Monday 10 September – 3.00 pm RW006 KP EMc PS: Activity on values (email etiquette if time) Introduction to the Masters element of the programme Any questions/contributions to the course Explore impact of personal values on teaching TS8 PPC Values statement started at induction day is needed here Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes Tuesday 11 September 9.00- 10.00 am RW006 Clare McCluskey PS: Introduction to the library and subject resources To highlight range of resources available in the library To highlight how resources are used at postgraduate level To begin using Moodle as a resource TS8 Tuesday 11 September 10.00 am Enrolment All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only) Tuesday 11 September 1 - 4pm RW006 Sue Shippen PS: Understanding the importance of safeguarding within schools Child Protection To consider your roles and responsibilities with regard to safeguarding and child protection To consider a range of scenarios related to child protection issues and responses to these TS1 Part 2: PPC Prior to session read chapters 20 and 24 in Brooks et al. Complete the introduction to basic awareness training on safeguarding (details on Moodle) Wednesday 12 September 9-11 am Independent study Student teachers to familiarise themselves with Programme handbooks Subject knowledge audit: preparation for subject teaching Complete subject knowledge audit Students to develop a presentation TS3 Part 2:PPC Prepare a 2-3 minute presentation on either of the following questions: Why do you want to teach? Why do you want to teach your specific Construct action plan based on subject knowledge audit Reflective Learning Journal MSDS02/ MPGC06 MPGC06
at YSJU subject? What subject specific concept interests you the most? Why? (RLJ) entry Wednesday 12 September 1 – 4 pm RW006 KP PS: MSDS02 Introduction to Professional Studies. Aims of course etc. – what do schools want from today’s teachers; meeting those expectations Aims of Education session 1 Education past/present and today’s agenda (introduction of Academies and implications etc.) To understand the aims and expectations of the course To know the 2 modules of the course and the assessments involved To consider your own views and experiences of the education system To consider the key issues, opportunities and challenges for new teachers To understand how the education system has evolved To understand what the National Curriculum is and the rationale behind this To consider the impact of national initiatives on pedagogy and raising standards To understand how these initiatives interrelate and their impact on teaching, continuity and progression TS2 TS3 TS5 TS6 TS7 Part 2:PPC Read at least one of the following and write key learning points in RLJ: Brooks et al chapters 2 and 26 Capel et al chapter 7.1 Read at least one of the following and write key learning points in RLJ: Brooks et al chapter 1.3 Capel et al chapter 7.2 Review the aims of education from the National Curriculum/QCA In your RLJ write down what you think of these aims and how these might impact on your teaching Group activity on national initiatives 4 – 5 pm KP PS: MSDS02 Educational Rationale and Pedagogical Practice To consider why an educational rationale matters TS5 Part 2: PPC Capel et al unit 7.1 Write a statement of your own
RW006 To explore how and educational rationale affects the role of the teacher To begin to explore your own educational rationale in regard to pedagogical practice educational philosophy with consideration of how this will impact on pedagogical practice Thursday 13 September All day Induction day at base school Friday 14 September 9-12 noon This session will be at Manor CE Academy staff PS: Personality profiling to support teaching and learning To focus on identifying personalities/characteristics to support improved professional practice and communication and support learning and teaching. TS8 Part 2: PPC **Submit Primary Placement critical report Friday by Friday am on Moodle** Friday 14 September PM EMc PS: MSDS01/ MPGC03 Independent and Supported Study: All trainees to check in for a live Moodle session at 2.30pm Familiarisation time for the Programme handbooks with focus on evidence to meet the standards EborHope
