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 EborHope 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 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) PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Monday 17 PS MSDS01/ KP Understanding How To appreciate the TS2 Read at least one of the Having looked
September 2018 9-12 noon RW006 MPGC03 Children Learn – Key Learning Approaches/ Theories and Cognitive Development Learning. 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 TS5 TS7 following: Brooks et al chapter 2.4 Capel et al chapter 5.1 Ellis chapter 4 Hoult chapter 2 Pollard chapter 7 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 Monday 17 September 3.30 – 6.30 (There will be 2 slots from PS MSDS01/ MPGC03 KP EMc Digital team How to use Mahara to support development of your Personal Development Portfolio Exemplar PDP To introduce the use of Mahara to support development of your Personal Development Portfolio To set up individual portfolio
and 4.30-5.30) FT210 Tuesday 18 September 9 – 12 noon SK035 SS Geog SK day 1 YSJ staff PC Aims of Education session 2: related to subject specialism What is geography? Aims of the subject Historical context of the subject Current curriculum (new National Curriculum) Attributes of a geography teacher Subject specific pedagogy To understand how the subject has changed and developed over time and the implications of current developments and initiatives To consider what constitutes geography as a subject To explore the professional attributes of an Geography teacher To develop an understanding of how the Geography curriculum contributes to pupils’ social, moral and spiritual understanding. TS3 TS4 Lambert, D and Balderstone, D (2010) Learning to Teach Geography in the secondary School (2nd edition). London. Routledge To research and present findings on an aspect of the geography national curriculum Tuesday 18 September 1 – 4pm SK035 SS Geog SK day 1 YSJ staff TBC Transition session 2: Issues related to geography To understand what constitutes geography teaching at KS1&2 To understand problems associated with non-specialists teaching at KS2 To develop an awareness of new curriculum developments in geography To know about transaction TS3 TS7 England and Wales National Curriculum, Teaching Primary Geography by Simon Catling and Tessa Willy To reflect on their research and report on an aspect of geography observed during primary placement To read and familiarise with new KS1, 2 and 3 national 4.30
To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning To begin to consider your own pedagogy in relation to key learning theories Thursday 20 September All day Induction day at base school Friday 21 September 9 – 12 noon SK035 SS Geog School staff Resources for Teaching and Learning: subject focus New technologies & resources Consider practical examples of material from the classroom To consider the resources available to support the teaching of geography and how these can be used to enhance pupils’ learning To understand the risks associated with fieldwork TS2 TS3 TS4 TS8 Holmes, D & Farbrother, D. (2000) A-Z Advancing Geography: Fieldwork. Sheffield, Geographical Association Explore the tes website to find resources to support teaching of geography Explore the field studies council website Observation and evaluation of a fieldwork activity or virtual fieldwork activity Friday 21 September 1-3pm Temple Hall KP PS: Resilience and Energy Management To develop strategies to support resilience and energy management TS8 PPC Refer to texts on PS reading list for well-being and developing resilience Also read chapter 1.3 in Capel et al.
Geography employed to enhance geography learning by trainee teachers To begin to consider how you are using key learning theories in your own practice the Key Stage 3 Classroom. Sheffield, Geographical Association. Thinking through Geography by David Leat proformas Produce and annotate a formal lesson plan showing how the teaching and learning strategies support pupil progress 3-5pm SS Geog School staff Curriculum Planning session 2: lesson planning, differentiation and delivery within geography Learning objectives and 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 TS3 TS4 TS5 Battersby, J. (1997). Differentiation in teaching and learning geography. In D. Tilbury and M. Williams (Eds.), Teaching and Learning Geography (pp. 69-79). London: Routledge. Anstee, P. (2011). Differentiation Pocketbook, Alresford: Teachers’ Pocketbooks. Arrange some lesson observation of other colleagues with a focus on scaffolding / differentiation. Record in Learning Journal 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
Subject content Locational knowledge Place knowledge Human and physical geography To explore teaching and learning strategies for human and physical geography To consider strategies to develop geographical skills and fieldwork (Third Edition). Oxon, Routledge. Strahler, A.H. (2013) Introducing Physical Geography (Sixth Edition). Chichester, Wiley. Morgan, J. (2011) Teaching Secondary Geography as if the Planet Matters. Oxon, Routledge. Presentations on the use of a case study to demonstrate the application of subject content 4-5pm Independent follow up work from the session Wednesday 17 October 2018** York St John University Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL PS MSDS01/ MPGC03 EMc JV? SEND & inclusion To develop a wider understanding of how to TS5 TS7 Read at least one of the following: Visit websites 5pm PS/
