Department of

Teacher Education University of Greenwich

SECONDARY PGCE/SD PROGRAMME

PROFESSIONAL STUDIES Module Handbook

2019-2020 (ACAD 1421 L7/1422 L6)

CONTENTS

Page

3 Letter from PS Module Leader

4 PGCE Programme Structure & Calendar 2018-19

5 Introduction to Professional Studies

7 Professional Studies & Module Timetable

13-14 Suggested Texts

15 Professional Studies & Assignment

21-26

26

Assessment Criteria Feedback forms

28

30

Information on assignment writing Missed Session information and proforma

32

Module specifications

39 School of Education regulations and policies. / GDPR

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Welcome to the Module: Dear Trainees and School Colleagues, We are pleased to introduce to you our Professional Studies Guide, which we hope will be of value to Professional Coordinating Mentors, subject mentors and trainees alike. The module has been written to embrace the Teachers’ Standards for Qualified Teacher Status and the University sessions respond to current training priorities including behaviour management, SEND, safeguarding, The Prevent Duty, Cognitive Load Theory, Child Development and Mental Health, SMSC etc. All trainees are initially enrolled at level 7 - the ‘post graduate’ route for this module with the option of transferring to level 6 in February. The Masters level credits acquired as a result of successfully completing the Level 7 module can eventually be used as part of a Masters degree through the accreditation of prior learning. This guide provides the aims and module outlines for both levels along with timetables for sessions and advice on preparing for them. There is also guidance on the professional studies and the assignment (again at both levels) which is the assessed element of the module. School based Professional Studies Schools also run their own PS programme (which might also be shared with NQTs). This module guide therefore also provides a useful reference point for school-based Professional Coordinating Mentors when organising their own ‘in house’ professional studies programmes. Mentors should also be familiar with the ‘in house’ programme so that they can refer to the topics covered during mentor meetings and examine them from a subject perspective. Any of the topics in the University based programme can be given a school-based perspective. While we hope that all topics in this module can be given a school-based perspective, there are certain topics relating to the Standards which would particularly benefit from school based input. These are:

The Safeguarding agenda/ e-safety info /Child development (mental health)/resilience from the perspective of the secondary school (Reference Part 2 of the Standards & TS5)

Supporting inclusion and individual needs in school (Reference TS2 & 5)

Working with others in school and working effectively with parents/carers. (Reference TS8)

School policies e.g Part 2 of the Teachers’ Standards – Personal & Professional Conduct & ‘The Prevent Duty’ (including Radicalization)

The use of local and national assessment data to inform practice & promote pupil progress (Reference TS2 & 6)

We would appreciate if schools could prioritise these issues as part of their induction procedures and ongoing PS programme.

This handbook will contribute to the successful integration of school and university based inputs in professional studies. Professional Studies Module leader Roz Hornsby r.m.hornsby@gre.ac.uk tel 0208 331 9459 Module Instructors -: Lorraine Smith l.d.smith@gre.ac.uk Ade Madaji a.magaji@gre.ac.uk Mark Betteney m.w.betteney@gre.ac.uk

External examiner - Jonathan Edwards

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PGCE Programme Structure 2019-20

Postgraduate Certificate in Education (PGCE) 150 credits @ levels 6 and 7 (Masters) Professional Graduate Certificate in Education (PGCE) = 150 credits @ level 6

Professional Graduate Certificate in Education (PGCE) ACAD 1422 120 credits @ L6

Postgraduate Certificate in Education (PGCE) ACAD 1421 120 credits @ L7

School Experience A TEAC1159 20 credits Level 6

School Experience B1 TEAC1160 20 credits Level 6

School Experience B2 TEAC1161 20 credits Level 6

Professional Studies ACAD1422 15 credits Level 6

Professional Studies ACAD1421 15 credits Level 7

Subject knowledge and pedagogy 45 credits Level 6

Subject knowledge and pedagogy 45 credits Level 7

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Introduction to the Professional Studies Module ACAD 1421 – level 7 & ACAD 1422 level 6 This module represents the professional studies and critical analysis of an area or topic of professional or pedagogical interest of the PGCE Programme which complements and is integrated with the Subject Studies and School Placements (see programme structure on page 4). This module covers those aspects of teaching and learning and the wider role of the teacher which all secondary teachers need to understand and engage with, whatever their subject. It also emphasises the fact that, although belonging to a departmental team of teachers, you will also be expected to contribute to the work of the whole staff, to whole-school systems, ethos, events and practice. The content of the module engages with many of the Teachers’ Standards especially those which relate to the Safeguarding agenda. The timetable in this handbook indicates a breakdown of how each session engages with the Standards. These are: (Part One) TS1 -Set high expectations TS2 Promote good progress and outcomes by pupils TS3 Demonstrate good subject and curriculum knowledge TS4 Plan and teach well -structured lessons TS5 Adapt teaching to respond to the strengths and needs of all children TS6 Make accurate and productive use of assessment TS7 Manage behaviour effectively TS8 Fulfil wider professional responsibilities (Part Two)

Upholding public trust in the profession and maintain high standards of ethics and behaviour within and outside school

You should ensure that, as you move through this module, you use your participation in PS and school-based enquiry to develop your knowledge, skills and understanding in the Standards areas. We would also hope that this module will contribute substantially to your reflective work. The Professional Studies sessions run throughout the year, interspersed with university-based subject work and your school placements, and you will be expected to base your professional studies and PS assignment on observations and inputs you carry out during your school placements. In this way, PS supports, underpins and provides a holistic background for your subject-based teacher education.

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Most PS sessions at university last a whole day. The university-based PS module is a combination of sessions which might begin with a keynote followed by a seminar or workshop in smaller cross-subject tutorial groups. This enables you to work with colleagues who are teaching subjects other than your own and to take advantage of opportunities for collaboration and gain insights from outside your own subject area. Collaborative and shared learning are important features of the work of these groups and can be employed as teaching/learning strategies in your own teaching. Some of the keynotes and some seminars are provided by practising professionals from schools. For each session there is required reading which will need to be done in advance. This will mean that you are able to maximise the learning experience. The readings are posted on Moodle. You are expected to check the professional studies area on Moodle regularly. These notes can be used towards showing how you have met some of the Teachers’ Standards in your Evidence Bundles You are expected to attend every session. If you do not attend at least 80% you could be required to repeat the entire module.

If you do miss any sessions you must complete 1000 words on the missed topic/s and send this to you PS tutor within 7 working days. This will need to be agreed and signed your PS seminar tutor.

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SECONDARY PGCE Professional Studies

Programme for 2019-2020 (please note some sessions are subject to change and this will be reflected on

Moodle)

(all information for lectures and seminars is uploaded onto Moodle)

19/9/19 Thursday (week 1)

10-12 Lecture 1-4pm Seminars

Lecture Introduction to the course Child Development, Mental Health & Safeguarding– Keynote Speaker - Health lecturer Amanda Collins-Eade Seminar

Ice breakers -getting to know each other

Social and mental development issues in adolescents

KCSIE – updates including on line safety and appropriate online behaviour

Disclosure

Rooms (Tbc on Moodle) LT

26/9/19 Thursday (week 2)

10-12 Seminars 1-4pm M140

Seminars Outstanding information from week 1 eg

Child protection/ safeguarding/KCSIE.

