1. THE SUBJECT Page 1 FACULTY OF EDUCATION IN PARTNERSHIP WITH SCHOOLS AND COLLEGES PGCE SECONDARY SCHOOL DIRECT STUDENT COURSE GUIDE SECONDARY PROGRAMMES OF SCHOOL BASED INITIAL TEACHER TRAINING 2017 / 2018 version 1.0 July 2017
1. THE SUBJECT Page 2 1.1 Programme Overview 22 July 2014 10:59 The programme is 37 weeks long and is divided into six phases. Please see the Programme Calendar School Experience A central position in the programme is given to school experience. At least 24 weeks of your programme are spent in schools enabling you to translate your knowledge and understanding into the planning of effective action in the classroom and to justify and evaluate that action. School experience will provide you with the opportunity to explore the vital and complex relationship between theory and practice. University Experience The university-based programme will complement and support this critical enquiry. In addition you will develop skills and attitudes enabling you to evaluate some of the changes currently taking place in education. You will find support and expertise from tutors and teachers in school on all aspects of teaching in your chosen subject. The Programme emphasises broad issues such as the use and development of language in education, the use of ICT in the teaching of your subject, preparation for teaching for equality of opportunity in a plural society, the needs of children with special needs, and other significant professional requirements. The professional aspects of the programme have largely been determined by the National College for Teaching and Leadership's Initial Teacher Training Criteria (NCTL, 2012) and forms a consistent reference for your development on the programme. Finally, the Programme recognises the fact that it is designed for graduates and makes use of the abilities you have demonstrated elsewhere to study individually and reach a high level of academic and professional competence. The Student Course Guide The Subject Guide takes you through the PGCE Secondary programme phase by phase: Induction; Formative; Consolidation; Development and Assessment; and Enrichment phase.
1. THE SUBJECT Page 3 1.2 Subject Pedagogy 22 July 2014 11:06 Subject Pedagogy in the university is taught by your subject tutors in partnership with school-based colleagues. In Subject Pedagogy studies you will begin to reconceptualise your knowledge and understanding of your subject and to apply this to your planning, preparation and classroom teaching. The study of your subject in the university will extend your interest, knowledge and confidence in your subject as a subject within the school curriculum. You will extend and develop an analytical and critical attitude towards the teaching and learning of your subject in the classroom and other school learning contexts, and in group and individual contexts. Working with your subject tutors and your subject peers you will develop your understanding of pupils responses to teaching strategies, to help you plan for a gradualist approach to your teaching and to broaden the context of your experience. Subject Pedagogy sessions will prepare you for your school placement experiences and will raise your awareness of resource implications, health and safety considerations and the need for planning and evaluation of the stages of the teaching and learning process. You will develop your understanding of and ability to employ effective strategies for teaching and learning in your subject. Sessions will focus on what to look for in schools and how to interpret what you see, in order to identify those factors that create effective learning situations for pupils in schools. The university sessions include practical teaching and learning strategies that model effective teaching and learning in school. Subject sessions address issues relevant to subject and national agenda, and are responsive to changes and innovation. You will develop your understanding of the professional role of the subject teacher and the classroom context in which teaching and learning takes place. Sessions will provide you with a background to the evolution of and the current place of your subject in the National Curriculum. You will use both your university and school-based experiences to identify those factors which create effective, and progressively more challenging, learning situations for pupils in schools. Subject training in school by mentors, through observations, feedback, tutorials and discussion complement the university based Subject Pedagogy studies. During and after placements, university subject sessions will provide you with the tools required to reflect on your experiences in school and to consider the implications for you as a beginning teacher, for your progress and future practice. You will be asked to audit your subject knowledge at point of entry and continuously review your knowledge base in the light of taught subject pedagogy sessions and practical experiences. Literacy and Numeracy All teachers are teachers of literacy and numeracy. This is part of a continuum beginning in Early Years, through to Primary, Secondary and post - compulsory education. The teaching of literacy and numeracy forms part of a wider strategy connected to the skills and employability agenda. As part of your PGCE programme therefore, you will plan for literacy and numeracy as part of everyday lesson planning and evaluation processes in your subject.
