What strategies does the teacher employ in the classroom 4 Keep notes on how Talk to your school based mentor about how the File notes in This will link to objective is kept focused and specific and how it section VI. weekly reflection learning objectives and success criteria and how links to the activities the children undertake section for week during the lesson. beginning 25th these are formed, shared and used with Consider how success criteria are used to assess Sept, reflect upon the children to support pupil progress throughout the lesson (e.g. the tasks stated. peer-assess, plenary, marking and pupil progress. feedback, etc) 4 Discuss with the teacher Talk to your school based mentor about long, File notes in This will link to the school’s approach to medium and short term planning, in core subjects. section V. weekly reflection Read medium term planning for core subjects and section for week using NC/EYFS and other documents for planning a non-core subject. beginning 25th Look at continuous provision planning / enhanced Sept, reflect upon English, Mathematics and Science. provision planning for teacher led and child the tasks stated initiated activities. Playground duty If your school based mentor is not doing Complete in 8 playground duty whilst you are in school, shadow Weekly mentor shadowing a teacher. another teacher each time they do a duty. meeting to evidence this. 1 Study the displays you Consider : Put ideas in see around school and Displays and areas of the indoor and outdoor section IV. consider the learning classroom. Create one areas in the classroom to What are the main areas e.g. continuous provision display during for EYFS, role play, book corners etc your three week support you in the development of your How do the displays support learning? block. own display. 3 Familiarise yourself with Consider the following when planning: Resources should key resources within the How do children access the resources? be evident on What space/resources are available, if appropriate your planning school for Mathematics, English, Science and for learning through play? How does the teacher organise the use of play Computing, appropriate to your age phase. spaces/resources?
What strategies does the teacher employ in the classroom 4 Keep notes on how learning objectives and success criteria and how these are formed, shared and used with the children to support pupil progress. Talk to your school based mentor about how the objective is kept focused and specific and how it links to the activities the children undertake during the lesson. Consider how success criteria are used to assess pupil progress throughout the lesson (e.g. peer-assess, plenary, marking and feedback, etc) File notes in section VI. This will link to weekly reflection section for week beginning 25th Sept, reflect upon the tasks stated. 4 Discuss with the teacher the school’s approach to using NC/EYFS and other documents for planning English, Mathematics and Science. Talk to your school based mentor about long, medium and short term planning, in core subjects. Read medium term planning for core subjects and a non-core subject. Look at continuous provision planning / enhanced provision planning for teacher led and child initiated activities. File notes in section V. This will link to weekly reflection section for week beginning 25th Sept, reflect upon the tasks stated 8 Playground duty shadowing a teacher. If your school based mentor is not doing playground duty whilst you are in school, shadow another teacher each time they do a duty. Complete in Weekly mentor meeting to evidence this. 1 Study the displays you see around school and consider the learning areas in the classroom to support you in the development of your own display. Consider : Displays and areas of the indoor and outdoor classroom. What are the main areas e.g. continuous provision for EYFS, role play, book corners etc How do the displays support learning? Put ideas in section IV. Create one display during your three week block. 3 Familiarise yourself with key resources within the school for Mathematics, English, Science and Computing, appropriate to your age phase. Consider the following when planning: How do children access the resources? What space/resources are available, if appropriate for learning through play? How does the teacher organise the use of play spaces/resources? Resources should be evident on your planning
Introductory-Placement-Booklet-School-Direct-FINAL-2017-18.docx