Programme Timetable - MFL This programme incorporates all 4 modules of the PGCE MFL programme Date/Time 03 - 07September 2018 Primary school placement to focus on: Progression and transition within subject area Phonics and strategies for early reading/literacy Induction Week: 10 - 14 September 2018 (at York St John University except for Thursday 13 September when in base school and Friday 14 September 9 – 12 for school based session at Manor School) Date/Time/Room Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Monday 10 September 2018 10-12 noon RW006 Keither Parker (KP) and Emma McVittie (EMc) PS: Welcome and introductory session Introduction to the Course handbooks To provide an overview of the course and documentation To raise awareness of statutory requirements To introduce group members To engage in team building activities. TS8 PPC Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible. MSDS02/ MPGC06
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 Monday 10 September 4.00 – 6.00pm RW006 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. 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 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) MSDS02/ MPGC06 MSDS02/ MPGC06 MPGC06
pedagogy and raising standards To understand how these initiatives interrelate and their impact on teaching, continuity and progression 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 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 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 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
RW006 subject area/ Reflective Learning Journal (RLJ) entry Monday 17 September (There will be 2 slots from and 4.30-5.30) 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 Tuesday 18 September 9 – 12 noon CD005 SS MFL SK day 1 YSJ staff AO What is MFL? Aims of the subject Historical context of the subject at secondary level. Current secondary curriculum (new National Curriculum) Attributes of a secondary MFL 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 MFL as a subject To explore the professional attributes of a secondary MFL teacher To develop an understanding of how the MFL curriculum contributes to pupils’ social, moral and spiritual understanding. TS3 Read Driscoll, P., Macaro, E. and Swarbrick, A. (2014) Debates in Modern Languages Education ch 1 Barton, A. (2006) Getting the Buggers Into Languages ch 1 Smith, S. and Conti, G. (2016) The Language Teacher Toolkit ch 1 Make notes on different methods of language teaching. Read Modern foreign languages pedagogy review 2016 and note your responses to it. Tuesday 18 September 1 – 4pm SS MFL SK day 1 YSJ staff AO Transition session 2: Issues related to MFL To understand what constitutes MFL teaching at KS (1 &) 2 in terms of NC requirements (primary) To develop an awareness of new curriculum developments TS1 TS3 TS7 Read Pachler, N., Barnes, A. and Field, K. (2014) Learning to Teach Modern Foreign Languages in Research KS2/3 transition through discussion with school based 4.30
CD005 in MFL To develop an awareness of transition issues in MFL the Secondary School section 1 Driscoll, P., Macaro, E. and Swarbrick, A. (2014) Debates in Modern Languages Education ch 12 & 19 transition coordinators – whole school and MFL. Reflect on your research and report on MFL teaching 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 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
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 Wednesday 19 September 1 – 5 pm RW006 PS MSDS01/ MPGC03 KP Effective Teaching & Learning Strategies session 1: key principles Introduction to differentiation Relating Learning Approaches/ Theories to Pedagogic Practice M level assignment briefing To understand what makes an effective teacher and leader in the classroom To consider what makes teaching and learning effective To consider the different strategies that can be used to support pupils of different abilities. To consider what is best practice in the classroom To begin to reflect on how professional values impact on teaching and learning To understand the interaction between theories about learning and pedagogic TS1 TS2 TS4 TS5 TS7 Read at least one of the following: Ellis chapter 5 Kyriacou chapter 1 Pollard chapter 13 Read the following: Capel et al chapter 5.3 Write key learning points from session and reading in RLJ
practice To be able to explain to others the theories related to learning and teaching To understand how teaching styles need to relate to learning styles/strategies 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 SK130 SS MFL School staff Resources for Teaching and Learning: subject focus New technologies & resources Consider practical examples of material from the classroom Explore and share useful websites that contain a range of primary sources To consider the technologies available to support the teaching of MFL and how these can be used to enhance pupils’ learning TS2 TS3 TS4 TS8 Twitter @ICTEvangelist and @syded08 Explore the website for articles on using technology in the classroom Search on the National Archives website to find useful and relevant resources Plan the use of an identified technology into a
