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SECTION IN CONTENTS Action Planning

TASKS INVOLVED Class timetable Directed Tasks timetable/ checklist Medium Term Plans / Schemes of work Record of School Experience Class levels and targets Groupings

WHAT DO YOU HAVE TO DO. For your class This list/ the one in the booklet appendix 1 Covering the next four weeks for English, maths, science, ict 3L

Record of cross phase experiences Assessment

On-going school experience record (Need to spend at least three sessions in KS1/Early Years) All core subjects? Tables for core subjects. Guided Reading e.t.c MATHS who is in each set from my class and then groupings within the set I will take. Assessment records Find out the range of attainment in the class, about children with special educational needs and also about the language experience of pupils not yet fluent in English.

Class/ group records

English Tasks

More observation of phonics Teach a phonics lesson to a group or class- with the support of an experienced teacher. Collection and annotation of childrens writing

And write up on proforma Continue to observe phonics being taught across both Foundation Stage and KS1. Record your observations, noting what is taught, how it is taught, how the children responds and how the teacher assesses learning. Notes, Plan, Evaluation

Try and collect writings in a range of genres. (low (your SEN Child), high and mid ability) for 2 or more genres in english Try and do the same children for maths, Science and ICT if possible. Annotate at least three samples consider what the child knows about: -Drafting and composing texts for an audience, What transcriptional (skills of writing) have been developed.

-Also comment on how the child engaged in the writing task, how the children evaluated their own writing e.t.c. Running Work with one child who is level 2c or below for a few reading Reading Record sessions. (maybe use the same child as you are collecting work for). Read and chat with them about their reading if possible. Select a text recommended to be within 90-95% accuracy (of reading not understanding) Carry out a running reading record. Analyse errors and self -corrections. Consider flow, attitude and comprehension. Write a summery about the childs reading strategies, possible next steps for them and what the teachers role may be. Submit record, book title, childs details and transcript of book text. SEN Look at SEN policy Liase with school staff/leaders Choose one pupil Make notes and discuss with SENCO Talk to staff to find out about overall needs and provision in the school. Approaches and programmes, talk about policies and individual learners. Choose a pupil on school action or with a SEN statement (preferably in your class) and discuss their difficulties e.t.c. Look at their short term learning targets and any documents about them e.g. (IEPs). Discuss pupils needs with SENCO, Class Teacher and TA. Observe the pupil in various learning contexts. Speak with the student about learning in general and specifically about their targets. Find out background information about the pupil. Link pupil to personalised learning framework (http://www.tda.gov.uk/teacher/developing-career/sen-anddisability/sen-training-resources/one-year-ittprogrammes/~/media/resources/teacher/sen/taskbrief.pdf Address the questions about your pupil arising fromt the application of the framework. Consider the pupils perspective. Discuss with SENCO/ Class teacher/school tutors whether the targets are appropriate or need to be reviewed. Make notes and discuss with Staff

Develop a pupil profile

Preparation for phase 2 EAL Look at EAL

policy (languages, English, refugee, late arrival, equalities, race relations policy. Inclusion might all link in) Liase with school staff/leaders Choose one pupil

Talk to staff to find out about overall needs and provision in the school. Approaches and programmes, talk about policies and individual learners. Choose a pupil who is learning English as an additional language (Ideally in your class). Look at record of short term learning targets and their IEPs. Discuss with EALCO, class teacher and TA. Speak with the student about what helps their learning in general, ;earning English experience in their first language and what they find helpful in developing their English. Also discuss their targets. Collect background information about the pupil that includes context and first language, support and progress through school. Look at : http://www.naldic.org.uk/ITTSEAL2/teaching/initialAssessments.c fm Decide on a focus for your support next term this may be speaking, listening, reading or writing or a combination depending on their needs. You should justify your decision based on what you know about EAL learning and what you know about the child.

Develop a pupil profile

Preparation for Phase 2 Maths Teaching English Teaching Science Teaching

IN EACH CORE SUBJECT ENGLISH, MATHS and SCIENCE You need to teach at least three sessions. Week two, choose either English or Maths as a focus and teach 3 consecutive group sessions, Teach one science session. Week three, try and do the same for both English and Maths. Teach the second science session. Week Four , teach consecutive sessions in both literacy and maths. Teach the third science session. Try to take the whole class for parts of the session for all three subjects. You are entitled to an observation once a week. So there will be three observations in total.

