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PGCE Secondary English Subject Handbook 2017-18
Joan Foley
Tel: 0117 3281745
Handbook
Joan Foley [email protected] 0117 3281745
2
Contents
Programme Calendar page 3
Key Dates page 4
Recommended Reading page 5
Centre-Based Study page 12
Placement-Based Subject Study page 48
3
Aug Placement Details
28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5 12 19 26 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49
Monday
Tuesday
Wednesday
Thursday
Friday
Variable school holidays, placement dates will differ per local authority. Students to be on placement when your school is open during shaded period.
PGCE Secondary (ITE)
Block A: Wednesday 18th October - Friday 9th
February.
Working towards 10 hours of class responsibility.
Block B: Monday 26th February - Friday 22nd June.
Working towards 15 hours of class responsibility.
PGCE Secondary Placement Dates 2017-2018
Secondary School Experience Week.
Block A = 63 Days Block B = 64 Days
JuneDecember January February
Week Commences
UWE Week no.
PGS
MayAprilMarchSeptember October November
Programme Calendar
Key:
School Holiday
UWE Training
Registration
Placement A (formative)
Placement B (summative)
4
Key Dates:
Review Point 1: Tutorial week beginning 02 October 2017
Review Point 2: Lesson observation visits (settling in) week beginning 13 November 2017
Review Point 3: Placement A Interim Report completed and sent to UWE week beginning
04 December 2017
Review Point 4: Case conference week beginning 01 January 2018 (only for trainees at risk).
Discussions with school based mentors, trainees, UWE colleagues and professional services,
if applicable.
Review Point 5: Lesson observation visits (Assessment) week beginning 15 January 2018
Review Point 6: Final Placement A Report week beginning 29 January 2018
Review Point 7: Lesson observation visit (Progression) week beginning 19 March 2018
Review Point 8: Placement B Interim Report week beginning 23 April
Review Point 9: Lesson observation Moderation visit and External Examiners’ visit week
beginning 4 June 2018
Review Point 10 Final Placement B Report week beginning 11 June 2018
Assignments and hand in dates:
Professional Development (Level 3) 29 November 2017
Classroom Based Enquiry (M level) 21 February 2018
Subject Knowledge for Teaching (M level) 11 April 2018
Professional Practice (Level 3) 30 May 2018 - (School practice and portfolio of evidence via Pebble pad)
5
Recommended Reading
NOTE: Most readings are available via the electronic reading lists on Blackboard:
https://uwe.rl.talis.com/lists/F8B6817B-B8AA-8195-FD3E-32DC70566839.html
Further readings will be available in subject sessions.
General
Please note that those in bold are recommended key texts.
Beadle, P. and Murphy, J. (2013) Why Are You Shouting At Us? London: Bloomsbury
Capel, S., Leask, M. and Turner, T. (2010) Readings for Learning to Teach in the
Secondary School : a companion to M level study. London: Routledge Falmer –
available as e-book
Capel, S., Leask, M. and Turner, T. (2013) Learning to Teach in the Secondary
School (6th Edition). London: Routledge Falmer – available as e-book
Capel, S., Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary
School (7th Edition). London: Routledge Falmer- available as hard copy only at
present
DfEE (2001) Literacy across the Curriculum. London: DfEE
DfES (2004) Pedagogy and Practice: Teaching and Learning in Secondary Schools
Units 1-20. DfES: London
DfES (2007) Letters and Sounds: Principle and Practice of High Quality Phonics: Notes for
the Guidance of Practitioners and Teachers. London: DfES
Didau, D. (2015) What If Everything You Knew About Education Was Wrong? Carmarthen:
Crown Publishing
Ginnis, P. (2001) The Teacher’s Toolkit. Crownhouse: Aberystwyth.
Knight, O. and Benson, D. (2014) Creating Outstanding Classrooms: a whole school approach.
London: David Fulton
Kyriacou, C. (2014) Essential Teaching Skills. 4th ed. Oxford:OUP
Nuttall, G. (2007) The Hidden Lives of Learners. NZCER Press
OFSTED. (2015) School Inspection Handbook. London: HMSO, available at
https://www.gov.uk/government/publications/school-inspection-handbook-
from-september-2015
QCA (2000) Language for Learning in Key Stage 3. London: QCA
Rogers, B. (2011) Classroom Behaviour. London: Sage.
Shilvock, K. & Pope, M. (2008) Successful Placements in Secondary Schools. Exeter:
Learning Matters
6
Subject-Specific
Please note that those in bold are recommended key texts.
Alexander, R.J. (2008) Towards Dialogic Teaching: Rethinking Classroom Talk. York:
Dialogos
Allen, D. (1988) English, Whose English? Sheffield: NAAE/NATE
Andrews, R. (2001) Teaching and Learning English. London: Continuum
Barton, G. (2010) Grammar Survival Guide: a Teachers’ Toolkit. 2nd ed. London: David
Fulton
Bazalgette, C. (2000) Media Education. London: Hodder and Stoughton
Branston, G. (2010) The Media Student’s Book. London: Routledge
Brindley, S. and Marshall, B. (2015) Master Class in English Education: Transforming
Teaching and Learning. London: Bloomsbury
British Film Institute (2001) Moving Images in the Classroom. London: BFI
Clarke, S., Dickinson, P. and Westbrook, J. (2010) The Complete Guide to
Becoming an English Teacher. 2nd ed. London: Paul Chapman Publishing
Cox, B. (1991) Cox on Cox. London: Hodder & Stoughton
Crystal, D. (2004) Rediscover Grammar. London: Longman
Crystal, D. (2010) The Cambridge Encyclopaedia of Language. Cambridge: Cambridge
University Press
Davison, J. and Daly, C. (2014) Learning to Teach English in the Secondary
School: A companion to school experience. 4th ed. London: Routledge
Davison, J. and Moss, J. ed. (2000) Issues in English Teaching. (Chapters 6, 10,
11)
Davison, J., Daly, C. and Moss, J. ed. (2011) Debates in English Teaching.
(Chapters 1, 2, 4, 7,10)
DCSF (2008) Getting Going: Generating, Shaping and Developing Ideas in Writing.
DCSF (2008) Teaching for Progression: Reading. London: HMSO
DCSF (2009) Gender issues in school - what works to improve achievement for boys and girls.
London: HMSO
Dean, G. (2003) Grammar for Improving Writing and Reading in the Secondary School.
London: David Fulton
DES (1989) English for Ages 5 to 16 (The Cox Report). London: HMSO
DfEE (2000) Working with Teaching Assistants: a good practice guide. London: HMSO
DfES (2002) Grammar for Writing: supporting pupils’ learning. London: HMSO
DfES (2002) Key Stage 3 English – Roots and Research. London: HMSO
Didau, D. (2015) What If Everything You Knew About Education Was Wrong? Carmarthen:
Crown Publishing
7
Dymoke, S. (2009) Teaching English Texts 11-18. London: Continuum
Dymoke, S., Lambirth, A. and Wilson, A. (2013) Making Poetry Matter:
International Research on Poetry Pedagogy. London: Bloomsbury
Dymoke, S., Lambirth, A. and Wilson, A. (2015) Making Poetry Happen:
Transforming the Poetry Classroom. London: Bloomsbury
Evans, C., Midgley, A., Rigby, P., Warham, L., and Woolnough, P. (2009) Teaching
English: Developing as a Reflective Secondary Teacher. London: SAGE
Fleming, M. & Stevens, D. (2010) English Teaching in the Secondary School: Linking Theory
and Practice. London: David Fulton
Foley, J. (2015) The Trainee Teachers’ Tale: Developing Teacher Voice and Creativity
through Storytelling. In Teaching English Issue 8 NATE Summer 2015 pp.64-67
Gamble, N. and Yates, S. (2008 Exploring Children’s Literature. 2nd ed. London: SAGE
Gibson, R. (1998) Teaching Shakespeare. Cambridge: Cambridge University Press
Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE
Green, A. (2011) Becoming a Reflective English Teacher. Maidenhead: OUP
Green, A. (2012) A Practical Guide to Teaching English in the Secondary School.
London: Routledge
Hart, A. and Hicks, A. (2002) Teaching Media in the English Curriculum. Trentham Books
Haworth, A., Turner, C., and Whitley, M. (2004) Secondary English & Literacy.
London: Paul Chapman
Hughes, T. (1967) Poetry in the Making. Reprint 2007. London: Faber
Kempe, A., and Nicholson, H. (2007) Learning to Teach Drama 11-18. York: Continuum Kress, G. (2003) Literacy in the New Media Age. Abingdon: Routledge
Littleton, K. and Mercer, N. (2013) Interthinking: Putting Talk to Work. London:
Routledge
Locke, T. (2010) Beyond the Grammar Wars. Abingdon: Routledge
Marshall, B. (2011) Testing English: Formative and Summative Approaches to English
Assessment. London: Continuum
Marshall, B. and Wiliam, D. (2006) English Inside the Black Box. London: nfer Nelson
McCallum, A. (2012) Creativity and Learning in Secondary English: Teaching in a Creative
Classroom. London: David Fulton
Millum, T. and Warren, C. (2014) Sharing not Staring: 21 Interactive Whiteboard Lessons for
the English Classroom. 2nd ed. Abingdon: Routledge
Naylor, A. and Wood, A. (2012) Teaching Poetry: Reading and Responding to
Poetry in the Secondary Classroom. London: Routledge
Neelands, J. (2004) Beginning Drama 11-14. 2nd edn. London: David Fulton
Ofsted (2007) Poetry in Schools: A Survey of Practice 2006-7.
Ofsted (2009) English at the Crossroads: An Evaluation of English in Primary and Secondary
Schools 2005-8.
8
Ofsted (2011) Excellence in English.
Ofsted (2011) Removing Barriers to Literacy.
Ofsted (2012) Moving English Forward.
QCA (1999) Improving Writing at Key Stages 3 and 4.
QCA (1999) Not Whether but How: Teaching Grammar in English at Key Stages 3 and 4.
QCA (2000) Language for Learning in Key Stage 3.
Rank, T., Warren, C. and Millum, T. (2011) Teaching English Using ICT. London:
Continuum
Ross, A. (2013) English Language Knowledge for Secondary Teachers. 2nd ed. London:
David Fulton
RSC (2011) Teachers’ Toolkit – note a copy is kept in 2S601 for your use – please
do not remove
Scarratt, E. and Davison, J. (2012) The Media Teacher’s Handbook. London: Routledge
Schleppergrell, M. (2004) The Language of Schooling: A Functional Linguistics Perspective.
London: Routledge
Stevens, D. (2011) Cross-curricular Teaching and Learning in Secondary Schools...English:
The Centrality of Language and Learning. London: Routledge
Stevens, D. (2012) A Guided Reader for Secondary English: Pedagogy and
Practice. London: Routledge
Yandell, J. (2014) The Social Construction of Meaning: Reading Literature in Urban English
Classrooms. London: Routledge
Classroom-Based Enquiry (CBE) Assignment
Andrews, R. (2001) Teaching and Learning English: A Guide to Recent Research and its
Applications. London: Continuum Books
Brindley, S. and Marshall, B. (2015) Master Class in English Education:
Transforming Teaching and Learning. London: Bloomsbury
Bruster, B. and Peterson, B. (2013) Using critical incidents in teaching to promote reflective
practice, Reflective Practice: International and Multidisciplinary Perspectives, 14 (2), pp.170-
182.
Capel, S., Leask, M. and Turner, T. (2010) Readings for Learning to Teach in the
Secondary School : a companion to M level study. London: Routledge Falmer –
available as e-book
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th ed.
London and New York: Routledge.
Davison, J. & Daly, C. (2014) Learning to Teach English in the Secondary School: A
companion to school experience. 4th ed. London: Routledge
Davison, J. & Moss, J. ed. (2000) Issues in English Teaching. (Chapters 1,3,4,5,12,13,16)
Davison, J., Daly, C. & Moss, J. ed. (2011) Debates in English Teaching. (Chapter 10)
9
Dymoke, S. and Harrison, J. (2008) Reflective Teaching and Leanring: a guide to
professional learning for beginning secondary teachers London: SAGE
Evans, C., Midgley, A., Rigby, P., Warham, L. and Woolnough, P. (2009) Teaching English:
Developing as a Reflective Secondary Teacher. London: SAGE
Koshy, V. (2005) Action research for improving practice: a practical guide
London: PCP.
McNiff, J. (2013) Action Research: Principles and Practice. 3rd ed. Abingdon:
Routledge.
Myhill, D. & Fisher, R. (2005) Informing Practice in English: a review of recent research in
literacy and the teaching of English. London Ofsted
O’Leary, Z. (2005) The Essential Guide to Doing Research in Education. London:
Sage.
Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. London:
Temple Smith
Sellars, M. (2014) Reflective Practice for Teachers London: SAGE
Shenton, A. (2004) Strategies for ensuring trustworthiness in qualitative research projects.
Education for Information 22, pp. 63-75. Amsterdam: IOS Press.
Tripp, D. (1993) Critical Incidents in Teaching: Developing Professional Judgement. London:
Routledge.
Wilson, E. (Ed.) (2013) School-based Research: a guide for education students. London:
SAGE.
Subject Knowledge for Teaching (SKfT) Assignment
Atherton, C., Green, A., and Snapper, G. (2013) Teaching English Literature 16-
19: an essential guide. London: Routledge
Ball, D. L., Thames, M. H. and Phelps, G. (2008) Content Knowledge for Teaching: what
makes it special? (Report) Journal of Teacher Education 59. pp.389-407.
Brindley, S. and Marshall, B. (2015) Master Class in English Education:
Transforming Teaching and Learning. London: Bloomsbury
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning Styles and Pedagogy in
post-16 learning: a systematic and critical review. London: Learning and Skills Research
Centre [online] Available from: https://www.lsneducation.org.uk
Davison, J. & Daly, C. (2014) Learning to Teach English in the Secondary School: A
companion to school experience. 4th ed. London: Routledge
Davison, J. & Moss, J. ed. (2000) Issues in English Teaching. (Chapters 1,3,4,5,12,13,16)
Davison, J., Daly, C. & Moss, J. ed. (2011) Debates in English Teaching. (Chapter 10)
Dymoke, S. (2009) Teaching English Texts 11-18. London: Continuum
Evans, C., Midgley, A., Rigby, P., Warham, L. and Woolnough, P. (2009) Teaching English:
Developing as a Reflective Secondary Teacher. London: SAGE
10
Hargreaves, A. (2002) Teaching in a Knowledge Society [online] Available from:
http://jotamac.typepad.com/jotamacs_weblog/files/teaching_in_a_knowledge_soc.pdf
Illingworth, M. and Hall, N. (2012) Teaching English Language at 16-19: an essential guide.