Introduction Week: 17 - 21 September 2018 (at York St John University except for Thursday 20 September when in base school) Date/Time/Room PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Monday 17 September 2018 9-12 noon RW006 PS MSDS01/ MPGC03 KP Understanding How Children Learn – Key Learning Approaches/ Theories and Cognitive Development Learning. To appreciate the developmental nature of learning To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow To begin to develop an understanding of how cognitive development relates to learning styles TS2 TS5 TS7 Read at least one of the following: Brooks et al chapter 2.4 Capel et al chapter 5.1 Ellis chapter 4 Hoult chapter 2 Pollard chapter 7 Having looked at how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Look at criticisms of Gardner. Record ideas in RLJ. Monday 17 September 1 – 3 pm RW006 PS MSDS01/ MPGC03 Kate Allott Transition 1: Session on Phonics and early reading To reflect on what has been learnt during the primary placement (SE1) To extend and develop understanding of phonics TS3 Bring primary placement information to the session Read chapter 3.4 in Capel et al. Consider other issues related to transition for your subject area/ Reflective Learning Journal (RLJ) entry 3.30 – 6.30 (There will be 2 PS MSDS01/ MPGC03 KP EMc Digital How to use Mahara to support development of To introduce the use of Mahara to support
Whitehead (2015) Learning to Teach Physical Education in the Secondary School: A companion to school experience (4th eds) London: Routledge Tuesday 18 September 1 – 4pm DG104 SS PE SK day 1 YSJ staff RM Transition session 2: Issues related to Physical Education To understand what constitutes PE teaching at KS1&2 To develop an overview of where KS1&2 fit within the PE NC To develop understanding of KS1 &2 curriculum and the links to KS3 curriculum To understand the application and use of transition data TS3 TS6 TS7 NC documents KS1 and2 NC documents KS3 Bailey, R (2001) Teaching Physical Education: A Handbook for Primary and Secondary School Teachers London: Kogan To reflect on their research and report on an aspect of PE/literacy observed during primary placement 4-5pm Independent follow up work from the session Wednesday 19 September PS KP Curriculum Planning session 1 – overview of the key principles of planning To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour TS1 TS2 TS4 TS5 Read at least one of the following: Brooks et al chapter 13 Write key learning points from session and reading in
9 – 12 noon RW006 Planning a lesson – practicalities and progress Focus on a variety of ‘model’ completed plans across subjects. Also focus on the example in the student/mentor handbook. To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability To understand the key aspects of short, medium and long term planning and the progression between these levels of planning To consider the key elements of effective lesson planning To begin to consider how different learner’s needs can be planned for To introduce the principle of educational inclusion and curriculum entitlement To consider how to plan to ensure effective progression To consider key principles in evaluating learning To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress TS7 Capel et al chapter 7.2 Ellis chapter 5 Hoult chapter 4 Kyriacou chapter 2 Pollard chapter 9 RLJ Wednesday 19 September 1 – 5 pm PS MSDS01/ MPGC03 KP Effective Teaching & Learning Strategies session 1: key principles To understand what makes an effective teacher and leader in the classroom To consider what makes TS1 TS2 TS4 TS5 TS7 Read at least one of the following: Ellis chapter 5 Write key learning points from session and reading in RLJ
Wednesday 26 September 2018 School based – Manor CE Academy Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL SS English School staff Effective Teaching & Learning Strategies session 2: PE To consider what makes effective teaching of PE To understand how the theory of teaching converts into practice To begin to consider how you are using key learning TS3 TS4 TS7 Schütz, G, Ursprung, H. and Wößmann, L. (2008) Education policy and equality of opportunity, KYKLOS, Vol. 61, No. 2, 279-308. Bailey, R (2010) Physical Plan a lesson in which learning strategies are identified and analysed; show how the strategies support pupil progress. Discuss with you mentor at 3pm
theories in your own practice Education: A Guide for Secondary Schools London: Continuum your next session. Continue with reading log for critical study 3-5pm SS English School staff Curriculum Planning session 2: lesson planning, differentiation and delivery within PE Learning objectives versus outcomes To develop an awareness of the process of planning, structuring and delivering engaging lessons To understand how to adapt lessons to meet the needs and strengths of all pupils To understand how objectives and outcomes frame a lesson TS1 TS4 TS5 Bragg, S. (2014) Education, ‘consumerism’ and ‘personalisation’, British Journal of Sociology of Education, Vol. 35, No. 2, 308-315 Stidder, G., & Hayes, S. (2012) Equity and Inclusion in Physical Education and Sport London: Routledge Stidder, G., & Hayes, S (2012) The Really Useful PE Book: Learning and Teaching 7 – 14 age range London: Routledge Consider how a lesson or a series of lessons you have observed were adapted to meet a particular need - written study to be included in your PDP. Wednesday 3 October 2018** School based – Manor CE Academy Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1.15- PS MSDS01 KP Classroom Management and Behaviour session 1: Theoretical approaches to Behaviour To compare different theories/models relating to behaviour management To begin to explore your own philosophy of TS7 Read Porter, section 1. Write a statement of your philosophy of behaviour management and incorporate this into your statement on educational rationale/philosophy
