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INTRODUCTION…………………………………………………………………….........................3
Key Contacts…………………………………………………………………………………………..4
Attendance and Professional Conduct………………………………………………………………5
PGCE PROGRAMME STRUCTURE………………………………………………………………..6
Secondary Timetable/Calendar 2018/19…………………………………….………………….8-12
Key Dates and Deadlines……………………………………………………………………….......13
Summative assessment of Practical teaching………………………………………………….13-14
Module Specifications Subject knowledge pedagogy (TEAC 1168)………………………....15-17
Indicative reading associated to TEAC 1168……………………………………..…………….18-19
Module Specifications Subject knowledge pedagogy (TEAC 1169)………………………....19-21
Indicative reading associated to TEAC 1169……………………………………..…………….22-23
School Placement Outline………………………………………………………………………….23-25
School Placement B1 ……………...……………………………………………………………...26-28
School Placement B2……………….……………………………………………………………...28-30
Timetable of Taught Sessions……………………………………….……………………………32-40
Subject Knowledge and Pedagogy module assignments 2018/19…………………..................41
ASSIGNMENT 1…………………………………………………………………………………….42-43
ASSIGNMENT 2…………………………………………………………………………………….43-44
Presentation of written assignments (our expectations) ……………………………………..45-46
University of Greenwich general criteria for Level 6 and 7 (M level) assignment …………..47-48
Level 6 and Level 7 Marking Descriptors………………………………………………………..49-51
Mapping the course to the Teachers’ standards………………………………………………….52
The importance of reading and reflection………………………………………………………….53
The links between professional studies and PE subject sessions……………………………54-55
Skills Audits and Subject Knowledge Development plan………………………………………...56-57
Subject knowledge development plan/record of progress…………………………………….58-59
Files……………………………………………………………………......………………………….60
Lesson Planning……………………………………………………………………………………..61
ATTENDANCE AND ABSENTEEISM………………………………………………………….....62
Missed Session Form…………………………………………………………………………….....63
Greenwich gateway (The portal)……………………….…………………………………………..64
The Greenwich Students’ Union (GSU)…………………………..…………….……………..….65
Useful information and link………………………………………………………………………....66
Appendix 1: Lesson Planning Proforma……………………..……………………….…………67-69
Appendix 2: Evaluation proforma………………………………………………………………...69-71
CONTENTS
3
INTRODUCTION
Welcome to the University of Greenwich and the PGCE Secondary programme. This booklet
contains the information which will help you to understand the main structures of the Secondary
Physical Education PGCE course. As with all programmes within the University the Secondary
PGCE is composed of modules. Each has its own aims and learning outcomes, and each has
assessment items. For Secondary Physical Education the modules are: TEAC 1168/1169
(Subject knowledge and pedagogy).
The Physical Education course is taught through workshop sessions here at the University in
the Pe & Sport department and interspersed with serial placement days in a partnership
secondary schools.
The PGCE programme is hard work and requires complete commitment during what will be an
intensive year of study and work placement. You will be in schools for over 120 days and will
be working with your school mentor to help you understand aspects of planning, teaching,
marking and reflecting on your practice. There are two other blocks of University teaching – in
January and April/May. Each school half term you will also work at the University.
You are expected to attend all University-based sessions. A record of attendance and
punctuality is kept and the information will be reflected in any references that are written. If, for
any reason, you are unable to attend either a day in university or in school, you must
contact Dr Samuel Coombes. In addition, if it is a school placement day you must inform your
placement school in advance if possible of you being absent.
The one-year PGCE is a very demanding course – both in terms of practical teaching in school, and the many new ways of thinking, discussing and reflecting that will be needed in the workshop sessions and during the school placements. You may find the written work is difficult if you are more used to a technical context, or if English is not your first language. Our training is designed to take account of these problems and to build your confidence, but it is important to ask for clarification, seek guidance or specific help if you are struggling. Others will probably have similar questions and concerns, you will not be alone.
The teaching staff look forward to working with you and hope you have an enjoyable and
successful year at the University of Greenwich.
You can contact Dr Samuel Coombes via e-mail ([email protected]) as your first
point of contact to help with any issues.
THE SECONDARY PHYSICAL EDUCATION COURSE
4
The principal aim of the Physical Education course is to help trainee teachers to understand
how pupils learn PE and how PE teachers can teach effectively, safely and in an interesting
and engaging way, to secondary school pupils of all ages and abilities. The courses also aim to
develop students’ knowledge and understanding of pedagogical principles and practical
knowledge across 6 areas of physical activity.
The subject modules TEAC 1168/1169 (Subject knowledge and pedagogy) and other university
and school-based work, are essential to students’ development as PE teachers.
The PE subject module is complemented by the Professional Studies module. Many of the
components of the modules studied on the PGCE Programme are inter-related. Trainees are
expected to be analytical and critical in their thinking, using what they have learned in one
course to raise questions and generate possible answers in another.
Key Contacts
Staff Teaching areas Room Email
Dr Sam Coombes, PhD
PE Pedagogy, Sporting Identity, Athletics, Games.
S207 [email protected]
Dr Jo Fiore, PhD
Policy and Practice, Sport Development, Contemporary Issues in Sport and Coaching, Nutrition for Sport and Performance, Athletics, Fitness Training Methods, Sport and Physical Activity Promotion.
S207 [email protected]
Dr Harpreet Bains, PhD
Sport Sociology, Gender, Policy and Practice, Sports Equity, Sports Development, Contemporary Issue in Sport, Research Methods.
S217 [email protected]
Roz Hornsby, MA
Gymnastics, Games, Physical Education Pedagogy.
H145 [email protected]
Alison Sarıdoğan, MA
Dance, Contemporary Issues in Sport & Coaching, Policy and Practice, Physical Education Pedagogy, Research Methods, Community Arts.
S207 [email protected]
Marie Macfarlane Secondary Partnership Administrator
Room M148, Mansion Building, Tel: 020 8331 8234 [email protected]
Dr. Lorraine Smith PGCE Programme Leader
5
Room H137, 02083319579 [email protected]
Chris Philpott Acting Head of Faculty (Education and Health) Iain Kitchener Acting Head of Department of Teacher Education
Attendance and Professional Conduct
Student teachers are expected to conform to a Professional Code of Conduct which covers
such areas as attendance, punctuality, appropriate interaction with pupils, consideration for
teaching and non-teaching staff, racial and sexual harassment, dress, respecting
confidentiality, health and safety, and respect for school property. Serious lapses of
professional behaviour may lead to the suspension from any period of school experience,
disqualification from the recommendation for QTS and / or the use of university ‘Fitness to
Practice’ procedures. Where any period of practical placement is terminated by the University
for a breach of the
Professional Code of Conduct then the University shall not be bound to provide any alternative
placement.
Student teachers normally need to complete 121 days of school experience over the whole
programme. The following tariff will be used for missed days in school:
6
PGCE PROGRAMME STRUCTURE
Professional Graduate Certificate in Education (ProfGCE) = 120 credits @ level 6
Postgraduate Certificate in Education (PGCE) = 120 credits @ 7 (M-level)
7
The PGCE comprises five separate university modules (see below). In order to gain the
qualification and be recommended for Qualified Teacher Status (QTS) you need to pass all
five modules. Three of these modules are teaching placements in school, one is
subjectspecific (with related assignments), and the other is a professional studies module
(with an assignment).
Professional Graduate
Certificate in Education
(Prof GCE)
120 credits @ L6
Postgraduate Certificate in
Education (PGCE)
120 credits @ L7
School Experience A
20 credits
Level 6
School Experience B1
20 credits
Level 6
School Experience B2
20 credits
Level 6
Professional Studies
ACAD1420
15 credits
Level 6
Professional Studies
ACAD1421
15 credits
Level 7
Subject knowledge and
pedagogy TEAC 1168
45 credits
Level 6
Subject knowledge and
pedagogy TEAC 1169
45 credits
Level 7
University of Greenwich Academic
Calendar - 2018-19
Notes & Comment s Monday Tuesday Wednesday Thursday Friday Uni days School days Notes
0
Mon 10 Sept 2018
Induction Induction S S S 5 0 induction
1 Mon 17 Sept 2018 S
S S P S 5 0
2 Mon 24 Sept 2018 S
S S P S 5 0
3 Mon 1 Oct 2018 S
S SE (I) SE SE 2 3
Assignment 1
literature review
due on 1/10/18
4 Mon 8 Oct 2018 P
SE SE SE SE 1 4
5 Mon 15 Oct 2018 S
SE SE SE SE 1 4
6 Mon 22 Oct 2018 half term
AM – S
PM – 1- 5pm
S S R R 5 0
Review with trainees the Assign 1 lit review Mon –
safeguarding
training Safeguard
training
7 Mon 29 Oct 2018 P
SE SE SE SE 1 4
Placement A early
assessment point
due 30/10/18
8 Mon 5 Nov 2018 S
SE SE SE SE 1 4
9 Mon 12 Nov 2018 S
SE SE SE SE 1 4
10 Mon 19 Nov 2018 P
SE SE SE SE 1 4
11 Mon 26 Nov 2018 S
SE SE SE SE 1 4
12 Mon 3 Dec 2018 SE
SE SE SE SE 0 5
Evidence Bundle 1
- due 7/12/18;
postdate 9/1/19
13
Mon 10 Dec 2018 SE SE SE
SE SE 0 5 Report A due
14/12/18
14 Mon 17 Dec 2018 End of
Term SE SE SE
SE 0 4
15 Mon 24 Dec 2018
Xmas
0 0
16 Mon 31 Dec 2018 0 0
17
Mon 7 Jan 2019 S S S
P S 5 0
SKP Assign 1 due 7/1/19; post-date 28/1/19
18
Mon 14 Jan 2019 S S S
SE (I) SE 3 2 Induction
19 Mon 21 Jan 2019 S SE SE
SE SE 1 4
20 Mon 28 Jan 2019 P SE SE
SE SE 1 4
21 Mon 4 Feb 2019 S SE SE
SE SE 1 4
Placement B early
assessment point
due 5/2/18
22 Mon 11 Feb 2019 P SE SE
SE Careers Fair 2 3
Careers Fair - 15th Feb – 2pm-8pm
23 Mon 18 Feb 2019 R R S
S S 5 0
PS literature
review due 19th
Feb 2019; postdate 4th March
24 Mon 25 Feb 2019 S SE SE
SE SE 1 4
25 Mon 4 Mar 2019 P SE SE
SE SE 1 4
26 Mon 11 Mar 2019 S SE SE
SE SE 1 4
27 Mon 18 Mar 2019 P SE SE
SE SE 1 4
Evidence Bundle 2
- due 18/3/19;
postdate 5/4/19
28
Mon 25 Mar 2019 SE SE SE
SE SE 0 5 B1 report due
22/3/19
29 Mon 1 Apr 2019
SE SE SE
SE SE 0 5
30 Mon 8 Apr 2019
Easter
31 Mon 15 Apr 2019
32 Mon 22 Apr 2019 End of
Term BH S S
P S 5 0
SKP Assign 2 due 22/4/19; postdate 14/5/19
33 Mon 29 Apr 2019 SE SE SE
SE SE 0 5
34
Mon 6 May 2019 BH SE SE
SE SE 0 4
35 Mon 13 May 2019 SE SE SE
SE SE 0 5
36 Mon 20 May 2019 SE SE SE
SE SE 0 5
37 Mon 27 May 2019 BH Safeguardin
g training R
P S 4 0
PS assignment due 30/5/19; postdate 20/6/19
38 Mon 3 Jun 2019 SE SE SE
SE SE 0 5
Evidence Bundle 3
- due 3/6/19;
postdate 24/6/19
39 Mon 10 Jun 2019 SE SE SE
SE SE 0 5 B2 report due on
14/6/19
40 Mon 17 Jun 2019 SE SE SE
SE SE 0 5
41 Mon 24 Jun 2019
sign off
50 Mon 12 Aug 2019 BH
Assignment Resubmission date 9th August 2019
Post-date: 30th Sept 2019
Key
S Subject session
P Professional
Studies session
SE School Placement
R Reading Day
BH Bank Holiday
Key Dates and Deadlines
Assignment/ Event
Deadline
Initial Needs Analysis 2/10/18
Assignment 1
Assignment 1 literature review due on
1/10/18
Final submission of assignment 7/1/19.
