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Developing Outstanding Teachers in an Outstanding Partnership
School of Educatio
Initial Teacher EducationPGCE Secondary
Subject Handbook (SD Biology)
Page | 2 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Contents
1. Introduction and Programme Timetable 2. Professional Studies 3. Subject Studies
4. Assessment Regulations 5. Resubmission and fees 6. Assessment hand in dates
1. Introduction
The subject studies modules focus on development of subject pedagogy and strategies for learning, teaching and assessment. The first module introduces student teachers to a theoretical framework for learning, teaching and assessment of science education. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in science education as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non - statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. It will also reflect on ways in which science can contribute to the spiritual, moral, social and cultural development of pupils, and can develop their appreciation of science and technology in context.
The second Biology module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to the classroom setting. The module requires participation in other educational settings in order to develop subject and pedagogical expertise. It provides practical opportunities to build on the theoretical framework for learning, teaching and assessment of science that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to critically engage with subject pedagogy and to critically evaluate the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to critically reflect on the impact of their pedagogical decisions in order to inform future practice.
TOC
Page | 3 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Programme Timetable - BiologyThis programme incorporates all 4 modules of the PGCE biology programme
Date/Time
03 - 07September 2018
Primary school placement to focus on: Progression and transition within subject area Phonics and strategies for early reading/literacy
Induction Week: 10 - 14 September 2018 (at York St John University except for Thursday 13 September when in base school and Friday 14 September 9 – 12 for school based session)
Date/Time/Room Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOLMonday 10
September 2018
10-12 noon
RW006
Keither Parker (KP) and Emma McVittie (EMc)
PS:MSDS02/MPGC06
Welcome and introductory session
Introduction to the Course Handbooks
To provide an overview of the course and documentation
To raise awareness of statutory requirements
To introduce group members
To engage in team building activities.
TS8PPC
Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible.
Monday 10 September
1.0 – 3.00 pm
RW006
KPEMc
PS:MSDS02/MPGC06
Activity on values (email etiquette if time)
Introduction to the Masters element of the programme
Any questions/contributions to the course
Explore impact of personal values on teaching
TS8PPC
Values statement started at induction day is needed here
Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes
Page | 4 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Tuesday 11September
9.00- 10.00 am
RW006
Clare McCluskey
PS:MSDS02/MPGC06
Introduction to the library and subject resources
To highlight range of resources available in the library
To highlight how resources are used at postgraduate level
To begin using Moodle as a resource
TS8
Tuesday 11 September
10.00 am
Enrolment All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only)
Tuesday 11 September
1 - 4pm
RW006
Sue Shippen
PS:MSDS02/MPGC06
Understanding the importance of safeguarding within schools
Child Protection
To consider your roles and responsibilities with regard to safeguarding and child protection
To consider a range of scenarios related to child protection issues and responses to these
TS1Part 2: PPC
Prior to session read chapters 20 and 24 in Brooks et al.
Complete the introduction to basic awareness training on safeguarding (details on Moodle)
Wednesday 12 September
9-11 am
Independent study at YSJU
Student teachers to familiarise themselves with course documentation handbooks
Subject knowledge audit: preparation for subject teaching
Complete subject knowledge audit
Students to develop a presentation
TS3Part 2:PPC
Prepare a 2-3 minute presentation on either of the following questions: Why do you want to
teach? Why do you want to
teach your specific subject?
What subject specific concept interests you the most? Why?
Construct action plan based on subject knowledge audit
Reflective Learning Journal (RLJ) entry
Wednesday 12
September
1 – 4 pm
KP
PS:
Introduction to Professional Studies. Aims of course etc. – what do schools want from today’s teachers; meeting those expectations
To understand the aims and expectations of the course
To know the 2 modules of the course and the assessments
TS2TS3TS5TS6TS7
Read at least one of the following and write key learning points in RLJ:
Brooks et al chapters 2 and
Review the aims of education from the National Curriculum/QCA
Page | 5 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
RW006MSDS02
Aims of Education session 1
Education past/present and today’s agenda (introduction of Academies and implications etc.)
involved
To consider your own views and experiences of the education system
To consider the key issues, opportunities and challenges for new teachers
To understand how the education system has evolved
To understand what the National Curriculum is and the rationale behind thisTo consider the impact of national initiatives on pedagogy and raising standards
To understand how these initiatives interrelate and their impact on teaching, continuity and progression
Part 2:PPC26
Capel et al chapter 7.1
Read at least one of the following and write key learning points in RLJ:
Brooks et al chapter 1.3
Capel et al chapter 7.2
In your RLJ write down what you think of these aims and how these might impact on your teaching
Group activity on national initiatives
4 – 5 pm
RW006
KPPS:
MSDS02
Educational Rationale and Pedagogical Practice
To consider why an educational rationale matters
To explore how and educational rationale affects the role of the teacher
To begin to explore your own educational rationale in regard to pedagogical practice
TS5Part 2: PPC
Capel et al unit 7.1 Write a statement of your own educational philosophy with consideration of how this will impact on pedagogical practice
Thursday 13 September
Induction day at base school
Page | 6 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
All dayFriday 14 September
9-12 noon
This session will be at Manor CE Academy
EborHope staff
PS:MSDS02/MPGC06
Personality profiling to support teaching and learning
To focus on identifying personalities/characteristics to support improved professional practice and communication and support learning and teaching.
TS8Part 2: PPC
**Submit Primary Placement critical report Friday by Friday am on Moodle**
Friday 14 September
PM
EMc
PS:MSDS01/MPGC03
Independent and Supported Study:All trainees to check in for a live Moodle session at 2.30pm
Familiarisation time for the course documentation with focus on evidence to meet the standards
Page | 7 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Introduction Week: 17 - 21 September 2018 (at York St John University except for Thursday 20 September when in base school)Date/Time/
RoomPS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and
PreparationSOL
Monday 17September 2018
9-12 noon
RW006
PS MSDS01/MPGC03
KP Understanding How Children Learn – Key Learning Approaches/ Theories and Cognitive Development Learning.
To appreciate the developmental nature of learning
To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow
To begin to develop an understanding of how cognitive development relates to learning styles
TS2TS5TS7
Read at least one of the following:
Brooks et al chapter 2.4
Capel et al chapter 5.1
Ellis chapter 4
Hoult chapter 2
Pollard chapter 7
Having looked at how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Look at criticisms of Gardner. Record ideas in RLJ.
Monday 17September
1 – 3 pm
RW006
PS MSDS01/MPGC03
Kate Allott Transition 1: Session on Phonics and early reading
To reflect on what has been learnt during the primary placement (SE1)
To extend and develop understanding of phonics
TS3 Bring primary placement information to the session
Read chapter 3.4 in Capel et al.Consider other issues related to transition for your subject area/ Reflective Learning Journal (RLJ) entry
Monday 17 September
PS MSDS01/MPGC03
KPEMc
Digital team
How to use Mahara to support
To introduce the use of Mahara to support
Page | 8 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
(There will be 2 slots from 3.30-4.30 and 4.30-5.30)
development of your Personal Development Portfolio
Exemplar PDP
development of your Personal Development PortfolioTo set up individual portfolio
Tuesday 18September
9 – 12 noon
QE104
SS Science: B, C, P together
SK day 1YSJ staff
KB What is science? Aims of the
subject Historical context
of the subject at secondary level.
Current secondary curriculum (new National Curriculum)
Attributes of a secondary science teacher
Subject specific pedagogy
To understand how the subject has changed and developed over time and the implications of current developments and initiatives
To consider what constitutes science as a subject
To explore the professional attributes of a secondary science teacher
To develop an understanding of how the science curriculum contributes to pupils’ social, moral and spiritual understanding.
TS3*TS4Part 2: PPC
Reflective Reader – secondary science
PISA study
Why is science important and how will this influence your teaching?
500 words – portfolio.This addresses module assessment -presentation.
Tuesday 18
September
1 – 3pm
QE104
SS Science: B, C, P together
SK day 1YSJ staff
KB Transition session 2: Issues related to science
To appreciate what constitutes the science curriculum at KS1, KS2
To develop an awareness of new curriculum developments in science
To know about
TS3TS4TS7
Allen, M (2010) Misconceptions in Primary Science (ebook)
To review the National Curriculum KS1, 2 and 3
To reflect on misconceptions in science
Produce a
Page | 9 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
transaction data and how it can be used
progression map for scientific concepts.
Pre-reading PISA studyThis addresses specialism in science (presentation) and teaching strategies (portfolio)
4-5pmIndependent follow up work from the session
Wednesday 19September
9 – 12 noon
RW006
PS MSDS01/MPGC03
KP Curriculum Planning session 1 – overview of the key principles of planning
Planning a lesson – practicalities and progress
Focus on a variety of ‘model’ completed plans across subjects.Also focus on the example in the student/mentor handbook.
To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour
To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability
To understand the key aspects of short, medium and long term planning and the progression between these levels of planning
To consider the key
TS2TS4TS5
Read at least one of the following:
Brooks et al chapter 13
Capel et al chapter 7.2
Ellis chapter 5
Hoult chapter 4
Kyriacou chapter 2
Pollard chapter 9
Write key learning points from today’s sessions and reading in RLJ
Page | 10 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
elements of effective lesson planning
To begin to consider how different learner’s needs can be planned for
To introduce the principle of educational inclusion and curriculum entitlement
To consider how to plan to ensure effective progression
To consider key principles in evaluating learning
To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress
Wednesday 19 September
1 – 5 pm
RW006
PS MSDS01/MPGC03
KP Effective Teaching & Learning Strategies session 1: key principles
Introduction to differentiation
To understand what makes an effective teacher and leader in the classroom
To consider what makes teaching and learning effective
To consider the different strategies that can be used to support pupils of different abilities.
TS1TS2TS4TS5TS7
Read at least one of the following:
Ellis chapter 5
Kyriacou chapter 1
Pollard chapter 13
Read the following:
Write key learning points from session and reading in RLJ
Page | 11 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Relating Learning Approaches/ Theories to Pedagogic Practice
M level assignment briefing
To consider what is best practice in the classroom
To begin to reflect on how professional values impact on teaching and learning
To understand the interaction between theories about learning and pedagogic practice
To be able to explain to others the theories related to learning and teaching
To understand how teaching styles need to relate to learning styles/strategies
To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning
To begin to consider your own pedagogy in relation to key learning theories
Capel et al chapter 5.3
Thursday 20 SeptemberAll day
Induction day at base school
Page | 12 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Friday 21 September
9 – 12 noon
TW104
SS Science: B, C, P together
School staff Curriculum Planning session 2: lesson planning, differentiation and delivery within science
Learning objectives versus outcomes
What a lesson plan should contain – subject specific examples
To develop an awareness of the process of planning, structuring and delivering engaging lessons
To understand how to adapt lessons to meet the needs and strengths of all pupils
TS4TS5
See previous session 1-3pm
What different approaches to differentiation do you observe (or use yourself if teaching)? What are special to teaching science in a laboratory classroom? Collate all observations and bring to next session
Friday 21September
1-3pm
Temple Hall
PS: MSDS02/MPGC06
Resilience and Energy Management
To develop strategies to support resilience and energy management
TS8PPC
Refer to texts on PS reading list for well-being and developing resilience
Also read chapter 1.3 in Capel et al.
Student teachers in base schools from Monday 24 September to 21 December 2018 (except for Wednesdays)
Page | 13 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 26 September 2018
School based – Manor CE AcademyTime PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL1–3pm
SS Science: B, C, P together
School staff
Effective Teaching & Learning Strategies session 2: science
What’s different about Science?Technology – data loggers – B, C, P emphasis; Geiger counter etc
Compare teaching a LO with and without practical activity
To develop an understanding of the range of T&L techniques that can be employed to enhance science learning by student teachers
To consider the advantages/ disadvantages of teaching a practical subject
Consider what makes effective teaching of science
To produce a well-constructed lesson plan that student teachers can deliver
TS4TS7 Wellington – science learning
science teaching
ASE guide to SS teaching
Osborne & Dillon – Good Practice in Science TeachingRoss – Teaching Secondary Science
What different approaches to T&L do you observe (or use yourself if teaching)? What are special to teaching science in a laboratory classroom? Collate all observations and bring to next session with KB
3-5
SS Science: B, C, P together
BH Resources for Teaching and Learning: subject focus
Health & Safety – subject specific and genericResources – subject specific and generic
Use of technicians
Basic practical workSchool based session as lab needed
To consider the resources available to support the teaching of science and how these can be used to enhance pupils’ learning
To understand the risks associated with practical science
To know about the role & support of the science technician
TS3TS4TS7TS8
CLEAPSS website - secondary science H & S
Abrahams, 1. Practical Work in SSASG (2006) Safeguarding in the School Lab
Interview/talk to technician to carry out risk assessment for a hazardous practice
Observation of a practical activity – use checklist for discussion 19 November sessionAddresses module assessment - Portfolio
Page | 14 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 3 October 2018**
School based – Manor CE Academy
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL1.15- 3pm
PS MSDS01 KP Classroom Management and Behaviour session 1: Theoretical approaches to Behaviour ManagementBriefing for M level research project
To compare different theories/models relating to behaviour management
To begin to explore your own philosophy of behaviour management and consider how this will impact on teaching and learning
TS7Read Porter, section 1. Write a statement of your
philosophy of behaviour management and incorporate this into your statement on educational rationale/philosophy
Over next 3 weeks student teachers must access PPT’s on research skills & complete research proposal form
3-5pm PS MSDS01 BHPlanning and Managing the Learning Environment: Creating a Climate for Learning session 1: key principles
To understand a range of strategies for effective classroom management
To consider the importance and impact of positive classroom interaction and effective communication
To understand the link between motivation, effective teaching and learning and classroom management
TS1TS2TS7
Read at least one of the following;
Kyriacou chapter 5
Pollard chapter 10
Capel et al chapters 3.1 and 3.2
Write key learning points from today’s sessions and reading in RLJ
**Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead**
Page | 15 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 10 October 2018
York St John University – Subject Knowledge Day 2 YSJ staff (with 2 hours to follow on from 3.10.18 with subject specific issues)
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s)
Reading and Preparation
SOL
9 – 4
TW104
SS Science:B, C, P together
KB Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: scienceFor example Developing positive
relationships Creating safe &
supportive environment
High expectations Learning to inspire,
motivate & challenge
Learning outside the classroom
To develop an understanding of the importance of good relationships in the classroom
To understand what is needed to create an emotionally safe and supportive environment for all
To consider the setting of high expectations which inspire, motivate and challenge pupils
To consider the importance of learning outside the classroom.
TS1TS4TS7
Teaching Science – Liversidge, Cochrane, Kerfoot and Thomas (2010)
Learning Journal – reflect upon teaching feedback re focus
Focus observation of good practice - AST type
Pupil voice survey/interview – homework etc – feelings re school
Generic SOL – observe a range of different staff members and app. to classroom and behaviour management strategies
SS Science:B, C, P together
KB Classroom Management and Behaviour session 2: science
Positive BM strategies
Behaviour for learning
Developing a behaviour/classroom management plan with specific reference to a laboratory environment
Reflection on previous
To consider a range of behaviour disorders
To develop an awareness of behaviours which promote effective learning
To recognise how decisions relating to management of learning may affect behaviour
To consider strategies to support positive behaviour
To understand the importance of a behaviour management plan to
TS1TS7
Brooks et al, chapter 11
Capel et al, unit 3.3
Ellis, chapter 7
Hoult, chapter 5
Kyriacou, chapter 6
Design a behaviour management/classroom management plan
Observe a range of different staff members using behaviour tracking tool and apply strategies to own classroom practice
3SDSO8Write a personal statement that reflects your philosophy of effective learning in science linked
Page | 16 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
lesson plan with a focus on behaviour management
support classroom management and pupil progress
to behaviour & classroom management
SS Science:B, C, P together
KB Subject Knowledge Development and SK Pedagogy
Demonstrations and modelling/purpose of practical work – subject specific examples
Strategies for effective science learning – subject specific:
demonstrations modelling simulations (ICT)
practical
To be able to carry out practical work & link this to learning.
To understand the importance of student teachers understanding a range of strategies in developing pupil understanding.
TS3TS4TS5
Osborne & Millar – Practical SSR.Archer – 100 Ideas for Teaching Science.
To actively incorporate more than one strategy in a lesson and reflect on it – to bring to later session.
4-5pmIndependent follow up work from the session
Wednesday 17 October 2018**
Page | 17 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
York St John University
Time PS/SS
Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1.00-5pm
RW006
PS MSDS01/MPGC03
EMcJV?