Creating safe & supportive environment High expectations Learning to inspire, motivate & challenge Learning outside the classroom expectations which inspire, motivate and challenge pupils To consider the importance of learning outside the classroom policy/ sanctions & rewards Capel, S., Leask, M. and Turner, T. (2013) Learning to Teach in the Secondary School, 6th Edition. London Routledge SS PE RM Classroom Management and Behaviour session 2: PE Positive BM strategies Behaviour for learning Developing a behaviour/classroom management pla n Effective behaviour management within the PE environment To consider a range of behaviour disorders To develop an awareness of behaviours which promote effective learning To recognise how decisions relating to management of learning may affect behaviour To consider strategies to support positive behaviour To understand the importance of a behaviour management plan to support classroom management and pupil progress TS1 TS7 Brooks et al, chapter 11 Capel et al, unit 3.3 Ellis, chapter 7 Hoult, chapter 5 Kyriacou, chapter 6 Baker, T., Evers, G. and Brock, R. (2017) Targeted Teaching. Behaviour2Learn website Design a behaviour management/ classroom management plan Observe a range of different staff members using behaviour tracking tool and apply strategies to own classroom practice Consider strategies and evidence to include in PDP bundles. SS PE RM Subject Knowledge Development and SK Pedagogy Invasion Games To develop an awareness of the process of planning, structuring and delivering engaging ‘invasion games’ lessons To understand how to adapt ‘games’ lessons to meet the needs and strengths of all pupils Building progressive practices utilising variations in space, numbers, TS3 TS4 Capel, S. and Whitehead, M. (2010) Learning to Teach Physical Education in the Secondary School (3rd Edition). London: Routledge Falmer Grehaigne, J., Reflections on how S&L promotes and supports learning in English - feedback from all students on 15.11.17
of Physical Education. London, Sage. 4-5pm Independent follow up work from the session Wednesday 17 October 2018** York St John University WRA student teachers on school experience day at Alliance Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 PS MSDS01/ MPGC03 EMc JV? SEND & inclusion Focus will be on a case study from identifying initial concerns through to an EHCP to To develop a wider understanding of how to support learners with different needs in the classroom (SEND, including gifted and TS5 TS7 Read at least one of the following: Brooks et al chapters 6 & 21 Visit websites highlighted within the PPT for this session. 5pm PS/
practically look at a graduated approach. talented) To look at a range of strategies used to support students with different needs, including multi-agency support and Extended Schools To consider the impact of the new code of practice/Education, Health & Care plans To raise awareness of the potential difficulties some learners have in dealing with their special needs To consider how to create a classroom in which diversity is valued and where learners feel secure and confident Capel et al chapter 4.1 & 4.6 Ellis chapter 13 Hoult chapter 7 Pollard chapter 15 Write down strategies/ideas to use in your own teaching. **Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead** Wednesday 24 October 2018 York St John University Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 PS EMc RM/KB? Assessment session 1: overview of key principles of assessment and impact on pupil progress – assessment for learning and assessment of learning Include: history of To understand that Assessment for Learning is a characteristic of effective teaching To become familiar with a range of assessment, monitoring and recording strategies To develop an understanding of learner TS2 TS6 Read at least one of the following: Brooks el al chapters 9 & 10 Capel et al chapter 6.1 Write key learning points from session and reading in RLJ PS/
