Pgcert Primary 2014 – 2015 Initial School Experience Directed Activities


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PGCert Primary 2014 – 2015
Initial School Experience Directed Activities


PGCert Primary Education

Directed and School-Based Activities
We are looking forward to meeting you on Friday 29th August 2014. We will have an opportunity to talk to you about the school directed activities but please ensure that you have made a good start on this pack prior to the session.
As will have been discussed with you at the interview, the PGCert Primary Education is a challenging course. You are advised to make sure that you are as well prepared as possible in terms of the areas detailed below. These directed activities will help you to identify your own individual needs and act upon them, building upon issues discussed at interview.

School Experience

If there are any ways in which you can increase your knowledge and experience of teaching primary children and/or your awareness of the primary school context, you are advised to do this before September.

Subject Knowledge

All students achieving Qualified Teacher Status (QTS) will need to achieve the Teachers’ Standards (2012). These include an element of subject study at approximately Level 8 of the school National Curriculum (a good GCSE pass) in English, mathematics, science and Information and Communications Technology (ICT). You will obviously be supported in attaining these Standards during your PGCert year. In the meantime, however, it would be a good idea to start reading and studying in any subject areas where you feel you may need development or revision.

It is part of the course that you take responsibility for developing your subject knowledge across the National Curriculum but particularly in English, mathematics and science. You completed tasks in English and mathematics at interview and you are advised to reflect on your response to set targets for developing subject knowledge in these areas.
The Teachers’ Standards (2012) are available at the following website: and you are advised to become familiar with them as soon as possible. These Standards may look daunting at first sight, but the Brunel course, taught in partnership with local schools, has an excellent record for producing well-qualified teachers. The course received an ‘Outstanding’ commendation in a recent OFSTED inspection (May 2011) and currently enjoys status as a category A provider.

Initial School Experience (Phase 1) Programme

PGCert Primary Education 2014-2015
Dates: 01.09.2014 – 12.09.2014 (or earlier if appropriate)

You are asked to arrange at least two weeks of Initial School Experience at primary and secondary schools of your choice, although you should endeavour to choose schools with a good reputation locally. You should spend at least one day in a secondary school (preferably in Year 7) observing core subject teaching and one week in Key Stage One and one week in Key Stage Two. A letter of introduction to the Head Teacher is enclosed.

Where possible, you should also try to gain experience of observing in a Nursery or Reception class and observing the most able children in Year 6.

Details of structured observations are attached, which will enable you to focus on:

  • classroom organisation;

  • management of children’s learning and behaviour;

  • the teaching and assessment of the core subjects (English, mathematics and science).

You will also be asked to find out about school policies.

It is intended that this Initial School Experience will provide you with:

  • insights into current practices in primary and secondary schools;

  • some understanding of differences in abilities and expectations at different age ranges;

  • a clear understanding of the teacher’s role.

At the end of the period of time in each school, please ask the Head Teacher, Deputy Head Teacher or Professional Tutor at the school to sign the enclosed attendance form. These forms will be included in your Profile of Professional Development which will be explained when you arrive at Brunel.

The pre course tasks should be available for tutors to see during the first weeks of the course.

Initial School Experience Programme


  1. Try to observe some mathematics, science and English.

  1. Spend at least one day in a Year 7 class in a secondary school, observing the core subjects.

  1. If possible, observe Nursery and Reception as well as Year 6 classes.

  1. In lessons you observe, try to note the following:

  • the teacher’s learning intention;

  • how the teacher stimulates the children’s interest;

  • how the children are organised;

  • how behaviour is strategically managed;

  • the teaching and learning strategies that the teacher uses;

  • the role of the teacher during the lesson;

  • the children’s perception of the activity;

  • the way the teacher reinforces key learning points;

  • the way the teacher assesses whether the children have achieved her/his learning intention;

  • how the teacher concludes the lesson;

  • the range of strategies the teacher uses to manage the behaviour of the children;

  • the resources used, including the use of ICT.

Where possible, discuss with the teacher her/his perception of the success of the lesson.

  1. Read through the schools’ policies for the core subjects.

  1. Research the resources available for each core subject, as well as published schemes used.

  1. Remember to get your attendance form (at the back of this booklet) completed.



As part of achieving the Standards for Qualified Teacher Status (QTS), you will need to acquire and develop a secure and working knowledge of English teaching skills and subject knowledge. In line with national priority areas such as behaviour managements, there is a particular focus on developing early reading skills through a systematic synthetic phonics (SSP) approach, as well as developing children's broader reading skills through activities such as teaching spelling, guided reading and importantly reading for pleasure.