London: Routledge
Leach, J. and Moon, B. (2008) The Power of Pedagogy. London: Sage Publication Ltd
Myhill, D. & Fisher, R. (2005) Informing Practice in English: a review of recent research in
literacy and the teaching of English. London Ofsted
Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. London:
Temple Smith
Turner-Bisset, R. (1999) The Knowledge Bases of the Expert Teacher. British Educational
Research Journal. 25. pp.39-55.
Note: Use of Harvard referencing conventions. http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard.aspx http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard/howtociteawork.aspx#secondaryreferencing http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/referencingtools.aspx
Useful Websites
Indicative Websites
www.bbc.co.uk/education/ (BBC Education)
www.bbc.co.uk/offbyheart/Shakespeare
www.culture.gov.uk/whatwedo/broadcasting/6216.aspx
www.cybergrammar.co.uk
www.debatemate.com
www.education.gov.uk
www.englishandmedia.co.uk
www.escalate.ac.uk
www.ictadvice.org.uk
www.nate.org.uk
www.poetrybyheart.org.uk
www.poetrymagic.co.uk
www.rsc.org.uk
www.shakespeare-globe.org
www.shakespearemag.com
www.teachit.co.uk
www.yearofreading.org.uk
11
Examination board websites: past papers, syllabuses, model answers, examiners' reports and other resources.
AQA www.aqa.org.uk
CCEA www.ccea.org.uk Council for Curriculum Examinations and Assessment in Northern Ireland
Edexcel www.edexcel.org.uk
EDUQAS www.eduqas.co.uk in England; WJEC www.wjec.co.uk in Wales
OCR www.ocr.org.uk
Government websites:
Curriculum:
National Curriculum in England
https://www.gov.uk/government/collections/national-curriculum
National Curriculum in Wales - Welsh Government (2014) The School Curriculum available at: http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/?lang=en
Ofsted - school and academy reports and data dashboards.
www.ofsted.org.uk
Estyn – for reports on schools in Wales
www.estyn.gov.uk/
National College for Teaching and Leadership
http://www.nationalcollege.org.uk/
Office of Qualifications and Examinations Regulations - Ofqual
http://ofqual.gov.uk/
Health and Safety
https://www.gov.uk/government/publications/health-and-safety-advice-for-schools
Access to Teachers’ TV
http://www.teachersmedia.co.uk/search?f=1021
Other Resources
www.aaia.org.uk/ Association for Achievement and Improvement through Assessment
http://www.bbc.co.uk/schools/gcsebitesize/ podcasts, interactive quizzes, games etc.
http://www.cabotlearningfederation.net/files/9514/3194/4195/EAL_resource_pack_final_version_online.pdf EAL resource pack
https://plickers.com/ Plickers reads QR codes for class assessment
12
Centre-Based Study
Autumn
Subject Session Directed Study Teachers’
Standards
4 SEPTEMBER- 17 OCTOBER 2017 UWE INDUCTION PERIOD - always refer to the weekly timetable sent by Joan Foley for subject session arrangements.
The Engish Subject Handbook outlines the range and scope of the subject programme together with suggested specific readings and associated tasks. The material here is organised thematically rather than sequentially.
TEACHER AS LEARNER
What does it mean to be a teacher?
How do I learn to be an effective English teacher? Establish community of learners; protocols; shared values; principle of reflective practice. Subject Knowledge for Teaching audit. Capture pre-course preparation; expectations; fears. Becoming a teacher: the journey begins...
Note that PP = Professional Practice Module; PD = Professional Development
Module; SKfT = Subject Knowledge for Teaching Module; CBE = Classroom-Based Enquiry Module
Familiarise yourself with the course handbook and documentation (including on-line versions). Read articles distributed in sessions. With guidance complete the following: - action plan for development of own subject knowledge (SK) for teaching including a particular focus on grammar for speaking and listening, writing and reading; - action plan for development of own ICT for English competence, - knowledge and understanding of the Teachers’ Standards - initial audit - set up Teaching Files In addition you will be asked to keep a weekly reflection on your learning as practice for the Block Placements.
TS8 Fulfil wider professional
responsibilities PD
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS1 Set high
standards which inspire, motivate and challenge pupils PD,PP
Subject Knowledge How can I contribute to collegiate training/ practice? Peer teaching sessions
Micro-teach task: Lectures/ workshops devised and presented by each group member to peers on areas of subject expertise throughout the year. Schedule to be arranged.
TS3 Demonstrate good subject and curriculum
13
Subject Session Directed Study Teachers’
Standards
Lead/ attend trainee-led seminars on aspects of subject knowledge for teaching during the course. Record the learning from these sessions in your Subject Knowledge Profile. Send a copy of your presentation and accompanying notes/ materials to Subject Tutor for uploading to Blackboard for whole group’s use. Access the presentation materials made by peers from Blackboard.
knowledge SKfT, PP, PD
Subject Knowledge Key Concept: Creativity in English Teacher as writer: the creative professional. How does developing my own subject knowledge per se affect my understanding of teaching?
Consider the role of ‘teacher as learner’ and ‘teacher as
creative writer’; writing as an apprenticeship model; joining
the guild...
Begin a reflective writing journal focusing, in part, on your experiences of learning about learning/ teaching. And... write for your own pleasure. At the end of the UWE Induction Block include an entry on Patchway Community College and feelings prior to first Block School Experience. Access NATE Collection 1: Writing –inspiration and craft KS2-4. Look at the website of the National Association of Writing in Education for inspiration: http://www.nawe.co.uk/home.html Look, too, at The National Writing Project: http://www.nwp.org.uk/ and particularly the Individual Writing Challenge: http://www.nwp.org.uk/a-months-writing-challenge.html This will form the basis of your journal’s contents over the next 7 weeks. Cremin, T. and Myhill, D. (2012) Writing Voices: Creating Communities of Writers. London: Routledge
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Subject Knowledge: Teacher as Learner
How do I develop my subject knowledge so that I can
demonstrate a passion for my subject and share this with
learners?
During the year we will visit the theatre – e.g. Tobacco Factory; Bristol Old Vic and watch live stream theatre productions at the cinema: http://ntlive.nationaltheatre.org.uk/ These trips are usually organised by trainees – appoint the group’s‘Jolly Rep’. For excellent downloadable professional productions go to www.digitaltheatre.com or via library link: http://www1.uwe.ac.uk/library/usingthelibrary/searchforthingsa-z/databases/a-z/d.aspx#digitaltheatreplus You will be asked to make time to read for your own pleasure and to share
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
14
Subject Session Directed Study Teachers’
Standards
your ideas/ responses via social media / displays. You will join a teenage fiction reading trio and also shadow the UKLA Book Award later in the year.
Creative Cross-Curricular Collaboration How can I plan for cross-curricular learning with another subject?
National Poetry Day 28th September 2017: Freedom http://nationalpoetryday.co.uk/about-npd/ Participate in PGCE Secondary National Poetry Day Competition
TS8 Fulfil wider professional responsibilities PD
Professional Development: Fundamental British
Values
Read NATE position paper 2016; views of current authors for young people. Write a response/ personal charter in writing journals.
TS Part 2
Professional - Review Point 1 What are my strengths and weaknesses at this point in my training? Preparation for Block A placement. How do I demonstrate my learning so far?
Review understanding about theories of learning, about subject knowledge for teaching and about planning for progression. What are the targets you need to take into Block A? Collate evidence accrued so far e.g. reflections, lesson observations, record of Review Point 1.
TS8 Fulfil wider professional responsibilities PD
TEACHER AS RESEARCHER/ ACADEMIC
Professional Development:
Writing for academic assignments
What are the skills involved in academic writing about
education?
Critical reading at M level - range of current journal articles in sessions. Practise academic writing at Level 3 and M level; share a paragraph. Use of Harvard referencing conventions. http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard.aspx http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard/howtociteawork.aspx#secondaryreferencing http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/referencingtools.aspx
TS8 Fulfil wider professional responsibilities PD
15
Subject Session Directed Study Teachers’
Standards
First Assignment: theorised practice based on first teaching episodes How can I critique my practice? Introduction to Professional Development Module Introduction to Professional Development Module: linking NC requirements; early lesson/ learning episode planning and delivery; theories about how children learn and research into pedagogy.
Brindley, S. and Marshall, B. (2015) Master Class in English Education: Transforming Teaching and Learning. London: Bloomsbury See module guidance and relevant readings from sessions. Clarke, S., Dickinson, P. and Westbrook, J. (2010) The Complete Guide to Becoming an English Teacher. London: Paul Chapman Publishing Davison, J. & Daly, C. (2014) Learning to Teach English in the Secondary School: A companion to school experience. 4th ed. London: Routledge Davison, J. & Moss, J. ed. (2000) Issues in English Teaching. (Chapters 1,3,4,5,12,13,16) Davison, J., Daly, C. & Moss, J. ed. (2011) Debates in English Teaching. (Chapter 10) Evans, C., Midgley, A., Rigby, P., Warham, L. and Woolnough, P. (2009) Teaching English: Developing as a Reflective Secondary Teacher. London: SAGE Myhill, D. & Fisher, R. (2005) Informing Practice in English: a review of recent research in literacy and the teaching of English. London Ofsted Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith
TS8 Fulfil wider professional responsibilities PD
TS1 Set high standards which inspire, motivate and challenge pupils PD,PP TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE TS2 Promote progress and good outcomes PD,PP, SKfT
Second Assignment: theorised practice
How can I critique my practice?
Introduction to CBE module
Introduction to CBE assignment in which a small scale research enquiry is designed and undertaken in the work place at M level.
Possible focus areas for enquiry:
Start reading/ planning for classroom based enquiry (CBE) assignment e.g. Koshy, V. (2005) Action research for improving practice: a practical guide
London: PCP.
McNiff, J. (2013) Action Research: Principles and Practice. 3rd ed. Abingdon: Routledge. O’Leary Z (2005) The Essential Guide to Doing Research. Wilson, E. (Ed.) (2013) School-based Research: a guide for education
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT,CBE
16
Subject Session Directed Study Teachers’
Standards
What are the implications of Equal Opportunities in the classroom to ensure that different groups of learners can make progress? E.g. English as an Additional Language
Black and Minority Ethnic Backgrounds
Looked After Children
Gender
students. London: SAGE.
Subject group discussion of research proposals. Additional readings to be provided.
Third Assignment: theorised practice How can I critique my practice? Introduction to SKfT module Outline of assignment to be shared together - a text from A level specifications and new to the trainee is studied at M level with reference to critical frameworks; a scheme of work is designed in outline and the design of this critiqued with reference to 16-19 pedagogy. Critique of exemplar materials.
Indicative websites: www.aqa.org.uk www.edexcel.org.uk www.ngfl.gov.uk www.ocr.org.uk www.eduqas.co.uk www.wjec.co.uk Use NATE readings about 16-19 on Blackboard. Atherton, C., Green, A., and Snapper, G. (2013) Teaching English Literature 16-19: an essential guide. London: Routledge Dymoke, S. (2009) Teaching English Texts 11-18. London: Continuum Illingworth, M. and Hall, N. (2012) Teaching English Language at 16-19: an essential guide. London: Routledge For excellent downloadable professional productions go to www.digitaltheatre.com or via library link: http://www1.uwe.ac.uk/library/usingthelibrary/searchforthingsa-z/databases/a-z/d.aspx#digitaltheatreplus
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
17
Subject Session Directed Study Teachers’
Standards
WHAT IS ENGLISH?
Subject Knowledge What is English? How is the English curriculum constructed and contested in the present curriculum?
NATE (2011) 28 Views of English to be distributed in session. Goodwyn, A., Reed, L. and Durrant, C. (2013) International Perspectives in Teaching English in a Globalised World. NATE Routledge Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE Introduction pp.1-15
TS3 Demonstrate good subject and curriculum
knowledge SKfT, PP, PD
Curriculum and Lesson Planning
Subject Knowledge English in the National Curriculum: its history, structure and language. How is English shaped by the National Curriculum? NC 2007 v 2014? Introduction to Cox’s 5 models; professional values and practice: the effective English teacher. Introduction to: functional skills and Creativity; the past and present National Curriculums for English; GCSE English: pathways
What do effective teachers do in the classroom?
Read National Curriculum (2007) overview and, specifically, the National Curriculum for English (2007) KS3 and 4 and the curriculum for 2014 KS3 and 4: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study Read Clarke et al Chapter (2010) 1: Developments in English. Read Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE Introduction pp.1-15
Read Jama, D. & Dugdale, G. (2012) Literacy: State of the Nation: a picture
of literacy in the UK today from National Literacy Trust website:
http://www.literacytrust.org.uk/assets/0001/2847/Literacy_State_of_the_N
ation_-_2_Aug_2011.pdf
and the 2015/16 Impact Report:
http://www.literacytrust.org.uk/about/impact_report
TS3 Demonstrate good subject and curriculum knowledge. SKfT, PP, PD
TS8 Fulfil wider
professional responsibilities
PD
ENGLISH REPERTOIRE - SPEAKING & LISTENING
Teaching speaking and listening Children’s Development; Rights, Values and Beliefs How can I further develop pupils’ articulacy? How can I help them find their voice?
TS5 Adapt teaching to respond to the strengths and needs of all
18
Subject Session Directed Study Teachers’
Standards
placing it within your repertoire of teaching and learning
styles coverage of key features of spoken language and active
listening, the range of types of speech and their conventions, differences between speech and writing
engaging with APP Speaking and Listening grid
Look at the place of speaking in listening in NC 2007 and 2014. Consider the way it is situated. Explore: www.debatemate.com Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.118-130
pupils PD,PP, SKfT
TS2 Promote progress and good outcomes
PD,PP, SKfT TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
ENGLISH REPERTOIRE – READING
Teaching and Learning: Literature How can I engage learners with a range of literary texts? Planning to resource and teach selected literary texts (short stories) to whole classes and groups, taking account of varying interests of boys and girls from different cultural and ethnic groups.