Teaching Dance: The Spectrum of Styles Gough, M. (2000) Knowing Dance: A Guide to Creative Teaching, Routledge, London. Griffiths, P. (1993) Dance at Key Stage 3 - Resource Book. Tamworth: Bracken Press. Hall, T. (2007) The Dance Review. London: Crown. Hills, P. (2003) It’s your move: An inclusive approach to dance. London: Continuum. Ashley, L. (2008) Essential Guide to Dance, Hodder Education. Howard, P. (2009) AQA GCSE Performing Arts: Dance Textbook. Abingdon: Philip Allan Updates. 1-4 pm DG104 SS PE RM Assessment session 2 - AFL in PE (KS3, GCSE) Assessing progress over time Changes to To develop knowledge and understanding of assessment in PE including statutory assessment requirements To develop skills in interpreting TS6 Find out about KS4 and 5 assessments from relevant exam board websites Stobart, G. and Gipps, C. (1997) Assessment - A Be able to demonstrate to your tutor how you have used pupil data in your lesson planning. Use this
assessment in subject areas performance data to inform planning and pupil progress To understand the assessment requirements of KS 4 and 5 external examinations in PE Use of formative assessment within PE lesson- questioning, feedback Methods of measuring students’ progress within a lesson teacher's guide to the issues. London: Hodder and Stoughton. Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Educational Research. 51 (2): 137-159. Gershon, M. (2013) How to use Assessment for Learning in the classroom: The complete Guide: Volume 2 as evidence for PDP 4-5pm Independent follow up work from the session Wednesday 21 November 2018 School based – Manor CE Academy WRA STUDENTS ATTEND ALLIANCE Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm SS All Staff Memory and Cognitive load (effective approaches for strengthening pupil memory) Voice work (protecting voice) Input on TS2 Wednesday 28 November 2018
Second School Placement (SE2) 14 January to 22 February (6 weeks) School Half Term 25 February Development and Enrichment Week: 4 - 8 March 2019 (at York St John University except for Monday 4 March 2019) Mon 4 March 2019 All day PS MSDS01 No room needed Diversity Enrichment Day – refer to the Diversity Handbook for details Date/Time/ Room Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Tuesday 5 March 9 – 12 noon QE106 SS PE SK day 4 YSJ staff RM Developing subject knowledge and pedagogy to support increased teaching timetable – linked to subject audit/updating targets To identify an area requiring further study To explore approaches to the above TS3 TS4 Complete needs audit with school based mentor Bring new timetable and schemes of learning Identify an area of weakness. Research web sites and discuss with school mentor
Draw up a reading list and action plan based on audit, to be shared with mentor Prepare for new timetable Tuesday 5 March 1 – 4pm QE105 SS PE SK day 4 YSJ staff RM Subject Knowledge Development and SK pedagogy Health & Fitness OAA To develop an awareness of the process of planning, structuring and delivering engaging lessons The innovative ways of delivering a block of fitness lessons To adapt lessons to meet the needs and strengths of all pupils Building a series of lesson utilising variations in space, numbers, equipment and outcome to facilitate progress To understand how objectives and outcomes frame a lesson Students recording and using own results to keep engagement and monitor own progress Introduction to basic OAA TS3 TS4 Health and Fitness Elbourn, J. (2004) Fitness Room Activities in Secondary Schools. Leeds: Coachwise. Lingampalli, K. (2013) Teenager’s Guide to Health and Fitness OAA Balzik, D. (2003) Outdoor and Adventurous Activities for Juniors. London: A and C Black. Brown, M. (2006) Adventure education and physical education. In Kirk, D., Macdonald, D. and O’Sullivan, M. (eds) The Handbook of Physical Education. London: Sage. Capel, S. and Whitehead, M. (2010) Learning to Teach Physical Education in the Secondary School (3rd Edition). London:
skills and lesson structure Use of technology to support teaching Routledge Falmer Hodgson, C. and Berry, M. (2011) Adventure Education. London: Routledge. Safe Practice: In Physical Education, School Sport and Physical Activity (2016) AfPE. Wednesday 6 March 9 – 12 noon School based at Manor CE Academy SS PE To be done as a session for all subjects and then focus on subjects staff Focus on differentiation in PE for all abilities including AGT To understand how to adapt lessons to meet the needs and strengths of all pupils To understand different approaches to differentiation To consider strategies for deploying support staff TS2 TS5 Anstee, P. (2011) Differentiation Pocketbook: Teachers’ Pocketbooks Ginnis, P. (2001) The Teacher’s Toolkit. Crown House Publishing Bring in an IEP for a student you are teaching (remove names!) Lesson plan to be discussed with school based mentor Wednesday 6 March 1 – 4pm SS PE or in subject groups Staff Differentiation in practice – developing differentiated resources To develop a range of resources to meet the needs of a range of pupils with differing abilities TS5 Thursday 7 March All day 9 – 3pm SS PE WRA staff Teaching examination PE To develop an understanding of a GCSE and post 16 PE curriculum (literature/language) and the current assessment objectives TS3 A level specifications- relevant exam board specifications Understanding the assessment objectives – sample material from the exam boards What do I need to