Early assessment of placement A 30/10/18
Evidence Bundle 1 7/12/18
Placement A report due
14/12/18
Placement B early assessment point
due
5/2/18
PS literature review due 19/2/19
Evidence Bundle 2 - due
18/3/19
Placement B1 report due 22/3/19
Assignment 2 due 22/4/19
PS assignment due 30/5/19
Evidence Bundle 3 - due
3/6/19
B2 report due 14/6/19
Assignment Resubmission
9/8/19
Summative Assessment of Practical Teaching
In the University’s ‘Academic Regulations for Taught Awards’ it states:
‘5.5. Where a programme forms part of the qualifications required by a professional or statutory
body, clear information will be provided about specific assessment requirements that must be met
14
for progression towards the professional qualification including criteria for the marking and grading
of assessments. The requirements of that body will take precedence over those of the
University regulations in the awarding of the professional qualification.’
The qualification required by our professional or statutory body in this context is formally within the
course Professional Development Portfolio and is integral to all courses on the programme. To
progress towards this professional qualification a trainee must pass the whole placement and all
associated assessment tasks.
Trainees are assessed and graded by their tutors in their placements summatively, and by their
mentors formatively throughout their placement.
Trainees must pass the whole placement to enable them to complete the programme. If a
trainee fails a placement, then they have the opportunity to recover this ‘fail’ within the first 4-5
weeks of a second placement, if professionally appropriate and if a placement can be
found. Where a trainee fails on re-assessment, they will be required to withdraw from the
course.
Transferring to Level 6 Programme
A literature review in preparation for your first subject assignment needs to be submitted by 1st
October. This will allow your subject lead to assess your written work and discuss with you the
most appropriate level of programme for you. At this time you can choose to re-register at Level
6. It is important to discuss the potential consequences of changing programme.
If you wish to re-register at Level 6, please discuss your decision with your subject leader, who will
then inform the programme leader.
15
Module Specifications
Module Specification- TEAC 1169
Faculty Education and Health
Department Teacher Education
Code TEAC 1169
Module Title Subject Knowledge and Pedagogy – Physical Education (Level 7)
Course Leader Sam Coombes
Level (please tick) 4 5 6 7
Credit 45
Pre-requisites none
Aims
To enable trainees to:
• develop subject knowledge and pedagogy and understanding of the ways pupils learn. As part of this, trainees are expected to explore their role in the learning process in preparation for teaching their subject in secondary schools.
• foster a proactive attitude to the development of breadth and depth in subject knowledge.
• provide the opportunity to explore the nature of the subject and to establish an
understanding of the place of their subject in the curriculum.
• instil a spirit of intellectual curiosity and enthusiasm about their subject.
• use a variety of teaching and learning approaches and to be both reflective and critical of
their own practice.
• be creative and innovative in their teaching
Learning Outcomes:
On successful completion of this course a student will be able to:
Learning
Outcome
1
Demonstrate how they have developed their subject knowledge and pedagogy to enable the effective teaching of PE across the appropriate age range. This includes drawing upon evidence from research to inform their practices and approaches to teaching their subject.
2 Critically analyse the respective roles of teachers, educational institutions and communities in education and how this can impact on teaching and learning.
16
3
Use a range of new technologies to support pupils’ learning and
progression and demonstrate an awareness of how to implement recent
initiatives within their subject discipline.
4 Critically evaluate significant theories of teaching, learning, motivation
and assessment in relation to observed practice and compare with
outcome from research to enhance their teaching experience and progress
of pupils.
5 Critically evaluate statutory curricula and centralised initiatives at Key Stages 3, 4 and post 16.
6 To personalise learning in order to foster and maintain pupils’ interests and using various classroom management strategies to support learning.
Indicative Content
• Development of subject and pedagogical knowledge
• Understanding of curriculum for the subject
• Theories of teaching and learning in the subject
• Curricula planning and application of subject knowledge to the teaching situation
• Consideration of need for sequencing and progression both within, and between topics
• Behaviour and classroom management
• Development and evaluation of resources
• Assessment and recording pupils’ progress
Learning and Teaching Activities
• workshops (tutor, student teacher led)
• sharing subject knowledge (student teacher led)
• didactic input (tutor or student teacher)
• seminar and group discussion
• individual and group tutorials
• problem solving tasks which require a creative response (individual and group)
• integrated use of technology as a tool in all of the above
• research, peer review, reading and reflection.
• workshops by subject specific PE organisations in the UK
17
Assessment Details:
Methods of SUMMATIVE Assessment
(a) Assignment 1 (b) Assignment 2
Nature of FORMATIVE
assessment
supporting
student
learning
Subject sessions includes workshops, PE in the National curriculum, reflecting on the teachers’ standards and how to meet them. How to access and engage with research materials, input from the study skills centre and feedback. Support with reflective writing and essays and difficulties students may face. Peer review of articles and how to link theory and practice. Exemplar materials given for discussion during subject sessions and students scrutinise past work and assess against level descriptors to improve their skills. Engaging with pre-course tasks Detailed feedback on assignments informing future academic writing Tutorials and extra support sessions Feedback from microteaching and modelling good practice Problem solving and thinking skills- working collaboratively Working in subject knowledge development groups and feedback to enhance subject knowledge and pedagogy
Outcome(s) assessed by summative assessment
(Please use
the numbers
above to
refer to
these)
1-6
Grading
Mode Pass/fail
Weighting % 50% each
Pass Mark N/A
Word Length (a) 2,000 – 2,500 (b) 2,000 – 2,500
Outline
Details Essay
Last Item of
Assessment Assignment 2
Are students required to pass all components in order to pass the course? YES
18
Indicative Course Materials and Reading
ISBN Number (for printed material)
Author Date Title Publisher
978-1-847-06502-5.
Bailey, R. (2010)
Physical Education for Learning. A Guide for Secondary Schools.
Continuum: London.
0-41567624X
Capel, S. and Whitehead, M.
(2012)
Debates in Physical Education.
Routledge: Oxon.
0-415-33636-8
Capel, S. and Whitehead, M.
(2015)
Learning to teach Physical Education in the Secondary School (4th Edition).
Routledge: Oxon.
0-415-36111-7.
Capel, S. and Beckon, P. (Eds.)
(2014)
A Practical Guide to Teaching Physical Education in the Secondary School (2nd Edition).
Routledge: Oxon.
978-1-4129-2113-8
Green, K. (2008)
Understanding Physical Education.
Sage: London.
978-0-7360-9838-0
Siedentop, D, Hastie, P. and van der Mars, H.
(2011)
Complete Guide to Sport Education
Human Kinetics: Illinois.
978-1-138-77828-3
Stidder, G.
(2015)
Becoming a Physical Education Teacher
Routledge: Oxon.
978-0-415-49827-2
Stidder, G. and Hayes, S.
(2017)
The Really Useful Physical Education Book: Learning and Teaching across the 11 – 16 Age Range.
Routledge: Oxon.
Practical Sources
974-0-41557183-8
Berry, M. & Hodgson, C.
(2011)
Adventure Education: An Introduction.
Routledge: London.
0-4152-89688
Butler, J. and Griffin, L.
(2010)
More teaching Games for Understanding:
Human Kinetics: Leeds
19
Theory, Research and Practice.
0-7136-5349-3
Butler, P. (200
0) ASA Assistant Teacher: A Guide.
A&C Black: London.
978-0-87127-3543
Maude, P., Benn, T. and Benn. B.
(2007)
A Practical Guide to Teaching Gymnastics.
Coachwise Ltd: Leeds.
978-1-905540-29-7
Pocknell, L. and Smith, F.
(2007)
A Practical Guide to Teaching Dance.