2. THE INDUCTION PHASE Page 4 2.1 Aims and Outcomes for the Induction Phase 20 June 2014 14:59 The work you do in this phase of the programme focuses on an exploration of the experience of the learner and the learning climate how learning is configured. You will be introduced to one or two key texts, to provide a starting point from which to interrogate your experiences. Induction enables you to evaluate your early professional learning in relation to the Record of Professional Development and Review process, through self-reflection, tutor/mentor feedback, highlighting your own strengths and identifying areas for further support and development. Subject areas each have different ways of organising induction experiences with their partner schools and colleges, but should ensure that you are provided with opportunities to achieve the following Aims, thus providing consistent experiences across the Programme. Throughout the phase you are encouraged to write reflectively to explore your experiences on the Placement and at the University. You will begin to record your thoughts about your professional development on a weekly basis, reflecting on your experience and learning (REAL) using the recommended proforma found below and in the Record of Professional Development. Aims to make you more familiar with schools/colleges, subject departments, pupils, teaching and the tasks that teachers do, including safeguarding and e-safety. to present you with models of subject teaching and provide examples of lessons to begin to develop your repertoire, to introduce you to the requirements of planning and preparation, to form a basis for your critical analysis by linking work in schools, and data collected there (made up of observation and some limited experience of teaching), with University sessions, to induct you into the Partnership via collaborative work between Subject Mentors and Faculty of Education tutors to enable you to integrate theory with practice through engagement with key texts. To begin to reflect critically on your experience and learning by engaging in weekly reflections (REAL)* To collect data for and complete the Effective Teaching and Learning assignment. to complete a Contextual Analysis of the Placement School A. The Contextual Analysis is also part of your Record of Professional Development (RPD). * Guidance to reflection on experience and learning: (REAL) Preparatory sessions, in your subject groups, at the University will include: Feedback on the Pre-course writing task An Introduction to teaching as a profession and Being Professional The Faculty of Education Code of Professional Conduct for Programmes of Initial Teacher Training Personal and professional development on the PGCE: The Record of Professional Development and the Induction File. Beginning the Audit of Subject Knowledge. The role of the teacher in schools and colleges.
2. THE INDUCTION PHASE Page 5 An introduction to the 11-19 curriculum and the place of your subject within it. The nature, purposes and value of your subject within the school curriculum. An introduction to units of work, lesson planning and intended learning experiences. A range of teaching and learning strategies. A range of methods, resources, and sources of information that contribute to teaching and learning. This will include reference to key texts in your subject area. A critical analysis of key texts that will enable you to interrogate the learning and teaching that you observe. The role of evaluation in developing your skills. First steps towards positive behaviour management. A range of subject specific issues Online learning: You will be introduced to the Faculty of Education, Subject Pedagogy and Secondary Moodle platforms and other electronic means as models of blended learning, and you will undertake online training to enable you to use these facilities effectively. Study skills: If your tutor s assessment indicates that you have additional support requirements for study skills, writing and communication skills, they will refer you to the Learning Support / Student Support programme. Outcomes During the Induction phase in Placement School A, you will undertake: Contextual Analysis of your placement school/college and department Structured observation of teaching and focused observation activities. Classroom work alongside other teacher(s) in paired / team / learning support roles. Collaborative planning and supported teaching episodes (in lead and / or support role). The planning, implementation and review of a lesson or learning episode in your subject. Evaluation of your own and others teaching, and pupils learning, to develop awareness of effective learning and teaching strategies and how these contribute to classroom organisation and management. Investigation of subject resources within a school department. Investigation of how your subject fits within the context of the department, the school and against the backdrop of national policies. Consideration of the contribution support staff make to teaching and learning. Discussion with school professionals to learn about the wider role of the teacher. Reflective weekly REAL entries. Completion of the 3 assignment activities from which the first, formatively assessed assignment, Effective Teaching and Learning, will evolve. Subject Development tasks, where relevant.
2. THE INDUCTION PHASE Page 6 2.1.1 Subject Development Tasks 24 July 2014 11:29 Induction Phase Subject Development Tasks In addition to the Contextual Analysis, the assignment activities for the Effective Teaching and Learning Assignment and your weekly reflections on experience and learning (REAL) for this phase of the course, trainees may be required to complete subject development tasks. Any additional subject development tasks for your subject will be located on your Subject Moodle page and you will be informed of these by your subject tutors. You should study the tasks and the assignment requirements before you begin your placement and decide on an appropriate timetable to meet their demands.
2. THE INDUCTION PHASE Page 7 2.2 Observing in Classrooms 24 July 2014 11:26 Observing Classrooms in your placement school during the Induction Phase Your Professional Mentor will organise an opportunity for you to trail a pupil / class early in the placement and normally during the first week of your programme and in your school. Your Subject Mentor will arrange lesson observations in your subject and in other subjects by arrangement with the Professional Mentor. The following are some issues you could focus on (but you may wish to identify your own): Evidence of effective planning, use of prior learning and range of activities Teachers perceptions of the class How the range of pupil needs are provided for The use of other adults in the classroom Effect of the time of day on pupils behaviour, attitudes and enthusiasm Styles of teaching used How teachers gain attention, signal expectations and maintain lesson pace Style of questioning Evidence of pupils learning Lesson Observation Questions Do consider the Effective Teaching and Learning assignment and the related assignment activities when considering the issues to focus upon during your observations. Remember professional courtesies and ethics when observing teaching: Discuss your role before the lesson: are you a passive observer, or taking a role in the lesson as participant / observer? You should be prepared to share your notes that you have made and discuss the lesson with the teacher you have observed. You should not discuss the lesson you have observed with others unless specific consent has been given by the teacher you have observed. Names of teachers and pupils must not be included in any data you present.
