University of Cumbria Institute of Education 2021/22 - BA(Hons) Primary Education, Inclusion & SEND with QTS *(5-11) 4 year Degree Student ...
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University of Cumbria
Institute of Education
2021/22
BA(Hons) Primary Education, Inclusion & SEND with QTS *(5-11) 4 year Degree
Student Progress Assessment Record (SPAR)
Developing phaseUniversity Of Cumbria: Institute of Education
Initial Teacher Education 2021/22
EYFS & Primary Placement Assessment
BA(Hons) Primary Education with SEND & Inclusion with QTS *(5-11) 4 year Degree
The University of Cumbria–Institute of Education has further developed our Partnership assessment processes to ensure it builds on student progress from phase to phase of placement
experience (staged expectations). This approach fully integrates the ITT curriculum across student’s learning contexts to ensure that a seamless link occurs between learning and enacting
parts of their programmes. It explores the ‘what the student’s ‘will have learnt’ and ‘will have learned how to’ and asks them to work on developing their enactment of learning within the
context they are placed. This relates to and maps directly with the national ITT core content framework (CCF), which is mandatory for all ITT courses and is integrated into the ITT curriculum.
Students’ assessment will allow us to track their growing progress over time based on what they have learnt and enacted. It is only at the final (Extending placement) that students will be
summatively assessed against the national teacher standards; however- as with any effective assessment matrix, we have shown how the curriculum helps students to demonstrate growing
competency in addressing areas of teacher standards at both the beginning and developing phases.
Our staged expectation grids outline assessment against the ITT Programme curriculum- highlighting what students have learnt and what they will be enacting in the classroom context.
We have mapped the teacher standards to the staged expectations in our grids beneath.
The staged expectation is the point in assessment of progress that we expect most students to have achieved during the phase of placement.
We are aware that some will have exceeded the expectation for the placement phase and therefore will need to be targeted to consider how to increase their breadth and depth (mastery)
of enactment at each phase of training.
A few will not yet be on a trajectory to meeting all standards by the end of their training. These will be exemplified by a lack of coherence between or inability to take steps towards
independence in the staged expectation of each placement phase. These students will require an intensive ‘Intervention Action Plan’ (formally CFC). Failure to make adequate progress
against intervention plan targets may result in the need to repeat the phase of placement.Throughout the school/setting placements we ask students and mentors to work with existing Partnership themes and proformas that relate to how to approach each of the core domains of
the Core Content Framework:
Domain of ITT Learning UoC Cross-programme/partnership domain approaches Document or resources - links
Professional behaviours • Teacher Wellbeing and Workload Charter
Behaviour • Integrated within each programme curriculum
Ambitious Curriculum- • Visions and Values- based on research by John Coxhead
Challenging • Definition- Ofsted’s (2016, p.12) definition of disadvantage as pupils who are ‘those vulnerable to lower
disadvantaged together educational achievement, poor health and well-being and a reduced chance of leading a successful and
fulfilling life’.
Curriculum • Shared Learning planning
• Learning plan – proformas
• Subject knowledge exemplifications Link for planning proformas
• Cumbria Teacher of Reading CTOR
Pedagogy • Core Content reading & resources Link here
Assessment • Tracking Progress & Pupil Profiling TP&P LinkBA (Hons) Primary with SEND & Inclusion (5-11) QTS
The course overview below gives a visual representation of how the curriculum is sequenced to build skills in what an ITT student will have learnt and learned how to during each year of
their study at the University of Cumbria.
Teaching studies Inclusion English Phonics and Maths Science Foundation subs Placement Placements
early reading preparation
Yr 1 ESTC4020 INCC4010 / 4011 Barriers to EALC 4010 TCTR9444 MATC 4010 CMPC4010 Safeguarding - Beginning
Beginning teaching learning 1/2 The Cumbria Beginning to teach Introduction Nov - 3 weeks
studies English …. Teacher of Maths …. Computing
INCC4012 Reading Prevent May - July 6 weeks
Intro to inclusion Beginning Introducing PEPC4010
PE
Yr 2 ESTC5020 INCC5010 PLCC9591 TCTR9555 SMSC 5030 SMSC PLCC9591 Safeguarding – Developing 1
Developing Perspectives on inclusion English The Cumbria Maths and 5030 Computing, History, CEOP 7 weeks
Inclusion module > Teacher of Science Maths and Geography, MFL & EYFS Apr - June
Conference INCC5011 Reading Science
Contexts Developing 1 SREC5010
RE / PHSE/ SMSC
Yr 3 ESTC6020 INCC5012 EALC6020 TCTR9556 PLCC9592 Maths PLCC9592 PLCC9552 Safeguarding Developing 2
Applying teaching Policy Discourses English Monitoring The Cumbria Science Music, Drama, Art, EYFS Level 1/2 Cert 6 weeks
Studies and assessment Teacher of PE, Computing & MFL Jan to Feb
Reading –
PLCC9592 English Developing 2 HUMC6010 May –
History/ DT/ Geography 3 week experiential
Yr 4 ESTC6021 INCC6020 Dissertation TCTR9666 Safeguarding and Extending
Extending teaching INCC9024: Working with The Cumbria FGM 10 weeks Jan - Mar
Studies adults Teacher of
INCC9025:The marginalised Reading –
child Extending
INCC9026:Evidence based
practice
M Level:
INCC7001:Working with
adults
INCC7002:The marginalised
child
INCC7003 Evidence based
practiceDeveloping Phase Placement 1 (y2/4):
Build on the experience gained on Beginning Placements –
• Seek to further develop professional practice which supports group and whole class teaching.
• Increases awareness and engagement beyond the classroom.
• Teach up to 60% of the time spent in schools- building on students’ knowledge of the plan, teach, assess, and reflect cycle.
• Develop ability to track impact of teaching on pupil progress over time
• Have common expectations and requirements for all Programmes- These placements may be paired in some cases.
This should be done by:
• Adapting / developing and updating weekly, sequences and individual learning activity plans to support and sustain teaching and learning for all learners throughout the placement
• Sustaining learners’ interest and engagement in age / ability appropriate learning activities that meet the intended objectives.