Coachwise Ltd: Leeds.
978-1-897651-58-2
Sabin, V. (2003)
School Gymnastics – Key Stages 3 & 4.
Val Sabin Publications: Northampton.
978-0-871273-54-3
Strauss, R and Howard-Nadel, M
(2012)
Looking at Contemporary Dance. A Guide for the Internet Age.
Princeton Book Company: Chicago.
978-1-450489-32-4
Freeman, W (Ed.)
(2015)
Track and Field Coaching Essentials
Human Kinetics: Champaign, IL.
Module Specification- TEAC 1168
Faculty Education and Health
Department Teacher Education
Code TEAC 1168
Module Title Subject Knowledge and Pedagogy – Physical Education (Level
6)
Course Leader Sam Coombes
Level (please tick) 4 5 6 7
Credit 45
Pre-requisites none
Aims
To enable trainees to:
• develop subject knowledge and pedagogy and understanding of the ways pupils learn. As part of this, trainees are expected to explore their role in the learning process in preparation for teaching their subject in secondary schools.
• foster a proactive attitude to the development of breadth and depth in subject knowledge.
20
• provide the opportunity to explore the nature of the subject and to establish an
understanding of the place of their subject in the curriculum.
• instil a spirit of intellectual curiosity and enthusiasm about their subject.
• use a variety of teaching and learning approaches and to be both reflective and critical of
their own practice.
• be creative and innovative in their teaching
Learning Outcomes:
On successful completion of this course a student will be able to:
Learning
Outcome
1
Demonstrate how they have developed their subject knowledge and pedagogy to enable the effective teaching of PE across the appropriate age range.
2 Manage classes effectively, using approaches which are appropriate to pupils’ needs.
3 Evaluate statutory curricula and centralised initiatives at Key Stages 3, 4 and
post 16.
4 Evaluate significant theories of teaching, learning, motivation and assessment in relation to observed practice.
5
To support pupils’ learning and progress by using a range of new technologies to inform their teaching.
6 Analyse the respective roles of teachers, educational institutions and communities in education.
Indicative Content
• Development of subject and pedagogical knowledge • Understanding of curriculum for the subject • Theories of teaching and learning in the subject • Curricula planning and application of subject knowledge to the teaching situation • Consideration of need for sequencing and progression both within, and between topics • Behaviour and classroom management • Development and evaluation of resources • Assessment and recording pupils’ progress
Learning and Teaching Activities
• workshops (tutor, student teacher led) • sharing subject knowledge (student teacher led)
21
• didactic input (tutor or student teacher) • seminar and group discussion • individual and group tutorials • problem solving tasks which require a creative response (individual and group) • integrated use of technology as a tool in all of the above • research, peer review, reading and reflection.
Assessment Details:
Methods of SUMMATIVE Assessment
(a) Assignment 1 (b) Assignment 2
Nature of FORMATIVE
assessment
supporting
student learning
Subject sessions includes workshops, PE in the National curriculum, reflecting on the teachers standards and how to meet them. How to access and engage with research materials, input from the study skills centre and feedback. Support with reflective writing and essays and difficulties students may face. Peer review of articles and how to link theory and practice. Exemplar materials given for discussion during subject sessions and students scrutinise past work and assess against level descriptors to improve their skills. Engaging with pre-course tasks Detailed feedback on assignments informing future academic writing Tutorials and extra support sessions Feedback from microteaching and modelling good practice Practical work in the laboratory, risks assessments and feedback to help students improve and develop their skills Problem solving and thinking skills- working collaboratively Working in subject knowledge development groups and feedback to enhance subject knowledge and pedagogy
Outcome(s)
assessed by
summative
assessment
(Please use the
numbers above to refer to these)
1-6
Grading Mode Pass/fail
Weighting % 50% each
Pass Mark Pass
Word Length (a) 2,000 – 2,500 (b) 2,000 – 2,500
Outline Details Essay
Last Item of
Assessment Assignment 2
Are students required to pass all components in order to pass the
course? YES
22
Indicative Course Materials and Reading
Refer to the Key Publications
Department of Children, Schools and Families and the Qualifications and Curriculum Authority. (2007) “The National Curriculum: Statutory requirements for Key Stages 3 and 4.” London. DCSF and QCA Department for Education and Skills and Department for Culture, Media and Sport. (2002) “Learning through PE and Sport: A guide to the Physical Education, School Sport and Club Links Strategy.” Annesley, Notts. DfES Publications. Department for Education and Skills and Department for Culture, Media and Sport. (2004) “High Quality PE and Sport for Young People.” Annesley, Notts. DfES Publications. Department for Education and Skills and Qualifications and Curriculum Authority. (2004) “The National Curriculum: Handbook for secondary teachers in England.” London. DfES and QCA. Haydn-Davies, D. (2010) “Physical Literacy and learning and teaching approaches” in M. Whitehead, International Studies in Physical Education and Youth Sport: Physical Literacy throughout the Lifecourse.” Abingdon, Routledge. Houlihan, B. and Green, K. (2006) “The changing status of school sport and physical education: explaining policy change.” Sport, Education and Society, 11, 1: 73-92. Killingbeck, M., Bowler, M., Golding, D., and Gammon, P. (2007) “Physical Education and Physical Literacy.” PE Matters, 2, 2: 20-24. Kirk, D. (2011) “Defining Physical Education: The Social Construction of a School Subject in Postwar Britain.” Abingdon, Oxon. Routledge. Laker, A. (2000) “Beyond the Boundaries of Physical Education: Educating young people for citizenship and social responsibility.” London and New York. Routledge/Falmer. Penney, D. (2000) “Physical Education, Sporting Excellence and Educational Excellence.” European Physical Education Review, 6, 2, 135 – 150. Penney, D. (2008) “Playing a political game and playing for position: Policy and curriculum development in health and physical education.” European Physical Education Review, 14: 33 – 49. Penney, D and Evans, J. (1995) “The National Curriculum for Physical Education: Entitlement for All?” The British Journal of Physical Education, 26, 2: 6-13. Penney, D and Evans, J. (1999) Politics, Policy and Practice in Physical Education. London: E& FN Spon, an imprint of Routledge. Thorburn, M. and Collins, D. (2003) “Integrated curriculum models and their effects on teachers’ pedagogy practices.” European Physical Education Review, 9, 2: 185-209 Whitehead, M. (2001) “The concept of physical literacy”, European Journal of Physical Education, 6, 2: 127-138. Whitehead, M. (2010) “International Studies in Physical Education and Youth Sport: Physical Literacy throughout the Lifecourse.” Abingdon, Routledge.
23
A note on key texts and recommended reading:
There are many general textbooks on PE teaching available. The library will stock several of
them. Many are quite similar in their approaches, though may have particular strengths and
weaknesses. I would recommend that you read as many as possible to gather as wide a range
of perspectives as you can. One that provides a solid overview is:
Capel, S. (2015) Learning to teach Physical Education in the secondary school (4th edition).
Abingdon, Oxon: Routledge.
This text has been chosen for a number of reasons:
• it is easy to read
• it is relatively up-to-date (published 2015)
• it has chapters written by acknowledged experts in their fields.
You may find the previous editions helpful and these can be found in Dr Coombes’ office and
you are welcome to loan them on a week-by-week basis.
School Placement
Module Specification- School placement
Faculty Education and Health
Department Teacher Education
Module Title Placement A
Course Coordinator
Lorraine Smith
Level (please tick)
4 5 6 / 7
Credit 20
Pre-requisites None
Aims
To enable trainees to:
• Provide student teachers with an understanding of how to integrate the theory and practice of
education • Develop student teachers who are professionally committed to the education of all children • Encourage student teachers to start to develop their own professional identity. • Develop an understanding of how to bring about effective learning in the specialist subject in
a secondary school. • Develop student teachers towards achieving the Teachers’ Standards
24
Learning Outcomes
On successful completion of this course a student will be able to:
Learning
Outcome
1
Demonstrate how to plan, teach, assess and reflect effectively on coherent sequences of learning activities and be able to justify your choices.
2 Demonstrate an understanding of how to integrate the theory and practice of
education.
3 Demonstrate a critical understanding of the roles of teachers and other
professionals within the placement, and be able to explain and implement the
school’s policies which underpin professional responsibility.
4 Apply their subject knowledge and pedagogy in their curriculum area in order to bring about effective learning.
5 Deliver appropriate lessons under supervision and show professional conduct
and classroom/ behaviour management in order to demonstrate that the set of
prescribed Teachers’ Standards can be met consistently over time.
Indicative Content
The triangle of student teacher, mentor and tutor will facilitate the following learning and teaching activities: • Observation of lessons. • Collaborative research, planning, teaching and evaluation with mentor, tutors and peers. • Solo teaching. • Being observed by mentors and tutors • Feedback • Discussion • Tutorial • Target setting and action planning • School based ‘training’ sessions
Assessment Details:
Methods of SUMMATIVE
Assessment Placement report written by the mentor at the end of this phase
placement against the Teachers’ Standards.
This is based upon evidence for these standards as a pass/fail made
by mentors and moderated tutors.
Nature of FORMATIVE
assessment supporting student
learning
Trainees are observed formally on a weekly basis and provided with feedback. Weekly tutorials are conducted with the mentor to support you.
Developing targets to support their progress. Outcome(s) assessed by summative assessment
(Please use the numbers above to refer to these)
1-5
25
Grading Mode Pass/ fail
Weighting % n/a
Pass Mark n/a
Word Length n/a
Outline Details A report written by the mentor at the end of this phase of the
placement against the Teachers’ Standards.