3. THE FORMATIVE PHASE Page 8 3.1 Aims and Outcomes for the Formative Phase 20 June 2014 15:06 During this phase, for 4 of nine weeks of the Formative Phase you will spend Monday to Fridays in Placement School A; for 5 of nine weeks of Formative Phase you will spend Mondays to Thursdays in Placement School A and Fridays back in the university. The university day will be a mixture of Professional Practice and Subject Pedagogy Studies. Aims and Outcomes Placement School A experience has been designed to provide you with an opportunity: to begin to build your own classroom practice to add to your professional knowledge; to understand the school's expectations and become aware of its culture; to learn how school and departmental policies work; to build your confidence by the application of the principle of gradualism to experience the school curriculum and assessment policies in action ; to encourage pupils learning; to learn about the school s inclusion and diversity policies and practice; to consider pupils Special Educational Needs so that the pupils you teach are not disadvantaged; to build professional relationships; to plan for a differentiated approach according to your previous experience. To continue to reflect critically on your experience and learning by engaging in weekly reflections on experience and learning (REAL) to collect data for and complete the Inclusive Learning assignment. to complete subject development tasks, as relevant. NB You will have completed the Contextual Analysis of the Placement School A during the Induction phase. You are required to maintain a Placement School A School Experience File. See Section 3.4. This will form the basis of your progress against the Teachers Standards and a basis for professional dialogue with your mentors and tutors. As a record of Trainee Entitlement you are required to maintain the Placement School A Record of Formal Direct Contact. Guidelines for the Placement A trainee timetable can be found in this section 3.5
3. THE FORMATIVE PHASE Page 9 3.1.1 Subject Development Tasks 24 July 2014 11:31 Formative Phase Subject Development Tasks Trainees may be asked to complete Subject development tasks in addition to the assignment and related activities for the Inclusive Learning Assignment, and your weekly reflections on experience and learning (REAL) for this phase of the course. Any additional subject development tasks for your subject will be located on your Subject Moodle page and you will be informed of these by your subject tutors. You should study the tasks and the assignment requirements before you begin your placement and decide on an appropriate timetable to meet their demands.
3. THE FORMATIVE PHASE Page 10 3.2 Placement A Planning: Gradualism and Progression 23 June 2014 09:52 Placement School A Planning: Gradualism and Progression This diagram makes explicit the nature of gradualism and progression on Placement A. The trainee experience will be framed as strands of complementary aspects of professional development and entitlement: Trainees and mentors must use the planning and preparation stages to ensure they create opportunities to engage in all aspects of the grid. Early Placement A Late Placement A Beginning to teach identifying prior experience and levels of confidence. Increasing confidence, responsibility and independence. Last few weeks provide evidence of ability in sustained teaching practice. Strand A Whole class contact. Focus on planning, teaching, evaluating cycle. Subject development tasks and assignment activities integrated with classroom practice and development. Formative feedback on planning episodes of lessons Formal feedback on teaching to prepare for target setting in Placement B. Strand B Collaborative teaching and learning Strand C Development of Subject Knowledge Evidence of progress against the Standards Tutor Visits Structured activities to develop micro-teaching skills Observation > practice Linked to professional studies e.g. Observations of experts Supporting GCSE coursework Sharing and developing SK Gathering evidence for the Inclusive Learning assignment. Record of Professional Development, including weekly reflections (and incorporating needs analysis), audit, responses to activities in dialogue with Subject and Professional Mentors. The trainee s University Subject Tutor will arrange ONE monitoring and moderation visit during Placement A. Tutor visits will vary according to the needs of the trainee teacher and the subject mentor they will include Shared teaching at KS4 & 5 Working with range of school professionals Leading planning and delivery of collaborative teaching. Teaching A-level Supporting GCSE small groups Developing subject resources
3. THE FORMATIVE PHASE Page 11 Fridays during the Formative Phase discussion with the subject mentor and a combination of observation / discussion with TT, and scrutiny of SE files. The visit will generate a formal written record to cover discussion and observation as appropriate. The tutor will also have a role in moderating assessment across the range of subject placements. In the University: Trainees will be set tasks to follow up in school and to report back to their peers in subject or professional practice groups on the Fridays back in the university In School: Normally, School-based trainingmostly with a Professional Issues focus, but might include subject focused training or school-based subject development tasks. On the Fridays when based in school.
