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 at YSJU Student teachers to familiarise themselves with course 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 subject? What subject specific concept interests you the most? Why? Construct action plan based on subject knowledge audit Reflective Learning Journal (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 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 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 Review the aims of education from the National Curriculum/QCA In your RLJ write down what you MPGC06
Education past/present and today’s agenda (introduction of Academies and implications etc.) 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 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 think of these aims and how these might impact on your teaching Group activity on national initiatives 4 – 5 pm RW006 KP PS: MSDS02 Educational Rationale and Pedagogical Practice To consider why an educational rationale matters 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 TS5 Part 2: PPC Capel et al unit 7.1 Write a statement of your own 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 EborHope staff Personality profiling to support teaching and learning To focus on identifying personalities/characteristics to support improved TS8 Part 2: PPC **Submit Primary Placement
9-12 noon This session will be at Manor CE Academy PS: professional practice and communication and support learning and teaching. 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 course handbooks with focus on evidence to meet the standards 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 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
Tuesday 18 September 1 – 4pm CD006 SS Drama SK day 1 YSJ staff BV Transition session 2: Issues related to drama Launch of 3SDS22 Starting points for planning drama lessons Introduction to text and production task To understand what constitutes drama teaching within the drama and Arts curriculum at KS1&2 To understand problems and issues associated with the profile of drama at KS1/KS2 TS3 TS4 TS7 Drama NC documents KS1 and 2 Drama in Schools (Arts Council England) To reflect on their research and report on their experience of drama observed during primary placement 4-5pm Independent follow up work from the session Wednesday 19 September 9 – 12 noon RW006 PS KP Curriculum Planning session 1 – overview of the key principles of planning 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 understand the importance of detailed planning and how it impacts on learner’s progress and behaviour 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 TS2 TS4 TS5 Read at least one of the following: Brooks et al chapter 13 Capel et al chapter 7.2 Ellis chapter 5 Hoult chapter 4 Kyriacou chapter 2 Pollard chapter 9 Write key learning points from today’s sessions and reading in RLJ
teaching of drama in a practical space. Friday 21 September 1-3pm Temple Hall Resilience and Energy Management To develop strategies to support resilience and energy TS8 PPC Refer to texts on PS reading list for well-being and developing resilience Also read chapter 1.3 in Capel et al. KP PS: Resilience and Energy Management Student teachers in schools from Monday 24 September to 21 December 2018 (except for Wednesdays) 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: Drama To consider what makes effective teaching of drama To understand how the theory of teaching converts into practice To begin to consider how you are using key learning theories in your own practice TS2 TS3 TS4 TS7 Pedagogy and Practice What makes an outstanding drama lesson- Nicholson, H. (2000) Teaching Drama 11-18, London, Continuum Neelands, J. (2004) Beginning Drama 11-14 (Second Edition). London, David Fulton Plan a lesson in which learning strategies are identified and analysed; show how the strategies support pupil progress 3pm
3-5pm SS English School staff Curriculum Planning session 2: lesson planning, differentiation and delivery within drama Learning objectives versus outcomes What a lesson plan should contain – subject specific examples 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 TS3 TS4 TS5 Kempe, A. & Ashwell, M. (2000) Progression in Secondary Drama, Oxford, Heinemann Fleming, M. (2011) Starting Drama Teaching (Third Edition). London, David Fulton Books Neelands, J. (2004) Beginning Drama 11-14 (Second Edition). London, David Observe delivery of a drama lesson with a focus of differentiation. Record in learning journal. Use information to adapt and annotate previous 'learning strategies' lesson plan. 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 Management Briefing for M level research project To compare different theories/models relating to behaviour management To begin to explore your own philosophy of behaviour management and consider how this will impact on teaching and learning TS7 Read Porter, section 1. Write a statement of your philosophy of behaviour management and incorporate this into your statement on educational rationale/philosophy Over next 3 weeks student teachers must access PPT’s on research skills & complete research proposal form 3-5pm PS MSDS01 BH Planning and Managing the Learning Environment: Creating a Climate for Learning To understand a range of strategies for effective classroom management TS1 TS2 TS7 Read at least one of the following; Kyriacou chapter 5 Write key learning points from today’s sessions and reading in RLJ