RW006 RM/KB? of assessment and impact on pupil progress – assessment for learning and assessment of learning Include: history of assessment, current framework, use of data to inform planning teaching To become familiar with a range of assessment, monitoring and recording strategies To develop an understanding of learner self-assessment strategies To look at local and national data that is available to support the monitoring of learner progress and consider its impact on teaching To consider the role of effective target setting for pupils Brooks el al chapters 9 & 10 Capel et al chapter 6.1 Ellis chapter 6 Hoult chapter 6 Kyriacou chapter 7 Pollard chapter 14 from session and reading in RLJ 3 – RW006 PS EMc/KP MSDS01/MPGC03 and MSDS02/MPGC06 assignment support session To further develop understanding of the M level work involved in the programme Wednesday 7 November 2018 Independent Study Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm SS Focus on developing lesson planning and assessment strategies MSDS01
4-5pm Independent follow up work from the session Wednesday 21 November 2018 School based – Manor CE Academy 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)
4-5pm RW006 Review and target setting related to: Subject knowledge audit Behaviour Management Plan Review against Standards booklet & Professional development sheet/targets Q/A research skills & final brief for research project Discussion on second school placement & aims for this Reflection on professional practice and developing as a professional BRIEFING FOR SECOND PLACEMENT experience and review your progress against the standards To set individual SMART targets for further development To further develop an understanding of what is professional practice and appropriate professional conduct To reflect on your own values, attitudes, beliefs and ethics in relation to this To consider how to improve professional practice as part of reflective practice and critical voice Capel et al chapter 8.3 Kyriacou chapter 8 Development Summary sheet This session will also include the marketplace activity on national initiatives that was introduced on Wednesday 12 September Wednesday 19 December 2018 Independent Study Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm PS MSDS01 Focus on academic assignments (This may also be an opportunity for trainees to make an initial visit to second school placements)
Tuesday 5 March 9 – 12 noon SK035 SS Geog SK day 4 YSJ staff BG Developing subject knowledge and pedagogy to support increased teaching timetable – linked to subject audit / updating targets Identify key priorities for planning of extended timetable Identify key issues/ priorities for subsequent subject sessions Complete a needs audit TS3 Bring new timetable and schemes of work dentify 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 SK035 SS Geog SK day 4 YSJ staff JP Subject Knowledge Consolidation: GCSE - Assessing fieldwork, geographical skills and issue evaluation (paper 3) To explore different exam board specification with specific reference to paper 3 To develop an understanding of the teaching of paper 3 to assess fieldwork, skills and issue evaluation TS3 TS4 Resources available on the exam board websites (new spec for first teaching in September 2016) Books are also likely to be produced over the next 12 months in preparation for the new specs. Some generic skills teaching guidance can be found in: Lambert, D. & Balderstone, D. (2010) Learning to Teach Geography in the Secondary School: A Companion to School Experience. Oxon, Routledge. And: Decision Making Exercises for Compare and evaluate exam board specifications – paper 3 Observe teaching of paper 3
GCSE Geography by Peter Goddard and Carol Godard 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 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 examples of differentiated work and scaffolding for geography Lesson plan to be discussed with school based mentor Wednesday 7 March 1 – 4pm Independent 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 and AFL TS5 TS6 Thursday 8 March All day 9 – 3pm School based at WRA schools Geog WRA staff Teaching at A level To develop an understanding of the geog curriculum and the current assessment objectives TS3 TS4 TS6 Relevant A-Level specifications and textbooks, and exam board websites - select resources for and HE to see a variety of resources created for topics covered at A-Level Lambert, D. & Jones, M. (Ed) (2013) Debates in Geography Education Routledge Read and compare A Level specifications Prepare an action plan identifying priorities for preparing to teach post-16 Friday 8 March 9 – 12 RW006 MSDS01 KP BH Diversity – round table presentations Differentiation – round table presentations Friday 8 PS MSDS01 KP Diversity Debriefing To identify and discuss TS2 Please ensure you bring 16
March 1- 2pm RW006 all afternoon Review of diversity placement Revisiting targets key issues from your placements To share and discuss outcomes on data collected To reflect on best practice observed TS8 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 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 Standard(s) Reading and Preparation SOL
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 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
Wednesday 27 March 2019 Independent Study 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 TS8
