The document provides guidance for students on their level 5 school placement, including expectations, support structures, and assessment. Students are expected to work towards meeting the Teachers' Standards, develop their class management and planning/assessment skills (triangulation), and build up to teaching 50% of lessons independently. Support is available from mentors, link tutors, and university staff. Mentors will observe lessons and complete reports, while link tutors ensure expectations are clear and may jointly observe. Students must demonstrate their impact on pupil progress and work to develop their teaching practice based on feedback.

1. Level 5 School Experience Briefing
Lee Hazeldine
Level 5 Placement Tutor
Lee Hazeldine@canterbury.ac.uk

2. SUCCESS CRITERIA FOR YOUR YEAR 2
PLACEMENT
To continue working towards meeting the Teachers’
Standards
To develop class management skills over and above the
teaching of a lesson. (Don’t just finish the lesson and step
aside, e.g. line the pupils for assembly, play etc.)
To develop the cycle of planning, teaching and assessing
(often called triangulation)
To build up to 50% of teaching time

3. WHO IS THERE TO SUPPORT YOU?
• Your class teacher
• Your school based mentor
• Your link tutor
• Other students both in and out of your placement
school
• Your personal tutor (PAT)
• University tutors, e.g. subject knowledge etc.
• Year 2 placement tutor – Lee Hazeldine
(lee.hazeldine@canterbury.ac.uk)
3

4. THE ROLE OF THE MENTOR
To check your file each week (or more regularly). They
will expect to see hard copies (NOT on a memory stick!)
of the following:
Lesson plans
Lesson evaluations
Pupil assessments (leading into evidence bundles)
Record of meetings sheets
They will also:
Discuss Professional Values and Practice
Carry out a minimum of three observations (a copy of
your lesson plan MUST be given to your observer)

5. THE ROLE OF THE LINK TUTOR
Your link tutor will:
Get in touch to introduce themselves. If you haven’t heard by the end of
the first few days of placement, contact them!
Have a conversation with the mentor early on in the placement to ensure
that the expectations for the placement are understood.
May conduct a joint observation with your mentor or class teacher and
may jointly feedback to you as part of this process. There are no set
number of observations or visits from your link tutor.
It Is likely that they:
Will be supporting students across a range of programmes within the
school so always have files up to date and available as they may want to
look through them when visiting another student. They do not need to
give prior notice of this.
They are there to support you so please contact them should you need to.
If you are out of area, your link tutor may be more ‘hands-on’ as the school may
not be a regular partnership school.
5

6. SCHOOL EXPERIENCE TUTORIAL
To take place at the start of placement. Refer to the tutorial checklist on BB so
you have everything in place.
Why have one?
To ensure you are fully prepared for school
To gain an understanding of where you are in terms of your professional
development, including strengths and areas for development. If we don’t know
(i.e. if all the evidence is not readily available) we can’t give you the support you
need…
Not prepared?
The start of your placement could be suspended. This could then have
consequences for your progress on the programme.

7. Handbook for all
CCCU students on
PRIMARY
PLACEMENTS
Includes guidance on
observing Mathematics,
Phonics and PE.
Available on the
Professional Placement
Blackboard

8. Additional
Guidance for
Placements in
Early Years
Settings
Also available on the
Professional
Placement
Blackboard

9. OTHER REALLY USEFUL DOCUMENTS
1. New Grading against Teachers’ Standards booklet
(2017-18).
2. Expectations for Level 5 Students on Professional
Placement
Both are available on the Level 5 Blackboard
Please note: We are trying to operate a paperless system where possible. Packs of paperwork were
emailed to schools and mentors. Mentors also have access to the paperwork via a dedicated
website.

10. PROFESSIONAL CONDUCT
CONSIDER THE FOLLOWING:
• Absence
• Dress
• Punctuality
• Lunchtime
• Staff room
• Smoking
Photocopying
Mobile Phones and
other social media
Become involved
Be proactive

11. ABSENCE
If you are unwell or need to be absent, you must notify
the following:
The placement school according to the arrangements
agreed at the start of the placement
The Primary Department absence
student.absence@canterbury.ac.uk
Copy in your link tutor
Copy in the Placement Tutor (lee.hazeldine
@canterbury.ac.uk)
If you do not complete the required number of days this
could have implications for achieving QTS.