session 1: key principles To consider the importance and impact of positive classroom interaction and effective communication To understand the link between motivation, effective teaching and learning and classroom management Pollard chapter 10 Capel et al chapters 3.1 and 3.2 **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 10 October 2018 York St John University – Subject Knowledge Day 2 YSJ staff (with 2 hours to follow on from 3.10.18 with subject specific issues) Time PS/SS Subject Staff Focus of Session Learning Objectives Reading and Preparation SOL 9 – 4 CD006 SS Drama BV Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: Drama For example Developing positive relationships Creating safe & supportive environment High expectations Learning to inspire, motivate & challenge Learning outside the classroom To develop an understanding of the importance of good relationships in the classroom To understand what is needed to create an emotionally safe and supportive environment for all To consider the setting of high expectations which inspire, motivate and challenge pupils To consider the importance of learning outside the classroom TS1 TS4 TS7 TS8 What happens in your school to support learning outside the classroom. Bring a copy of your schools classroom rules/behaviour policy/ sanctions & rewards Kemp and Nicholson Chapter 4 Reading and reflection for assignment 1: Research based portfolio on learning and teaching. Observe a colleague's approach to classroom and behaviour management strategies and record in learning journal. SS Drama BV Classroom Management and Behaviour session 2: Drama To consider a range of behaviour disorders To develop an awareness of TS1 TS7 Brooks et al, chapter 11 Capel et al, unit 3.3 Design a behaviour management/ classroom management plan Observe a range of
Positive BM strategies Behaviour for learning Developing a behaviour/classroom management plan with specific reference to the practical Drama teaching environment. 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 Ellis, chapter 7 Hoult, chapter 5 Kyriacou, chapter 6 Behaviour2Learn website Cowley, S. (2014) Getting the buggers to behave, Bloomsbury Education, London different staff members using behaviour tracking tool and apply strategies to own classroom practice. Write a personal statement of philosophy for BM to incorporate into statement of rationale SS Drama BV Subject Knowledge Development and SK Pedagogy To consider learning and teaching strategies in relation to a range of specific drama topics (guided choice or leave specific topic choices to students): Approaches to script Devised Theatre Working in response to a theme or issue Working in response to a specific practitioner or theatre convention e.g. Boal & Forum theatre TS3 TS4 TS7 TS5 Bring examples of KS3 Units of work from TP Schools. Use a new resource (from other SD students or from mentor) Read GCSE Drama specifications (AQA, Pearson, Eduqas, OCR) and make notes on the differences 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 practically look at a graduated approach. To develop a wider understanding of how to support learners with different needs in the classroom (SEND, including gifted and 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 TS5 TS7 Read at least one of the following: Brooks et al chapters 6 & 21 Capel et al chapter 4.1 & 4.6 Ellis chapter 13 Hoult chapter 7 Pollard chapter 15 Visit websites highlighted within the PPT for this session. Write down strategies/ideas to use in your own teaching. 5pm PS/
assignment support session Wednesday 7 November 2018 Independent Study Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm SS Drama Focus on developing lesson planning and assessment strategies Opportunity to prepare for assignments Wednesday 14 November 2018 York St John University - Subject Knowledge Day 3 YSJ staff Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 9 – 12 CD006 SS Drama BV Subject Knowledge Development & SK pedagogy continued from last session Discussion on research proposals. Please bring a laptop/tablet to the session if possible. Research proposal to be submitted on 15th November To explore the use of specific drama conventions and strategies to shape and inform learning outcomes e.g. Hot seating, still image, thought tracking, role play, narration, conscience alley, role on the wall TS3 TS4 TS5 TS7 Drama Resource O’Neill, C. (2104) Dorothy Heathcote on Education and Drama: Essential writings, Oxford, Routledge Doona, J. (2014) Secondary Drama: A Creative Source Book: Practical inspiration for teachers, Oxford, Routledge Feedback on strategies Preparation for Research based portfolio on learning and teaching. 1-4 pm CD006 SS Drama J Cal Assessment session 2 - AFL in Drama (KS3, GCSE) Assessing progress over time Changes to assessment in subject areas Assessment techniques in Drama To develop knowledge and understanding of assessment in Drama including statutory assessment requirements To develop skills in interpreting performance data to inform planning and pupil progress To understand the assessment TS6 TS3 TS5 TS2 Drama in Schools (Arts Council England) Kempe, A. & Nicholson, H. (2007) Learning to Teach Drama 11-18. London, Bloomsbury Find out about KS4 and 5 assessments from relevant Develop and trial a method of tracking pupil progress at KS3 Demonstrate how you have used pupil data in your lesson planning.