School based at WRA schools To understand course structure and weightings Classroom based teaching- Planning and delivery Use of technology to support teaching do to prepare for post 16 teaching? Friday 5 March 9 – 12 RW006 PS KP BH Diversity – round table presentations Differentiation – round table presentations Friday 8 March 1- 2pm RW006 all afternoon PS KP Diversity Debriefing Review of diversity placement Revisiting targets To identify and discuss key issues from your placements To share and discuss outcomes on data collected To reflect on best practice observed TS2 TS8 Please ensure you bring your diversity handbook and resources/notes from the week to this session. Be prepared to share what you have learnt during the week. 2 – 3pm PS Careers input 3 - 4.30pm PS EMc M level support for research project To focus on data analysis Return to schools 11 March to 14 June
1 – 4pm RW006 PS MSDS02 KP KP/ EMc The importance of the pastoral curriculum Key issues affecting young people including e-safety, mental health and attachment To develop an understanding of the pastoral system and the growing importance of this in today’s schools To consider the roles and responsibilities of the form tutor and pastoral leaders To consider what makes a good form tutor To develop a knowledge and understanding of the key elements of the pastoral curriculum To consider how the pastoral curriculum supports national initiatives and how it supports learner progress and development To discuss what the key issues are that affect some young people in schools today To consider how these issues might impact on teaching, learning and achievement To consider the strategies that might be used to support individuals TS1 TS2 TS5 TS7 TS8 Read one of the following: Brooks et al chapter 24 & 25 Ellis chapter 12 Read Capel et al chapter 4.2 & 4.5 Take notes of key learning points in RLJ with consideration of your pastoral involvement in SE2 (attachment to form group etc) Key issues: Revisit the Byron Review relating to ICT/e-safety Note key points on impact on teaching and learning in LJ Read other internet resources on key issues and plan feedback/presentation Revisit PPT/individual activity on Prevent, British Values and SMSC Homophobic Bullying – PPT/individual activity 4-5pm RW006 PS MSDS02 KP Spring/summer term briefing To review expectations for the spring/summer term and discuss evidence to meet the standards All Wednesday 20 March 2019 School – Manor CE Academy Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and SOL
Preparation 1.30 (WRA staff PS MSDS01 School staff WRA Cross Curricular Links: Literacy Numeracy To develop an understanding of the range of cross curricular themes/skills within the secondary curriculum To look at opportunities and strategies to support pupil progress in literacy, through your own planning/ teaching To look at opportunities and strategies to support pupil progress in numeracy, through your own planning/ teaching TS1 TS3 TS4 TS5 Part 2: PPC Read one of the following: Literacy: Brooks et al chapter 16 Ellis chapter 8 Hoult chapter 8 Capel et al chapter 5.8 Numeracy: Brooks et al chapter 17 Ellis chapter 9 Hoult chapter 9 School policies on literacy and numeracy across the curriculum Use resources on Moodle and from reading to write down ideas to support literacy development in your classroom Plan/develop ideas to support numeracy development in your classroom for during SE3 2.30 – 3.30 Staff) PS MSDS01 School staff Cross Curricular Links: School Values British Values SMSC To understand the importance of the citizenship in today’s society, from a local, national, international perspective TS1 TS3 TS4 TS5 Part 2: PPC Read school policies PPT – learning activities to complete on Prevent Strategy, British Values and SMSC 3.30 – pm 4.30 - 5pm SS Subject groups School staff BH Cross Curricular Links: PSHCEe and citizenship Facilitated feedback To understand the importance of the citizenship and citizenship curriculum in today’s society, from a local, national, international perspective To begin to consider strategies of how to develop key themes and issues from the citizenship curriculum in your own planning and teaching TS3 TS4 TS1 Read one of the following: Citizenship: Brooks et al chapter 18 Ellis chapter 12 Capel et al chapter 4.5