Arranged & forced marriages and associated issues. Introduction to Behaviour to Learn (Part 1)

Managing behaviour and learning- practical tasks

3R’s – relationships, routines and responses.

The main causes of pupil misbehaviour

When and how to deal most effectively with pupil misbehaviour

Effective and ineffective uses of praise, rewards and punishment

Assertive discipline

Behaviourist psychology

Seating arrangements

Lecture Creating a framework for Learning - Managing Behaviour and Learning (Part 1) - Keynote Speakers- Nick Taylor- West Heath Special School Simon Druker- Bonus Pastor school

LT

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7/10/19 Monday (week 4)

10-12 Lecture Seminars 1-4pm

Lecture 1 A background to the nature of secondary education: history, ideology and policy Keynote Speaker- Keith Evans Curriculum models

Curriculum, different curricula, model and purposes

Planning a curriculum

Cross curricular models

Creating a culture of creativity and curiosity Or Clare Lidyard from Spires Academy Canterbury

Lecture 2- Pedagogy and Active Learning – Keynote Speaker Maryssa Dako Thomas More School. Seminar 1

Introduction to learning: What is learning? How do we learn?

The main lessons from cognitive science.

Theories of learning and intelligence

Do people learn in different ways?

Learning theory – eg Vygotsky, Piaget, Blooms, Pavlov, Bruner, Dewey, Gardner

Seminar 2 – Explaining the PS assessment

Assessment item: part 1 – proposal, critical incident and literature review on why you have selected a particular topic, part 2-reflection and analysis of your practice. You are required to reflect upon a single critical incident or experience related to your initial literature review by using a reflective cycle. You will use a reflective model to describe, analyse and critically evaluate your actions

28/10/19 Monday (week 7)

10-12 Lecture 1-4pm Seminars

Lecture 1 Diversity and Inclusion Special Educational Needs & Disability (SEND) Keynote Speaker- Kremena Lee Drumbeat Special School Lecture 2 - Keynote Speaker -Chris Collins The Glebe School – SEND schools / working effectively as a TA. Seminar 1

Inclusion: What does inclusion mean? An introduction to individual needs and personalised learning.

SEND (Special educational Needs and Disabilities) tasks

Identifying the key features of an inclusive learning environment

EAL tasks

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Seminar 2

How to work effectively with your mentor

18/11/19 Monday (week 10)

10-12 Lecture 1-4pm Seminars

Lecture 1- Assessment for Learning Keynote speaker -Chris Philpott or colleague from Bonus Pastor The purpose of assessment Types of assessment Good practice in assessment Lecture 2 tbc - EAL Part 1 / travelers Seminar

Assessing pupils learning and progress in the classroom

Using assessment to inform planning

Strategies to check pupils’ progress

Meetings individuals’ needs

Examples of good practice

Effective questioning

Purpose of marking

Effective use of homework

Preparation for the assignment/peer evaluations and discussions.

9/1/20 Thurs (week 17)

10-12 Lecture Seminars 1-4pm

Lecture 1- -Discovery based learning. Keynote Speaker – Eddie Rakshi- Thomas More Lecture 2 - Flipped Learning Keynote Speaker - Martin Compton Seminars

SMSC, Pastoral issues

Emotional intelligence

The role of the form tutor & planning & teaching PSHE & Relationship Education

Working with parents and carers

27/1/20 Monday (Week 20)

10-12 Lecture Seminars

Lecture 1 Using data to track pupils’ progress. Progress and Attainment 8. Keynote Speaker- Ben Morgan deputy head teacher, Plumstead Manor School / specialist in school data analysis.

Lecture 2 Preparation for Applying for your First Teaching Post –Head teachers and PCMs

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1-4pm Seminar 1

Interactive data tasks led by school colleagues. Seminar 2

Applying for your first teaching post – writing an effective job application. Mock interviews with partnership representatives, eg PCMs/ deputy heads/ teachers/ PS tutors.

10/2/20 Monday (week 22)

Lecture 10-12 Lecture 1-3 pm

Lecture 1 Growth Mindset, Building Resilience (pupil and trainee), Positive Education Keynote Speaker- Fabien de Fabiani –Director of Character Townley Grammar School. Lecture 2 – Mental Health issues Part 2 – Amanda Collins-Eade Mindfulness and IHeart Keynote Speakers - Zia Brooks – Langley Park Boys School. Kathy Sexton- resilience and mindfulness Sarah Flotel

How we can improve well –being.

What self -concept and self- esteem are, and how we can improve them

The role of resilience in learning

The importance of social skills and how we can improve them.

18/2/20 11.30pm

Hand in Part 1 - Proposal, Critical Incident & Literature Review for PS assignment. Post date 10/3/20

2/3/20 Monday (week 25)

Lecture 10-12 Seminars 1-4pm

Lecture 1- SEND Part 2- Keynote speaker/s Richard Gadd Leaways Special School Zena Belton -Valence School Lecture 2 – Stretch and Challenge for ALL- Keynote Speaker – Eddie Rakshi- Thomas More School. Seminar Differentiation Further feedback and support for PS assignments where necessary Guidance on working with your mentor and the Teacher’s Standards.

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Developing your professional identity

16/3/20 Monday (week 27)

Lecture 10-12 Seminars 1-4pm

Lecture 1 Phonics - Keynote Speaker -Dr Mark Betteney UoG Lecture 2 Overcoming poor levels of literacy / EAL Keynote speaker Nabila Milikan Seminar

Literacy across the Curriculum (LAC)/ intervention strategies

Numeracy across the Curriculum (NAC)

EAL

23/4/20 Thursday (week 32)

10-12 Lecture Seminars 1-4pm

Lecture1 Managing Teacher Workload Teaching and the Law- keynote – union representatives (NASUWT) Seminar

Support and preparation for PS assignment submission. Seminar How to develop the habits of outstanding teaching

Developing Classroom Management in relation to latest school experience and the alternative placement (if relevant)

Teaching in Schools in Challenging Circumstances

Part 2 of the Teachers Standards

The Prevent Duty

Teaching in Modern Britain

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28/5/20 Thursday (Week 37)

10-12 Lecture 1-4pm Seminars

Lecture Preparation for the Induction Year Keynote Speakers- Roz Hornsby & Lorraine Smith & Phil Siddle (NASUWT) Identifying targets for the NQT year. Transition document. (LS) Seminar

Tutorials

11/5/ 20 11.30pm

PS assignment submitted TOTAL 3000 words- Feedback available on 22/6/19)

Week beginning 22/6/20 (Week 41)

