Guidance on using the Pupil Profile Proforma The following notes give you some guidance on how to fill in the University pupil profile proforma and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at . Remember it is important that during your time on school experience you are able to demonstrate the impact you have had on children’s learning. Your profile children can be a good way of demonstrating this. PUPIL PROFILE: KS 1/2 Date of Profile: NAME Gill DOB 25/02/2006 AGE 8 GENDER Female ETHNICITY British HOME LANGUAGE(S) English SPECIAL NEEDS N/A although Gill is currently being screened for dyslexia due to the difficulties she is having in English. PERSONAL, SOCIAL & EMOTIONAL ASPECTS peer/adult relationships, attitudes Gill is a very timid young lady, who can often copy other work. She needs to develop children’s the confidence in her own abilities so that she completes more of her own work. Gill is always polite and although having good social skills she has a small friendship group. STRENGTHS AREAS FOR DEVELOPMENT READING (1b) Uses picture clues to try and work out To use phonics to help decode unfamiliar unfamiliar words. words. Ensure you record the current level, if In this section you may wish to discuss appropriate for your school experience with the class teacher any targets and school. In addition include any strengths record them here. In addition to these, set in that subject which have been observed your own targets based on lessons you or assessed. Where appropriate you wish have taught. The important aspect is to to include a baseline (typical) piece of demonstrate how you are helping the child work completed in that subject to address these targets (don’t forget evidence in your lesson plans). Therefore where possible you may include examples of work to show the child has achieved this. This is obviously easier for subjects that are taught more frequently. WRITING (1c) Use bossy verbs a beginning of a written instruction. Achieved 28/06/13 see – Can chronologically order pictures and is attached work. This can now become a beginning to verbally give instructions. strength and a new target set.
Guidance on using the Pupil Profile Proforma The following notes give you some guidance on how to fill in the University pupil profile proforma and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at . Remember it is important that during your time on school experience you are able to demonstrate the impact you have had on children’s learning. Your profile children can be a good way of demonstrating this. PUPIL PROFILE: KS 1/2 Date of Profile: NAME Gill DOB 25/02/2006 AGE 8 GENDER Female ETHNICITY British HOME LANGUAGE(S) English SPECIAL NEEDS N/A although Gill is currently being screened for dyslexia due to the difficulties she is having in English. PERSONAL, SOCIAL & EMOTIONAL ASPECTS peer/adult relationships, attitudes Gill is a very timid young lady, who can often copy other children’s work. She needs to develop the confidence in her own abilities so that she completes more of her own work. Gill is always polite and although having good social skills she has a small friendship group. STRENGTHS AREAS FOR DEVELOPMENT READING (1b) Uses picture clues to try and work out unfamiliar words. Ensure you record the current level, if appropriate for your school experience school. In addition include any strengths in that subject which have been observed or assessed. Where appropriate you wish to include a baseline (typical) piece of work completed in that subject To use phonics to help decode unfamiliar words. In this section you may wish to discuss with the class teacher any targets and record them here. In addition to these, set your own targets based on lessons you have taught. The important aspect is to demonstrate how you are helping the child to address these targets (don’t forget evidence in your lesson plans). Therefore where possible you may include examples of work to show the child has achieved this. This is obviously easier for subjects that are taught more frequently. WRITING (1c) Can chronologically order pictures and is beginning to verbally give instructions. Use bossy verbs a beginning of a written instruction. Achieved 28/06/13 – see attached work. This can now become a strength and a new target set.