1-4pm QE105 4-5pm RW006 PS MSDS02 KP April/May Review - exercise against the standards & target setting for consolidation period CPD sharing session – each bring examples of work/planning etc that demonstrates good practice and can be CPD for the students To assess current progress and evaluate current strengths and areas to develop against the grading guidance produced by NASBTT To set targets for remaining consolidation’ stage of training (that will be discussed with mentor) TS8 PPC Compete review and finalise targets for remainder of consolidation period. Wednesday 1 May 2019 Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 1 and 2 Wednesday 8 May 2019 Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 3 and 4 Wednesday 15 May 2019
Time SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 5 and 6 Wednesday 22 May Time SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 7 and 8 17.06.19 – 21.06.19 Enrichment Week – School Based 24.06.19 – 28.06.19 Enrichment Week – University Based Monday 24 June 9 -12 noon RW006 KP PS: SE3 Debrief; Programme Evaluation; Finalising CEDP To evaluate progress made in SE3; To evaluate the PGCE programme by completing the NQT survey; The CEDP to be finalised to support transition to NQT and induction. TS8 Bring completed CEDP for signing/processing Monday 24 June KP Launch of showcase presentation – To demonstrate commitment to collaboration and co-operative working; TS3 Plan and develop resources for
1 – 4pm RW006 PS: transition event. To share effective practice; To showcase achievements of the PGCE training programme; TS8 showcase presentation event Tuesday 25, Wednesday 26 and Thursday 27 June SS Independent study to prepare showcase presentation and develop resources for first teaching post, as part of transition process Friday 28 June 9 -12 noon 1 – 4 pm Temple Hall KP/EMc PS: Showcase presentation – transition event TS3 TS8 PPC
Learning Outcomes Upon successful completion of the module student teachers will be able to: Learning Outcomes (Level 3) critically analyse theory and practice relating to children’s/young people’s development and learning; demonstrate a critical understanding of the influences which may impact upon effective learning and teaching; use and apply the acquired knowledge and understanding of pedagogy to plan, assess and evaluate learning and teaching in order to meet the needs of children/young people; consistently demonstrate the standards and competencies required for QTS over a sustained period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements; communicate effectively using appropriate academic conventions. Learning Outcomes (M Level) critically analyse and synthesise theory and practice relating to children’s/young people’s development and learning; demonstrate an advanced understanding of the influences which may impact upon effective learning and teaching; critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan, assess and evaluate learning and teaching in order to meet the needs of children/young people; consistently demonstrate the standards and competencies required for QTS over a sustained period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements; communicate effectively using appropriate academic conventions. Assessment (please include expected word length (for text based assessment)) # description weighting outcomes 1 5000 word essay 100% 1, 2, 3, 5 2 Completed school experience placement and profile with completed documentation as specified in the course documentation folder Pass/Fail 3, 4 Qualified Failures: in order to pass the module, students much achieve: (for modules with more than one summative assessment component - please delete as applicable) A minimum mark of 40 at Level 3 or 50 at M Level for the essay A pass in school experience placement to required minimum standard All student teachers must pass both components in order to pass this module Indicative Content The cyclical nature of the module will provide student teachers with the opportunities to develop increasingly sophisticated concepts and knowledge of teaching and learning in line with their own cognitive capabilities and their experience in school. It will explore in depth developmental, environmental, emotional and
Generic Assessment Descriptors (Post Graduate) Assessed Components Distinction Merit Pass F (fail) F 0 NS (100-85) (84 - 70) (69 - 60) (59 - 50) (49-20) (19-1) F (0) 0NS Knowledge, Understanding & Enquiry Knowledge & Understanding Work submitted is considered to be outstanding in the assessed components Excellent understanding of a wide range of ideas Very good understanding of a range of ideas Good understanding of relevant ideas Subject knowledge is poorly demonstrated Assessed components considered to be of a very poor standard Work submitted is judged to be of no value (in relation to the assessed components) Non - Submission Analysis & Evaluation Excellent ability to analyse, evaluate, compare and construct values