This is based upon evidence for these standards as a pass/fail
Last Item of Assessment
Are students required to pass all components in order to pass e course? yes
Indicative Course Materials and Reading:
Author Date Title Publisher ISBN
Capel, S, Leask, M, and Turner, T
201 6
Learning to Teach in the Secondary School
(6th Edition) Routledge 041551836
9
Ellis, V 201 3
Learning and Teaching in Secondary
Schools (5th Edition) SAGE 144626751
2
Baker, T 201 7
Targeted Teaching: Strategies for
secondary teaching Learning Matters 147397303
1
Shilvock K and Pope M (Eds)
200 8
Successful Teaching Placements in Secondary Schools (Achieving QTS
Practical Handbooks Series)
Learning Matters 184445183 6
26
Module Specification
Faculty Education and Health
Department Teacher Education
Module Title Placement B1
Course Coordinator
Lorraine Smith
Level (please
tick) 4 5 6
/ 7
Credit 20
Pre-requisites Successful completion of Placement A (Pass)
Aims
In addition to encouraging student teachers to demonstrate sustained achievement of the Teachers’
Standards, this courses aims to: • Encourage student teachers to develop their own professional identity and use their initiative
in decision making and accessing support. • Guide student teachers to become creative, innovative and inclusive teachers, and to inject
passion, inspiration and enthusiasm into their teaching. • Enable student teachers to gain a deeper understanding of the curriculum • Develop student teachers who are reflective practitioners.
Learning Outcomes
On successful completion of this course a student will be able to:
Learning
Outcome
1
Demonstrate how to plan, teach and use assessment effectively in your
specialist subject, draw on a range and depth of subject knowledge and
pedagogy.
2 Secure progression of all groups of learners by demonstrating consistently
high expectations, managing behaviour effectively and creating an
atmosphere conducive to learning.
3 Take responsibility for children’s learning and through reflecting on
assessment, data and evaluating lessons, be able to secure improvement.
4 Demonstrate professional commitment to pupil learning and well being
5 Meet all the Teachers’ Standards consistently and demonstrate how you can
make meaningful links between commitment to reflective practice and
professional development.
Indicative Content
School experience including ‘serial day’ placement.
The main content of the course will be:
27
• The wider professional role of the teacher, e.g. form tuto0r, PSHE, inter-agency work, etc • Learning and teaching in the specialist subject • Integrating University and school based content • Focus on Teachers’ Standards, i.e. through placement file and e-portfolio
School-led student teachers will be tutors in the school context.
Learning and Teaching Activities
The triangle of student teacher, mentor and tutor will facilitate the following learning and teaching activities:
• Observation of lessons. • Collaborative research, planning, teaching and evaluation with mentor, tutors and peers. • Solo teaching. • Being observed by mentors and tutors • Feedback • Discussion • Tutorial • Target setting and action planning • School based ‘training’ sessions
Assessment Details:
Methods of SUMMATIVE Assessment: -
Weekly tutorials are conducted with the mentor to support developing targets to help in their
progress.
The is graded PASS/FAIL and is part of the overall assessment for your PGCE course.
Placement report written by the mentor at the end of this placement against the Teachers’
Standards.
This is based upon evidence for these standards as a pass judgement made by mentors and
moderated tutors.
Nature of FORMATIVE assessment supporting student learning: - Trainees are observed formally on a weekly basis and provided with regular feedback.
Outline Details B1 placement report is written by the mentor at the end
of this phase of the placement and is judged against the
Teachers’ Standards.
This is based upon evidence for these standards as a
pass judgement made by mentors and moderated tutors.
28
Indicative Course Materials and Reading:
Author Date Title Publisher ISBN
Capel, S, Leask, M, and Turner, T
201 6
Learning to Teach in the Secondary School
(6th Edition) Routledge 041551836
9
Ellis, V 201 3
Learning and Teaching in Secondary
Schools (5th Edition) SAGE 144626751
2
Baker,
T 201 7
Targeted Teaching: Strategies for
secondary teaching Learning Matters 147397303
1
Shilvoc k K and Pope M (Eds)
200 8
Successful Teaching Placements in Secondary Schools (Achieving QTS Practical Handbooks Series)
Learning Matters 184445183 6
Module Specification
Faculty Education and Health
Department Secondary Education, LLTE, Sport and PE
Module Title Placement B2
Course Coordinator Lorraine Smith
Level (please tick) 4 5 6 / 7
Credit 20
Pre-requisites Successful completion of Placement B1 (Pass)
Aims
In addition to encouraging student teachers to demonstrate sustained achievement of the Teachers’
Standards, this course aims to: • Encourage student teachers to develop their own professional identity and use their initiative
in decision making and accessing support. • Guide student teachers to become creative, innovative and inclusive teachers, and to inject
passion, inspiration and enthusiasm into their teaching. • Enable student teachers to gain a deeper understanding of the curriculum • Develop student teachers who are reflective practitioners.
Learning Outcomes
On completing this course successfully the student will be able to: On
successful completion of this course a student will be able to:
29
Learning
Outcome
1
Demonstrate how to plan, teach and use assessment effectively in your specialist subject, draw on a range and depth of subject knowledge and pedagogy.
2 Secure progression of all groups of learners by demonstrating consistently high expectations, managing behaviour effectively and creating an atmosphere conducive to learning.
3 Take responsibility for children’s learning and through reflecting on
assessment, data and evaluating lessons, be able to secure improvement.
4 Demonstrate professional commitment to pupil learning and well being
5 Meet all the Teachers’ Standards consistently and demonstrate how you can
make meaningful links between commitment to reflective practice and
professional development.
6 Set targets for the induction period.
Indicative Content
School experience including ‘serial day’ placement.
The main content of the course will be:
• The wider professional role of the teacher, e.g. form tutor, PSHE, inter-agency work, etc • Learning and teaching in the specialist subject • Integrating University and school based content • Focus on Teachers’ Standards, i.e. through placement file and e-portfolio
School-led student teachers will be tutors in the school context.
Learning and Teaching Activities
The triangle of student teacher, mentor and tutor will facilitate the following learning and teaching activities:
• Observation of lessons. • Collaborative research, planning, teaching and evaluation with mentor, tutors and peers. • Solo teaching. • Being observed by mentors and tutors • Feedback • Discussion • Tutorial • Target setting and action planning • School based ‘training’ sessions
Assessment Details:
30
t
(Please use the numbers
above to refer to these)
Grading Mode Pass/ fail
Weighting % n/a
Pass Mark n/a
Word Length n/a
Outline Details B2 report written by the mentor at the end of this phase
of t placement against the Teachers’ Standards.
This is based upon evidence for these standards as a
pass judgement made by mentors and moderated by
tutors.
Last Item of Assessment
Are students required to pass all components in order to pass the course? yes
Indicative Course Materials and Reading:
Author Date Title Publisher ISBN
Capel, S, Leask, M, and Turner, T
2016 Learning to Teach in the Secondary
School (6th Edition) Routledge 041551836
9
Ellis, V 2013 Learning and Teaching in Secondary
Schools (5th Edition) SAGE 144626751
2
Baker, T 2017 Targeted Teaching: Strategies for
secondary teaching Learning Matters 147397303
1
Shilvock K and Pope M (Eds)
2008 Successful Teaching Placements in Secondary Schools (Achieving QTS
Practical Handbooks Series)
Learning Matters 184445183 6
Methods of SUMMATIVE
Assessment Placement report written by the mentor at the end of this
placement against the Teachers’ Standards.
This is based upon evidence for these standards as a
pass judgement made by mentors and moderated tutors.
Nature of FORMATIVE
assessment supporting
student learning
Trainees are observed formally on a weekly basis and provide feedback. Weekly tutorials are conducted with the mentor to
support Developing targets to support their progress.
Outcome(s) assessed by
summative assessment 1-6
31
32
TIMETABLE OF TAUGHT SESSIONS
I have provided an outline here of the year. We will endeavour to follow this timetable but may be subject to revision. This may be due to
changes in the needs of students at different points in the course – some topics may be revisited or covered in more depth; others may
have to be condensed or even removed.
Some sessions will take place in the David Fussey Sports Building and others will be run in different lecture venues as indicated on
your timetable. The start times will varie but be prepared to start at 9 or 10am on the day of lectures at university. Lunch breaks usually
run from 12.00 until 1.00pm and may depend on the start time. Please plan to arrive early in readiness for a prompt start.
Any changes will be communicated via e-mail and it is important to check these regularly. As a group if you have access to mobile
technology, then setting up a what’s app group to share information may also be advisable to share information. You should get into the
habit of checking both regularly. A good habit is to check at least twice per day – once before starting the working day (in case there is
anything that needs to be done during the day) and once at the end of the working day (in the case of there being something that needs
doing for the next day, though obviously we will try to avoid such short notice).
Sessions will contain pre-reading tasks and/or activities, so that you arrive at the session having prepared beforehand, and/or follow up
work. You will be informed of these in reasonable time, usually the previous week. It is expected that you arrive at the sessions having
completed these as it is intended that in most cases they will be used in the university sessions. Failure to do this may have the effect of
you not getting as much out of the session as you might have and may thus restrict your development and that of others on the course.
This is an academic course based on research, reflection, discussion and combined with some school experience. It is important that
you keep up with readings, especially during the times when you are not teaching (for example, the first half term). Thus, it is anticipated
that you will need to read for at least 1-2 hours daily, so please plan for this.
33
Subject Knowledge and pedagogy
module 2018-19 Monday Tuesday Wednesday Thursday Friday
0
Mon 10 Sept 2018
Induction
Introduction to course and
ice breakers
Structure of the course
and assessment route
Induction
Pre-course tasks,
New GCSE- AQA, OCR,
Edexcel.
Assigning SKE groups
S
Learning to be a PE
teacher. Working in
the PE department.
Teachers’ standards
for QTS.
S
Introduction to
reflective writing,
literature review,
research in PE
education,
assignments.
SKE groups.
S
Nature of PE. Justifying
PE in the National
curriculum
Reflect on assignment
1 and its link to
Teachers’ standards.
National Curriculum
contents
1
Mon 17 Sept
2018
S
Understanding PE
Scheme of work. Primary
PE link
How to observe PE lesson.
Lesson planning starters
E-portfolio training
S
Assessment for Learning
Formative and
Summative assessments.
Assessment without levels,
progress 8 and attainment
8.
S
Guest speaker:
academic writing
skills.