SEND & inclusion
Focus will be on a case study from identifying initial concerns through to an EHCP to practically look at a graduated approach.
To develop a wider understanding of how to support learners with different needs in the classroom (SEND, including gifted and talented)
To look at a range of strategies used to support students with different needs, including multi-agency support and Extended Schools
To consider the impact of the new code of practice/Education, Health & Care plans
To raise awareness of the potential difficulties some learners have in dealing with their special needs
To consider how to create a classroom in which diversity is valued and where learners feel secure and confident
TS5TS7
Read at least one of the following:
Brooks et al chapters 6 & 21
Capel et al chapter 4.1 & 4.6
Ellis chapter 13
Hoult chapter 7
Pollard chapter 15
Visit websites highlighted within the PPT for this session.
Write down strategies/ideas to use in your own teaching.
**Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead**
Wednesday 24 October 2018
Page | 18 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
York St John University
Time PS/SS
Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1.00-3pm
RW006
PS MSDS01/MPGC03
EMc
RM/KB?
Assessment session 1: overview of key principles of assessment and impact on pupil progress – assessment for learning and assessment of learning
Include: history of assessment, current framework, use of data to inform planning
To understand that Assessment for Learning is a characteristic of effective teaching
To become familiar with a range of assessment, monitoring and recording strategies
To develop an understanding of learner self-assessment strategies
To look at local and national data that is available to support the monitoring of learner progress and consider its impact on teaching
To consider the role of effective target setting for pupils
TS2TS6
Read at least one of the following:
Brooks el al chapters 9 & 10
Capel et al chapter 6.1
Ellis chapter 6
Hoult chapter 6
Kyriacou chapter 7
Pollard chapter 14
Write key learning points from session and reading in RLJ
3 – 5pmRW006
PS MSDS01/MPGC03
EMc/KP MSDS01/MPGC03 and MSDS02/MPGC06 assignment support session
To further develop understanding of the M level work involved in the programme
Wednesday 7 November 2018Independent Study
Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1-5pm SSScience
Focus on developing lesson planning and assessment strategiesOpportunity to prepare for assignments
Wednesday 14 November 2018
Page | 19 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
York St John University - Subject Knowledge Day 3 YSJ staff
Time PS/SS
Subject Staff Focus of Session Learning Objectives Standard(s)
Reading and Preparation SOL
9 – 12
TW104
SS Science: B, C, P together
KB Stop and take stock – reflection on strategies – groups.
Mapping out the future – timetable and provision – create an action plan.
Scientific enquiry – science method and skills
Discussion on research proposals. Please bring a laptop/tablet to the session if possible.Research proposal to be submitted on 15th November
To appreciate the philosophy of scientific enquiry.
To know the key scientific enquiry skills and terminology.
To appreciate the continuous nature and application throughout the curriculum.
TS3TS4TS5
Sang and Wood-Robinson: Teaching secondary scientific enquiry
Appropriate Scientific Vocab and Glossaries.
Feedback on strategies
Plan, deliver and reflect on a scientific enquiry lesson focussing on at least one skill area for 25 February
1-4 pm
TW104
SS Science: B, C, P together
KB Assessment session 2 - AFL in science (KS3, GCSE) Assessing progress
over time Changes to
assessment in subject areas
Assessment techniques in science
To develop knowledge and understanding of assessment in science including statutory assessment requirements
To develop skills in interpreting performance data to inform planning and pupil progress
To develop a ‘tool kit’ of AFL techniques to promote flexible teaching and learning
TS5TS6TS8
Black & Harrison: Science Inside the Black Box
Black, P. AFL – Putting it into Practice.
Concept Cartoons in Science Education.
Trial and reflect on own classroom assessment
4-5pmIndependent follow up work from the session
Page | 20 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 21 November 2018
School based – Manor CE Academy
WRA STUDENTS ATTEND ALLIANCE
Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1-5pm SSAll
EborHope Staff
Memory and Cognitive load (effective approaches for strengthening pupil memory)
Voice work (protecting voice)
Input on TS2
Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1-4pm SSScience
KB and AO
Subject presentations
Wednesday 28 November 2018
York St John
Wednesday 5 December 2018
Independent Study
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1-5pm PS MSDS01 Focus on preparing evidence to meet the standards/completing reflective writing and final documentation etcOpportunity to prepare for assignments
Wednesday 12 December 2018
Page | 21 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
York St John University
Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1 - 4pm
SK037
4-5pmRW006
PS KP
MSDS02
REVIEW & TARGET SETTING
Review and target setting related to: Subject knowledge audit Behaviour Management
Plan Review against Standards
booklet & Professional development sheet/targets
Q/A research skills & final brief for research project
Discussion on second school placement & aims for this
Reflection on professional practice and developing as a professional
BRIEFING FOR SECOND PLACEMENT
To share good practice
To reflect on your recent school experience and review your progress against the standards
To set individual SMART targets for further development
To further develop an understanding of what is professional practice and appropriate professional conduct
To reflect on your own values, attitudes, beliefs and ethics in relation to this
To consider how to improve professional practice as part of reflective practice and critical voice
TS8Part 2: PPC
Read one of the following:
Brooks et al chapter 2
Capel et al chapter 8.3
Kyriacou chapter 8
Complete SE2 Review sheets and Professional Development Summary sheet
This session will also include the marketplace activity on national initiatives that was introduced on Wednesday 12 September
Wednesday 19 December 2018
Page | 22 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Independent Study
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1-5pm PS MSDS01 Focus on academic assignments(This may also be an opportunity for trainees to make an initial visit to second school placements)
7 - 9 January 2019 – Study days9th January WRA student teachers on school experience day at Alliance
10 – 11 January 2019 - in second school placement for preparation for 6 week block
Second School Placement 14 January to 22 February (6 weeks)WRA student teachers second school placement (SE2/3) 14 January to 14th June
School Half Term 25 February
Development and Enrichment Week: 4 - 8 March 2019 (at York St John University except for Monday 4 March 2019)
Page | 23 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Mon 4 March 2019All day
PS MSDS01
No room needed
Diversity Enrichment Day – refer to the Diversity Handbook for details
Date/Time/Room
PS/SS Subject Staff
Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
Tuesday5 March
9 – 12 noon
NW005
SS Science: B, C, P together
SK day 4YSJ staff
KB Developing subject knowledge to support increased teaching timetable – linked to subject audit/updating targetsReflecting on assessment practice (from SOL task)
To deliver assessment
To identify key areas for development from subject audit and change to put action plan in place
All Appropriate. Subject level texts depending on need.
Updating action plan and remediate as appropriate
Tuesday5 March
1 – 4pm
NW005
SS Science: B, C, P together
SK day 4YSJ staff
KB Subject Knowledge Consolidation:
Scientific enquiry across Biology, Chemistry, Physics –How Science works
Reflection on scientific enquiries teaching and learning from 27 Nov.
Controlled assessments in science – KS4 and 5 – subject specific
To revisit scientific enquiry & process in Science.
To consider the relevance & context of the science they learn to the wider world (self)
To appreciate formative and summative assessment requirements for scientific enquiry at KS3 – KS5.
To know the key features of a controlled assessment
TS3TS4TS6
Appropriate exam guidance for administrating controlled assessments.
How science works texts.
Look at some different examples of controlled assessments.
Reflection on controlled assessment and process and construct an example context 500 words
Wednesday6 March
SS Science
To be
EborHope staff
Focus on differentiation in the three sciences – what are the
To be aware of the resources available to support differentiation in science
TS1TS4TS5
Anstee,P. (2011) Differentiation Pocketbook: Teachers’
Plan and evaluate a differentiated lesson
Page | 24 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
9 – 12 noon
School based at Manor CE Academy
done as a session for all subjects and then focus on subjects
characteristics of B, C, P in terms of challenge?
To know different methods for scaffolding pupils’ learning in biology, chemistry and physics
To know different approaches for differentiation – by task, by outcome etc.
TS6 Pocketbooks
Ginnis, P. (2001) The Teacher’s Toolkit. Crown House Publishing
Ireson, Crowley, Richards etc. Second Science 11-16 A Practical Guide.
Wednesday6 March
1 – 4pm
School based at Manor CE Academy
SS Science
Independent or in subject groups
Apple Educator (through EborHope)
How to use technology to support all learners
To develop a range of resources to meet the needs of a range of pupils with differing abilities
TS5
Thursday7 March
All day9 – 3pm
School based at WRA schools
SS Science WRA staff Teaching biology, chemistry or physics at GCSE(triple science) and A level
Subject specific expert for biology, chemistry or physics as appropriate
To develop an understanding of the single science (GCSE) and post-16 science curriculum and the current assessment objectives.
TS3 Appropriate subject and exam texts
To revise and consolidate KS5 K&U
Friday 5 March9 – 12
PS MSDS01 KP/BH Diversity – round table presentations
Differentiation – round table presentations
Page | 25 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
RW006
Friday 8 March
1- 2pm
RW006 all afternoon
PS MSDS01 KP Diversity Debriefing
Review of diversity placement
Revisiting targets
To identify and discuss key issues from your placements
To share and discuss outcomes on data collected
To reflect on best practice observed
TS2TS8
Please ensure you bring your diversity handbook and resources/notes from the week to this session.
Be prepared to share what you have learnt during the week.
2 – 3pm PS Careers input3 - 4.30pm PS EMc M level support for
research projectTo focus on data analysis
Return to base schools 11 March to 14 June
Wednesday 13 March 2019
York St John University Time PS/
SSSubject Staff Focus of
SessionLearning Objectives Standard(s) Reading and
PreparationSOL
Page | 26 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
1 – 4pm
RW006
PS MSDS02 KP
KP/EMc
The importance of the pastoral curriculum
Key issues affecting young people including e-safety, mental health and attachment
To develop an understanding of the pastoral system and the growing importance of this in today’s schools
To consider the roles and responsibilities of the form tutor and pastoral leaders
To consider what makes a good form tutor
To develop a knowledge and understanding of the key elements of the pastoral curriculum
To consider how the pastoral curriculum supports national initiatives and how it supports learner progress and development
To discuss what the key issues are that affect some young people in schools today
To consider how these issues might impact on teaching, learning and achievement
To consider the strategies that might be used to support individuals
TS1TS2TS5TS7TS8
Read one of the following:
Brooks et al chapter 24 & 25
Ellis chapter 12
Read Capel et al chapter 4.2 & 4.5
Take notes of key learning points in RLJ with consideration of your pastoral involvement in SE2 (attachment to form group etc)
Key issues:Revisit the Byron Review relating to ICT/e-safetyNote key points on impact on teaching and learning in LJ
Read other internet resources on key issues and plan feedback/presentation
Revisit PPT/individual activity on Prevent, British Values and SMSC
Homophobic Bullying – PPT/individual activity
4-5pmRW006
PS MSDS02 KP Spring/summer term briefing
To review expectations for the spring/summer term and discuss evidence to meet the standards
All
Wednesday 20 March 2019School – Manor CE Academy
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
Page | 27 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
1.30 -2.30
(WRA staff
PS MSDS01 School staff
WRA
Cross Curricular Links:
Literacy Numeracy
To develop an understanding of the range of cross curricular themes/skills within the secondary curriculum
To look at opportunities and strategies to support pupil progress in literacy, through your own planning/ teaching
To look at opportunities and strategies to support pupil progress in numeracy, through your own planning/ teaching
TS1TS3TS4TS5Part 2: PPC
Read one of the following:
Literacy:Brooks et al chapter 16Ellis chapter 8Hoult chapter 8Capel et al chapter 5.8
Numeracy:Brooks et al chapter 17Ellis chapter 9
Hoult chapter 9
School policies on literacy and numeracy across the curriculum
Use resources on Moodle and from reading to write down ideas to support literacy development in your classroom
Plan/develop ideas to support numeracy development in your classroom for during SE3
2.30 – 3.30(EborHope Staff)
PS MSDS01School staff
EborHope
Cross Curricular Links:
School Values British Values SMSC
To understand the importance of the citizenship in today’s society, from a local, national, international perspective
TS1TS3TS4TS5Part 2: PPC
Read school policies PPT – learning activities to complete on Prevent Strategy, British Values and SMSC
3.30 – 4.30 pm
4.30 - 5pm
SS Subject groups
School staff
BH
Cross Curricular Links:
PSHCEe and citizenship
Facilitated feedback
To understand the importance of the citizenship and citizenship curriculum in today’s society, from a local, national, international perspective
To begin to consider strategies of how to develop key themes and issues from the citizenship curriculum in your own planning and teaching
TS3TS4TS1
Read one of the following:
Citizenship:Brooks et al chapter 18Ellis chapter 12Capel et al chapter 4.5
Page | 28 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 27 March 2019
Independent Study
Time PS/SS
Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
All dayRooms TBC
PS MSDS02 Research presentations
Page | 29 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 3 April 2019
Time PS/SS
Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation
SOL
1.30-4.30RW006
PS MSDS01 EMcAdditional SEND session
Wednesday 10 April 2019
York St John University
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1-4pm
QE105
4-5pmRW006
PS MSDS02 KP April/May Review - exercise against the standards & target setting for consolidation period
CPD sharing session – each bring examples of work/planning etc that demonstrates good practice and can be CPD for the students
To assess current progress and evaluate current strengths and areas to develop against the grading guidance produced by NASBTT
To set targets for remaining consolidation’ stage of training (that will be discussed with mentor)
TS8PPC Compete
review and finalise targets for remainder of consolidation period.
Page | 30 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Wednesday 1 May 2019
Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1.30-4.30
RW006
MSDS01 Katy Bloom
Good to outstanding support sessions 1 and 2
Wednesday 8 May 2019
Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1.30-4.30
RW006
MSDS01 Katy Bloom
Good to outstanding support sessions 3 and 4
Wednesday 15 May 2019
Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1.30-4.30
RW006
MSDS01 Katy Bloom
Good to outstanding support sessions 5 and 6
Wednesday 22 May
Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1.30-4.30
RW006
MSDS01 Katy Bloom
Good to outstanding support sessions 7 and 8
Page | 31 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
17.06.19 – 21.06.19 Enrichment Week – School Based
24.06.19 – 28.06.19 Enrichment Week – University Based
Monday 24 June
9 -12 noon
RW006
KP
PS:MSDS02/MPGC06
SE3 Debrief;
Programme Evaluation;
Finalising CEDP
To evaluate progress made in SE3;
To evaluate the PGCE programme by completing the NQT survey;
The CEDP to be finalised to support transition to NQT and induction.
TS8Bring completed CEDP for signing/processing
Monday 24 June
1 – 4pm
RW006
KP
PS:MSDS02/MPGC06
Launch of showcase presentation – transition event.
To demonstrate commitment to collaboration and co-operative working;
To share effective practice;
To showcase achievements of the PGCE training programme;
TS3TS8
Plan and develop resources for showcase presentation event
Tuesday 25, Wednesday 26 and Thursday 27 June
SSIndependent study to prepare showcase presentation and develop resources for first teaching post, as part of transition process
Friday 28 June
9 -12 noon1 – 4 pm
Temple Hall
KP/EMc
PS:MSDS01/MPGC03
Showcase presentation – transition event
TS3TS8PPC
TOC
Page | 32 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
2.Professional Studies Assessment
Contents Introduction to Professional Studies
School Direct Module description – MSDS01
School Direct Module description – MSDS02
Assessment in Professional Studies
MSDS01 assignment guidance
MSDS02 assignment guidance
Professional studies modules – reading and resource lists
Page | 33 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Introduction to Professional Studies
Professional Studies is an essential component of the PGCE programme and a vital dimension of training to become an effective teacher. It is designed to introduce student teachers to key professional issues and practices and to consider them from an informed and reflective perspective.
The course is designed to ensure that student teachers:
Are well prepared for the wider professional demands of being a teacher;
Have addressed key issues such as theories of learning, assessment, inclusion and behaviour management;
Understand how educational theories relate to and underpin practice;
Reflect upon the professional attitudes and values that are expected of teachers;
Consider and develop their own professional identity;
Have the support to help develop confidence in their wider professional knowledge and understanding.
All of the sessions within this programme support the student teacher in developing an understanding of how whole school/wider professional issues influence and support professional practice and development as an effective subject teacher. The programme is designed to emphasise the important role which wider educational issues can play in developing effective teaching and learning.
The key aim of the Professional Studies programme is to contribute to a high quality, current and relevant PGCE programme of training that equips student teachers with the professional knowledge, understanding, skills and attributes that they need to become outstanding teachers and leaders in our local and national secondary schools.