3. THE FORMATIVE PHASE Page 12 3.3 Placement A School Experience File 23 June 2014 11:24 The contents of this file make a significant contribution to the assessment of the Placement School A Practice Unit. It is important that you maintain within the file a good record of your planning, teaching and evaluation. The file will be looked at regularly by Mentors and Tutors who will provide feedback on its contents as the basis for dialogue during tutorials both within the school and in the University. You may maintain your School Experience File in hard copy or electronic format. Your subject tutors will advise for your subject. The School Experience File (SEF) will contain: Contextual Analysis of the subject department within the Placement A school Planning and evaluation of Units of Work and Individual Lessons teaching resources, your monitoring and assessment of pupils, and feedback on their progress your weekly reflections on experience and learning (REAL),including reflection on your progress, and progress against the Teachers Standards (2012). feedback from lesson observations, by mentors and your tutor. Organisation of the School Experience File (SEF) The SEF should be organised into sections by class or teaching group with: a long or medium term plan with statement of aims and objectives (intended learning outcomes), this may be one provided by the department, indication of assessment intentions, records of class-work and homework set for pupils, and assessment records, including all the assessment data you gather for your classes, Individual lesson plans with: the objectives and intended learning outcomes of the lesson. details of the phases of the lesson, the timing and the contents. details of the resources to be used, including ICT. indication of what the follow up to the lesson will be. materials used within the lessons. lesson evaluations which: relate to the learning objectives set for the lesson. consider the implications for next lesson and are indicative of future actions. relate to issues raised by and any feedback from colleagues, mentors and tutors.
3.4 Guidelines for Trainee Teachers' Timetables: Placement School A 23 June 2014 09:53 In the following, a 'timetable' refers to the total number of periods on the school timetable for Monday to Thursday. You are encouraged to take part in collaborative (paired) teaching during Placement A. There are benefits for mentors and trainee teachers. You will teach approximately half of your timetabled lessons on your own, but for the other half of that time you should work with other trainees (as a pair in the same classroom) or with other teachers. Where a pair of trainees are placed in the same department, the independent teaching described below can be as a pair. Where trainees are not in pairs in the same subject, they should be encouraged to support trainee colleagues in other subject departments. During Placement A, 50% of a trainee s timetable from Monday to Thursday and/or Monday to Friday should be protected time to enable them to: Prepare lessons and resources, complete School Experience Files and relevant assignment activities and any subject development tasks. prepare for tutorials with Professional and Subject Mentors, observe, reflect on and evaluate their own and others teaching, read and research for the Inclusive Learning assignment, tutorials with Professional Mentor and Subject Mentor These should all be timetabled clearly for specific periods during the four days e.g. : 2 periods are named for PM and SM tutorials, 2/3 periods are named for work related to assignment activities and any subject development tasks. preparation for tutorials with mentors is planned into the weekly programme, a balance of collaborative / support teaching and whole class teaching is planned, regular periods are named for planned observations in their own or another subject (this may include observing their collaborative trainee colleague). Thus 50% of the timetable from Monday to Thursday and/or Monday to Friday is available for the Strands as described on the previous page in equal weightings: collaborative / team teaching with a paired trainee teacher or class teacher or acting as a teacher s aide, LSA or in a coaching role, individual teaching, of whole lessons or parts of lessons. observing and supporting tutor groups and PSHE lessons, and a wider range of subject teaching (NB assisting with tutor / form periods and PSHE should be counted as part of the 50% contact timetable), Trainee Teachers should not take responsibility for Form Groups and PSHE until later in the placement and only when they have developed confidence in classroom practice. Where this is an agreed part of the timetable, it should be included within the 50% teaching load, not an addition. So if there are 24 (20) periods over the four days (Monday to Thursday) 12 (10) periods should be protected (incl. periods for tutorials); 6 (5) periods should be subject teaching (alone or in pairs) 6 (5) periods should be collaborative or team teaching; However, this serves only as a guide to the teaching load by the end of the Placement. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricula demands. The proportions of observation, team teaching, support and full class teaching will be subject to gradualism, appropriate to the individual trainee teacher. 3. THE FORMATIVE PHASE Page 13
3. THE FORMATIVE PHASE Page 14 3.5 Tutorials with your Subject Mentor 23 June 2014 11:01 At your first SM meeting, during preparation week in Placement A, bring your electronic Record of Professional Development file containing Review 1 and your Subject Knowledge audit (to set targets within the context of Placement A). There is guidance for the agenda and structure of these weekly meetings and it is your responsibility to keep a record of these tutorials. On-going issues for discussion and review at each tutorial during Placement A: Planning a sequence of activities, including whole class teaching, team teaching, working as a Learning Support assistant, working with individuals and small groups etc. Subject Knowledge and Understanding (you should update your Subject Knowledge Audit regularly). Unit of work and lesson planning, review and evaluation. Planning appropriate lesson objectives, the activities to meet them, and methods of evaluating success. Target setting based on self-evaluation and mentor observations. Progress with assignment activities and any subject development tasks planning for future opportunities, and discussing issues to bring back to Professional Practice and subject pedagogy sessions on Fridays at the University. Discussion of your progress in relation to Programme Outcomes / Progress Indicators.
