Bachelor of Education (Primary)
Year 2
School-Based Work
Module SSW2001
2009- 2010
Head of School Partnerships: Ms Gail Eason
Module Co-ordinator:
Tel: 028 90384364
Email: [email protected]
2
Introduction
School-based work (SBW) lies at the heart of your professional preparation. It occurs
in each year of the undergraduate programme and represents a half module in Year 1
rising progressively to represent 2 modules in Year 4. Many parts of your programme
contribute to your professional development – Education Studies, including Teaching
Studies, and Curriculum Studies.
As part of the School Based Work Module/s in each year of the undergraduate
programme there will be a session devoted to:
Pattern of SBW Activities – Day Visits and Blocks
Teaching Requirements for Blocks
Assessment of Blocks
Overall Assessment of SBW
Pattern of School Based Work
You will be placed in a school for a year.
In Year 2 you will have 2 Day Visits (4th & 5th February 2010 – one day in
Foundation Stage/Key Stage 1 and the second day in Key Stage 2) before a 6-week
teaching block before Easter.
Visits are to allow you to discuss your teaching programme with your host teachers.
The 6-week teaching block comprises of:
Key Stage 2 – 8th to 26 th March 2010 (3 weeks – weeks 21 -23)
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Foundation Stage/Key Stage 1 – 19th April to 7th May 2010
(3 weeks – weeks 22-24)
This will be organised as follows:
Key Stage 2 class
2 days of observation (Monday 8th & Tue 9th March)
Start teaching on Wednesday 10th March –do 1 lesson that day
Thursday 11th March –do 2 lessons that day
Friday 12th March – do 3 lessons that day.
Students should do 3 lessons per day after that – with 2 lessons on a Wednesday
Foundation Stage / Key Stage 1 class
1 day of observation (Monday 19th April )
Tuesday 20th April – teach 1 lesson
Wednesday 21st April – teach 2 lessons
Thursday 22nd April – teach 3 lessons
Students should do 3 lessons per day after that – with 2 lessons on a Wednesday.
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Module content
In the context of developing competence in Teaching Strategies and Techniques and
Classroom Management, this module will:
Consolidate and develop knowledge and understanding gained in Year
One
Consider continuity and progression in schemes of work
Focus on the issue of differentiation in terms of pupil need, outcomes,
behaviour and assessment
Develop the repertoire of pedagogical skills
Students will be placed in a Foundation Stage/Key Stage 1 class and a Key Stage 2
class for day visits and short blocks of School Based Work. Students will be
supported by a tutor in college and in school.
Learning outcomes
Students should demonstrate:
Development of the competences established in Year 1
A developing level of ability to plan and prepare short schemes of work
A high level of ability in selecting appropriate content from the
Curriculum Programmes of Study – including the Revised Curriculum
An ability to differentiate pupil work
The capacity to manage two work groups
The capacity and willingness to engage in critical reflection about their
developing competence
An increased ability to form good working relationships with pupils and
significant others
Skills
Students should:
Have a growing ability to organise and articulate opinions and
arguments about teaching and learning
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Be reasonably competent users of information and communication
technology in preparation for teaching and in teaching
Have a developed ability to function effectively as part of a teaching team
Have a developed ability to organise an effective work pattern for
teaching
Demonstrate the capacity to work effectively with groups of children
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Partnership with schools
Central to your professional preparation is the great emphasis placed on SBW and the
acquisition of professional competences. Details of these professional competences
are available on the www at the URL below
ne%2007.pdf
Some competences can best be developed and extended during the school-based
aspect of the course. Schools and College are in close partnership to ensure the
maximum development of these competences.
The roles of the partners in Initial Teacher Education are clearly spelt out in the
Teacher Education Partnership handbook with which you should become familiar.
Copies of this are available for consultation in the library and on the www at the URL
below
http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf
Your host teachers will all receive:
Advice about the teaching requirements we have of students in their second
year of Initial Teacher Education
The advice given to College Tutors about supervision
Report on Teaching forms for their use
The grid of Competence Descriptors
Class teachers will be given a copy of any Report on SBW Reporting forms
completed by College Tutors.