• Planning and carrying out assessment of learning to inform next steps in learning and teaching.
• Managing a safe and stimulating learning environment.
• Discussing and enacting informed feedback and personal reflection to identify and support progress in professional practice throughout the placement.
Domain of ITT Learning Staged expectation ‘BA Hons Q4 Primary; SEND & Questions to explore with your mentor Teacher standards
Links made with ITT Core Content Inclusion’ curriculum links (know and learn) that are developing
Framework to be exemplified
within the context of
the placement
phase
Professional behaviours Engage in self and collaborative ESTC5020: Reflection Working with other How well do you: S8 Demonstrate a
reflection to identify and inform professionals and parents to support SEND/EAL • Seek support and communicate effectively sound ability to work
professional development. children. To know that working with outside with other colleagues? collaboratively with
• Showing a developed ability to agencies and organisations is important to • Recognise the value, expertise and other colleagues and
engage in weekly reflection. understanding the needs and challenges of our benefits to learning of cooperative professionals both in
Critical reflection based on diverse pupils. working? a support and lead
sound, current and relevant • Plan for, brief and deploy effectively other capacity: contribute
research. Placement activities – Pupil profiling. Know about adults in and out of the classroom? to an understanding
• A developed ability to identify the importance of • Review professional learning and practice of progress and
‘student teacher’s’ own developing effective professional relationships on a regular basis and identify strategies impact and
professional development with teachers / TAs/ children to support tracking to improve? development in
targets Inc. subject knowledge / of pupil progress. • Seek out guidance and support from pupils’ learning and
key concepts of subject mentors and other colleagues and use the welfare.
sequencing. feedback to improve practice?
• Considering wellbeing and • Demonstrate sensitivity to home S2a&b, S4d, S8d
workload implications and background, ethnicity, culture and religion Engage in self and
strategies used by professional when communicating with parents and collaborative
staff. carers? reflection to identify
and inform
Contribute to an understanding of professional
progress and impact and development.development in pupils’ learning and
welfare.
• Developing pupil profiles and
exploring how best to track
progress of the class/ group using
case studies as key exemplars of
learner needs.
• Weekly reflections showing
ability to track pupil progress and
identify next steps to learning.
• Develop ability to independently
guide, plan and direct other
adults to best support children’s
needs.
Behaviour Demonstrate a sound ability to PLCC9591, Computing, PE, English How well have I developed my application of: S1, S7 Demonstrate a
model, command and create Know how to plan and manage well structured, • Making use of the relevant school behaviour sound ability to
circumstances that support good inspiring learning activities. policy and be able to employ a range of model, command
behaviour throughout the school effective strategies to secure appropriate and create
environment SREC5010: RE learning behaviour, self-control and circumstances that
• Gain an understanding of whole Know how to plan a range of creative activities to independence so that all learners can make support good
school and specific classroom engage and inspire all learners and challenge progress? behaviour
behaviour policies & strategies. misconceptions. Evaluate the role of • Ensuring that pupils know the boundaries of throughout the
• Develop your ability effective RE in contributing to the personal acceptable behaviour and understand the school environment.
to enact strategies to different development of learners. Understand about the consequences of their actions?
learning activities / importance of schools providing opportunities for • Minimising the impact of negative behaviour
environments, as necessary. the SMSC development of learners of some pupils on teaching and the learning of
• Observe and be observed others?
implementing behaviour SMSC5030: Maths and Science – Know how • Establishing and maintaining effective
strategies learned. to plan and manage well structured, inspiring relationships in the classroom between
• Develop your understating of learning activities. teacher to pupil, other adult to pupil and pupil
how high quality teaching and to pupil?
engagement in learning activities • Understanding the link between learners’
impacts on positive behaviour. behaviour and their involvement and
• Develop your ability to reflect on engagement with learning?
the range of strategies your
mentor, class teacher
and yourself employ with the
group of children- weekly
reflection will give opportunity to
consider impact on pupil
progress.Ambitious curriculum- Demonstrate an informed How well have I: S2, S4 Develop and
Challenging disadvantaged understanding of policy and practice PLCC9591 Safeguarding – CEOP training Know •Taken into account the key factors that update plans to
together. to ensure effective engagement of all about the benefits and risks of the internet, contribute to the development and wellbeing support the
learners regardless of ability and know how to keep children safe online and how of learners? respective needs of
background. to use the internet safely so as to keep them free • Understood the extent to which different learners across the
• Gain an overview of children’s form exploitation backgrounds and influences may have an relevant curriculum
backgrounds and what impact on learning? to sustain learning
interventions exist to support TCTR955 Cumbria Teacher of Reading • Known and developed my understanding and progression
learning. Know the Core criteria for Systematic Synthetic surrounding the factors that can present throughout the
• Understand school/setting vison phonics schemes (best practice), know barriers to learning, progress and placement.
and values- develop ways of about Phonics Screening, Phase 5 Assessment, wellbeing and how these barriers might
incorporating aspects into Adapting teaching or intervention as a result be overcome? S5 Demonstrate an
everyday approaches to learning. of assessment • Interpreted and developed use informed
• Explore with mentor how of school level data to identify understanding of
curriculums are adapted to meet ESTC5020: Student led Inclusion conference – targets for learners? policy and practice to
the needs of all children. doing a small-scale conference this year where • Known how to identify the needs of pupils ensure effective
Implement with pupil profile they present their papers on inclusive education & adapt tasks, activities, resources effectively engagement of all
children. to other year groups. to support learners including those with special learners regardless of
• Identify PP, EAL, SEND children- To know that by challenging negative situations educational needs, those with disabilities, ability and
use their action plans to provide / exclusive curriculums / subjects that do not those for whom English is an additional background.
adaptive teaching activities to support our children we are supporting our language and those form
ensure they make progress. children’s learning needs. diverse social, cultural, ethnic, religious and
• Develop your role in linguistic backgrounds?
understanding how subjects are •Developed recognition of differences in the
sequenced to support all INCC5010 – Adaptive teaching. Marginalised rates of progress and attainment of pupils
learners, with particular focus groups. Exploring debates on inclusion. experiencing challenging circumstances?
around ‘disadvantaged’ groups.
