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Secondary – Employment-Based SBT1
SBT dates: from Start of Course until 13th December
Contents
Course Contacts
The teaching staff contact for this course is Lis Bundock
Mentor Training and Development
| SBT | Date | Focus | Time | Format |
| SBT1 | 09/07/24 | PGTA SBT1 Mentor Briefing | 3.30- 4.30pm | MSTeams |
| SBT1 | 06/09/24 | SDS SBT1 Mentor Briefing | 4.30- 5.30pm | MSTeams |
| SBT1 | 05/09/24 | PGTA SBT1 Mentor Drop in | 4.15- 5.15pm | MSTeams |
| SBT1 | 25/10/24 |
Mentor development session ITAP1 Rules & Routines |
30 mins | Prerecorded |
| SBT1 | 23/10/24 |
Mentor development session ITAP2 Scaffolding |
30 mins | Prerecorded |
| SBT1 | 11/12/24 | SBT2 briefing | 3.30- 4.30pm | MSTeams |
| SBT2 | 06/01/25 | Mentor Development ITAP3 Modelling | 30 mins | Prerecorded |
| SBT2 | 10/02/25 | SBT2 Contrasting Placement Briefing | 30 mins | Prerecorded |
| SBT3 | 22/04/25 | SBT3, Mentor Development ITAP3 Effective Questioning & EPA briefing | 45 mins | Prerecorded |
| Generic Mentor Training | Anytime prior to start of SBT if not already completed | 35 mins | Online training to be done at any time |
Relevant Handbooks
| Name | Link | Description |
| Weekly Curriculum Overviews | PGTA and SDS – Weekly Curriculum Overview (SBT1) | Details of weekly expectations & targets |
| Course Handbook | Postgraduate Teacher Apprenticeship Handbook 2024-25 | Information specific to the PGTA course for 2024-25 |
| Course Handbook | School Direct Salaried 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
Which school-based training forms to use
| 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 |
| Subject Knowledge Observation Feedback report – SK form | Developmental feedback from informal observations | Mentor and /or Trainee | Weekly (unless SA has been completed) |
| Progress Report Secondary – SA form | Report on trainees progress towards learning outcomes after progress review | Either mentor OR University Tutor | After each progress review (twice in each SBT) |
| Interim Report SBT1 PGTA/SDS – PB/SB form | Report on progress towards learning outcomes | Mentor |
Mid-term of SBT1 (once) DATE -25/10/2024 |
| Section A SBT1 SDS/ PGTA – Trainee preparation for final assessment form | Trainees reflection on their progress towards learning outcomes | Trainee to complete prior to meeting for SC | Prior to final mentor meeting |
| Final Assessment SBT1 SDS/PGTA – PC-SC form | Final report on trainee attainment and progress during SBT | Mentor plus Trainee | DATE – 13/12/2024 |
| Need for Enhanced Support – SD form | Targets for enhanced support process | School / University staff | If necessary |
Lesson Planning
Trainees will need help to complete individual lesson plans, and they should always use the school’s plans as a starting point.
ITAP 1 – Routines and Expectations
| Name | Link | Description |
| Mentor ITAP Overview | ITaP BM – Mentor Overview | 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 | ITAP1 BM – Booklet ITTECF | 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 | ITaP1 BM Self Assessment Review | 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. |
| Mentor Prompts | ITaP1 BM – Mentor Prompts | Prompt questions for mentors to guide their support of trainees during the Routines and Expectations ITAP.
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| Routines Deconstruction Framework | ITAP BM Routines Deconstruction Framework (1) | The Routines Deconstruction Framework is designed to help apprentices/trainees critically analyse and reflect on the specific details of routines in educational settings, such as timing, positioning, actions, and communication. It also provides space to script planned routines |
| ITAP PA/SA Progress Report | BM Progress Review PASA Form | Report on apprentice’s/trainee’s progress towards learning outcomes after progress review (focused on routines and expectations). |
ITAP 2 – Scaffolding
| Name | Link | Description |
| Mentor ITAP Overview | ITaP 2 AT Scaffolding – Mentor Overview | 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 2 AT Scaffolding – Booklet | 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 2 AT Scaffolding Self Assessment Review | 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. |
| Mentor Prompts | ITaP 2 AT Scaffolding Mentor Prompts | Prompt questions for mentors to guide their support of trainees during the Routines and Expectations ITAP.
|
| Routines Deconstruction Framework | ITaP 2 AT Scaffolding Strategy Framework | The Routines Deconstruction Framework is designed to help apprentices/trainees critically analyse and reflect on the specific details of routines in educational settings, such as timing, positioning, actions, and communication. It also provides space to script planned routines |
| ITAP PA/SA Progress Report | ITaP 2 AT Scaffolding Progress Report – PASA | Report on apprentice’s/trainee’s progress towards learning outcomes after progress review (focused on routines and expectations). |
Observation and Deconstruction
A Guide to support Observation and Deconstruction
Forms related to Observation and Deconstruction