The programme is designed so that whole school issues can be explored through seminar discussion in university, at school, and through assignments and wider reading.
The professional studies programme is underpinned by the PGCE secondary partnership commitment to:
Developing outstanding teachers in an outstanding partnership
Page | 34 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
School Centred Cohort (School Direct)Module description – MSDS01
Title Understanding Learning and Teaching and School Experience (secondary)
Code3SDS01MSDS01
Faculty Education & Theology Cost Centre
Level YSJU 3 & MNQF 6 & 7 Credits 30 Total Learning Hours 300
Pre-requisites Barred Combinations None
Learning and Teaching
Timetabled Contact Hours 24 SOL Hours 122 Independent Study &
Assessment Hours 154
No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc. assessment period 40
Type of Learning Activity
Timetabled Contact comprises: lectures, seminars, workshops, presentations, tutorials, supported observation analysis, supported self-assessment.
Supported Open Learning comprises: group and individual school based research activities, literature research, learning journals.
Independent Study comprises:evaluation, analysis and application of module related activities;school experience profile and documentation.
Rationale and Aims
It is essential to provide student teachers with the opportunity to critically engage in theories and related practices involved in learning and teaching within the context of the secondary school setting. Student teachers need to develop the necessary understanding of how children and young people develop and learn in order to critically evaluate the pedagogical choices they will be faced with during the assessed school experience and successfully implement the choices they make. It is also essential that they develop skills to critically reflect on the impact of their pedagogical decisions to inform future practice.
The module aims to provide an understanding of the current curriculum and dominant pedagogies related to secondary schools and analyse the key principles and environmental factors which contribute to, and underpin effective learning and teaching.
The module also aims to provide opportunities for student teachers to:
explore, implement and evaluate different approaches to, and a range of methods for, gathering data and information within a range of learning contexts;
explore and critically appraise a wide range of literature and practice related to key learning theories, child development, learning and teaching approaches and research strategies and methodologies;
critically analyse and evaluate, as an individual and collaboratively, a range of issues using theoretical perspectives and key models and principles of effective practice;
apply theories, methods and strategies to their own practice during the school experience, demonstrating rigour in critically evaluating outcomes.
This module reflects the current standards for teaching.
Page | 35 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Learning OutcomesUpon successful completion of the module student teachers will be able to:
Learning Outcomes (Level 3)1. critically analyse theory and practice relating to children’s/young people’s development and
learning;2. demonstrate a critical understanding of the influences which may impact upon effective learning
and teaching;3. use and apply the acquired knowledge and understanding of pedagogy to plan, assess and
evaluate learning and teaching in order to meet the needs of children/young people;4. consistently demonstrate the standards and competencies required for QTS over a sustained
period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements;
5. communicate effectively using appropriate academic conventions.
Learning Outcomes (M Level)1. critically analyse and synthesise theory and practice relating to children’s/young people’s
development and learning;2. demonstrate an advanced understanding of the influences which may impact upon effective
learning and teaching;3. critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan,
assess and evaluate learning and teaching in order to meet the needs of children/young people;4. consistently demonstrate the standards and competencies required for QTS over a sustained
period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements;
5. communicate effectively using appropriate academic conventions.
Assessment (please include expected word length (for text based assessment))
# description weighting outcomes
1 5000 word essay 100% 1, 2, 3, 5
2 Completed school experience placement and profile with completed documentation as specified in the course documentation folder
Pass/Fail 3, 4
Qualified Failures: in order to pass the module, students much achieve:(for modules with more than one summative assessment component - please delete as applicable) A minimum mark of 40 at Level 3 or 50 at M Level for the essay A pass in school experience placement to required minimum standard
All student teachers must pass both components in order to pass this module
Indicative Content
The cyclical nature of the module will provide student teachers with the opportunities to develop increasingly sophisticated concepts and knowledge of teaching and learning in line with their own cognitive capabilities and their experience in school. It will explore in depth developmental, environmental, emotional and intellectual factors that affect children and young people, examining a range of factors, which determine and influence human development, learning and thinking.
Page | 36 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
All indicative content will be related to the appropriate age range(s) being studied.
Understanding and developing professional identity Child development and key learning theories, including factors affecting learning Observational studies and analysis Teaching for understanding, including concepts such as scaffolding of learning, models for learning
and effective communication in the classroom The curriculum: principles of effective planning and pedagogy; progression and transition; cross-
curricular themes including those related to literacy Planning and managing the learning environment, including the management of other adults Managing behaviour for effective learning: theory and practice Inclusion: meeting the individual needs of all children/young people, including English as an
Additional Language (EAL), Special Educational Needs and/or Disability (SEND) Assessment for and of learning, including the principles and methods for effective observation,
monitoring and assessments, recording and reporting Developing educational values and research ethics Developing understanding of school policies related to learning, teaching, assessment and inclusion
School Experience
The school centred secondary programme is predominantly school based. During the autumn term student teachers will undertake the introduction phase of the programme and continue on to the development phase. This will allow the student teacher to develop their pedagogical skills in a sustained experience according to the Teaching Agency (TA) requirements. The student teacher will develop skills, knowledge and understanding of professional practice giving particular emphasis to:
Critical analysis Planning for teaching, learning and assessment Evaluation Reflection
In the spring term student teachers will continue to be school based and will undertake a number of days in a school which will enhance and enrich their understanding of issues related to diversity. This is intended to provide student teachers with the opportunity to experience and understand the diverse nature of secondary schools and to consider the influence of the home, the family and the wider society in the education of children/young people and be aware of the external agencies which support the school. Student teachers will analyse teaching and learning strategies that enable children/young people from diverse backgrounds to access the secondary school curriculum, encouraging reflection and analysis of individual differences.
Library ResourcesIndicative essential book provision:
1. Brooks, V., Abbott, I. & Bills, L. (2012) Preparing to Teach in Secondary Schools. 3rd Ed. Maidenhead: Open University Press.
2. Capel, S., Leask, M., & Turner, T. (2013) Learning to Teach in the Secondary School. 6th ed. London:, Routledge.
3. Ellis, V. (2013) Learning and Teaching in Secondary Schools. 5th ed. Exeter: Learning Matters Ltd.
4. Kyriacou, C. (2014) Essential Teaching Skills. 4th ed. Cheltenham: Nelson Thornes Ltd.
5. Pollard, A. (2008) Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed. London: Continuum.
Indicative Journals /Periodicals (3 examples from current subscriptions):
1. British Educational Research Journal - Routledge (Taylor & Francis Group)
2. British Journal of Educational Studies – Routledge (Taylor & Francis Group)
3. Journal of Education for Teaching – Routledge (Taylor & Francis Group)Audio-visual / non printed material:
Page | 37 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
ICT ResourcesHardware Interactive white board Networked PC and data projector DVD player Visualiser Digital cameras and video camerasSpecialist software
None
Media ResourcesAV equipment
None
Award Bearing Programmes to which the module contributes
Title of ABP Status * of module in ABP
Location of module in ABP
Postgraduate Certificate in Education Secondary orGraduate Diploma in Education Secondary
Compulsory for award Semesters 1 & 2
TOC
Page | 38 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
School Centred Cohort (School Direct) - Module description – MSDS02
Title Professional Module 2 - The Emerging Professional and School Experience (secondary)
Code3SDS02MSDS02
School Education Cost Centre
Level 6 & 7 Credits 30 Total Learning Hours 300
Pre-requisites Barred Combinations None
Learning and Teaching
Timetabled Contact Hours 22 SOL Hours 124 Independent Study &
Assessment Hours 154
No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc. assessment period 40
Type of Learning Activity
Timetabled Contact comprises: lectures, seminars, workshops, tutorials, supported observation analysis, supported self-assessment.
Supported Open Learning comprises: group and individual school based research activities, literature research, learning journals.
Independent Study comprises: evaluation, analysis and application of module related activities: school experience profile and documentation.
Rationale and Aims
It is essential that student teachers develop the pedagogical skills, knowledge and understanding in their role as an emerging professional, and are able to demonstrate the ability to provide effective learning and teaching within the context of a secondary school setting. As part of their continuing professional development student teachers need the opportunity to develop as autonomous professionals who are capable of making judgements informed by knowledge of appropriate theory and practice. They should understand how research informs practice. It is important that they develop an understanding of wider professional issues related to the broad context in which education operates in order to be fully prepared for their future role as a professional secondary school teacher.
The module aims to provide opportunities for student teachers to:
build upon existing pedagogical skills, knowledge and understanding in order to provide consistent and effective learning and teaching opportunities within the secondary school classroom;
reflect on and critically evaluate their learning, in context of their developing professional practice; work with increasing professional autonomy during school experience; develop a critical understanding of schools as organisations within the context of local and national
policy; explore, implement and evaluate different approaches to, and a range of methods for, gathering
data and information as part of the research process; develop their professional ability to reflect on a specific research issue related to the school setting.
This module reflects the current standards for teachers.
Learning OutcomesUpon successful completion of the module student teachers will be able to:
Page | 39 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Learning Outcomes (L3)1. critically reflect on their own emerging identity as a professional and capacity for increased self-
awareness;2. synthesise and apply educational theory and research to their thinking about issues drawn from
professional practice;3. demonstrate a conceptual understanding of the nature of schools as social organisations including
the importance of values and relationships in an educational organisation;4. consistently demonstrate the standards and competencies required for QTS over a sustained
period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements;
5. communicate effectively using appropriate academic conventions.
Learning Outcomes (M level)1. critically and creatively reflect on their own emerging identity as a professional and capacity for
increased self-awareness and reflexivity;2. critically evaluate, synthesise and apply an in-depth and specialist knowledge of educational theory
and research, to their thinking about issues drawn from professional practice;3. demonstrate a creative and critical awareness and understanding of the nature of schools as social
organisations, including the importance of values and relationships in an educational organisation;4. consistently demonstrate the standards and competencies required for QTS over a sustained
period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements;
5. communicate effectively using appropriate academic conventions.
Assessment (please include expected word length (for text based assessment))
# description weighting outcomes
1 2500 word paper 40% 1, 2, 3, 5
2 Oral presentation 60% 1, 2, 3, 5
3 A satisfactorily completed school experience and profile with completed documentation Pass/Fail 4
Qualified Failures: in order to pass the module, students much achieve:(for modules with more than one summative assessment component - please delete as applicable)
A minimum mark of 40 at Level 3 or 50 at M Level for the project A pass in school experience placement to required minimum standard
All student teachers must pass both components in order to pass this module
Indicative Content
This module will provide student teachers with the opportunities to develop increasingly sophisticated Page | 40 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
concepts, knowledge and understanding of teaching and learning and wider professional issues in line with their own cognitive capabilities and developing professional identities, and within the context of broader education.
All indicative content will be related to the appropriate age range(s) being studied.
Emerging professional identity – influence of own experiences of education; understanding what it means to be an effective learner themselves; values and personal philosophy/rationale; developing the ability to critically analyse and evaluate educational policy and own practice; developing professional practice and conduct within the context of current educational policy, statutory responsibilities and the law.
Developing pedagogic skills, knowledge and understanding – understanding the role of educational research in supporting school improvement; the nature of educational research including research methodologies, data collection, ethical considerations, critical reading and writing.
Understanding schools as organisations – reflecting on the aims and purposes of education and the key ideas which have influenced them; understanding processes of change; awareness of initiatives and developments in education; influence of policies and practices on teaching and learning; safeguarding and child protection; organisational structures; culture of the school; role of schools in wider society
Working with others – developing relationships and communication with colleagues, pupils, parent/carers, community; leadership and teamwork; pastoral care and role of external agencies within schools
Transition – preparing for transition from QTS to NQT including applying for jobs and interview preparation: understanding the induction year; entering a community of practice;
School Experience
The school centred secondary programme is predominantly school based. Following on from the introduction phase and development phase in the autumn term, student teachers will continue with the development phase of the programme and move into the consolidation phase during the spring and summer terms. This will allow the student teacher to develop their pedagogical skills in a sustained school experience according to the Teaching Agency (TA) requirements. The student teacher will develop skills, knowledge and understanding of professional practice with particular emphasis on:
Critical analysis Planning for teaching, learning and assessment Evaluation Reflection
Library ResourcesIndicative essential book provision :
1. Denby, N., Butroyd, R., Swift, H., Price, J. & Glazzard, J. (2008) Master’s Level Study in Education: A Guide to Success for PGCE Students. Maidenhead: Open University Press.
2. Ghaye, T. (2011) Teaching and Learning through Reflective Practice. London: Routledge.
3. Moon, J. (2008) Critical Thinking: An Exploration of Theory and Practice. 2nd ed. London: Routledge.
4. Sharp, J. (2009) Success with your Education Research Project. Exeter: Learning Matters Ltd.
5. Wilson, E. (2009) School-based Research: a guide for education students. London: SAGE.
Indicative Journals /Periodicals (3 examples from current subscriptions):
Page | 41 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
1. British Educational Research Journal - Routledge (Taylor & Francis Group)2. Research in Education - Manchester University Press3. Research Papers in Education – Taylor Francis group
Audio-visual / non printed material:
ICT ResourcesHardware Interactive white board Networked PC and data projector DVD player Visualiser Digital cameras and video camerasSpecialist software
None
Media ResourcesAV equipment
None
Award Bearing Programmes to which the module contributes
Title of ABPStatus * of module in ABP
Location of module in ABP
Post Graduate Certificate in Education Secondary orGraduate Diploma in Education Secondary
Compulsory for award Semesters 1 & 2
TOC
Assessment in Professional Studies
Page | 42 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Both modules will be studied and assessment undertaken to demonstrate that you have met the learning outcomes in order to gain credits towards the PGCE.
Module Assessment Hand in date3SDS01 / MSDS01
or
3PGC03 / MPGC03
Essay 21 January 2019
3SDS02 / MSDS02or
3PGC06 / MPGC06
Research project:
2500 word paperand
4 March 2019
Oral presentation 27 March 2019
The essay and the research project (written paper) need to be submitted via Moodle by 12 noon on the dates shown above. You will need to include a front cover/assignment feedback sheet (below) with the correct details.
The assessments form an important part of your academic work. As this programme includes written work at Level M, there has been careful thought and organisation of this to ensure that the assessments are appropriate to learning outcomes and also relate closely to the DFE Teachers’ Standards 2012.
As the PGCE is a very intensive course, particular attention has been given to ensure workload is not unmanageable and that written work is spread out as much as possible. There is, however, only a short time frame where assessed work can be completed, as we cannot assess your understanding and learning when you have not completed the module. Wherever possible, we have organised submission of most work during the period in the spring term and before the consolidation period of your training. We do not want you to have to study for written work during the final few weeks of your training, as we believe that you need to focus on your practical teaching skills and work to demonstrate what we would require of a newly qualified teacher during the latter part of your placement.
Please Note: School Experience Professional Development Portfolio (PDP) – autumn term/SE1For this module you must also successfully complete the school experience placement and student teacher PDP completed documentation as well as the assignment for this module.
Assessment Guidance for MSDS01UNDERSTANDING LEARNING AND TEACHING AND SCHOOL EXPERIENCEPage | 43 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Assessment for this module includes a 5000 word essay and also the successful completion of the autumn term school experience (SE1) and student teacher profile.
Essay: Critically evaluate your assessment, planning and teaching in School Experience (autumn term) with particular reference to the development and learning of two pupils (5000 words plus appendices)
For this assignment you are expected to consider in depth your work as a teacher during the autumn term, particularly as it impacts on the learning of two chosen pupils. The assignment should be discursive rather than descriptive in nature and should be supported by reference to your reading and appendices of evidence.
The assignment must be underpinned by your understanding of development, learning and teaching theory, and current National policy and curriculum. Close reference should be made throughout to your academic study, your study of the two pupils and your own and other colleagues’ evaluation and analysis of your work.
This assignment links directly to your teaching, planning and assessment evidence bundle as below:
https://eportfolio.yorksj.ac.uk/view/view.php?t=LgazEx1vJGfdkTHB0wr4
You will be expected to:
make observations and evidence-based judgements about the children’s learning and learning behaviours;
justify and evaluate the success of your pedagogical decisions (planning, teaching, assessment and learning environment);
using lesson evaluations, end of week overviews and final summary comments as evidence, consider how your teaching and learning might have been improved; and
identify and consider the influences on the two target pupil’s learning and development both inside and outside of the school context.
Your assignment should demonstrate that you have met the learning outcomes for the module.