2-3pm Lecture Finaleee!! Picnic

Finale meeting /contemplating an MA?-next steps & social celebration gathering

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Suggested Texts

Below is a selection of suggested general texts that cover the range of topics addressed through the professional studies module. This is not an exhaustive list. Each session also has suggested readings which are specific to that PS area. The ones listed in red are KEY texts for this module. *most used. Orange are also strongly recommended. Allison, S and Tharby A (2015) Making Every Lesson Count. Crown. Baker, T, Evers G, Brock R, (2017) Targeted Teaching – Strategies for Secondary Teaching, Sage Bartlett, J (2015) Outstanding Assessment for Learning in the Classroom, David Fulton Barton, G (2015) Teach Now! The Essential of Teaching. Sage Briggs S (2016) Meeting Special Educational Needs in Secondary Classrooms –Inclusion and How to Do it. David Fulton Brooks, V., Abbott, I. and Bills, L. (2007) Preparing to Teach in Secondary Schools (2nd Edition), Open University Press. (available as an e-book) *Capel, S., Leask, M. and Turner, T. eds (2016), Learning to Teach in the Secondary School (7th Edition), Routledge Falmer Capel, S., Leask, M. and Turner, T. eds (2019), Learning to Teach in the Secondary School (8th Edition), Routledge Falmer Capel S. Leask M. and Turner, T. eds (2010) Readings for Learning To Teach in the Secondary School. A Companion to M level Study. Routledge. Daniels, K. Patterson G Dunston, Y (2015) The Ultimate Student Teaching Guide. Sage Didau D and Rose N (2016) What every Teacher Needs to Know about Psychology. John Catt Ltd Denby, N (2012) Training to Teach – A Guide for Students, Sage Dillon, J. and Maguire, M. (2007) Becoming a Teacher: Issues in Secondary Teaching (3rd Edition), Open University Press. Ellis, V. ed (2013), Learning and Teaching in Secondary Schools (5th Edition), Learning Matters. Fautley, M. and Savage, J. (2010) Secondary Education Reflective Reader, Learning Matters.

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Fleming, P (2013) Becoming A Secondary School Teacher, Routledge Gershon, M (2015) How To be Outstanding in The Classroom. David Fulton Ghaye, T (2012) Teaching and Learning through Reflective Practice, David Fulton Guy, P (2015) Transforming Reading Skills in the Secondary School – Simple strategies for improving literacy, David Fulton Harris, M (2016) How to Develop the Habits of Outstanding Teaching, David Fulton Hawkins, K (2017) Mindful Teacher, Mindful School Improving Wellbeing in Teaching and Learning, Sage Hoult, S (2005) Reflective Reader Secondary Professional Studies, Learning Matters. McDonagh C, Roche M & Sullivan B, Glenn, M (2012) Enhancing Practice through Classroom Research, Routledge Mercier, C Philpott, C & Scott, H (2013) Professional Issues in Secondary Teaching, Sage Muijis, D and Reynolds, D (2018) Effective Teaching Evidence and Practice. Sage O’Leary, M (2014) Classroom Observation –A Guide to the Effective Observations of Teaching and Learning, Routledge Redfern, A (2015) The Essential Guide to Classroom Practice. Routledge Rushton, Ian (2012), Reflective practice for teaching in lifelong learning. See Chapter 3 – Levels and models of reflective practice Sellars, M (2014) Reflective Practice for Teachers. Sage Sewell K (2012) Doing your PGCE at M- Level (2nd edition), Sage Sharp, J (2009) Success with your Research Project, Learning Matters Shelby Harris, Ann (2010), Examining and Facilitating Reflection to Improve Professional Practice Thomas, G (2009) How to do your Research Project, Sage Thompson, C and Wolstencroft, P (2018) The Trainee Teacher’s Handbook. Sage. Toward, G & Henley, C (2015) The Art of Being a Brilliant NQT, Crownhouse Wright, T (2008) How to be a Brilliant Trainee Teacher, Routledge

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ASSESSMENT OF PS MODULE Professional Studies Assignment

*Please note that your final submission on 11/5/20 is the ONLY one which COUNTS towards your PGCE.

Professional Studies Assignment 2019-20 IF you are slightly anxious about submitting at level 7, you are advised to take note of the following information: At the start of the year you are all registered at level 7, so you might find it helpful to follow the free OpenLearn online course: “Succeeding in postgraduate study”. https://www.open.edu/openlearn/education-development/succeeding-postgraduate-study/content-section-overview?active-tab=content-tab

SPS_1 - OpenLearn - Open University - SPS_1

www.open.edu This badged open course, succeeding in postgraduate study, will

introduce you to the nature of Master's level study. It offers essential preparation for

pursuing your learning at this level. Watch the trailer in which the authors, Eric Addae-

Kyeremeh and Payam Rezaie, introduce the course.

During the PGCE programme you will be encouraged to analyse, reflect on and evaluate your performance and to strive for continuous improvement. This attitude is vital and lies at the heart of self-improvement as well as being a key to raising pupils’ attainment. The professional studies module complements subject studies and school placements and covers those aspects of teaching and learning and the wider role of the teacher which all secondary school trainees need to understand and engage with. On completing this module successfully you will be able to show how you have developed your professional expertise through the critical awareness, knowledge and understanding of your practice and its potential impact on the learning of the pupils who you teach. The aim of the professional studies assignment is to give you an opportunity to explore in more depth an area of professional and/ or pedagogical interest, and to bring alive a specific issue personal to your own practice, explain, reflect upon it, and critically analyse how effectively you addressed, managed or resolved it.

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The assignment is divided in to TWO parts. FORMATIVE: Part one is a proposal/explanation on why you have chosen a particular topic, critical incident and a literature review of approx. 1,200 words, which will be submitted in February. The literature review will inform your ‘reflection on practice’. You will discuss the theoretical ideas underpinning your theme or topic from the reading you have carried out. A critical incident/event is any unplanned or unanticipated event which takes place during the class. It is something that you might interpret as a problem or challenge. It might be positive or a negative. It is not a routine occurrence. For further information you might find this article helpful https://www.nepjol.info/index.php/JNS/article/download/19493/15936 HOW to address the critical incident? In Part 1 - You need to:

1. Describe the context of the incident. 2. Describe the actual incident in detail. 3. Explain why the incident was critical or significant for you. 4. Explain your concerns at the time. 5. Describe what you were thinking and feeling as it was taking place, and afterwards. 6. Mention anything particularly demanding about the situation.