Curriculum Demonstrate good personal PLCC9591 Geography, MFL, Computing, History, How well have I: S1, S3 Demonstrate
understanding of the relevant areas PE, EYFS, English Know about NC expectations, • Identified possible misconceptions and plan good personal
of learning and a sound practical approaches, resources, planning, and how to prevent these forming understanding of the
understanding of how they may be relevant subject knowledge resources • Developed understanding of how learners relevant areas of
taught to inspire learning and address learn? learning and a sound
misconceptions SREC5010: RE • Selected and adapted teaching styles and understanding of
• Develop your role in Know the distinctive and inclusive place of RE in strategies to suit the stage of the lesson, and how they may be
understanding how subjects are the curriculum including relevant guidance: the the learning of individuals, groups and whole taught to inspire
sequenced to support all non-statutory guidance for RE, the statutory classes as appropriate? learning and address
learners. guidance for RSE and a range of • Guided, scaffolded and model to help misconceptions
• Develop an ability to adapt and practical approaches to planning in RE and PSHE learners understand new processes and ideas,
design sequences of learning for and remove scaffolding when learners are
the young people you teach. SMSC5030: Maths and Science achieving a high degree of success?
• Enact approaches to both • Effectively use questioning for many
formative and summative purposes, including toassessment that allow you to Know about NC expectations, practical check learners prior knowledge, assess
understand how to sequence approaches, resources, planning, and relevant understanding and break down problems?
next steps in a sequences of subject knowledge resources • Provided opportunities for learners to
learning. consolidate and practise enacting new
TCTR9555 – Cumbria Teacher of Reading know knowledge and skills?
and understand the principles of synthetic phonic, • Managed the timing and pace of lessons,
know how to plan, teach and assess a phonics intervene effectively and change direction and
lesson shift in emphasis to support learning?
• Used a variety of imaginative resources and
INCC5011 –To know and understand teacher’s innovative learning activities that interest and
responsibility for meeting the needs of all challenge pupils’ learning and put this into the
children. Know and understand the principles of context of the real world?
adaptive planning and implementing the APDR • How are children’s individual needs met in
cycle in the context of the wider requirements of the classroom
the CoP • What is the school’s approach to the
APDR
ESTC5020 - • How does the school engage the voice of
To know that an inclusive curriculum where all the child and co-production with parents
children are valued is essential.
Pedagogy Demonstrate a secure ability to draw ESTC5020: To know what challenges different How well have I: S2d, S4b
on a range of creative strategies to groups of learners face. To know what the • Taken into account pupils’ prior knowledge Demonstrate a
engage learners throughout the impacts of being excluded as a group or when planning how much new information to secure ability to draw
different stages of a lesson and in individual. To know HOW to support different introduce? on a range of creative
different learning contexts. groups of children as an individual teacher and as • Taken account of prior learning in planning strategies to engage
• Develop and update plans to a whole school. To know that what happens in and teaching? learners throughout
support the respective needs of wider society has an impact on the equality of • Constructed and scaffolded learning and the different stages
learners across the relevant education. analyse learner’s progress and make accurate of a lesson and in
curriculum to sustain learning assessments of their learning and different learning
and progression throughout the PLCC9591 Geography, MFL, Computing, History, achievements? contexts.
placement. PE, EYFS, English • Broken complex material into smaller steps
• Adopt, adapt and, where (e.g. using partially completed examples to S2, S4 Develop and
necessary, create resources that SREC5010: RE focus pupils on the specific steps). update plans to
inspire and sustain active learning Know about a range of creative approaches to • Monitored and assessed progress and give support the
and are managed effectively planning to ensure the inclusion and progression feedback so that most pupils make good respective needs
• Develop your knowledge of the of all learners including the RE-searchers progress in their learning? of learners across the
application of working memory, approach and experiential learning • Planned for continuity and progression relevant curriculum
cognitive load in design of across the key stage(s) building on pupils’ prior to sustain learning
learning sequences SMSC5030: Maths and Science knowledge and attainment? and progression
Know about practical approaches, resources, • Sequenced lessons so that pupils secure throughout the
planning and relevant pedagogies foundational knowledge before encountering placement.
more complex content.INCC5011- Planning and creative strategies to • What strategies are in place for individual S1 Adopt, adapt and,
engage diverse learners. Meeting needs of children in the class where necessary,
individuals create resources that
inspire and sustain
INCC5010 – Know about Steiner, Rousseau, active learning and
Montessori, Summerhill, Mastery Learning and are managed
Universal design for all, other educational effectively.
philosophies and developing their own teaching
philosophy.
Assessment Draw on a developing range ESTC5020: To know that assessment processes in How well do I: S6 Draw on wide-
of methods of assessment to identify, school need to be adapted for different groups • Make effective use of the schools; ranging methods of
communicate and record a broader of children. To know the value of on-going monitoring, marking assessment and recording assessment to
spectrum of learning and assessment o=to support the learning of diverse policy? identify,
development. learners. • Build formative assessment into lessons? communicate and
• Monitor and track pupil profile • Know the NC levels of attainment and use record a broader
children’s progress. PLCC9591 Geography, MFL, Computing, History, these appropriately and effectively to monitor spectrum of learning
• Develop ways to communicate PE, EYFS, English progress and attainment and develop and development.
with young people what they and extend learning?
have learnt and how they can SREC5010: RE • Relate assessment to learning objectives,
focus on targeted next steps to Know a range of subject specific and learning activities and learning outcomes?
their own development. creative assessment strategies and criteria, • Use a developing range of assessment
• Consider and develop summative common progression issues with frequent strategies including self and peer assessment
assessment tasks that allow you topics, for example Christmas, and consider the in a way that promotes pupil progress?
to plan further sequences and role of RE and PSHE in the personal development • Give appropriate and timely oral and written
interventions where necessary. of learners feedback to motivate and reinforce learning
and help pupils to set targets to improve?