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 PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Tuesday 5 March 9 – 12 noon CD006 SS Drama SK day 4 YSJ staff BV Developing subject knowledge and subject 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 Prepare materials from the text and production task 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 SS Drama BV Developing subject knowledge to support Identify key priorities for planning of extended TS3 TS4 Complete needs audit with school based mentor
1 – 4pm CD006 SK day 4 YSJ staff increased teaching timetable – linked to subject audit/updating targets Launch of 3SDS26 timetable including preparation for the delivery of GCSE drama TS8 Bring new timetable and schemes of learning GCSE drama specifications Wednesday 6 March 9 – 12 noon School based at Manor CE Academy To be done as a session for all subjects and then focus on subjects staff Focus on differentiation in drama 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 Thursday 7 March All day 9 – 3pm School based at WRA schools SS Drama WRA staff Teaching Drama at A level To develop an understanding of the drama curriculum and the current assessment objectives TS3 TS4 TS6 A level exam board specifications Understanding the assessment objectives – sample material from the exam boards What do I need to do to prepare for post 16 teaching? Friday 5 March 9 – 12 RW006 Diversity – round table presentations Differentiation – round table presentations Friday 8 March 1- 2pm RW006 PS KP Diversity Debriefing Review of diversity placement To identify and discuss key issues from your placements To share and discuss outcomes on data TS2 TS8 Please ensure you bring your diversity handbook and resources/notes from the week to this session. Be prepared to share what H
all afternoon Revisiting targets collected To reflect on best practice observed 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 base schools 11 March to 14 June Wednesday 13 March 2019 York St John University Time PS/ SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
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 Reading and Preparation SOL 1.30 PS MSDS01 School Cross Curricular Links: To develop an understanding TS1 Read one of the following: Use resources on
Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL All day Rooms TBC PS MSDS02 Research presentations Wednesday 3 April 2019 Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 PS MSDS01 EMc Additional SEND session Wednesday 10 April 2019 York St John University Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-4pm QE105 4-5pm RW006 PS MSDS02 KP April/May Review - exercise against the standards & target setting for consolidation period To assess current progress and evaluate current strengths and areas to develop against the grading guidance produced by NASBTT TS8 PPC Compete review and finalise targets for remainder of consolidation period.
RW006 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 1 – 4pm RW006 KP PS: Launch of showcase presentation – transition event. To demonstrate commitment to collaboration and co-operative working; To share effective practice; To showcase achievements of the PGCE training programme; TS3 TS8 Plan and develop resources for showcase presentation event Tuesday 25, SS
Wednesday 26 and Thursday 27 June 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
PGCE Secondary Professional Studies Modules – Reading lists Professional Studies Module One: Module Title Professional Module 1 - Understanding Learning and Teaching and School Experience (secondary) Module Code 3SDS01/MSDS01 or 3PGC03/MPGC03 ESSENTIAL PROVISION AUTHOR YEAR E-Book if available TITLE PLACE:PUBLISHER Brooks, V., Abbott, I. & Bills, L. 2012 Yes Preparing to Teach in Secondary Schools - 3rd ed Maidenhead: Open University Press Capel, S., Leask, M. & Turner, T. 2016 Yes Learning to Teach in the Secondary School – 7th ed London: Routledge Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools – 5th ed Exeter: Learning Matters Ltd Kyriacou, C. 2014 Yes Essential Teaching Skills – 4th ed OUP Oxford Pollard, A. 2008 Yes Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed London: Continuum British Educational Research Journal Routledge (Taylor & Francis Group) British Journal of Educational Studies Routledge (Taylor & Francis Group) Journal of Education for Teaching Routledge (Taylor & Francis Group)
ADDITIONAL RECOMMENDED PROVISION AUTHOR YEAR E-book if available TITLE PLACE:PUBLISHER Bell, J. 2005 Yes Doing your research project: a guide for first time researchers in education and social science Milton Keynes: OUP Burton, D. & Bartlett, S 2005 No Practitioner Research for Teachers London: Paul Chapman Brooks, V; Abbott, I; Huddleston, P. (Eds) 2012 Yes Preparing to Teach in Secondary Schools. 3rd ed. Buckingham: OUP Campbell, A; McNamara, O. & Gilroy, P. 2004 Yes Practitioner Research and Professional Development in Education London: Sage Capel, S; Leask, M; Turner, T. 2016 Yes Learning to Teach in the Secondary School. 7th ed. London: Routledge Clough, P. & Nutbrown, C 2012 Yes A Student’s Guide to Methodology London: SAGE Cohen, L; Manion, L; & Morrison, K. 2011 No Research Methods in Education, 7th ed. (8th edition due out 20.10.17) London: Routledge Cole, M. 2005 No Professional Values and Practice: Meeting the Standards London: Fulton Costello, P.J.M. 2003 No Action Research London: Continuum Covey, S.* 2004 The 7 Habits of Highly Effective People London: Simon & Shuster UK Ltd Curtis, W. & Pettigrew, A. 2010 No Education Studies – Reflective Reader Exeter: Learning Matters Ltd Davies, S. 2010 Yes The Essential Guide to Secondary Teaching Harlow: Pearson Education Denscombe, M. 2017 Yes The Good Research Guide; for small-scale social research projects. 6th ed. Berkshire: OUP Dillon, J. & Maguire, M. (eds) 2011 Yes Becoming a Teacher: Issues in Secondary Education Berkshire: Open University Press Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools (4th ed) Exeter: Learning Matters Ltd Fautley, M. & Savage, J. 2010 No Secondary Education – Reflective Reader Exeter: Learning Matters Ltd Goouch, K. 2011 Yes Teaching early reading and phonics : creative approaches to early literacy London: SAGE Hopkins, D. 2014 Yes A Teacher’s Guide to Classroom Research, 4th ed. Buckingham: OUP Koshy, V. 2005 No Action Research for improving Practice: A Practical Guide. London: Paul Chapman Kyriacou, C. 2014 No Essential Teaching Skills. 4th ed. Berkshire: OUP
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