Assignment 1 and
guide
Literature
review/referencing
P
S
Planning lessons and
presentations
Peer supporting SKE-
Plan for starters from
chosen topic
34
2
Mon 24 Sept
2018
S
Planning lessons
Developing questions
using Bloom’s taxonomy.
Effective questioning
Teachers’ standards
revisited
Writing a literature
review
S
Literacy and Numeracy in
PE,
Revisit Bloom’s taxonomy
Planning for progressions
and links to Teachers’
standards
S
Inclusion, SEND and
differentiation in PE.
Teaching and
observing lessons,
grading criteria,
lesson planning, post
16 teaching
Peer teaching
supporting SKE
INA tutorials
P
S
Health and safety in
the lab
Risk assessments
Practical
work/Investigations
INA tutorials
3 Mon 1 Oct 2018
S
Guest Lecturer (Head of
PE)
INA tutorials
S
Teaching and observing
lessons; Lesson planning
from last session
Microteaching and presentations
SE (I) SE SE
4 Mon 8 Oct 2018 P SE SE SE SE
35
5
Mon 15 Oct 2018
S
Guest PE teacher
SE SE SE SE
6 Mon 22 Oct 2018
AM – S
Review outcome from lit review. PM – 1-5pm
Safeguarding training
S
Guest lecturer:
Behaviour management
and progress of learners
S
Review outcome from lit review assignment 1 Lesson planning Guide to evidence bundle 1
R R
7 Mon 29 Oct 2018
P SE SE SE SE
8 Mon 5 Nov 2018
S
Models and analogies
Links with lesson planning
Peer teaching supporting
SKE
SE SE SE SE
9
Mon 12 Nov
2018
S
Planning, teaching and
observing lessons.
Differentiation and
assessing pupils’ progress SE SE SE SE
10
Mon 19 Nov
2018 P SE SE SE SE
36
11
Mon 26 Nov
2018
S
Sharing outcome from placements- lesson planning and observations, and links to the TS.
SE SE SE SE
12 Mon 3 Dec 2018 SE SE SE SE SE
13
Mon 10 Dec
2018 SE SE SE SE SE
14
Mon 17 Dec
2018 SE SE SE SE
15
Mon 24 Dec
2018
Xmas
16
Mon 31 Dec
2018
17
Mon 7 Jan 2019
S
Planning school trip
Trip presentations
Peer teaching SKE groups
S
Secondary National
priority areas
Promoting fundamental
British values, SMSC
Progress reviews
S
Ideas, Evidence and
Argumentation
Progress reviews
P
S
Practical lessons in PE,
planning an
investigation
Peer assessments of
Placement A
Progress reviews
37
18
Mon 14 Jan 2019
S
Lesson planning
Peer teaching to support
SKE
S
Marking, reporting and
tracking pupils’ progress
Revisit Teachers’
standards
S
Planning and prep Evidence bundle 2 guide
SE (I) SE
19
Mon 21 Jan 2019
S
Moving from satisfactory
to good, and good to
outstanding teaching.
Revisiting the Teachers’
standards and lesson
grading criteria as guide.
Target setting
SE SE SE SE
20
Mon 28 Jan 2019 P SE SE SE SE
21
Mon 4 Feb 2019
S
Meeting pupils needs:
supporting
underperforming pupils;
unseen children; parents
evening. Priority areas
revisited
Assignment 2 guide SE SE SE SE
22
Mon 11 Feb
2019 P SE SE SE
Careers Fair
38
23
Mon 18 Feb
2019
R
R
S
Using ICT in PE
Lesson, data logging
Peer teaching
supporting SKE
Assignment 2 guide
S
Guest lecturer: Self-
regulated learning
in PE, cognitive and
metacognitive
processes
S
24
Mon 25 Feb 2019
S
School trip SE SE SE SE
25 Mon 4 Mar 2019 P SE SE SE SE
26
Mon 11 Mar
2019
S
Learning to learn and
learning conversations.
Meeting Part 2 Teachers’
standards.
Briefing papers and
impact studies docs
SE SE SE SE
27
Mon 18 Mar
2019 P SE SE SE SE
28
Mon 25 Mar
2019 SE SE SE SE SE
29 Mon 1 Apr 2019
SE SE SE SE SE
30 Mon 8 Apr 2019
Easter
31 Mon 15 Apr 2019
39
32
Mon 22 Apr 2019 BH
S
Guest PE lecturer
TBC
S
Outdoor learning
Wide Horizon
P
S
Sharing good practices
Analyse and critique
teaching and learning.
Lesson planning
Progress reviews
33 Mon 29 Apr 2019
SE SE SE SE SE
34
Mon 6 May 2019 BH SE SE SE SE
35 Mon 13 May SE SE SE SE SE
2019
36
Mon 20 May
2019 SE SE SE SE SE
37
Mon 27 May
2019 BH Safeguarding training R P
S
Student survey-
placement evaluation,
EXIT survey
NQT transition
document
38
Mon 3 Jun 2019 SE SE SE SE SE
39 Mon 10 Jun 2019
SE SE SE SE SE
40 Mon 17 Jun 2019 SE SE SE SE SE
41 Mon 24 Jun 2019
sign off
40
50
Mon 12 Aug
2019 BH
Subject Knowledge and pedagogy assignments
There are two assignments with a summary table providing details:
Module Assignment Word
Length
approx
Deadline
Subject
Knowledge and Pedagogy
TEAC 1168/1169
Assignment 1
Justify the value and position of PE within the Secondary National Curriculum.
2000- 2500
7/1/19
Subject
Knowledge and Pedagogy TEAC 1168/1169
Assignment 2
A portfolio evidence to illustrate the
assessment of Physical Education
learning
2000- 2500
22/4/19
The next page give more details on each assignment and the criteria required for them.
42
ASSIGNMENT 1
Title This assignment is designed to provide you with the opportunity to review the current position with regard to secondary Physical Education in this country, to justify the value and position of PE within the National Curriculum and to begin to shape your own informed philosophy of its contribution to the inclusive education of all pupils. Use the following statement as a structure to present your understanding of these concepts; A well-planned, child-centred, programme of Physical Education that is ‘broad, balanced and differentiated’ has an important contribution to make in a curriculum that aims to provide an inclusive and holistic education for all young people in secondary education in this country.
Criteria
Provide a well-supported working definition of inclusive and holistic education and development in Secondary Schools.
Discuss the place of Physical Education within the National Curriculum, in relation to the above statement, in terms its potential contribution to the overall development of young people in secondary schools.
Review academic journals and selected key texts and indicate how your reading has either confirmed or changed your understanding of the place of Physical Education in secondary schools. It is important that your writing is underpinned by reading and research.
Comment on the extent to which your own school experiences differed from any key points which arise from your reading. This must be led through the literature (journals that you read).
Show an awareness of the unique qualities of the child-centred Physical Education experience and make explicit what you regard to be a ‘physically educated’ and ‘physically literate’ young person.
Demonstrate an initial grasp of the complexities and contested areas within the notion of appropriate PE provision.
Ensure that you present the full title (above) at the top of the first page of your assignment. It should be double-spaced and on one side of the paper. Fully reference your work and present your reference list as shown below.
Help with writing a critique:
Please be aware that all assignments will require you to link theory and practice that is,
drawing upon your own classroom experience as well as linking to relevant literature.
You must also develop a critical approach all through your essay, see guide below:
• Make comparisons between different approaches drawing upon literature you
have read and make relevant conclusions based on what you think e.g. from your
practice. You may also include evidence from your lesson.
• Weigh up alternatives if possible and make your own views known and link this to
relevant literature to strengthen your argument.
• Apply your own judgements, but support them with existing academic literature
43
• Make links between areas of knowledge- how does it relate to literature?
• Analyse why something did not work
• Evaluate/argue/contests- link this to relevant literature. Draw evidence from your
practice and compare views from different authors.
• Be ready to critique whatever you read. Do not always assume they are right
even when you have tried it, there may be different approach to it.
ASSIGNMENT 2 A portfolio evidence to illustrate the assessment of PE learning
(2000-2500 words)
This assignment is intended to enable you to examine assessment and monitoring strategies and to provide you with the opportunity to research different forms of assessment and to present an analysis of their use in Physical Education in your ‘A placement’ and ‘B placement’ schools.
“…assessment in PE has often had a product focus and an interest in student management rather than specific learning. For assessment to have a learning focus, the where and how of learning in the subject (as compared to a singular focus on the ‘what’), must necessarily be articulated, consolidating the inter-dependence of assessment with curriculum and pedagogy” (Penney, Brooker, Hay and Gillespie, 2009). Use this statement to help you research different forms of assessment that are used in Physical Education. From your experiences in trialling different strategies in your placement schools, critically discuss the effectiveness of each in terms of their relationships with curriculum and pedagogy including pupil progress and achievement of learning outcomes.
Criteria
Provide your own title for your assignment, within the research and writing guidelines (shown above) and include it at the top of the first page.
Plan and present an overview of the main issues regarding the assessment of pupils in Physical Education. Consider different forms of assessment in relation to Diagnostic, Formative, Summative and Ipsative assessment models.
Demonstrate a sound understanding of the essential requirements of assessment within the National Curriculum for Physical Education and comparatively and critically analyse how well those requirements were met/are being met in your ‘A and B placement’ schools.
In the light of your experiences using assessment strategies in your placement schools, provide an analysis of different assessment systems in relation to their role and place within curriculum and pedagogy in Physical Education.
Ensure that you deal with information derived from your placement schools in an ethical manner. Ensure that you use pseudonyms for schools and individuals employed, or taught, within them.
44
Your assignment should be double-spaced and on one side of the paper. Fully reference your work and present your reference list as shown in the example below;
Penney, D., Brooker, R., Hay, P., and Gillespie, L. (2009). Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 4, 14: 421 – 442.
Help with writing a critique:
Please be aware that all assignments will require you to link theory and practice that is,
drawing upon your own classroom experience as well as linking to relevant literature.
You must also develop a critical approach all through your essay, see guide below:
• Make comparisons between different approaches drawing upon literature you
presented and make relevant conclusions based on what you think e.g. from your
practice. You may also include evidence from your lesson.