SMSC5030: Maths and Science
Know about a wider range of subject specific
assessment strategies and criteria.
INCC5011: to know that a range of approaches to
assessment are required to plan for the needs of
children with SEND.
INCC5010 – Peer and self-assessment. Reflection.Tasks to complete as part of your teaching & learning activity
Domain of ITT Learning Professional development task:
Use these tasks to gain a greater understanding of the link between your taught modules and school context in which you are placed.
Each task may require a Product, conversation, observation or track of pupils learning; accompanied by your critical reflections on their
impact on your own learning.
Professional behaviours Partake in and then reflect on a meeting with another adult (SENCO, Parent, Subject lead) where you have discussed the progress or support
being provided for a pupil/focussed group.
How has this experience helped you in your understanding of how best to work with this child moving forward?
How can you utilise other adults support in the future?
Behaviour Following close observation of strategies used by the class teacher try to develop your own method of gaining and maintaining the children’s
attention – including for mini plenaries.
Using knowledge of individual children gained from speaking with and observing the class teacher, personalise your behaviour management
strategies for those children .
Ambitious curriculum- Pupil profiling
Challenging disadvantage together Discuss with your mentor suitable strategies to support good or better progress over the course of placement in your pupil profile children
and co-plan and review activities in the light of these ideas.
Curriculum Maths: Plan and teach for an outdoor learning session. Compare and reflect on the challenges of using the outdoor environment.
Pedagogy Incorporate the learning philosophies you have learnt in INCC5010 you have learnt about and use them to teach in a different way e.g. more
pupil led, outdoors.
Assessment Show on your lesson plans where, how and who you will formatively assess in each lesson you plan and deliver.
Identify key questions, related to your learning objectives, to ask at different points of the lesson and show who you will address these to.
Use your group/class tracking progress sheets to record responses.
Consider using other adults to ask these questions and record responses for you with the groups they are working with or if they are
observing while you do a whole class input.
Explore school formative and summative assessment approaches and ensure your class records are available for staff to use.
Follow the school marking policy.
Discuss with your mentor different ways to use self, peer and teacher feedback to help children identify their achievements and set personal
targets. Show these on your lesson plans.PLACEMENT ROLES AND RESPONSIBILITIES
Student Teachers
• Ensure pre-placement contact with the Mentor and University Partnership Tutor (UPT)/ Partner Programme Lead (PPL); and to notify UPT / PPL of any concerns.
• Maintain a professional demeanour and appearance.
• Sustain a timely cycle of: planning, preparation, teaching and evaluation.
• Develop appropriate and constructive relationships with learners and other professionals.
• Seek and take into account advice and guidance from experienced colleagues.
• Engagement in reflection on professional development, tracking pupil progress and target setting.
• To maintain a Placement File and complete the weekly review in the Student Progress Assessment Record (SPAR) directly linked to the placement assessment staged expectation
grids.
• To profile 3 children (see Profiling Guidance)
• Where support of a school / setting is temporarily not possible (inform your UPT) & complete the attached CPD activities
Schools, Mentors and Class Teachers [CT]
• To provide an appropriate setting and context for the student to develop the necessary experience including:
o An effective welcome / induction opportunity
o Guidance and materials to inform the student’s preparation, teaching and contribution to children’s learning and welfare.
o Opportunity, feedback and guidance to support and engage the student in reflection, target setting
• To undertake weekly tutorials and review sessions focused on Trainee’s impact on pupil progress
• To ensure that at least 2 formal observations of teaching and learning occur over the phase (weekly if a student is flagged as needing an intervention plan)
• Monitor Student’s files and completion of Student Progress Assessment (SPAR)
• To complete the assessment requirements as set out in the relevant Assessment Schedule below.
• To raise any formal “In need of Intervention in keeping with the guidance (See Guidance for Students who are "in Need of Intervention"
• To liaise with the assigned University Partnership Tutor (UPT) / Partner Programme Lead (PPL)
University Partnership Tutors [UPT] / Partner Programme Lead [PPL] for SD Alliances
At each placement phase there will be at least 2 Quality assurance touch points (Visits).
Academic year 2021/22 Will see a return to some ‘in person visits’ from your UPT or PPL.
50% of QA touch points will be ‘in person: 50% will be Virtual via TEAMS or ZOOM
• Ensure pre-placement contact with student teacher. Provide contact details.
• Make early contact with the Mentor to support the start of the placement asappropriate.
• Respond to placement issues as required and support the formal process for dealing with an“Intervention Plan” if raised.
• Conduct QA visits to moderate staged expectation progress assessments
• Assist in the moderation of placement assessment.
• Ensure that all placement outcomes are collated in time for module assessment boards and are presented to PAdWeek by Week suggested engagement
UNDERGRADUATE Q4 – up to 6 weeks
Week Student’s Role Mentor’s Role Class Teacher’s Role UPT/PPL’s
Prep Prepare and maintain a placement file. Discuss targets from Consider placement set- Assist / visit
student’s previous as necessary in response
Week Share your SPAR with Mentor/CT observations and reports. up implications for the to issues that arise.
/s
Identify your placement Ensure student(s) have the infor student (s), the class, Make
teaching timetable and content including PPA mation necessary early contact & visit if re
entitlement {same as NQT} yourself.
to prepare for the placement. quired.
Share any school based assignments/ research s Consult with student re any sch Arrange suitable opportunity
to work with children. Inform Cohort Leader of
et for placement- ool based assignments any issues.
negotiate time for these {Prof Devt. activities} Disseminate necessary infor
/research set for placement mation to QA /moderate schools &
Observe lessons / sessions taught by the Class settings.
Teacher and discuss pedagogy / behaviour Negotiate times for aid initial planning.
management / organisation. teaching timetable Discuss initial planning Make students aware of
including PPA QA contact / type
Work with a small group and collect evidence of and weekly tutorial. ideas
their learning.
