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Primary Teacher Education Programmes (BA PTS/PET and PGCE)

Good Practice Guide

2014-2015

for Mentors and Link Tutors

Contents

Section

Page reference

Foreword

3

Introduction to School-based tasks 4

The teaching of early reading and phonics Learning journeys and „placemat‟ guidance for the core curriculum

English

Maths

Science

History & PE

5

6

7 18 26 36

Completing University Documentation

Exemplar comment sheets for English, Maths and Science

Weekly Mentor Meeting Log

Final Assessment Review Grading Descriptors/Case Studies

41

42

53 58

61

Signalling concerns

Notification of concern sheets

Action plan

68 69 71

Development Profile

Exemplar Training Plan

Standards Tracking document

75 76 82

3

Foreword

This Primary School Experience Good Practice Guide has been compiled to give all concerned with early years and primary teacher education at the University of Chichester the opportunity to draw on models of best practice in planning, delivering and assessing training and in monitoring, evaluating and recording student teacher progress whilst on school experience. The guide draws on the work of a number of university tutors, partnership colleagues and student teachers, for which many thanks. The sections in the guide are:

1. Monitoring and supporting school based training tasks 2. Supporting student teachers in the teaching of early reading and

phonics, maths and science

3. Completing university documentation: School experience comment sheets Weekly mentor meeting logs

Final assessment reviews

4. Grading the Descriptors

5. Signalling concerns Notification of concern sheets Action plans

6. The student teacher Development Profile

We will be reviewing this booklet on an annual basis and adding additional guidance as it becomes available and would be very happy to receive your feedback about other examples of good practice that it would be useful to provide. Please contact Wayne Stallard, Coordinator for School Partnership at [email protected]; Carole Bignell. Coordinator for BA PET at [email protected]; or Christopher Shelton, Coordinator for Primary PGCE at [email protected].

mailto:[email protected]:[email protected]:[email protected]

4

PRIMARY PROGRAMMES: School-based Tasks

This section of the good practice guide is designed to provide mentors with an overview of the university central training programme and the school-based tasks in all primary programmes. Training takes place in school and in university in equal measure. Schools are in a unique position in being able to set student teachers‟ learning in an immediate and meaningful context and to show how the theory is applied in practice. They can help student teachers to recognise the impact of their planning, teaching and assessment on pupils‟ learning in a way that university sessions cannot do. The guidance in this section was compiled with the help of the core curriculum leaders in the primary team. Please contact these colleagues with any queries about the subject: Rebecca Webb Primary English [email protected] Caroline Rickard Primary Maths [email protected] Debs Wilkinson Primary Science [email protected] The guidance is compiled of:

A copy of the learning journey for each course (Primary PGCE and BA PTS/PET), in each subject. This outlines what the student will be learning in university and in school and the outcomes each student teacher should achieve at the end of a period of SE

A „placemat‟, which gives guidance on what to look for when observing teaching in each subject.

The learning journey details the tasks that each cohort of student teachers is required to carry out in school whilst on SE. We ask that link tutors and mentors ensure student teachers have opportunities to carry out these tasks during school experience. Progress should be monitored in weekly mentor meetings. Student teacher subject knowledge has been an area of national concern and these tasks help student teachers to understand the importance of good subject knowledge in teaching young children. Mentors and link tutors should feel able to offer constructive criticism that enables the student teacher to develop better practice.

It is hoped to develop additional „placemats‟ in collaboration with partnership colleagues, to focus on different subjects or phases of education, as the year progresses. Many thanks to all colleagues in the university and schools who have contributed to their development so far!

mailto:[email protected]:[email protected]:[email protected]

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Teaching of Early Reading, including Systematic Synthetic Phonics The following extract from Standard 3 of the Teachers‟ Standards (Department for Education,

2012), requires that:

A teacher must demonstrate good subject and curriculum knowledge - if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (DfE, 2012)

It is unusual for a standard to specify a particular aspect of a subject but for primary student teachers there is now an acceptance that they need explicit knowledge about teaching early reading. This is something they cover in university courses (for details see English Learning Journey) and need opportunities to practice in school. In order that student teachers can achieve Standard 3 of the Teachers‟ Standards we would ask you to do the following:

1. Identify the classes in the school in which high quality teaching of phonics takes place and set up focused observations for the student teachers. Where possible allow student teachers to observe a range of teaching from Phase One of Letters and Sounds (or an equivalent scheme) to Phase 6. In a KS2 setting, this work may occur in the younger age groups or in a special needs, nurture or support group. Students should make observational notes in the relevant page of their „Becoming a Teacher of Early Reading‟ booklet on each school experience.

2. Observe the student teachers teaching phonics/early reading and give feedback on strengths and areas for development. The „Becoming a Teacher of Early Reading‟ booklet is also the place where formal observations should be recorded (see Observation of Trainee‟s Phonics Lessons page). Observations take place in each school experience.

3. Discuss with the student teachers how the school has responded to the Rose Review and implemented its recommendations regarding high quality phonics teaching.

4. Identify where high quality teaching of early reading occurs in the school and set up focused observations of shared and guided reading activities. Again, where possible allow student teachers to observe a range of levels within the school. Again, in a KS2 setting this may be with individuals or small groups who have low attainment in reading.

5. Discuss with the student teachers how the school has responded to the Rose Review and implemented its recommendations regarding the teaching of early reading through word recognition and language comprehension.

The learning journey and English school-based tasks give details of how and when to do this in school and when student teachers will have the opportunity to visit our Leading Literacy Schools (LLS). Since 2011/12 all Y2 students had opportunities to watch exemplar lessons alongside a lead teacher, who then debriefed them following the lesson. If you know practice in your school is exemplary and you would like to be considered for any further additional LLS places, please talk with your link tutor in the first instance who will pass your interest on to Rebecca Webb. We do not know what funding will be for future years. However, we are keen to develop our knowledge of the bank of expertise in the partnership and would welcome your involvement.

English/Literacy Learning journeys and

placemat

English Learning Journey BA PET: the teaching of early reading and writing University curriculum University curriculum In school the student should By the end of this SE most students will be able to:

Y1 T1 1. Address the actions on English action plan (which arise from the student‟s English subject knowledge audit).

1. Take the class for a story. 2. Teach a reading/phonics and writing session to small groups

using the teacher‟s planning and under teacher guidance.

Y1 T2

English half module: Multimodal texts, digital

literacies, reading and writing narrative, and introduction to phonics and the Simple View of Reading

Y1 T3

Subject knowledge audit 1 Phonics, grammar

and spelling top-up sessions.

Directed tasks

1. Address the actions on English action plan (which arise from the student‟s English subject knowledge audit).

2. Observe at least 2 lessons on the teaching of early

reading, making notes. 3. Trial his/her multimodal resource with a guided

group.