Read Clarke et al (2010) Chapter 10: Developing Reading in the English Classroom. Read Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.31-44 My reading autobiography: produce a map of key moments your reading experience. Begin to read a range teenage fiction from the book cupboard in 2S601: keep record on spreadsheet or reading journal. Join a peer reading group on Tuesday lunchtimes to discuss the small sets of class texts available. Shadow the UWE UKLA Book Award 2018 Judging Panels. Mini research: investigate the independent reading habits of one class in Block A placement. Read Skellig by David Almond for UWE workshop.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Teach literary texts to whole classes and groups by participation in workshops covering selecting texts and passages for close focus, introducing a
text and deciding how it will be read
List ways in which the English Curriculum in school can be designed to address personal, spiritual, moral, social and cultural issues, including citizenship. Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
19
Subject Session Directed Study Teachers’
Standards
helping pupils develop a sense of the literary tradition deciding how and by whom a text will be read devising activities to help pupils become active, critical
readers (e.g. DARTS) developing pupils’ awareness of moral, spiritual and social
issues in fiction engaging pupils with pre-twentieth century texts a first look at medium term planning
pp.31-43
Encourage individuals to read How can I encourage pupils to read fiction for pleasure and become lifelong readers? introducing texts which will motivate pupils whose
learning may be affected by their physical, intellectual, linguistic, social, cultural and emotional development
discussing how to create a literacy supportive environment in school within the English department and across the curriculum
choosing teenage fiction: independent life- long readers using ICT / screen media texts
Read allocated children’s/ teenage fiction. Prepare brief presentation of a ‘teenage’ text for peers, e.g. main storyline, aspects of style, who it might suit, strengths, weaknesses etc. Read Clarke et al (2010) Chapter 11: Wider Reading Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.44-56 Explore: www.fanfiction.net www.movellas.com How suitable are these for use in school?
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Extending the Reading and Writing Repertoire: Poetry Andrew Motion: “Poetry matters and needs people to say that it matters...” How can I foster a love of poetry in pupils across the key stages? Teach poetry including pre C20th texts inc. Romantic poets identifying range of poetic forms, e.g. ballad; sonnet explaining relevant technical terms
Select a poem, perform it and present the poem for a wall display: discuss benefits of an effective wall display of pupils’ work. Access: www.arvonfoundation.org www.poetryarchive.org www.poetrybyheart.org.uk www.poetrysociety.org.uk NATE Collection 3 Reading and Responding to Poetry KS3-4
TS2 Promote progress and good outcomes PD,PP, SKfT TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
20
Subject Session Directed Study Teachers’
Standards
responding to poetry in writing (display), orally and via drama
writing poetry: pupils as poets linking poems in different ways e.g. by theme devising strategies which create pleasure and
understanding taking account of pupils’ interests, language and cultural
backgrounds identifying how support staff could help
Read Clarke et al (2010) Chapter 13: Teaching Poetry Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.160-173 Ofsted (2007) Poetry in Schools: a survey of Practice 2006-7. You may find the following resource in schools: Millum, T. and Warren, C. (2012) Unlocking Poetry: an inspirational resource for teaching GCSE Literature. London: NATE (CD materials)
Teach Shakespeare’s plays How can I engage pupils’ interest in Shakespeare? Active (RSC) approaches to introduce pupils to plays as
scripts for performances Text-based approaches to help pupils appreciate qualities
of poetic language and how language has changed over time
Research-based approaches (including ICT) which set plays in social and historical context
look at global perspectives on Shakespeare
Shakespeare Schools Festival
Conduct an internet search to: inform a discussion on planning for pupils to learn in an out-of-school
context, such as a visit to The Globe, London /Stratford-on-Avon www.shakespeare.org.uk
http://www.shakespearesglobe.com/education?gclid=CPeun4-U08YCFY_JtAodkCIIRw
identify Shakespeare plays set by GCSE/A level Boards. Read Clarke et al (2010) Chapter 17: Shakespeare. Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.131-144 Explore: www.bbc.co.uk/offbyheart/Shakespeare ; www.rsc.org.uk; www.ssf.uk.com
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Introduce pupils to drama in English How can I use drama techniques to enhance pupil learning? utilising drama techniques using performance to develop appreciation of text using drama to widen experience of reading, writing and
listening reflecting sensitively on own and others’ performance highlighting contribution of drama to personal, social,
moral development and understanding and citizenship
Read Clarke et al (2010) Chapter 16: Doing Drama Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE pp.145-154 Make notes on behaviour mangagement and skills development as you watch drama material on Teachers’ TV
TS2 Promote progress and good outcomes PD,PP, SKfT TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
21
Subject Session Directed Study Teachers’
Standards
TS4 Plan and teach well-structured lessons PD,PP SKfT
TS7 Manage
behaviour effectively to secure a good and safe learning environment PD,PP,CBE
ENGLISH REPERTOIRE – WRITING
Subject Knowledge Processes Writing in the NC English How can I teach writing effectively? Understand process and repertoire; scaffolding writing. Use of writing frames, key words, relationship between audience/purpose/ context, genre and language
Read Clarke et al (2010) Chapter 12: Writing Access NATE Collection 1: Writing –inspiration and craft KS2-4. Look at the website of the National Association of Writing in Education for inspiration: http://www.nawe.co.uk/home.html
TS3
Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Subject Knowledge Processes Writing in the NC English How can I respond to students’ writing?
Read TES weekly, collecting any articles relating to assessment. Read Clarke et al Chapter 3: Assessment. DfES (2002) Grammar for Writing: supporting pupils’ learning. DfES: London Submit your writing journal to your Subject Tutor for the first stage of the learning dialogue.
TS6 Make accurate and productive use
of assessment PD,PP
22
Subject Session Directed Study Teachers’
Standards
ENGLISH REPERTOIRE - LITERACY
Professional Development: Literacy
Subject Knowledge Knowledge about language Language variety What do I need to know about language for KS3 and 4? “I know that I must select studiously the nouns, pronouns, verbs, adverbs, etcetera, and by a careful syntactical arrangement make readers laugh, reflect or riot,” Maya Angelou. "Let us pick up our books and pens. They are our most powerful weapons. One child, one teacher, one pen and one book can change the world. Education is the only solution. Education first," Malala Yousafzai, July 12th 2013 - speech to UN. Consider: the role of Standard English and other dialects, accent; language change over time; social attitudes to language use, e.g. language which stereotypes, e.g. ‘race’, gender, class or disability; the use of contrasting complete, ‘real’ texts: knowledge about language in context. First look at spelling and Systematic Synthetic Phonics (SSP). (To be revisited with cross curricular lens and in more detail on placement and again in January.)
Extension: where and how do these areas figure in the GCSE English specifications? Look at the Appendix and Glossary to the Primary National Curriculum for English : https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260491/PRIMARY_national_curriculum_-_English_RS2.pdf DfES (2002) Grammar for Writing: supporting pupils’ learning. DfES: London Barton, G. (2010) Grammar Survival Guide: a Teachers’ Toolkit. 2nd ed. London: David Fulton – recommended Gwynne, G. (2013) Gwynne’s Grammar. London: Ebury Ross, A. (2013) English Language Knowledge for Secondary Teachers. 2nd ed. London: David Fulton - recommended Spelling: Clarke et al (2010) Ch. 8 Spelling DCSF (2009) Introduction to Functional Skills. London: DCSF DfEE (2001) Literacy across the Curriculum. London: DfEE DfES (2007) Letters and Sounds: Principle and Practice of High Quality Phonics: Notes for the Guidance of Practitioners and Teachers. London: DfES Hackman, S. and Trickett, L. (1996) Spelling 9-13. London: Hodder and Stoughton Lewis, M. and Wray, D. (2000) Literacy in the Secondary School. London: David Fulton Ofsted (2011) Removing Barriers to Literacy. London: Ofsted Ref. no. 090237 Ofsted (2012) Moving English Forward. London: Ofsted Ref. no.110118 QCA (2000) Language for Learning in Key Stage 3. London: QCA
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS5 Adapt teaching to respond to the strengths and needs of all
pupils PD,PP, SKfT
23
Subject Session Directed Study Teachers’
Standards
Rose, J. (2006) Independent Review of Early Reading. London: DfES Schleppergrell, M. (2004) The Language of Schooling: A Functional
Linguistics Perspective. London: Routledge
HOW DO STUDENTS LEARN?
Learning Theories
Teaching and Learning:
What are the theories of learning, child development and
learning styles that underpin my English teaching and how
can I apply them in my teaching?
Link to the PD assignment
Start to identify reading for your Professional Development assignment.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS1 Set high standards
which inspire, motivate and challenge pupils PD,PP TS7 Manage behaviour effectively to secure a good and safe learning
environment PD,PP,CBE
Teaching and Learning How can I develop a dialogic classroom? How can I encourage articulacy/ oracy in my classroom? Talk for learning in the classroom teaching whole classes, groups and individuals interactive teaching methods and collaborative group work
Read TES weekly and articles in English in Education. Start collecting articles relating to English teaching. Coultas, V. (2007) Constructive Talk in Challenging Classrooms. London: Routledge DfES (2004) Pedagogy and Practice Unit 5: Starters and Plenaries. DfES: London
TS1 Set high standards which inspire, motivate and challenge pupils PD,PP TS2 Promote
24
Subject Session Directed Study Teachers’
Standards
Use of starter activities.
DfES (2004) Pedagogy and Practice Unit 10: Group Work. DfES: London Littleton, K .and Mercer, N. (2013) Interthinking: Putting Talk to Work. London: Routledge Young, J. (2013) Secondary Starters and Plenaries in English. London: Bloomsbury Additional readings from the work of Robin Alexander will be distributed.
good progress and outcomes by pupils PD, PP, SKfT TS4 Plan and teach well-
structured lessons PD,PP SKfT TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP,CBE
Safeguarding and Learning
Consider the teenage fiction reading undertaken prior to the course. Are there any sensitive issues raised? How might you handle these if you were to teach these texts as class readers? Discuss the decisions you might make - link to pre-course interview question.
TS3 Demonstrate good subject and curriculum knowledge. SKfT, PP, PD
TS1 Set high standards which inspire, motivate and challenge pupils PD,PP TS8 Fulfil wider professional responsibilities PD
25
Subject Session Directed Study Teachers’
Standards
PLANNING
Teaching and Learning How do I clarify the learning for students? Planning lessons Short term planning of individual lessons drawing on APP/ competency or mastery levels objectives with clear focus on learning, evaluating planning. Crafting learning objectives and outcomes.
Starters and plenaries.
How do I clarify learning for students?
How do I structure learning effectively in the classroom?
How do I produce short term plans for teaching using school
planning, examination specifications and National Curriculum
programmes of study?
Construct first lesson plans. Ensure learning objectives are apt; that they are well-crafted and that learning is founded in creativity. Read Fleming and Stevens (2010) Chapter 7. Beadle, P. (2013) Here Endeth the Lesson: The Book of Plenary. London: Independent Thinking Press Gordon, J. (2015) Teaching English in Secondary Schools. London: SAGE. Introduction pp.15-30.
Young, J. (2013) Secondary Starters and Plenaries in English. London:
Bloomsbury
Work on lesson plans in preparation for first teaching activity in schools
TS4 Plan and teach well-structured lessons PD,PP, SKfT
TS2 Promote progress and good outcomes PD,PP, SKfT
TS3 Demonstrate
good subject and curriculum knowledge SKfT, PP, PD
Teaching and Learning What makes a good question? How can questions promote effective learning?
View a Teachers’ TV clip of an English lesson and audit the questions asked. Make a list. How do they fit questioning ladders shared in session? Reflect on the questions you use in your first teaching episode.
TS2 Promote progress and good outcomes PD,PP, SKfT
Subject Knowledge - numeracy How can I include numeracy in my teaching?
First thoughts about cross-curricular issues.
Collection of possible strategies to include mathematics/ numeracy in English. Audit own numeracy skills base in preparation for your work in schools.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP,PD
Teaching and Learning First teaching episode - preparation
Workshop with Bob Lister from Education Department University of Cambridge here at UWE. This is an active workshop in which you will
TS1 Set high standards which inspire,
26
Subject Session Directed Study Teachers’
Standards
How can I use storytelling in my teaching repertoire? "Storytelling is one of the most important, most humane, most liberating and most democratic things that human beings can do, and it should have a central place in every classroom." (Philip Pullman)
experiment with strategies for the classroom. These will form the focus of your first teaching episode at Patchway Community College and will provide focus for your PD assignment. Classic Tales project www.classictales.co.uk Foley, J. (2015) The Trainee Teachers’ Tale: Developing Teacher Voice and Creativity through Storytelling. In Teaching English Issue 8 NATE Summer 2015 pp.64-67 Smith, L. and Foley, J. (2015) Talking Together, Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics. In Changing English: Studies in Culture and Education, Volume 22:1, pp.60-71
motivate and challenge pupils PD,PP TS3 Demonstrate
good subject and curriculum knowledge SKfT, PP, PD
Partnership with Schools Teaching and Learning First teaching episode What are the key factors in ensuring that learners learn? Visit to Patchway Community College (Partnership School ) – first teaching episode plus Introduction to the English Department. Safeguarding revisited.
Read PD module guidelines. Read English NC 2007 Key Concepts for KS3/4. How are these represented in NC 2014? Preparation for myths and legends workshop: working in groups trainees will devise a teaching sequence for small groups of Y7 pupils. Lesson plans and resources will be co-created and presented as part of the module submission together with an individual evaluation of the outcomes of the lesson/ teaching experience.
TS2 Promote good progress and outcomes by pupils PD, PP, SKfT
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Teaching and Learning First teaching episode - preparation What do effective teachers do in the classroom? Reading the classroom
Prepare for school visits, identifying areas for observation. Co-creation of an observation pro forma.
TS8 Fulfil wider professional responsibilities
PD
Subject Knowledge - ICT How can I include ICT in my teaching? Building an English and ICT repertoire
Twilight ICT training sessions will be offered
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
27
Subject Session Directed Study Teachers’
Standards
ASSESSMENT & FEEDBACK
Assessment for Learning; Marking and Feedback
Teaching and Learning - AfL Using assessment to improve learning : a first look at assessment of and for learning How can I use assessment to inform my teaching? Assessing Pupils’ Progress [APP] Using mastery or competency levels to assess students’ attainment; factors influencing achievement including Special Educational Needs; how identifying assessment outcomes will guide lesson planning and teaching.
Read Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through classroom assessment. London: Kings College. Visit www.aaia.org.uk/assessment.
Consider how you will set up a markbook in your first placement. What
might you record?
Read TES weekly, collecting any articles relating to assessment. Read Clarke et al (2010) Chapter 3: Assessment.
