Primary

BEd Year 1

This is the students’ first school placement on the three-year BEd course. The focus is on linking teaching and learning with the theory and scholarship from their university sessions, under the guidance of their class mentor. This is achieved through observation, discussion, and gradually putting ideas into practice.

At this stage there is no expectation of sustained whole class teaching, though many students will begin to lead short activities or parts of lessons by the end of the placement. Their main teaching experience will be through working with small groups and individuals under the direction of the class teacher.

Across the year, students will normally have 5 lesson observations and 6 mentor meetings.

BEd Year 2

In their second year, students build on the foundations of Year 1. From October until early December, they are in school for two days a week, before moving into a full-time block from December through to February half term.

During this placement, students continue working with small groups but also take increasing responsibility for whole class teaching. This begins gradually in the two-day placement and develops further during the block with the pace guided by the Mentor. By the end of the block, the expectation is that students will be responsible for around 40–50% of the timetable, with a significant proportion in English and Maths (and Science where possible). This provides the experience needed to further link their practice with the theory and scholarship of their university sessions.

Across the year, students will normally have 9 lesson observations and 10 mentor meetings.

BEd Year 3

In their final year, students are expected to demonstrate increasing independence and confidence in their teaching. They build on their Year 2 experience by planning, delivering, and assessing learning across a broader range of subjects, while continuing to draw on theory and scholarship from their university sessions.

During their placements, students gradually increase their responsibility until they are teaching up to 80% of the timetable by the end of the block. This includes sustained responsibility for planning and teaching in the core subjects (English, Maths and Science), as well as developing subject knowledge and teaching strategies across the wider curriculum.

Mentors support the students in refining their classroom management, subject knowledge, and ability to assess and respond to pupil learning so they are well-prepared for their first year as an Early Career Teacher.

Across the year, students will normally have 13 lesson observations and 14 mentor meetings.

There are no expectations for Year 1 BEd trainees to deliver whole-class teaching. They will be expected to work with small groups of children and will begin to take more of a leading role in this as their practice develops.

Please see this document for the overview of the expectations for BEd Year 2 trainees. As trainees develop at different paces, Mentors should use their own judgement to support trainees as necessary throughout the placement- please contact us if you require any advice about this.

Please see this document for the overview of the expectations for BEd Year 3 trainees. As trainees develop at different paces, Mentors should use their own judgement to support trainees as necessary throughout the placement- please contact us if you require any advice about this.

Trainee Teachers' professional work is monitored, and developed through three phases in order to be assessed against the QTS standards at the end of the course. The phases are a general descriptor of a Trainee Teacher's development in terms of the quality of their teaching and are shown in more detail below.

Phase 1 - Emerging

In Phase 1, most Trainee Teachers will be placed in paired placements. They are given substantial assistance by Mentors and Tutors. Observing, assisting in the classroom and collaborative teaching with some small-scale supported teaching are more likely to be featured during the first three weeks in school as they start to link what they have learnt at university with actual practice. 

From October half-term trainee teachers will be spending almost all their time in school and should become increasingly involved with the joint planning of lessons and whole class teaching, whilst continuing to observe and support when not teaching. 

At the end of phase 1, trainees return to their first placement school for four weeks. They should pick up where they left off before the Christmas break, with classroom teaching and learning activities jointly planned and delivered. The amount of work that the Trainee Teacher will initiate depends upon the judgement of the Mentor. The Trainee Teacher will still be expected to observe taught lessons and help within the classroom with small groups as well as with whole classes.  The mentor will make a formative assessment of the trainee's development over the phase.

Phase 2 - Developing

Students return to the university for sessions that build on the knowledge and skills learnt in phase 1.  These are extended to take into consideration the wider context of education beyond just their classroom.  Trainees will undertake outdoor leader training with Hampshire County Council to give them the skills and confidence to lead trips. Trainee Teachers will also spend two weeks in a placement setting outside the primary phase that they arrange themselves.  The aim is to provide a broader and richer experience of teaching and develop deeper skills and knowledge in certain areas.   Whilst there will be a broad range of placements, trainees will still be expected to be actively involved in the planning and delivery of learning in those environments.

Phase 3 - Securing

In Phase 3, Trainee Teachers will become more independent in planning their classroom and school-focused work. The Mentor will judge how much autonomy a Trainee Teacher can be given while maintaining the quality of teaching and learning of pupils.  This phase is completely school-based, with some online learning sessions after the school day.  Mentors will review the trainee's practice against the teaching standards mid-way through to make a formative judgement and identify what to focus on developing in the final half. At the end of the placement, mentors will be asked to make a summative judgement against the Teaching standards

In each Phase, it is vital that the Trainee Teacher is given the appropriate amount of Mentor support such that the pupils in their charge continue to receive a high-quality learning experience.

Please see this document for the overview of the expectations for PGCE trainees. As trainees develop at different paces, Mentors should use their own judgement to support trainees as necessary throughout the placement- please contact us if you require any advice about this.

We are using a blended approach of online and in-person training this year to help mentors to understand how our courses fully align with the ITT Core Content Framework.

As well as this, there will be videos uploaded here for you to watch and refer back to throughout the year, to support you with ITAPs, instructional coaching and the requirements around paperwork.

If you have any questions about the training and support we can offer mentors, then please contact either course leader, Sarah.Cox@port.ac.uk or David.Hill@port.ac.uk

Once you have completed your Mentor training, please ensure you complete the audit form provided to allow us to keep records and follow up with any further support you may require.