Ensure Pre-Placement Support trainee in settling int
Choose and begin to gather evidence on your 3 p Checklist is complete; if not con o a professional role. Address and support the
upil profile children. tact UPT / PPL to discuss. role of the External
Liaise with Mentor as
Create an assessment record to use throughout Explain School GDPR guidance r Examiner.
placement to record evidence of pupil progress egarding appropriate
in all subjects taught (TTP Guidance) Liaise and support as
storage of documents and pupil
Gather Pupil Progress data (Class data summary in formation necessary
sheet) Adhere to
school GDPR guidance throughout.
Email your UPT. Provide an update
Week Maintain Placement File At least 3 observations to Provide opportunities for
1 be across the the student(s) to observe
Continue to draw on the setting’s medium term placement Provide copy of Obs.your teaching and to
/ weekly plans to develop your lesson / activity/ for student’s SPAR work with
weekly plans to support your teaching of children (including opportuni
individuals, groups and even elements of Weekly Tutorial ties to gain experience
whole class- moving towards 50% of curriculum to include review of student’s and confidence in supporting
delivery time file reading development
and completion of the SPAR and - phonics and group reading)
At other times, support confirm targets
learning as directed by the Class Teacher and ob Liaise with Mentor on
serve good practice across the school. Discuss progress / concerns as a student’s progress.
ppropriate with the UPT
Work with groups of children to support learning Support
across the curriculum and negotiate Assessment Recording
with the CT about and Reporting (ARR).
undertaking whole class management
Encourage student to review
Develop your awareness and possible involveme and
nt in the wider life of the school. adjust plans if necessary.
Make effective use of assessment in your planni Student should
ng and teaching. be sustaining planning, teach
Make progress on your PDAs ing and class management
(e.g. profiles / displays / taking the register). with increasing independenc
e.
Complete Weekly Review (SPAR) discuss in
tutorial with Mentor and agree targets.Week As Week 1 Discuss/advise on
2 progress of PDAs.
Teaching load would normally
build up to or maintain 50% curriculum delivery t Alert UPT / PPL of any
ime student raising ‘In Need of
Intervention plan where necess
Develop your ability to assess, ary.
record and report the children’s learning.
Review Medium Term Plans and adapt your less
on / activity plans accordingly.
Week As in Week 2 Alert UPT / PPL of any As previous Weeks
3 student raising an 'in need of
Teaching load would normally intervention plan' Check students
build up to 60% curriculum delivery time are maintaining
Analysis of impact of useful records which inform f
Develop your ability to assess, trainee’s teaching on pupil prog uture planning.
record and report the children’s ress meeting
learning. (TPP Guidance)
Review Medium Term Plans and adapt your less
on / activity plans accordingly.
Week As in week 3 Host External Examiner visit as n Remind students they must
4 ecessary sustain
Sustain your teaching. good standards in all areas.
Ensure completion of PDAs. Advise Mentor re: areas
Complete Weekly Review of strength
(SPAR)discuss in tutorial with Mentor and agree and those needing further de
targets for next placement velopment
Week As in Week 4 Review student’s file Remind students they must Make a final contact
5 and completion of Pupil sustain good progress with schools support con
Sustain your teaching. Profiles reports, class against staged expectation in clusion of placement
Ensure completion of PDAs. assessment records and SPAR all areas. and completion
and confirm targets for next and return of assessment
Complete Weekly Review (SPAR) placement outcomes.
discuss in tutorial with Mentor and agree targets Advise Mentor re: areas of
for next placement. Analysis of impact of
trainee’s teaching on pupil prog strength and those needing
Focus on analysis of pupil ress meeting further development.
progress in weekly meeting.
Complete
Ensure Pupil Profile reports are completed and Developing KAP Outcome Recor
discuss progress made by all children d in the SPAR.
taught throughout your placement
Email copy of Complete End
Discuss End of Placement Report of Placement Report to Universi
with Mentor and sign proformas ty & UPT / PPL
Week As in Week 5 Review student’s file and compl Remind students they must
6/7 etion of the SPAR sustain good progress
Share completed against staged expectations i
assessment records with CT/mentor Confirm targets for n all areas.
next placement
Sustain your teaching. Advise Mentor re: areas of
Discuss end of placement
Ensure completion of Professional development report / Developing KAP with strength
tasks and those needing further de
student in final tutorial velopment
Complete Weekly Review Student and Mentor to sign
(SPAR) discuss in tutorial with Mentor and agree paper copy.
targets for next placement.
Student to include report
in file for post placement tutori
al with PAT.Lancaster and Carlisle Students including School Direct London Students
Placement Unit University
Allocations, Students
Placement Unit University of
Placement Offers,
of Cumbria, Bowerham
Road, Lancaster, Cumbria, East India Dock Road
LA1 3JD London
E146JE
Tel 01228 242873
Email educationplacements@cumbria.ac.uk Tel 01228 242873
Email partnershiplondon@cumbria.ac.uk
Lancaster Students & SD Carlisle students London Students
(as above)
kaplancaster@cumbria.ac.uk copy to kapcarlisle@cumbria.ac.ukWritten kaplondon@cumbria.ac.uk
ReturnReports
PPL or UPT enquiries to Written enquiries to the respectivecampus
Programme Administration(PAd)
Written enquiries to
Programme Administration (PAd)
Placement Documentation and expectation for completion:
Mentor Destination Due Student
Preplacement Checklist 1 copy to student* 1st week in school. To make a complete
record of all
Observation Proforma [OP] 1 copy to student* At least 2 over assessment,
beginning phase feedback and
reflections in
theSPAR
Key Assessment Point (KAPB) 1 copy to Student* End of
Outcome Record – Beginning 1 copy to University & UPT / PPL Penultimateweek
KAP of placement.
In Need of Intervention 1 copy to Student* At any point that
Retain a copy
Referral form (If Needed) 1 copy to UPT gives a student
appropriate time to for
1 copy to presentation on
improve on targets
PAd”campus”@cumbria.ac.u set (usually flaggedby future
k mid-point) placements
Placement Report * as above Hard copy to be signed by Mentor
and student and held in SPAR Email Make a copy to be
copy to University** discussed and
Copy to UPT submitted to your
Personal tutor at
* To be held in SPAR
**Email addresses: your post
placementtutorial
kaplancaster@cumbria.ac.uk
(Lancaster students) or SD Carry out a
kapcarlisle@cumbria.ac.uk placement
(Carlisle students) evaluationas
specified on back
kapLondon@cumbria.ac.uk page of SPAR
(London students)Student Progress Assessment Record [SPAR]: This standalone booklet builds and retains a record of the student’s development
throughout each placement.