TS6 Make accurate and productive use of assessment
PD,PP TS1 Set high standards which inspire, motivate and challenge pupils PD,PP TS5 Adapt teaching to respond to the
strengths and needs of all pupils PD,PP, SKfT
DIFFERENTIATION & INCLUSION
Differentiation
How can I use assessment data to differentiate my teaching,
so that all learners make progress?
Teaching and Learning How do I make personalised provision for all students, to include those in vulnerable groups to include: English as an Additional Language EAL Black and Minority Ethnic BME Children Looked After LAC, CLA Students who make less progress than expected
Consider how you can use Bloom’s Taxonomy to differentiation in your
planning.
TDA (2010) SEN and /or other Disabilities Training Toolkit for Secondary PGCE Tutors and Trainees: Including Students with SEN and /or Disabilities in English. Higashida, N. (2013) The Reason I Jump. London: Sceptre This is a remarkable book written by a Japanese boy who has autism. It provides a window into the world of this learner and is written with such beauty. The introduction is by David Mitchell (author of Cloud Atlas and Black Swan Green) and this gives a parent’s perspective which is also
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
TS6 Make accurate and productive use of assessment PD,PP
28
Subject Session Directed Study Teachers’
Standards
More Gifted Talented and Able MGTA, G and T Students with Special Educational Needs and Disabilities SEND?
How do I deploy teaching assistants including support for
learners who have disabilities, SEN and EAL?
beautifully written. I have made sure that the BBC Radio 4 series from the book is on Box of Broadcasts. Please do listen to it.
During Induction in Block A use observation opportunities to focus on how additional adults are deployed.
English as an Additional Language (EAL); Inclusion
Diversity, Inclusion & Achievement
How can I create an inclusive classroom?
Identify and support through differentiation those who are
working below age-related expectations, those who are failing
to achieve their potential in learning (focus on
gender/ethnicities) and those for whom English is an additional
language.
Use the Bristol Secondary Schools EAL induction pack (2015) and EMTAS website to identify and list a range of resources and strategies to consider when planning lessons for EAL students in placement school.
http://www.cabotlearningfederation.net/files/9514/3194/4195/EAL_resourc
e_pack_final_version_online.pdf
Revisit Literacy : State of the Nation
Read Clarke et al (2010) Chapter 4: Diversities within English: an Inclusive Approach and Chapter 9: Teaching in Multilingual Classrooms
Chapter 5: Personalised Learning and Multi-Agency Working
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
BEHAVIOUR
Teaching and Learning How can I develop a range of teaching styles and strategies in order to promote good behaviour for learning and establish a purposeful learning environment? Plan lessons including: setting challenging teaching and learning objectives/outcomes selection of teaching/learning strategies (e.g. starter activities, the plenary – the 4 part lesson structure) resources/ text selection (n.b. bias, positive role models, variety of cultures…)
Prepare lesson plans, resources and units of work for placement. Lead/attend trainee-led seminars on aspects of subject knowledge. Consider: how far is it really possible to ‘demonstrate learning in 20 minutes’? Didau, D. (2015) What If Everything You Knew About Education Was Wrong? Carmarthen: Crown Publishing pp.145-158
TS2 Promote good progress and outcomes
by pupils PD, PP, SKfT TS4 Plan and teach well-structured lessons PD,PP SKfT
TS7 Manage
29
Subject Session Directed Study Teachers’
Standards
question and explanation techniques group work and social skills
behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Professional Development: Behaviour
How do I manage the behaviour for learning of students (including challenging behaviour) so that students can learn effectively?
Use some of the videos from Teachers’ TV suggested to identify classroom management strategies for your teaching. Motivation theory: Capel et al (2013). Beadle, P. and Murphy, J. (2013) Why Are You Shouting At Us? London: Bloomsbury Read Charlie Taylor’s behaviour checklists: https://www.gov.uk/government/publications/good-behaviour-in-schools-checklist-for-teachers Look at the following booklet:
http://teachersupport.info/sites/default/files/downloads/Teacher%20Suppo
rt%20Network%20-%20Behaviour%20practical%20guide%20-
%20Black%20and%20white%20-%20Jun%202013.pdf
Look at Tom Bennett’s advice:
https://www.unison.org.uk/content/uploads/2015/04/On-line-
Catalogue22970.pdf
He was asked to report to the government on ITE behaviour management
training and in late July 2016 advocated the use of 3Rs of behaviour
management:
routines
responses
relationships
TS2 Promote progress and good outcomes PD,PP, SKfT TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Week beginning 25 September 2017 School Experience Week – a range of school visits and projects will be organised
30
Subject Session Directed Study Teachers’
Standards
18 OCTOBER– 15 DECEMBER 2017 inc: SCHOOL PLACEMENT
Submit PD assignment - 29 November 2017 2pm
Before doing so, enlist the help of a critical buddy to help you to proof read it and check that your referencing is correct using the library website.
18 DECEMBER 2017 – 1 JANUARY 2018: HOLIDAY
31
Centre-Based Study
Spring
Subject Session Directed Study Teachers’
Standards
2-5 January 2018
RETURN TO UWE - always refer to the weekly timetable sent by Joan Foley for subject session arrangements. The Engish Subject Handbook outlines the range and scope of the subject programme together with suggested specific readings and associated tasks.
The material is organised thematically rather than sequentially.
TEACHER AS LEARNER
How can I use the first part of Placement A to develop my practice in the next part?
What are my strengths and areas for development in: Behaviour for learning?
Assessment for learning?
Questioning?
Lesson structure? How can I apply my learning to improve and embed my management of behaviour for learning?
Reflect on your progress so far. Ensure that your Teaching Files are up to date for the Review Point and available to your subject tutor. Make a list of the key areas for the development of your behaviour for learning strategies from your placement. Plan your strategy for your next placement.
Beadle, P. and Murphy, J. (2013) Why Are You Shouting at Us? London: Bloomsbury
What do you need help with?
Kyriacou, C. (2007) Essential Teaching Skills. 4th ed.Oxford:OUP
TS Part 2
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS7 Manage behaviour effectively to
secure a good and safe learning environment PD, PP, CBE
32
Subject Session Directed Study Teachers’
Standards
How can I use Placement A Report to develop my subject knowledge in particular?
Review Placement A Report RP3.
Revisit Teachers’ Standards.
Review progress on meeting targets on SK for teaching action plans.
Set new targets.
Review Placement A Interim Report (RP3) - TS3 and 4.
Review your Subject Knowledge Profile and complete an action plan. Work on SK targets on action plans.
Identify sequenes of learning which had a positive impact on progress.
Continue reading and research related to post-16 SKfT assignment.
Lead/attend weekly trainee-led seminars on aspects of subject knowledge.
TS Part 2
TS8
Fulfil wider professional responsibilities
PD
TEACHER AS RESEARCHER/ ACADEMIC
Second Assignment: theorised practice Classroom Based Enquiry
How can I critique my practice? CBE assignment presentation in which a small scale research enquiry design is shared with tutor and peers.
Start reading/ planning for classroom based enquiry (CBE) assignment e.g. Koshy, V. (2005) Action research for improving practice: a practical guide London: PCP.
McNiff, J. (2013) Action Research: Principles and Practice. 3rd ed. Abingdon: Routledge. O’Leary Z (2005) The Essential Guide to Doing Research. Wilson, E. (Ed.) (2013) School-based Research: a guide for education students. London: SAGE.
Subject group discussion of research proposals. Additional readings to be provided. Visiting speakers – teacher researchers from partnership schools.
TS6 Make
accurate and productive use of assessment PD,PP
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Third Assignment: theorised practice SKfT Module How can I critique my practice?
Indicative websites: www.aqa.org.uk www.edexcel.org.uk www.ngfl.gov.uk www.ocr.org.uk
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
33
Subject Session Directed Study Teachers’
Standards
Focus on SKfT assignment in which a text from A level specifications and new to the trainee is studied at M level with reference to critical frameworks; a scheme of work is designed in outline and the design of this critiqued with reference to 16-19 pedagogy.
www.eduqas.co.uk www.wjec.co.uk Use NATE readings about 16-19 on Blackboard. Atherton, C., Green, A., and Snapper, G. (2013) Teaching English Literature 16-19: an essential guide. London: Routledge Dymoke, S. (2009) Teaching English Texts 11-18. London: Continuum Illingworth, M. and Hall, N. (2012) Teaching English Language at 16-19: an essential guide. London: Routledge M level writing workshop. For excellent downloadable professional productions go to www.digitaltheatre.com or via library link: http://www1.uwe.ac.uk/library/usingthelibrary/searchforthingsa-z/databases/a-z/d.aspx#digitaltheatreplus
TS4 Plan and teach well-structured lessons PD,PP SKfT
TS6 Make
accurate and productive use of assessment PD,PP
ENGLISH REPERTOIRE – 16-19 CURRICULUM
14-19 Curriculum
How might I contribute to teaching at 14-19?
Trainees will be made aware of:
pathways for progression through the 14-19 phase in school, college and work-based settings, NVQs, BTECs, Foundation Learning, GCSE, IBGCSE, EPQ, IB, and A levels .
Access:
http://www.wjec.co.uk and look at Extended Personal Qualifications (EPQ)
International Baccalaureate:
http://www.ibo.org/diploma/
http://www.direct.gov.uk/en/educationandlearning/qualificationsexplained/dg_10039027
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
34
Subject Session Directed Study Teachers’
Standards
14-19 Curriculum TBC
How can I develop my teaching repertoire at 16-19?
Workshop with visiting English teacher from partner school.
Active approaches to A level teaching workshop.
Atherton, C., Green, A., and Snapper, G. (2013) Teaching English Literature 16-19: an essential guide. London: Routledge Dymoke, S. (2009) Teaching English Texts 11-18. London: Continuum Illingworth, M. and Hall, N. (2012) Teaching English Language at 16-19: an essential guide. London: Routledge
TS3 Demonstrate good subject and curriculum knowledge
SKfT, PP, PD
Assessment at 11-16 and 16-19 TBC
How can I use ‘skills-shifting’ (Thomas, 2013) to promote progression?
Monitor and assess students’ attainment in English, e.g. how to assess pupils’ reading, writing and spoken language, including AS and A2 level English language and literature scripts.
Moderation of A level coursework – workshop with visiting English teacher from partner school
Read:
Thomas, P. (2013) 12 Ways to Develop.... In NATE Teaching English Issue 2 July 2013 pp.38-42
Marshall, B. and Wiliam, D. (2006) English Inside the Black Box. London: nfer Nelson
and dip into:
Marshall, B. (2011) Testing English: Formative and Summative Approaches to English Assessment. London: Continuum
TS6 Make accurate and productive use of assessment PD,PP
Teaching and Learning
How can I teach non-fiction texts 11-19?
Teach non-fiction through:
introducing a range of reading strategies, e.g. skimming and scanning;
Select and collect a range of non-fiction texts (including media texts) to use with pupils.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
35
Subject Session Directed Study Teachers’
Standards
teaching pupils how to analyse features of non-fiction texts and use these in own writing;
carefully selecting and introducing texts and devising appropriate activities
EMPLOYABILITY
Professional Development:
Employability
What are the key factors in
being a successful applicant for
an English teaching post?
How can I apply for my first post?
Entering the Profession – job application
deconstructing the job advertisement
deconstructing the job application pack
first thoughts on letter of
application
Look up your teaching union website for advice on applying for jobs.
Use newspapers and appropriate websites to help you to identify appropriate first teaching posts.
Prepare letter of application and discuss with your tutor.
Update your CV.
Discuss reference with your tutor.
Look at TES, e-teach and local authority on-line sites for first post advertisements and application packs.
Workshop on job applications at partnership school.
TS Part 2
36
Subject Session Directed Study Teachers’
Standards
19-23 FEBRUARY 2018
RETURN TO UWE - always refer to the weekly timetable sent by Joan Foley for subject session arrangements. The Engish Subject Handbook outlines the range and scope of the subject programme together with suggested specific readings and associated tasks.
The material is organised thematically rather than sequentially.
Submit CBE assignment 21 February 2pm
Before doing so, enlist the help of a critical buddy to help you to proof read it and check that your referencing is correct using the library website.
TEACHER AS LEARNER
Subject Knowledge
Child as Poet
How do I develop my subject knowledge to enable learners to write their own poetry?
Children as poets: Listen to BBC Radio 4 Poetry in the Remaking Episodes 1-3 on Box of Broadcasts. Dip into: Hughes, T. (1967) Poetry in the Making. Reprint 2007. London: Faber.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Subject Knowledge
Teacher as writer
How do I develop my subject knowledge at my own level to keep alive my passion for English?
Teachers as writers:
Anti-Valentine’s Day Poetry Competition
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Teaching and Learning
How might a genre or theme be
Using different approaches from Y7 to Y13 including drama, creative writing, independent learning. TS3 Demonstrate good subject
37
Subject Session Directed Study Teachers’
Standards
taught across the age range?
The fairytale in the English classroom.
and curriculum knowledge SKfT, PP, PD TS5 Adapt teaching to
respond to the strengths and needs of all pupils PD,PP, SKfT
ICT and English
How might ICT be used to teach a genre or theme across the age range?
What do I need to do to improve my ICT skills?
ICT peer and team support workshop.
How can I use animation in the English classroom?
Animation Day using fairytale as stimulus material.
Clarke et al (2010) Ch. 15 English and ICT.
Rank, T., Warren, C. and Millum, T. (2011) Teaching English Using ICT. London: Continuum
Millum, T. and Warren, C. (2014) Sharing Not Staring: 21 interactive whiteboard lessons for the English Classroom. Abingdon: Routledge
Revisit ICT audit. Identify any areas for further support.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Professional focus:
What have I learnt from the experience at Placement A?
What are my strengths and areas for development?
How can I make progress against the Teachers’
The trainee should bring the following to UWE on this day:
Copy of the Placement A Final Report (RP6)
Example of one Teaching File.
TS8
Fulfil wider professional responsibilities PD
38
Subject Session Directed Study Teachers’
Standards
Standards to be able to meet them at a good or high level?
How can peer-support help to identify strategies for making further progress against the Teachers’ Standards to be able to meet them at a good or high level?
PLANNING
Teaching and Learning
Planning – extended professional practice
What are the key ingredients of a lesson plan:
as short term planning to ensure positive outcomes for learners?
to promote creative and purposeful lesson design?
as a pragmatic working tool?