3. THE FORMATIVE PHASE Page 15 3.6 Assessment of Placement A. 21 July 2014 00:48 During the last few weeks of Placement A, mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers Standards, as required for the Placement A. Before the end of the placement Review 2b takes place with the Professional Mentor from which reports and interim references will be constructed. At Review 2b it is expected that trainees will be making at least Satisfactory progress and attainment against the Teachers' Standards (RI). There is also a requirement to identify trainee progress against each Standard, and the related sub-sections at Review 2a (mid placement review) and Review 2b. As trainees begin to meet the Standards they should use the Progress Indicators with their tutors and Subject mentors to identify how they might develop their practice and move beyond the minimum requirements for meeting the Standards. NB From early in the placement any trainee whose progress is identified as cause for concern will engage with the programme's Remediation procedures. The Remediation process address issues of concern in relation to your progress in meeting The Standards, enabling targeted support. This would be identified via the use of Progress Indicators.
4.THE CONSOLIDATION PHASE Page 16 4.1 Aims and Outcomes of the Consolidation Phase 23 June 2014 09:48 Aims to consolidate and develop your knowledge of, understanding of and skills in Subject Pedagogy, building upon Placement A school experiences and looking forward to the Placement B school. To consolidate and develop your knowledge of, understanding of and skills in Professional Issues through Professional Practice studies, building upon Placement A school experiences and looking forward to the Placement B/A2 school placement. to make you more familiar with primary schools, pupils and the ways in which they are organised, teaching, the activities that teachers do and progression from KS2 to KS3, to make you more familiar with the post-16 and 14 19 curriculum in schools and/or colleges, the different styles of teaching and of learning that are employed and progression from KS4 to post-16 (KS5), to present you with models of subject teaching in both the primary and post-16 phases, to introduce you to the issues of transition from KS2 to KS3 and KS4 to post-16, to form a basis for your critical analysis by linking work in schools and data collected there (made up of observation and some limited experience of teaching) with University sessions. Outcomes By the end of the Consolidation Phase (and/or by Placement B/ Placement A Part Two for Progression Placements), you will normally have begun and carried out initial observations in Placement School B. consolidated and developed your understanding of the curriculum and teaching, learning and assessment in your subject. consolidated and developed your understanding of critical professional issues relevant to the whole school and wider curriculum. in addition to the above, developed a better understanding of the curriculum in your subject at KS2 and post-16, including the developments in the 14-19 curriculum observed teaching and learning in your subject area at KS2 with individual pupils, pairs, small groups or leading phases of lessons recognised the fundamental differences in the management and organisational skills employed across the different phases become aware of the variety of qualifications and routes for pupils aged 14 to 19 understood the different ways of assessing pupils and the different assessment requirements for pupils aged 14-19 carried out specified activities in any subject development tasks. used all the above to consider the range and variety of approaches to the subject, including in relation to progression from KS2 to KS3 and from KS4 to post-16 and bring these to University sessions to illustrate and inform your construction of the subject teacher s role. Continued to reflect critically on your experience and learning by engaging in weekly reflections (REAL)* University sessions Subject areas will each have different ways of organising the progression experience, but your subject will ensure that the above Aims and Outcomes are adhered to, in order to provide consistent trainee experiences across the Programme.
4.THE CONSOLIDATION PHASE Page 17 4.1.1 Subject Development Tasks 24 July 2014 11:35 Consolidation Phase Subject Development Tasks Trainees may be asked to complete subject development tasks related to pupil progression between school phases. Any subject development tasks for this phase for your subject will be located on your Subject Moodle page and you will be informed of these by your subject tutors. In addition, all Secondary trainees will be required to carry out lesson observations of Early reading and phonics and Literacy and 'Numeracy' as part of the Primary school experience. NB Depending on opportunity and school context some trainees might complete the Primary placement either before or after the Consolidation Phase.