• Weigh up alternatives if possible and make your own views known and link this to
relevant literature to strengthen your argument.
• Apply your own judgements
• Make links between areas of knowledge- how does it relate to literature?
• Analyse why something did not work
• Evaluate/argue/contests- link this to relevant literature. Draw evidence from your
practice and compare views from different authors.
• Be ready to critique whatever you read. Do not always assume they are right
even when you have tried it, there may be different approach to it.
Teaching Standards
What are the standards addressed in this assignment?
PRESENTATION OF WRITTEN ASSIGNMENTS
Each module has its own assessment items and you will be given more detail about the
assignments in the related workshops.
Clarity of expression and accurate use of English feature for all assignments, so the way that
you present the work, together with spelling, punctuation and grammar are very important.
Always use a PC with spelling and grammar checking to produce the prose.
Referencing
Most assignments require a reference list. You must adopt a standard and consistent
referencing convention. Harvard referencing format should normally be used and you will be
given information during the workshop. Details of the University of Greenwich conventions for
referencing books and other sources are given on the Library website.
Overall structure
Essays should be word-processed on one side of A4 paper, using 12 point, Times New Roman with one and a half line spacing. Preface the assignment with a title page showing course name, title of your assignment and your ID number.
Each essay should have a logical structure of which the following example is one possible
model. Students are not asked to follow this pattern blindly; it is offered for guidance. If you
are not given specific guidance the following headings make possible sections, or
paragraphs of essays
1. Introduction
2. Assembly of material from authoritative sources
3. Analysis of subject area (including comparison of different sources and discussion)
4. Argument
5. Conclusion (here you should write freely from your own viewpoint)
We will cover this in our session.
Handing in assignments
Students must use the Turnitin link in Moodle to upload their assignments so that a receipt of
their work can be recorded.
We strongly recommend that you keep a copy of all assignments in case the assignment goes
missing. All word-processed work should be regularly backed up. Computer problems will not
normally be accepted as extenuating circumstances. In the rare case where work has to be
submitted by post it should be sent recorded delivery and addressed to the registry.
LEVEL 7 MASTERS LEVEL CRITERIA
Pass Knowledge and understanding of literature
(i) Engagement with broad and relevant range of literature. (ii) The work shows a systematic and comprehensive understanding, of the relationship between theory and practice in the chosen field of study. (iii) It shows a critical awareness of complex issues in the field, and the ability to draw autonomous and original conclusions from their study. (iv) The work also shows clear evidence of observations and research undertaken in the classroom, which is used to substantiate arguments, and applied to practice.
Fail
Analysis and application
(i) The work demonstrates an ability to critically analyse and synthesise complex
ideas with some originality. (ii) It shows a critical and reflective understanding of the methodologies used, and
sensitivity to any ethical dilemmas which arise. (iii) The work has conclusions and / or new hypotheses, showing creativity in the
application of knowledge and learning to the chosen field. (iv) The work shows autonomy in learning, self - direction when solving complex
problems, and a commitment to continuing professional development.
Communication
(i) Well focused rationale, argument and coherent structure overall. (ii) The rationale is well planned and assured. Analysis and conclusions are well
supported by the structure. (iii) Effective, clear communication, coherent presentation and structure. Writing style
is assured and articulate. (iv) Use of academic conventions e.g. referencing, is accurate.
47
LEVEL 6 HONOURS CRITERIA
48
Pass Knowledge and understanding of literature
(i) Engagement with appropriate range of relevant literature (ii) The work shows a good understanding of the relationship between theory and
practice in the chosen field of study. (iii) It shows a critical awareness of current issues in the field and the ability to draw
independent conclusions from their study. (iv) The work also shows evidence of observations and research undertaken in the
classroom, which is used to justify arguments and applied to practice
Fail
Analysis and application
(i) The work demonstrates an ability to critically analyse concepts and ideas and to
devise and sustain arguments. (ii) It shows a good understanding of the methodologies used in the work and an
awareness of any ethical dilemmas which arise. (iii) The work has conclusions which arise from the application of knowledge and
learning to problems in the chosen field. (iv) The work shows independent learning and a commitment to continuing
professional development. Communication
(i) A focused rationale, argument, and good structure overall. (ii) The rationale is sufficiently planned and consistent, and communicates ideas and
conclusions clearly. (iii) The work communicates clearly, it demonstrates good levels of presentation
skills, and is well structured. Writing style is clear and coherent. (iv) Committed to the correct academic conventions e.g. referencing.
49
Level 7 Assignment Marking Descriptors
Excellent
Very Good
Good
Satisfactory
Fail
Knowledge and
understanding
of literature
Authoritative, original interpretation of and engagement with an extensive range of relevant literature. Skilful application of key concepts. Work shows systematic, comprehensive understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments
Original interpretation of a wide range of relevant literature. Demonstrated engagement with and application of key concepts. Work shows thorough understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments.
Thorough review of relevant literature. Effective use of key concepts. Work shows firm understanding of the relationship between theory and practice. Good evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments.
Background reading is evident and adequate. Key concepts are discussed. The work shows some understanding of the relationship between theory and practice. Satisfactory evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments
Material cited is either irrelevant or insufficient. Work shows little understanding of the relationship between theory and practice. Little evidence of observations or research undertaken in the classroom or applied to practice nor used to substantiate arguments.
Analysis and
application Insightful and innovative contribution to developments within a professional context. Demonstrates critical analysis and synthesis of complex ideas. Demonstrated consideration of ethical issues Original analysis of key approaches and theories, shows creativity in the application of knowledge + learning. Excellent level of criticality
Integrated and innovative application of learning to a professional context. Deals creatively with ideas/issues. Demonstrates Rigorous analysis of key approaches and theories, shows creativity in the application of knowledge + learning. Demonstrated consideration of ethical issues. High level of criticality.
Thorough consideration of relationship between theory and practice. Deals creatively with ideas /issues Sound analysis of key approaches and theories, shows creativity in the application of learning + knowledge. Demonstrated consideration of ethical issues. Good level of criticality.
Discussion of the implications of theory for practice. Deals with ideas/issues with satisfactory creatively Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning. Demonstrated consideration of ethical issues. Some criticality evident
Little or no link between theory and practice Inadequate consideration of ethical issues. Shows little understanding of
creativity in the application of
knowledge and learning.
understanding of creativity when
applying Inadequate awareness
of how to deal with ideas/issues
creatively
Communication Strong rationale, extremely well planned and sharply focused. Coherent and original argument rigorously pursued. Assured and highly articulate writing, observes all academic conventions in style and content. All literature is correctly and consistently referenced within the text and bibliography/reference section
Strong rationale, well planned and sharply focused. Cogent argument consistently applied. Clear, well structured, fluent and
engaging writing that observes all
academic conventions in style,
content and Standard English. All
literature is correctly and
consistently referenced within the
text and reference section.
Good rationale, clear focus, consistent, carefully structured argument. Clear and cohesive writing style. Background reading is good. The work observes all academic conventions in style, content and Standard English. All literature is consistently referenced within the text and bibliography/reference section
Clear rationale, adequate focus, issues defined, relevant argument, satisfactory structure. Coherent writing style. Background reading is adequate. The work observes academic conventions, in style, content, and standard English. All literature is consistently
referenced within the text and
bibliography/reference section.
Limited rationale and argument, poor focus, issues ill defined, structure, confusing. Incoherent writing style. Inadequate background reading The work does not observe academic conventions in style, content or standard English. Many referencing errors in the text or reference section or both. Tendency to description.
50
Level 6 Assignment Marking Descriptors
Excellent Very Good Good Satisfactory Fail
Knowledge and
understanding
of literature
Systematic understanding of key aspects of the study demonstrated. Coherent and detailed knowledge, some of which is informed by current debates Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline) Wide range of literature is
evidenced, (some of it recent) to
support arguments, different
perspectives, alternative views.
Clear understanding of key aspects of the study demonstrated. Coherent, detailed knowledge, some of which is informed by current debates. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). Good range of literature is evidenced (some of it recent) to support arguments, different perspectives, alternative views
Relevant reading is evident and demonstrates an understanding of the key issues. The selection of material related to the chosen influences is appropriate and includes reference to key texts, some of which are current. Insightful in places, could be more
consistent throughout.
Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors. There is some evidence that the literature has helped to inform thinking, appears however to demonstrate a narrow grasp of the issues and ideas.
There is insufficient evidence of engagement in relevant background reading or authoritative opinion. Where background reading is referred to, there is little evidence that it has been understood.
The student will be referred for
additional support in their writing Analysis and
application Critical evaluation of arguments & assumptions. Abstract concepts and data rigorously debated. Clear conceptual understanding
shown when making
judgements, in the framing of
appropriate questions to achieve
a solution or identify a range of
solutions to a problem. Ability to
apply accurately established
techniques of analysis and
enquiry to the action research/
study. Demonstrates the ability
to consider critically the
complexities in the relationship
between theory and practice.
Critical evaluation of arguments & assumptions. Abstract concepts and data are convincingly debated. Firm conceptual understanding shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Ability to apply accurately
established techniques of analysis
and enquiry to the study. Theory
and practice have been explored in
a critical manner to produce a
convincing argument
Some critical evaluation of arguments & assumptions attempted. Abstract concepts and data are well debated. Some evidence of conceptual understanding is shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Good evidence of knowledge and understanding being applied. Theory and practice have been
incorporated in a critical manner to
produce a good argument
There is some evidence of knowledge and understanding being applied. The work is descriptive rather than analytical and critical. An evaluation of arguments, assumptions, concepts and data is attempted. Limited evidence of conceptual understanding when making judgements, or when framing questions or attempting to identify a range of solutions to a problem. Some evidence of knowledge and understanding being applied. Theory and practice sufficiently critical and incorporated to produce a reasonable argument .
