8/6 Gain general background information Have access to and read key school policies: subjects, File section iv. about the School. behaviour, homework, marking, equal opportunities, SEND, EAL, display, partnership with parents etc. Discuss oral and written feedback with mentor (inc. tracking systems to help identify 3 or more profile pupils). most recent Ofsted is a good source of background School’s information = 8 Begin to know about the class, learn Know the names and roles of the teaching staff and support Put class lists and staff names, groupings, provision for staff. list/roles in section ii. individual needs. Is the from a varied social and economic school’s intake background? Do the children live locally to the school or travel some distance? How many children are on roll? How many classes are there and how are these organised? – Mixed / single ages, class groups or setting for core subjects? 1-8 If possible try to arrange an Before the lesson starts find out as much as possible about Record what you have observation in Preliminary Week 1 or the context (subject focus, characteristics of the class, learned from the 2 with your mentor where you observe objectives for the part of the lesson you are going to observe observation in your an experienced teacher. This could be etc) so you can make the most of the opportunity. It is unlikely Weekly Reflection for that part of a lesson or activity where you the teacher you observe will have planned in the way you will week. will be focussing on specific aspects be expected to so ask for a copy of their planning. don’t of how they manage their class. Ask your SBM questions during the lesson when you need to and make brief notes. 8 Collect class timetable and note Make sure all significant dates are noted. File section iii. significant events for the term. Develop your own time management system, such as using an academic diary. 8 Collect information on class routines Find out the expectations for arriving at school; File section iii. school’s and class management. ensure you are at school at least half an hour before the children arrive. Similarly, you should follow school Professionalism sessions expectations about time spent in school at end of day. 8 Discuss role and know the How does the teacher organise other adults and ensure they Answer questions and teacher’s names and routines for TAs/OAs and have the daily information about how they support keep details in section iii. children’s their level of responsibility. Create learning?
8/6 Gain general background information about the School. Have access to and read key school policies: subjects, behaviour, homework, marking, equal opportunities, SEND, EAL, display, partnership with parents etc. Discuss oral and written feedback with mentor (inc. tracking systems to help identify 3 or more profile pupils). School’s most recent Ofsted is a good source of background information = File section iv. 8 Begin to know about the class, learn names, groupings, provision for individual needs. Know the names and roles of the teaching staff and support staff. Is the school’s intake from a varied social and economic background? Do the children live locally to the school or travel some distance? How many children are on roll? How many classes are there and how are these organised? – Mixed / single ages, class groups or setting for core subjects? Put class lists and staff list/roles in section ii. 1-8 If possible try to arrange an observation in Preliminary Week 1 or 2 with your mentor where you observe an experienced teacher. This could be part of a lesson or activity where you will be focussing on specific aspects of how they manage their class. Before the lesson starts find out as much as possible about the context (subject focus, characteristics of the class, objectives for the part of the lesson you are going to observe etc) so you can make the most of the opportunity. It is unlikely the teacher you observe will have planned in the way you will be expected to so don’t ask for a copy of their planning. Ask your SBM questions during the lesson when you need to and make brief notes. Record what you have learned from the observation in your Weekly Reflection for that week. 8 Collect class timetable and note significant events for the term. Make sure all significant dates are noted. Develop your own time management system, such as using an academic diary. File section iii. 8 Collect information on class routines and class management. Find out the school’s expectations for arriving at school; ensure you are at school at least half an hour before the children arrive. Similarly, you should follow school expectations about time spent in school at end of day. File section iii. Professionalism sessions 8 Discuss teacher’s role and know the names and routines for TAs/OAs and their level of responsibility. Create How does the teacher organise other adults and ensure they have the daily information about how they support children’s learning? Answer questions and keep details in section iii.
PGCE-full-time-Introductory-Phase-Booklet-18-19.docx