1. Take the class for a story. 2. Teach a reading/phonics and writing session to small groups at

least once a week using the teacher‟s planning and under

teacher guidance. 3. Model for pupils how phonically regular words can be read as a

four part process as follows: a. Scan the word left to right b. Identify the graphemes c. Match each grapheme to a phoneme d. Blend phonemes to read the word

4. Have observed a number of phonics lessons in school and be able to identify good practice in the teaching of phonics.

Y2 T1 1. Teaching of early reading and phonics week, including a visit to a Lead Literacy Schools to observe teaching of early reading.

2. Formal phonics/early reading assessment.

Y2 T2 Subject Knowledge audit 2 Assessment of the

linguistic and structural features of texts. English full module: Phonics 2; Reading

comprehension in the NC; English with children with SEN, for whom EAL and who are G&T; formative and summative assessment of English; The genre model of reading and writing; shared, guided and modelled work; effective teaching strategies (modelling, scaffolding, questioning, explaining).

8

Y2 T3 Directed tasks

1. Address the actions on English action plan (which arise from the student‟s English subject knowledge audit).

1. Observe at least 3 lessons on the teaching of early

reading/phonics (or with lower ability pupils in KS2), making notes in their Becoming a Teacher of Reading Booklet.

2. Observe at least 2 lessons on the teaching of

writing. 3. Meet with the English Subject Manager to discuss

how the school has responded to the recommendations of the Rose Review (of early reading).

demonstrate Y1 success criteria and: 1. Take the class for a story on a regular basis. 2. Teach a weekly guided reading session to small groups using

their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own

planning. 3. Articulate pure phonemes; to model blending and segmenting

as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate.

4. Use NC objectives and, from these, identify clear success criteria for the teaching of reading and writing.

5. Teach shared reading and writing with support for planning and assessment.

6. Use modelled and shared writing confidently, making good use of talk partners for oral rehearsal and peer-assessment.

7. Explain how formative assessment and summative assessment of reading and writing are used in school.

8. Mark children‟s writing giving clear feedback with reference to the success criteria and identifying next steps.

9. Keep detailed reading records for their focus guided reading group to inform summative assessments

Y3 T1 Subject knowledge audit 3 Improving

sentences and L4/5 punctuation. English half module: The characteristics of

effective teachers of English. This module will draw on all 4 strands of English with a focus on writing.

Y3 T2 Directed Tasks

1. Address the actions on English action plan. 2. Observe at least 3 lessons on the teaching of

reading making notes in their Becoming a Teacher of Reading Booklet as appropriate.

3. Teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson.

4. Observe at least 2 lessons on the teaching of

writing. 5. Meet with the Subject Manager to discuss how

school internal and external data is used to inform curricular targets (for reading and writing).

6. create summative assessment records for reading and writing for focus group of pupils.

demonstrate Y1 & Y2 success criteria and: 1. Independently plan for, teach, assess and evaluate teaching across the range of the curriculum within shared and guided reading and writing at least weekly. 2. Keep detailed reading and writing records for focus pupils and demonstrate how these are used to inform to planning and pupil target setting. 3. Have a secure understanding of the key features of the full range of NC genres which underpins effective explanations and modelling of writing. 4. Independently plan for and teach a series of phonics lessons, planning for and providing targeted / differentiated support for reading and spelling within phonics lessons.

9

English Learning Journey BA PTS: the teaching of early reading and writing University curriculum University curriculum In school the student should By the end of this SE most students will be able to:

Y1 T1 Address the actions related to English subject knowledge on the student‟s Development Profile.

Take the class for a story. Teach a reading/phonics and writing session to small groups using the teacher‟s planning and under teacher guidance.

Y1 T2

English full module Introduction to Narrative

What is a text?

What is narrative? Early English (including phonics)

Communication for narrative (inc. oral story- telling, role play and phonological awareness)

Reading for narrative (inc. decoding phonics)

Writing for narrative (inc. encoding)

How to plan a 4-part phonics session

+ PHONICS – early writing and spelling + 2 school days- to observe and teach early reading/[honics

Primary English

Communication for narrative (inc. link between talking and writing)

Reading for narrative (inc. comprehension for narrative and Guided Reading and reading for pleasure)

Writing for narrative (inc. grammar for narrative)

Subject knowledge exam, including phonics, spelling and grammar.

Y1 T3

1. Speak to either the school's English co-ordinator or your mentor about your school's approach towards teaching grammar. For example, is grammar taught discretely, through a text or a combination of approaches? Take notes about the school's approach.

2. Plan and teach a shared reading or shared writing lesson that includes an aspect of grammar. Before teaching the lesson, share your lesson planning with your mentor or class

Take the class for a story. Teach a reading/phonics and writing session to small groups at least once a week using the teacher‟s planning and under

teacher guidance. Model for pupils how phonically regular words can be read as a four part process as follows:

a. Scan the word left to right b. Identify the graphemes c. Match each grapheme to a phoneme d. Blend phonemes to read the word

Have observed a number of phonics lessons in school and be

10

teacher. 3. Reflect on how your profile children have

progressed in their understanding of grammar having taught your lesson. Make notes and store these in your M+A file

able to identify good practice in the teaching of phonics.

Y2 T1 There is no taught Core Curriculum English module in Year 2.

Directed tasks

Address the actions related to English on the student‟s Development Profile

Y2 T2

Y2 T3 Directed tasks

Address the actions related to English on the student‟s Development Profile Observe at least 3 lessons on the teaching of early

reading/phonics (or with lower ability pupils in KS2), making notes in their Becoming a Teacher of Reading

Booklet. Observe at least 2 lessons on the teaching of writing.

Meet with the English Subject Manager to discuss how the school has responded to the recommendations of the Rose Review (of early reading).

demonstrate Y1 success criteria and: Take the class for a story on a regular basis. Teach a weekly guided reading session to small groups using their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own planning.

Articulate pure phonemes; to model blending and segmenting as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate. Use NC objectives and, from these, identify clear success criteria for the teaching of reading and writing. Teach shared reading and writing with support for planning and assessment. Use modelled and shared writing confidently, making good use of talk partners for oral rehearsal and peer-assessment. Explain how formative assessment and summative assessment of reading and writing are used in school. Mark children‟s writing giving clear feedback with reference to the success criteria and identifying next steps. Keep detailed reading records for their focus guided reading group to inform summative assessments.

Y3 T1 Full taught module: Non-Fiction

Communication for NON-FICTION Reading for NON-FICTION Writing for NON-FICTION Poetry

Communication for POETRY Reading for POETRY Writing for POETRY

Y3 T2 Directed Tasks

Address the actions on the student‟s Development Profile.

demonstrate Y1 & Y2 success criteria and: 1. Independently plan for, teach, assess and evaluate

teaching across the range of the curriculum within shared

11

Observe at least 3 lessons on the teaching of reading making notes in their Becoming a Teacher of Reading Booklet as appropriate. Teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson. Observe at least 2 lessons on the teaching of writing.

Meet with the Subject Manager to discuss how school internal and external data is used to inform curricular targets (for reading and writing). Create summative assessment records for reading and writing for focus group of pupils.

and guided reading and writing at least weekly. 2. Keep detailed reading and writing records for focus pupils

and demonstrate how these are used to inform to planning and pupil target setting.