12. PLACEMENT FILES
12

13. PROFESSIONAL PLACEMENT FILES – SAME AS
YEAR 1
Must be in school EVERYDAY
File/Part 1 RoD (record of development)
Title sheet and contact details
Previous mentor reports and lesson observations
from Year 1, attendance sheet and CRB letter
Any Area for concern forms
A copy of the teacher standards
A copy of the Expectations for Year 2 placement
(found on BB)
Information about additional activities and meetings
considered relevant

14. FILE 2: CURRENT WEEK
Should contain lesson plans, evaluations and pupil assessment for the current
week
Pupil assessment evidence could include:
Annotations on lesson plans
Assessment record sheets completed by student teacher or other
adults
Assessment evidence collected in line with school policies or
procedures
Also include relevant school/class information (such as class lists, classroom
layout, timetable etc.) and resources in this file.

15. FILE 3: PREVIOUS WEEKS
• Should contain lesson plans and evaluations from previous
weeks – alongside related assessment evidence so that
teaching and learning sequences can be identified. This will
lead into your evidence bundles.
• In particular mentors and link tutors should be able to see
how assessments and evaluations have informed later planning.
They will be looking for this.

16. ASSESSING YOU!
16

17. STATEMENT OF PROGRESS
• Complete Reflection 7.1 before placement (it should be
completed as a follow up to your work on reviewing
targets in Preparation for Placement Week)
• At the end of placement, complete Statement of
Progress 2, 3.7 and bring to the PPP session in May.

18. ASSESSMENT OF SCHOOL EXPERIENCE:
Mentors will:
• Complete an Early Impressions by the end of the second week of
placement.
• Carry out lesson at least three observations and provide written and
oral feedback (there may be a joint observation with the LT)
• Discuss pupil progress - the evidence bundles will provide a starting
point for the conversation
• Set targets for you to address and achieve
• Sign your Weekly Meeting with Mentor form.
They will also:
• Oversee your professional placement files
• Liaise with you, the class teacher, Head teacher and Link Tutor in
order to complete the final Mentor Report

19. A NEW WAY OF OBSERVING YOU
19

20. 20
RECORD OF A LESSON OBSERVATION
EVIDENCE OF STUDENT TEACHER’S IMPACT ON PUPIL PROGRESS
Student Teacher’s Name: Date:
Observer’s Name: Subject:
School/Placement Setting: Yr Group: No. of Pupils:
Please CIRCLE relevant
Programme
BA (Hons) Year 1 BA Part-Time PEPR PGCE 7-14 INSPIRE BSc Year 2
BA (Hons) Year 2 PGCE Full-Time PGCE Primary Modular PGCE 11-18 BSc Year 3
BA (Hons) Year 3 PGCE Part-Time PGCE Secondary Modular PGCE 14-19 School Direct
1. Contextual information for lesson (Student Teacher to complete prior to observation)
Please cross-reference to the Lesson Plan for the observed lesson
a. Focus of this specific lesson and its place in the learning sequence, including planned impact on pupil progress:
individual / groups / whole class (this detail is only to inform during a lesson observation)
b. How does this lesson provide evidence that supports progress against the current targets of the Student
Teacher?
2. Pupil Progress (Observer to complete)
a. Please tick the full range of evidence below that has been used as part of this observation to indicate the
impact on pupils’ progress as shown in this lesson and over time.
Context and content of the
session
Discussion with pupils Impact of student teacher’s questioning
/ pupil response
Student Teacher’s files Pupils’ work / workbooks Observation of pupils
Pupil responses Quality and impact of marking Differentiated for individuals / groups /
whole class
Quality of Planning Assessment Records Understanding and use of data
b. Impact on pupils’ learning as shown in this lesson, using the full range of evidence available:
Individuals / groups / whole class/full ability range. (please cross-reference to the Teachers’ Standards)
A two way
process
Student fills in
parts before
the lesson
Student then
hands it to
the observer
along with the
required
lesson plan
Observer
outlines
which aspects
of practice
will be a focus
A new focus
– your impact
on pupil
progress