Planning workshop:
You will critique lesson plan templates from Block A to co-construct an appropriate template for the group’s use in Block B.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS4 Plan and teach well-structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP,
Teaching and Learning
Planning – extended
Critical evaluation workshop:
You will critique lesson evaluation templates from Block A to co-construct an appropriate template for the
TS1 Set high standards which inspire,
39
Subject Session Directed Study Teachers’
Standards
professional practice
What are the key ingredients of lesson evaluation:
to ensure positive outcomes for learners?
to facilitate rapid progress in developing one’s teaching?
as a pragmatic working tool?
group’s use in Block B. motivate and challenge pupils PD, PP
TS4 Plan and teach well-
structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Medium Term Planning
What are the ingredients of a scheme of work (medium term plan) which provide a useful working document based on a department’s long term planning and also provide a basis for the teacher’s short term planning?
Review of schemes of learning in seen in placement schools
Capel, S., Leask, M. and Younie, S (2016) Learning to Teach in the Secondary School. London: Routledge
Knight, O. and Benson, D. (2014) Creating Outstanding Classrooms: a whole school approach. London: David Fulton
Scrutiny of schemes of work produced by past PGCE trainees.
Draw on your experience from A placement.
TS4 Plan and teach well-structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all
pupils PD,PP, SKfT
Teaching and Learning
How can I use different models of thinking skills to develop my teaching and to engage learners so that every student is thinking
Review thinking skills models seen in placement school.
Government archive resources – PLTS and National Curriculum
Guy Claxton
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS2 Promote
40
Subject Session Directed Study Teachers’
Standards
in my lessons?
How are elements from 2007 NC e.g. PLTS framed within NC 2014? How might these inform a critique of the new mastery/ competency frameworks of 2016-17?
https://www.buildinglearningpower.com/
Critique their use in a creative, individualised curriculum.
progress and good outcomes PD,PP, SKfT
DIFFERENTIATION & INCLUSION
SEN/D
SEN/D in English
Meeting the needs of all
learners
TDA (2009) Special educational needs and/or disabilities training toolkit: for secondary PGCE tutors and trainees On-going: Plan and prepare pupil and teacher activities, resources (including briefing sheets for TAs/LAs) and strategies to make personalised provision which takes account of the needs and diversity of pupils whom you will teach in your school placement.
TS5 Adapt teaching to
respond to the strengths and needs of all pupils PD,PP, SKfT
BME; Transfers &
Transitions
Consideration of BME data in English; draw on school placement experience.
Explore:
www.naldic.org.uk/Resources/NALDIC/.../ks3_ws_eal_mgmt_gd_sch_strat.pdf
https://eal.britishcouncil.org/eal-sector/education-policy-eal-england
Transitions: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR019.pdf
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
41
Subject Session Directed Study Teachers’
Standards
ASSESSMENT & FEEDBACK
Use of Data
How might you refine a class overview data sheet to help you to pitch lessons appropriately in the next placement? Critique of personalised learning/ data templates seen in use in Block A.
TS6 Make accurate and productive use of
assessment PD,PP TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
BEHAVIOUR
How can I use self and peer
assessment in my classroom to
involve students in their
learning?
Protocols for handling peer
responses to speaking,
listening, reading and
writing – the safe space for
taking risks
Revisit a lesson plan from Block A to include clear protocols for self and peer assessment. Have your lesson plan peer assessed by another trainee.
Marshall, B. & Wiliam, D. (2006) English inside the black box: assessment for learning in the English
classroom. London: NFER Nelson
Read Tom Bennett, Chair of the ITT Behaviour working group’s schedule for developing competence on pages 13-15 of: Developing behaviour management content for initial teacher training (ITT) July 2016 www.gov.uk
routines
resonse
relationships
TS7 Manage behaviour effectively to secure a good and safe learning environment TS6 Make accurate and productive
use of assessment PD,PP
Monday 26 FEBRUARY - Friday 23 MARCH inc. SCHOOL PLACEMENT
26 MARCH - 6 APRIL HOLIDAY
42
Subject Session Directed Study Teachers’
Standards
9 APRIL-13 APRIL 2018 RETURN TO UWE - always refer to the weekly timetable sent by Joan Foley for subject session arrangements.
The Engish Subject Handbook outlines the range and scope of the subject programme together with suggested specific readings and associated tasks. The material is organised thematically rather than sequentially.
WHAT IS ENGLISH?
Curriculum: Innovation and Practice How is the English curriculum being constructed and contested in 2017-18? Revisited.
Discussion of any recent developments to English National Curriculum and Secondary English practice and demands especially KS4 and A level specifications, training, CPD and moderation meetings.
TS2 Promote progress and good outcomes PD,PP, SKfT TS3 Demonstrate good subject and curriculum knowledge TS8 Fulfil wider professional responsibilities PD
SKfT, PP, PD
PLANNING
Teaching and Learning Planning revisited How can I prepare for my return to school? Place medium and short term planning in the context of
Workshop on medium term planning within longer term planning framework. On placement produce outline medium term plans/ schemes of learning for classes in first few weeks. Differentiation: include provision for pupils who may be gifted and/or talented.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS4 Plan and teach well-structured lessons PD,PP
43
Subject Session Directed Study Teachers’
Standards
longer term planning.
Set targets for pupils’ learning which build on prior attainment and assessment.
SKfT
TS5 Adapt teaching to respond to the strengths and needs of all
pupils PD,PP, SKfT
Teaching and Learning Planning revisited– extended professional practice What are the key ingredients of ‘end point’ planning in the light of a department’s long term planning framework: to ensure positive outcomes
for learners over time? to facilitate rapid progress
in developing one’s teaching over time?
as a pragmatic working tool over time?
Medium term planning/ scheme of learning workshop: You will critique medium term planning templates to consider how best to design sequences of learning based on end-point planning. Capel, S., Leask, M. and Turner, T. (2013) Learning to Teach in the Secondary School. London: Routledge Knight, O. and Benson, D. (2014) Creating Outstanding Classrooms: a whole school approach. London: David Fulton Scrutiny of schemes of learning produced by past PGCE trainees. Draw on your experience from A placement.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS4 Plan and teach well-structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Submit SKfT assignment 11 APRIL 2018 2pm
Before doing so, enlist the help of a critical buddy to help you to proof read it and check that your referencing is correct using the library website.
16 APRIL- 22 JUNE inc. SCHOOL PLACEMENT
7 MAY BANK HOLIDAY
28 MAY- 1st JUNE HOLIDAY
44
Centre-Based Study
Summer
Subject Session Directed Study Teachers’
Standards
25-27 JUNE 2018 RETURN TO UWE - always refer to the weekly timetable sent by Joan Foley for subject session arrangements.
The Engish Subject Handbook outlines the range and scope of the subject programme together with suggested specific readings and associated tasks.
The material is organised thematically rather than sequentially.
AND NOW…YOU ARE A NEW TEACHER!
Professional Development: CEDP
How to set targets for your NQT year.
Rights and responsibilities as a professional teacher.
TS8
Fulfil wider professional responsibilities PD
TS Part 2
Career Entry: The NQT year
How can I continue to develop as a professional throughout my career?
Consider the routes for professional development (e.g. UWE MA; MEd; English CPD; action research; RSC Teaching Shakespeare modules).
Further reading:
Read Clarke et al (2010) Chapter 24: First Steps of the Newly Qualified English Teacher.
Fisher, L. (2006) 100 Ideas for Surviving your First Year in Teaching. London: Continuum
Gordon, J. (2015) Chapter 12. In Teaching English in Secondary Schools London: SAGE
TS8
Fulfil wider professional responsibilities PD
TS Part 2
45
Subject Session Directed Study Teachers’
Standards
Subject Knowledge
Literacy
Do I have examples of good practice to share about the teaching of literacy in schools?
Share with peers. TS3 Demonstrate good subject and curriculum knowledge
SKfT, PP, PD
Professional Learning
What have I learned?
Make a visual record of your learning journey to share with next year’s PGCE trainees.
Consider the use of metaphor here.
TS8
Fulfil wider professional responsibilities PD
TS Part 2
Teaching and Learning
How can I contribute to the collegiate nature of the course?
Prepare a reflective presentation of an example of effective English teaching and learning (observed or from your own practice) from your placement experiences.
Share this with your peers.
As a group compile a data base of examples of good practice to share for your NQT year.
TS2 Promote
progress and good outcomes PD,PP, SKfT
Subject Knowledge
How have my views on English teaching evolved over the course?
WHAT IS ENGLISH NOW?
Revisit NATE 28 Views of English read in the first week of the course and your statement about why you wanted to be an English teacher- any surprises?
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS8 Fulfil wider professional responsibilities PD
46
Subject Session Directed Study Teachers’
Standards
Professionalism
How can I contribute to the development of the PGCE course in 2017-18?
You will be asked to discuss your thoughts and recommendations about course development through Focus Groups and course surveys. Evaluate the quality of your training – in placement and in UWE.
TS8
Fulfil wider professional responsibilities PD
TS Part 2
Subject Knowledge Enhancement
It is hoped to provide a programme of outside speakers e.g. Peace Education; ipads in English to further enhance your subject knowledge.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Professional: Celebration
Create a ‘Celebration of English in the Curriculum’ to share with trainees from other subjects.
Contribute to preparation of presentation on the ‘Celebration /Importance of English’.
Reflect on the year’s professional journey.
TS8
Fulfil wider professional responsibilities PD
Wednesday 27 June
Last day of course
The Full English Breakfast – food for the soul as well as the stomach! TS3 Demonstrate good subject and curriculum knowledge !!!
Celebration of our subjects in the curriculum - sharing highlights of the year with the
whole PGCE Cohort.
Farewells.
TS8
Fulfil wider professional responsibilities PD
The next step of the journey... see end of handbook for a personal invitation…
47
Placement-Based Subject Study (Placement A)
Wednesday 18th October – Friday 15th December 2017 & Monday 8th January – Friday 9th February 2018. There is an expectation of one formal lesson observation a week (i.e., the lesson should be recorded on the UWE Bristol Lesson Observation Form). The Senior Mentor should observe the trainee before each report is submitted. There is an eight-day induction period (Wednesday 18th October – Friday 27th October/Friday 3rd November, depending on school holiday dates – note that the trainees are in school every day that the school is open). During this time, trainees should gain experience of teaching parts of lessons to whole groups. An important feature of their training is to learn from the practice of experienced teachers. Consequently, trainees should also observe as many teachers as possible, particularly those teaching groups for which the trainee will have responsibility. The amount of teaching the trainee has should increase gradually to ten to twelve hours a week from Monday 4th December. (Note that the amount of teaching a week should not exceed twelve hours.) Opportunities for further weekly observation experience should also be part of the trainee’s timetable during the placement and could be linked to the trainee’s individual developmental targets.
THE ROLE OF THE SUBJECT MENTOR (based on the National Standards for Subject Mentors, DfE, July 2016; weblink)
The UWE Bristol Partnership places high value on the role of the school mentor in the development of the new teacher. Training and support emphasise the
significance of the current DfE mentor standards:
Standard 1 - Personal qualities. Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training. The mentor should: be approachable, make time for the trainee, and prioritise meetings and discussions with them; use a range of effective
interpersonal skills to respond to the needs of the trainee; offer support with integrity, honesty and respect; use appropriate challenge to encourage the trainee to
reflect on their practice; and support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment. Standard 2 – Teaching. Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs. The mentor
should: support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies; support the trainee in developing effective approaches to planning, teaching and assessment; support the trainee with marking and assessment of pupil work through
moderation or double marking; give constructive, clear and timely feedback on lesson observations; broker opportunities to observe best practice; support the trainee in accessing expert subject and pedagogical knowledge; resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do
so themselves; enable and encourage the trainee to evaluate and improve their teaching; and enable the trainee to access, utilise and interpret robust educational research to inform their teaching.
Standard 3 – Professionalism. Set high expectations and induct the trainee to understand their role and responsibilities as a teacher.
Standard 4 – Self-development and working in partnership. Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
48
Placement-Based Subject Study
Autumn
Subject Mentor Session Directed Study Teachers’
Standards
Placement A Induction 18 October – 27 October/3 November (depending on school holidays): Subject Mentor sessions Week beginning 18 October Mentoring sessions: Organisation of the weekly mentor meeting The Subject Mentor should set expectations for the placement how the weekly mentor meeting will be organised e.g.
regular timetable slot; room, proportion of time spent on different aspects relating to trainee’s needs
Formal use of the weekly reflections completed at the meetings
Weekly lesson observations Discuss the Professional Development Portfolio and use
this to provide a timetable covering teaching and observation of a range of age groups
Outline departmental expectations and direct trainees to school policies
Discuss trainee use of a planner.
Follow up discussion of the school’s and department’s expectations relating to dress code, punctuality, attendance. Have teaching files, UWE handbook and Assessment Toolkit available at meetings with the mentor. Keep records of the mentor meetings. Follow up and act upon agreed action points.
Set up a planner/ mark book, from the school, if available, or
purchase your own.
TS8
Fulfil wider professional responsibilities PD
TS Part 2
49
Subject Mentor Session Directed Study Teachers’
Standards
Induction session
Introduction to English Department: its professional values and practices, KS3/4/5 schemes of work, examination resources, booking systems, specifications; role of creativity.
Highlight the contribution that support staff and other professionals make to teaching and learning in English.
Negotiate timetable.
Establish trainee’s starting point/individual training needs.
Read English Department Handbook.
Familiarise yourself with the department’s resources (text based).
After every mentor session complete reflection with identified personal development targets.
Meet relevant teachers and classes.
Look at Shilvock, K. & Pope, M. (2008) Successful Placements in Secondary Schools. Exeter: Learning Matters
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS Part 2
Induction: Observation of experienced colleagues
Discuss issues emerging from trainee’s observations of departmental teaching.
Monitor trainee’s evaluations. Help trainee to evaluate teaching professionally and critically and to use this to improve their initial planning.
Use the range of observation tools discussed at UWE to allow you to focus on a range of key issues. Note the different types of learning and teaching activities taking place. Note teachers’ class management strategies including entry and exit routines, starters and plenaries.
What do you see/ hear? What are the questions you would like to ask professional colleagues?
Negotiate timetable for block; begin to collect resources to prepare for this teaching.
(Make sure that the timetable is shared with UWE tutors when it is finalised.)
TS3 Demonstrate good subject and
curriculum knowledge SKfT, PP, PD
TS8
Fulfil wider professional responsibilities PD
Induction: Subject Knowledge support
Look at the trainee’s Subject Knowledge Profile to prioritise targets on trainee’s SK action plans and ICT audit. Discuss trainee’s main specialist area requirements in relation to likely teaching timetable for the block.