3. Have a secure understanding of the key features of the full range of NC genres which underpins effective explanations and modelling of writing.

4. Independently plan for and teach a series of phonics lessons, planning for and providing targeted / differentiated support for reading and spelling within phonics lessons.

Learning Journey PGCE University curriculum In school the student should By the end of this SE most students will be able to:

T1 First half of English module Introduction to the curriculum

and documentation. Strategies for teaching English. A wider view of reading. Planning for the teaching of

reading and phonics/assessment of phonics.

Speaking and listening / talk for learning.

PG Subject knowledge audit Phonics; The SVoR; linguistic

and structural features of texts; grammar; poetry types and language.

School-based tasks 1. Address the actions on English action plan. 2. Observe at least 2 lessons on the teaching of phonics/early

reading (or with lower ability pupils in KS2) and writing, making notes in your „Becoming a Teacher of Early Reading‟ booklet.

3. Meet with the English Subject Manager to discuss how the school has responded to the government‟s sustained focus on the teaching systematic synthetic phonics e.g. decodable texts, Y1 phonics screening check etc. Make notes to share with your mentor.

4. „Finding out about Talk for Learning‟ activity. Make notes to share with your mentor.

5. Be observed teaching phonics/early reading with your link tutor making notes in your „Becoming a Teacher of Early Reading‟ booklet.

By the end of your School Experience A you should be able to demonstrate the following success criteria:

Take the class for a story on a regular basis.

Teach a weekly 4-part phonics lesson to pupils using their own planning.

In KS1/lower KS2: articulate pure phonemes; model blending and segmenting as an aid to reading; teach strategies for reading tricky words; teach other strategies for word recognition as appropriate.

Use NC objectives and, from these, identify clear success criteria for the teaching of reading.

Teach shared reading from own planning and writing with support from the class teacher for planning and assessment.

Understand the implications of using decodable texts, the year 1 phonics screening check and Ofsted recommendations

T2 Second half of English module and Preparation for the Enhanced Placement

Talk for writing.

Assessment of reading and writing.

Understanding genre and the teaching of writing.

Spelling, grammar and punctuation.

Guided reading.

Each day, students will teach a 4-part phonics lessons, assessing pupil outcomes and tacking progress. Students may also teach as follows:

Guided reading

One-to-one reading

Literature circles/book groups For details, see „Becoming a Teacher of Early Reading‟ booklet.

By the end of the Enhanced Placement you should be able to demonstrate the following success criteria:

Understand key terms relating to the teaching of phonics and use these with confidence.

Understand the relationship between Letters and Sounds and be able to articulate the 40+ sounds that make up the English language.

Understand the alphabetic code and apply this to word reading.

Understand word reading using synthetic phonics as a four-part process.

Have a clear understanding of the implications of the Independent Review of the Teaching of Early Reading and the Simple View of Reading.

Independently plan for and teach a series of four-part phonics lessons, undertaking assessment and tracking.

Understand the importance of diagnostic assessment to ensure interventions within the lesson

Be able to plan for and provide targeted / differentiated support for reading within phonics lessons.

13

T3 School-based tasks 1. Address the actions on student‟s Development Profile. 2. Observe at least 3 lessons on the teaching of early reading

(or with lower ability pupils in KS2), making notes in your „Becoming a Teacher of Early Reading‟ booklet.

3. Be observed teaching phonics/early reading with your link tutor making notes in your „Becoming a Teacher of Early Reading‟ booklet.

4. Observe at least 2 lessons in the teaching of writing. Try to observe consecutive lessons in one year group. Where possible, observe in Year R or Year 1 to extend your understanding of early writing. Make notes on the use of: a) shared and modelled writing to scaffold the children‟s writing; b) how the teacher makes the expectations for writing clear; c) the specific skills the teacher is trying to develop; d) the range of resources available to the children;

5. Meet with the English Subject Manager to discuss how the school approaches the teaching of writing. How is the classroom environment used to create motivating contexts for writing and support children in the writing process? How are children supported in moving from early phonetically plausible attempts at spelling to more conventional spelling?

By the end of your school experience B you should be able to demonstrate the success criteria from School Experience A and: 1. Use modelled and shared writing, making good use of talk partners for oral

rehearsal and peer-assessment. 2. Mark children‟s writing giving clear feedback with reference to the success

criteria and identifying next steps. 3. Independently plan for, teach, assess and evaluate shared and guided

reading/phonics and writing lessons drawing upon the principles of talk for learning. By the end of the SE be able to plan for and teach a series of reading and writing lessons, drawing upon assessment to inform planning.

4. Keep detailed reading records for all of your M&A file focus children and demonstrate how these are used to inform planning and pupil target setting.

5. Have a secure understanding of the key features of the full range of NC genres; persuasive, discursive, instructional, non-chronological, explanatory, recount and narrative texts which underpins effective explanations and modelling of writing.

6. Teach a weekly guided reading session to small groups using their own planning and the 5-part guided reading structure and a weekly 4-part phonics lesson to pupils using their own planning.

14

University of Chichester Lesson Observation Sheet “What constitutes a good READING lesson?”

Trainee Teacher: Trainee Teacher‟s Subject: Course: Primary: BA PTS 1 BA PET 2 / 3 PGCE School Direct Secondary: BA (QTS) PE 4 PGCE School Direct

KS2/3 1 / 2 / 3

School: Date: Subject / Topic: Class/Year:

Observation Focus: (please highlight) Range of Teaching Strategies / Subject Knowledge / Assessment / Behaviour Management / Planning / Learning Outcomes Other …………………………………………...

Teachers’ Standards – evidence observed in the lesson (please refer to in your comments)

Strengths and Achievements: (to include comments on the quality of pupil learning and progress)

S1 The student demonstrates a positive attitude towards reading and presents to the children as a role

model reader who is both knowledgeable about books and enthusiastic about reading. Teaching is

stimulating and the children are encouraged to be active participants in reading texts and discussing

them.

S2 There are „no passengers‟ in the lesson and, as a result of this and well-planned teaching experiences,

pupils make progress against the learning objectives/success criteria, Because these are shared and

remain the focus of the learning, pupils are able to comment upon how they have progressed as readers.

S3/s4 Teaching of shared and guided reading draws upon relevant curricular documentation to

identify clear learning objectives and success criteria. Metalanguage is use accurately and

knowledgeably as appropriate to the age range, for example figurative language (e.g. metaphor, simile);

grammatical language (e.g. connective, imperative verb); textual language (e.g. paragraph, stanza,

subtitle, and caption). Modelling and explanation guide the children to acquire a range of reading

skills for word reading and text comprehension. In guided reading: the Strategy Check is effectively used to model a range of word reading strategies; Independent Reading time is used to address individual learning points and misconceptions; and engaging discussion when Responding to the Text supports children in offering opinions and stating preferences regarding a text and vocabulary that

interests the reader. The student understands how guided reading differs from group reading.