21. 21
a. What did the student teacher do to impact on
pupils’ learning?
Strengths (please cross reference to the Teachers’
Standards)
b. What could the student teacher have done to
improve the quality of teaching and learning?
Points for Discussion. (please cross reference to the
Teachers’ Standards)
c. Targets for development (please cross reference to the Teachers’ Standards)
Are there any areas of concern at this stage of the training? If YES, please complete an Area of Concern
Form (AC1) with the student teacher.
YES / NO
3. Impact on pupils’ learning in this lesson (Observer please tick)
Planning and teaching of this lesson enabled all pupils to make good progress
Planning and teaching of this lesson enabled all pupils to make at least expected progress
With support the planning and teaching of this lesson enabled all pupils to make at least
expected progress
Observer Signed: Print
Name:
Role:
Student
Teacher
Signed: Print
Name:
Joint
Observation?
YES NO
Observer
comments on
aspects of
practice that
bring about
learning
Observer notes
areas that could
be developed. To
be discussed as
part of the
feedback.
Following
feedback,
targets are
set
Impact on pupil
learning is
assessed. This
forms part of the
new end of
placement report
form

22. END OF PLACEMENT REPORT FORM 2
22
• Mentors complete the mentor report in discussion with you,
the class teacher link tutor.
The grades for each standard have changed:
◦ Grade 4 (fail)
◦ Working towards grade 3 (Pass in year 2)
◦ Grade 3 (Pass)
◦ Grade 2 (Pass)
◦ Grade 1 (High)
• In Level 5 all students are expected to achieve at least a
‘Working towards 3’ grading against each standard in order
to pass.
• If any standard is graded as 4, the placement will be classed
as a fail.
• If an area of concern in place at the end of the placement, it
will be classed as a fail.

23. WHAT DOES AREA OF CONCERN MEAN?
• Areas of concern are identified when students are not
meeting the required standards, and if left, will not achieve
the standards required in order to pass the placement.
• Areas of concern are reported initially on lesson
observation sheets and then on separate Areas of
Concern sheets.
• Extra support is given to students with areas of concern.
• Areas of concern can be removed if the targets are
consistently met.
• Any student who has areas of concern right up to the end
of the block practice CANNOT pass the placement.

24. FIRST FEW DAYS
OF PLACEMENT
24

25. BEFORE YOUR PLACEMENT
Safeguarding:
•You will have completed the Safeguarding task as part of Pre
Placement Preparation.
•You need to ensure:
– You are familiar with the safeguarding and child
protection policies of your school. These policies may
be on your school’s website. If they are not available,
you should ask to see them on your first morning.
– You have read the document Keeping Children Safe:
https://www.gov.uk/government/publications/keeping-children-safe-in
2
•Your Prevent training has been completed.

26. Admin tasks:
Gather information about the practice, e.g. key contact
details for communicating absences
Agree time of arrival etc.
Submit your DBS information, photo ID or other
requirements as requested by the school
Research school routines, timings etc.
Find out where equipment is stored, e.g. PE, Art, Music and
Science
Collect/ familiarise yourself with school policies
Read the Ofsted report (preferably before then)

27. Class based tasks
Get to know the class in terms of:
◦ How the children are assessed in line with age related expectations.
This will give you a starting point of how to track progress.
◦ Groups of children including Pupil Premium funding, children with an
EHCP, Children with SEN but no EHCP, children with EAL, ethnic
diversity
Interests of the children
Seating plans
Class timetable etc.
27

