31 or PD: Ask for a copy of the Welcoming 32 school’s anti-bullying the trainee to (w/b policy and bring it with the setting. 18 Feb you to the next PD Initial informal or 25 seminar. meeting. Feb) Enabling English trainee to Primary and Early start to get to Years: Be ready for know children, the session in week to colleagues collect some examples of and parents. writing (2 or 3 copies of Providing the writing / marking trainee with making) of a child key policy working at age related documents expectations. Bring these and also examples to the English sharing session. Also, ask the planning. class mentor to share Encouraging how writing is assessed the trainee to and tracked in their work with school and how this is groups and used to inform planning. start engaging with the everyday workings of Maths: the class Primary and EY: (register / Primary and Early Years. collecting Spend time getting to know children from your children the mathematically. Try to work playground / with each group or table meeting during the week and make parents with some notes about the you at the children (e.g. how engaged start and end they are with maths, how confident etc) of the day etc. Have a look to see whether the school is using a maths scheme to inform planning. If so, have a look through the text books and teacher’s guide.
31 or 32 (w/b 18 Feb or 25 Feb) PD: Ask for a copy of the school’s anti-bullying policy and bring it with you to the next PD seminar. English Primary and Early Years: Be ready for the session in week to collect some examples of writing (2 or 3 copies of writing / marking making) of a child working at age related expectations. Bring these examples to the English session. Also, ask the class mentor to share how writing is assessed and tracked in their school and how this is used to inform planning. Maths: Primary and EY: Primary and Early Years. Spend time getting to know your children mathematically. Try to work with each group or table during the week and make some notes about the children (e.g. how engaged they are with maths, how confident etc) Have a look to see whether the school is using a maths scheme to inform planning. If so, have a look through the text books and teacher’s guide. Welcoming the trainee to the setting. Initial informal meeting. Enabling trainee to start to get to know children, colleagues and parents. Providing the trainee with key policy documents and also sharing planning. Encouraging the trainee to work with groups and start engaging with the everyday workings of the class (register / collecting children from the playground / meeting parents with you at the start and end of the day etc.
PGPB-Professional-Practice-Log-and-Weekly-Tasks.docx