S5 Pitch is appropriate to meet the needs of the pupils, challenging and supporting G&T pupils and

pupils with SEN by offering differential reading challenges (both word recognition and language

comprehension) throughout the lesson. SEN pupils and pupils for whom EAL are supported through use

of repetition and visual cues to aid sound and symbol correspondence and reinforce key vocabulary.

The student understands the importance of moving pupils when Responding to the text from simple comprehension checks to questions which promote higher order thinking and expressive language. Good

use is made of resources which enable learning to be personalised e.g. bilingual flashcards for pupils for

whom EAL or use of visual cues/puppets to support and develop vocabulary for pupils with SEN.

S6 Pupil progress in both word reading and text comprehension is monitored throughout the lesson and

the student keeps simple, efficient and reading-focussed records. Misconceptions are quickly addressed

through questioning, explanation and teacher modelling of reading skills e.g. “Try rerunning the

PART ONE 1. Set high expectations which inspire, motivate and challenge pupils

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well-structured lessons

15

sentence with the word „mummy‟ in there – does it make sense?” After the lesson, the student can

explain pupil progress and how assessment information will be used to inform future planning.

5. Adapt teaching to respond to the strengths and needs of all pupils

Points for Development: (to include comments on the quality of pupil learning and progress)

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfil wider professional responsibilities

PART TWO Personal And Professional Conduct

Action Plan: (maximum of 3 development/progression points for review at next mentor session)

Trainee Teacher Signature:

Standard of teaching performance (using the University of Chichester Lesson Observation criteria) - please ring one category: 1 : Outstanding 2 : Good 3 : Requires Improvement 4: Inadequate (Fail) Please note: Primary BA PTS Year 1 to be graded: Pass / Fail

Signed: Mentor / Professional Tutor / University Tutor

Date of next tutor visit:

E-copies to: [email protected] / [email protected] / [email protected] / [email protected]

mailto:[email protected]:[email protected]:[email protected]:[email protected]

16

University of Chichester Lesson Observation Sheet “What constitutes a good WRITING lesson?”


KS2/3 1 / 2 / 3





S1 The student demonstrates a positive attitude towards writing and presents to the children as a role

model writer who is both knowledgeable about word, sentence and text features of writing and

enthusiastic in all stages of the writing process. Teaching is stimulating and the children are

encouraged to be active participants in shared, guided and paired writing.

S2 There are „no passengers‟ in the lesson and, as a result of this and well-planned teaching experiences,

pupils make progress against the learning objectives/success criteria, Because these are shared and

remain the focus of the learning, pupils are able to comment upon how they are progressing against the

success criteria throughout the lesson.

S3/s4 Teaching of shared and guided writing draws upon relevant curricular documentation to

identify clear learning objectives and success criteria. Through text analysis pupils are encouraged to

work with the student to jointly generate the success criteria for writing. Metalanguage is use

accurately and knowledgeably according to the genre being taught and students provide examples of

linguistic and structural features from engaging texts that are familiar to the pupils; as a result of

this, pupils can use metalanguage appropriately when discussing their writing. Modelling and

explanation guide the children to acquire a range of writing skills such as: selecting the most effective

vocabulary; restructuring a sentence for best effect; or making decisions about paragraphing. Pupil

talk and talk/response partners are valued for: orally rehearsing vocabulary/sentences; generating

ideas; role play; collaborative writing; and reflecting upon drafts.

S5 Pitch is appropriate to meet the needs of the pupils, challenging and supporting G&T pupils, pupils

with SEN and for whom EAL by offering differential writing challenges; differential writing

targets/expectations are shared sensitively and do not suggest a „ceiling‟ for the writing of any

particular group of pupils. As a result of clear expectations which encourage all children to aspire to be

effective communicators in writing, pupils write independently (supported by structured writing

frames and communicative aids as appropriate). Environmental print, such as word and picture walls,

spelling mats and VCOP pyramids support this independence.

S6 Pupil progress in writing (both linguistic and structural) is monitored throughout the lesson and

the student keeps simple, efficient and writing-focussed records. Misconceptions are quickly addressed

through questioning, explanation and teacher modelling of writing skills e.g. “You need a comma here





17

because you have started the sentence with a connective‟. Written feedback attends to content,

structure, language use and punctuation and values first and foremost the child‟s intended message in

their writing. After the lesson, the student can explain pupil progress and how assessment information

will be used to inform future planning.














18

Maths

Learning journeys and placemat

19

Learning Journey BA PET: the teaching of mathematics

University curriculum: In school the student should: By the end of this SE most students will be able to:

Pre- course

Exploration of the BBC Bitesize website Aiming to alert students to areas of strength and weakness in mathematics

Y1 T1 Subject/ Pedagogical knowledge Various opportunities to audit personal confidence in relation to the teaching of mathematics.

Observe one or more mathematics lessons looking specifically for the children working as mathematicians (solving problems, reasoning, communicating mathematically, enquiring, and representing). Make notes. Plan collaboratively and undertake some small group mathematics teaching with support.

Identify features of mathematical working in lessons seen. Teach elements of mathematics to small groups and begin to identify what went well or could be improved.

Y1 T2 Subject knowledge Attendance at year 1 workshops to „brush-up‟ aspects of mathematical knowledge and understanding as appropriate. Mathematics half module: Focusing on re-experiencing mathematics with an emphasis on mathematical behaviour. The assignment gives students the opportunity to locate activities across most areas of mathematics and to begin to engage with theory.

Y1 T3 Subject knowledge Once the assignment is returned students should identify action to meet personal targets and continue to work on this over the summer.

Target areas of weakness as identified in the personal action plan by arranging to observe and support children‟s learning in a variety of mathematics lessons. Observe lessons in other year groups where appropriate, particularly where these relate to areas of mathematics which you find difficult. Plan and teach a sequence of three or more lessons. This can be with either small groups or the whole class with the teacher‟s guidance.

Reflect on areas of strength and weakness with regard to mathematics subject knowledge. Plan and carry out a short sequence of mathematics lessons with support.

Y2 T1 Subject Knowledge Subject knowledge is integral to the module itself (number and its wider applications). Checks on progress made against personal targets. Mathematics full module: Effective teaching and assessment strategies associated with number, building in mathematical behaviours as discussed in year 1. Intro placemat. Assignment gives students the opportunity to plan a unit of work, underpinned by theory.

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Y2 T2 Attendance at mathematics workshop/s if required to support professional development, particularly in number.

Y2 T3 Teach sequences of whole class mathematics lessons (at least one full week) showing careful thought about how the learning will be „packaged‟ in single lessons and developed over the course of the week. Reflect on lessons using placemat. Undertake and discuss school based task focusing on „Assessment for Learning‟ and summative assessment in mathematics. If possible observe teaching in shape and/ or space. Continue to address any subject knowledge weaknesses (as identified in personal action plan) through observations in other classes etc.

Teach an effective week‟s mathematics. Describe how the week‟s planning has been altered to take account of assessment information. Identify any remaining gaps in mathematical knowledge and understanding.