It contains:
• Placement Weekly Review forms to stimulate and capture the student’s reflection on progress against the Assessment
Criteria and informed by self-evaluation, feedback and tutorials. The process incorporates a systematic engagement in
reviewing and setting targets.
• Trainee Development Targets Running Record: for students to enter agreed (with Mentor) targets based on feedback,
discussion, scrutiny of files and their wider reflection on their progress. Register where the Mentor monitors attendance on
placement.
• Staged Expectation Placement Assessment Grid for annotating, assessing and tracking progress to support feedback,
reflection, target setting and summative assessment.
• Key Assessment Point Outcome Record completed by the Mentor for capturing summative assessment outcome and
formative development targets progress.
• End of Placement Phase Report Performa- usually completed in penultimate week of placement. To be shared with
Student during final week. Comments to give formative feedback in relation to progress against the domains of ITT
learning. Summative outcome (Pass / Fail) made on the student’s ability to show they have met (best fit) the staged
expectation.
• Tracking Pupil Progress[TPP]- Working with individuals and groups; This may be parts of lessons…; Specific focus on
gathering/evaluation of pupil progress in week 2&4; Keep an ongoing reflective evaluation log; Annotate learning plans
to show impact of teaching on progress.
• Link to Cumbria Teacher of Reading (CTOR)- You will be teaching a sequence of 3 sessions- evaluate your impact on pupil
progress.
The student is responsible for collating and completing this record (See Below: “Completion and Return of Documentation”)
2. The Placement File: From first contact (visit days) and throughout the placement each student is required to maintain a file which
typically holds:
CurrentSPAR
Sections as specified in pre placement checklist.
Placement Tasks (whererelevant).*see task schedule. Each task could be incorporated within a week’s focus.
N.B. This collection of lesson observation feedback, weekly reviews and annotation of the assessment descriptors will monitor and
track the student’s professional development and provide a regular assessment profile which will readily inform and build up the
required summative assessment of the placement. Mentors and University Partnership Tutors / Partner Programme Lead are asked
to keep a check on the student’s completion of these importantdocuments.
All assessment placement forms (below) can be downloaded from the Partnership Website and completed
in electronic format. Visit: https://www.cumbria.ac.uk/about/partnerships/placements/education/
information-primary/
All students have (hardcopy) Student Placement Assessment Record.
Schools/settings should email completed Key Assessment Point Outcome Record (KAPs) / end ofPlacement Reports to
kaplancaster@cumbria.ac.uk (Lanc3 aster students & SD) or
kapcarlisle@cumbria.ac.uk(Carlisle students) kaplondon@cumbria.ac.uk (London students) and your UPT /
PPL.“Aspirational training to achieve inspirational teachers with pupils’ learning
and well-being at the heart of our partnership”
Early Years & Primary Initial Teacher Education
SPAR:Student Progress Assessment Record
Information:
Trainee:
Year/ Programme (e.g.PGCE):
Placement (B,D,E):
School/Setting:
Mentor:
Class Teacher:
University Partnership Tutor (UPT) /PPL:
Age Range taught:
Start / Finish Dates of Placement:
Signatures:
In order for you to start your placement you must have the following signatures: Personal
Tutor(PT)/PPL: during target-setting meeting with trainee prior to placement. Mentor: on or
following final visit day or by end of first day of placement at latest (see also ‘Pre-Placement Check
List’ in this pack).
Personal Tutor/PPL:
Mentor*:
*or other nominated school-based colleague who also complete the Pre-Placement
Checklist with the studentSTUDENT PROGRESS ASSESSMENT RECORD (Academic year 2021/2022)
Introduction:
The SPAR is designed to track, monitor and evidence your journey from the start of your QTS
course through to the end. It is to support you in tracking your progress against staged
expectations and in meeting the required Teachers’ Standards by the end of your programme
(extending placement). This is the key record of your professional and academic development
and has been designed so that all tracking and assessment documentation is recorded and stored in one
place.
The SPAR:
• is your record and you are responsible for ensuring that it is completed in an accurate and timely manner.
• comprises all of the documentation that is completed during each placement phase (B, D or E)
• should be kept in section 2 of your file and should be available for the Mentor and UPT to refer to and use
as relevant
• should be retained in paper or accessible electronic form during all placement phases
• individual forms are available in electronic form from
https://www.cumbria.ac.uk/about/partnerships/placements/education/information-primary/
Placement Complete before placement and obtain the required signatures.
information
Trainee Teachers' Use with your Mentor and UPT to discuss and track progress over time against the staged
Staged expectation and enactment of your ITT curriculum. You will have ‘learnt’ knowledge and
Expectations ‘learned how to’ consider many skills that you then gain a chance to enact in a classroom
Assessment setting. Through ongoing high quality professional discussion with your mentor you will be
Descriptors able to identify areas of strength and areas for development in order to set short-term and
longer-term developmental targets.
Development Use to record the targets set at your Pre-placement tutorial. These should be based upon
Targets Running areas for development identified at the end of your previous placement (continuing trainees
Record only) and linked with the aspects of ‘new’ learning from your ITT curriculum. Update after
each Mentor meeting and add new target(s) agreed.
Pre-placement Complete before each placement. Mentor should sign to confirm that you are ready to
check list undertake the placement.
Curriculum Complete during each placement to record different aspects of curriculum coverage.
coverage
Class data Complete at the very beginning of your placement to help Refer to detailed Tracking
summary you plan for the class. You should collect the data from the Pupil Progress
class teacher. Guidance
Class progress Use to record your formative assessment for the class and track pupils`
tracking sheet progress.