In the examination of the topic area there is little evidence of knowledge and understanding being applied. It is a predominantly descriptive account. The response has not achieved
an acceptable level to pass
51
Communication Clearly written, effective structure. Committed to correct academic
conventions eg referencing
Well written, clearly structured
Committed to correct academic
conventions, eg referencing
Coherent, accessible structure. Most academic conventions correct .
In places the structure obscures the discussion. Minor errors in Standard English. Minor errors or omissions when referencing.
Incoherent structure little sense of direction. Errors in Standard English. Does not meet academic conventions.
Mapping the Course to the Teachers’ Standards
The chart below shows the principal standards that are addressed in each subject training session. It is
worth tagging your notes, hand-outs and resources from these sessions to specific standards so that
you can draw on them as relevant evidence when necessary.
Session subjects/Teachers’ Standards
1
2
3
4
5
6
7
8
ICT to support teaching and learning
AfL/ assessment and monitoring progress
The Nature of PE
Assessment for Learning
Planning and medium/ long term planning
Behaviour for learning
Developing literacy skills
Qualification at KS4 - GCSE
Differentiation/ meeting the needs of pupils
Establishing a positive climate for learning
Numeracy in PE
Planning and how to exploit lesson plans
Managing learning – paired work, group work
Starter and plenaries
Planning and teaching for progression
Teaching methods and learning strategies
Understanding teaching and learning
Teaching at KS2/Pry-sec transition
Introduction to the National Curriculum
SEND
TEACHERS’ STANDARDS
You can access the Teachers’ Standards at
https://www.gov.uk/government/publications/teachersstandards
It is recommended that you print out a copy and keep it in your school file. The standards are the criteria
by which you will be assessed throughout your School Placements.
The Importance of Reading and Reflection
The key aim of the course is to get you to engage with the issues of teaching PE and encourage you
to make your own links between theory and practice. Therefore, the importance of reading and
researching widely in order to have an informed opinion on a particular issue should not be
underestimated. Training to be a teacher is not simply a matter of mimicking what you see others do
in the classroom. Indeed, it is likely that you might even see practice this year with which you
instinctively disagree! The important point is that you build up a balanced and considered opinion,
recognising different world views and an awareness of significant research. The fruits of this labour
should be reflected in your performance in the classroom but, equally, it is a vital component of the
academic content of the PGCE qualification evidenced through your assignments and reflections
against the Teachers’ standards. In the course of the year you will complete some evidence bundles
against the
Teachers’ standards by reflecting on your practice and this can be shared with your mentor.
THE LINKS BETWEEN PROFESSIONAL STUDIES AND PHYSICAL EDUCATION
The principal aim of the Physical Education courses is to help trainee teachers to understand how
pupils learn PE and how PE teachers can teach it effectively, safely and in an interesting and engaging
way to secondary school pupils of all ages and abilities. The
Professional Studies (PS) course covers broader aspects of teaching and learning and the wider role of
the teacher which all secondary teachers need to understand and engage with. Although these are
separate courses, they are closely linked - PS supports, underpins and provides a holistic background
for the PE subject sessions. It is important to understand the connections between these and how the
over-arching themes in PS are developed through the PE subject sessions.
The table below show how the topics raised in the PE programme are developed through the PE
sessions.
PS Session PE session
The background to the nature of
secondary education: history,
ideology and policy.
Sessions include background to the
National Curriculum and the 14 -19 PE curriculum. Nature of PE and how PE is represented in
schools.
Introduction to learning: including what is learning? How do we learn? What is collaborative learning?
PE session can link to PS and develop on areas related to PE teaching. Sessions also cover organising group work and how pupils can be encouraged to talk about PE and addressing misconceptions. Additionally, student teachers are given the opportunity to work collaboratively with peers.
Behaviour for Learning. Student teachers observe lessons in a training school, with a focus on behaviour and classroom management following the PS session. This work is further developed at
University in the workshop session on
classroom management which pick up key
points from the PS session and looks at
particular implications for laboratory
management.
Inclusion: what does this mean? An
introduction to individual needs and
personalised learning.
Student teachers observe lessons in a
training school, with a focus on how pupils’
individual needs are met in the classroom.
The students then plan for differentiation
and inclusion in a workshop session at
university.
Assessment for Learning.
Sessions include assessment and monitoring pupils’ progress. Using AfL strategies- questioning, self and peer assessments, marking and feedback. Planning for assessment, and grading pupils’ work. There is an assessment assignment which requires students to track pupil progress and to provide evidence of pupils’ work and set targets. Subject assignment 1 and 2
English as an Additional Language
and supporting literacy
Sessions include planning for individual
needs. Developing pupils’ listening,
reading, writing and speaking skills.
Special Educational Needs
and Disability
Sessions include optimal challenge for all pupils, differentiation in PE, teaching grammar, etc.
Skills Audits and Subject Knowledge development plan
Introduction
The key skill of being able to identify your own strengths and weaknesses is central to your ITT
Programme. While it is important to produce work of a high quality and to demonstrate your expertise
and skill it is essential that you concentrate on areas identified for development and understand how to
teach them. At various stages throughout your programme you will be involved in setting targets and
auditing your skills and you will keep evidence for this process. It will be checked by your tutor.
1. Skills Audits - This process began when you were first interviewed by a practicing teacher and/or
a member of staff for a place at the university. Areas for development would have been highlighted to
focus upon before starting. Also at interview you would have completed a basic skills audit which was
used in our decision process. This audit is based on the National Curriculum for PE.
2. Post Interview letter - You will also have been written to prior to joining in September with a number of key areas for you to develop. These will form the basis of your first tutorial with a subject tutor during induction/transition period.
3. Skills audit – You will be given the skills audit you completed during the interview to reassess your current level of skills, knowledge and understanding. You will need to complete this form on Moodle. This will be kept up-to-date regularly throughout your training. Please indicate using a colour code when this skills audit has been up-dated. This should show a steady improvement in subject skills and should be discussed with your tutor. Towards the end of the programme you will need to indicate where the best evidence for these can be found.
4. Subject Knowledge Development Plan/record of progress. This is where you focus on very specific areas of subject knowledge and how you are improving these both in terms of understanding and pedagogy. You need to complete the electronic version of this form available on Moodle (see template on page 58).
5. Initial Needs Analysis - In your first tutorial you will be asked to complete an initial needs analysis.
This will give you the opportunity to identify strengths and areas for development. You will also be able
to identify with a tutor’s support, strategies for meeting the targets identified.
6. Lesson Observation Feedback –
While on school placement you will be observed by a mentor and university tutor, having observed part
or all of a lesson, targets will be agreed with your tutor/mentor and written on the observation form. You
should also read the comments made and link to Teaching Standards where appropriate in the column
provided.
7. Placement Report and Target Setting – At the end of the placement your mentor will
complete a report, this will be agreed with your university tutor. Again targets will be identified for
future development. You will need to read the comments made and record, along with any other
areas you have identified yourself. You will need to show the report and targets to your mentor on
the next placement.
8. Progress Reviews/tutorials – You should have progress reviews with your personal tutor at
various stages throughout your programme. These meetings will focus on what you have done to
address targets already set and the setting of new targets along with strategies for achieving
them. There will be three official progress reviews but you can arrange further tutorials with your
personal tutor at any time.
SUBJECT KNOWLEDGE DEVELOPMENT PLAN / RECORD OF PROGRESS
Priority for Development (What?)
What I need to learn and how
I intend to go about this
Subject Knowledge Pedagogy Evidence
Keep an ongoing summary of how you have
developed your subject knowledge in this area
(Examples include notes, created resources,
etc.) Be precise!
How are you developing and evidencing your
understanding of how to TEACH this topic?
(Examples might include reference to notes
from a particular training session, observations
in school, something you have read etc.)
Where can the evidence be found?
Sept onwards (Discussed during Initial Needs Tutorial)
Jan onwards (Discussed during A Placement Progress Review)
April onwards (Discussed during Interim B Progress Review)
Files
School Teaching files should be kept in a lever-arch file in the school. They should be kept up to
date and be available for consultation at all times because they may be needed by the school
mentor, university tutor or other school professionals, during the placement. (N.B. It is NOT
acceptable to only have information on a memory stick or disc that is not readily available to
mentors or tutors.)
Contents of the File
Files should contain the following:
1. Title page - listing the student’s name, the name of the school, names of mentors and subject
tutors.
2. Timetable(s), which should be kept up to date throughout the placement.
3. Notes on the school. These should include: a brief description of the organisation and ethos of the
school, information on its social context. i.e. notes on the local community and copies of any
relevant school, and/or department policy documents (including Health and Safety, Risk
Assessments and school/department policies related to assessment, behaviour, sanctions and
class management, SEND, EAL and uniform/kit/equipment etc.).
4. Information related to pupils’ needs and records of attendance for the classes taught.
5. Units of work prepared to a high standard for all classes taught.
6. Lesson plans - these should be filed such that progression can be easily noted (i.e.
consecutively in lesson order).
7. Evaluations of all lessons taught. They should include evaluation of the attainment and progress of
pupils of differing ability levels. A template is provided for you to complete.
8. Evidence of pupils’ progress, i.e. evidence of assessment, monitoring, recording and reporting
related to pupils’ progress.
9. Resources developed to enhance pupil learning.
It is best to keep all formal observations of your teaching alongside the relevant lesson plan and
evaluation in your school file.
Your Teaching Files should be arranged in a logical manner so that they
may be easily understood by others
Lesson Planning
Lesson planning is an integral part of teaching. At the beginning of the course, it can take an
inordinate amount of time but this will improve. As with all learning, skills improve with practice. We
will run some workshops on lesson planning to support you. Lesson plans ensure that learning takes
place within the lesson and reduces the possibility of behaviour issues.
An expectation of the course is that you plan lessons on the University of Greenwich proforma
(appendix 1, page 72). These lessons are to be completed and submitted to the teacher of the class
you are teaching and/or your mentor at least 48 hours prior to the lesson being taught. This will allow
you to discuss your plan and get feedback on how to improve it. In light of this feedback, changes are
to be made to the lesson plan and may require further discussion with the mentor and/or teacher as
necessary.