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 MFL School staff Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: MFL For example Developing positive relationships Creating safe & supportive environment High expectations Learning to inspire, motivate & challenge Learning outside the classroom (international opportunities/trips) 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 Read Pachler, N., Barnes, A. and Field, K. (2014) Learning to Teach Modern Foreign Languages in the Secondary School section 3.14 Barton, A. (2006) Getting the Buggers Into Languages ch 7 Smith, S. and Conti, G. (2016) The Language Teacher Toolkit ch 19 Reading and reflection for assignment 1 Pupil voice survey/interview re school 3pm
3-5pm SS MFL School staff Classroom Management and Behaviour session 2: MFL Positive BM strategies Behaviour for learning Developing a behaviour/classroom management plan 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 TS5 TS7 Read Cowley, S. (2003) Getting the buggers to behave (all!) Jackson, C. (2006) Lads and ladettes in school: gender and a fear of failure all! (or ch 3, 5, 7 & 8) Smith, S. and Conti, G. (2016) The Language Teacher Toolkit. ch 18 Generic SOL – observe a range of different staff members and focus on classroom and behaviour management strategies
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 session 1: key principles To understand a range of strategies for effective classroom management To consider the importance and impact of positive classroom interaction and effective communication TS1 TS2 TS7 Read at least one of the following; Kyriacou chapter 5 Pollard chapter 10 Capel et al chapters 3.1 and 3.2 Write key learning points from today’s sessions and reading in RLJ
To understand the link between motivation, effective teaching and learning and classroom management **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 CD005 SS MFL AO Effective Teaching & Learning Strategies session 2: MFL To consider what makes effective teaching of MFL To understand how the theory of teaching converts into practice To be able to plan a simple MFL lesson, taking into account prior learning, specific activities related to clear learning objectives, and assessment To consider the effectiveness of CLIL (Content and language integrated learning) TS3 TS4 TS5 TS7 Read Pachler, N., Barnes, A. and Field, K. (2014) Learning to Teach Modern Foreign Languages in the Secondary School section 2.5 Driscoll, P., Macaro, E. and Swarbrick, A. (2014) Debates in Modern Languages Education ch 3, 13, 14 & 17 Plan a lesson in which learning strategies are identified and analysed; show how the strategies support pupil progress; and bring to next session Bring a lesson plan proforma from school SS MFL AO Curriculum Planning session 2: lesson planning, differentiation and delivery within MFL Learning objectives 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 TS1 TS4 TS5 Read Pachler, N., Barnes, A. and Field, K. (2014) Learning to Teach Modern Foreign Languages in the Secondary Arrange some lesson observation of other colleagues with a focus on scaffolding / differentiation. Carry out a
ch 2 & 3 Jones, B. et al. (2002) You speak, they speak: focus on target language use. (all!) Smith, S. and Conti, G. (2016) The Language Teacher Toolkit. ch 2,3,6,7,21 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 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 & 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/
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 MFL 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 Reading and Preparation SOL 9 – 12 CD005 SS MFL AO Subject Knowledge Development and SK pedagogy Discussion on research proposals. Please bring a laptop/tablet to the session if possible. Research proposal to be submitted on 15th November To consider planning and teaching strategies for the use of all four skill areas but with an emphasis on reading and writing To understand the requirements and implications of use of literature and translation in MFL To consider methods of teaching grammar. Explore different marking techniques and policies (target setting, peer assessment, dialogue marking) TS1 TS3 TS4 TS6 Read Pachler, N., Barnes, A. and Field, K. (2014) Learning to Teach Modern Foreign Languages in the Secondary School section 2.9 Driscoll, P., Macaro, E. and Swarbrick, A. (2014) Debates in Modern Languages Education ch 6, 7 & 8 Barton, A. (2006) Getting the Buggers Into Languages ch 4 & 5 Smith, S. and Conti, G. (2016) The Language Teacher Toolkit. Observe and reflect on use of literature and translation at different key stages Observe and reflect on how grammar is taught at different key stages MSDS01
Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-4pm SS MFL AO and KB Subject presentations Wednesday 28 November 2018 York St John Wednesday 5 December 2018 Independent Study Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm PS Focus on preparing evidence to meet the standards/completing reflective writing and final documentation etc Opportunity to prepare for assignments Wednesday 12 December 2018 York St John University Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1 - 4pm SK037 4-5pm RW006 PS KP MSDS02 REVIEW & TARGET SETTING Review and target setting related to: Subject knowledge audit Behaviour Management Plan Review against Standards booklet & Professional development sheet/targets To share good practice To reflect on your recent school 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 TS8 Part 2: PPC Read one of the following: Brooks et al chapter 2 Capel et al chapter 8.3 Kyriacou chapter 8 Complete SE2 Review sheets and Professional Development Summary sheet
