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Secondary – Employment-Based SBT2a
SBT2a dates: from January until February 2025 (in employing school)
Contents
Course Contacts
The teaching staff contact for this course is Lis Bundock
Mentor Training and Development
The next mentor training sessions for this SBT
| Description | Date | Time | Link | LIVE or in your own time |
| SBT2a session | TBC | 3.30-5pm | LIVE on TEAMs | |
| SBT2b (2nd sch) | TBC | 4.00-5pm | Online training | |
| Generic Mentor Training | Anytime prior to start of SBT if not already completed | (35 minutes) | Generic Mentor Training link | Online training to be done at any time |
Relevant Handbooks
| Name | Link | Description |
| Weekly Curriculum Overview | PGTA and SDS – Weekly Curriculum Overview (SBT2) – June and September starters | Details of weekly expectations & targets |
| Course Handbook | Postgraduate Teacher Apprenticeship Handbook 2024-25 | Information specific to the PGTA course for 2024-25 |
| Mentor Handbook | PGTA – SBT2 Mentor Handbook | Information specific to the Apprentice course |
| Course Handbook | School Direct Salaried Handbook | Information specific to School Direct Salaried |
| Mentor Handbook | SDS – SBT2 Mentor Handbook | Information specific to School Direct Salaried |
| PiE Handbook | Partnership In Education (PiE) Handbook Elements | SCHOOL-BASED TRAINING (brighton.ac.uk) | The University of Brighton cross-programme handbook |
School-Based Training Assessment Forms
| Form name and link to blank form | Description | To be completed by | Frequency or due date (detailed in Weekly Overview) |
| Mentor-Trainee Professional Development Meeting – SH form | Record of progress towards professional development targets | Trainee | Weekly |
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Developmental feedback from informal observations | Mentor and /or Trainee | Weekly (unless PA/SA has been completed) |
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Report on trainees progress towards learning outcomes after progress review | Either mentor OR University Tutor | After each progress review |
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Formal mid-point assessment |
Mentor in employing school |
Due 14/2/2025 |
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Section A SBT2 PGTA/SDS – Trainee preparation for final assessment form N.B. Final Assessment is at the end of SBT2 (usually in contrasting placement) |
Trainees reflection on their progress towards learning outcomes | Trainee to complete prior to meeting for final assessment SC in contrasting placement | Prior to final mentor meeting in contrasting placement |
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Final Assessment SBT2 SDS/PGTA – PC-SC form N.B. Final Assessment is at the end of SBT2 (usually in contrasting placement) |
Final report on trainee attainment and progress during SBT2 | Mentor in contrasting placement | Due 29/3/2025 |
| Need for Enhanced Support – SD form | Targets for enhanced support process | School / University staff | If necessary |
Lesson Planning
Please follow guidance provided in course handbook and sessions. Trainees can use the school planning format following agreement from their mentor and tutor as long as all the core elements of planning are recorded.
Observation and Deconstruction
A Guide to support Observation and Deconstruction
Forms related to Observation and Deconstruction
ITaP 3 – Modelling
| Name | Link | Description |
| Mentor ITaP Overview | ITaP 3 Modelling – Mentor Overview – PGTA-SDS | Provides an overview of key readings and the purpose of the ITaP. These readings are an integral part of the mentor training for this ITaP. |
| ITaP Booklet | ITaP 3 Modelling – Booklet – PGTA-SDS | A detailed, day-by-day breakdown of the ITaP, its purpose, and its connections to the ITTECF. It outlines the roles of the apprentice/trainee, the mentor, and expert colleagues at each phase of the ITaP, both when the apprentice/trainee is at university and during school-based training. |
| Self Assessment Review | ITaP 3 Modelling Self Assessment Review – PGTA-SDS | A self-reflection tool for the apprentice/trainee to use before the ITaP, at the end of the ITaP, and two weeks after its completion. It provides space for reflections on key readings and daily learning insights. |
| Modelling Strategy Framework | ITaP 3 Modelling Strategy Framework – PGTA-SDS | The Modelling Strategy Framework is designed to help apprentices/trainees critically analyse and reflect on specific modelling approaches in educational settings, such as:
It also provides space to script planned modelling activities. |
| ITaP PA/SA Progress Report | ITaP 3 Modelling Progress Report – Primary and Secondary Trainees – PASA – PGTA-SDS | Report on apprentice’s/trainee’s progress towards learning outcomes after progress review (focused on modelling). |