POST GRADUATE CERTIFICATE IN EDUCATION SECONDARY PROGRAMME ... Maths ¢  PGCE Co-ordinator

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  • POST GRADUATE CERTIFICATE IN EDUCATION SECONDARY PROGRAMME

    2014/2015

    MATHEMATICS

    SUBJECT STUDY HANDBOOK

  • Mathematics Subject Handbook Contents

    2014-2015

    Page

    Introduction 2

    Location of Subject Study sessions 2

    Your Subject Study Co-ordinator 2

    Key contact details 2

    Expectations 3

    Module outlines 3

    Moodle 3

    What Will I Learn? 4–7

    Structure and Content

    Module 1: The Induction Phase 8–12

    Module 2: The Advanced Development Phase 13-15

    Assessment

    Summative Assessment 16

    Details of Assignment 1 17-18

    Details of Assignment 3 19-20

    Formative Assessment

    Summary of components of formative assessment 21

    Post-16 research tasks 22–23

    Subject knowledge audit 24

    Tutorials 24

    Summary of subject teaching experience form 25

    Lesson Design and Planning 26-27

    Lesson plan pro forma 28-30

    Weekly lesson planner 31

    Who will support me? 32

    How will I learn? 32

    Advice from former students 33

    Evaluation

    Subject co-ordinator’s response and action points 34-36

    Resources 37-38

  • 2

    Introduction Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Mathematics take place in M1.15 in Mordington House or occasionally in an ICT room on the Bognor Regis Campus Your Mathematics Subject Study co-ordinator is Jeremy Smith. He will be your Academic Adviser (this role is explained in the Programme Handbook) and your first point of contact if you are experiencing any difficulties during your PGCE. However he leads a team of tutors with whom you may work on the route. The main tutors are listed below, with contact details.

    Jeremy Smith Mathematics Co-ordinator jezzasmith@aol.com j.smith@chi.ac.uk 01243 812069

    Roger Beeney Mathematics Tutor r.beeney@btinternet.com

    Adrian Pinel Mathematics Tutor a.pinel@chi.ac.uk

    Peter Hurst Mathematics Tutor p.hurst@chi.ac.uk

    Simon Pyle Mathematics Tutor PyleS@bishopluffa.org.uk

    Other useful contacts are:

    Julia O’Kelly PGCE Co-ordinator

    j.okelly@chi.ac.uk 01243 812160

    Melanie Hopkins Programme Administrator

    m.hopkins@chi.ac.uk 01243 812043

    Gail Graffham Librarian g.graffham@chi.ac.uk 01243 812094

    SIZ Helpdesk Student ICT queries etc

    help@chi.ac.uk 01243 816222

    Melanie Hopkins can be found in the Programme office which is in St Michael’s F2. The office is open between 8.30 am and 5.00 pm every day except Friday, when the office closes at 4.30 pm.

    mailto:jezzasmith@aol.com mailto:j.smith@chi.ac.uk mailto:r.beeney@btinternet.com mailto:a.pinel@chi.ac.uk mailto:p.hurst@chi.ac.uk mailto:PyleS@bishopluffa.org.uk mailto:j.okelly@chi.ac.uk mailto:m.hopkins@chi.ac.uk mailto:g.graffham@chi.ac.uk mailto:help@chi.ac.uk

  • 3

    Expectations You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:

     Attend every session

     Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University’s published policies as detailed in the Programme Handbook

     Use Moodle regularly for communication and information

     Complete all pre and post session tasks as directed

     Attend all tutorials arranged with your academic adviser and subject tutor(s)

     Be pro-active in addressing the targets set for you in conjunction with your subject tutor / academic adviser

     Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place e.g. programme office

    In the event of any absence please follow the procedures detailed in the Programme handbook. This includes absence from school experience through illness, personal reasons and interviews. Module outlines for your subject study modules can be found in the Programme Handbook. Moodle: Information about your subject study, including this handbook, and session notes will be posted on the university’s Moodle, which can be accessed from the university website. You will also use the Moodle for communication with other student teachers on your subject route.