In Part 2-

7. Analyse this in relation to the literature review 8. Explain how the incident will impact on your practice. (ie consider what you learnt and

what you could have done)

Possible topics/themes which might be related to your critical incident:

- The impact of rewards on behaviour - The impact of positive feedback on behaviour - Using pace to engage pupils effectively - Using technology to engage learners. - How to use effective strategies to promote engagement with EAL learners - How to promote progress for specific SEN learners by using effective interventions - Providing support for pupils with mental health issues to promote engagement. - Disadvantages of small group work compared to direct instruction? - How to manage and overcome gender shyness and promote interaction through

different approaches. - What method of assessment is most effective to evaluate collaborative group

work? - Minimising calling out and organising a classroom discussion effectively to

promote progress for all. - How managing groupings can affect pupil progress - Using specific assessment for learning (AfL) strategies to promote progress

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- How to promote literacy through the subject - How to promote mathematical skills through the subject - How to use teaching assistants (TAs) effectively in the classroom - How to differentiate effectively for higher attaining pupils

You will receive formative constructive feedback from your PS tutor following your submission on Moodle - you will also be graded 1/2/3 or 4: 1- You are working towards a successful submission at level 7 2- You are currently writing at level 6 3- You are currently not writing at a pass at level 6 4- Possible plagiarism.

Part Two is the final complete submission and the only one which counts towards your PGCE qualification. This is called “a related reflection and critical analysis of your practice” You are required to reflect upon the single critical incident or experience by using a reflective cycle. You will use a NAMED reflective model to describe, analyse and critically evaluate your actions. Make sure you explain how the process has impacted upon your future role as a teacher ie consider what you learnt and what you could have done. (What were your proposed actions following the event and how did you implement them?) (The CRITICAL ANALYSIS needs to be based on something that, as a trainee, you can change and experiment within your practice) Notes: You are advised to use ONE of the following reflective models: (see e-resources/ links below) and YOU MUST MAKE REFERENCE TO WHICH ONE YOU HAVE USED.

1- Atkins & Murphy model (1993) 2- Driscoll Model of Reflection (1994) (2000) (2017) 3- Gibbs’ Reflective Cycle (iterative model- learning through repetition) (1988) 4- Rolfe et al’s Framework for Reflexive Learning (2001) 5- Kolb- Reflective Model (Experiential learning) 1984 6- Schon, D. The Reflective Practitioner (1983)(1991)

Final submission - May 2020

Part 1&2 - 3000 words. References

Denby, N (2012) Training to Teach: A Guide for Students, Sage Chapters 7&8 Fleming, P 2013) Becoming a Secondary School Teacher. Routledge Ghaye, T (2011) Teaching and Learning through Reflective Practice: a practical guide for positive action. Routledge

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McGregor, D and Cartwright, L (2011), Developing Reflective Practice: A Guide for Beginning Teachers. (This text is available electronically via MyiLibrary through the UoG Library) Mujis, D and Reynolds D (2018) Effective Teaching: Evidence and Practice. Sage Rushton, Ian (2012), Reflective practice for teaching in lifelong learning. See Chapter 3 – Levels and models of reflective practice Sellars, M (2014) Reflective Practice for Teachers Shelby Harris, Ann (2010), Examining and Facilitating Reflection to Improve Professional Practice

Possible e-resources to support the assignment.

https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/ https://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/models/index.html, http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/01.shtml https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveCycleGibbs.pdf https://hhs.hud.ac.uk/lqsu/Sessionsforall/supp/Gibbs%201988%20reflective%20cycle.pdf https://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/models/index.html, http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/01.shtml. http://www.cengage.com/resource_uploads/downloads/0748797661_302418.pdf http://www.nicole-brown.co.uk/reflective-model-according-to-rolfe/ http://www.nicole-brown.co.uk/reflective-model-according-to-kolb/

PART 1 – Professional Studies assignment – Proposal, Critical Incident and Literature Review (to be submitted via Moodle by 18/2/20)

NAME & EMAIL ADDRESS

PS TUTOR’S NAME

SUBJECT -MATHS/ SCIENCE/ PE?

AREA & REASON FOR THIS FOCUS

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Critical Incident HOW? You need to:

1. Describe the context of the incident.

2. Describe the actual incident in detail.

3. Explain why the incident was critical or significant for you.

4. Explain your concerns at the time.

5. Describe what you were thinking and feeling as it was taking place, and afterwards.

6. Mention anything particularly demanding about the situation.

Literature Review READING -outline the key literature and issues you have found relevant to your theme/topic. Show a range of viewpoints and demonstrate critical thinking. You should be including at least 6 key texts, 4+ journal articles, plus other sources.

REFERENCES

Tutor Feedback –

You will receive formative constructive feedback from your PS tutor following your submission on Moodle - you will also be graded 1/2/3 or 4: 1- You are working towards a successful submission at level 7 2- You are currently writing at level 6 3- You are currently not writing at a pass at level 6 4- Possible plagiarism.

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What you did well in this assignment What you could improve

Part 2 - a related reflection and critical analysis of your practice This final assignment will be 3,000 words and will need to be submitted by 11/5/20 11.30pm. Please put your tutor’s name on the front sheet/ your banner number and submit it on MOODLE. Regulations for all assignments Trainees have the option of submitting at level 6 or level 7 (Trainees who opt to submit at Level 6 will need to re-register for the Professional Graduate Certificate in Education at level 6 preferably by the END of March) They will need to liaise with their subject tutor first and then contact Lorraine Smith. Across levels 6 and 7 (M) there will only be an entitlement to two resubmissions. IMPORTANT – If you do not pass an assignment it is recommended that you consult with your tutor. There is an on line system for submitting extenuating circumstances (EC). Students can access the system via Bannerweb through the portal. This is for all late work. There are no extensions! And no draft checking from staff by emails.

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Assessment Criteria Level 7 grade descriptors

Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 7 Professional Studies

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding of the chosen topic.

Sophisticated and comprehensive knowledge of the topic selected. Systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their field of study or area of professional practice. Ability in the appropriate use of the relevant literature, theory, methodologies, practices or tools to analyse and synthesise at Masters level.

An excellent comprehensive knowledge of the topic selected. Systematic understanding of key aspects of the focused area, including acquisition of coherent and detailed knowledge. An excellent strong and consistent evidence of critical evaluation of materials covered, and excellent understanding of the relationship between theory and practice. Demonstrates excellent critical understanding at Masters level.

Very good evidence of critical evaluation of materials covered, and very good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with few omissions. Demonstrates a very good critical understanding at Masters level

Good evidence of critical evaluation of materials covered, and a good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with several omissions. Demonstrates a fairly good critical understanding at Masters level.

Demonstrates a satisfactory level of understanding of key concepts. There is some evidence of evaluation of materials covered, although this is more descriptive.

Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.

Satisfactory evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments

Lacks any evidence of understanding of the topic. There is no evidence of critical analysis needed at level 7. Shows little evidence of evaluation. The work is descriptive rather than analytical and does not demonstrate understanding of the relationship between theory and practice. Lacks evidence of teaching, observations and research undertaken in the classroom or applied to practice nor used to substantiate arguments

Assessment Domain 2: Range and Relevance of Research Informed Evidence with reference to the critical incident and reflective cycle.

Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship within a professional context, as well as to evaluate and critique methodologies. Originality in the application of knowledge, together with a practical understanding of how

A comprehensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary. An excellent ability to deploy established techniques of analysis and enquiry when

A very good range of current and appropriate literature is presented to support strong arguments and different perspectives, and very good commentary on aspects of current research and scholarship in the focused area A very good ability to

Good range of current and relevant literature is evident and demonstrates good understanding of the issues. There is also some evidence of good commentary on aspects of current research and scholarship in the

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking, and satisfactory evidence

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no real understanding of the techniques needed for analysis or enquiry into the research area.

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established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Insightful and innovative contribution to developments in their chosen area. Exceptional level of criticality

researching the focused area. Original analysis of key approaches and theories shows creativity in the application of knowledge and learning. Excellent level of criticality

deploy established techniques of analysis and enquiry. Rigorous analysis of key approaches and theories shows creativity in the application of knowledge and learning.

Very good level of criticality

focused area. There is evidence of some use of established techniques of analysis and enquiry. Sound analysis of key approaches and theories shows creativity in the application of learning and knowledge. Good level of criticality

of use of some techniques of analysis when researching into the focused area, with omissions. Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning, with omissions.

Need to read much more widely and improve understanding. Need to spend time researching and engaging with module materials to develop an understanding of the focused area and the research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills The ability to reflect upon a single critical incident or experience related to the literature review using a selected reflective cycle

Deals with complex issues both systematically and creatively, makes sound judgements in the absence of complete data, and communicates their conclusions clearly to specialist and non-specialist audiences; where appropriate. Draw upon critical evaluation of current knowledge in the field to propose new hypotheses- originality and contribution to the field

Demonstrates critical analysis and synthesis of complex ideas and communicates their conclusions clearly to specialist and non-specialist audiences; where appropriate. Excellent hypothesis presented and well-justified approaches to exploring this. Critically evaluates the research undertaken in the field and contribute to knowledge.

Dealing creatively with ideas/issues is at a very good standard. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Dealing creatively with ideas/issues is good. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

Dealing creatively with ideas/issues is satisfactory. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects of the research, although it is too descriptive.

Shows little or no understanding of creativity in the application of knowledge and learning. Inadequate awareness of how to deal with ideas/issues creatively.

Presents no real hypothesis and explored very little literature around this. There is very little, or no critical commentary presented and research is descriptive rather than evaluated.

Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. Assured and highly articulate writing, observes all academic conventions in style and content. The assessment flows exceptionally well which makes judgement and frames appropriate questions and identifies a

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content. Excellent flow of assessment and frames appropriate questions

A very good structure with clear presentation and organisation of ideas. The work observes all academic conventions in style, content and is presented well, mostly using Standard English throughout. Most of the work uses a style which flows well.

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in Standard English, with some errors and omissions. Some sentence structure also needs revision,

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to poor proof reading). The work does not flow well in several places and this affects clarity.

Little or no structure and the work is hampered by errors in Standard English. It lacks academic style and does not flow well. Further proofreading clearly needed and additional support for academic writing.

Incoherent writing style.

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range of solutions to a problem Scholarly style work which could provide the basis for future publication.

to achieve a solution.

Frames appropriate question with solution.

and this can affect the flow in places.

The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Comprehensive range of evidence used, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. outstanding in its breadth and depth and all sources are primary sources.

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are predominantly primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. Mostly primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are several omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed You need further support with this.

Level 6 grade descriptors Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 6 Professional Studies

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding of the chosen topic.

Systematic understanding of key aspects of the focused area including acquisition of coherent and detailed knowledge. An exceptionally strong and consistent evidence of critical evaluation of materials covered, and an exceptional understanding of the way key concepts presented relate to one

Excellent evidence of critical evaluation of materials covered, and an excellent understanding of the way key concepts presented relate to one another. Demonstrate excellent critical understanding of the chosen topic. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront

Very good evidence of critical evaluation of materials covered, and a very good understanding of the way key concepts presented relate to one another, with some omissions. Demonstrate very good critical understanding of the chosen topic.

Provides some good evidence of critical evaluation of materials covered, and a good understanding of the way concepts presented relate to one another, with several omissions. Demonstrates a fairly good critical understanding of the chosen topic

Demonstrates a satisfactory level of understanding. There is some evidence of evaluation of materials covered, although this is more descriptive. Satisfactory understanding of the way concepts presented are related with clear omissions Some reference is made to background reading; it is limited in nature and draws on a

Shows little or no evidence of evaluation Lacks any evidence of understanding of the topic. The work is descriptive rather than analytical and does not demonstrate understanding of the way concepts presented relate to one another. There is no evidence of critical analysis needed

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another.

of the discipline) restricted number of authors.

at level 6.

Assessment Domain 2: Range and Relevance of Research Informed Evidence with reference to the critical incident and reflective cycle.

An extensively wide range of current and appropriate literature is presented to support strong arguments and different perspectives, and an exceptional commentary. An exceptional ability to deploy established techniques of analysis and enquiry when researching the focused area.

An extensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary. An excellent ability to deploy established techniques of analysis and enquiry when researching the focused area.

A very good range of appropriate literature is used. Views are discussed and arguments presented with reference to this literature, and there is evidence of very good deployment of established techniques of analysis and enquiry. There is also evidence of very good commentary on aspects of current research and scholarship in the focused area

Some good relevant reading is evident and demonstrates good understanding of the issues. There is evidence of some use of established techniques of analysis and enquiry. There is also some evidence of good commentary on aspects of current research and scholarship in the focused area

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking and satisfactory evidence of use of some techniques of analysis when researching into the focused area.

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no understanding of the techniques needed for analysis or enquiry into the research area. Need to read much more widely and improve understanding in focused area and the research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills. The ability to reflect upon a single critical incident or experience related to the literature review using a selected reflective cycle

An exceptional ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An exceptional understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field.

An excellent ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An excellent understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field

Demonstrates a very good ability to devise and sustain a clear argument. Very good understanding of some of the limits in the knowledge available around the focused area. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Demonstrates a good ability to devise and present a clear argument using understanding of knowledge gained around the focused area. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

A satisfactory ability to present some elements of an argument using understanding of the knowledge gained around the researched area. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects research, although it is too descriptive.

Little or no argument is provided to demonstrate understanding of knowledge available around the research area. Presents no real hypothesis and explored very little or no literature around this. There is very little (if any) critical commentary presented and research is descriptive rather than evaluated. Does not demonstrate level 6 criticality.

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Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. The written English is of an extremely high standard and observes all academic conventions in style and content. The assessment flows exceptionally well which makes judgement and frames appropriate questions and identifies a range of solutions to a problem

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content. Excellent flow of assessment and frames appropriate questions to achieve a solution.

A very good structure with clear presentation and organisation of ideas. The work observes almost all academic conventions in style, content and is presented well, mostly using Standard English throughout. The majority of this work uses a style which flows well.

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow of work in places.

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to poor proof reading). The work does not flow well in several places and this affects clarity.