Plan

For each subject you need to teach small groups in 3 sessions use the teachers plans for the whole class to construct plans for one group to be taught in the lesson. Your identified (average ability) group will participate in the whole class introduction and plenary sections of the lessons, but you will teach your group during the group/independent work time of the lesson. The first use the teachers plan, The second collaborate with the teacher, The third- plan on your own. 1) Learning intentions 2) The learning experiences/activities 3) The teachers role 4) Resources and equipment 5) Differentiation and equal opportunities 6) Assessment indicators and success criteria Assess the childrens learning during the session and then use this to plan the next session Evaluate each session using the proforma and also evaluate with the teacher on the sessions you are observed on. appendix 2 Evaluations should be analytical as well as descriptive. Do not have to write in prose do not have to address every item. You should try to identify positive and then negative aspects of the lessons. Identify your learning from the experience.

Assessment Evaluation

Information ICT Teaching Need to teach one ICT lesson. Specialism = New Media Policy Talk to the subject leader Observe

Consider the learning of the whole group and each individual. Consider your own subject knowledge needs for each session, the approaches used by the school the childrens prior experience and the context in which they are learning. Lesson can either be discrete or not. Plan, assess, evaluate like the core subjects. Develop your understanding of policy and practice in the area of your specialism - Find out about the role they undertake - Develop your understanding of the NC to help you make sense of what you find out. Observe teaching and learning in your specialism subject in your own class and elsewhere -participate in the teaching if you can - talk with children about their learning and their work in relation to the specialism - look at resources and displays around the school.

Research project Cross-Phase observations Observations

Think about and discuss the opportunities that are available for your school-based specialism project. Pursuing any ideas you may have to see if they may be possible.

Observe and make notes on three sessions in a different phase use the proformas from SE1A One lesson a week should be set aside to participate in teaching and assessment of the core subjects and your specialism across a variety of age groups within and outside your chosen age phase. Write reflections on these sessions including: - What were the learning objectives of the activity? - How do the objectives relate to National Curriculum Programmes of Study or the Guidance for the Foundation stage? - How was the session organised? Did the session involve whole class/group/individual work? - What types of activities were included? - In what ways did the teaching approach differ from work in your chosen phase? E.g. consider use of language, resources, structure of session or ways of recording? - How might the work provide the foundation for learning at KS2 or how might the work build on learning in FS or KS1? - What did the children learn in the session? How did this relate to the learning objectives? - What have you learned about the development of the childrens knowledge, understanding, skills or attitudes in the subject?

Staff Meetings with staff Staff meetings Inset Learning Environment Room layout Displays Resources Classroom management Lesson flow Behaviour management Rewards Sanctions

Evaluation Planning pro-formas Teaching whole class

Additional points Not covered by index. Weekly To summarise your progress in school. These should be sent Evaluations weekly to your institute supervision tutor. Collect at least Analyse why you would recommend it, where did you find it e.t.c. 2 planning post two on bb in week three. proformas It is You can teach the introduction or plenary of a whole class lesson appropriate to where and if appropriate. take opportunities of teaching the whole class for sections of lessons in negotiation with the class teacher, as appropriate. Task 1 How do teachers use questions Explore the range of questions you use in your classroom tape record a session or ask someone to listen, Use question categories to record the purpose of each question you use. Which categories doo you tend to use most and least? Are there any additional categories you use? Would you wish to change your pattern of asking questions? Record and collate evidence and examples- e.g. notes on the effectiveness of the lesson/sequence with regards to learning; reflections around assessment opportunities, Evidence of learning by 3 different children. This should include photocopies of work, recorded observations of work, discussions involving the children, questioning of children by a teacher or yourself; Reflections around sharing learning intentions, sucess criteria, self-and peerassessment, childrens engagement with, and understanding of the learning

Learning and Teaching

IF possible Task 2- to track and evaluate a sequence of lessons in each of the core subjects to see the progress made by different children. IF POSSIBLE Boxing cleaverusing shoeboxes to support homeschool knowledge exchange

Interview two teacher in your school re home-school exchange. Analyse their provision and perceptions e.g. is it effective? Is it oneway? Is home learning valued? How could it be developed? What might the practical difficulties of further development be? Implement the shoebox task as described in the Patricia Greenhough article with two children in your class. Write an evaluation of what this task offered you in terms of opportunities for home-school knowledge exchange, and the possibilities for planning next steps in those childrens learning.

Try to get to know the class as a whole Try to get to know parents and carers find out how parents are involved. Try to understand how the curriculum is organised and planned Try to think about and practise many different kinds of assessment and learn about the ways assessment can be recorded and reported to parents and carers and to other teachers. Also identify that assessment can be shared with the children- whose awareness of their own learning can contribute powerfully. Observe children review their work, watch closely what they do and listen to what they say, observe children while you work with them and include in what you observe how they respond in their exchanges with you. During observations try to keep samples of the childrens work, alongside the observations, with short notes to explain the background and say why the example has been selected and what it shows. PREP FOR 1C! GATHER INFOMRATION ABOUT THE CURRICULUM THAT YOU WILL BE HELPING TO TEACH BETWEEN JANUARY AND MARCH

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