Preparation for the assignmentTo complete this assignment effectively you will have had to gather detailed and objective information about a range of issues/factors during the autumn term. As the assignment should offer a critical debate about how well you supported the learning of the class and in particular the two target pupils; this will require you to think about, justify and evaluate the decisions you made about such things as curriculum, teaching methods, individual support, classroom environment, assessment strategies and the use of other adults in the classroom. The assignment will evidence your ability to meet the needs of the class in a creative way and move their learning forward across the whole of your school experience.
Appendix 1This will be used to lodge your evidence and other material you wish to reference. It will include such things as:
Observation notes Other assessment material Lesson plans, lesson evaluations and lesson appraisals Assessment/data including pupil’s annotated work Photographs (where the necessary permissions could be obtained)
Essential Reading – See reading lists for the MSDS01/MPGC03 module and also reading lists for your subject specific modules as you will focus on assessment, planning and teaching related to your subject area.Page | 44 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
PGCE SecondaryMSDS01 Assignment - Additional Guidance
Essay Title:
‘Critically evaluate your assessment, planning and teaching in school experience (autumn term) with particular reference to the development and learning of two pupils’.
Please note that the following guidance is not intended to be prescriptive and is one suggested way of approaching the essay. This is intended to be an additional support to those who need further help.
*******************************
Additional Guidance:
It is suggested that you could approach this assignment in two parts:
Part 1 - discuss in general your knowledge and understanding of how pupils learn (e.g. understanding of different learning theories/approaches). It is preferable to critically engage with two or three different learning theories that you might consider appropriate for your context. This will enable you to look at these in depth, rather than looking at lots of theories superficially. You might also include what you know about the two chosen pupils in your autumn placement and which learning approaches may best support their learning and development. Then consider the implications of this for teaching and learning in general and teaching and learning of the two pupils.
Part 2 - discuss more specifically your assessment, planning and teaching with reference to the two pupils in two or more chosen lessons and relate back to the theories of learning where possible.
Key questions you might consider for each part of the essay:
Part 1:What do I know about the development and learning of pupils in general and the two chosen pupils in particular?Which learning theories might influence teaching and learning approaches and teaching and learning approaches for these 2 pupils?What kind of teaching approaches and learning experiences are appropriate for pupils in this age group and the two chosen pupils?
Part 2:How can I use this information (from part 1) to demonstrate my effectiveness as a teacher?How will I use this information to inform how I plan, teach and assess in relation to the two pupils I am focussing on?Following the first lesson, how will my assessment of the pupil’s progress impact on how I plan and teach the next lesson? In what way are the learning theories discussed in part one applicable here?What have I learnt about my teaching, the two pupils and myself and how might this help me to improve further?
Part 1 (weighting 60% 3,000 words plus appendices)
Critically analyse your evidence drawn from data collected on school experience and the evidence presented in the literature to demonstrate your knowledge and understanding of how pupils develop and learn in your autumn placement and the implications for teaching and learning.
Part 1 of the assignment should demonstrate that you have met Learning Outcome 1 for the Page | 46 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
module. Learning Outcome 1 is to ‘critically analyse and synthesise theory and practice relating to children’s/young people’s development and learning’,
Success Criteria
Through this part of the assignment you will be able to: Critically analyse your evidence and draw some tentative conclusions about children’s
thinking and learning Demonstrate your understanding of cognitive development as part of the holistic
development of the child. Consider the nature and quality of first-hand experience in relation to children’s thinking and
learning Demonstrate your understanding of the influence and impact of context and experience on
children’s thinking and learning. Demonstrate your understanding of the significance of others within the learning experience Select and critically analyse appropriate literature and theory to support your discussion.
Key areas you might consider:
Aspects of child/pupil developmentThe influence of context and experience on thinking and learningThe significance of othersBrain development and the implications of recent researchActive Learning/personalised learning
Part 2 (weighting 40% 2,000 words equivalent)
Select two or more lessons that you delivered in the autumn term and provide a critical analysis, justification and evaluation of your assessment, teaching and the learning of the two chosen pupils. It is recommended that you select at least two lessons so that you can demonstrate how your learning and assessment of pupils in the first lesson impacted on your planning, teaching and assessment in the next. This will also enable you to comment more ably on pupil progress within each lesson and across lessons.
There will be four elements to this part of the assignment and it is suggested you write using headings.
1. Considerations and preparations made prior to the lesson(s). For example you might have observed the two chosen pupils to assess how they learn etc. that may inform your planning of the first lesson.
2. The role of yourself as teacher at each stage of the process. (You must include complete lesson plans for which there should be a clearly articulated rationale).
3. Assessment of the two pupils learning and development pertaining to the lessons.4. Self-reflection; personal and teaching, evaluation of your current practice and implications for
your future practice. You should include no more than three targets for your teaching for the spring/summer terms based on your reflections and evaluations.
This part of the assignment should be underpinned by your understanding of learning and teaching theory, drawn from your academic based work and your experience in other schools. You will also draw on your knowledge of current National policy and curricular, for example the national curriculum for your subject area. Hence your reference list is likely to draw on both general texts on learning theory and subject based texts related to teaching, learning and assessment in your specific subject area.
Part 2 of the assignment should demonstrate that you have met Learning Outcomes 2 and 3 for the module. Learning Outcome 2 is to ‘Demonstrate an advanced understanding of the influences which may impact upon effective learning and teaching’. Learning Outcome 3 is to ‘Critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan, assess and
Page | 47 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
evaluate learning and teaching in order to meet the needs of children/young people’.
Success criteria
Through this part of the assignment you will be able to: Demonstrate your understanding of the assessment, planning and teaching cycle. Demonstrate your knowledge and understanding of how to plan coherently challenging and
interesting lessons, which takes account the two pupils needs and make appropriate assessments.
Critically analyse your evidence from the lesson(s) and draw some conclusions about the two learner’s development, thinking and learning (for example, the extent of progress made by your assessment, planning, and teaching).
Demonstrate your understanding of the influences, which may impact upon effective teaching and learning in your subject area
Provide an appropriate theoretical underpinning in order to justify your decisions and support your conclusions (for example, consider how the theories of learning have affected your practice)
Demonstrate your ability to reflect critically and rigorously on your own practice, evaluating your performance and setting personal, challenging targets.
The analysis may consider such things as:
Possible teaching and learning approaches relevant to your subject area The classroom context including resources (availability and type) Requirements of the National Curriculum Place within the long- and medium-term plans of the department Learning objectives and activities Teaching approaches including the use of explanation/questioning Organisation and management of pupils and resources (including learning
materials/management of TA’s if relevant etc.) Prior observations of pupils The learners relevant developmental stages Differentiation and match Assessment of the two pupils learning Evaluation of the process
Use should be made of:
Knowledge of two pupils physical, intellectual, linguistic, social, cultural and emotional development
Knowledge of the National Curriculum/subject guidance etc.
Learning Outcome 5 is to ‘Communicate effectively using appropriate academic conventions’ and the following information supports this:
Although this is an essay headings may be used. A short introduction should explain the context. This is an academic assignment submitted at Masters Level and should therefore be fully referenced using Harvard referencing. Please refer to the library website for support with Harvard Referencing. Please check this rigorously.
It is expected at this level that you will draw from a wide range of literature to support your discussion/analysis, which may include:
Current journals, for example see resource lists Key theorists
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Statutory documents Core texts
The assignment should be discursive rather than descriptive in nature and should be supported by reference to your reading and appendices of evidence (it is a critical analysis of your practice in relation to learning theories)
Your appendix will be used to lodge your evidence and other material you wish to reference. It must include completed lesson plans.
It might also include:
Observation notes Recorded observations and assessments Photographs (permission must be sought) Examples of pupils work Appraisals/feedback from mentors Evidence of analysis of data
Please note that your work must be anonymised. For example you might refer to Pupil A and Pupil B rather than use their actual names. Avoid use of staff/school names.
Submission: 21st January 2019 by noon
The assignment must be submitted electronically via Moodle.
TOC
Marking CriteriaThe grid below the mark/feedback sheet below indicates the general university criteria you will need to
Page | 49 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
meet for this essay. Opportunities for discussion will be provided at relevant points during the module.
PROGRAMME: PGCE Secondary STUDENT ID:
MODULE CODE / TITLE:
MSDS01 MODULE TUTOR:
ASSIGNMENT NO:
ASSIGNMENT TASK:
Critically evaluate your assessment, planning and teaching in School Experience (autumn term) with particular reference to the development and learning of two pupils
Assessed Learning Outcomes:1. Critically analyse and synthesise theory and practice relating to children’s/young people’s
development and learning.2. Demonstrate an advanced understanding of the influences which may impact upon effective
learning and teaching.3. Critically evaluate and reflect on acquired knowledge and understanding of pedagogy to plan,
assess and evaluate learning and teaching in order to meet the needs of children/young people5. Communicate effectively using appropriate academic conventions.
Any mark recorded here is provisional. It is subject to a process of moderation before consideration by the External Examiner prior to the Subject Assessment Panel (SAP). Only when the marks recommended by the SAP are accepted by the University Exam Board is the mark final.
PROVISIONAL MARK:
MARKER’S SUMMARY FEEDBACKFirst Marker’s summary, including reference to the assessed module learning outcomes:Comments may be
i) brief, and accompanied by in-text commentary, orii) more detailed, with limited in-text comments.
The generic assessment criteria for written work are detailed on the next page. These descriptors indicate the quality of academic skills demonstrated in marked work and should be read in conjunction with the summary and in-text feedback.PRIORITY ASPECTS TO CONCENTRATE ON
First Marked by Date
SECOND MARKER / MODERATOR FEEDBACK(IF APPLICABLE)
Second marked/ Moderated by
Date
Page | 50 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Generic Assessment Descriptors (Post Graduate)AssessedComponents
Distinction Merit Pass F (fail) F 0 NS(100-85) (84 - 70) (69 - 60) (59 - 50) (49-20) (19-1) F (0) 0NS
Kno
wle
dge,
Und
erst
andi
ng &
Enq
uiry
Knowledge & Understanding
Wor
k su
bmitt
ed is
con
side
red
to b
e ou
tsta
ndin
g in
the
asse
ssed
com
pone
nts
Excellent understanding of a wide range of ideas
Very good understanding of a range of ideas
Good understanding of relevant ideas
Subject knowledge is poorly demonstrated
Ass
esse
d co
mpo
nent
s c
onsi
dere
d to
be
of a
ver
y po
or s
tand
ard
Wor
k su
bmitt
ed is
judg
ed to
be
of n
o va
lue
(in re
latio
n to
the
asse
ssed
com
pone
nts)
Non
- S
ubm
issi
on
Analysis & Evaluation
Excellent ability to analyse, evaluate, compare and construct values
Accurate analysis and very good evaluation
Good analysis and sound evaluation Weak analysis and
evaluation
Critical Thinking Excellent thinking, logical and creative with insightful outcomes
Very good synthesis of ideas that are articulated clearly
Good synthesis of ideas with mostly consistent logic
Inconsistent logic and synthesis
Research & Enquiry
Rigorous and sustained enquiry with excellent outcomes
Accurate and consistent enquiry using appropriate methods
Consistent approach drawing on a range of sources
Little evidence of research or understanding of appropriate approaches
Creativity Original or innovative work of an excellent standard
Shows imagination and originality
Good imagination with some originality
Derivative work that offers little in the way of new ideas
Ski
lls a
nd V
alue
s
Presentation & Referencing
Technically excellent, accurate referencing and presentation
Accurate and consistent referencing and presentation
Good referencing and consistent approach to conventions
Poor referencing and little understanding of conventions
Communication Excellent ability to communicate ideas clearly and appropriately
Very good ability to communicate ideas clearly
Most Ideas communicated effectively
Ideas are not communicated effectively
Practical skills Excellent demonstration of skills Very good demonstration of skills
Good demonstration of skills Skills not relevant or require significant development
Independent work& team work
Excellent ability to work effectively within a team environment. Excellent management of own time and skills
Very good ability to work effectively within the team environment. Very good at managing own time and skills
Good team work and management of own time and skills
Contribution to team work may be very limited. Inability to organize own time and skills effectively
Professional values
Excellent understanding of values and approach to professionalism
Very good and consistent approach to professional values
Good approach to professional values
Appropriate values are not demonstrated consistently
TOC
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Assessment Guidance MSDS02THE EMERGING PROFESSIONAL AND SCHOOL EXPERIENCE
Assessment for this module is as follows:1. A research project that is split into 2 parts as follows:
2500 word paper – literature review and methodology Oral presentation
2. Successful completion of the spring (SE2) & summer (SE3) terms school experience and student teacher PDP.
Research project
This will be an assignment based in the setting of your first school placement in the autumn term and students will collect all data during this time. Also in the autumn term much of the background work, for example, reading for the literature review and methodology will be completed. You will liaise with your mentor in your school placement as soon as possible to ask them to identify aspects that they would be happy for you to consider when deciding on the focus of your project. Suitable aspects will be discussed during teaching sessions. Once you have decided upon one focus for your project, you will then spend time reviewing appropriate literature around this and planning for data collection.
Guidance on research skills and processes will be an integral part of the module guidance and you will be given to support your thinking and development.
You will need to consider how you will gather the data needed for your project in the space of time available to you. You will have to organise a timetable for your time during these days, and you will need to share this with your school mentor.
During this autumn placement you will be expected to start writing up your findings. The literature review and methodology sections are handed in prior to the presentation, to support completion of the research project in stages and to support management of workload. You can expect further support from a research tutor.
Structure of the projectThe research project is divided into 2 parts. The written submission is 2500 words excluding references and is based on the literature review and methodology for your research. References are included (but do not contribute to the word count) and these should include a range of books, journals, articles, websites, materials or sources which you refer to directly in the text. The results, findings, analysis and conclusions will be communicated in a conference-style presentation where you will have fifteen minutes to articulate your findings to peers and tutors. As part of the presentation, you will also provide a written hand-out (no more than one page) which will demonstrate the conceptual frameworks that have influenced your work.
The paper must be submitted electronically through Moodle.The presentation will be in person on the assessment day identified.
Further guidance will be available to you at key points during the year and tutors will provide you with this during sessions. There is also information on ethical consent that you will be expected to adhere to and this will be given to you within a teaching session or in liaison with your research tutor.
Essential Reading – See reading lists for the MSDS02/MPGC06 module Submission: Written work 4th March 201, Presentation 27th March 2019Marking Criteria and feedback sheets for the Research Project are below:
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PGCE Research Project: Assessment Feedback for Written Literature Review and Methodology(Modules: MPGC04, MPGC06, MSDS02, MSDP03)
Title: Student Number:
Learning Outcom
es
80-100 70-79 60-69 50-59 49-40Level 3 only
39 or belowFail
KnowledgeandUnderstanding
2, 3, 5
A highly perceptive and insightful research question, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.
A perceptive and insightful research question, informed by a very good range of source material. A highly analytical and in depth consideration of the context, including policy and practice.
A very well-thought out research question, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.
A well-thought out research question, informed by a range of source material. A sound consideration of the context, including policy and practice.
An acceptable research question, informed by some source material. Some consideration of the context, including policy and practice.
A flawed research question, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.
ResearchMethodology 1, 3
Outstanding critical understanding of the principles of practitioner research, key approaches and methods of enquiry. An exceptional ability to justify the research, recognising potential and limitations.
Very good critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A very good ability to justify the research, recognising potential and limitations.
Highly critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A good ability to justify the research, recognising potential and limitations.
Some critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A sound ability to justify the research, with some recognition of potential and limitations.
Limited understanding of the principles of practitioner research, key approaches and methods of enquiry with limited criticality. Limited ability to justify the research or recognise potential and limitations.
Little or no understanding of the principles of practitioner research, key approaches and methods of enquiry. Inability to justify the research or recognise potential and limitations.
ArgumentandPresentation
1, 2, 3, 5
Excellent argument that is of the highest academic quality. Highly relevant sources integrated into the discussion and impeccably referenced throughout.Virtually no errors in grammar/spelling/ syntax.
Clear, well-structured argument that is well crafted and cogent. Highly relevant sources are well integrated into the discussion, and are clearly and accurately referenced throughout.Virtually no errors in grammar/spelling/ syntax.
Clear, cogent and well- structured argument. Relevant sources are clearly integrated into the discussion, and are clearly and accurately referenced.Good grammar/spelling/ syntax, with few errors.
Mostly clear, cogent and well-structured argument. Relevant sources are integrated into the discussion, and are generally clearly and accurately referenced.Good grammar/syntax/ spelling with some errors.