Little or no structure and the work is hampered by a significant number of errors in Standard English. It lacks academic style and does not flow well. Further proofreading clearly needed and additional support for academic writing. The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Sources used are, without exception, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. All sources are primary sources

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. Majority sources are primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. Most sources are primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are some omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout or lacks a reference list. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed and you need further support with this.

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Feedback The below template should form the basis of written feedback on assessed work. It should be provided to students within 15 working days of the assignment deadline, ideally in advance of the next comparable piece of assessment. A copy of this template will be made available on Moodle.

Feedback and Feedforward for next assignment

What you did well in this assignment:

What you could improve in this assignment:

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What you can take forward to your next assignment:

Marker:

Moderator (where relevant):

Comment:

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Awareness of skills for assignment writing: Masters level requires:

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

• a comprehensive understanding of techniques applicable to their own enquiry • originality in the application of knowledge, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge in the discipline

• conceptual understanding that enables the trainee to evaluate critically current research and advanced scholarship in the discipline

Why carry out enquiry?

To reflect upon current practice and modify over a period of time to become a more competent practitioner, and to contribute to the knowledge base of a profession through critical analysis of a specific topic

To gain understanding; to examine and understand the relationships eg between x and y How Do WE prepare for this assignment? You need to read the literature in the aspect of education that you are researching. The ‘literature

review’ should provide a firm foundation for the topic to be investigated, give a starting point for

your enquiry and enable you to compare and contrast your practice and your findings with others.

A reference list looks like this:

References Adams, F. (2003) ‘5.14: Origins, Development and Implementation’, in T.G.K. Bryce and W.M. Humes (eds) Scottish Education, Edinburgh, Edinburgh University Press Bines, H. (1998) ‘Hail zero intolerance? Opinion’, Times Educational Supplement, 22 May, P.15 Bush, L. and Coulby, D. (eds) (1991) Contradiction and Conflict. The 1988 Education Act in Action. London: Cassell Clark, M. (1997) ‘Developments in Primary Education in Scotland’, in M. Clark and P. Munn (eds) Education in Scotland: Policy and Practice from Pre-school to Secondary. London: Routledge

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Types of Listings

Book Give author surname, initials, date (in brackets), title, where published: publisher – in that order Eg Weston, S.M. (1998) Education. London: Open Books

Chapter in a Book Eg. Brown, G. (1996) ‘The Presentation of Self’ in E.C.J. Pike (Ed), Equality and the Self. Loughborough: Open Books. (Note that the author’s surname comes first but for the editor, initials come before surname, and that the book title is in italics, not the chapter title.)

Journal Article Eg. Green, L.J. & Brown, A.D. (1999) ‘The Revised Curriculum’ Journal of Education, 28, 376-384

Material cited in another text Blenkin, G.M. (1980) ‘The influence of initial styles of curriculum development’, in A.V. Kelly (ed) (1980) Curriculum Context, London: Paul Chapman Publishing 45-64

Paper presented at a meeting or conference

Eg. Logan, P.S. (2000). ‘Assessment within the Revised National Curriculum.’ Presented at the meeting of the British Education Research Assn. St Mary’s College, Twickenham. January (2004)

Education Acts Education Reform Act (1988) London: HMSO

DFE Department for Education Special Educational Needs Code of Practice, London: HMSO

Newspaper, Magazine article Turner, B. (2005) ‘School Rules’, The Independent (London) 8th February, P.1

Electronic Media The goals of an electronic reference are to credit the author and to enable the reader to find the material. http://www.netskills.ac.uk. If it is from a website source it should be set out in this way. Author, Initials (Year) Document Title (WWW) location of document (date accessed) eg. James, H. (2002) What is the Montessori Method? Accessed 20/06/04, from (WWW) http://www.montessori.org.uk/montessorimethod.htm

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Attendance and engagement are widely recognised as being essential for success when studying. You are expected to attend all scheduled teaching sessions. However, the University recognises that, occasionally this may not be possible; if you have to miss a scheduled session, for example due to sickness, you must submit your apologies via the ‘My Attendance’ portlet on the ‘My Learning’ page on the student portal. If you are going to have a planned absence of more than 3 consecutive days, you must submit an authorised absence form and lodge it with the appropriate staff member in your faculty. If you do not attend regularly and/or you do not submit assessments as required, you may be withdrawn from your studies. For further guidance please refer to the Student Attendance and Engagement Policy: https://docs.gre.ac.uk/__data/assets/pdf_file/0006/1551228/Attendance-and-Engagement-Policy-Jan-2018.pdf This policy should be read in conjunction with the Guidance Notes: https://docs.gre.ac.uk/__data/assets/pdf_file/0003/1551603/Attendance-and-Engagement-Policy-Student-Guidance.pdf Work to Cover Missed College Session/Module Activity If a trainee has missed a whole or part of a PS day they need to demonstrate at least 5 hours of equivalent work (pro rata) by researching and writing 1000 words on the topic/s that they have missed and submit to their PS tutor within 7 working days.

Trainee Teacher …………………………………………………………………………. Session/Activity Missed …………………………………………………………………. Date of Session/Activity …………………………………………………………………. 1000 words below This area expands

Completion Date …………………………………………………………………………...

To be completed by the PS Tutor: This work satisfactorily covers the work undertaken in the missed session/activity identified above. In order to cover the work undertaken in the missed session/activity satisfactorily, you still need to: Signed …………………………………………………… PS Tutor Date ……………………………………………………… This proforma must be included in your school file.

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Module Specification -for L7

School Education Department Secondary Code ACAD 1421 Module Title Professional Studies and Area of Focus Module Coordinator Roz Hornsby Level (please tick) 4 5 6 7 √

Credit 15 Pre-requisites

Introduction & Rationale This module complements the subject studies and school placements and covers those aspects of teaching and learning, and the wider role of the teacher which all secondary school teachers need to understand and engage with. It also gives trainees an opportunity to explore deeply an area of professional and/or pedagogic interest Aims Trainees will be able to develop a good understanding and awareness of the relationship between educational theory and practice in order to develop the ability to apply their knowledge to educational settings they have experienced, or are experiencing, and which will also inform their future teaching Learning Outcomes On completing this module successfully trainees will be able to:

develop their professional expertise through the critical awareness, knowledge and understanding of their practice and its potential impact on the learning of the students that they teach, supported by and embedded within current theoretical perspectives

demonstrate understanding that enables them to engage with and evaluate current research and advanced scholarship,

identify, critique evaluate existing educational practices and theory

apply theoretical perspectives to develop their professional understanding across the eight professional standards (and Part 2 of the standards)

Indicative Content Issues addressed during the module will include coverage of the following topics:

National policy and frameworks and the implications for the teacher including working collaboratively

Developing effective relationships for learning

Equality of opportunity

Theories and practice of learning

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The pastoral curriculum, and the role of PSHE and SMSC (social, moral, spiritual, cultural). Children and mental health issues.