School information
Find out and record
Background on the school (location, catchment area, etc)
Significant times (school starts, break-time, lunchtime, etc)
Number of pupils, teachers, classes
Facilities in the school (library, ICT resources, etc)
Range of extra-curricular activities
Important documentation
It would be worthwhile asking the school for copies of the following policies
o Pastoral care
o Child protection
o Discipline
o Marking
(The school may prefer that you simply read these documents rather than have a
copy).
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General Advice – Foundation Stage/Key Stage 1
During the 3-week block of SBW you will:
Spend three weeks with the Foundation Stage/Key Stage 1 class
Use the observation day of this Key Stage block to observe and make final
preparations for teaching
Act as a teaching assistant when not teaching
Engage in PDMU – related activities and extra-curricular activities if requested
Maintain a file of all your lesson preparations and post lesson reviews
Detailed Advice
While in your Foundation Stage/Key Stage 1 class:
Teach three lessons/activities each day (two on Wednesday), with as far as
possible, one activity in the afternoon
On two days per week one of these lessons will be a thoroughly prepared twogroup
reading lesson if possible
On the other three days you may take a reading activity under the teacher’s
direction and none of your prepared lessons will be a reading lesson
Write a post lesson review for one lesson each day and have this review in your
file beside the lesson to which it applies
You should aim to teach the full range of the Northern Ireland Curriculum
subjects with a greater emphasis on language and literacy and mathematics and
numeracy
Try, on occasions, to teach your lessons consecutively, managing the transition
between activities
Try to incorporate ICT into your teaching
General Advice – Key Stage 2
During the 3-week block of SBW you will:
Spend three weeks with the Key Stage 2 class you worked with on your Day visit
Use the 2 observation days of this Key Stage block to observe and make final
preparations for teaching
Act as a teaching assistant when not teaching
Engage in PDMU – related activities and extra-curricular activities if requested
Maintain a file of all your lesson preparations and post lesson reviews
Detailed Advice
While in your Key Stage 2 class:
Teach three lessons/activities each day (two on Wednesday), with as far as
possible, one activity in the afternoon
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Write a post lesson review for one lesson each day and have this review in your
file beside the lesson to which it applies
Plan to engage in a range of organisational patterns – whole class, group teaching
and individual support
You should aim to teach the full range of the Northern Ireland Curriculum
subjects with a greater emphasis on language and literacy and mathematics and
numeracy
Negotiate with your class teacher to take age appropriate mental mathematics
sessions
Try to teach some aspect of number
Try, on occasions, to teach your lessons consecutively, managing the transition
between activities
Try to incorporate ICT into your teaching
Specific Advice in relation to the following subject/learning areas:
Literacy
Manage two groups for reading (either guided or shared reading) and literacy
activities twice a week.
Carry out practical phonic activities in Foundation/Key Stage One.
Carry out talking and listening activities.
Engage children in shared/independent writing across a range of forms.
Mathematics and Numeracy
Plan and manage mathematics/numeracy lessons at least three times a week.
There should be a balance between whole class teaching and group teaching,
showing some evidence of catering for differing levels of ability.
On the other days, assist with mathematics/numeracy activities under the
teacher’s direction.
Incorporate mental mathematics sessions into teaching, with an emphasis on
number.
Assess children’s progress.
Show some evidence of the use and application of numeracy across the
curriculum.
Show some evidence of integrating ICT into mathematics/numeracy lessons.
Reference should be made to document
‘Summary of Expectations for College Tutors for the Primary Curriculum’
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For the other areas of the curriculum
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Teaching file
Your file should contain the following information:
First page:
– Name
– Student number
– Name of school
– Principal’s name
– Year groups (for each phase)
– Names of class teachers
A brief description of the school in general and of the pupils with whom you are
working – if you wish to include a list of names, use first names only
Lesson plans for each lesson that you teach
Evaluations for each lesson that you teach (using the post lesson review format)
Some examples of resources and pupils’ work – be selective!