4.THE CONSOLIDATION PHASE Page 18 4.1.2 Continuing Professional Development 20 July 2015 13:52 Cluster twilights and Continuing Professional Development. In or across Clusters Professional Mentors with Partnership Tutors will organise a series of Twilight CPD sessions for trainees across subjects and across schools. This will focus on issues common to all trainees. The format and organisation for this varies on a year by year basis. These will take place either during the Consolidation Phase, Placement B or the Enrichment phase. These Twilight CPD sessions may also be organised centrally and be university based. Speak to your Placement School B and Placement School A Professional Mentor, or the Partnership tutor for your school and Cluster or your Subject tutor for further information.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 19 5.1 Aims and Outcomes of the Development and Assessment Phase 23 June 2014 09:49 You shall spend all of the Development Phase and part of the Assessment Phase in Placement School B. There will be one day back in the university during this time. You shall spend the remainder and last part of the Assessment Phase back in Placement School A (Part Two). There will be one day back in the university during this time. NB- the school placement pattern during this phase will be different for those School Direct trainees following an AB or ABC school placement model. Please also see your respective calendars and consult further with the Professional mentor in your School Direct Alliance and your subject tutors. Aims and Outcomes In Placement School B To provide you with an opportunity to collect data for, investigate and complete Assignment Task One of the Subject Curriculum Development Assignment In Placement School B and Placement School A (Part Two) To provide you with an opportunity: to further develop your own subject classroom practice to add to your professional knowledge, links will be made between the two placement schools. In Placement School B you shall build upon your time in Placement School A during the autumn term and your university studies of the Consolidation Phase. to develop your understanding of the wider professional responsibilities of a teacher; to extend your understanding of how school and departmental policies work; to further develop confidence by the application of the principle of gradualism; to add to your experience of the school curriculum and assessment policies in action ; to encourage and enhance pupils learning; to learn about a different school s equality and inclusion policies and practices, to extend your understanding of the pastoral role of the teacher and other professional roles, to build and develop professional relationships; to plan for a differentiated approach according to previous experience. to continue to reflect critically on your experience and learning by engaging in weekly reflections (REAL) In Placement School A (Part Two) To provide you with an opportunity To consolidate and evaluate the learning from the Placement B school and consider this in the context of the Placement A school (Part Two). To build upon this learning in the Placement A school (Part Two). to consolidate and develop the greater independence in your teaching to meet the standards with good or outstanding outcomes. at the end of the Assessment phase, having met the Teachers Standards you will with your school mentors identify your own transitional needs in preparation for the Enrichment phase of the programme Placement School A ( Part Two) to continue to capture, reflect upon and evaluate significant learning experiences, your weekly reflections (REAL) as you further develop notions of teacher identity and as part of Professional Practice unit. to complete Assignment Task Two of the Subject Curriculum Development Assignment In conjunction with mentors and tutors, throughout the Development and Assessment
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 20 Phases you will: continue to collaboratively review progress, set targets and confirm progress towards the achievement of the standards implement differentiation strategies to address the learning needs of all pupils explore the relationship between curriculum development and assessment of and for learning monitor and record pupils attainment and achievement reflect upon and critically review teaching and learning styles continue to develop your personal philosophy and understanding of the characteristics of quality provision and practice in your subject. As for the Placement A school placement you will be required to carry out a Contextual Analysis of the Placement B school and the subject department and you are required to maintain a Placement B School Experience File. As a record of Trainee Entitlement you are required to maintain the Placement B & Placement A (Part Two) Record of Formal Direct Contact.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 21 5.1.1 Preparation for Placement B 25 July 2014 13:09 Day visit and preparation week Placement School B You will make one day visit to Placement School B at the end of the autumn term and another day visit during the Consolidation phase. The Placement School B preparation week will be during the first week of the Development Phase. During the Day visits and Preparation week you should Complete a Contextual Analysis of your school/college and the subject department Discuss targets set as a result of earlier experiences on the programme. Find out about the school and the department Observe classes you will be teaching. Determine, with your subject mentor, an indicative timetable to include: working as a teacher s aide / team teaching observation of others teaching whole class teaching tutorials and assignment activities and any subject development tasks/ planning time. Look at department resources. Identify themes for Units of work you are to plan. Begin to identify a theme or focus for the Subject Curriculum Development Assignment. Begin medium-term and lesson planning. Find out about the department s assessment scheme.