If there is no lesson plan submitted within the required time, you may not be allowed to teach the
class.
As a part of the lesson planning cycle, you are required to evaluate each lesson after teaching (see
Appendix 2, page 74 for template) by reflecting on:
• Pupils’ learning and progress
• Behaviour management
• Classroom management and resources
• Pupil engagement in activities
• Planning
• Teaching and communication
• Identifying areas of teaching for development / target setting
POSSIBLE AREAS TO FOCUS ON:
• Own performance (was the lesson taught as planned etc.)
• Pupils’ progress (did the pupils made progress in the lesson? did the pupils respond well to the
lesson etc.?) Were the learning outcomes achieved? (what did pupils learn etc.?) Were there any
unanticipated outcomes?
Lesson evaluation needs completing as soon as possible after lesson, little real value in writing a
week later.
ATTENDANCE AND ABSENTEEISM
This is an experiential programme, so collected notes will never make up for time lost in a
session. Attendance at lectures and workshops is compulsory. If for any reason you cannot
attend the University sessions, you must inform Sam Coombes personally as previously
mentioned via email [email protected] and or the School Office as soon as possible,
giving reasons for your absence. For absence to school placements, you must inform your
mentor, PCM and Sam Coombes and state reasons.
You must seek permission for foreseen absences. Registers are taken at all sessions and
unexplained absences will be followed up. If you miss a university workshop or lecture, you
must complete a missed session form and work/tasks missed as agreed with the session
tutor. The details of the tasks must be set out on a pro-forma - a copy can be found below.
Evidence of completing the tasks must be shown to the session tutor. At the end of the
programme references provided by your personal tutor will contain information about
attendance and punctuality.
Missed Session Form
You need to complete all work missed as agreed with your tutor and submit at the required time.
Complete the form below and submit alongside the missed work.
Name _ _ Date of absence Session /s missed Tutor
I propose to make up the work missed as follows:
Signed _ Date _
_(Sign)
_ Tutor (Sign)
Proposal accepted by tutor
Date work completed
GREENWICH GATEWAY (THE PORTAL)
The PGCE Secondary programme is making increasing use of the virtual learning environment
(VLE), Moodle, which is accessed via the Greenwich Portal. Once you are fully registered you
will be issued with a username and password which will allow you access to the VLE.
To log into the portal, please go to https://portal.gre.ac.uk/ and type in the University of Greenwich
user name and password which you use to log into the University of Greenwich computers on
campus. Alternatively, you can go to the University’s homepage at: http://www.gre.ac.uk and
click on the portal link.
For any query contact the IT helpdesk at (0)20 8331 7555 or at [email protected].
Once logged into the Greenwich gateway (the portal), you will have access to tools such as:
• Your Email
• Calendars
• Careers information
• Course information and Grades (BannerWeb)
• Library and computing information services
• Teaching Resources
• Inplace e-portfolio
• You will also find links for electronic submission of assignments through Turnitin.
• School internet and intranet web pages
• Study services
• University announcements
Inplace e-portfolio
Inplace is your own online ‘personal learning space’. You are strongly advised to get yourself
familiar with this as soon as possible and you will be given appropriate training. It will be used for
keeping every conceivable form of evidence you can gather and will contain all formal
assessments on your progress this year. This includes mentor meeting records, lesson
observations, subject knowledge development record and other useful information. It is important
that it is kept up to date.
Greenwich Students’ Union (GSU)
The GSU formerly called Students’ Union University of Greenwich (SUUG) represents you, advise
you, entertain you and much more. Click on this link for useful information
www.greenwichsu.co.uk
Student Voice
The student voice is heard loud and clear at the University of Greenwich. You can add to it by becoming
a programme rep (see your programme leader) or by standing for election, either as a Sabbatical (full-
time) Officer or as a Part-Time Officer.
Faculty Officers are elected from the programme reps at the start of each academic year and
provide an opportunity for students across each faculty to provide a voice for fellow students on
issues of academic representation, such as: resources available in university libraries, the
equipment available in teaching facilities and the general quality of teaching, learning and
research at the University.
If you have any questions about any of this or want to know more, please feel free to get in touch
with the Students’ Union.
The Advice Service
The SU Advice Service provides free, confidential and impartial generalist advice to all students at
the University of Greenwich. Advice and support is offered to all regardless of religion, race,
gender, disability or sexual orientation. The service offers a client-centred approach, providing
students with the options and information needed to make their own decisions.
The service can arrange for a student representative to accompany clients to hearings relating to
appeals, plagiarism, university disciplinary, fitness to practice, complaints committees etc. The
Advice Service can be the first point of contact in any query and provide general sources of
information or signposting to an appropriate agency or specialist. Click to find out more about
what the Advice Service can do for you at Greenwich and Avery Hill and at Medway.
Getting in Touch
There are many ways you can stay in touch and get involved with SUUG:
• Through the SUUG website or the GK Unions website.
• You can also connect with us and other University of Greenwich Students by following our
Facebook and Twitter pages, found here: www.facebook.com/sugreenwich and
www.twitter.com/sugreenwich.
USEFUL INFORMATION
Academic Regulations for Taught Awards:
The university has many policies, regulations and procedures that impact on staff and students.
These range from academic regulations (e.g. about plagiarism, extenuating circumstances,
interruptions or withdrawal) to more general policies regarding, for example, Equal Opportunities.
You can find the majority of university policies likely to affect your work this year on the link below:
http://www2.gre.ac.uk/current-students/regs
Study skills centre
The Student Centre at Avery Hill
Reference requests
In the course of the year you will no doubt be wanting to apply for teaching posts from September
2019. As you are a trainee teacher, employing schools will expect you to nominate a tutor from
your training provider as one of your referees.
Please note that the protocol at the University of Greenwich is that you put down the Acting Head
of Department of Teacher Education, Iain Kitchener, as your university referee although it will be
your tutor who actually writes your reference.
The correct address is Department of Teacher Education, Faculty of Education and Health, Avery
Hill Campus, University of Greenwich, London SE9 2PQ.
Please use [email protected] as the email address.
Appendix 1: Lesson Planning Proforma
Note: make sure you show this plan to your mentor/class teacher in good time so they can give useful early feedback.
LESSON PLAN of DATE:
CLASS YEAR: ROOM:
PERIOD: TIME: DURATION:
LEARNING OBJECTIVES What are the pupils going to learn? Knowledge, Skills and Attitudes
LEARNING OUTCOMES How will the pupils
demonstrate they have met the learning
objectives?
Know, understand, and have experienced key ideas. Used, developed, gained certain skills. Demonstrated, developed certain values and attitudes (Linked to NC & exam specifications where appropriate.) Consider using Blooms Taxonomy for guidance on differentiated outcomes. You could also indicate outcomes that ALL, MOST or SOME might attain.
ALL Learners will: MOST Learners will: SOME Learners will:
POINTS FROM PREVIOUS LESSON IN BRIEF(Refer to previous week’s evaluation)
OPPORTUNITIES FOR LITERACY, NUMERACY, SPIRITUAL, MORAL, SOCIAL AND CULTURAL ACTIVITIES (SMSC). KEY WORDS
MY OWN MAIN TARGETS FOR
TEACHING THIS WEEK- based upon weekly meeting and lesson
evaluations etc.
TEACHER ACTIVITIES (including
safety issues, risk assessment etc.)
ASSESSMENT (AfL) – How are you
going to check what the pupils are learning?
This section would usually include; Starter (intro), context of lesson ‘big picture’
objectives/outcomes maybe written on board (in pupils language), Main content of lesson, plenaries (during and at end of lesson) to reflect on learning.
Assessment for Learning. Include differentiated
PUPIL ACTIVITIES (including safety issues) Include opportunities for questions from pupils
questions using Blooms taxonomy, and show how
to check pupils’ progress.
TEACHER ACTIVITIES CONT. – (including safety issues and key questions to ask) PUPIL ACTIVITIES CONT. (including safety issues)
INCLUSION & DIFFERENTIATION
Identify SEND, G&T and EAL students. This section could include reference to support materials for those working at a slower
pace for a variety of reasons. Extension materials for those able to work at a faster pace and deeper level, this might also include
reference to higher order questions to stretch pupils. You may well find that a well considered handout could cover all/most of this.
RESOURCES HOMEWORK
LESSON EVALUATION POSSIBLE AREAS TO FOCUS ON: Pupil’s performance (Did the pupils make good progress and
respond well to the lesson etc.?) Were the learning outcomes achieved? Was the lesson taught as planned etc.? What did pupils learn etc.? Were there any unanticipated outcomes? This needs completing as soon as possible after lesson (may be by hand?), little real value in writing a
week later. Use the recommended University’s proforma to complete your evaluations and consider using different types of proforma to have variations.
CONSIDERATIONS FOR NEXT
LESSON: What are the key points you will need to take account of when planning next lesson?
Appendix 2: Lesson Evaluation Proforma
Lesson Evaluation Template
• Impact of Learning and Pupil Progress How successfully did you help students to reflect on their learning? How far do you think your teaching had an impact on student achievement and progress?
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
• Behaviour management What strategies were useful in maintaining the pace of learning in the lesson? What strategies were useful in maintaining or promoting positive behaviour in the lesson? How did you respond to any challenging behaviour?
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
• Pupil engagement in activities Were students actively involved in activities? How many were ‘off task’ and for how long? What responses did you get from individuals? How far did you consider inclusion?
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
• Planning Lesson stimuli/ theme, timing, transitions between activities, pupil groupings, coherence and challenge of task, differentiation, using pupil data to inform planning, etc.
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
• Teaching and Communication How well were your chosen teaching and learning strategies successful? How well did your students understand your instructions? How well did they respond to your questions?
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
• Classroom management and resources How did you manage the resources needed for the lesson? How well did you facilitate student interaction? How well did you move students around the space? How did you manage groupings? Were there any health and safety implications?
Target: What strategies will you employ to develop in the next lesson, and ensure that you consolidate positive
features of the lesson?
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