Assessment including the use of local and national statistical data

Inclusion

Special Educational Needs & Disability

Behaviour Management

Personalised learning and EAL

Literacy and numeracy development

The teacher and the law

The Prevent Agenda Main Learning and Teaching Activities Formal keynote lectures Seminars in cross-subject active tutorial groups Role play Directed reading Key tasks to be carried out in schools as part of the assignment Individual tutorial Self directed research and practice Learning Time (1 credit = 10 hours)

Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits, work-based learning where integrated into a structured academic programme

lectures

seminars supervised practical sessions tutorials formative assessment

other scheduled time

Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Independent module work Independent laboratory work other non-scheduled time

Placements (including work placement and year abroad)

Total hours (’Should be equal to credit x 10’)

150

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Assessment Details:

Assessment method Assignment, Literature review/ critical incident and reflective cycle

Grading mode Pass/Fail

Weighting % N/A

Pass mark Pass

Word length 3000

Outline details A literature review, and critical analysis of the trainee’s own practice, which explores a theme of personal interest within the field of Professional Studies in Education (area chosen with the agreement of the trainees module tutor)

Are students required to pass all components in order to pass the module?

Yes

Indicative Module Materials and Reading:

Author

Date Title Publisher ISBN

Allen, V. 2014 Understanding and supporting behaviour through emotional intelligence: a critical guide for secondary teachers

Critical Publishing

Available as an eBook through my ilibrary

Baker, T, Evers G, Brock R,

2017 Targeted Teaching – Strategies for Secondary Teaching,

Sage

Capel, S, Leask, M and Younie S. (eds)

2013 (7th Edition)

Learning to Teach in the Secondary School

Routledge Available as an eBook through my ilibrary

Leask,M., Capel S., & Younie S

2019 8th edition

Learning to teach in the secondary school: a companion to school experience

Routledge

Cole, M 2009 Equality in the Secondary School – Promoting good practice across the curriculum

Continuum Publishers Ltd.

978-1847061010

Didau D and Rose

2016 What every Teacher Needs to Know about Psychology

N. John Catt Ltd

9781909717855

Ellis V. (ed) 2013 5th edition

Learning and Teaching in Secondary Schools

Learning Matters Available as an eBook through my ilibrary

Fleming, P

2013 Becoming a Secondary School Teacher

Routledge

34

Ghaye, T

2011 Teaching and Learning through Reflective Practice: a practical guide for positive action.

Routledge

Hart, C

1998 Doing Literature Review Open University 978-0761959755

Hawkins, K,

2017 Mindful Teacher, Mindful School Improving Wellbeing in Teaching and Learning

Sage 97815264026868

Leask, M., Capel, S., & Turner, T.

2013 6th edition

Learning to teach in the secondary school: a companion to school experience

Routledge Available as an eBook through my ilibrary

Leask,M., Capel S., & Younie S

2016 7th edition

Learning to teach in the secondary school: a companion to school experience

Routledge

Oliver, P 2012 Succeeding with your literature review: a handbook for students

Open University Press

Available as an eBook through my ilibrary

Rushton, Ian

2012 Reflective practice for teaching in lifelong learning.

See Chapter 3 – Levels and models of reflective practice

Savage, J 2011 Cross-curricular teaching and learning in the secondary school

Routledge Available as an eBook through my ilibrary

Scott, H., Mercier, C., & Philpott, C

2013 Professional Issues in secondary teaching

Sage Available as an eBook through my ilibrary

Sellars, M

2014 Reflective Practice for Teachers (hard copy)

Shelby Harris, Ann 2010 Examining and Facilitating Reflection to Improve Professional Practice

35

Module Specification - for L6

School Education Department Secondary Code ACAD 1422 Module Title Professional Studies and Area of Focus Module Coordinator Roz Hornsby Level (please tick) 4 5 6 √ 7 Credit 15 Pre-requisites Introduction & Rationale This module complements the subject studies and school placements and covers those aspects of teaching and learning, and the wider role of the teacher which all secondary school teachers need to understand and engage with. It also gives trainees an opportunity to explore deeply an area of professional and/or pedagogic interest Aims Trainees will be able to develop a good understanding and awareness of the relationship between educational theory and practice in order to develop the ability to apply their knowledge to educational settings they have experienced, or are experiencing, and which will also inform their future teaching. Learning Outcomes On completing this module successfully trainees will be able to:

develop their professional expertise through the critical awareness, knowledge and understanding of their practice and its potential impact on the learning of the students that they teach, supported by and embedded within current theoretical perspectives

demonstrate understanding that enables them to engage with and evaluate current research and advanced scholarship,

identify, critique evaluate existing educational practices and theory

apply theoretical perspectives to develop their professional understanding across the eight professional standards (and Part 2 of the standards)

Indicative Content: Issues addressed during the module will include coverage of the following topics:

National policy and frameworks and the implications for the teacher including working collaboratively

Developing effective relationships for learning

Equality of opportunity

Theories and practice of learning

36

The pastoral curriculum, and the role of PSHE and SMSC (social, moral, spiritual, cultural) Children and mental health issues.

Assessment including the use of local and national statistical data

Inclusion

Special Educational Needs & Disability

Behaviour Management

Personalised learning and EAL

Literacy and numeracy development

The teacher and the law

The Prevent Agenda Main Learning and Teaching Activities

Formal keynote lectures Seminars in cross-subject active tutorial groups Role play Directed reading Key tasks to be carried out in schools as part of the assignment Individual tutorial Self directed research and practice

Learning Time (1 credit = 10 hours)

Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits, work-based learning where integrated into a structured academic programme

lectures

seminars supervised practical sessions tutorials formative assessment other scheduled time

Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Independent modulework Independent laboratory work other non-scheduled time

Placements (including work placement and year abroad) Total hours (’Should be equal to credit x 10’) 150 Assessment Details:

Proposed assessment

Assessment method Assignment, Literature review, critical incident and reflective

cycle.

Grading mode Pass/Fail

37

Weighting % N/A

Pass mark Pass

Word length 3,000

Outline details A literature review, and critical analysis of the trainee’s own practice, which explores a theme of personal interest within the field of Professional Studies in Education (area chosen with the agreement of the trainees module tutor)

Are students required to pass all components in order to pass the module?

