This SBT has two parts, both of which take place within the same class at the same school
A two week period which takes place from 11 November 2024 to 22 November 2024 which will be for the trainees to be inducted into school and will be part of an ITAP period.
A main block which runs from 24 March 2025 to 22 May 2025
Contents
Course Contacts
- Elaine Cackett and Amy Hulkes are the main contacts for this SBT
Their shared email address is BAPracticeLearningLeads@brighton.ac.uk - Sue Smith is the Year Lead S.Smith13@brighton.ac.uk
- General enquiries relating to this SBT should be sent to PrimaryEducationPlacements@brighton.ac.uk
- Absence Reporting* – If a trainee is absent from SBT it is expected that they notify and follow the host school/setting procedures at the start of the day.
Also to send notification to EducationPlacementAbsence@brighton.ac.uk
*Please see further information on absence procedures in the Useful Information section of the Course Handbook
Mentor Training and Development
| Description | Date | Link | Notes |
| SBT1 ITaP Mentor Training |
October 2024 |
SBT1 ITaP Mentor Training |
|
| SBT1 Phase Specific Mentor Training – BA Primary |
(Will be available early March 2025) |
SBT1 Phase Specific Mentor Training – BA Primary | Narrated presentation. All links to training materials will require a password, please contact the team |
| Generic Mentor Training | Any time prior to start of SBT if not already completed | Generic Mentor Training | |
| Optional Mentor Training | Any time – a range of options are available | Optional Mentor Training Menu | 15 minute presentations on particular aspects of the mentor role |
Key or Relevant Documents and Handbooks
This SBT has a two week period which takes place from 11th Nov to 22 Nov 2024. This fortnight affords trainees the opportunity to be immersed in the Primary/Early Years classroom, gaining insight and experience of how the subject specific content and pedagogical knowledge developed during initial weeks of university-based training, are enacted in practice.
While in school, trainees are supported to deconstruct their experiences and observations in the classroom, using a reflective practice notebook in which they record reflections on specific focus areas each day.
| Name | Link | Description |
| ITaP Unit 1 Weekly curriculum overview (November) | BA (Hons) Primary Education – Weekly Curriculum Overview (ITaP Unit 1) | Details of weekly expectations |
| SBT1 Weekly curriculum overview (March) | BA (Hons) Primary Education – Weekly Curriculum Overview (SBT1) | Details of weekly expectations & targets |
| Supporting CCF generic targets for SBT1 | SBT1 CCF Targets and Actions | Targets and Actions to support the creation of personalised targets |
| Course Handbook | BA Primary SBT Handbook | Information specific to the BA course available as sections or a full single document |
| PiE Handbook | Primary 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 and link to exemplar | To be completed by | Frequency or due date (detailed in Weekly Overview) |
| Lesson Observation Primary form | Developmental feedback from informal observations | Mentor and /or Trainee | Weekly (unless PA has been completed) |
| Progress Report Primary SBT1 form | Report on trainees progress towards learning outcomes after progress review | Either mentor OR University Tutor | After each progress review |
| Section A SBT1 Primary Final Assessment form | Trainees reflection on their progress towards learning outcomes | Trainee to complete prior to final meeting | Prior to final mentor meeting |
| Final Assessment SBT1 Primary form | Final report on trainee attainment and progress during SBT | Mentor plus Trainee | |
| Need for Enhanced Support form | Targets for enhanced support process | School / University staff | If necessary |
Exemplars:
SECTION A – SBT1 BA PRIMARY – FINAL ASSESSMENT exemplar
Met – Final Assessment SBT1 BA Primary – PC exemplar
Well Met – Final Assessment SBT1 BA Primary – PC exemplar.docx
Progress Report PA Form – on track exemplar
Progress Report PA Form – well on track exemplar
Lesson Planning
The University of Brighton requires all trainees to include these core elements of planning. Please ensure coverage of all the core elements when using any planning format, including school planning.
| Lesson planning format | Description | When to use |
| Early Years Session Plan | A UoB provided format for planning individual, adult or objective led sessions, for those trainees working in an Early Years setting. This format covers all areas of the core elements of planning. | To use when planning ‘parts of’ or ‘full’ whole class lessons and as directed in the weekly overview. Also, to be used when planning for a progress review |
| Primary Lesson Plan | A UoB provided format for planning individual lessons, for those trainees working in a Primary setting. This format covers all areas of the core elements of planning | To use when planning ‘parts of’ or ‘full’ whole class lessons and as directed in the weekly overview. Also, to be used when planning for a progress review |
| In The Moment Planning (3-7 trainees) | A UoB provided format for planning/recording more spontaneous provision which is child-led. | Depending on your setting, as and when appropriate |
Observation Forms
Assessment Templates
Background Information
This is information relates to the following courses
Primary Education (3-7 years) BA(Hons) with QTS (brighton.ac.uk)
Primary Education (5-11 years) BA(Hons) with QTS (brighton.ac.uk)
Primary English Education BA(Hons) with QTS (brighton.ac.uk)
Primary Mathematics Education BA(Hons) with QTS (brighton.ac.uk)