Y3 T1 Subject knowledge Sessions in the autumn workshop week will provide general mathematics support if required, whilst knowledge relating to shape and space will be integral to the half module. Workshops also target teaching mathematics at interview, and passing the skills test. Mathematics half module: Effective teaching of mathematics will be scrutinised through a focus on shape and space, including using placemat. Report writing and latest developments in mathematics education will be discussed. The assignment gives students the opportunity to consider how mathematics is presented to ensure the most effective learning.

Y3 T2 Take responsibility for mathematics planning over several weeks, thinking particularly about how the learning is modelled and resourced. Check placemat to reflect on effectiveness of teaching. Complete task relating to open-ended activities linked to differentiation in mathematics. Make the most of opportunities to address any final areas of weakness with regard to mathematics subject knowledge.

Plan mathematics effectively in the medium term. Identify mathematics tasks particularly suitable for differentiation. Identify professional development opportunities in relation to mathematics for the NQT year.

Y3 T3 Seek further advice from the mathematics team if required regarding:

graphical presentation of data in Independent Project

numeracy skills test

teaching mathematics at interview Good luck!

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Learning Journey BA PTS: the teaching of mathematics University curriculum: In school the student should: By the end of this SE most students

will be able to: Pre- course

Purchase of: Rickard, C. (2013) Essential Primary Mathematics, Open University Press McGraw-Hill Education and preparatory reading of chapter 1. Exploration of the BBC Bitesize website Aiming to alert students to areas of strength and weakness in mathematics

Y1 T1 Subject/ Pedagogical knowledge Various opportunities to audit personal confidence in relation to the teaching of mathematics.

Observe one or more mathematics lessons looking specifically for the children working as mathematicians (solving problems, reasoning, communicating mathematically, enquiring, and representing). Make notes. Plan collaboratively and undertake some small group mathematics teaching with support.

Identify features of mathematical working in lessons seen. Teach elements of mathematics to small groups and begin to identify what went well or could be improved.

Y1 T2 Subject knowledge Aim to „brush-up‟ aspects of mathematical knowledge and understanding as appropriate and with the support of the module. Mathematics module: Exploration of best practice in mathematics with an emphasis on number topics. The assignment gives students the opportunity to locate activities suited to some areas of mathematics and to begin to engage with theory.

Y1 T3 Subject/ pedagogical knowledge Once the assignment is returned students should identify action to meet personal targets and continue to work on this over the summer.

Target areas of weakness as identified in the personal action plan by arranging to observe and support children‟s learning in a variety of mathematics lessons. Observe lessons in other year groups where appropriate, particularly where these relate to areas of mathematics which you find difficult. Plan and teach a sequence of three or more lessons. This can be with either small groups or the whole class with the teacher‟s guidance.

Reflect on areas of strength and weakness with regard to mathematics subject knowledge. Plan and carry out a short sequence of mathematics lessons with support.

Y2 Mathematics across the curriculum There will be brief opportunities to consider the role of mathematics within other curriculum areas.

Y2 T3 Teach sequences of whole class mathematics lessons (at least one full week) showing careful thought about how the learning will be „packaged‟ in single lessons and developed over the course of

Teach an effective week‟s mathematics.

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the week. Reflect on lessons using placemat. Undertake and discuss school based task focusing on „Assessment for Learning‟ and summative assessment in mathematics. Continue to address any subject knowledge weaknesses (as identified in personal action plan) through observations in other classes etc.

Describe how the week‟s planning has been altered to take account of assessment information. Identify any remaining gaps in mathematical knowledge and understanding.

Y3 T1 Subject knowledge Sessions in the autumn workshop week will provide bespoke mathematics support as requested. Mathematics module: Effective teaching of mathematics will continue to be scrutinised through a focus on different mathematics topics. Report writing and latest developments in mathematics education will be discussed. The assignment gives students the opportunity to consider how mathematics is presented to children to ensure the most effective learning.

Y3 T2 Take responsibility for mathematics planning over several weeks, thinking particularly about how the learning is modelled and resourced. Check placemat to reflect on effectiveness of teaching. Complete task relating to open-ended activities linked to differentiation in mathematics. Make the most of opportunities to address any final areas of weakness with regard to mathematics subject knowledge.

Plan mathematics effectively in the medium term. Identify mathematics tasks particularly suitable for differentiation. Identify professional development opportunities in relation to mathematics for the NQT year.

Y3 T3 Seek further advice from the mathematics team if required regarding:

graphical presentation of data in Independent Project

teaching mathematics at interview Good luck!

23

Learning Journey PGCE Primary: the teaching of mathematics University curriculum: In school the student should: By the end of this SE most students

will be able to: Pre- course

Compulsory purchase of Haylock,D. ”Mathematics Explained for Primary Teachers (4th Ed)” London SAGE 2010. Read Section A, make notes and bring to first session. Use of BBC Bitesize to address personal needs re. Subject Knowledge.

All trainees should have completed 10 days of pre- course experience in school.

Y1 T1 Subject/ Pedagogical knowledge An Audit of Subject Knowledge completed on Moodle during September. Each trainee will then develop a personal action plan based on the results of the audit Three days of taught sessions covering place value, addition, subtraction, multiplication, division, fractions decimals and percentages and a microteaching session,

Complete school based investigation 1 Observe one child and critically evaluate how their personal learning needs in Mathematics are being met.

Articulate and reflect on areas of strength and weakness in Mathematics subject knowledge. Have a clear personal action plan to address areas of weakness with appropriate success criteria. Plan and teach elements of Mathematics and reflect on successful learning and teaching. Identify areas for improvement. Begin to use effective assessment and record keeping strategies to track pupil progress in Mathematics.

Y1 T2 Subject /Pedagogical knowledge Drop-in session to “mop up” any remaining issues in Subject Knowledge. Two days of taught sessions covering shape, space, measures, handling data, inclusion and Mathematics in the environment.

Complete a 2 week, Mathematics specific school experience working with an individual or a small group of children on a specific area of Early Mathematics. Track progress and impact.

Understand the importance of monitoring progression and planning next steps for individual children. Have completed a detailed report related the learning and progression of an individual child or a small group, including use of AfL and N.C. Levels

Y1 T3 Subject /Pedagogical knowledge

Complete school based investigation 2 Undertake a critical evaluation of how the school tracks progress in Mathematics for individuals and for groups of children, and how this information is used to develop targets.

Demonstrate secure subject knowledge in Mathematics. Take responsibility for Mathematics planning and teaching over several weeks Use AfL to monitor and track progress of individual children

24

University of Chichester Lesson Observation Sheet “What constitutes a good MATHEMATICS lesson?”


KS2/3 1 / 2 / 3





S1 Student demonstrates a positive attitude towards mathematics, particularly with the children;

teaching input is such that the children are stimulated and encouraged to participate; positive responses

are given to answers including wrong ones (!) enabling them to be built on e.g. I can see exactly why

you wrote 1001 for 100+1.