Yes

Indicative Module Materials and Reading:

Author Date Title Publisher ISBN

Allen, V. 2014 Understanding and supporting behaviour through emotional intelligence: a critical guide for secondary teachers

Critical Publishing

Available as an eBook through my ilibrary

Baker, T, Evers G, Brock R,

2017 Targeted Teaching – Strategies for Secondary Teaching,

Sage

Capel, S, Leask, M and Younie S. (eds)

2013 (7th Edition)

Learning to Teach in the Secondary School

Routledge

Didau D and Rose N

2016 What every Teacher Needs to Know about Psychology

N. John Catt Ltd 9781909717855

Fleming, P

2013 Becoming a Secondary School Teacher

Routledge

Ghaye, T

2011 Teaching and Learning through Reflective Practice: a practical guide for positive action.

Routledge

Hart, C

1998 Doing Literature Review Open University 978-0761959755

Leask,M., Capel S., & Younie S

2016 7th edition

Learning to teach in the secondary school: a companion to school experience

Routledge Available as an eBook through my ilibrary

Leask,M., Capel S., & Younie S

2019 8th edition

Learning to teach in the secondary school: a companion to school experience

Routledge

Mujis, D and Reynolds D

2018 Effective Teaching: Evidence and Practice.

Sage

38

Oliver, P

2012 Succeeding with your literature review: a handbook for students

Open University Press

Available as an eBook through my ilibrary

Scott, H., Mercier, C., & Philpott, C

2013 Professional Issues in secondary teaching

Sage Available as an eBook through my ilibrary

Sellars, M

2014 Reflective Practice for Teachers (hard copy)

Shelby Harris, Ann 2010 Examining and Facilitating Reflection to Improve Professional Practice

The key difference between Post and Professional PGCE in this assignment is: We will expect to see a more sustained and critical discussion of THE TOPIC as well as a well-argued justification for the decisions made in relation to the issue that has been investigated. ________________________________________________________________________ TRAINEES WHO CHOOSE TO SUBMIT THEIR ASSIGNMENTS AT LEVEL 6 WILL NEED TO RE REGISTER FOR THE PROFESSIONAL GRADUATE CERTIFICATE OF EDUCATION AT THE END OF FEBRUARY.

ALL UNIVERSITY POLICIES AND REGULATIONS IN FULL CAN BE FOUND AT : http://www2.gre.ac.uk/current-students/regs The university has many policies, regulations and procedures that impact on staff and students. These range from academic regulations (e.g. about plagiarism or extenuating circumstances) to more general policies regarding, for example, Equal Opportunities. You can find the majority of university policies likely to affect your work this year at:

The Students’ Union University of Greenwich (SUUG)

The Students’ Union University of Greenwich (the SU) is your Union. They represent you, advise you, entertain you and much, much more.

39

The Advice Service The SU Advice Service provides free, confidential and impartial generalist advice to all students at the University of Greenwich. Advice and support is offered to all regardless of religion, race, gender, disability or sexual orientation. The service offers a client-centred approach, providing students with the options and information needed to make their own decisions. The service can arrange for a student representative to accompany clients to hearings relating to appeals, plagiarism, university disciplinaries, fitness to practise, complaints committees etc. The Advice Service can be the first point of contact in any query and provide general sources of information or signposting to an appropriate agency or specialist. Click to find out more about what the Advice Service can do for you at Greenwich and Avery Hill and at Medway.

Getting in Touch There are many ways you can stay in touch and get involved with SUUG:

Through the SUUG website or the GK Unions website.

You can also connect with us and other University of Greenwich Students by following our Facebook and Twitter pages, found here: www.facebook.com/sugreenwich and www.twitter.com/sugreenwich.

Student emails All students are allocated a University of Greenwich email address. It is the policy of the University to use your university email to contact you, and you should be able to access this from anywhere in the world via the email link on the portal home page. It is important therefore that you regularly check you university email account, so that you do not miss out on any important information. Please also take time to delete emails that you no longer require, to ensure that your inbox does not become full and prevent you from receiving new messages. Please note that dates may differ depending on when you start your programme of study, and where you are studying. Please refer to http://www2.gre.ac.uk/current-students/term_dates for full details, and details of University closure dates. The Greenwich Graduate Initiative sets out the behaviours and attributes that we expect our graduates to develop whilst they are studying at the University, to best prepare them for their future careers. Further information can be found at: https://www.gre.ac.uk/__data/assets/pdf_file/0020/832043/BecomingAGreenwichGraduate.pdf https://www.gre.ac.uk/__data/assets/pdf_file/0003/832044/GraduateAttributeStatements.pdf Information Where a programme forms part of the qualifications required by a professional or statutory body, clear information will be provided about specific assessment requirements that must be met for progression towards the professional qualification including criteria for the marking and grading of assessments. The requirements of that body will take precedence over those of the University regulations in the awarding of the professional qualification.’ Statement agreed with the RGTSA:

40

‘Student teacher complaints regarding the School Direct Programme will be referred to the University of Greenwich for consideration according to its published procedures. External Examiner for Professional Studies Module- Jonathan Edwards. Academic Misconduct Students are expected to take responsibility for the integrity of their own work. Any improper behaviour or activity which may give you an advantage in a summative assessment is considered to be an act of academic misconduct. This includes, but is not limited to: using published work without referencing, copying another person’s work, bringing unauthorised material into an examination. Further information, including the procedure for investigating an alleged offence and the penalties that may be applied, can be found in the Academic Misconduct Policy and Procedure at: https://docs.gre.ac.uk/rep/sas/academic-misconduct-policy-and-procedure-taught-awards

GDPR (The General Data Protection Regulation) Guidance for Trainees

Familiarise yourself with the information on the Information Commissioner’s Office website (https://ico.org.uk/)

and the policies and practices of your school/ setting as part of induction.

Dispose of any information that you hold where the original purpose it was intended or used for has gone or it is no

longer needed. Clear emails regularly.

Treat confidential/ sensitive paperwork with the utmost care. If keeping documents, store them away securely. If

disposing of documents use a shredder or confidential waste bin.

Remove non-compliant software from use, only use secure (password protected) platforms or systems for storing

information. Avoid using memory sticks to store high risk data. If using memory sticks, ensure that they are

encrypted.

Any GDPR data breaches may result in disciplinary action.

Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut

down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data have given their consent for it to be shared;

How it will be used;

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person, check the recipients ID;

Whether any information is sensitive or should not be shared.

SECURE

AND

SHARE

Secure data or use passwords/ encryption (inc. for portable drives and mobile devices).

Avoid keeping individual passwords in placed where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive, or has copyright protection. If in

doubt, do not share it.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/ links before pressing

send;

Avoid sharing high risk or confidential information, e.g. personal data about individuals. When you receive an

email with personal data, do not share it unless you have permission/ it is required for work purposes.

Where possible avoid emails documents as attachments. If unavoidable ensure confidential documents sent are

password protected/ encrypted.

Never email a password in the same email/ message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

Where it is no longer needed.

This includes:

Information stored on old equipment no longer used, e.g. PC, laptop, tablet, mobile, etc.)

41

Paper records with sensitive information (use a shredder or confidential waste bin)

Old emails stored in your inbox.

At the end of each placement you must anonymise, delete or return any confidential information and you MUST not take away any identifiable data. At the end of the course all confidential data should be anonymised or destroyed

Be Aware

Personal

Information

Always treat personal information with the utmost care. Follow the policies of your school/ setting.

Individuals can request all information held on them by an organisation for free, including any emails in which they

are discussed. Always think carefully about what you write down/ email.

When uploading information to your e-portfolio (InPlace) avoid using personal information and data related to

pupils.

High Risk

Data

High risk/ confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs

Electronic – e.g. data/ mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/

Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Reports spam to

the IT helpdesk at the University of Greenwich. Always delete suspicious test, scams, etc.