Accurate analysis and very good evaluation Good analysis and sound evaluation Weak analysis and evaluation Critical Thinking Excellent thinking, logical and creative with insightful outcomes Very good synthesis of ideas that are articulated clearly Good synthesis of ideas with mostly consistent logic Inconsistent logic and synthesis Research & Enquiry Rigorous and sustained enquiry with excellent outcomes Accurate and consistent enquiry using appropriate methods Consistent approach drawing on a range of sources Little evidence of research or understanding of appropriate approaches Creativity Original or innovative work of an excellent standard Shows imagination and originality Good imagination with some originality Derivative work that offers little in the way of new ideas Skills and Values Presentation & Referencing Technically excellent, accurate referencing and presentation Accurate and consistent referencing and presentation Good referencing and consistent approach to conventions Poor referencing and little understanding of conventions Communication Excellent ability to communicate ideas clearly and appropriately Very good ability to communicate ideas clearly Most Ideas communicated effectively Ideas are not communicated effectively Practical skills Excellent demonstration of skills Very good demonstration of skills Good demonstration of skills Skills not relevant or require significant development Independent work & team work Excellent ability to work effectively within a team environment. Excellent management of own time and skills Very good ability to work effectively within the team environment. Very good at managing own time and skills Good team work and management of own time and skills Contribution to team work may be very limited. Inability to organize own time and skills effectively Professional values Excellent understanding of values and approach to professionalism Very good and consistent approach to professional values Good approach to professional values Appropriate values are not demonstrated consistently
Geography 2018 3SDS21 Introduction to subject specialism: Music CB Evidence based presentation + critical reflection 28th November 2018 17th December 2018 9th January 2019 3SDS22 Introduction to subject specialism: Drama BV Evidence based presentation + critical reflection 28th November 2018 17th December 2018 9th January 2019 3SDS27 Introduction to subject specialism: Physical Ed RM Evidence based presentation + critical reflection 28th November 2018 17th December 2018 9th January 2019 3SDS17 Introduction to subject specialism: RE EMc Essay 28th November 2018 17th December 2018 9th January 2019 3SDS06 Teaching Strategies: planning for learning, teaching and assessment in English JCal Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS07 Teaching Strategies: planning for learning, teaching and assessment in mathematics DL Presentation and written evaluation 10th April 2019 13th May 2019 22nd May 2019 3SDS08 Teaching Strategies: planning for learning, teaching and assessment in science: biology KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS13 Teaching Strategies: planning for learning, teaching and assessment in science: chemistry KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS14 Teaching Strategies: planning for learning, teaching and assessment in science: physics KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS16 Teaching Strategies: planning for learning, teaching and assessment in MFL AO Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS23 Teaching Strategies: planning for learning, teaching and assessment in History GC Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS24 Teaching Strategies: planning for learning, teaching and assessment in Geography TBC Evidence based presentation (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS25 Teaching Strategies: planning for learning, teaching and assessment in Music CB Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS26 Teaching Strategies: planning for learning, teaching and assessment in Drama BV Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019 3SDS28 Teaching Strategies: planning for learning, teaching and assessment in Physical Ed RM Research based portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019
3SDS18 Teaching Strategies: planning for learning, teaching and assessment in RE EMc Presentation 10th April 2019 13th May 2019 22nd May 2019 MSDS01 Understanding Learning and Teaching and SE KP Essay 21st January 2019 8th February 2019 18th February 2019 MSDS02 The Emerging Professional and SE KP Research project (a) literature review and methodology 4th March 2019 20th March 2019 (brief written feedback prior to presentation) 1st April 2019 Research project (b) presentation 27th March 2019 N/A 29th April 2019