Class Mentor and Professional Mentor will discuss and assess the student’s progress and the Class Mentor will complete the Interim Report (this process will be repeated towards the end of Block B for the same purpose). Students are graded as Outstanding, Good, Requires Improvement (RI on track/RI needs support) or At Risk of Failure. All reports are based on a variety of evidence and data e.g. Lesson observations (RoLOs) Discussions with the student SBT file (see Appendix 2 for contents list) Completion of the Mathematics and Phonics/Reading Training and Professional Development Guides Engagement with the Behaviour workbook and the English as an Additional Language (EAL) booklet (not all sections have to be completed) A student’s work in or around the school and involvement in the wider life of the school (see Appendix 5)