Some/minimal structure and argument present. Sources only occasionally integrated into the discussion and references are limited.Many errors in grammar/ syntax/spelling although still readable.
Minimal structure and argument present and referencing is poor.Many errors in grammar/spelling/ syntax making it difficult or impossible to read.
Overall comments (including strengths):
Main target(s) for development:
Page | 53 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
First marker: Date: Agreed Grade:
Second marker comments:
Second marker: Date:
Page | 54 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Page | 55 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
PGCE Research Project: Assessment Feedback for Oral Presentation(Modules: MPGC04/MPGC06/MSDS02/MSDP03)
Student name:
Date and time:
Research Title:
Presentation of… 80-100 70-79 60-69 50-59 40-49 39 or less
Knowledge and understanding Summary of source material Reflection on context, policy and practice Justification for the research
Research methodology Summary of understanding of key approaches and methods of enquiryAnalysis and reflection Criticality of data Analysis of theory and practice Synthesis of concepts and ideas to own practice Reflection upon anticipated outcomes Recognition of validity of the data & outcomesArgument Clear, well-structured and cogent
Presentation Communication of ideas Appropriate format(s) No errors in grammar and syntax Command of professional language References to published material
Strengths:
Suggestions for improvement:
Agreed Mark
Research Project: Assessment Criteria for Oral Presentation
(Modules: MPGC04/MPGC06/MSDS02/MSDP03)
Learning
Outcomes
80-100 70-79 60-69 50-59
Fail at M Level
Pass at Level 3
49-40
Fail
39 or below
Research
Methodology
1
3
An exceptional ability to justify the research, recognising potential and limitations.
A very good ability to justify the research, recognising potential and limitations.
A good ability to justify the research, recognising potential and limitations.
A sound ability to justify the research, with some recognition of potential and limitations.
Limited ability to justify the research or recognise potential and limitations.
Inability to justify the research or recognise potential and limitations.
Analysis
and
Reflection
1
2
3
5
Demonstrates an outstanding level of criticality in the handling of data, and analysis of theory and practice. Evidence of mature and
Demonstrates a very good level of criticality in the handling of data, analysis of theory and practice. Evidence of insightful ability to apply
Demonstrates a good level of criticality in the handling of data, analysis of theory and practice. Evidence of a good ability to apply concepts and theory
Demonstrates a sound level of criticality in the handling of data, analysis of theory and practice. Evidence of the ability to apply
Demonstrates limited criticality in the analysis of theory and practice, with a tendency to be descriptive. There is some evidence of
Demonstrates little or no evidence of analysis of theory and practice, or to own professional practice, with little reflection on outcomes.
Page | 56 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
sophisticated synthesis of concepts and theory to own professional practice, including exceptional reflection on unanticipated outcomes.
concepts and theory to own professional practice, including very good reflection on unanticipated outcomes.
to own professional practice, including good reflection on outcomes.
some concepts and theory to own professional practice, including considered reflection on outcomes.
linking theoretical ideas to own professional practice.
Excessively descriptive treatment.
Argument 1
2
3
5
Excellent argument that is of the highest academic quality.
Clear, well-structured argument that is well crafted and cogent.
Clear, cogent and well- structured argument.
Mostly clear, cogent and well-structured argument.
Generally well structured and clear argument.
Minimal structure and argument unclear.
Presentation
Ideas are communicated in an accomplished and fluent manner through a variety of formats where applicable.No errors in grammar and syntax. A rich and succinct command of professional language. Published material accurately referenced and acknowledged.
Ideas are communicated effectively using a variety of formats where applicable. Virtually no errors in grammar and syntax. A clearly articulated command of professional language.Published material accurately referenced.
Ideas are communicated clearly using a variety of formats. Some lapses in use of professional language and Standard English. Published material referenced accurately with minor lapses.
Ideas lack clarity and format is limited. Limited choice of vocabulary and lack of awareness of professional communication. Published material references with some lapses.
Ideas are unclear and inappropriate format employed. Vocabulary does not reflect professional expectations. Published material inaccurately referenced.
Page | 57 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
School Experience Professional Development Portfolio – spring/summer term (SE2 & SE3)For this module (MPGC06/MSDS02) you must also successfully complete the school experience placement and PDP with completed documentation.
You will be expected to submit the essay and research project to be marked at Level M. To pass at M level you will need to gain a mark of 50 or above. Should you not meet this mark, you will have the option of resubmitting your work to be marked again at Level M, or you may choose to have it marked at Level 3, provided you achieved a mark between 40 and 49 on the first attempt.
There are penalties for writing too much. According to University policy 10% over is tolerated and to be flagged by tutors in feedback and between 10% - 25% over there will be a deduction of 5% marks, between 25% - 50%, 15% marks and in excess of 50% the work is only eligible for the capped re-sit mark which is 50% for M level work and 40% for level 3.
TOC
Page | 58 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
PGCE Secondary
Professional Studies Modules – Reading listsProfessional Studies Module One:
Module Title Professional Module 1 - Understanding Learning and Teaching and School Experience (secondary)
Module Code 3SDS01/MSDS01 or3PGC03/MPGC03
ESSENTIAL PROVISIONAUTHOR YEAR E-Book if
availableTITLE PLACE:PUBLISHER
Brooks, V., Abbott, I. & Bills, L.
2012 Yes Preparing to Teach in Secondary Schools - 3rd ed Maidenhead: Open University Press
Capel, S., Leask, M. & Turner, T.
2016 Yes Learning to Teach in the Secondary School – 7th ed London: Routledge
Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools – 5th ed Exeter: Learning Matters LtdKyriacou, C. 2014 Yes Essential Teaching Skills – 4th ed OUP Oxford
Pollard, A. 2008 Yes Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed London: Continuum
British Educational Research Journal Routledge (Taylor & Francis Group)
British Journal of Educational StudiesRoutledge (Taylor & Francis Group)
Journal of Education for Teaching Routledge (Taylor & Francis Group)
Page | 59 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
ADDITIONAL RECOMMENDED PROVISION
AUTHOR YEAR E-book if available
TITLE PLACE:PUBLISHER
Allen, V. 2014 Understanding and Supporting Behaviour through Emotional Intelligence: A critical guide for secondary teachers
Northwich: Critical Publishing
Bailey, R. 2000 No Teaching Values and Citizenship Across the Curriculum London: RoutledgeBarber, D; Cooper, L & Meeson, G.
2007 No Learning and Teaching with Interactive Whiteboards Exeter: Learning Matters Ltd
Barnes, L.P; Wright, A. & Brandom, A.
2008 Yes Learning to Teach RE in the Secondary School: A Companion to School Experience
London: Routledge
Barker, B 2005 No Transforming Schools – Illusion or Reality Stoke on Trent: Trentham BooksBeck, J. & Earl, M. 2011 Yes Key Issues in Secondary Education. 2nd Ed. London: Continuum InternationalBell, B. 2011 Yes Theorising Teaching in Secondary Classrooms London: RoutledgeBlack, P; Harrison, C; Lee, C; Marshall, B; Wiliam, D.
2003 Yes Assessment for Learning: Putting it into Practice Berkshire: Open University Press
Black, P; Harrison, C.
2014 No Working inside the black box: assessment for learning in the classroom
Learning Sciences
Bolton, G. 2014 Reflective Practice: Writing and Professional Development, 4th ed.
London: SAGE
Boyd, P; Hymer, B; Lockney, K.
2015 Learning Teaching: Becoming an Inspirational Teacher Northwich: Critical Publishing Ltd
Brighouse, H; Howe, K. & Tooley, J.
2010 No Educational Equality London: Continuum
Chaplain, R. 2017 TBC Teaching without Disruption in the Secondary School: A Practical Approach to Managing Pupil Behaviour
London: Routledge
Cheminais, R. 2006 Yes Every Child Matters: A Practical Guide for Teachers Oxford: David Fulton PublishersClarke, S. 2001 No Unlocking Formative Assessment London: Hodder and StoughtonCohen, L; Manion, L; & Morrison, K.
2010 Yes A Guide to Teaching Practice London: Routledge
Cole, M. 2011 Yes Education, Equality and Human Rights: Issues of gender, 'race', sexuality, disability and social class, 3rd ed.
London: Routledge
Curtis, W. & Pettigrew, A.
2010 No Education Studies – Reflective Reader Exeter: Learning Matters Ltd
Page | 60 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Davies, A. & Norman, M (eds)
2016 Getting into Secondary Teaching Northwich: Critical Publishing Ltd
Davies, S. 2010 Yes The Essential Guide to Secondary Teaching Harlow: Pearson EducationDay, C. 2004 No Passion for Teaching London: RoutledgeDenby, N; Butroyd, R; Swift, H; Price, J; Glazzard J
2008 Yes Master’s Level Study in Education: A guide to success for PGCE Students
London: OUP
Dillon, J & Maguire, M. (eds)
2011 Yes Becoming a Teacher: Issues in Secondary Education Berkshire: Open University Press
Dong, Yu Ren. 2004 No Teaching language and content to linguistically and culturally diverse students : principles, ideas, and materials
USA: Information Age
Eyre, D. and Lowe, H. (eds)
2016 Curriculum Provision for the Gifted and Talented in the Secondary School
London: David Fulton
Fautley, M. and Savage, J.
2010 No Secondary Education – Reflective Reader Exeter: Learning Matters Ltd
Fautley, M. and Savage, J.
2007 No Creativity in Secondary Education Exeter: Learning Matters Ltd
Fisher, E.S and Kennedy, K.S.
2012 Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families
East Sussex: Routledge
Gershon, M. 2013 How to teach EAL Students in the Classroom – The Complete Guide
CreateSpace Independent Publishing Platform
Ghaye, T. 2010 Yes Teaching and Learning through reflective practice Oxon: RoutledgeGraf, M. 2011 No Including and Supporting Learners of English as an
Additional LanguageLondon: Continuum
Gravelle, M. 2000 No Planning for Bilingual Learners: An Inclusive Curriculum Stoke on Trent: Trentham Books
Guy, P. 2016 Keeping Minds Happy and Healthy London: RoutledgeHarding, J. and Meldon-Smith, L.
2001 No How to Make Observations and Assessments. 2nd. ed. London: Hodder & Stoughton
Hargreaves, A. 2003 No Teaching in the Knowledge Society New York: Teachers College PressHarris, M. 2016 How to Develop the Habits of Outstanding Teaching: A
practical guide for secondary teachersOxon: Routledge
Haslam, L; Wilkin, Y and Kellet, E.
2015 TBC English as an Additional Language – Meeting the challenge in the classroom
London: David Fulton
Hattie, J. 2011 Yes Visible Learning for Teachers: Maximizing impact on Learning
London: Routledge
Page | 61 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Hayes, R. and Whittaker, P.
2015 Understanding and Supporting Pupils with Moderate Learning Difficulties in the Secondary School
London: Routledge
Holt, M.K. and Grills, A.E.(eds)
2015 Critical Issues in School-based Mental Health Oxon: Routledge
Hoult, S. 2005 No Reflective Reader: Secondary Professional Studies Exeter: Learning Matters LtdJackson, C 2006 Yes Lads and Ladettes in School: Gender and a Fear of
FailingBerkshire: OUP
Kane, J. 2010 Yes Social Class, Gender and Exclusion from School London: RoutledgeKnowles, G. 2017 Supporting Inclusive Practice and Ensuring Opportunity
is Equal for AllOxon: Routledge
McKenzie, J. 2001 Yes Changing education: a sociology of education since 1944
Harlow: Pearson Education
Meggitt, C. 2007 No Child Development An Illustrated Guide (with DVD) Oxford: HeinemannMiles, S. 2010 Yes Responding to Diversity in Schools London: RoutledgeMitchell, D. 2016 Diversities in Education Oxon: RoutledgeMortimer, T. & Dupree, J.
2008 Yes Dyslexia-friendly Practice in the Secondary Classroom Exeter: Learning Matters Ltd
Parker-Jenkins, M; Hewitt, D; Brownhill, S; & Sanders, T.
2007 Yes Aiming High: Raising Attainment of Pupils from Culturally Diverse Backgrounds
London: Paul Chapman Educational Publishing
Peer, L. and Reid, G.
2016 Introduction to Dyslexia (Inclusion in the Secondary School)
London: David Fulton
Pilkington, A. 2002 No Racial Disadvantage and Ethnic Diversity in Britain New York: Palgrave MacmillanPorter, L. 2014 No Behaviour in Schools: Theory and Practice for Teachers Berkshire: Open University PressRogers, B. 2015 Yes Classroom Behaviour: A Practical Guide to Effective
Teaching, Behaviour Management and Colleague Support
London: SAGE
Rogers, B. 2006 Yes Cracking the Hard Class London: SAGERogers, B. 2009 Yes How to Manage Children’s Challenging Behaviour London: SAGESavage, J. 2011 Yes Cross-Curricular Teaching and Learning in the
Secondary SchoolLondon: Routledge
Sharp, J, Ward, S, Hankin, L, Curtis, W.
2013 Yes Education Studies: An issue based approach Exeter: Learning Matters Ltd
Shilvock, K and Pope, M.
2008 Yes Successful Teaching Placements in Secondary Schools Exeter: Learning Matters Ltd
Sousa, D.A. 2011 Yes How the Brain Learns California: Corwin PressSmith, P; Cowie, H. & Blades, M.
2011 No Understanding Children's Development, 5th ed. Chichester: John Wiley & Sons
Stern, J. 2006 No Teaching Religious Education London: Continuum
Page | 62 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Tomsett, J. 2016 This much I know about Mind Over Matter: Improving mental health in our schools
Crown Publishing
Thomson, M. 2006 Supporting gifted and talented pupils in the secondary school
London: Sage
Walters, S. 2011 Ethnicity, Race and Education London: ContinuumWatson, B. & Thompson, P.
2006 Yes The Effective Teaching of Religious Education Harlow: Pearson Education
Whitehead, M. 2007 Yes Developing Language and Literacy with Young Children 3rd ed.
London: Sage
Wilson, E. 2012 Yes School Based Research: A Guide for Education Students 2nd ed.
London: Sage
Professional Studies Module Two:
Module Title Professional Module 2 - The Emerging Professional and School Experience (secondary)
Module Code 3SDS02/MSDS02 or3PGC06/MPGC06
ESSENTIAL PROVISIONAUTHOR YEAR E-Book if
availableTITLE PLACE:PUBLISHER
Denby, N., Butroyd, R; Swift, H., Price, J & Glazzard J.
2008 Yes Master’s Level Study in Education: A guide to success for PGCE Students
Maidenhead: Open University Press
Ghaye, T. 2011 Yes Teaching and Learning through reflective practice London: Routledge
Moon, J. 2008 Yes Critical thinking: an exploration of theory and practice. 2nd ed.
London: Routledge
Sharp, J. 2012 Yes Success with your Education Research Project2nd ed.
Exeter: Learning Matters Ltd
Wilson, E. 2012 Yes School-based Research: a guide for education students. 2nd ed.
London: SAGE
British Education Research Journal Routledge
Research in Education Manchester University Press
Research Papers in Education Taylor Francis group
Page | 63 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
ADDITIONAL RECOMMENDED PROVISION
AUTHOR YEAR E-book if available
TITLE PLACE:PUBLISHER
Bell, J. 2005 Yes Doing your research project: a guide for first time researchers in education and social science Milton Keynes: OUP
Burton, D. & Bartlett, S
2005 No Practitioner Research for Teachers London: Paul Chapman
Brooks, V; Abbott, I; Huddleston, P. (Eds)
2012 Yes Preparing to Teach in Secondary Schools. 3rd ed. Buckingham: OUP
Campbell, A; McNamara, O. & Gilroy, P.
2004 Yes Practitioner Research and Professional Development in Education
London: Sage
Capel, S; Leask, M; Turner, T.
2016 Yes Learning to Teach in the Secondary School. 7th ed. London: Routledge
Clough, P. & Nutbrown, C
2012 Yes A Student’s Guide to Methodology London: SAGE
Cohen, L; Manion, L; & Morrison, K.
2011 No Research Methods in Education, 7th ed.(8th edition due out 20.10.17)
London: Routledge
Cole, M. 2005 No Professional Values and Practice: Meeting the Standards
London: Fulton
Costello, P.J.M. 2003 No Action Research London: ContinuumCovey, S.* 2004 The 7 Habits of Highly Effective People London: Simon & Shuster UK LtdCurtis, W. & Pettigrew, A.
