Structured observations Continue Trainees upon the Trainees gradually pupils they will be engage with the process teaching and begin to of planning, delivering and analyse specific elements evaluating lessons under of pupil performance. the guidance of the Trainees explore issues Curriculum mentor. around behaviour, inclusion including EAL At this early stage of and SEND. 15th May training, delivering parts of lessons, team Trainees gain additional Clear reflections upon practice are to teaching and supporting experience of subject emerging, with links being made to small groups are and/or school Key Stage how the Standards are being 30th June for most appropriate teaching 2/3 transition issues (see addressed and how the evaluative trainees (and activities. below) process is informing various up to end University sessions of school term) As the practice Trainees are encouraged and school-based experience are progresses and trainee to be given opportunities in these reflections. ‘linked’ 2017 confidence/skills develop, to assist in invigilation they should work and accompanying towards teaching entire external educational lessons. visits. By the end of the Professional Mentors and practice trainees should curriculum mentors are encouraged to ensure have ideally planned, taught and evaluated at that trainees are least two whole lessons timetabled periods during the school day in they can reflect upon tasks and to update their Teachers’ Standards Log. A primary placement totalling 5 days is to be undertaken by trainees in a partner primary setting in trainees can explore Key Stage 2/3 transition issues. The days / times of such visits should be arranged to fit trainees’ needs and the circumstances of the schools. Friday 30th June 2017: END OF PROFESSIONAL PRACTICE 1a for the majority of trainees Curriculum mentor (CM) Sessions Professional (PM) Sessions Mentors will meet with trainees regularly to discuss Professional Mentor will introduce trainees to relevant colleagues in order that that a range of the generic tasks can be explored outside of progress and set targets trainees’ timetabled classes.
15th May to 30th June for most trainees (and various up to end of school term) 2017 Trainees gradually engage with the process of planning, delivering and evaluating lessons under the guidance of the Curriculum mentor. At this early stage of training, delivering parts of lessons, team teaching and supporting small groups are appropriate teaching activities. As the practice progresses and trainee confidence/skills develop, they should work towards teaching entire lessons. By the end of the practice trainees should have ideally planned, taught and evaluated at least two whole lessons Structured observations Continue Trainees upon the pupils they will be teaching and begin to analyse specific elements of pupil performance. Trainees explore issues around behaviour, inclusion including EAL and SEND. Trainees gain additional experience of subject and/or school Key Stage 2/3 transition issues (see below) Trainees are encouraged to be given opportunities to assist in invigilation and accompanying external educational visits. Professional Mentors and curriculum mentors are encouraged to ensure that trainees are timetabled periods during the school day in they can reflect upon tasks and to update their Teachers’ Standards Log. Clear reflections upon practice are emerging, with links being made to how the Standards are being addressed and how the evaluative process is informing University sessions and school-based experience are ‘linked’ in these reflections. A primary placement totalling 5 days is to be undertaken by trainees in a partner primary setting in trainees can explore Key Stage 2/3 transition issues. The days / times of such visits should be arranged to fit trainees’ needs and the circumstances of the schools. Friday 30th June 2017: END OF PROFESSIONAL PRACTICE 1a for the majority of trainees Curriculum mentor (CM) Sessions Professional (PM) Sessions Mentors will meet with trainees regularly to discuss progress and set targets Professional Mentor will introduce trainees to relevant colleagues in order that that a range of the generic tasks can be explored outside of trainees’ timetabled classes.
SEC-UG-SUG1000-Placement-1a-2016-17.docx