S2 Student encourages all children to engage mentally e.g. using the mental and oral starter to „warm-up‟ all brains at once (“no passengers”); breaks the mathematical topic down into bite size

chunks, all with a common purpose (to meet a specific intended learning outcome) e.g. a step by step

exploration of a particular type of graph; employs open-ended tasks (e.g. investigative work) where

appropriate as a means of removing false ceilings which prevent progress.

S3 Student delivers a lesson grounded in theory/ best practice, demonstrating the knowledge required

e.g. presents a variety of types and orientations of triangles; is able to anticipate and deal with common

misconceptions; makes consistent use of known mathematical vocabulary and introduces new terms

carefully; makes appropriate contextual links to illustrate concepts e.g. division in both grouping and

sharing contexts.

S4 Student encompasses direct teaching (whole class/ group) with use of practical activity/ resources

specifically to exemplify mathematical concepts e.g. the structure of the number system; uses resources

to model and support calculation where appropriate; presents opportunities for problem solving,

communication and reasoning; distinguishes between the introduction of new material (e.g. meeting

notation of fractions for the first time) and rehearsal of existing knowledge (e.g. practising

multiplication tables).

S5 Student ensures all children, irrespective of their ability, are able to take a step, however small, on

this particular learning journey e.g. understanding the concept of paying and getting change; uses

age and stage appropriate learning e.g. encouraging children to move beyond simple counting

strategies; makes adaptations to teaching to support specific learning groups (e.g. conscious gesturing

of rows and columns for EAL pupils).

S6 Student asks questions (or facilitates peer discussion) requiring children to articulate and reflect

on their mathematical understanding e.g. “How did you work it out?” “How do you know that‟s the

right answer?” Student identifies prior mathematical learning pertinent to the current lesson or investigates existing knowledge early in the lesson and builds upon it e.g. give me some ideas how the





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pattern „2, 4‟ might continue.














26

Science

Learning journeys and placemat

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Learning Journey BA PET: Science knowledge, understanding, skills and attitude University curriculum In school the student should By the end of this SE most students will be

able to: Y1 T1 Induction

Half Module for Natural Science subject specialists: Green inheritance

(for T1 or, if necessary,T3) 1. Take part in the teaching of an investigative science

activity with a group of children and write a brief report on the experience. Include discussion with class teacher/mentor and/or science subject manager.

2. Use their understanding of Working Scientifically to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science.

Y1 T2 Subject knowledge audit 1 Construct Science action plan Begin to address the actions on Science action plan Half module for all aims to

provide an introduction to Science in the primary classroom

emphasise approaches to teaching Working scientifically as a way of developing subject knowledge

consider the distinctive features of science as a curricular area, how children learn in science, and some typical school science content

enable students to apply their learning in interpretation, planning and evaluation of some specific planning for science teaching at an appropriate KS

start to keep Science Subject knowledge booklet. This will provide documentation of progress toward the Teachers‟ Standards.

Half module content includes: Interactive lead lectures on planning in science education, recording and the place of questions; workshops on school-related science topics such as Materials (Chemistry), Light and sound, electricity and forces. Continue to keep a Science Knowledge audit book throughout the module. Module for Natural Science subject specialists: Science Foundation

Y1 T3 1. Continue as above 2. Address the actions on Science action plan

plan, trial and evaluate small learning experiences that exhibit sound (if introductory) knowledge, understanding, skills and attitudes for primary science teaching, including Working Scientifically

demonstrate interest and enthusiasm for tackling elements of science teaching

consider some elements of classroom management, (e.g. resources or health and safety)

understand the importance of using teacher and pupil questions

use extended skills of co-operative working, appraising and directing their own learning, and oral communication

use ICT to extend their learning in and about science and science education, as well as in the preparation of course work.

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Y2 T1 Update Science action plan Continue to address actions on Science action plan Half module for all aims to

continue to emphasise Working Scientifically as a way of ensuring that children are curious about their learning, complementing & extending this with work on planning sequences of learning experiences in science (e.g. resources, differentiation, language, etc.)

consider M&A and its links to the development of a deeper understanding of children‟s progression in science & fruitful techniques for formative & summative assessment.

continue the development of capability in biology, physics and chemistry their connections to practical work as a tool for developing subject knowledge.

Half module content includes: Interactive lead lectures on M&A and planning in science education; workshops and lead lectures on school-related science topics such as Materials, Plants, Ourselves and Earth and Beyond; inputs and self-study activities at student‟s own level on aspects of science knowledge and understanding; self study activities on aspects of planning (e.g. inclusion in science, resources, progression, etc.); links to Year 1 and Year 2 Professional Studies module content where appropriate; focus on health and safety in science and in school more generally; emphasis on outdoor learning, environmental and sustainability education; significant links to the “creative curriculum” of schools. Continue to keep Science knowledge audit booklet. Half module for Natural Science subject specialists: Leading Science

Y2 T2 Module for Natural Science subject specialists: Asking and answering natural science questions

Y2 T3 1. Address the actions on Science action plan. 2.(a) Discuss with class teacher the methods used by the school to monitor, assess, record and report on children‟s progress in science. (b) Select three children (preferably of different abilities in science). Track their individual progress throughout ESE. Initially assess these children‟s ideas in an area of science to be taught and their use of process skills. Decide how to use this evidence to inform planning and target setting in science. (c) Keep a copy of three contrasting samples of children‟s work that is assessed by student. Describe the criteria used. (d) Track these children‟s progress in science in M&A file and report (to the class teacher) on their achievement in science at the end of ESE. (e) Reflect on learning from this task. How has student‟s teaching in science, and understanding about M&A in science changed?

plan & carry out effectively sequences of learning experiences that exhibit a comprehension of Working Scientifically appropriately related to Biology, Chemistry or Physics;

relate your teaching to an understanding of progression & differentiation in children‟s learning in science;

show some skills in analysing episodes of classroom teaching, assessing pupil responses & formulating appropriate teaching strategies;

find, select & use references, & other resources including ICT, to extend your knowledge of science in connection with course sessions & your own teaching plans;

in terms of transferable skills: critically analyse your own planning and teaching.

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Y3 T1 Subject knowledge audit 2 Construct new Science action plan Address the actions on Science action plan Half module for all aims to

build upon the study of science and primary science education from CCL1SC and CCL2SC.

emphasise developing student teachers‟ knowledge of less familiar, but important, concepts in science;

emphasise developing student teachers‟ ability to analyse critically current concerns in primary science practice.

provide student teachers with the opportunity to consider the science curriculum in greater depth and to encourage them to consider creative ways of integrating science within a topic based curriculum.

To use outcomes of this module in school and assessments to allow student teachers to demonstrate they have reached the Teachers’ Standards.

Half module content includes: Workshops on school-related science topics; Outdoor learning workshop linked to seasonal change and habitats and rocks; interactive lead lectures on Assessment, evolution and the Scientific approach in science. Students will continue to keep Science Subject knowledge booklet. Module for Natural Science subject specialists: Science Project on theme of student‟s own choice Half module elective chosen by some: Learning and teaching outdoors Half module elective chosen by some: Science and society

Y3 T2 1. Address the actions on new Science action plan.