You will receive input on grammar and systematic synthetic phonics (SSP), and you will be assessed against the QTS Standards for teachers which were implemented in September 2012 (see weblink below):
When you open the pdf document from the above weblink (see pp.10-15 in particular), you will see that Teaching Standard 3 makes particular reference to subject and curriculum knowledge, highlighting the importance of early reading and SSP (alongside mathematics of course). We will address reading in a broad sense and draw on media texts, picture books and other creative literacy approaches such as drama, philosophy for thinking (P4C), role-play, reading and performance poetry. Within schools, you will see different reading approaches and commercial schemes, so we encourage you to develop a critical awareness and understanding of how these schemes are used during your initial school observation weeks.
The directed tasks and reading materials suggested within this pack, have been developed with our school and university partners (the Brunel Literacy Steering Group, which include Durham and Kingston University, as well as some of our local partnership schools). They have been designed to give you a flying start to the English programme and get you thinking practically about your role as a teacher of language across the primary age phase. We urge you to engage in these directed tasks with enthusiasm and creativity, and to record your outcomes in preparation for feedback within seminars and lecture discussions (see guidance next to each specific task below, particularly the storysack).

The ‘core texts’ for primary English are as follows and we encourage you to purchase the phonics and grammar ones as personal copies, as they are such a big focus within the National Curriculum and Teachers' Standards (see texts 2,3 and 5 below in particular).

English Core Texts

  1. Jones, D. & Hodson, P. (eds) (2012) Unlocking Speaking and Listening (2nd Ed). UK, USA, Canada: David Fulton.

  2. Jolliffe, W and Waugh, D with Carss, A (2012) Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage.

  3. Waugh, D, Warner, C and Waugh, R (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools. London: Sage.

  4. Waugh, D, Neaum, S and Waugh, R (2013) Children’s Literature in Primary Schools. London: Sage.

  5. Waugh, D and Harrison-Palmer, R (2013) Auditing Phonic Knowledge and Understanding. London: Sage.

The core reading list above is by no means extensive, and it simply indicates an initial starting point. When you arrive, you will receive our detailed handbook, with an extensive reading list across areas of English. You will receive a copy of the English timetable during week one and this will direct you to particular readings (book chapters and journal articles) to support specific themes raised within each lecture.

You will be arriving at the time of the new National Curriculum (implemented fully September 2014). Schools have been busy preparing for the transition over to this over the last year, and you will find that there are variations in how particular areas such as grammar and poetry are being addressed. At this early stage, we recommend that you research websites to explore aspects of the English National Curriculum (see below). We suggest that you familiarise yourself with the overarching aims and terminology of this document which is less prescriptive than the previous National Curriculum. Planning aspects will be covered during the first lectures you receive, so engaging in some prior reading will ensure that it is not totally alien to you.


1. Initial Audit: Reflecting on your English skills
This initial activity is intended to help you reflect on your existing subject knowledge and confidence in English related areas. As you complete it, reflect on why you feel as you do about the different aspects of English.

Activity A: Personal Qualifications/ Experiences in English


Subject, e.g. English Language, English Literature, Media Studies, Theatre Studies, Drama etc.


GCSE or equivalent

‘A’- level or equivalent

University-level qualification or equivalent.

Any other qualifications/ specific experiences related to English (e.g.: part of a reading or writing group, drama group)

Activity B: Interest in Aspects of English

Aspect of English



Not very interested

Not interested, unenthusiastic

Reading fiction

Reading non-fiction

Reading poetry

Writing ‘creatively’

Writing functionally

Giving a presentation to an audience

Reading aloud

Drama and performance

How language and sound systems work

Playing with words, (e.g. puns, crosswords, puzzles)

Review: Overall, what do your responses tell you?

Activity C: Perceived Competence in English

Use the grid below to summarise your competence in various aspects of English. Please note that if you do not understand some of the terminology used at present, this should help you to highlight areas on which you need to focus.


Very confident


Sound knowledge


Some uncertainties


Many uncertainties





The spoken and written forms of English

The characteristics of different genres in fiction

The characteristics of different poetic forms

The structural conventions of different non-fiction text types, e.g. recount, explanation, report, instructional etc.