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 22 5.1.2 Subject Development Tasks 24 July 2014 11:41 Development and Assessment Phase Subject Development Tasks. Trainees may be asked to complete Subject development tasks in addition to the assignment and related activities for the Subject Curriculum Development Assignment for this phase of the course. Any additional subject development tasks for your subject will be located on your Subject Moodle page and you will be informed of these by your subject tutors.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 23 5.1.3 Continuing Professional Development 25 July 2014 13:07 Cluster twilights and Continuing Professional Development. In or across Clusters Professional Mentors with Partnership Tutors will organise a series of Twilight CPD sessions for trainees across subjects and across schools. This will focus on issues common to all trainees. The format and organisation for this varies on a year by year basis. These will take place either during the Consolidation phase, Placement B or the Enrichment phase. These Twilight CPD sessions may also be organised centrally and be university based. Speak to your Placement School B and Placement School A Professional Mentor, or the Partnership tutor for your school and Cluster or your Subject tutor for further information. DAYS BACK IN THE UNIVERSITY DURING THE DEVELOPMENT AND ASSESSMENT PHASE SUBJECT CONFERENCE 3 Trainee Teachers and their Subject Mentors During Placement School B you will take part in a day back at the University alongside Subject Mentors to carry out a programme of activities designed to develop perceptions of subject teaching. The aims of the day are to refocus your target setting; discuss wider aspects of professional development and to assist you in your evaluation of your progress against the Programme Outcomes. The programme for the Subject Conference varies slightly from year to year, to reflect current needs and interest but generally includes: Subject input and professional updating. An opportunity for SMs to meet to discuss assessment of Trainee Teachers and course developments. Preparing for your first post. Planning for the Enrichment Phase talking about general principles and for School Direct trainees beginning to consider what your shorter Enrichment experience ( when compared with Core) might look like and how it relates to your placement A2 experience. On the basis of identifying individual targets, you can begin to plan for the final phase of the course. April Day back in the University Towards the beginning of placement A2 as you move towards the latter part of the Assessment phase there will be another subject day back in the university this time for subject trainees only. The day will include studies in Professional Practice and Subject Pedagogy. It will be an important opportunity for you to share your school based experiences, practice and learning with your peers, drawing upon your weekly reflections (REAL). Subject Pedagogy sessions will also include work related to your academic writing and the subject Curriculum Development Assignment. As at Subject Conference 3, the aims of the day will also include opportunities to refocus your target setting; discuss wider aspects of professional development and to assist you in your evaluation of your progress against the Programme Outcomes, including the Teachers Standards. There shall also be discussions around preparing for your First Appointment and thinking about and planning for the Enrichment Phase of the programme.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 24 5.2 The School Experience File 25 July 2014 11:14 As for Placement A the contents of the Placement B/ Placement A ( part two) file(s) make a significant contribution to the assessment of the placement s. The requirements for the SEF are the same as for Placement A. It is important that you maintain within the file a good record of your planning, teaching and evaluation. The file will be looked at regularly by Mentors and Tutors who will provide feedback on its contents as the basis for dialogue during tutorials both within the school and in the University. You may maintain your School Experience File in hard copy or electronic format. Your subject tutors will advise for your subject. The School Experience File (SEF) will contain: Contextual Analysis of the subject department within the Placement A school Planning and evaluation of Units of Work and Individual Lessons teaching resources, your monitoring and assessment of pupils, and feedback on their progress, your weekly reflections (REAL)* on experience and learning (REAL)*,including reflection on your progress, and progress against the Teachers Standards (2012). feedback from lesson observations, by mentors and your tutor. Organisation of the School Experience File (SEF) The SEF should be organised into sections by class or teaching group with: a long or medium term plan with statement of aims and objectives (intended learning outcomes), this may be one provided by the department, indication of assessment intentions, records of class-work and homework set for pupils, and assessment records, including all the assessment data you gather for your classes, Individual lesson plans with: the objectives and intended learning outcomes of the lesson. details of the phases of the lesson, the timing and the contents. details of the resources to be used, including ICT. indication of what the follow up to the lesson will be. materials used within the lessons. lesson evaluations which: relate to the learning objectives set for the lesson. consider the implications for next lesson and are indicative of future actions. relate to issues raised by and any feedback from colleagues, mentors and tutors. NB The Placement B School Experience file make a significant contribution to the assessment of the Placement B Teaching Placement Practice Unit at Review point 4 and Review 5a. It will also be of significance at Review point 5b when overall summative assessment is made of Placement B and Placement A ( Part Two) together. The Placement A (Part Two) School Experience file, along with the Placement B file will make a significant contribution to the summative assessment of Placement B and Placement School A (Part Two) and your attainment against the Teachers Standards at Review point 5b.