28. ENGAGING WITH OTHER ADULTS
• Meet with any support staff to agree systems for managing behaviour of
the whole class/groups
• Agree with your mentor opportunities for engaging with parents and
carers. These may include:
- Writing a letter to parents introducing yourself
- Greeting parents in the playground at the beginning/end of day
- Inviting a parent into the classroom to share an example of a child’s
progress
- Participating in parent/carer meetings
- Writing assessments for reports to parents
28

29. Negotiate and agree the work to be covered during the
School Experience – establish an initial structure
Explore available classroom resources and equipment
Liaise with your mentor about your planning and any final
details concerning the experience
Begin to teach groups and occasionally the whole class
Remember – there is no such thing as a silly question…!
SCHOOLS APPRECIATE STUDENTS WHO ASK QUESTIONS
AND COMMUNICATE WITH THEM.
29

30. EXPECTATIONS
30

31. GENERAL EXPECTATIONS
To work under the guidance of the class teacher.
To work in collaboration with your placement
partner (if applicable) and other team members.
To work with individual children, groups of children
and to build towards teaching for 50% of the time as
soon as possible.

32. BY WEEK 3…
You should be demonstrating that :
• You can plan and teach more lessons independently
of your class teacher and/or placement partner.
• You can independently plan and teach a series of
lessons across a range of subjects.
• You are working to 50% teaching

33. BY THE END OF PLACEMENT…
You must have demonstrated that you can independently
◦ plan,
◦ teach and
◦ assess
a series of whole class lessons across a range of subjects for
50% of the time

34. WHAT DOES 50% TEACHING INVOLVE?
50% teaching commitment includes:
Independent teaching
Team teaching
Teaching small groups
Teaching whole class – shared or independent
Teaching in other classrooms
Therefore 50% for each student does not equate to 100%
of the teaching week if in a paired placement.
It will not count towards your 50% unless you have drafted
a plan and carried out an evaluation!

35. NON-CONTACT TIME
 20% Professional Development time – this can be
inside or outside of the base class, but is an
opportunity to work with/under the guidance of
other professionals in the school. (It is NOT to be
spent updating your files).
10% PPA time – this is normally outside of the
classroom and is an opportunity to prepare lessons
and maintain assessment records.

36. SPECIFIC EXPECTATIONS
Plan and teach lessons (initially with placement partner if
applicable and under the guidance of the class teacher)
Plan and teach a series of lessons in the core subjects
Teach maths and Phonics (in another class if needs be)
Evaluate all lessons using the format given in the Professional
Placement Handbook (templates also on BB)
Complete two evidence bundles Maths and science (or another
subject if Science is not taught.
Keep an up to date Professional Placement file

37. PHONICS ON PLACEMENT
By the end of their placement, student teachers should
Have a secure understanding of the specific principles and practices of
teaching and learning phonics within KS1 or as an intervention in KS2.
Be able to respond appropriately to questions and use phonic
terminology accurately and consistently.
Have developed a full understanding of how to plan single lessons.
Have a developing understanding of the roles of decoding and language
comprehension in early reading.
Have reflected on strategies to assess learning in lessons, and of
strategies to provide additional individual support.
37

38. PHONICS
ALL STUDENTS ARE EXPECTED TO ENGAGE WITH PHONICS ON PLACEMENT
•All students will teach and be observed teaching and receive subject specific
feedback.
•Observations might be informal and might be undertaken by any person with
appropriate expertise in systematic synthetic phonics e.g. the class teacher, the
literacy co-ordinator or phonics lead (not necessarily the mentor or link tutor)
•Feedback might be informal notes from the observer or, if in the very rare
case that feedback is given orally, the student must write up and reflect on the
key points raised.
•In the majority of cases this should mean that the student teacher regularly
plans, teaches and assesses systematic synthetic phonics in their ‘base’ class and
they are observed teaching and receive subject specific feedback.
•The mentor will write a comment about the teaching of SSP on the report for
each placement and give an indicative grade which can be used to inform the final
grade in year 3.
38