2010 No Education Studies – Reflective Reader Exeter: Learning Matters Ltd
Davies, S. 2010 Yes The Essential Guide to Secondary Teaching Harlow: Pearson EducationDenscombe, M. 2017 Yes The Good Research Guide; for small-scale social
research projects. 6th ed.Berkshire: OUP
Dillon, J. & Maguire, M. (eds)
2011 Yes Becoming a Teacher: Issues in Secondary Education Berkshire: Open University Press
Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools (4th ed) Exeter: Learning Matters LtdFautley, M. & Savage, J.
2010 No Secondary Education – Reflective Reader Exeter: Learning Matters Ltd
Goouch, K. 2011 Yes Teaching early reading and phonics : creative approaches to early literacy
London: SAGE
Hopkins, D. 2014 Yes A Teacher’s Guide to Classroom Research, 4th ed. Buckingham: OUPKoshy, V. 2005 No Action Research for improving Practice: A Practical
Guide.London: Paul Chapman
Kyriacou, C. 2014 No Essential Teaching Skills. 4th ed. Berkshire: OUP
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Mason, J. 2002 Yes Qualitative Researching London: SAGEMatheson, D. 2014 Yes An Introduction to the study of Education London: FultonMcNamara, O. (ed.) 2001 Yes Becoming an Evidence-Based Practitioner. A
Framework for Teacher-ResearchersLondon: Routledge Falmer
McNiff, J. & Whitehead, J.
2016 Yes You and Your Action Research Project. 4th ed London: Routledge Falmer
Mercier, C., Philpott, C. & Scott, H.
2013 Professional Issues in Secondary Teaching London: SAGE
Morin, A.* 2015 13 Things Mentally Strong People Don’t Do London: Harper ThorsonsOpie, C. (Ed) 2004 No Doing Educational Research. A Guide to First Time
ResearchersLondon: SAGE
Osler, A. & Starkey, H.
2005 No Changing Citizenship: Democracy and Inclusion in Education
Berkshire: OUP
Peters, S.* 2012 The Chimp Paradox: The Mind Management Programme
Croydon: Random House Group
Pollard, A; Black-Hawkins; Cliff Hodges, G.
2014 Yes Reflective Teaching: (Evidence informed professional practice) 4th revised ed,
London: Bloomsbury
Porter, L. 2014 No Behaviour in Schools: Theory and Practice for Teachers
Berkshire: OUP
Poulson, L. & Wallace, M. (ed.)
2003 Yes Learning to read critically in Teaching and Learning London: SAGE
Radnor, H. 2002 No Researching Your Professional Practice. Buckingham: OUPSachs, J. 2003 No The Activist Teaching Profession Berkshire: OUPSavage, J. 2010 Yes Cross-Curricular Teaching and Learning in the
Secondary SchoolLondon: Routledge
Shilvock, K. & Pope, M.
2008 Yes Successful Teaching Placements in Secondary Schools
Exeter: Learning Matters Ltd
Silverman, D. 2010 Yes Doing Qualitative Research: A Practical Handbook London: SAGESmith, P; Cowie, H. & Blades, M.
2011 Yes Understanding Children's Development, 5th ed Chichester: John Wiley & Sons
University of Bristol 2016 No Handbook for Educational Professionals: The Bristol Guide
University of Bristol Graduate School of Education
Wallace, M & Poulson, L (Ed)
2003 Yes Learning to read critically in Educational Leadership & Management
London: SAGE
Wearmouth, J; Glynn, T; Richmond, R. & Berryman, M.
2004 Yes Inclusion and Behaviour Management in Schools London: Fulton
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Wearmouth, J; Richmond, R; Glynn, T. & Berryman, M.
2004 Yes Understanding Pupil Behaviour in Schools London: Fulton
Wellington, J. 2015 Yes Educational Research; Contemporary issues and Practical approaches
London: Bloomsbury
Whittaker, D.J. 2005 Yes Asylum Seekers and Refugees in the Contemporary World
London: Routledge
Wyse, D. 2012 Yes The Good Writing Guide for Education Students. 3rd ed London: SAGE
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Page | 66 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
*Related to well-being and developing resilience
Periodicals/Journals
British Journal of Educational Studies
British Educational Research Journal
Journal of Education for Teaching
British Journal of Developmental Psychology
British Journal of Psychology
British Journal of Special Educational Needs
Child Development
Education 3-13
Educational Studies
Journal of Child Psychology and Psychiatry
Teachers and Teaching: Theory and Practice
The Curriculum Journal
Support for Learning
Times Educational Supplement
Useful websites
Curriculum: http://www.education.gov.uk/schools/teachingandlearning/curriculum
Behaviour: http://www.behaviour2learn.co.uk/
PSHE Association https://www.pshe-association.org.uk/
National Association for Pastoral Care in Educationhttp://www.napce.org.uk/
National Association of Special Educational Needs: http://www.nasen.org.uk/
National Association for Gifted Children: http://www.nagc.org/
EAL http://www.naldic.org.uk/
Department for Education http://www.education.gov.uk/
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Equality and Human Rights Commission: http://equalityhumanrights.com
Ofsted: http://ofsted.gov.uk
SchoolsNet: http://www.educate.org.uk/
Teacher Training Resource Bank: http://www.ttrb.ac.uk/ Now available at: http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/
National College for Teaching and Leadership: http://www.education.gov.uk/get-into-teaching
Teaching Resources: http://www.teachernet.co.uk
Teachers TV: http://www.teachers.tv (whilst Teachers TV has now been closed this link will lead you to archived resources)
The Times Educational Supplement: http://www.tes.co.uk/
It is recommended that you look at the following reports, downloadable from:https://www.gov.uk/government/publications?departments%5B%5D=ofsted
Achievement of Black Caribbean Pupils: Good Practice in Secondary Schools (2002)Educational Inequality: Mapping Race, Class and Gender (2000)Improving Attendance and Behaviour in Secondary Schools (2001) Improving City Schools (2000)Raising the Achievement of Bilingual Pupils (2000)
Remember to keep up to date on wider professional issues by regularly looking at the education pages on for example the BBC website and also to follow us on Twitter @YSJSecondary
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3. Subject Studies
Page | 68 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Module description – Introduction to Subject Specialism
Module description – Teaching Strategies
School Direct secondary PGCE Biology assessment information
School Direct secondary PGCE Biology reading and resources
Reading list
Page | 69 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Module description – introduction to subject specialism
Title Introduction to subject specialism: science: biology (secondary)
Code 3SDS05 Faculty Education & Theology Cost Centre3402
Level
YSJU 3NQF 6 Credits 30 Total Learning
Hours 300
Pre-requisites Barred Combinations None
Learning and Teaching
Timetabled Contact Hours 20 SOL Hours 120 Independent Study &
Assessment Hours 160
No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc.
assessment period 40
Type of Learning Activity
Timetabled Contact comprises: tutor-led sessions, seminars, tutorials, audio visual material, visiting speakers, student mini-presentations.
Supported Open Learning comprises:
directed reading and research, directed e learning activities, school based tasks, individual and group research activities, student teacher led sessions, interactive group work, structured reading, subject and ICT audit and target setting.Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in science education as pupils enter secondary school.
Independent Study comprises:
reading and research, including preparatory reading and reading to consolidate sessions. Directed research tasks including use of the learning centre, National Science Learning Centre, e-learning and use of the university VLE.
Rationale and Aims
The module introduces student teachers to a theoretical framework for learning, teaching and assessment of science education. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in science education as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non - statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. It will also reflect on ways in which science can contribute to the spiritual, moral, social and cultural development of pupils, and can develop their appreciation of science and technology in context.
The module aims to provide student teachers with opportunities to:
undertake an audit of their personal subject knowledge and identify personal targets as a result of audit;
organise and undertake a placement within a primary school setting; identify aims for teaching science education; demonstrate a rationale for the contemporary subject of science education within the context of
the statutory requirements; select and present appropriately, evidence of their knowledge and understanding of subject
pedagogy; reflect on ways in which science develops pupils’ appreciation of how science works and science
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and technology in context; be introduced to assessment in science education.
This module reflects the current standards for teachers.
Learning OutcomesUpon successful completion of the module students will be able to:
1. provide a critical justification for contemporary science education in the school curriculum which demonstrates awareness of the legal framework and non - statutory documentation for the subject;
2. identify and evaluate ways in which contemporary science education contributes to pupils’ understanding of how science works and the value of scientific and technological developments;
3. identify and demonstrate critical and analytical engagement with pedagogical approaches to teaching the subject;
4. communicate effectively using appropriate academic conventions.
Assessment (please include expected word length (for text based assessment))
# description weighting outcomes
1 Evidence based presentation 100% 1, 2, 3 & 4
Indicative Content
All indicative content will be related to the appropriate age range(s) being studied.
Audit subject knowledge and set subject knowledge targets. Continuity, progression and transition between key stages with implications for teaching and
learning in the subject. The history and contemporary framework for teaching science education. Statutory and non - statutory documentation in the subject area and the implications for planning
for assessment in science at Key Stages 3 and 4 science and Biology at Key Stages 4 and 5. Recent and relevant research in science education. Recent advancements in relevant aspects of Biology. The aims of science education. Introduce subject pedagogy and evaluate teaching and learning pedagogies in science education. The working scientifically and science in context dimensions of Biology education. Develop an understanding of learning outside the school environment.
School experience
As part of the introduction phase student teachers organise and complete a short school experience in a primary school setting. The focus of the placement is related to issues of progression and transition in science and also on literacy including phonics. Students are supported on this placement with guidance for a number of school based tasks.
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Library ResourcesIndicative essential book provision :
1. Black, P. and Harrison, C.(2004) Science Inside the Black Box. Glasgow, Letts.2. Reiss, M. (2011) Teaching Secondary Biology. London, Hodder.3. Ross, K., Lakin, L. and McKechnie, J. (2010) Teaching Secondary Science: Construction
Meaning Developing Understanding. Oxon, Routledge.4. Sang, D. (2011) Teaching Secondary Physics. London, Hodder.5. Taber, K. (2012) Teaching Secondary Chemistry. London, Hodder.
Indicative Journals /Periodicals (3 examples from current subscriptions):
1. Journal of Research in Science Teaching2. School Science Review (ASE)3. Education in Science (ASE)
Audio-visual / non printed material:
Student teachers will be expected to access non printed resources from areas such as the University learning centre, National Science Learning Centre, and ASE (Association for Science Education).ICT ResourcesHardware
Interactive white board Networked PC and data projector DVD player Visualiser Digital cameras and video cameras
Specialist software
N/A
Media ResourcesAV equipment
None
Award Bearing Programmes to which the module contributes
Title of ABP Status * of module in ABP
Location of module in ABP
Postgraduate Certificate in Education Secondary orGraduate Diploma in Education Secondary
Compulsory for award Semesters 1 & 2
* Status: compulsory, compulsory for progression; compulsory for award; optional; elective.
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Page | 72 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Module description – teaching strategies
Title Teaching strategies: planning for learning, teaching and assessment in science: biology (secondary)
Code 3SDS08 Faculty Education & Theology Cost Centre 3402
Level
YSJU 3NQF 6 Credits 30 Total Learning
Hours 300
Pre-requisites Barred Combinations None
Learning and Teaching
Timetabled Contact Hours 20 SOL Hours 120 Independent Study &
Assessment Hours 160
No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc.
assessment period 40
Type of Learning Activity
Timetabled Contact comprises: tutor-led sessions, workshops, seminars, tutorials, audio visual material and visiting speakers.
Supported Open Learning comprises:directed reading and research, directed e-learning activities, school based tasks, individual and group research activities, group work, group presentations, peer review, structured reading.
Independent Study comprises:
reading and research, including preparatory reading and reading to consolidate sessions. Directed research tasks including use of the learning centre and National Science Learning Centre and use of the university VLE.
Rationale and AimsThe module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to the classroom setting. The module requires participation in other educational settings in order to develop subject and pedagogical expertise. It provides practical opportunities to build on the theoretical framework for learning, teaching and assessment of science that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to critically engage with subject pedagogy and to critically evaluate the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to critically reflect on the impact of their pedagogical decisions in order to inform future practice.
The module aims to provide student teachers with opportunities to:
relate subject and curriculum knowledge to classroom setting; explore and critically evaluate a wide range of learning and teaching styles and assessment
strategies in science and biology; work independently and cooperatively to develop and apply skills in classroom pedagogy; research key subject concepts; demonstrate to peers and science classroom practitioners how they
would be taught in the science classroom; demonstrate creative use of and evaluation of a range of resources for teaching and learning within
their subject specialism; produce guidelines/lesson outlines to support presentation and disseminate subject and curriculum
knowledge to peers; develop and refine classroom teaching, learning and assessment strategies including the use of
practical science for learning; engage in constructive critical analysis of presentations, teaching, learning and assessment
Page | 73 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
strategies with peers and science classroom practitioners; apply and evaluate the use of ICT in science;
engage in personal professional evaluation, critically evaluating what has been learnt in their development as a science teacher.
This module reflects the current standards for teachers.
Learning OutcomesUpon successful completion of the module students will be able to:
1. work independently and cooperatively to implement and critically evaluate strategies and resources for the planning and delivery of effective teaching, learning and assessment in science;
2. communicate in-depth subject knowledge to peers with critical reference to its pedagogical application;
3. demonstrate a critical awareness of own professional development within science teaching through engagement with peer, self-assessment and target setting;
4. communicate effectively using appropriate academic conventions.
Assessment (please include expected word length (for text based assessment))
# description weighting outcomes
1 Portfolio (including critical reflection) 100% 1, 2, 3 & 4
Indicative Content
All indicative content will be related to the appropriate age range(s) being studied.
Research strategies and skills needed to develop students own subject knowledge for any topic within science that they may be called upon to teach in the future.
Application of subject and curriculum knowledge to the science classroom and engagement in professional dialogue about learning and teaching with science practitioners.
Implementation and evaluation of subject specific pedagogical approaches. Exploration and evaluation of a wide range of learning and teaching strategies. Planning for the spiritual, moral, social and cultural dimension of science and biology. Short and medium term planning and evaluation. Subject specific skills. Effective selection, creation and deployment of resources. Assessment: types of assessment, requirements and arrangements; public examinations and
qualifications; assessment for learning; monitoring progress. Professional self - evaluation and target setting.
Library ResourcesIndicative essential book provision:
1. Black, P. & Harrison, C. (2004) Science Inside the Black Box. Glasgow, Letts.2. Reiss, M. (2011) Teaching Secondary Biology. London, Hodder.3. Ross, K., Lakin, L. & McKechnie, J. (2010) Teaching Secondary Science: Construction
Meaning Developing Understanding. Oxon, Routledge.4. Sang, D. (2011) Teaching Secondary Physics. London, Hodder.
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5. Taber, K. (2012) Teaching Secondary Chemistry. London, Hodder.
Indicative Journals /Periodicals (3 examples from current subscriptions):
1. Journal of Research in Science Teaching2. School Science Review (ASE)3. Education in Science (ASE)
Audio-visual / non printed material:
Student teachers will be expected to access non printed resources from areas such as the University learning centre, National Science Learning Centre, and ASE (Association for Science Education).ICT ResourcesHardware
Interactive white board Networked PC and data projector DVD player Visualiser Digital cameras and video cameras
Specialist software
N/A
Media ResourcesAV equipment
None
Award Bearing Programmes to which the module contributes
Title of ABP Status * of module in ABP
Location of module in ABP
Postgraduate Certificate in Education Secondary orGraduate Diploma in Education Secondary
Compulsory for award Semesters 1 & 2
* Status: compulsory, compulsory for progression; compulsory for award; optional; elective.
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Science ASSESSMENT INFORMATION
Page | 75 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
(BIOLOGY, chemistry & Physics)
Science module 1 as follows:
3SDS05 Introduction to subject specialism: science: biology
Learning outcomes for module one are the same for biology, chemistry and physics
1. provide a critical justification for contemporary science education in the school curriculum which demonstrates awareness of the legal framework and non - statutory documentation for the subject;
2. identify and evaluate ways in which contemporary science education contributes to pupils’ understanding of how science works and the value of scientific and technological developments;
3. Identify and demonstrate critical and analytical engagement with pedagogical approaches to teaching the subject;
4. Communicate effectively using appropriate academic conventions.
This assignment links directly to your Observations and Good Practice evidence bundle as below:
https://eportfolio.yorksj.ac.uk/view/view.php?t=LgazEx1vJGfdkTHB0wr4
Assessment evidence
1. Evidence Based Presentation (15 mins plus 5 mins for questions)
Slide titles: 1. What is science and why is it important?2. Historical and contemporary perspective3. Economic and political perspective4. Developing a scientifically literate population and the impact on the
education system and pedagogical approaches5. Preparing future scientists and the moral perspective6. Conclusion7. References
Be prepared to answer questions from the panel and audience to establish presenter’s personal perspective as a future science teacher.