How to lay out and organise different kinds of writing

The functions and conventions of punctuation

Types of sentence - i.e. statements, commands, questions, exclamation

The differences between simple, compound and complex sentences

The grammatical function of words and phrases in clauses and sentences

Word meanings and how words relate to each other, e.g. synonyms, antonyms

Figurative language, e.g. metaphors, similes

Morphology/etymology – word structure and derivation

Phonics and how the English writing system represents the sound system

Children’s Texts

Familiarity with children's picture books

Familiarity with children's fiction (including books from other cultures)

Familiarity with children's non-fiction texts

Familiarity with poetry suitable for children


Text level, e.g. genre, plot, voice, figurative language

Sentence level, e.g. clause, complex sentence, phrase, complement, adverb

Word level, e.g. digraph, phoneme, suffix, morpheme

Review: Overall, what are your strengths and areas for development at this early stage?


Areas for you to develop

Please spend a couple of hours browsing below, depending on your previous level of confidence and experience:

  • The National Curriculum for primary English (see pdf attachment and simply skim read areas)


    • Search books for the primary age phase 5-11


    • Develop an understanding of the current children's laureate and previous ones. What are they key texts and have you read any of them?


    • We will celebrate the October WBD at university.

No written notes need to be produced for this activity, you simply need to read and browse the websites and start developing an early confidence.

We strongly recommend that you purchase the phonics and grammar teaching text as there is a strong emphasis on these areas in the course and in schools.


During your Initial School Experience (ISE) two weeks, arrange to observe Literacy/ English lessons across the primary age phase of Key Stages 1 and 2 (age 5-11). We advise that these observations include the following where practically possible:

  1. PHONICS: At least one discrete phonics session (usually a 20 minute lesson). The school may use Read, Write, Inc.; Letters and Sounds; Jolly Phonics, or another systematic synthetic phonics scheme. If you can observe two consecutive lessons that will allow you to look at how learning progresses and how this is planned for.

  1. READING: At least one broader reading related lesson which may include ‘guided reading’ within in a small group or ‘shared reading’ as a whole class activity. It may even include the teaching of spelling at key stage two.

  1. WRITING: At least one writing related lesson. Many schools deliver creative writing or extended writing sessions for an extended period of time. You may hear the school refer to an approach called ‘Big Writing’ which uses a technique called VCOP (vocabulary, connectives, openers and punctuation) to develop children’s writing skills.

By engaging in the above lesson observations, you will gain some basic context before starting your lectures. During your observations, try to ensure that you do not simply describe and recount the content of the lesson but evaluate pupils’ learning in aspects of early reading/ reading, writing, speaking and listening (talk). Consider how the teacher and support staff enable the children to develop these skills in line with the aims/ learning objectives of the lesson. Engage in a pre and post lesson dialogue with the teacher/ support staff and discuss your questions or reflections in a highly professional manner (remember, they are the experts). You should type up brief observations of these lessons (1-2 sidea of A4 is fine). Please use the lesson observation proforma below to record each of your observations of pupils’ learning in a focussed manner, and try to obtain a copy of the teacher's lesson plan to go with it.



Read the attached extracts as a starting point, and visit the websites listed earlier for ideas too.


  • Turning Them into Readers- The Issues

  • Developing Personal Subject Knowledge about Books

  • Keeping in Touch with Children’s Books

If you have purchased core text number 4 on children's literature, look there for ideas too. The readings and websites suggested, will simply act as a springboard for your thinking about the processes involved in reading, and developing an awareness of children’s literature. As you will appreciate, developing an understanding of well-known children’s literature and poetry will provide you with a strong foundation for effective storytelling, story reading and drama approaches. Many of you will already have developed a good understanding of children’s books through work experience of some kind. You could be a parent, aunt/ uncle, older sibling of a younger child and already feel fairly familiar with children’s books.

For this activity, we strongly recommend that you purchase a copy of your selected children’s book, as it will directly feed into the planning workshop with your tutor group members. It will also be delivered in schools so you will need a copy of the book. Within the planning workshops, you will work collaboratively on how to plan literacy lessons and sequences of lessons, using your whole quality text as a starting point. We will also invite you to discuss and present your poster/ supporting resources as part of the taught seminar at university, and as part of ‘Children’s Book Week’ in October 2014 (we hold a ‘Battle of the Books’ event which is always great fun!).