Group progress Use to record your formative assessment for different groups.
tracking sheet This could also be used by the TA or other support staff.
Lesson Complete when observing colleagues’ teaching – see guidance on observation proforma.
observation
observers form
Reflections There is an expectation on all phases of placement that you will keep an ongoing reflections of
impact on pupil progress, use the prompts in the TPP guidance as starters, please devise your
own format for this.
Focused pupil Use as prescribed on B, D, E placements (see TPP guidance) to demonstrate your impact on
progress review pupil progress and learning over time.
form
Weekly Review Complete prior to your weekly tutorial with your Mentor.
template For B & D phases this review focusses your thinking around 6 ‘domains’ of ITT learning &
enactment.
At all time you should consider the effect your teaching is having on ongoing pupil progress
over time.
Observation Completed by the Mentor or UPT, or other observer, after each observation.
proforma
Pupil profile log Use to record your pupil profiles – 3 pupils on B, D and E placements. Refer to detailed Pupil
Profiling Guidance.
End of Placement Completed by the Mentor at the end of all placements of four weeks or more.
ReportKey Assessment Points*
The Common Framework involves use of the descriptors at 3 Key Assessment Points (KAPs) during the period
of training, regardless of the chosen Programme: Postgraduate, Undergraduate, full or part time. Using the
terms adopted by the University of Cumbria to describe the stages in school-based experience, the KAPs occur:
KAP B - At the end of the assessed “Beginning” Placement KAP D - At the end of the assessed “Developing”
Placement KAP E - At the end of the assessed “Extending” placement
At Beginning & Developing phases your summative assessment will be a professional judgement on your ability
to make good progress in addressing the staged expectation (the skills & knowledge that MOST student
teachers will have been able to enact in a school or setting)
At extending phase the summative judgement will be made on your ability to ‘meet’ the national teacher
standards.
The specific timings of Key Assessment Points for each Programme are as follows:
Programme KAPB KAPD KAPE
BAQTS 3 End of Beginning End of Developing End of Extending
year placement in Year 1 placement in placement
Year 2 in Year 3
BAQTS 4 End of Beginning End of Developing End of Extending
year placement in Year 1 placements in placement
Year 2&3 – each mapped to in Year 4
the staged expectation
based on the curriculum
covered.
*Y3/4 is taken as a comparator
with other programmes for
moderation purposes.
PgCE Fulltime/SD End of Beginning End of Developing End of Extending
placement placement placement
*Often the KAP grading points land in the penultimate week of each placement phase. This is designed to allow
adequate time for Mentor, student and UPT (or PPL) to effectively moderate progress & outcomes ensuring
that forms are returned to the university in good time to meet academic examination boards (effectively
allowing students to progress or graduate).
It is essential that all comments regarding trainee progress are aligned with descriptors in the "Staged
expectation assessment descriptors". It is essential that all involved in the assessment process, including
the trainees, fully understand and can explain how the assessment guidance and criteria are applied to
ensure accuracy and consistency.PRE-PLACEMENT CHECK LIST
For Assessed placements only
Revised Sept 2021
The Trainee and mentor should agree and sign-off this form pre-placement before they sign the
front of this pack
Trainee Name Programme Placement
& Year group Phase
THE FOLLOWING ARE PRESENT IN THE PROFESSIONAL FILE Signature of Trainee Signature of Mentor
SPAR File:
SPAR Front cover signed
Pre-placement Checklist signed off
Staged expectation assessment descriptors for this placement
phase.
Curriculum Tracker
Developmental Targets Record signed by PT
Placement Supplement
Weekly Review proforma
Formal and Informal observations proformas
Safeguarding Policy (read, signed, dated)
GDPR Policy (read, signed, dated)
General information about the placement setting/school,
class information
All observations, reports, Assessment outcomes and Action
Plans from previous placements
Planning File:
Class timetable per week identifying teaching %
UoC Planning document for reference
Sequences/Medium term plans for placement
Planning proformas to be used
For EYFS Trainees: Areas of learning
For KS1/2 Trainees:
English; Mathematics; Science; Computing; RE; Range
of Non-Core Subjects.
• Weekly Planning Sheets
• Daily/Organisational Plans
Learning Plans (for first 2 days)
Tracking Pupil Progress File:
Class Data Summary completed
Pupil Profile information for 3 children
Class/ Group trackers printed ready to complete
Focused Review proforma
Trainee is adequately prepared to begin his/ her placement ☐
Trainee is not adequately prepared to begin his/ her placement and is therefore at risk of failure ☐
Signature of AT/Mentor: Date:
Areas for attention
1.
2.
3.