39. PHONICS – STUDENTS BASED IN KS2 CLASSES
• If possible students should be given opportunities to observe
teaching of phonics in KS1
• In KS2 phonics lessons might have a greater focus on phonics
for spelling rather than reading (‘Support for Spelling’ or Phase 6
of letters and sounds)
• In KS2 the focus for early phases of phonics teaching might be
with small groups of children in intervention groups
39

40. PHONICS – ALTERNATIVE SCENARIOS
IF PHONICS IS NOT TAUGHT REGULARLY IN THE BASE CLASS:
◦ Students plan teach and assess phonics in another class – these should be
sequences of lessons where possible. Students are observed teaching and
receive subject specific feedback.
◦ Students plan, teach and assess phonics with an identified group of children
in their base class. Sequential lessons where possible. Students are
observed teaching and receive subject specific feedback.
◦ Students plan, teach and assess phonics working with an individual in their
base class. Sequential lessons where possible. Students are observed teaching
and receive subject specific feedback
N.B. The last two options could also be undertaken with children from an
alternative class.
40

41. MATHS
Before going on placement:
Update your tracker and put it in your RoD
While on placement:
To plan and teach sessions
Engage with your tracker
41

42. BEHAVIOUR FOR LEARNING
Make sure you are familiar with the school’s:
Behaviour Policy: whole school and class rules and
routines
Anti-bullying policy and procedures
The behaviour observation form is in the Behaviour for
Learning folder on BB and can be used to:
•Make notes about an observation you carry out of a
teacher/peer
•Help you plan for an observation with a behaviour for
learning focus
•To help you set behaviour for learning development
targets
42

43. MENU OF LEARNING OPPORTUNITIES (MOLO)
• Also on BB (Behaviour wiki)
• The MOLO provides suggestions of development
actions you can carry out to address aspects of
Behaviour for Learning identified in the observation
form
• The MOLO will also help you to set SMART targets
• Contact wendy.cobb@canterbury.ac.uk for further
advice about Behaviour for Learning on placement
43

44. TES BEHAVIOUR AUDIT
At the end of your placement, you will be asked to
complete the PEF (Primary Evaluation Framework – after
placement) audit. So before placement starts:
Read it through again and put it in your RoD
Identify your targets
Use the MOLO to help you work out how to
achieve your targets
Communicate your targets to your CT, mentor and
link tutor
44

45. PLANNING
45

46. PLANNING
• Medium Term Planning – Use the schools’ Medium Term plans, but
ensure that you annotate them to include ICT and assessment
opportunities
• Weekly plans – a timetable for the week showing your responsibilities.
• Lesson plans – specific and detailed including differentiation and
assessment methods for each lesson you teach. You must use the CCCU
format for key stage 1 and 2
• Foundation Stage Planning - please view the materials on BB for suggested
planning formats and seek the advice of teaching staff. You may use the
school’s format but adapt it to suit your needs and the planning
requirements for BB (i.e. ensure all headings on BB plan are covered)

47. EVALUATING THE PUPILS’ LEARNING AND
YOUR APPROACH TO TEACHING
47

48. WHY EVALUATE?
• To identify pupils’ successes and difficulties
• To analyse misconceptions (both yours’ and the
pupils’)
• To analyse issues arising from planning and teaching
• To identify organisational problems
• To enhance your own professional development
• To target pupils’ future work.
EVALUATIONS MUST INFORM FUTURE PLANNING

49. EVALUATION OF LESSONS (SAME AS YEAR 1)
• Evaluations should be completed for all lessons taught
(do it as soon as possible before you forget vital information)
• They should consider the following three points:
1. Pupils’ Learning
2. Teacher’s Learning
3. Implications for Future Planning
• Evaluations should be analytical, not just describing what
happened
• Implications should feed into future lesson plans
• Implications can be either pupil related, teacher related or
both.
• Format can be found on BB.

50. REMEMBER….!
To notify the relevant people re absences
All paperwork including lesson plans, assessment
information and evaluations must be printed out. If you
have a problem accessing a printer, write them by hand. If
they are not in your file and up to date, you could be
issued with an area for concern!
Check university email regularly – your link tutor or I may
be trying to contact you.
50