Tutors’ reports on teaching observed – reports may be retained in a separate
section or placed beside the lesson that was observed
Any other relevant materials or information
You must have your file with you everyday in school.
Evaluating your teaching
You will do this mentally after each taught lesson but you are also required to
write one Post Lesson Review per day. It is to judge the effectiveness of your
teaching and to judge whether the learning outcomes were achieved. Start by
thinking about assessment and use the Post Lesson Review as a guide.
Form Filling
School Report Form:
The front of the form will be completed by the student and left with the class
teacher who will complete the back of the form. The form will be returned to
Stranmillis by the Principal.
Attendance Form:
to be completed by the student and submitted to the schools’ desk in the central
administration office (drama basement) at the end of SBW.
Travel Claim Form (where applicable):
to be completed by the student and submitted to the schools’ desk at the end of
SBW.
Formative Profile Report:
to be completed by the student in liaison with the university college tutor
following the period of SBW. This will be completed electronically and, once
agreed and signed by the student and tutor, a copy will be given to the student (a
copy of the formative profile can be found in the SBW folder in student public
files).
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Signing off Form:
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To be completed by the student and tutor after SBW and handed in to Academic
Practice before the end of June 2010.
Keeping in Touch
In the event of school closure (mid-term break, Baker days, heating failure,
exceptional closures etc.) please inform the schools’ desk (Tel No: 028 9038 4344
or email to [email protected] ) as soon as possible.
If you are absent for any reason during SBW (including the observation period),
please inform both the school and the schools’ desk (Tel No: 028 9038 4344 or
email to [email protected] ) as soon as possible. On your return to college
please complete the relevant self-certification form and submit a doctor’s
certificate if necessary to the central administration office (drama basement).
If you are seeking permission to be absent for a non-medical reason please
forward your request to [email protected] , giving as much notice as possible.
If you know that you will not be teaching on a particular day/morning/ afternoon,
please inform the schools’ desk. It would also be helpful to inform your college
tutor.
If you are experiencing any difficulties, the university college tutor who is responsible
for you during SBW should be contacted in the first instance. If this is not possible,
contact Ms Gail Eason (Head of School Partnerships).
Assessment of SBW in Year 2
More is expected of you both qualitatively and quantitatively.
Qualitatively you should demonstrate a higher level of competence in:
Displaying a positive and enthusiastic attitude
Being co-operative and helpful in school
Being able to establish good relationships with individuals and groups of pupils
Being able to plan individual lessons/activities for a group of pupils or the whole
class in the learning areas of the Northern Ireland Curriculum for a Foundation
Stage/Key Stage 1 and a Key Stage 2 class
Identifying appropriate learning outcomes for the lessons
Incorporating and using the basic techniques of lesson presentation skills of
– questioning
– explaining
– instructing
– creating and using resources
– using the chalkboard
– supervising pupils’ work
– assessing pupils’ work in ways appropriate to the level of competence
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– writing post lesson reviews and reflecting upon the lessons taught and the
experience gained in the context of the theoretical constructs considered in
class
Quantitatively:
Having a longer time in school – 3 weeks with each Key Stage
Teaching requirements increased – 3 lessons a day
Writing schemes of work and incorporating differentiation into your teaching.
The School Based Work Board of Examiners will consider the following in
deciding the grade and mark for the SBW module:
The grades awarded by tutors after observations of practical teaching
The report submitted by schools after SBW – in particular comments about your
work and attitude made by host teachers and school principals.
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References
Cohen, L., Manion, L. & Morrison, K. (2004) A guide to teaching practice (5th ed.),
London, RoutledgeFalmer.
Companion website: www.routledgefalmer.com/companion/0145306752
Pollard, A. (ed.).
(2002) Reflective teaching, London, Continuum.
Pollard, A. (ed.).
(2002) Readings for Reflective Teaching, London, Continuum.
Companion website: www.rtweb.info
An inspection Report of your placement school will be on the Department of
Education website: www.deni.gov.uk
Best wishes for an enjoyable and successful SBW experience!