2. Written evaluation of practice – 1000 words
Written evaluation about your transformation into a science teacher with analysis and evaluation of your developing practice.
Give examples of how you have taken account of learning theories and alternative pedagogical approaches such as assessment for learning, group work and the balance between practical and non-practical activities. Reflect on these examples to consider how your philosophy towards science and science teaching has changed. Conclude by identifying your strengths and areas for development. This is an academic piece of work and, as such, must be fully referenced to literature and current researchSubmission of written reflection: 28th November 2018 12 noonPresentation date: 28th November 2018Science module 2 as follows:
Page | 76 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
3SDS08 Teaching Strategies: planning for learning, teaching and assessment in science: biology
Critically evaluate an aspect of science teaching with reference to:- current pedagogy and research, - your own experience and observation, - your own professional development.
This assignment links directly to your compare and contrast evidence bundle as below:
https://eportfolio.yorksj.ac.uk/view/view.php?t=LgazEx1vJGfdkTHB0wr4
Portfolio (including critical reflection) (2000 words)The portfolio is simply added to Mahara as below:
Log in to your Mahara home page and click on Portfolio
Click create page
Type in your module code as the title and click save – you are now ready to populate your portfolio
Page | 77 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Learning outcomes for module two are the same for biology, chemistry and physics
1. work independently and cooperatively to implement and critically evaluate strategies and resources for the planning and delivery of effective teaching, learning and assessment in science;
2. communicate in-depth subject knowledge to peers with critical reference to its pedagogical application;
3. demonstrate a critical awareness of own professional development within science teaching through engagement with peer, self-assessment and target setting;
4. communicate effectively using appropriate academic conventions.
Your portfolio should include (2000 words, approx 550-600 words each for sections 1,2, 3):
1. a rationale for your chosen area of investigation; 2. a reflection of how your chosen area is underpinned by current literature;3. a discussion of your chosen area in relation to your own personal philosophy for
Science teaching. This should reference subject knowledge and the current curriculum;
4. an action plan for your future development in the area.
EvidenceYour portfolio should also include, as evidence for your arguments with clear explanations of their relevance. examples of students’ work lesson plans and resources evaluations of lessons data linked to progress
GuidanceChoose your research area early. Suggestions:
Pedagogy (aim to explore the unique nature of science and its challenges and opportunities)
- Practical work including resources, health and safety and laboratory management- Teaching and learning strategies- Cross-curricular approaches- Use of ICT- Behaviour for learning
Assessment (consider a range of techniques and how they support skills and knowledge
Page | 78 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
progression)- Formative/AfL- Summative – tests, controlled assessments and exams- Critical reflection on assessment in science and own professional development
Addressing misconceptions in science subject knowledge (pay particular attention to the issues caused by misconceptions and misunderstandings on learning)
- Plan of teaching activity delivered to peers addressing one science misconception
- Written feedback from peers on activity
Sections 1, 2, and 3 should include a critical reflection on your own professional development linking theory and practice. The portfolio is an academic piece of work and, as such, the written reflections must be fully supported by relevant sources. It is expected that your portfolio will be submitted as an e-portfolio and further guidance will be provided to support you with this if needed.
Deadline: 10th April 2019 12 noon
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Page | 79 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
SCHOOL DIRECT SECONDARY PGCE – SCIENCE READING & RESOURCES
TextsIn addition to the texts below, ask for further exam board specific text suggestions once you are in your placement school.
Archer, S. (2006) 100 Ideas for Teaching Science. London, Continuum.
Abrahams, I. (2010) Practical Work in Secondary Science: a minds on approach. London, Continuum.
ASE (2010) Safe and Exciting Science. Hatfield, ASE.
Black, P. (2003) Assessment for Learning: putting it into practice. Maidenhead, Open University press
Black, P. and Harrison, C. (1990) Science Inside the Black Box. Glasgow, Letts.
Breithaupt, J. (1999) New Understanding Physics for A Level. Cheltenham, Nelson Thornes.
Byrne, E. & Brodie, M. (2012) Cross Curricular Teaching and Learning in the Secondary School…Science. London, Routledge.
Ellis, V. (2013) Learning and Teaching in Secondary Schools. 5th Edn. Exeter, Learning Matters.
Grangeat, M. (2015) Understanding Science Teachers' Professional Knowledge Growth. Rotterdam, Sense.
Ireson, G., Crowley, M., Richards, R. & Twidle, J. (2010) Secondary Science 11 to 16: A Practical Guide. London, SAGE.
Ireson, G. & Twidle, J. (2006) Reflective Reader: Secondary Science. Exeter, Learning Matters.
Kind, V. (2008) Teaching Secondary How Science Works. London, Hodder.
Lister, T. & Renshaw, J. (1999) New Understanding Chemistry A Level (3rd ed.) Cheltenham, Nelson Thornes.
Liversidge, T., Cochrane, M., Kerfoot, B. & Thomas, J. (2009). Developing as a Reflective Secondary Teacher: Teaching Science. London, SAGE.
McDaid, I. (2015) 100 Ideas for Secondary Teachers: Outstanding Science Lessons. London, Bloomsbury.
McMurry, J.E. & Fay, R.C. (2013) Chemistry. Oxford, Pearson.
Muncaster, R. (1993) A Level Physics. (4th ed.). Cheltenham, Nelson Thornes.
OFSTED (2008) Success in Science. London, HMSO.
Osborne, J. & Dillon, J. (Eds.)(2010) Good Practice in Science Teaching: What research has to say. Maidenhead, Open University Press.
Petroselli, C, L. (2008) Science Education Issues and Developments. New York, Nova Science Publishers Inc.
Reiss, M. (2011) Teaching Secondary Biology. 2nd ed. London, Hodder.
Page | 80 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Ross, K., Lakin, L. and McKechnie, J. (2015) Teaching Secondary Science: Constructing Meaning and Developing Understanding. 4th Edn. Oxon, Routledge.
Ryan, L. (2011) AQA Science: Chemistry. Cheltenham, Nelson Thornes.
Sang, D.(2011) Teaching Secondary Physics. 2nd ed. London, Hodder.
Saunders, A. & Saunders, N. (2011) OCR Gateway: GCSE Chemistry. OUP, Oxford.
Sears, J. (2001) Issues in Science Teaching. Oxon, Routledge.
Taber, K. (2012) Teaching Secondary Chemistry. 2nd ed. London, Hodder.
Toole, G. & Toole, S. (2000) New Understanding Biology for A Level. (4th ed.). Cheltenham, Nelson Thornes.
Toplis, R. (2015) Learning to Teach Science in the Secondary School: A Companion to School Experience. 4th Edn. London, Routledge.
Wellington, J. B. Ireson, G. (2012) Science Learning, Science Teaching. Third Edition. Oxon, Routledge.
Wood-Robinson, V. (2006) ASE Guide to Secondary Science Education. Hatfield, Association of Science Education.
Journals
Journal of Research in Science Teaching
School Science Review (ASE)
Education in Science (ASE)
Professional organisations__________________________________________________________________________
ASE – Association for Science Educationwww.ase.org.uk
Institute of Physicswww.iop.org/
Royal Society of Chemistrywww.rsc.org/
Society of Biologywww.societyofbiology.org
CLEAPSShttp://science.cleapss.org.uk/
Websites
British Science Associationwww.british science association.org/
OECD – PISA reportshttps://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-i.htm
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Science, Technology, Engineering and Mathematics network (STEM)http://www.stemnet.org.uk/
Teaching A Level Physicshttp://tap.iop.org/
Wellcome Trusthttp://www.wellcome.ac.uk/Education-resources/Education-and-learning/Resources/index.htm
TextsIn addition to the texts below, ask for further exam board specific text suggestions once you are in your placement school.
Archer, S. (2006) 100 Ideas for Teaching Science. London, Continuum.
Abrahams, I. (2010) Practical Work in Secondary Science: a minds on approach. London, Continuum.
ASE (2010) Safe and Exciting Science. Hatfield, ASE.
Black, P. (2003) Assessment for Learning: putting it into practice. Maidenhead, Open University press
Black, P. and Harrison, C. (1990) Science Inside the Black Box. Glasgow, Letts.
Breithaupt, J. (1999) New Understanding Physics for A Level. Cheltenham, Nelson Thornes.
Byrne, E. & Brodie, M. (2012) Cross Curricular Teaching and Learning in the Secondary School…Science. London, Routledge.
Ellis, V. (2013) Learning and Teaching in Secondary Schools. 5th Edn. Exeter, Learning Matters.
Ireson, G., Crowley, M., Richards, R. & Twidle, J. (2010) Secondary Science 11 to 16: A Practical Guide. London, SAGE.
Ireson, G. & Twidle, J. (2006) Reflective Reader: Secondary Science. Exeter, Learning Matters.
Kind, V. (2008) Teaching Secondary How Science Works. London, Hodder.
Lister, T. & Renshaw, J. (1999) New Understanding Chemistry A Level (3rd ed.) Cheltenham, Nelson Thornes.
Liversidge, T., Cochrane, M., Kerfoot, B. & Thomas, J. (2009). Developing as a Reflective Secondary Teacher: Teaching Science. London, SAGE.
McMurry, J.E. & Fay, R.C. (2013) Chemistry. Oxford, Pearson.
Muncaster, R. (1993) A Level Physics. (4th ed.). Cheltenham, Nelson Thornes.
OFSTED (2008) Success in Science. London, HMSO.
Osborne, J. & Dillon, J. (Eds.)(2010) Good Practice in Science Teaching: What research has to say. Maidenhead, Open University Press.
Petroselli, C, L. (2008) Science Education Issues and Developments. New York, Nova Science Publishers Inc.
Reiss, M. (2011) Teaching Secondary Biology. 2nd ed. London, Hodder.
Page | 82 Subject Handbook - Biology York St John University Secondary Partnership 2018/19
Ross, K., Lakin, L. and McKechnie, J. (2015) Teaching Secondary Science: Constructing Meaning and Developing Understanding. 4th Edn. Oxon, Routledge.
Ryan, L. (2011) AQA Science: Chemistry. Cheltenham, Nelson Thornes.
Sang, D.(2011) Teaching Secondary Physics. 2nd ed. London, Hodder.
Saunders, A. & Saunders, N. (2011) OCR Gateway: GCSE Chemistry. OUP, Oxford.
Taber, K. (2012) Teaching Secondary Chemistry. 2nd ed. London, Hodder.
Toole, G. & Toole, S. (2000) New Understanding Biology for A Level. (4th ed.). Cheltenham, Nelson Thornes.
Toplis, R. (2015) Learning to Teach Science in the Secondary School: A Companion to School Experience. 4th Edn. London, Routledge.
Wellington, J. B. Ireson, G. (2012) Science Learning, Science Teaching. Third Edition. Oxon, Routledge.
Wood-Robinson, V. (2006) ASE Guide to Secondary Science Education. Hatfield, Association of Science Education.
Journals
Journal of Research in Science Teaching
School Science Review (ASE)
Education in Science (ASE)
Professional organisations__________________________________________________________________________
ASE – Association for Science Educationwww.ase.org.uk
Institute of Physicswww.iop.org/
Royal Society of Chemistrywww.rsc.org/
Society of Biologywww.societyofbiology.org
CLEAPSSwww.cleapss.org.uk/
Websites
Teaching A Level Physicshttp://tap.iop.org/
Wellcome Trust
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http://www.wellcome.ac.uk/Education-resources/Education-and-learning/Resources/index.htm
British Science Associationwww.british science association.org/
Science, Technology, Engineering and Mathematics network (STEM)http://www.stemnet.org.uk/
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4. Assessment Regulations
Teaching and Learning
The approach to teaching and learning will be consistent throughout modules included in the programme, irrespective of whether they are at Level 3 or at Level M. Taking a largely enquiry-based approach to learning, student teachers will develop as reflexive and critical practitioners through investigating key issues and dilemmas inherent in secondary school teaching. Student teachers will be expected to work with a high degree of independence but also to work collaboratively with, and learn from, both peers and experienced practitioners. There is an expectation that student teachers will be able to integrate and synthesise theory, practice and key skills in order to evaluate critically their exploration of teaching and education. This will develop greater levels of applied research skills, creativity, innovation, critical thinking and independent judgement.
Differentiation
In each cohort of student teachers there may be significant differences in academic ability and ability demonstrated during school experience. The programme is highly inclusive and tutors are committed to providing quality learning experiences for all student teachers. Whilst student teachers have a common input in terms of taught sessions there is scope
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within the programme and wider university to offer further support. The individual needs of student teachers are identified at interview stage and discussed in the first Academic Tutor meeting where an Individual Action Plan is prepared with recorded targets. Targets are discussed and adapted during the programme to meet the needs of the student teachers as they progress through the year. The masters level work undertaken in Professional Studies modules provides opportunities for extension as do the enrichment days.
The following inclusive learning and teaching strategies which feature in modules will provide opportunities for professional development through critical enquiry:
individual tutorials for research support; individual research activities, through a range of resources including web-based
resources and the Virtual Learning Environment; individual tutorials for academic tutor support; directed reading, through a range of resources including web-based resources and the
Virtual Learning Environment; group presentations; group seminars; enquiry based learning tasks to develop subject knowledge and knowledge and
understanding of wider educational issues; practical workshops and activities; key note lectures; school based activities; supported observation analysis; and self-review and self-assessment tasks;
Assessment strategies
The range of assessment activities are designed to support student teachers in further developing their knowledge and understanding of wider educational issues and subject pedagogy.
Assessment strategies include: group workshop presentations/micro teaching opportunities; individual presentations; research based portfolios; essays; research project; and writing, resourcing and evaluating a scheme of work.
Assignments provide the opportunity to engage in current research and debate on whole school issues and contribute towards both academic and professional development.
Assignments are marked using the YSJU level 3/undergraduate (level6) and level M/postgraduate (level 7) assessment descriptors/marking criteria which you can access using the link below:
https://www.yorksj.ac.uk/registry/regulations/
These generic assessment descriptors may be tailored to specific learning outcomes for the assignments.
Module Evaluation/Student Feedback
Teaching, learning and assessment opportunities are evaluated via the module evaluation
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process and end of programme evaluation. It is essential that student teachers offer regular feedback to tutors so that amendments and additions can be made where relevant.
The modules will include the following forms of evaluation:
Ongoing, i.e. discussion between staff and student teachers whenever required;Session evaluation forms (targeted sessions)Mid-module evaluation (interim) normally by means of a staff and trainee discussion half-way through the modules;Rather than an end of module evaluation there is an end of programme evaluation.
Please participate fully in the evaluation process. Your comments and constructive suggestions are very important in the planning and delivery of the modules in the future. Do not forget that, as well as evaluating teaching and resources, self-evaluation of one’s own contribution is equally important.
Please also note that the modules on the secondary PGCE programme are covered in teaching sessions through a holistic approach to reflect the numerous links between the modules. However, there is opportunity to comment on each module in line with university policy. To aid this evaluation process we will ensure that at the start of each session student teachers are clear as to which module the session relates to.
There are other opportunities to feedback on the programme via evaluations of a sample of academic sessions, school experience evaluations at the end of autumn and summer term, AT meetings with tutors, meetings with link tutors and at academic sessions etc.
What happens to the completed evaluations?
The evaluations are collated and analysedThe outcomes of the evaluations are discussed within the Secondary PGCE partnership and the key areas that need to be addressed are identified.The key areas identified are addressed via module amendments or through the PGCE Secondary Partnership Improvement Plan.
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General Assessment Information (YSJU)
Assignments on the PGCE Secondary programme are generally completed individually but in some cases, for example the PGCE RE workshop presentations, they are completed in collaboration with other students. There is guidance below on working collaboratively.
Working Collaboratively
The Education and Theology Faculty at YSJU recognises the educational and personal value of collaborative discussion and learning across all programmes it offers on its undergraduate and postgraduate programmes. Tutors are actively encouraged to incorporate group-based learning activities into a wide range of learning experiences and
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encourage student teachers to take full advantage of such opportunities.