  • 4

    COURSE TITLE: Mathematics Subject Study COURSE HOURS: 110 hours, Modules 1 and 2 USUAL DAYS: Wednesday, Thursday and Friday TIMES: 9.30 am-12.30 pm & 1.30-3.00 pm (with tutorials to 3.30) COURSE TUTOR: Jeremy Smith (Subject Co-ordinator)

    What Will I Learn? These two Mathematics Subject Study modules together aim to produce reflective, analytical, critical and effective classroom practitioners. This module introduces you to the place and purposes of mathematics within the curriculum, and to the understanding, knowledge and skills necessary to become effective secondary mathematics teachers. It is designed to enable you to relate the standards required for the award of Qualified Teacher Status (QTS) to the teaching of mathematics. The modules draw upon and enhance your prior mathematical experiences, understanding, knowledge, and skills. They aim to develop and extend your understanding of the structure, progression and connections within the secondary mathematics curriculum, your ability to make mathematics relevant and interesting to pupils, and to pose mathematical questions effectively for a variety of professional purposes. They will build upon your prior experience and skills, to equip you with the knowledge and understanding of the specific subject knowledge and skills that will enable you to become an effective teacher of Mathematics. You will:

     learn to plan effectively in line with the requirements of the National Curriculum,

     develop insights into individual pupils’ learning progression and

     become effective communicators in a variety of contexts. This M-Level course will address the new “Teachers’ standards” published by the Department for Education in May 2012. You will be prepared to demonstrate all relevant Professional Skills during your school placements. Learning Outcomes are set out in full in the Module Outlines to be found in your Programme Handbook. NB Tutorials to agree targets for the Subject Knowledge Profile (see Assessment

    section of this Handbook) will be included.

  • 5

    1. Principles

    The Mathematics modules will:

     recognise you as an individual student and give you the task of creating, reviewing and updating your own action plans, with tutors giving support as and when required

     attempt to draw collaboratively upon all existing strengths within the group, so giving you opportunities for practising tutorial skills on each other through peer-teaching

     provide, through its sessions, assignments and tasks, opportunities for you to achieve all relevant standards, or to support you in achieving these standards within and through other programme components

     be designed to inspire you with enthusiasm for teaching mathematics, that you will take with you in to both school placements, and to act as a launch pad into your NQT year.

     provide you with access points to a wide and deep base of research and inspection evidence, and guidance in accessing this

    2. Strands

    To ensure coherence and support accessibility, the Mathematics modules will contain identifiable strands:

     Mathematics Knowledge and Understanding – profound understanding of fundamental mathematics and of the mathematics curriculum

     Mathematics Teaching: Planning activities, lessons and units of work, including monitoring and assessment and class management. Planning takes centre stage in the first module to prepare you for the planning demands of School A.

     Mathematics Teaching: Understanding key issues including progression, inclusion, differentiation, language vocabulary and questioning, learning styles, differing profiles of intelligence, the differences between procedural and conceptual understanding, relating pedagogy and practice: the effectiveness and appropriateness of different teaching strategies, the importance of communication, reasoning, mathematical thinking, problem solving, and problem posing.

     Working Knowledge of Frameworks: Understanding and using the National Curriculum and examination syllabi.

  • 6

    3. Tasks To help you to meet the standards and achieve in a continuous and sound way, tasks are specified. These tasks are a compulsory part of modules one and three, and although not all will be formally assessed, all should be completed on time, and be available to be inspected by the subject coordinator at any point in the course:

     alongside each day of the modules there are often pre-tasks, tasks to be carried out during the day, and follow-up tasks. These will be specified in writing during university based sessions, with copies available via Moodle.

     a set of research tasks will be set looking at how A-level maths is taught in schools. These will be completed during your “post 16 observation experience”, either at one of your two placement schools, o