After reading the extracts and websites, select one well-known children’s book of your choice and explore the potential of this rich, whole quality text at various levels (aimed at children between 5-11 years of age). Feel free to select a picture book as these have huge potential to read around the image for all age groups. You can select a bilingual text which displays two languages (Mantralingua publish many well-known children’s stories using bilingual text). If you speak another language yourself (a Modern Foreign Language or any other language), you may decide to opt for this text option. You may select a story from another culture and possible examples include:

  • Mary Hoffman, “Amazing Grace” series

  • Grace Nichols - poetry (writes with John Agard and others)

  • Joanna Troughton “Anansi and the Magic Yams” (West African), “The Quail’s Egg” (Sri Lankan)

  • Ian Wallace “Chin Chiang and the Dragon Dance”

  • Jessica Souhami “The Leopard’s Drum”

  • Grace Hallworth “Mouth Open, Story Jump Out” “Cric Crac” (West Indian)

You should select a book for the 5-11 age range in line with your training programme. Read the book through and familiarise yourself fully with the storyline, multiple meanings, themes, illustrations and teaching and learning potential across the primary curriculum. Although this is an English directed task, the text may easily address and connect to other areas of the primary curriculum such as science, geography, history, Religious Education (RE), critical thinking skills, maths or design technology. Many schools plan in a cross-curricular way through the creative curriculum.

Quality texts like the ‘The Lighthouse Keeper’s Lunch’ by David Armitage and Ronda Armitage have many successful ingredients that facilitate this ‘cross-curricular’ approach in creative and exciting ways. Many schools adopt a cross-curricular approach to help pupils gain an in-depth understanding and make better links across subject areas. Anthony Browne’s books are excellent and relate particularly well to developing children’s creative imaginations through vivid illustrations. They also promote philosophical thinking skills, often called P4C (Philosophy for Children) which we will explore during the course. The choice is yours, so feel free to choose a creative text that you really enjoy.


When you have explored the ‘reading’ areas within the National Curriculum, you should feel a bit more comfortable of expectations in reading. It would naturally be a good idea to read the selected book to a young child so that you have an audience and some initial feedback.

Activities as part of this task include:

  1. Select a good quality children’s book that you really enjoy and are passionate about.

  2. Read the book and familiarise yourself with the storyline. Share the book with someone else (ideally a child aged between 5-11). You should try to dramatise aspects when reading/ telling it, so that it becomes a theatrical experience - there is no room for inhibition as a primary teacher!

  3. Evaluate the book using the following headings as a suggested guide only. You need to produce a typed A4 poster style advert for the book. You can use any presentation software that you are familiar and confident with (we often display a selection of posters for viewing on our notice board). Feel free to be creative and use illustrations within your poster for added impact.

The following act as possible prompts for your advert/ poster (feel free to modify these headings):

  • Title/ author/ publisher

  • What other books are written by this author or in this range of texts? (if any)

  • Suggested age range (a guide only). For example, ‘The Light house Keeper’s Lunch’ is often used with year two pupils at the end of key stage 1.

  • Short synopsis of the book. This should be no more than 100 words and in your own words (not lifted from a website).

  • Supporting illustrations- how do the illustrations enhance the story and/or work with the text?

  • Key theme/s addressed (for example: friendship, fairness, truth, changes, bereavement, equality, race, jealousy, moving countries etc...).

  • Consider how the book relates to other areas of the primary curriculum (e.g.: geography, history, science etc...).

And finally, the really, really creative bit! Get friends and family involved in the process. Our students always love this element of the programme.

  1. You should put together and gather ideas for your storysack/ chest/ box/ drum, whatever you wish to present it in. Students are really creative with this task and their resources (e.g.: key props, puppet/s, a 3D model possibly, a story game board, mask/s for key characters, bilingual word cards and so on). If you have explored story sacks/ story chests before, you will see how these are put together (visit: for commercial ideas). When you visit schools, explore what they have available too.

This forms the main, underpinning task for English as it is integral to developing your understanding of planning, teaching and assessing, with a focus on storytelling, story reading, drama approaches, writing ideas, phonic knowledge and so on. It integrates all aspects of English (particularly reading) in a creative style that will enthuse children. Furthermore, it will get you thinking at a range of levels about the importance of good quality stories in the curriculum.

Traditionally, story sacks consisted of a large, decorated cloth sack/ bag containing the children’s book and supporting practical aids/ activities to enhance the reading experience for the child. Story sacks really engage children in a multi-sensory style as they require active participation in the reading process. This resource will be showcased to your peers and tutors, and it will underpin your lesson planning workshop and directed task when you arrive. You will also deliver this task in school so it should be of a professional standard.