However, all experience carries potential risk as well as potential benefit. The importance of group learning activity needs to be set against the fact that the award of credit towards a degree classification is essentially the recognition of the individual achievement of each student teacher. Whenever a piece of written coursework is submitted, a declaration of academic integrity is signed by the student teacher asserting that the work is their own and is not plagiarised (borrowed or paraphrased from an unacknowledged source). Coursework, which is (in part or as a whole) the outcome of group collaboration, cannot be treated as an exception to this important principle.
Although it is often difficult to be certain where any particular aspect of learning has originated, student teachers must ensure, to the best of their ability, that material which is known to emanate from group collaboration, acknowledges the contribution of other members of the group. Any conclusion, perspective or consensus, which has been arrived at through group discussion, debate or collaboration, must not be claimed solely as the work of any individual member of that group.
This principle applies across all types of written coursework but student teachers are advised to pay particular care to the application of this principle to types of coursework which are necessarily of a personal nature. For example, the submission of an individual learning journal, based as it will be on the individual perceptions and reflections of a particular unique experience must not contain elements which are simplistically drawn from the outcome of group collaboration, but rather must be reflected on and individualised by the submitting student teacher. Even then, due acknowledgement must be explicitly made to the group context and contribution.
Student teachers who choose to ignore this important principle, run the risk of having their work seen as being plagiaristic and thus subject themselves to the normal University penalties for such dishonesty.
PlagiarismPlagiarism is the act of deliberately presenting someone else’s work as your own. It is absolutely unacceptable in academic work, and the penalties are very severe; the University cannot award any marks for work that is not your own. It is not enough to include the source used in your bibliography; all reference to other people’s work must be carefully acknowledged by use of quotation marks, notes or references.Also refer to the university policy on academic misconduct on the link below:https://www.yorksj.ac.uk/ssr/policies-and-regulations-/academic-misconduct/
Presentation of Written Work
Agreed dates for the submission of assignments should be strictly adhered to.
All work should be word-processed using point 12 type size in a standard font, such as Arial, Times New Roman, and with spacing set at double. Pages should be numbered sequentially, including appendices.
Brief quotations should be incorporated in the text and set within quotation marks; lengthy quotations should be indented at both left and right margins and, if typed or word-processed, should be single-spaced. All quotations should be fully referenced. See the below information and also the YSJU website link for guidance on Harvard Referencing.
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https://www.yorksj.ac.uk/information-learning-services/information-learning-services/faqs-for-staff--students/online-guides.aspx
An enlightened usage of gender pronouns should be adopted: either offer a statement that a certain form will be used (e.g. teacher as female, child as male), or attempt to use plural pronouns or s/he, his/her throughout the work.
Assignments should be submitted as one document electronically via Moodle. Where you are including for example, pupils work or non-word-processed material this should be scanned and included in the document for submission.
All work MUST have the appropriate front sheet and a declaration of academic integrity will be completed as you submit via Moodle. A copy of the front cover can be found at the back of this section in the appendices.
Keep a copy of your final draft. Retain all work handed back following marking. It may be required subsequently by the Examination Board or by the External Examiner.
Some work will be retained for Quality Assurance purposes.
Writing Support
Writing support is available from the YSJ Study Development Team. Information can be found at:
https://www.yorksj.ac.uk/student-services/study-skills/
Referencing
In-Text and Bibliographical ReferencingThere are a variety of ways of referencing. YSJU stipulates that you use the Harvard system of referencing. The Harvard system is efficient, convenient, easy to use and probably the most commonly used style in publications. It works on the principle of using references placed in the text to guide readers to fuller title and publication details in the bibliography. If you use the Harvard system you do not use footnotes or endnotes. The Harvard system is set out on the University’s website (Information Learning Services) and can be accessed with the following link:
https://www.yorksj.ac.uk/ils/searchsuccess/harvardref/You might also have guidance on this within teaching sessions.
What is referencing?
Referencing is a system whereby you acknowledge the source of your ideas. It is essential that you reference your work otherwise you could fall into the trap of plagiarism. Plagiarism is the wilful theft of ideas from a writer without acknowledging the source of these ideas. Refer to the links above in the section on plagiarism.
Making references to the published work of other writers, and quoting from these works to illuminate or support your argument, is a vital aspect of academic writing. Such quotations should be an integral part of your discussion and should be accompanied by some critical comment - not presented as if they were the last word on the subject.
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There are basically three levels of referencing you will use in your work:
mention of an author’s work but no direct quotation; direct quotation of an author’s work that is under twenty words; and direct quotation of an author’s work that is over twenty words.
Here are two examples of the use of in-text references, the first relating to your use of an idea from someone else’s work; the second, to the use of a quotation.
Dashefky’s main aim in mentioning religion in his 1972 article was to respond negatively to the earlier conclusions of Glazier and Moynihan (1970) that religion had declined as an instrument in ethnic identity formation (Dashefky, 1972)
If you make a direct quotation from an author you should include the author’s name, year of publication and then relevant page number(s) in parenthesis after the quote as in: ‘Philosophy is always concerned not just with conclusions, but with the chains of reasoning….’ (Cupitt, 1985: 21)
Other examples:
Where a quotation of more than twenty words is used, then this must be printed as an indented extract, using single spacing, followed by the author’s name, date of publication and page reference, in parenthesis, as in:
Jeremias’s further thesis that since God is never called abba in ancient Jewish prayer, Jesus’ usage of the title is unique, is also open to question. It would gain strength if he could point… to a representative sample of individual prayers in Aramaic and show that none of them include the vocative abba. But as far as I know, not such evidence exists.
(Vermes, 1983:42)
With dual authorship of the same work give both names, as in: (Lash and Urry, 1987:42) With four or more authors use “et al.”, as in: (Bennett et al., 1986:48) If there is reference to more than one work by the same author in the same year,
distinguish between them by use of the letters ‘a’, ‘b’, etc. attached to the year of publication, as in: (Foucault, 1979a:106).
Mention of more than one author in the text is separated by a semi-colon, as in: ‘several authors have noted this trend (Maunder, 1992; Noake, 1993; Bellett, (1994) and
their ideas…..’ If you wish to omit some words/sentences in a quotation, indicate this by using three dots
in the appropriate place.
If you wish to use this information in a text that is not from the primary source, you should indicate this as follows:
‘Gardner and Lunzer (cited in Beard 1985:76) suggest…’
Reference Lists/Bibliography
These should be set out in alphabetical order of the authors of sources. Please note that all sources go into one alphabetical list (texts, journals, websites etc).
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Please note that for Professional Studies assignments a reference list is required rather than a bibliography.
Support from Information Learning Services (ILS) at YSJ
Research and finding evidence – how can ILS help?
This is a brief guide to Information Learning Services for distance learning students in Education and their mentors. Our website has lots more information www.yorksj.ac.uk/ils
Fountains and the libraryFountains, on the main York St John campus, is the home of the library. This provides access to all of the print resources owned by ILS and is also the home of the library staff. Anyone who is a member of a faculty has a dedicated Academic Liaison Librarian; for the Faculty of Education and Theology, this is Clare McCluskey-Dean (http://www.yorksj.ac.uk/information-learning-services/information-learning-services/services-for-you/undergraduates/academic-liaison-librarians/faculty-of-education.aspx). Clare is available to help with any part of finding or evaluating resources.
Searching for books, journals and other informationDiscover is the main tool for finding what is available at YSJ, both in print and online. You will either be able to link directly to the ebook/article or see the shelf mark at which it can be found in the building. Remember, this gives access to everything to which YSJ subscribes. https://www.yorksj.ac.uk/ils/services-for-you/undergraduate/finding-resources/using-discover/
In addition to this, there are search tools which go beyond the YSJ collection, enabling you to find things held by other libraries. These often have a focus on a specific subject (e.g. Education or Psychology), or on a particular type of resource (e.g. newspaper articles). A full list can be found at www.yorksj.ac.uk/ils/databases and ones of especial use to those on Education courses are British Education Index and ERIC, with PsycInfo and SocIndex providing good additional sources of psychological and sociological information. Remember that these tools will search beyond the YSJ collection, but there are options for getting hold of the resources regardless of this fact.
If you want more advice on techniques for searching, try our SMILE course http://www.yorksj.ac.uk/smile (guest access is also available – Clare can arrange this). It has sections on finding, evaluating and managing information.
Getting hold of resourcesIf YSJ has a book in the library and you want to use it, you do not necessarily have to come on to campus to borrow. Anyone living outside of the City of York Council area is entitled to use the postal loan service https://www.yorksj.ac.uk/ils/postalloans/postal-loans-during-placements/
Wherever possible, YSJ will obtain the online version of a book or journal. If this is the case, you can link to it from Discover. If you find something via a different search tool (e.g. Google Scholar) and you are asked to log in to access, double check in Discover that it is something
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to which YSJ subscribes. If it is there, the link to the resource will be provided. If it is not there, you can still get hold of the information, via our interlibrary loan service (ILS pays for this – there is no charge to you) https://www.yorksj.ac.uk/ils/ill/
You are also entitled to use other university libraries. Apply at www.sconul.ac.uk/sconul-access
Policy on Over-Length Work
Word limits are specified for assessed work in order to encourage clear and succinct writing by students and to maintain equity between all the students doing the same assessment. Students are required to keep to the work limit set for an assessment and to note that they may be subject to penalty if they exceed the limit according to the table of penalties as set out below. The penalties are specified so that a piece of work of pass standard will be eligible for at least the capped mark notwithstanding the extent of any over-run.
Students will be required to provide an accurate word count on the cover sheet for each piece of work they submit. The word count specified for assignments will exclude the bibliography/reference list. It will also exclude graphs and tables. Appendices will not count against the word limit but should not contain large amounts of text. (It will be expected that they will normally contain diagrams or tables or visual images). Please note that all appendices should be referred to in the main body of work.
Markers will check the declared word count on the cover sheet against the word limit specified for that assessment; where the word count exceeds the specified word limit, the appropriate penalty will be applied. This will be reported to the Assessment Panel.
If it is suspected that the student has not declared the word limit honestly, and that the piece of work is over the word limit, the word count may be checked and a penalty applied. The Assessment Panel may reserve the right to refer the student to the University’s policy on academic cheating.
Up to 10% over the word limit Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.
Between 10% and 25% over the word limit Deduction of 5 marks off the final mark or the work will be awarded the capped re-sit mark whichever is the greater.
Between 25% and 50% over the word limit Deduction of 15 marks off the final mark or the work will be awarded the capped re-sit mark whichever is the greater.
In excess of 50% over the word limit Eligible only for the capped re-sit mark (40 undergraduate 50 postgraduate)
Information on submission of assignments
Submission dates for all assessments are published in the subject handbook and on Moodle. This date is the equivalent of an exam, and it is expected that all work will be submitted (normally via Moodle) by the published deadline (by noon on the deadline date)
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Late Submission without prior arrangement
Where work is submitted up to 7 days after the deadline without an agreed extension the mark will be capped at 40 for a Level 3 module and 50 for an M Level module.
Where work is not submitted within 7 days of the deadline, a non-submission will be recorded with a mark of 0 NS and a re-sit offered for a capped mark.
Failure to submit the re-sit by the revised submission date will result in a mark of 0NSX, which will prevent progression to the next level of study and it is likely that the programme will be terminated.
Extension due to Exceptional Circumstances
If the circumstances are serious and have a long term impact on the student’s ability to submit work or engage in module activity, a ‘Request for Consideration of Exceptional Circumstances’ document should be filled out and should be accompanied by documentary evidence.
Please note that the course lead or programme staff are not able to approve a request for a 7 day extension or exceptional circumstances and this is submitted as indicated on the form.
This information on exceptional circumstances, as well as examples of types of evidence that might be submitted is outlined on the university website at the link below:
https://www.yorksj.ac.uk/ssr/policies-and-regulations-/exceptional-circumstances/
Resubmission and fees
All resubmissions will incur a fee. Academic work will be £50 for resubmission. School placements will be £500.
If a piece of work is not submitted by the published deadline or an approved extended deadline, a mark of 0 NS will be recorded. If you fail any academic work, you normally have one attempt to resubmit it. Your feedback sheet will show whether you have passed or not. If you do not pass, you are encouraged to seek a tutorial with the tutor who first marked your work. Marks will be capped at 50 (M Level) or 40 (Level 6) for resubmissions but feedback will indicate the grade you would have achieved if it had been a first submission.
In cases where you have not made use of the first assessment opportunity, the School Assessment Panel and Board of Examiners for Progress and Award are unlikely to exercise favourably any discretionary powers relating to re-assessment opportunities, progression or award.
Resubmissions must be submitted electronically via Moodle.
In most cases, resubmitted work will not need to be a completely new piece of work. It is likely that you will re-work your first attempt and address the questions and comments from tutors.
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5. PGCE Secondary – Assessment hand in dates 2018-2019All assessments will be submitted electronically by mid-day on the hand in date. Module directors should ensure that assignment hand in is set up on Moodle to enable trainees to submit. Hand back dates are 4 weeks after hand in date to comply with the university regulations (this may be extended for holiday periods) University Centred programme – RE Module Code
Module Title Module Director
Assignment Hand in date Ready to second mark
Hand back date
3PGC09 Introduction to subject specialism: RE
EMc Essay 28th November 2018 17th December 2018
9th January 2019
3PGC10 Teaching Strategies: planning for learning, teaching and assessment in RE
EMc Presentation 10th April 2019 13th May 2019 22nd May 2018
MPGC03 Understanding Learning and Teaching and SE
KP Essay 21st January 2019 8th February 2019
18th February 2019
MPGC06 The Emerging Professional and SE KP Research project (a) literature review and methodology
4th March 2019 20th March 2019(brief written feedback prior to presentation)
1st April 2019
Research project (b) presentation 27th March 2019 N/A 29th April 2019
School Centred programme Module Code
Module Title Module Director
Assignment Hand in date Ready to second mark
Hand back date
3SDS03 Introduction to subject specialism: English
JCal Essay 28th November 2018 17th December 2018
9th January 2019
3SDS04 Introduction to subject specialism: mathematics
DL Essay 28th November 2018 17th December 2018
9th January 2019
3SDS05 Introduction to subject specialism: science: biology
KB Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS09 Introduction to subject specialism: science: chemistry
KB Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS10 Introduction to subject specialism: science: physics
KB Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS12 Introduction to subject specialism: MFL
AO Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS19 Introduction to subject specialism: History
KP Essay 28th November 2018 17th December 2018
9th January 2019
3SDS20 Introduction to subject specialism: TBC Essay 28th November 2018 17th December 9th January 2019
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Geography 20183SDS21 Introduction to subject specialism:
MusicCB Evidence based presentation + critical
reflection28th November 2018 17th December
20189th January 2019
3SDS22 Introduction to subject specialism: Drama
BV Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS27 Introduction to subject specialism: Physical Ed
RM Evidence based presentation + critical reflection
28th November 2018 17th December 2018
9th January 2019
3SDS17 Introduction to subject specialism: RE EMc Essay 28th November 2018 17th December 2018
9th January 2019
3SDS06 Teaching Strategies: planning for learning, teaching and assessment in English
JCal Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS07 Teaching Strategies: planning for learning, teaching and assessment in mathematics
DL Presentation and written evaluation 10th April 2019 13th May 2019 22nd May 2019
3SDS08 Teaching Strategies: planning for learning, teaching and assessment in science: biology
KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019
3SDS13 Teaching Strategies: planning for learning, teaching and assessment in science: chemistry
KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019
3SDS14 Teaching Strategies: planning for learning, teaching and assessment in science: physics
KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019
3SDS16 Teaching Strategies: planning for learning, teaching and assessment in MFL
AO Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS23 Teaching Strategies: planning for learning, teaching and assessment in History
GC Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS24 Teaching Strategies: planning for learning, teaching and assessment in Geography
TBC Evidence based presentation (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS25 Teaching Strategies: planning for learning, teaching and assessment in Music
CB Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS26 Teaching Strategies: planning for learning, teaching and assessment in Drama
BV Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
3SDS28 Teaching Strategies: planning for learning, teaching and assessment in Physical Ed
RM Research based portfolio (including critical reflection)
10th April 2019 13th May 2019 22nd May 2019
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3SDS18 Teaching Strategies: planning for learning, teaching and assessment in RE
EMc Presentation 10th April 2019 13th May 2019 22nd May 2019
MSDS01 Understanding Learning and Teaching and SE
KP Essay 21st January 2019 8th February 2019
18th February 2019
MSDS02 The Emerging Professional and SE KP Research project (a) literature review and methodology
4th March 2019 20th March 2019(brief written feedback prior to presentation)
1st April 2019
Research project (b) presentation 27th March 2019 N/A 29th April 2019
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