4 Note Health and Safety Observe P.E. routines e.g. changing, routes to hall or field, Keep notes in section III jewellery, behaviour for learning, use of apparatus. issues in PE and Science and how these are Observe routines and safety considerations in Science. addressed. Observe routines, safety measures and risk assessments for Outdoor play within the EYFS if appropriate. 6 In English, Mathematics, Gather information on how the teacher questions the children In mentor meeting and weekly reflection Science lessons note and how this informs the lesson. reflect upon the tasks stated. teacher’s use of Observe children when involved in independent tasks or structured play. questioning and dialogue. Observe science and maths , make notes on the subject specific dialogue, and dialogic strategies 5 Talk to the teacher Talk to the teacher about how the children are given targets to make Professional discussion with SBM. sure they make progress, in each grouping. about pupil groupings and how children are organised in different lessons. 4 Work with a group of Talk to the teacher about the session, and how the books are to be Evidenced in the mentor meeting. marked and the expectations of setting children targets for future children in English and Mathematics from the learning. teacher’s planning. Mark the children’s work the School’s Marking Policy. Plan and a small Using an appropriate planning format, plan a small group Put in section V group in maths and session linked to the main lesson objective. English, creating your Include key questions, resources and vocabulary. own plan. Teach a starter for a From your teacher’s planning, deliver the starter to the whole class in maths and English. maths and English lesson. 5 With the help of your Study their prior work, make notes on their personal, social and Keep this in section VI. mentor select three learning needs, to enable you to pitch work appropriately for profile pupils. attainment in your class 5 Consider how the Keep relevant reflections for your professional development. Professional discussion with SBM. teacher differentiates This will link to weekly reflection reflect upon progress.
4 Note Health and Safety issues in PE and Science and how these are addressed. Observe P.E. routines e.g. changing, routes to hall or field, jewellery, behaviour for learning, use of apparatus. Observe routines and safety considerations in Science. Observe routines, safety measures and risk assessments for Outdoor play within the EYFS if appropriate. Keep notes in section III 6 In English, Mathematics, Science lessons note teacher’s use of questioning and dialogue. Gather information on how the teacher questions the children and how this informs the lesson. Observe children when involved in independent tasks or structured play. Observe science and maths , make notes on the subject specific dialogue, and dialogic strategies In mentor meeting and weekly reflection reflect upon the tasks stated. 5 Talk to the teacher about pupil groupings and how children are organised in different lessons. Talk to the teacher about how the children are given targets to make sure they make progress, in each grouping. Professional discussion with SBM. 4 Work with a group of children in English and Mathematics from the teacher’s planning. Mark the children’s work the School’s Marking Policy. Talk to the teacher about the session, and how the books are to be marked and the expectations of setting children targets for future learning. Evidenced in the mentor meeting. Plan and a small group in maths and English, creating your own plan. Using an appropriate planning format, plan a small group session linked to the main lesson objective. Include key questions, resources and vocabulary. Put in section V Teach a starter for a maths and English lesson. From your teacher’s planning, deliver the starter to the whole class in maths and English. 5 With the help of your mentor select three profile pupils. Study their prior work, make notes on their personal, social and learning needs, to enable you to pitch work appropriately for attainment in your class Keep this in section VI. 5 Consider how the teacher differentiates Keep relevant reflections for your professional development. Professional discussion with SBM. This will link to weekly reflection reflect upon progress.
Introductory-Booklet-PT-17.18.docx