You should have lots of fun creating this and it will give you scope to really get creative! You may decide to get members of your family and friends involved too, or even children. Furthermore, it will be an incredibly useful resource to keep and discuss at future interviews, or add to your growing portfolio of exciting achievements. Our students often take this resource to interview as a valuable talking point for all areas of English.

In summary, create the physical resource in almost finished form before you arrive. You can ‘polish’ and ‘refine’ it after receiving feedback from your supportive peers/ lecturers during your planning workshops. Have lots of fun researching and making it!
We look forward to meeting you and working with you on the PGCert Primary English course at Brunel.
Kindest regards,
Geeta Ludhra (English Programme Leader) and the primary English team.



As part of achieving the Standards for Qualified Teacher Status (QTS), you will need to have a secure and working knowledge of mathematics at your own level (defined as approximately GCSE grade B), as well as knowledge and understanding of how to teach the subject in primary schools. You are also required to pass the National Skills Test in Numeracy before commencing the course (this will have been a condition of your offer). The tasks below are designed to give you a flying start on all these aspects of PGCert course.

There is one set book for the mathematics element of the course and it is highly recommended that you purchase a copy of this in preparation for the course.
Set book
Haylock, D (2010) Mathematics Explained for Primary Teachers, Sage Publications Ltd (4th ed)


  1. Read the Primary National Strategy’s document called "Teaching Children to Calculate Mentally", available at:

This is a long document so select the pages relevant to the year groups you observe during your initial school experience. Take note of how mental mathematics is covered in school and familiarise yourself with these strategies.

  1. On your Initial School Experience, arrange to observe at least five teachers teaching mathematics. Wherever possible, these observations should include lessons in each Key Stage. Please use a copy of the proforma included in this pack to record each of your observations.

After the lessons, write approximately 500 words, incorporating reflections of all observations, focusing particularly on:

  • the strategies that the teachers used when introducing the lessons;

  • the way the teachers adapted tasks to meet the needs of all the children;

  • the learning which took place during the lessons;

  • the mental mathematics strategies that pupils used;

  • any resources or published schemes used.

  1. Get hold of the Calculation policy that the school/s you visit during the Initial School Experience use. These may be available on the schools’ websites but they may be being updated in preparation for the new National Curriculum.

  1. Explore the Mathematics Association (MA) and Association of Teachers of Mathematics (ATM) websites to identify resources that may be of use during the year.

  1. Register on the NCETM website - This is the subject association for mathematics and you will find a wealth of extremely useful material here. We would like you to complete the self-evaluation tool to audit your confidence in various areas of mathematics. You should click on Mathematics Content Knowledge, then Key Stage 2. We would like you to rate your confidence in each of the areas and then bring a print out of the summary page to your first mathematics session at Brunel which you will submit as part of our auditing process.

It is not unusual for PGCert students to find that they need to revise or re-learn some aspects of mathematics at their own level, especially when study for GCSEs is a distant memory! During the PGCert course, we support you in this process of revision through the general mathematics sessions, as well as additional Maths Booster Courses where necessary. We also run a peer mentoring scheme where students with more secure subject knowledge support those with lower confidence levels. However, we also ask you to work on developing this knowledge through personal study. The Haylock book is an excellent source of support in developing your ideas about mathematics.

We look forward to working with you on the Primary PGCert course at Brunel.

Best regards,

Dr Gwen Ineson and Dr Ray Huntley (PGCert mathematics tutors)


Purpose: to encourage you to think about the nature of primary science education and children’s learning in science and to reflect upon the similarities and differences between your own experience of science and that of the children.

Read the following chapter about the nature of science by Wynne Harlen (2000) and try to apply this analysis to your own educational experiences.
In the light of this analysis, write about 500 words on the similarities and differences between your own science education at primary school (if it occurred), and at secondary school and that of the primary children you have observed in your recent school experience.

Bring your writing with you and be prepared to discuss your reflections during the forthcoming university science sessions. Place a copy into your science file.


On your Initial School Experience, arrange to observe at least one science lesson in each of the key stages (1 and 2). Please use a copy of the proforma included in this pack to record each of your observations of pupils’ learning. Please note: it would be expedient to arrange this as soon as possible as science is not always taught on a weekly basis in some schools but as a block. Make enquiries on your first day to set this up.
We look forward to working with you on the PGCert Primary Science course at Brunel.

Lesson Observation Proforma

Please be succinct and use the prompts precisely

Observing of Teaching and Learning

Where available, include a copy of any lesson plans provided by the teacher. You should aim to find out what systematic synthetic phonics (SSP) approach/ reading and maths (as appropriate) scheme the school uses (e.g.: Read, Write, Inc., Letters and Sounds, Jolly Phonics etc...). You MUST observe a phonics session.