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 25 5.3 Guidelines for Trainee Teachers' Timetables: Placement School B /A (Part Two) 25 June 2014 09:46 In the following, a timetable refers to the total number of periods in a full school week. The principle of gradualism continues to apply in Placement B; the precise nature of the timetable being determined by: The Trainee Teacher s progress in Placement A (Part One), and comments in the Placement A report (Review 2b). And for Placement A ( Part Two)- the Trainee teacher s progress as evidenced at Review 4 at the end of Placement B at Review 5a. The Trainee Teacher s confidence in moving to the new environment of Placement B and its associated challenges and opportunities. The need to achieve, the Teachers Standards for the Award of Qualified Teacher Status by the end of the programme. The majority of Trainees will be expected to have demonstrated competence at Good or Outstanding levels, when assessed against the Teachers' Standards by the end of Placement A (Part Two). During Placement B and Placement A (Part Two), a minimum of approximately 40% and up to 50 % of your weekly timetable should be protected time to enable you to: Prepare lessons and resources complete School Experience Files and relevant assignment activities and subject development tasks, * prepare for tutorials with Professional and Subject Mentors, * observe, reflect on and evaluate their own and others teaching, read and research for the Curriculum Development assignment, tutorials with Professional Mentor and Subject Mentor The items marked * should be timetabled for specific periods during the week e.g. 2 periods are named for PM and SM tutorials, 2/3 periods are named for work related to assignment activities and/or subject development tasks. NB on Placement B trainees may become more involved in the planning and preparation of PSHE lessons; where they are, it is important to include this within their subject teaching allocation. preparation for tutorials with mentors is planned into your weekly programme, regular periods are named for planned observations in their own or another subject (this may include observing another trainee colleague). The remaining 50-60% of your weekly timetable is therefore available for: subject class teaching teaching with another trainee teacher, team teaching with the usual class teacher or acting as a teacher s aide, observing and supporting tutor groups and (if appropriate) teaching PSHE lessons * So for 50% unprotected time:- If in a 30 (25) period week: about 14 (11/12) periods should be protected; about 14 (11/12) periods should be subject teaching (which will include support or team teaching); and 2 (2) periods available for tutorials with mentors. However, this serves only as a guide. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricula demands.
NB Trainee Teachers should not be asked to cover for absent colleagues. They should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence. 5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 26
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 27 5.4 Tutorials with your Subject Mentor 25 July 2014 13:27 Building on previous experience, you will be expected to exercise a greater degree of autonomy in both Placement School B and Placement School A ( Part Two), for example planning and resourcing the agendas for SM tutorials, anticipating time management issues relating to assignment activities and any subject development tasks, and identifying the support you will need in order to achieve your targets in relation to the Programme Outcomes. There is guidance for the agenda and structure of these weekly meetings in Placement B and Placement A2; it is your responsibility to keep a record of these tutorials. The focus of tutorials with your SM will probably reflect the common targets that tend to emerge for all trainee teachers on Placement B, such as: using a wider range of teaching and learning strategies significantly shifting the focus from your teaching to the pupils learning assessment - especially end-of-ks3 and GCSE / post-16 assessment greater involvement in departmental assessment - particularly with reference to the National Curriculum using differentiation strategies more effectively communicating more effectively in the classroom planning, carrying out and completing the Subject Curriculum Development Assignment continuing to reflect critically on your experience and learning by engaging in weekly reflections (REAL)
5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 28 5.5 Assessment of Placement B and Placement A (Part Two) 25 June 2014 09:54 During the last few weeks of the Assessment Phase and in Placement School A (Part Two), mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers Standards at the end of Placement B and Placement A ( Part Two). During this phase External and Internal examiners visit some trainees in the Placement A school (Part Two) to sample the teaching competence of particular trainee teachers and report to the Progress Board. Before the end of the assessment phase there is a final review with the Professional Mentor from which reports and references will be constructed. There are interim assessments during and at the end of Placement B. ( At Review 4 and Review 5a) Assessment of Placement B and Placement A ( part two) and OFSTED Grading of trainee teachers One of Ofsted requirements for the Self Evaluation Document (SED) for Initial Teacher Education (ITE) is that all trainee teachers are graded against the Teachers Standards and awarded an overall summative grade at the end of their training year (for Ofsted purposes only). In the past Ofsted has provided additional assessment criteria to help with this process. This is no longer the case. The Programme s Progress Indicators, developed in conjunction with the NW Consortium of ITE Providers and North West Training Schools incorporates the Teachers Standards and were also developed with the Ofsted grading process in mind, reflected in the Progress Indicators columns. This enables us to use the Progress Indicators for Ofsted grading purposes. In addition, reference shall also be made to UCET Teachers Standards guidance documentation (2012) when making final judgements at the end of the programme. The Programme s Progress Indicators are also embedded in the programme's RPD Review documentation. Key Features of the Ofsted Grading process Trainees, Tutors and Mentors will work with the Progress Indicators throughout the programme. At Review 2b it is expected that trainees will be making at least Satisfactory and minimum progress and attainment against the Standards (RI). There is also an opportunity to identify trainee progress against each Standard, and the related sub-sections, on Review 2b. As trainees begin to meet the Standards they should use the Progress Indicators with their tutors and Subject mentors to identify how they might develop their practice and move beyond the minimum requirements for meeting the Standards, to enable Good or Outstanding outcomes. There should be the opportunity for at least one joint observation, as a minimum university tutor and Professional or Subject mentor during Placement B/Placement A ( Part Two). During the visit there should be the opportunity to discuss with the trainee their progress against the Standards and how they might use the Progress Indicators descriptors to further develop their practice. At Review 4 (Placement B)mentors, in discussion with trainees, will provide provisional judgements about trainees attainment against the Standards, using the Progress Indicators.