Share Subject Knowledge Profile action plan to identify SMART
targets. Set up first action plan.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
50
Subject Mentor Session Directed Study Teachers’
Standards
Identify other opportunities for Subject Knowledge development.
Use a lesson observation pro forma to observe a number of lessons in English and drama specialist areas at Key Stages 3 and 4 – and KS5 if possible.
Induction: Teaching literature
Draw attention to sets of class novels/short stories; discuss use of school library.
Read a work of teenage fiction used by the department and consider how to excite pupils’ interest in it.
Talk with school librarian about reading preferences of boys and girls. Set up investigation into reading habits of one class. What does this tell you about the status of reading for pleasure for this group?
TS3
Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Induction: ICT
Outline department’s use of ICT in the teaching of English; introduce use of interactive whiteboard and PowerPoint, if available.
Familiarise yourself with department’s ICT resources (hardware and software).
Write a list of various applications of ICT used by English teachers and pupils in lessons in school. Which of these require you to undertake some additional training or experience?
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Week beginning either 23 or 30 October (depending on half term holiday) Planned teaching begins Lesson planning Help the trainee to set up teaching file and support early lesson planning and evaluation. Introduce department schemes of learning. Discuss the lesson plan structure, comparing with the school policy – emphasise the links between learning outcomes, teaching approaches and assessment strategies. Help with lesson planning and refer to trainee’s observations of English
Start to organise a teaching file to include: Schemes of learning/ work; group data overview records; registers; student seating plans; lesson plans; resources; lesson evaluations. Keep this as a working document.
Observe and evaluate the learning, teaching and class management in English lessons across the full age and ability range. Use information gathered to inform your own lesson planning.
Write up full observations of teachers, identifying the student learning strategies which were used and the subject knowledge involved. Add to your SKP any light bulb moments.
TS2 Promote progress and good outcomes PD,PP, SKfT TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
51
Subject Mentor Session Directed Study Teachers’
Standards
lessons. Focus on the setting of clear, challenging learning objectives.
Arrange for the trainee to shadow relevant teachers and to start to take parts of lessons. In 11-18 schools opportunities for post 16 experience/ observation must be included.
Observe a range of other lessons and reflect on aspects including structure, classroom management and student learning.
Discuss with class teachers the units of work to be taught later in the placement. Create and collect texts/resources for this.
Work with small groups of pupils and team teach; develop skill of listening to students. How is this best achieved? Start to teach part lessons or team teach with the class teacher.
From week beginning 3 November
Behaviour for Learning
Finalise the timetable for the trainee and arrange for them to
start teaching one or two whole groups.
Share the Behaviour for Learning policy and how rewards are
used.
Start to teach your groups.
In observations, identify how behaviour helps student ts to
learn effectively.
TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Observation/Reflection
Discuss issues emerging from observations of trainee’s early teaching experiences.
Monitor trainee’s self-evaluations. Help trainee to evaluate own teaching critically and use this to improve effectiveness.
Plan, deliver and critically evaluate the required number of lessons.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS8
Fulfil wider professional responsibilities PD
52
Subject Mentor Session Directed Study Teachers’
Standards
Starting Planning Support trainees in planning lessons and, gradually, sequences of lessons, evaluating and personal target setting.
Help trainees to take account of pupils’ varying needs
- make links between their assessment of pupils’ work and future lesson planning;
- select and prepare resources;
- provide homework which consolidates and extends work carried out in the class and encourages pupils to learn independently;
- plan for opportunities to develop and assess pupils’ speaking and listening;
- identify in their planning ways in which ICT will be used to meet subject-related teaching and learning objectives;
- where applicable, plan for the deployment of additional adults who support pupils’ learning.
The use of learning outcomes and use of a range of activities which allow students to meet the learning outcomes, incorporating practical work and ICT where appropriate
Planning a series of lessons, showing progression Discuss the structure of the department’s schemes of
learning (medium term plans).
Using the UWE English lesson template provided on Blackboard for each lesson: Produce written plans Discuss lessons observed by subject mentor, including:
- the use of teaching and learning objectives;
- balance between whole class, group and individual work;
- how to stimulate intellectual curiosity and enthusiasm;
- provision of homework which consolidates or extends learning.
Analyse pupils’ common errors and misconceptions when marking; use this analysis as a basis for future planning work
Discuss with your mentor how you have moved from planning individual lessons into planning a series of lessons, showing progression, building on prior learning and identifying misconceptions.
Evaluate own teaching critically and use this to improve effectiveness.
TS2 Promote progress and good outcomes PD,PP, SKfT TS3 Demonstrate
good subject and curriculum knowledge SKfT, PP, PD TS4 Plan and teach well-structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Placement A 20 November – 9 February: Subject Mentor sessions (10-12 hours per week planned teaching from 4 December) The mentor should ensure that the trainee has a weekly teaching commitment of 10-12 hours and that mentor sessions include: focussed discussion on trainee’s development and setting of agreed SMART targets, related to student outcomes, recorded weekly during the
meeting
53
Subject Mentor Session Directed Study Teachers’
Standards
discussion following the formal written lesson observations required for this block plus the written feedback on informal observations in observation feedback journal
discussion of the focus sessions listed below – these will also extend into the Block after 8th January as appropriate scrutiny of the teaching file at agreed meetings and Professional Development Portfolio against the Assessment Toolkit completion of the weekly reflections Meetings should focus on the regular input identified below and on an appropriate focus area from the sessions for the following weeks. Regular input Lesson Observations The mentor should debrief the trainee after observing lessons giving more lengthy written feedback on formal observations. The trainee should have access to observations of their teaching each week (both informal and formal); many experienced mentors use an observation feedback journal for this purpose and commit formal observations to the template. The mentor should carry out weekly formal lesson observations in this block. (There will be a joint observation with the UWE subject tutor for standardisation/ moderation purposes, and the trainee will also be observed by the Senior Mentor.) Monitor and debrief trainee’s progress towards Placement A Report. Professional During feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs. The focus could be: planning for effective lessons; starts and ends of lessons; transitions within lessons; evaluating learning outcomes; developing a range of teaching and learning activities; developing effective behaviour management strategies; subject knowledge. Analysis of trainee’s teaching
Discuss issues emerging from observed lessons, focusing on starts and ends of lessons (plenary).
Weekly formal lesson observations. Debrief trainee on observed lessons including:
- trainee’s ability to cope with subject-related questions raised by pupils
- trainee’s understanding of how pupils’ learning can be affected by their physical, intellectual, emotional and social development
- trainee’s ability to plan safe lessons in accordance with Health and Safety requirements
- trainee’s use of ICT to support learning.
54
Subject Mentor Session Directed Study Teachers’
Standards
- trainee’s ability to use higher order questions to extend pupils’ learning.
Ask trainee to explain why they used particular teaching and learning approaches.
Set SMART, negotiated teaching targets.
Track progress made with selected key targets.
To help trainees benefit from feedback they should:
- Analyse a range of English teachers’ approaches to managing learning at starts and ends of lessons (plenary).
- Record significant light bulb/ critical incidents in understanding of English pedagogy.
- Maintain and record the progress in own teaching including reference to informal as well as formal observations and feedback.
- Show evidence of making progress against agreed action points.
- Discuss Placement A Reports with Senior Mentor/Mentor.
Focus Session: Planning sequences of learning Support trainees in planning lessons and sequences of lessons, evaluating and personal target setting.
Help trainees to take account of pupils’ varying needs
- make links between their assessment of pupils’ work and future lesson planning;
- select and prepare resources;
- provide homework which consolidates and extends work carried out in the class and encourages pupils to learn independently;
Using the UWE English lesson template provided on Blackboard for each lesson: Map a sequence of intended learning over a week for each
group taught Produce written plans Discuss lessons observed by subject mentor, including:
- the use of teaching and learning objectives;
- balance between whole class, group and individual work;
- how to stimulate intellectual curiosity and enthusiasm;
- provision of homework which consolidates or extends
TS2 Promote progress and good outcomes PD,PP, SKfT
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS4 Plan and teach well-structured lessons PD,PP SKfT
55
Subject Mentor Session Directed Study Teachers’
Standards
- plan for opportunities to develop and assess pupils’ speaking and listening;
- identify in their planning ways in which ICT will be used to meet subject-related teaching and learning objectives;
- where applicable, plan for the deployment of additional adults who support pupils’ learning.
The use of learning outcomes and use of a range of activities which allow students to meet the learning outcomes, incorporating practical work and ICT where appropriate
Planning a series of lessons, showing progression Discuss the structure of the department’s schemes of learning (medium term plans).
learning.
Analyse pupils’ common errors and misconceptions when marking; use this analysis as a basis for future planning work
Discuss with your mentor how you have moved from planning individual lessons into planning a series of lessons, showing progression, building on prior learning and identifying misconceptions.
Evaluate own teaching critically and use this to improve effectiveness.
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Focus Session: Subject Knowledge Development Review progress on targets in Subject Knowledge for Teaching Profile (SKP) and ICT action planning. Negotiate new targets as appropriate.
Discuss topic selected for SKfT assignment.
Work on targets identified in SK action plans via reading, research, observation and teaching.
Continue reading and research related to CBE assignment.
Begin reading for SKfT text choice.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS7 Manage behaviour effectively to secure a good and safe learning
environment PD, PP, CBE
Focus Session: ICT in English
Discuss how the English teacher uses ICT effectively to support his/her wider professional role.
Support and guide trainees in their ability to plan for effective use of ICT in their English lessons including:-
Collect copies of examples of English work produced by pupils in school which demonstrate ICT used effectively and appropriately e.g. use spellchecker, electronic editing, collaborative writing using e-mail, PowerPoint, blogging etc.
Use ICT to produce engaging and appropriate resources for
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS7 Manage
56
Subject Mentor Session Directed Study Teachers’
Standards
- choosing ICT because it is the most effective way to meet teaching and learning objectives; avoiding using ICT for tasks better achieved by other means
- taking into account the fact that some pupils may already be very competent
- organising and managing the physical teaching space, ICT resources and time effectively in network room.
- identifying any help available from ICT support staff
- recognising and responding to any equal opportunities issues arising, e.g. challenging stereotyped views re: gender/ICT
- using PowerPoint: to promote B4L
- using PowerPoint: to stimulate thinking and curiosity
- use of whiteboard
pupils in KS3 and KS4.
Produce a lesson plan which includes the use of ICT (e.g. interactive whiteboard) and teach, if possible, detailing the following:
the ways in which ICT will be used to meet teaching and learning objectives in English.
the ways in which pupils’ progress with the use of ICT will be recorded and assessed.
criteria to ensure that judgements about pupils’ attainment will not be masked by the use of ICT.
any impact of the use of ICT on the organisation of the
lesson and how this could be managed.
behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Focus Session: Assessment and feedback
Introduce trainees to assessment for and of learning, tracking and record-keeping practices in English.
Discuss how to give timely, accurate and constructive formative feedback during a lesson.
Explain strategies (self/peer assessment) to involve pupils in reflecting on, evaluating and improving their own performance; use of interactive plenary.
Identify pupils working above and below age-related expectations.
Support trainee to assess pupils’ progress accurately, using appropriate criteria.
Discuss formative use of assessment data.
Read GCSE/A level examination specifications.
Build assessment opportunities into your lesson plans to evaluate pupils’ progress towards planned learning objectives. Focus on your use of varied types of plenary to consolidate/extend learning.
Mark some of the work produced by pupils you teach; set targets. Discuss with your mentor how you
- assessed the pupils’ attainment
- gave the pupils feedback orally and in writing
- recorded your assessments systematically for future reference
- could use the information gained from these assessments to inform your subsequent teaching. Guided by your mentor, identify the level at which a pupil is achieving.
TS6 Make accurate and productive use of assessment PD,PP
57
Subject Mentor Session Directed Study Teachers’
Standards
Focus Session: Classroom Based Enquiry Discuss thoroughly ethical, practical and contextual considerations of enquiry; suggest groups and possible approaches; discuss findings; discuss next steps/ further research questions; suggest dissemination in school/ academy groupings as appropriate.
TS2 Promote progress and good outcomes PD,PP,CBE
Focus Session: Inclusion/differentiation
Discuss trainee’s directed study tasks relating to SEN.
Address the learning needs of and provision for the very able and those with other SEN including those learning English as an additional language where appropriate.
Outline strategies to embed differentiation.
Observe SEN teaching, EAL and literacy intervention work as appropriate.
Meet with SENCo; identify strategies and relevant ICT/KS3 English resources:
- to help pupils to spell
- to assess pupils’ reading/writing, e.g. miscue analysis/NFER standardised tests
- to evaluate readability of texts
- to recognise factors contributing to low literacy levels
- to differentiate classroom tasks for pupils with literacy problems and provide targeted intervention.
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Focus Session: Deploying other adults in the English classroom
Identify models for the effective deployment of additional adults who support pupils’ learning.
Discuss equal opportunities issues which may arise in the classroom and identify effective response strategies.
Sensitively, with the guidance of your mentor, identify a pupil with special educational needs (which could include exceptional ability and/or EAL).
- Arrange to either observe or work with this pupil over a series of English lessons.
- Discuss ways in which learning needs of this pupil are being met, e.g. the involvement of learning support staff.
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
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Subject Mentor Session Directed Study Teachers’
Standards
- Does ICT make any specific contribution to his/her development?
Make notes on deployment of additional adults in English classrooms.
Focus Session: Subject Knowledge Development
Reading
Discuss department’s strategies for: encouraging independent reading, reading for pleasure, especially boys’ reading; extending pupils as critical readers.
Discuss role of school library and contribution of librarian.
Meet school/college librarian to discuss:
- trends in pupils’ borrowing
- ways of encouraging borrowing.
Read at least three teenage fiction novels taught by the department.
Complete notes on mini-research project – the independent reading habits of one class.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Focus session: Shakespeare
Share strategies for teaching Shakespeare texts, poetry and promoting speaking and listening.
Observe and teach at least one drama-based lesson this block. (This could be a small group within a class.)
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
59
Subject Mentor Session Directed Study Teachers’
Standards
Focus session: Oracy and articulacy
Discuss ways in which pupils make progress in speaking and listening and how this is recorded and assessed.
How are speaking and listening activities organised in your school?
Note the strategies for:
pair
trios/ triads
small group
whole class
What are the opportunities for:
informal talk?
formal talk?