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) 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 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, 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 (L3) critically reflect on their own emerging identity as a professional and capacity for increased synthesise and apply educational theory and research to their thinking about issues drawn from professional practice; demonstrate a conceptual understanding of the nature of schools as social organisations including the importance of values and relationships in an educational organisation; 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 and creatively reflect on their own emerging identity as a professional and capacity for increased self-awareness and reflexivity; critically evaluate, synthesise and apply an in-depth and specialist knowledge of educational theory and research, to their thinking about issues drawn from professional practice; demonstrate a creative and critical awareness and understanding of the nature of schools as social organisations, including the importance of values and relationships in an educational organisation; 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 2500 word paper 40% 1, 2, 3, 5 2 Oral presentation 60% 1, 2, 3, 5 3 A satisfactorily completed school experience and profile with completed documentation Pass/Fail 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 project A pass in school experience placement to required minimum standard All student teachers must pass both components in order to pass this module
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
Tomsett, J. 2016 This much I know about Mind Over Matter: Improving mental health in our schools Crown Publishing Thomson, M. 2006 Supporting gifted and talented pupils in the secondary school London: Sage Walters, S. 2011 Ethnicity, Race and Education London: Continuum Watson, B. & Thompson, P. 2006 Yes The Effective Teaching of Religious Education Harlow: Pearson Education Whitehead, M. 2007 Yes Developing Language and Literacy with Young Children 3rd ed. London: Sage Wilson, E. 2012 Yes School Based Research: A Guide for Education Students 2nd ed. London: Sage Professional Studies Module Two: Module Title Professional Module 2 - The Emerging Professional and School Experience (secondary) Module Code 3SDS02/MSDS02 or 3PGC06/MPGC06 ESSENTIAL PROVISION AUTHOR YEAR E-Book if available TITLE PLACE:PUBLISHER Denby, N., Butroyd, R; Swift, H., Price, J & Glazzard J. 2008 Yes Master’s Level Study in Education: A guide to success for PGCE Students Maidenhead: Open University Press Ghaye, T. 2011 Yes Teaching and Learning through reflective practice London: Routledge Moon, J. 2008 Yes Critical thinking: an exploration of theory and practice. 2nd ed. London: Routledge Sharp, J. 2012 Yes Success with your Education Research Project 2nd ed. Exeter: Learning Matters Ltd Wilson, E. 2012 Yes School-based Research: a guide for education students. 2nd ed. London: SAGE British Education Research Journal Routledge Research in Education Manchester University Press Research Papers in Education Taylor Francis group
AV equipment None Title(s) of award bearing programmes to which the module contributes Postgraduate Certificate in Education Secondary or Graduate Diploma in Education Secondary Compulsory for award. Semesters 1 & 2. Version 1 In use from 2015/16 To External Examiner Code: PG1 Fee Profile: Date Approved: 18/5/15 Notes Module Description – Teaching Strategies Title Teaching Strategies: planning for learning, teaching and assessment in Geography (secondary) Code 3SDS24 Faculty Education and Theology Cost Centre 3402 Level FHEQ 6 YSJU 3 Credits 30 Total Learning Hours 300 Pre-requisites Barred Combinations None Learning and Teaching Type of Learning Activity comprises hours Timetabled Contact: tutor-led sessions, student teacher-led sessions, workshops, seminars, tutorials, audio visual material, group work, group presentations, peer review, structured reading and visiting speakers. 20 19 Supported Open Learning: directed reading and research, directed e-learning activities, school-based tasks, individual and group research activities. 120 40 Independent Study: reading and research, including preparatory reading and reading to consolidate sessions. Directed research tasks including use of the learning centre, e-learning and use of the university VLE. 160 40 Total: 300 of which Work-related Learning: 280
Guidance The essay provides a critical analysis. You are expected to support your analysis with references to academic reading and subject pedagogy. Your essay should: reflect your understanding of the topic in the context of past and current geography teaching; identify the issues and challenges related to the topic; demonstrate critical and analytical engagement with pedagogical approaches and debates with the teaching of geography. Reading Black, P., Harrison, C., Lee, C., Marshall, B. 2003 Assessment for Learning. Open University Press. Ginnis, P. 2002 The Teacher’s Toolkit Crown House Publishing Various The Pocket book series Teacher’s Pocketbooks Lambert, D. & Jones, M. (Ed) 2013 Debates in Geography Education Routledge King, S. Sheffield 2000 Into the Black Box: Observing Classrooms Theory into Practice Geographical Association: Sheffield Lambert, D. & Weeden P 2008 Geography inside the black box Geographical Association: Sheffield Cloke, P., Crang, P. & Goodwin, M. 2014 Introducing Human Geographies (Third Edition). Oxon, Routledge. Lambert, D. & Balderstone, D 2010 Learning to Teach Geography in the Secondary School: A Companion to School Experience Oxon, Routledge. Lambert, D. & Jones, M. 2013 Debates in Geography Education Oxon, Routledge Lambert, D. & Morgan, J. 2010 Teaching Geography 11-18: A Conceptual Approach. Berkshire, Open University Press Strahler, A.H. 2013 Introducing Physical Geography (Sixth Edition). Chichester, Wiley Other resources Dylan Wiliam’s website – resources, conference papers and ideas Hay McBer - Research into Teacher Effectiveness Independent Thinking – articles, resources and idea Geographical Association Website