Lesson start and end time:

School/ class/ age/ teacher

Whole class or small group session:

Which aspects of the National Curriculum are being addressed? Be specific please.

Look at your website research tasks- can you locate the aims within those? Look at the teacher’s lesson plan too.

What are the key learning objectives for the lesson?

How are these shared with the pupils?

How are the children going to be assessed? Respond under these headings please.

What evidence of learning is there to demonstrate progression over the lesson?

Note any feedback given to the children on their learning

How does the teacher record pupil learning over the lesson or series of linked lessons?

What resources are being used?
Are there any computer-based resources? What value do they add?

How are resources organised? (Classroom, central school stock, on loan, specially prepared, etc)? Take a specific look at phonics resources that support a particular scheme.

How is the teacher differentiating to meet children’s individual needs?

  • Are there targets set for particular pupils or groups?

  • Are any children on Individual Education Plans (IEPs)? What are their needs?

  • How are the needs of children with English as an additional language (EAL) being met? Is there evidence of their language being displayed within the school/ classroom?

What other support staff are involved in the lesson?

  • What are/have been their roles?

  • How did the teacher communicate with additional staff?

What behaviour strategies were used?
How effective were these strategies?

Make notes (as appropriate and relevant) under the following headings:

  • Classroom organisation for the lesson

  • Starting and ending the lesson

  • Managing transitions
  • Questioning techniques

  • Teaching strategies, including interactive techniques

  • Technical terminology (e.g.: grammatical words and phrases, literary phrases, phonics terminology)

Note below any questions you would like to ask, or points for clarification, and record the outcomes of any discussion with the teacher.



Head of School of Sport and Education

Professor Susan Capel

Halsbury Building

Brunel University, Uxbridge

Middlesex UB8 3PH, UK

Telephone: +44 (0) 1895 267 019

Fax: +44 (0) 1895 269 805

March 2014

Dear Head Teacher

PGCert Primary Education 2014-2015

The student teacher presenting this letter has been interviewed and accepted for the above course at Brunel University.

The PGCert Primary Education course begins with a two-week period of structured observation and associated directed tasks in school between 1 September to 12 September inclusive (or earlier if appropriate). Student teachers are also asked to arrange to observe for one day in a Year 7 class at secondary school within this period. Further details on these activities are enclosed. Student teachers should work under the guidance of experienced class teachers during this time.

I would like to thank you for allowing this student teacher to observe and work in your school, and would be most grateful if you or the Professional Tutor responsible for student teachers would sign the attendance/report form (which has been sent to the student).
If you have any further enquiries about this matter, please do not hesitate to contact the Taught Programmes Office in the School of Sport and Education.
Yours faithfully

Prof Viv Ellis

Subject Leader for Education

School of Sport and Education

PGCert Primary Education 2014-2015

Initial School Experience KEY STAGE 1
Certificate of Attendance

Student to complete

Name of student:

Name of school:

Address of school:

School telephone number:

School details:

Mixed/Single sex: Age range:

Number of pupils: Status of school (LEA, GMS, Academy etc.):

School to complete

The above named student undertook classroom observation in this school as follows.

Number of days: Official school stamp:


Please provide a brief reference for the student which outlines his/her aptitude and enthusiasm in the classroom:

Signed: Position in school:

School of Sport and Education
PGCert Primary Education 2014-2015

Initial School Experience KEY STAGE 2

Certificate of Attendance

Student to complete

Name of student:

Name of school:

Address of school:

School telephone number:

School details:

Mixed/Single sex: Age range:

Number of pupils: Status of school (LEA, GMS, Academy etc.):

School to complete

The above named student undertook classroom observation in this school as follows.

Number of days: Official school stamp:


Please provide a brief reference for the student which outlines his/her aptitude and enthusiasm

in the classroom:

Signed: Position in school:

School of Sport and Education
PGCert Primary Education 2014-2015

Initial School Experience SECONDARY (Year 7)
Certificate of Attendance

Student to complete

Name of student:

Name of school:

Address of school:

School telephone number:

School details:

Mixed/Single sex: Age range:

Number of pupils: Status of school (LEA, GMS, Academy etc.):

School to complete

The above named student undertook classroom observation in this school as follows.

Number of days: 1 Official school stamp:


Please provide a brief reference for the student which outlines his/her aptitude and enthusiasm

in the classroom:

Signed: Position in school:


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