How do colleagues manage behaviour, expectation and attainment in oral work?
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Focus session: Formal Observation (RP2)
Visit by UWE Tutor for moderated joint observation with mentor
The purpose of the visit is to:
provide an opportunity for joint observation and feedback
to trainee
provide in-school training for mentor
moderate assessment of trainee progress in this lesson
moderate assessment of trainee progress over time via file
scrutiny and discussion with mentor
discuss and moderate progress against the Standards
Descriptors
discuss the forthcoming formative Placement A Interim
The trainee should:
Provide observers with copies of the lesson plan, resources and student data for the class being observed
Have the teaching file available in school for scrutiny e.g. to discuss quality of planning and lesson evaluations
Reflect on progress using the Assessment Toolkit and provide appropriate evidence.
In preparation for this:
Identify progress against Teachers’ Standards and Subject Knowledge Profile, ensuring that you can present appropriate evidence .
TS8
Fulfil wider professional responsibilities PD
TS Part 2
60
Subject Mentor Session Directed Study Teachers’
Standards
Report (RP3)
set targets for next stage of development
Focus Session: Classroom Based Enquiry Assignment
Week beginning 4 December
Discuss the agreed focus area of the CBE assignment and
facilitate the enquiry
Prepare your research proposal for formative feedback for discussion with the Senior Mentor week beginning 4 December
TS2 Promote progress and good outcomes PD,PP,CBE
Focus Session
Week Beginning 4 December : Placement A Interim
Report (RP3)
Feed detailed comments to the Senior Mentor to complete the Placement A report. Sign and comment on the Subject Knowledge Profile.
Discuss progress to date.
File scrutiny – all reflections and observations should be included. SKP – Sign off first action plan with mentor and outline second. Teaching file – completed ready for scrutiny by your subject mentor. Plan handover of teaching groups to class teachers for beginning of January.
Discuss your Placement A Interim Report with your Subject
Mentor (Review Point 3).
TS8
Fulfil wider professional responsibilities PD
TS Part 2
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Placement-Based Subject Study
Spring
Subject Mentor Session
Directed Study
Teachers’
Standards
Placement A continues 8 January - 9 February 2018
Focus sessions continue – see last block.
Focus session: Review RP3 target setting Week beginning 8 January
Negotiate targets for this 5 week block based on RP3; All reflections and observations should be collated. SKP – Set up second action plan and include reading for SKfT module assignment. Teaching file – review mark book/ data section – is it fit for purpose?
TS8
Fulfil wider professional responsibilities PD
TS Part 2
Focus session: Review RP4 Case Conference Target setting for any trainee deemed at risk of failing the placement
Focus Session: Formal Observation (RP5)
Visit by UWE Tutor for moderated joint observation with mentor
The purpose of the visit is to:
provide an opportunity for joint observation and
feedback to trainee
provide in-school training for mentor
moderate assessment of trainee progress in this lesson
moderate assessment of trainee progress over time via
The trainee should:
Provide observers with copies of the lesson plan, resources and student data for the class being observed
Have the teaching file available in school for scrutiny e.g. to discuss quality of planning and lesson evaluations
Reflect on progress using the Assessment Toolkit and provide appropriate evidence.
In preparation for this:
Identify progress against Teachers’ Standards and Subject
TS8
Fulfil wider professional responsibilities PD
TS Part 2
62
Subject Mentor Session
Directed Study
Teachers’
Standards
file scrutiny and discussion with mentor
discuss and moderate progress against the Standards
Descriptors
discuss the forthcoming summative Placement A Final
Report (RP6)
set targets for next stage of development
Knowledge Profile, ensuring that you can present evidence in the teaching file.
Focus Session
Week Beginning 29 January: Placement A Final
Report (RP6)
Feed detailed comments to the Senior Mentor to complete the Placement A report. Sign and comment on the Subject Knowledge Profile. Discuss progress to date.
All reflections and observations should be collated. SKP – Sign off second action plan with mentor and note suggestions for third. Teaching file – completed ready for scrutiny by your subject mentor. Complete handover of teaching groups to class teachers. Discuss your Final Placement A Report with your Subject Mentor (Review Point 6).
63
Placement-Based Subject Study (Placement B)
Monday 26th February – Friday 23rd March 2018 & Monday 16th April – Friday 22nd June 2018. There is an expectation of one formal lesson observation a week (i.e., the lesson should be recorded on the UWE Bristol Lesson Observation Form). The Senior Mentor should observe the trainee before each report is submitted. There is an eight-day induction period (Monday 26th February – Wednesday 7th March). During this time, trainees should gain experience of teaching whole lessons to whole groups. An important feature of the induction period (and of the whole placement) is to learn from the practice of experienced teachers. Consequently, trainees should also observe as many teachers as possible, particularly those teaching groups for which the trainee will have responsibility. The amount of teaching the trainee has should increase gradually to fourteen to sixteen hours a week from Monday 16th April. (Note that the amount of teaching a week should not exceed sixteen hours.) Opportunities for further weekly observation experience should also be part of the trainee’s timetable during the placement and could be linked to the trainee’s individual developmental targets. THE ROLE OF THE SUBJECT MENTOR (based on the National Standards for Subject Mentors, DfE, July 2016; weblink)
The UWE Bristol Partnership places high value on the role of the school mentor in the development of the new teacher. Training and support emphasise the significance of the current DfE mentor standards:
Standard 1 - Personal qualities. Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training. The mentor should: be approachable, make time for the trainee, and prioritise meetings and discussions with them;
use a range of effective interpersonal skills to respond to the needs of the trainee; offer support with integrity, honesty and respect; use appropriate challenge to encourage the trainee to reflect on their practice; and support the improvement of a trainee’s teaching by modelling exemplary practice
in planning, teaching and assessment.
Standard 2 – Teaching. Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs. The mentor should: support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management
strategies; support the trainee in developing effective approaches to planning, teaching and assessment; support the trainee with marking and assessment of pupil work through moderation or double marking; give constructive, clear and timely feedback on lesson observations; broker
opportunities to observe best practice; support the trainee in accessing expert subject and pedagogical knowledge; resolve in-school issues on the
trainee’s behalf where they lack the confidence or experience to do so themselves; enable and encourage the trainee to evaluate and improve their teaching; and enable the trainee to access, utilise and interpret robust educational research to inform their teaching.
Standard 3 – Professionalism. Set high expectations and induct the trainee to understand their role and responsibilities as a teacher. Standard 4 – Self-development and working in partnership. Continue to develop their own professional knowledge, skills and understanding
and invest time in developing a good working relationship within relevant ITT partnerships.
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Subject Mentor Session
Directed Study
Teachers’
Standards
Placement B Induction 26 February-7 March Mentoring sessions: Organisation of the weekly mentor meeting The Subject Mentor should set expectations for the placement How the weekly mentor meeting will be organised e.g.
regular timetable slot; room, proportion of time spent on different aspects relating to trainee’s needs
Formal use of the weekly reflections completed at the meetings
Weekly lesson observations Outline departmental expectations and direct trainees to
school policies Discuss trainee use of a planner How to start again in a new placement – the challenges
and opportunities With reference to Placement A Report (RP6) and
teaching files, offer guidance over prioritising SMART targets using the Assessment Toolkit to identify next steps
Discuss the teaching files and Assessment Tookit and use this to provide a timetable covering teaching and observation of a range of age groups
Follow up discussion of the school’s and department’s expectations relating to dress code, punctuality, attendance. Have teaching file, UWE handbook and Assessment Toolkit available at meetings with the mentor. Keep records of the mentor meetings in the teaching file. Follow up and act upon agreed action points. Set up a planner/ mark book, from the school, if available, or purchase your own.
TS Part 2
TS8
Fulfil wider professional
responsibilities PD
Induction – two weeks to cover range of issues:
Induction Introduction to English Department
Introduction to English department: its professional
Look at Shilvock, K. and Pope, M. (2008) Successful Teaching Placements in Secondary Schools. Exeter: Learning Matters.
Gather information about curriculum provision in relation to
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS8 Fulfil wider professional
65
Subject Mentor Session
Directed Study
Teachers’
Standards
values and practices; KS3/4 schemes of work; examination resources; booking systems; specifications; role of creativity.
Highlight the contribution that support staff and other professionals make to teaching and learning in English.
Negotiate timetable for this block.
Identify individual training needs.
Induction: Discuss Placement A Final Report (RP6) and targets arising.
Planned teaching for whole classes begins Induction: Lesson planning Help the trainee to set up teaching file and support early lesson planning and evaluation. Introduce department schemes of learning. Discuss the lesson plan structure, comparing with the school policy – emphasise the links between learning outcomes, teaching approaches and assessment strategies. Help with lesson planning and refer to trainee’s observations of English lessons. Focus on the setting of
your subject specialism in your new school/college, i.e. teachers, accommodation, materials, equipment, library provision and homework policy.
Familiarise yourself with relevant booking procedures (library, ICT suite).
Complete weekly reflection after every session, including SMART targets. Maintain record of progress against the Teachers’ Standards.
Meet relevant teachers and classes.
Observe a range of teaching styles across the department.
Plan and teach the required number of lessons. Prepare detailed lesson plans, write full evaluations and use them to improve effectiveness, looking for patterns emerging.
Discuss with class teachers the units of work to be taught after Induction.
responsibilities PD
66
Subject Mentor Session
Directed Study
Teachers’
Standards
clear, challenging learning objectives.
Finalise the timetable so that the trainee gradually builds from 5 hours to 8 hours of teaching in Induction to 14-16 hours per week for the rest of the block from 16 April. Arrange for the trainee to shadow relevant teachers and to start to take parts of lessons. In 11-18 schools opportunities for post-16 experience/ observation must be included.
Induction: Observation of experienced colleagues
Discuss issues emerging from trainee’s observations of departmental teaching.
Monitor trainee’s evaluations. Help trainee to evaluate teaching professionally and critically and to use this to improve their initial planning.
Use the range of observation tools discussed at UWE to allow you to focus on a range of key issues. Note the different types of learning and teaching activities taking place. Note teachers’ class management strategies including entry and exit routines, starters and plenaries. Focus on specific targets drawn from your Placement A Report.
What do you see/ hear? What are the questions you would like to ask professional colleagues?
Negotiate timetable for block; begin to collect resources to prepare for this teaching.
(Make sure that the timetable is shared with UWE tutors when it is finalised)
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS8
Fulfil wider professional responsibilities PD
Induction: Subject Knowledge Support
Look at the trainee’s Subject Knowledge Profile to prioritise targets on trainee’s SK action plans and ICT audit. Discuss trainee’s main specialist area requirements in relation to likely teaching timetable for the block.
Share Subject Knowledge Profile action plan to identify SMART targets. Set up third action plan.
Using a lesson observation pro forma to observe a number of lessons in English and drama specialist areas at Key
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
67
Subject Mentor Session
Directed Study
Teachers’
Standards
Identify other opportunities for Subject Knowledge development.
Stages 3 and 4 – and KS5, if possible.
Induction: Teaching and Learning
Look at the teaching file with a view to further developing lesson planning and evaluation
Discuss the lesson plan structure, comparing with the school policy – emphasise the links between learning outcomes, teaching approaches and assessment strategies.
Discuss the school’s scheme of learning/ medium term plan construction and design.
Discuss the UWE English enhanced professionalism workshop outcomes and consider the newly generated lesson plan template constructed by trainees at UWE.
Arrange for trainee to observe a variety of lessons.
Start to organise a teaching file to include: schemes of work, lesson plans, student seating plans, registers. Keep this as a working document.
Write up at least two observations of teachers in the department, identifying the student learning strategies which were used and the subject knowledge involved. Record any emerging light bulb moments/ critical incidents for your SKP.
Observe a range of other lessons and reflect on aspects including structure, classroom management and student learning.
TS2 Promote progress and good outcomes PD,PP, SKfT TS4 Plan and teach well-structured lessons PD,PP SKfT
TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Induction: Behaviour for Learning
Share the Behaviour for Learning policy and how rewards
are used.
Start to teach your groups, using the strategies identified to
set out your expectations for management of behaviour.
TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Induction: Understanding the Placement
Encourage the trainee to start to work with groups s/he is going to teach.
Discuss the contribution that support staff and other
Work in the role of a Learning Support Assistant in one of your mentor’s lessons. Agree your role beforehand, e.g. working with an identified child/group on a specified task.
What do you take from this experience?
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
TS8
Fulfil wider professional responsibilities PD
68
Subject Mentor Session
Directed Study
Teachers’
Standards
professionals make to teaching and learning.
Placement B Main : Subject Mentor sessions Gradual increase to 14-16 hours per week planned teaching by 16th April The mentor should ensure that the trainee has a weekly teaching commitment of 14-16 hours and that mentor sessions include: focussed discussion on trainee’s development and setting of agreed SMART targets, related to student outcomes,
recorded weekly during the meeting discussion following the formal weekly written lesson observations required for this block plus the written feedback on
informal observations in observation feedback journal
discussion of the focus sessions listed below scrutiny of the teaching file at agreed meetings against the Assessment Toolkit completion of the weekly reflections Meetings should focus on the regular input identified below and on a focus area as appropriate from the sessions for the following weeks. Regular input Lesson Observations The mentor should debrief the trainee after observing lessons giving more lengthy written feedback on formal observations. The trainee should have access to observations of their teaching each week (both informal and formal); many experienced mentors use an observation feedback journal for this purpose and commit formal observations to the template. The mentor should carry out weekly formal lesson observations in this block. (There will be joint observations with the UWE subject tutor for standardisation/ moderation purposes, and the trainee will also be observed by the Senior Mentor.) Monitor and debrief trainee’s progress towards Placement B Report. Professional During feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs. The focus could be: Use of data and monitoring progression; evaluating learning outcomes and how these link to student outcomes and
TS Part 2 TS8 Fulfil wider professional
responsibilities
69
Subject Mentor Session
Directed Study
Teachers’
Standards
differentiation; developing a wider range of teaching and learning activities; build on effective behaviour management strategies, using the school policy where appropriate; subject knowledge.
Analysis of trainee’s teaching
Discuss issues emerging from observed lessons, focusing on student progress.
Debrief trainee on observed lessons including:
- trainee’s ability to cope with subject-related questions raised by pupils
- trainee’s understanding of how pupils’ learning can be affected by their physical, intellectual, emotional and social development
- trainee’s ability to plan safe lessons in accordance with Health and Safety requirements
- trainee’s use of ICT to support learning.