2. develop and/or evaluate an innovative approach to some aspect of primary science teaching (equipment, teaching approach, links to the real world, use of the outdoors, use of IT etc).

1. Independently plan for, teach, assess and evaluate teaching in Science curriculum, demonstrating as appropriate knowledge, understanding, skills and attitudes developed during Y1, Y2 and Y3

2. This will provide evidence for the range of professional knowledge, understanding, skills and attitudes required for classroom primary science education including:

effective short and medium term planning for learning in science;

application of principles of assessment in science to ensure progression, differentiation and response to experience;

critical evaluation of elements of recent issues in primary science education;

personal research to find, select and use references, and other resources, including ICT, to extend their knowledge of science in connection with course sessions and their own teaching plans;

communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences)

Y3 T3

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Learning Journey BA PTS: Science knowledge, understanding, skills and attitude University curriculum In school the student should By the end of this SE most students will be

able to: Y1 T1

Subject knowledge audit 1 Construct Science action plan Begin to address the actions on Science action plan Half module for all aims to

provide an introduction to Science in the primary classroom

emphasise approaches to teaching Enquiry (Working Scientifically) as a way to develop conceptual understanding

consider the distinctive features of science as a curricular area, how children learn in science, and some typical school science content

enable students to apply their learning in interpretation, planning and evaluation of some specific planning for science teaching at an appropriate KS

start to keep Science Subject knowledge booklet. This will provide documentation of progress toward the Teachers‟ Standards.

Module content includes: Interactive lead lectures on planning in science education, recording and questioning; workshops on school-related science topics such as Materials (Chemistry), the place and value of trips to stimulate curiosity, electricity and forces. Continue to keep a Science Knowledge audit book throughout the module.

(for T1 or, if necessary,T3) 3. Take part in the teaching of an investigative science

activity with a group of children and write a brief report on the experience. Include discussion with class teacher/mentor and/or science subject manager.

4. Use their understanding of Science Working Scientifically to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science.

Y1 T2 Half module elective chosen by some: Science Everywhere.

3. Continue as above 4. Address the actions on Science action plan

plan, trial and evaluate small learning experiences that exhibit sound (if introductory) knowledge, understanding, skills and attitudes for primary science teaching, including Working Scientifically




use extended skills of co-operative working, appraising and directing their own learning, and oral communication

use ICT to extend their learning in and about science and science education, as well as in the preparation of course work.

Y3 T1 Subject knowledge audit 2 Construct new Science action plan Address the actions on Science action plan Half module for all aims to

build upon the study of science and primary science education from CCL1SC and CCL2SC.

emphasise developing student teachers‟ knowledge of less familiar, but important, concepts in science;

emphasise developing student teachers‟ ability to analyse critically current concerns in primary science practice.

provide student teachers with the opportunity to consider the science curriculum in greater depth and to encourage them to

2. Address the actions on Science action plan. 2.(a) Discuss with class teacher the methods used by the school to monitor, assess, record and report on children‟s progress in science. (b) Select three children (preferably of different abilities in science). Track their individual progress throughout ESE. Initially assess these children‟s ideas in an area of science to be taught and their use of process skills. Decide how to use this evidence to inform planning and target setting in science. (c) Keep a copy of three contrasting samples of children‟s work that is assessed by student. Describe the criteria used.

Independently plan for, teach, assess and evaluate teaching in Science curriculum, demonstrating as appropriate knowledge, understanding, skills and attitudes developed during Y1, Y2 and Y3

This will provide evidence for the range of professional knowledge, understanding, skills and attitudes required for classroom primary science education including:




31

consider creative ways of integrating science within a topic based curriculum.

To use outcomes of this module in school and assessments to allow student teachers to demonstrate they have reached the Teachers’ Standards.

Half module content includes: Workshops on school-related science topics, and opportunities to plan for areas of science of own choice; Problem based learning tasks using research papers; Beach school workshop; interactive lead lectures on Outdoor Learning, Sustainability and Genetics. Continue to keep Science Subject knowledge booklet. Module for Natural Science subject specialists: Science Project on theme of student‟s own choice Half module elective chosen by some: Learning and teaching outdoors Half module elective chosen by some: Science and society

(d) Track these children‟s progress in science in M&A file and report (to the class teacher) on their achievement in science at the end of ESE. (e) Reflect on learning from this task. How has student‟s teaching in science, and understanding about M&A in science changed?


communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences)plan & carry out effectively sequences of learning experiences that exhibit a comprehension of Working Scientifically related to Chemistry, biology and physics;

relate your teaching to an understanding of progression & differentiation in children‟s learning in science;




32

Learning Journey PGCE: Science knowledge, understanding, skills and attitude

University curriculum In school the student should By the end of this SE most students will be able to:

Sem1 Induction Subject knowledge audit 1 Construct Science action plan Begin to address the actions on Science action plan Core Curriculum Science module running over 2 semester aims to provide an introduction to Science in the primary

classroom; emphasise approaches to teaching knowledge

based concepts via Scientific Enquiry; consider the distinctive features of science as a

curricular area, how children learn in science, and some typical school science content;

enable students to apply their learning in interpretation, planning and evaluation of some specific planning for science teaching at an appropriate KS;

emphasise developing student teachers’ ability to

analyse critically current concerns in primary science practice;

Undertake outdoor activities in an offsite location using school grounds, parks and the beach to teach food chains/webs, habitats, plants and adaptation and classification;

start to keep Science Subject knowledge book for recording progress in knowledge This will provide documentation of progress toward the d Teachers’ Standards.

Part module content to include interactive lead lectures on key areas of questioning, key skills, recording, evolution, assessment, working outside the classroom to teach biology (food chains and webs, plants and habitats ) and the nature of science. Workshops to include key skills such as health and safety concerns, toys and wonder, the place of talk (concept cartoons) to teach chemistry. Self-study task links to the development of subject knowledge and understanding subject specific pedagogy

1. Take part in the teaching of an investigative

science activity with a group of children and write a brief report on the experience. Include discussion with class teacher/mentor and/or science subject manager.

2. Use their understanding of Working Scientifically to analyse and evaluate the success or otherwise of the activity in terms of investigative (not illustrative) science.

Depending on school time table all trainees should: plan, trial and evaluate small learning experiences

that exhibit sound (if introductory) knowledge, understanding, skills and attitudes for primary science teaching, including Working Scientifically




use extended skills of co-operative working, appraising and directing their own learning, and oral communication use ICT to extend their learning in and about science and science education, as well as in the preparation of course work.

