Primary Observations

Trainees spend 10 days in a primary school prior to the start of the course to experience key stage and working life in a school environment.

This will enable trainees to have a view on Key Stage 2 - 3 transition in their subject.

Tasks

Trainees are expected to carry out the following tasks while on pre-start placement:

1. Be aware of Year 6 work on your subject
2. Focussed observation of primary classes
3. Reflective Diary: maintain your reflective diary during this time

Teaching Placements

The following items should be included in your induction into the school, preferably on your first day.  Please check off items below when they occur and inform your placement organiser of any items not covered within five days of the start of your placement. This list is not exhaustive and other topics may be covered, which you may note if you wish.  Keep this in you Personal Development Portfolio so it is accessible to your mentor.

TASK

Introduced to key staff members and their roles explained 

Location of toilet facilities, staff room, etc. 

Lunch, tea and coffee arrangements 

Dress code 

How to answer the telephone and post arrangements etc. (if applicable) 

Policy on trainees use of photocopier and other equipment 

Car parking 

HEALTH AND SAFETY ISSUES

Emergency procedures 

Security procedures (access and identification) 

First Aid arrangements (including names of first aiders) 

Fire procedures, Fire Officers, location of fire extinguishers and fire alarm points 

Accident reporting and location of accident book 

COSHH (Control of Substances Hazardous to Health) regulations (if applicable) 

Computer Display Screen Equipment regulations / procedures (if applicable) 

Protective clothing arrangements (if applicable) 

Instruction on equipment trainee will be using (e.g. glue gun, OHP etc.) 

Child Protection - named teacher 

Child Protection - procedures for leaving school during day 

Child Medication procedures 

Getting the most from your initial placement

Inevitably, you will have a unique experience depending on the characteristics of the school in which you find yourself. There will thus be considerable variation in what you are able to do and clearly you will not be able to cover everything suggested in this guide. You should, however, strive to gain as full a picture as you can of classroom and school life, including breaks and lunchtimes.

The following checklist is designed to help you have a fuller picture of your school and should be used both when you plan each day and when you write your diary of each day's events.  You will probably find it most helpful to choose two or three questions for each day.

General Observation

1. OBSERVATION in classrooms - your own and other subjects being taught, including something different from classroom work such as P.E.; - get involved.

2. OBSERVATION of pastoral / tutorial activity;

3. OBSERVATION in staffrooms, dining rooms, corridors, playgrounds, school library;

4. HELPING in classrooms;

5. Informal and formal CONVERSATIONS with both pupils and staff, (including non-teaching staff where possible);

6. READING DOCUMENTATION: school prospectus, staff handbook, syllabuses, curriculum documents, discussion papers, records, reports, noticeboards, displays;

7. The locality

8. Which five words together most succinctly describe the catchment area?

9. What indications are there that the school provides a service to the local community in addition to caring for its children.

10. Identify features of the catchment area that might be utilised in some subject-based classroom activity.

The Buildings

1. Does the school and its grounds enhance the local environment?  What was your initial impression when you first walked into the entrance hall?

2. Do the teaching rooms help or hinder learning?

3. How are the display areas used?

The aims of the School

1. Does the school set out its aims or its mission statement anywhere? (try the school prospectus first)

2. What are they?

3. To what extent did you gather evidence from your week's observation of the school trying to meet these aims?

4. How does the school monitor its targets?

The Pupils

1. How do the pupils react to you, a visitor, in the corridors, or on the stairs, and going through doors? Is their behaviour different in the classroom?

2. Do the pupils come to school, and to lessons in particular, prepared to learn?

3. Where and how do pupils spend breaks and lunchtimes?

4. What sort of work do you see pupils doing?  How are they organised?

5. How is discipline and order maintained?

The Adults

1. In general, what kind of relationship exists between the adults and the pupils?

2. Ask individual teachers what they perceive as their greatest professional problems, (a) now, (b) originally as a newcomer.

3. What teaching styles, activities and approached to you see?

4. How is the school organised?  How is information circulated and decisions made?

Resources

1. Comment on the resources available for teaching?

2. To what extent is the school library used as a centre for learning? When is it open? Who uses it?  For what purposes?  What is your impression of the books relating to your own subject area?

3. What electronic and audio-visual equipment / apparatus is available?