- trainee’s ability to use higher order questions to extend pupils’ learning.
Ask trainee to explain why they used particular teaching and learning approaches.
Set SMART, negotiated teaching targets.
Track progress made with selected key targets.
To help trainees benefit from feedback they should:
- Analyse a range of English teachers’ approaches to managing learning.
- Record significant light bulb/ critical incidents in understanding of English pedagogy.
- Maintain and record the progress in own teaching including reference to informal as well as formal observations and
feedback.
- Show evidence of making progress against agreed action points.
70
Subject Mentor Session
Directed Study
Teachers’
Standards
- Discuss interim report with Senior Mentor/Mentor to guide next steps.
Focus Session: Assessment Introduce the school and department formal policies for assessment Discuss the principles and procedures for assessment of Key Stage 3 and Key Stage 4 and Key Stage 5, if appropriate.
Explain how assessment data is recorded and reported to
parents.
As part of your expected practice you will mark a set of books giving formative comments which move the students on in their learning. Give time in class for students to address your comments so that a learning dialogue emerges. Reflect on how you have made progress in this area.
Assess a piece of student learning against levels/ grades and discuss this with your mentor.
Use the school’s recording systems to share your assessment data.
If possible, participate in parents’ evenings and/or contact with parents to share progress.
With the help of your mentor, identify three students in one
of your groups who are achieving below target; identify,
implement and evaluate actions to address the
underachievement.
TS6 Make accurate and productive use of assessment PD,PP
Focus Session: Inclusion 1
The mentor should as part of one formal session or through arranging a meeting with the SENCO discuss the trainee’s beginning understanding of: Students with SEND
Individual Education Plans (IEPs)
Students identified as More Able, Gifted and Talented
Students with English as an Additional Language
Planning for Inclusion
Write out a pen portrait or annotated seating plan for each class, identifying students in vulnerable groups and target grades. Provide a copy for all observers. Identify a series of lessons where you will work with a teaching assistant, either deploying them effectively or working with them to support students.
TS5 Adapt teaching to respond to the strengths and needs of all pupils
PD,PP, SKfT
TS8
Fulfil wider professional responsibilities PD
71
Subject Mentor Session
Directed Study
Teachers’
Standards
Discuss the use of additional adults in the classroom.
Focus session: Inclusion 2 –SEN/ literacy
Discuss strategies for differentiation SEN (able/less able) with reference to case study material collected by trainee. Identify strategies for improving reading and writing skills of pupils working below age-related expectations of literacy.
Establish how to seek advice from specialists on less common types of special educational needs.
Collect material for a case study of an SEN (able/less able) Year 7 pupil. Set targets for improvement for this pupil.
Plan and deliver (if possible) a lesson with explicit reference to the role of a learning support assistant.
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
Focus Session: Subject Knowledge
Knowledge about Language
Discuss departmental strategies for teaching spelling, punctuation, grammar, functional skills and language variety.
Review commercially published and department’s own resources for teaching spelling, punctuation/grammar, functional literacy.
Adapt or produce own resources to meet needs of pupils.
Re-audit Language pages of SK Profile.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Focus Session: Behaviour for learning
Discuss strategies for classroom management across a range of English curriculum areas, e.g. making best use of teaching time; maintaining a purposeful working atmosphere, setting high expectations for pupils’ achievement and behaviour; matching approaches to pupils and subject matter; understanding how pupils’ learning can be affected by their physical, intellectual, social, cultural and emotional development
Observe one or more of the following:
a media lesson,
a drama lesson,
an ICT in English lesson.
Evaluate and learn from the effective practice of others re: classroom management strategies/ teaching and learning styles being used.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Focus Session: Planning sequences of learning Support trainee with lesson/unit planning to include: challenging learning objectives; selection and preparation of resources; progression; assessment for learning; links
Plan sequences of lessons; select and prepare resources – plan for their safe and effective organisation.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS2 Promote progress
72
Subject Mentor Session
Directed Study
Teachers’
Standards
between marking and future plans; appropriate homework; use of ICT; consideration of pupils’ varying needs and interests; planning for the deployment of additional adults (if appropriate); opportunities to promote understanding of social and cultural diversity.
Set lessons clearly in a sequence that is designed to secure progression. Work towards being able to construct schemes of work based on department exemplars.
Evaluate your own teaching critically and rigorously and use this to improve effectiveness.
and good outcomes PD,PP, SKfT TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD TS4 Plan and teach well-
structured lessons PD,PP SKfT
TS5 Adapt teaching to respond to the strengths and needs of all pupils PD,PP, SKfT
TS6 Make accurate and productive use of
assessment PD,PP
TS7 Manage behaviour effectively to secure a good and safe learning environment PD, PP, CBE
Focus Session: ICT in English
Discuss when use of ICT is beneficial to achieve learning objectives and how to use it most effectively in relation to subject-related objectives.
Familiarise yourself with department’s ICT resources, (e.g. interactive whiteboard).
Plan and deliver a lesson where ICT supports pupils’ learning in English. Evaluate the effectiveness of its use.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Focus Session: Job Applications Give guidance to trainees on job applications and interviews as appropriate. Discuss how to write an effective letter of application.
Revisit work from UWE subject sessions on job applications and interviews.
TS8
Fulfil wider professional responsibilities PD
73
Subject Mentor Session
Directed Study
Teachers’
Standards
Focus Session: Formal Observation (RP7)
Visit by UWE Tutor for moderated joint observation with mentor
The purpose of the visit is to:
provide an opportunity for joint observation and
feedback to trainee
provide in-school training for mentor
moderate assessment of trainee progress in this lesson
moderate assessment of trainee progress over time via
file scrutiny and discussion with mentor
discuss and moderate progress against the Teachers’
Standards usng te Assessment Toolkit
discuss the forthcoming summative Placement B
Interim Report
set targets for next stage of development
The trainee should: • provide observers with copies of the lesson rationale and plan, resources and student data for the class being observed • have the teaching file available in school for scrutiny e.g. to discuss quality of planning and lesson evaluations • reflect on progress against the Teachers’ Standards and provide appropriate evidence.
In preparation for this:
identify progress against Teachers’ Standards and Subject Knowledge Profile, ensuring that you can present evidence in the teaching file.
TS Part 2
26 March-8 April 2018 Holiday
9 April-13 April 2018 UWE
74
Placement-Based Subject Study
Summer
Subject Mentor Session Directed Study Teachers’
Standards
16 April- 22 June Placement B Main : Subject Mentor sessions continue 114-16 hours per week planned teaching The mentor should ensure that the trainee has a weekly teaching commitment of 14-16 hours and that mentor sessions include: focussed discussion on trainee’s development and setting of agreed SMART targets, related to student outcomes, recorded
weekly during the meeting discussion following the formal written lesson observations required for this block plus the written feedback on informal
observations in observation feedback journal
discussion of the focus sessions listed below scrutiny of the teaching file at agreed meetings and against the Assessment Toolkit completion of the weekly reflections Meetings should focus on the regular input identified below and on a focus area as appropriate from the sessions for the following weeks. Regular input Lesson Observations The mentor should debrief the trainee after observing lessons giving more lengthy written feedback on formal observations. The trainee should have access to observations of their teaching each week (both informal and formal); many experienced mentors use an observation feedback journal for this purpose and commit formal observations to the template. The mentor should carry out weekly formal lesson observations in this block. (There will be joint observations with the UWE subject tutor for standardisation/ moderation purposes, and the trainee will also be observed by the Senior Mentor.) Monitor and debrief trainee’s progress towards Placement B Report. Professional During feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs. The focus could be: Use of data and monitoring progression; evaluating learning outcomes and how these link to student outcomes and differentiation;
TS Part 2
TS8 Fulfil wider professional responsibilities
75
developing a wider range of teaching and learning activities; build on effective behaviour management strategies, using the school policy where appropriate; subject knowledge.
Analysis of trainee’s teaching
Discuss issues emerging from observed lessons, focusing on student progress.
Debrief trainee on observed lessons including:
- trainee’s ability to cope with subject-related questions raised by pupils
- trainee’s understanding of how pupils’ learning can be affected by their physical, intellectual, emotional and social development
- trainee’s ability to plan safe lessons in accordance with Health and Safety requirements
- trainee’s use of ICT to support learning.
- trainee’s ability to use higher order questions to extend pupils’ learning.
Ask trainee to explain why they used particular teaching and learning approaches.
Set SMART, negotiated teaching targets.
Track progress made with selected key targets.
To help trainees benefit from feedback they should:
- Analyse a range of English teachers’ approaches to managing learning.
- Record significant light bulb/ critical incidents in understanding of English pedagogy.
- Maintain and record the progress in own teaching including reference to informal as well as formal observations and feedback.
- Show evidence of making progress against agreed action points.
- Discuss interim report with Senior Mentor/Mentor to guide next steps.
76
Focus Session : Placement B Interim Report (RP8) Week beginning 23 April Discuss the trainee’s self-evaluation of their strengths and areas for improvement and feed into midpoint review. Notify the UWE English tutor of any concerns – preferable well before the tutor visit.
Agree SMART targets using Assessment Toolkit and focus for
the next series of observations.
Discuss the Interim Report (RP8) with the trainee.
Identify progress against Teachers’ Standards using the Assessment Toolkit providing evidence in the teaching file. Sign off third action plan in Subject Knowledge Profile and set up fourth.
Discuss Placement B Interim Report (RP8) with your Senior
Mentor/ Subject Mentor.
TS Part 2
Focus Sessions audit
Are there any sessions still outstanding from the first part of the
block which need to be addressed?
Cross reference your evidence with the focus session schedule from before Easter to negotiate areas for consideration in the remaining weeks of the block placement.
TS8
Fulfil wider professional responsibilities PD
Focus Session: Subject Knowledge – revisited Ensure that the fourth action plan in subject knowledge profile is completed to a good standard, including SMART targets for action
Share the fourth action plan of the Subject Knowledge Profile with your mentor. Update. Identify any remaining immediate SK areas for development. Review progress with ICT audit.
TS3 Demonstrate good subject and curriculum knowledge SKfT, PP, PD
Focus Session: Planning sequences of learning Look at the use of different planning templates. If the trainee has not already done so are they now ready to move away from the UWE apprenticeship model? Are they ready to compose a refined version of the template from the Extended Professionalism lesson design workshops in UWE?
Look at different lesson plan templates including those used by your peers in other settings. Experiment with different versions and co-craft a new template with your mentor for your use now and in your early NQT career so that you can explain: ‘What I want learners to learn; how they will learn; how I know that they have; what I will do next’.
TS4 Plan and teach well-structured lessons PD,PP SKfT
77
Focus Session: Schemes of learning/work Discuss new units of work and related lesson planning, including the appropriate use of ICT that will capture the interest of learners and include high quality dialogue and questioning.
Devise creative ideas for teaching different genres. Show innovation within a unit of work. Aim to use PowerPoint to stimulate creative thinking in a lesson rather than to merely give instruction. Plan sequences of lessons.
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS2 Promote progress and good outcomes PD,PP, SKfT TS4 Plan and teach well-structured lessons PD,PP SKfT
TS6 Make accurate and productive use of assessment PD,PP
Focus Session: Assessment - extension Discuss how value-added measures, performance indicators and comparative school/college data, can be used to set targets for pupils’ achievement: formative use of summative data. Discuss use of numeracy skills by the English teacher to interpret such data. Introduce trainees to department’s contribution to statutory assessment and reporting requirements. Provide examples of well-written reports for parents/carers. Evaluate trainees’ practice reports.
Use a range of monitoring and assessment strategies to analyse 3 pupils’ strengths, areas of weakness and misconceptions to identify patterns (which will inform and improve their own planning and teaching). Use different kinds of monitoring and assessment strategies, as appropriate for different purposes, to evaluate pupils’ progress towards planned learning objectives. Drawing on systematic records of pupils’ progress and attainment over time, write informative, concise, accurate reports for parents/carers, other professionals and pupils using school/ college pro forma for 3 pupils who you teach. (These are for practice only and will not be sent to parents.)
TS1 Set high standards which inspire, motivate and challenge pupils PD, PP
TS6 Make
accurate and productive use of assessment PD,PP
TS8
Fulfil wider professional responsibilities PD
78
Focus Session: Formal Observation Visit by UWE Tutor for moderated joint observation with mentor The purpose of the visit is to: provide an opportunity for joint observation and feedback to
trainee provide in-school training for mentor moderate assessment of trainee progress in this lesson moderate assessment of trainee progress over time via file
scrutiny and discussion with mentor discuss and moderate progress against the Teachers’
Standards using the Assessment Toolkit discuss the forthcoming summative Placement B Final
Report set targets for next stage of development
The trainee should: • provide observers with copies of the lesson plan and rationale, resources and student data for the class being observed • have the teaching files available in school for scrutiny e.g. to discuss quality of planning and lesson evaluations • reflect on progress against the Teachers’ Standards and provide appropriate evidence. In preparation for this: identify progress against Teachers’ Standards and Subject Knowledge Profile, ensuring that you can present evidence in the teaching files.
TS8
Fulfil wider professional responsibilities PD
Focus Session: File submission Week beginning 30 May Feed detailed comments to the Senior Mentor to complete the Final Report (RP10) based on your teaching file scrutiny and observation records. Ensure that Professional Practice Module is complete. Sign and comment on the Subject Knowledge Profile. Discuss progress to date. Suggest targets for the NQT year.
All reflections and observations should be completed and collated in date order. SKP – audit revisited, actions identified and 4 action plans signed off by mentor. Update progress against Teachers’ Standards using the Assessment Toolkit. Identify strengths and areas for development for your NQT and discuss with your mentor. Teaching file – this must be completed and ready for final scrutiny by your subject mentor/ Senior Mentor.
TS8
Fulfil wider professional responsibilities PD
Focus Session 7: Final Report (RP10)
Week beginning 11 June
Discuss progress to date. Suggest targets for the NQT year.
Discuss completed report with Senior Mentor.
Complete handover of teaching groups to class teachers.
TS8
Fulfil wider professional responsibilities PD
25-27 June 2018: UWE
79
The next step of the journey...
An Invitation
You are invited to join Joan Foley, PGCE English Course Leader
and
the UWE Secondary English PGCEPlus Community
by enrolling for the
MA Education Beginning a Career: Reflective Practice for NQTs module
in September 2018.
You are also invited to subject events and to meet with mentors and former PGCE
English trainees.
Good luck in your new role; I look forward to hearing about your successes.
Be brave, be principled and be creative!
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