First Meeting and Prep for St David's High School Placement

Assessment points for placement module:

o Writing a blog. Use this as a research diary. Post at least weekly. Notes on meetings, lesson plans, feedback – all on blog.

o Turn the blog entries into a little journal publication/ portfolio at the end. To turn blog into portfolio is like printing out a workbook – taking what’s on the blog and adding outcomes that may not go on blog immediately and all in a logical order. Showing process and outcomes. We can use this to show for residential/ internships/ teaching job applications.

o Mentors will be writing a reference for us at the end.

Placement Description:

First Meeting with staff from St David's:

Nurture Space:

· Idea is a place to get warm and fussy and then back to class when they find class challenging

· Currently, pupils do a short shift then walk round school alone

· We are helping pupils re-imagine what the nurture space should be

· Pupils who can’t be in the same room OR for long time OR attendance

· Pupils who do spend time in the nurture space will be the ones we teach

· 16 –17-year-olds – 5th/6th years

· Overwhelmed pupils

· Anxiety

· Autism

Group based: (how the whole group can be represented in the outcome)

· Nurture pupils

· Head strong pupils

· Days – some pupils won’t be there the whole way, class will mix up so how can it be consistent for everyone and how can they join in when re-join. So they can have something in the result that acts as a motivation for them to keep returning.

· Process

· End result

· They have cameras on their phones – it’s an accessible skill to learn – a reason why they want to learn in theory

· Mileage can be claimed 45p/mile if we drive in

· £500 compensation for bus or train travel if needed

· Dark – purpose is for space is to be relaxing

· Sinks

· Desk

· Some couches

· Some working spaces

· Cooking stuff

· Boards on wall to put photos on

· Mental Health, mood images, mental health poster – FIND THOSE EXAMPLE PICS ON PHONE

· Creative + thinking

· We have some budget

· Bring pupils on a trip to Napier facilities

· There’s kit at the school – cameras

· Photoshop they have

· Tour of Napier campus and food vouchers – also a reason for them to engage in the class

· Podcast about what they’re doing

· Practical

· Groups with each of us

· Outcome should be led by the pupils as it’s their space and this is for their benefit

· GROUNDING – a reason to come to school

· Potential for future at Napier – common grounds – showcase in Edinburgh – social factors – social and family

· We’ll have a workshop on dealing with behaviour + planning lessons

· Proud of outcome

· Trauma

· Support

· ‘Ace’ space is separate to ‘Nurture’ space

· Groups of 2-3 each (9 total)

· 1hr 40mins + breaks – Practise skills

· Quarter to 9am start in theory

· No real dress code – no cleavage or mid riff

· January start – Tues 24th to start – NOW 31st!!

· SHOW THEM YOUR OWN WORK + get to know you (NO PERSONAL info shared!)

· Let them know we’re there for them

· Buy into this idea of nurture space and sell it to them

· There is access to outdoor green space

· Blog – done by pupils as well.

· Trauma informed care – help them

· Keeping ourselves safe and can ask any questions

Placement Facilitation Meeting:

Ways of working: agree some ground rules/ ways of working with group, which you can display/ remind each time you meet. Egs. Respect, honesty, open communication. Unruly group – remind class of agreed upon “rules” at start of session.

Why we’re here – icebreaker?

Planning: students aware of what outcomes will be at end of each lesson and overall for this class.

Intro class – knows nurture group? Sitting in circle? Mind mapping.

Effective facilitator: approachable, clear communicator, confident, knowledgeable, read audience, how to draw quiet ones out in comfortable ways. Think on feet, sense of humour, mindful of who you’re working with, patience, teach in different way, be familiar with equipment.

Intro:

Icebreaker – but judge group and anticipate their level of participation.

Using introductions of each pupil – again, think of age group and don’t make them uncomfortable – consider mental health.

Set ground rules – “ways of working” – a better way of phrasing it.

Explain when the break is.

Asking open questions to get more info back – asking about experiences.

Hands up technique.

Ask for volunteer – judge group before this one.

Switch up groups.

Wear comfortable but appropriate clothes – be mindful of audience.

Bring water

Arrange a chance to see where we’re working before first day.

What equipment they have.

Learner types:

HANDS ON

TELL-ME

SHOW-ME

Be aware classes learning styles to facilitate there learning better – print hands out for exposure triangle for eg/ composition techniques.

What are your names?

Don’t be a wet wipe or pathetic – they see themselves as adults at that age so don’t baby them but relate to them.

Planning:

Focus – overall aim – session – 6-8 weeks.

Learning outcomes – physical – concrete learning outcomes

Activities – photographing – university visit - logical flow from session to session.

Structure/ timings – 1hr 40mins

Logistics – equipment.

o Focus

o Learning outcomes

o Activities

Give time to set up before class – ID badges for eg.

Be sure of what you’re doing, where, who.

Communicating with an organisation and their timetable.

Confident that you’re meant to be there.

If sick – tell Lindsay, Mary-Ann, Ria, Emily and the teachers at the school.

Could be challenging:

o Equipment issue – lack of access (3 groups, switch around if one does camera) – can use phones (can be more accessible).

o Learner ability differences – easy and accessible to everyone to get involved.

o Non-engagement – ask what they want to learn.

o Your co-facilitators cannot attend – have a plan/ fall back.

Group dynamics.

They’ll be familiar with each other.

Handouts/ cheat sheets – will they get notebooks for this class?

Learn to regain attention.

Working styles and abilities to be aware of.

Reluctant – mixing up activities.

Dominating participants.

Interruptions.

Inappropriate conversations.

Group dynamics – all here for same reason. Create equal dynamic and encourage them.

Professional boundaries are important.

Witnessed bullying – tell teacher who’ll be in the classroom with us.

Nonrevealing any info – town we live and surname.

MAJOR issues are: (tell teacher asap)

o Disclosed info to us – pass info on.

o Fights.

o Swearing.

o Inappropriate questions.

We’re there to help and encourage.

Info from St David’s:

Start date – Tuesday 31st January.

I sent an email to Jen to confirm these questions:

Confirm time of lesson - 8:40

Length of lesson.

Access to equipment – check we can use – John – art teacher.

We can use any art resources at the school.

iPads the students have too.

Check we can get a visit in before we start - yes!

Dress code - jewellery.

They have laptops and if not will get notebooks.