Tuesday 5 March 9 – 12 noon NW005 SS MFL SK day 4 YSJ staff AO Developing subject knowledge to support increased teaching timetable – linked to subject audit/updating targets To be decided based on last subject specific session on and the needs audit. To identify an area requiring further study, e.g. use of the imperative when giving commands in the target language use of games to promote language learning TS3 TS8 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 NW005 SS MFL SK day 4 YSJ staff AO Subject Knowledge Consolidation: MFL To explore the differences between external assessment for different exam boards at KS4 To explore the transition between KS4 and KS5. TS3 TS5 TS6 TS8 Find example assessment material for KS4 Identify topic for portfolio (Assignment 2) Wednesday 6 March 9 – 12 noon School based at Manor CE Academy SS MFL To be done as a session for all subjects and then focus on subjects EborHope staff Focus on differentiation in English 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 School based at Manor CE Academy SS MFL Independent or in subject groups Apple Educator (through EborHope) How to use technology to support all learners 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 School based at WRA schools SS MFL WRA staff Teaching MFL at A level To develop an understanding of the post-16 MFL curriculum and the current assessment objectives To gain an insight into teaching MFL post-16 TS3 TS4 TS6 A level specifications- relevant 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 PS MSDS01 KP/BH Diversity – round table presentations Differentiation – round table presentations Friday 8 March 1- 2pm RW006 all PS MSDS01 KP Diversity Debriefing Review of diversity placement To identify and discuss key issues from your placements To share and discuss outcomes on data collected TS2 TS8 Please ensure you bring your diversity handbook and resources/notes from the week to this session. Be prepared to share
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 TS1 Read one of the following: Use resources on
(WRA staff staff WRA Literacy Numeracy 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 TS3 TS4 TS5 Part 2: PPC 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 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 1-4pm QE105 PS MSDS02 KP April/May Review - exercise against the standards & To assess current progress and evaluate current strengths and areas to develop against the TS8 PPC Compete review and finalise targets
4-5pm RW006 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 grading guidance produced by NASBTT To set targets for remaining consolidation’ stage of training (that will be discussed with mentor) 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 Wednesdays on 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 Wednesdays on 15 May 2019 Time SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
training programme; 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
Sharp, J. (2009) Success with your Education Research Project. Exeter: Learning Matters Ltd. Wilson, E. (2009) School-based Research: a guide for education students. London: SAGE. Indicative Journals /Periodicals (3 examples from current subscriptions): British Educational Research Journal - Routledge (Taylor & Francis Group) Research in Education - Manchester University Press Research Papers in Education – Taylor Francis group Audio-visual / non printed material: ICT Resources Hardware Interactive white board Networked PC and data projector DVD player Visualiser Digital cameras and video cameras Specialist software None Media Resources AV equipment None Award Bearing Programmes to which the module contributes Title of ABP Status * of module in ABP Location of module in ABP Post Graduate Certificate in Education Secondary or Graduate Diploma in Education Secondary Compulsory for award Semesters 1 & 2
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
Wearmouth, J; Richmond, R; Glynn, T. & Berryman, M. 2004 Yes Understanding Pupil Behaviour in Schools London: Fulton Wellington, J. 2015 Yes Educational Research; Contemporary issues and Practical approaches London: Bloomsbury Whittaker, D.J. 2005 Yes Asylum Seekers and Refugees in the Contemporary World London: Routledge Wyse, D. 2012 Yes The Good Writing Guide for Education Students. 3rd ed London: SAGE
Macaro, E. (2001) Learning strategies in foreign and second language classrooms. London, Continuum Richards, J. and Renandya, W. (2002) Methodology in Language Teaching: An Anthology Of Current Practice. Cambridge University Press Other useful reading - general Cowley, S. (2014) Getting the buggers to behave. 5th ed. London, Bloomsbury. . Dymoke, S. (ed) (2013) Reflective Teaching and Learning in the Secondary School (2nd Edition) SAGE Publications Ltd Toward, G, Henley, C and Cope, A. (2015) The Art of being a brilliant NQT. Crown House Publishing. Toward, G., Henley C. and Cope, A. (2015) The Art of being a brilliant teacher. Bancyfelin: Crown House Publishing. Waring, M and Evans, C. (2014) Understanding Pedagogy. Abingdon, Oxford: Routledge. Wright, T. (2008). How to be a brilliant trainee teacher. Routledge. Online Resources General MFL websites search for flashcards on many different topics or create your own - some games and puzzles. excellent source of grammar and topic work in several languages Page of useful links to IWB resources (not just MFL) the other ‘languages online’ site – also very good - excellent for general revision - tenses Millionaire game (also see separate Quia section) puzzle-maker All levels of French, German and Spanish – many schools have a subscription
Music reflection 2018 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