Sem 2

Update Science action plan Continue to address actions on Science action plan

1. Select three children of differing abilities in science whose progress can be tracked during the practice.

Depending on school time table all trainees should: plan & carry out effectively sequences of

learning experiences that exhibit a

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Continuation of core module aims to continue to emphasise Working Scientifically,

complementing & extending this with work on planning sequences of learning experiences in science (e.g. resources, differentiation, language, etc.)

consider M&A and its links to the development of a deeper understanding of children’s progression in science & fruitful techniques for formative & summative assessment.

continue the development of capability in biology, chemistry and physics their integral connections to Working Scientifically.

emphasise developing student teachers’ knowledge of less familiar, but important, concepts in science;

Continue to keep Science Knowledge booklet; To use outcomes of this module in school and

assessments to allow student teachers to demonstrate they have reached the Teachers’ Standards in Science.

Part module content includes: Interactive lead lectures on M&A and planning in science education, workshops and lead lectures on school-related science topics such as materials, electricity, light, sound, Earth, space and beyond and rocks; inputs and self-study activities at student’s own level on aspects of science knowledge and understanding; self-study activities on aspects of planning (e.g. inclusion in science, resources, progression, etc.); links to Professional Studies module content where appropriate; continued focus on health and safety in science.

2. Liaise and discuss with class teacher the methods used by the school to monitor, assess, record and report on children’s progress in science.

3. Assess selected children’s ideas and process skills in an area of science that they are taught during the school experience.

4. Analyse collected evidence and attempt to level of attainment. Identify next steps and target set.

5. Reflect upon own learning from this task. Consider how thinking about monitoring and assessment may have changed? Consider the use of the particular assessments to inform planning for future science teaching?

comprehension of Scientific Enquiry appropriately related to biology, chemistry or physics;

relate your teaching to an understanding of progression & differentiation in children’s learning in science;




Depending on school time table some trainees may also;

Independently plan for, teach, assess and evaluate teaching in Science curriculum, demonstrating as appropriate knowledge, understanding, skills and attitudes developed

during this module. This will provide evidence for the range of

professional knowledge, understanding, skills and attitudes required for classroom primary science education including:





communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences)

34

University of Chichester Lesson Observation Sheet “What constitutes a good SCIENCE lesson?”


KS2/3 1 / 2 / 3





S1 Students demonstrate a positive attitude towards science and are enthusiastic about practical

„hands on‟ learning to develop children‟s subject knowledge; teaching input is such that the children are

stimulated and encouraged to participate; positive responses are given to answers including wrong ones

(!). Students are respectful of children‟s initial ideas and thinking and are confident to use these as a

„building block‟ toward future learning.

S2 Students encourage all children to engage in the learning e.g. children are encouraged to ask their own questions (to meet a specific intended learning outcome) and are provided with the means by which

they may be answered – this might be a practical investigation, observation or research etc. (The

learning is child initiated and is not driven by the use of worksheets). Throughout the practical work,

children are encouraged to engage in effective learning talk in order to challenge naïve ideas and to

support with the construction of new knowledge.

S3 Students deliver a lesson grounded in theory/ best practice, demonstrating the knowledge required

e.g. presents subject knowledge concepts in a variety of ways (using stories, puppets in science, video

clips and concept cartoons); is able to anticipate and deal with common misconceptions (when listening

to children‟s talk); makes consistent use of known scientific vocabulary and introduces new terms

carefully; makes appropriate contextual links to illustrate concepts e.g. links to everyday science (e.g.

What would stop my cup of coffee getting cold so quickly?), the work of key scientists/scientific

discovery and its impact on society, links to citizenship and science (becoming scientifically literate),

creativity and problem solving.

S4 encompasses direct teaching (whole class/ group) with use of practical activity/ resources

specifically to exemplify scientific concepts; uses resources to model and support scientific ideas e.g. the

use of a „model‟ to explain how electrons flow around a circuit; presents opportunities for problem

solving, and communication. The LOs show learning related to scientific knowledge and where

appropriate learning in other subjects is practiced e.g. measuring, reading a scale, report writing.

S5 ensures all children, irrespective of their ability, are able to take a step, however small, on their

particular learning journey. Students are proactive in seeking out children‟s ideas about scientific

concepts and they have sufficient subject knowledge to identify misconceptions and can respond to

them through structured and differentiated teaching and learning activities. Children are supported to

ask questions (or facilitate peer discussion) requiring children to articulate their scientific





35

understanding. Students provide language support for SEN/EAL pupils e.g. dual language cards,

pictorial clues, explain scientific terminology in an understandable way.

S6 asks questions (or facilitates peer discussion) requiring children to articulate and reflect on their

scientific understanding e.g. “Why did the bulb go dimmer ?”; “What would happen if you added

another battery?” Identifies prior science learning pertinent to the current lesson or investigates existing knowledge early in the lesson and builds upon. Students may consider using Puppets in Science,

concept cartoons and map to assess understanding.

S7 Students are encouraged to work in a safe manner and have assessed, and shared, the risks which

have been minimised. They refer to the relevant H &S policies and completed the necessary paperwork.

S8 Students deploy support staff effectively throughout the lesson. 5. Adapt teaching to respond to the strengths and needs of all pupils













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History and PE Placemats

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University of Chichester Lesson Observation Sheet “What constitutes a good HISTORY lesson?”


KS2/3 1 / 2 / 3





S1 Students communicate a passion towards history and are enthusiastic about practical „hands

on‟ learning to develop children‟s subject knowledge; teaching input is such that the children are

stimulated and encouraged to participate, history is a subject that is presented as dynamic and to

be explored and investigated rather than a subject to be passively received. As such, the start of

lessons should engage children and stimulate their curiosity by the employment of range of

strategies like the use of story to introduce people from the past or via the use of artefacts.

S2 Students encourage all children to engage in the learning e.g. children are encouraged to frame

their own historically valid questions (to meet a specific intended learning outcome)). Learning in

the classroom is rooted in enquiry and teachers promote rigorous historical thinking . Children are

encouraged to learn through developing the skills of hypothesising, questioning and investigating,

skills they would use regularly when studying history.

S3 Students demonstrate good historical knowledge of the event/ period being taught. In addition

to this students demonstrate an understanding of good pedagogy in history. As such, they infuse

their teaching with the language associated with the development of young historians. They

understand and use words like chronology, continuity and change, cause and consequence,

similarity, difference and significance . This language is used to help children make connections,

and analyse trends and question the reliability of sources. They encourage children to develop the

use of historical vocabulary (e.g. children make progress in their use of the language of time. Early

Years children night discuss yesterday and tomorrow, Key Stage Two children use terms like

century, BC and AD, they also make valid comparisons between time periods)

S4 encompasses teaching (whole class/ group) that allows children to develop as young historians.

As such teachers use a range of approaches to encourage historical understanding. They use

different types of primary evidence, they give children artefacts to handle, pictures and portraits

from which they form an understanding and interpretation of the past. They also teach historical

concepts through a range of teaching strategies that might include the use of story, historical

mysteries, role play and ICT to help bring the past alive. The LOs show learning related to

historical knowledge/pedagogy and where appropriate learning in other subjects is practiced e.g.

links are made to maths in the teaching of chronology




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