The areas for attention, indicated above, must be addressed during the first few days of the Block Placement
If the planning is still not adequate, the trainee may not be allowed to start the placement.CURRICULUM COVERAGE
Revised September 2021
Name of trainee:
Beginning Placement
Computing
Geography
English/
Reading
Literacy
Phonics
Science
Guided
History
PSHCE
Maths
Music
SPAG
D&T
MFL
Art
RE
PE
Observed teacher
Participated
Planned and taught a lesson
Mentor Lesson Observation Form
Completed
Developing Placement
Computing
Geography
English/
Reading
Literacy
Phonics
Science
Guided
History
PSHCE
Maths
Music
SPAG
D&T
MFL
Art
RE
PE
Observed teacher
Participated
Planned and taught a lesson
Created a sequence of learning / unit of
work
Mentor Lesson Observation Form
Completed
Target curriculum coverage on next placement:
Extending Placement
Computing
Geography
English/
Reading
Literacy
Phonics
Science
Guided
History
PSHCE
Maths
Music
SPAG
D&T
MFL
Art
RE
PE
Observed teacher
Participated
Planned and taught a lesson
Created a sequence of learning / unit
of work
Mentor Lesson Observation Form
Completed
Target curriculum coverage in ECT years:EYFS COVERAGE of Areas of Learning
Revised September 2021
Name of trainee:
personal hygiene
Personal, Social,
Communication
Care Routines –
Expressive Arts
Care routines –
Care routines –
Understanding
food and drink
sleep and rest
Development
Partnership –
Partnership -
Beginning Placement
Emotional
other prof
the World
& Design
Outdoor
Literacy
Physical
Indoors
parents
Maths
Observed teacher/key person/ practitioner
Participated
Planned and taught an adult-led
activity/experience
Planned and facilitated an enhancement to
continuous provision – adult led
activity/experience
Planned and facilitated an enhancement to
continuous provision – child led
activity/experience
Retrospective planning capturing the
spontaneous learning from child-initiated
activity/experience
Mentor Observation Form Completed
Developing Placement
Expressive Arts &
personal hygiene
Personal, Social,
Communication
Care Routines –
Care routines –
Care routines –
Understanding
food and drink
sleep and rest
Development
Partnership –
Partnership -
Emotional
other prof
Outdoor
Literacy
Physical
Indoors
parents
Design
Maths
Observed teacher/key person/ practitioner
Participated
Planned and taught an adult-led
activity/experience
Planned and facilitated an enhancement to
continuous provision – adult led
activity/experience
Planned and facilitated an enhancement to
continuous provision – child led
activity/experience
Retrospective planning capturing the
spontaneous learning from child-initiated
activity/experience
Mentor Observation Form Completed
Target possible coverage on next phase/placement:Extending Placement
Physical Development
Care Routines – sleep
Partnership - parents
Care routines – food
Partnership – other
Understanding the
Expressive Arts &
personal hygiene
Personal, Social,
Communication
Care routines –
Emotional
and drink
Outdoors
Literacy
and rest
Indoors
Design
Maths
World
prof
Observed teacher/key person/ practitioner
Participated
Planned and taught an adult-led
activity/experience
Planned and facilitated an enhancement to
continuous provision – adult led
activity/experience
Planned and facilitated an enhancement to
continuous provision – child led
activity/experience
Retrospective planning capturing the
spontaneous learning from child-initiated
activity/experience
Mentor Observation Form Completed
Target development for post qualifying years (ECT):The University of Cumbria ITE Partnership has a strong focus on teacher
workload reduction and teacher resilience for all. Our aim is to
supplement and, in many cases, add value to the support being
University Of Cumbria ITE offered in Partner Schools & Settings. The opportunities offered by the
University of Cumbria are open to all of our students, current or recently
Partnership: Resilience & qualified.
Teacher Workload Reduction We also offer the enhancement of ongoing quality training and CPD
noting the benefit this brings to the wider Partnership.
Charter Everyone has a right to expect access to support throughout our
Partnership- please use this Charter as the starting point for
conversations with leads both at University and in Schools/Settings.
Intent –
Our intent is that our partnership has a focus on ensuring all teachers & Implementation –
students are well supported (mentally / emotionally)
To promote discussion and provoke challenge
Challenge and lead dialogue about Teacher Workload Reduction (TWR)
and Teacher Resilience. To be shared throughout programmes and their partnerships
Encourage professional conversations…& lay out responsibilities for Lead to CPD;
ensuring Resilience and TWR are key attributes of any Teacher training
programme. To promote professional conversations relating to wellbeing and
workload feeding into ongoing partnership feedback mechanisms.
To provide support for students targeted at individuals leading to resilient
trainees.
Impact –
Students leaving the university feeling confident to take on their ECT years and remain in the profession
Ensuring students know where to go for support and to understand that asking for help is a strength; also to recognise the students who may not
seek this support when they need it.
School / Setting staff receive regular feedback, training and ongoing CPD opportunities linked to Teacher workload reduction and resilience
* This Charter will become part of the UoC ITE Partnership Agreement ensuring that it will come to the attention of
Head Teachers / mentoring leads who sign the agreement.UoC students will: UoC Programmes will:
• identify your strengths & skills early on and have the • ensure that students understand the staged expectations in
each placement phase leading to meeting teacher standards
Resilience & Workload Reduction Charter
confidence to share these;
at end point assessment.
University Of Cumbria ITE Partnership:
• know who to approach for support (seek it out);
• work through elements of ITE paperwork during programme
• aim to maintain a healthy work/life balance by: sessions prior to placement ( Planning, tracking, assessment);
o Getting adequate sleep.
o Getting regular exercise. • support students to reduce the workload associated with
o Being realistic about what you can achieve. planning for learning, marking and use of data in line with DfE
guidance;
• set your own placement well-being target and review it each
week with your mentor; • ensure Personal Tutors review and refer to student’s targets
prior to and post placement;
• take responsibility in confronting fears rather than avoiding
them; helping to reduce anxiety. The sooner they are • be honest and balanced about expectations of teachers and
confronted the sooner they will be addressed; how to manage reasonable workloads;
• be clear about how you exemplify staged expectations (B&D) • reach out & support as necessary. e.g. high quality mentoring
and National Teachers’ Standards (E phase); that explores the enactment of knowledge and skills learned in
their ITT curriculum.
• know when you have done enough!
ITE Partnership Staff will: Together we will:
• have regular & timely check ins with ITE students whilst on • ask, assess, act; listen non-judgmentally; give reassurance &
placement- be specific in asking: information; encourage self-help strategies
o how they are feeling? (www.mhfaengland.org); enable the ITE student to get
o have they any concerns? appropriate professional help;
o are they maintaining a work/life balance?
• have a shared understanding of and commitment to
• talk to ITE Students about ways in which your school have implementing teacher workload reduction; conduct an
reduced teacher workload & support teachers to develop annual review of ITE partnership paperwork with a focus on
effective work/life balance; responding to teacher workload reduction;
• allow ITE students the opportunity to discuss ways that they • aim to place ITE students in schools which will recognise their
have experienced planning, pupil tracking & assessment strengths and provide them with appropriate challenge;
methods; supporting for areas of development effectively; ensure that
everyone is clear as to expectations of students at different
• share school well-being guidance & policy; stages of placement journey;
• ensure that ITE students signal where evidence can be found • encourage mentors to develop and be recognised for their
for Staged expecation exemplification; rather than mentoring & coaching skills; through ongoing professional
collection. (Reflection not collection) development & qualifications with the University of Cumbria.You can also read
