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Welcome

Welcome to the 2016/17 PGCE Secondary Programme at UWE and congratulations on gaining an offer of a place. I am writing to recommend ways in which you can prepare for this demanding, but very rewarding, course. Building on discussion during your interview, the following information will further help you to prepare for this busy and fast-paced professional training course. Please keep a record of the preparation that you complete in advance of starting this course and subject knowledge development work.

General Teaching Information:

Exam boards, general teaching websites TES Government sites etc

The following exam boards offer GCSE and A level qualifications in Business Studies: AQA (www.aqa.org.uk) Edexcel (https://qualifications.pearson.com) OCR (http://www.ocr.org.uk/qualifications/by-subject/business/) WJEC (http://www.wjec.co.uk/qualifications) BBC Bitesize offers revision for GCSE in our subject http://www.bbc.co.uk/education/subjects/zpsvr82 The Times Educational Supplement (known as the TES) provides useful and up to date discussions on teaching today, together with a range of resources (some free, some requiring payment) and jobs are advertised here weekly. https://www.tes.com/

Secondary PGCE

pre-course information Business Studies

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The National College for Teaching and Leadership (NCTL) aims are to improve academic standards by recruiting and developing a workforce to meet the needs of our school system, and to help schools to help each other to improve https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

Professional Associations:

For our subject, the Economics Business and Enterprise Association is the key association. They offer support, resources and opportunities to attend an annual conference and debate current issues that affect Business and Economics teaching https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

Subject Knowledge:

A subject knowledge audit, based on the specification for Business Studies A Level should be completed as soon as possible. This will help you identify areas of the curriculum where you might have weaknesses and enable you to work on these prior to commencing the course

Subject Knowledge Audit

Pre-Course tasks:

Please ensure that you have had at least 2 weeks in a secondary school, observing teaching in Business and if offered, Economics. Complete the subject knowledge audit

Course Materials:

There are a number of text books that have been written for Business Studies, but most are now exam board specific. Some journals you might consider reading are: Education, Business and Society Journal of Education for Business Journal in Excellence in Business Education Websites: http://www.bized.co.uk https://www.tutor2u.net/ http://www.s-cool.co.uk/ http://www.businessballs.com/ Newspapers/news websites: It is always a good idea to keep up to date with current issues that you can bring into classroom discussion and to support learning.

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ICT/TEL:

Memory stick and/or external hard drive

Contact:

I look forward to welcoming you to UWE. If you need any further information or advice, please do not hesitate to contact me by e-mail Jayne2.woodbury@uwe.ac.uk

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Department of Education

SUBJECT KNOWLEDGE PROFILE – BUSINESS STUDIES Name: ........................................................................................................................................... This Subject Knowledge Profile is designed to help you to develop strengths in your Subject Knowledge for Teaching and to measure the ‘distance travelled’ in this aspect of the course over the year. You are required to work on this in both University blocks and school-based placements. Previous Qualifications relevant to Subject Knowledge

Qualification

Post-16 / A level

Degree

Other

Previous Experience relevant to Subject Knowledge

Experience e.g. work experience / travel / school visits / courses / employment / self –study

Pre-interview

Post-interview

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How do I use the subject knowledge profile? Purpose: This is a working document and has a number of purposes. You should use it:

as an auditing tool;

to update and monitor your progress in different aspects of subject knowledge development e.g. subject content, pedagogy, professional development;

as a focus in mentor meetings when discussing your observations of lessons and/or medium term planning and the topics / themes you will be teaching on placement;

as a basis for ongoing discussions with other trainee teachers, university tutors, subject mentors and teachers in school about the nature of subject knowledge in business studies, and how this contributes to effective learning and teaching in the business classroom;

to consider how teachers present different themes and topics through utilising subject knowledge for teaching in business studies lessons you have observed;

to help identify a suitable theme/topic to focus on in the Master’s level assignment (Subject Knowledge for Teaching - SKfT). This should be a weak area of subject knowledge which you are required to teach in your first placement (October to December).

As you progress through the course you will continue to review and develop your subject knowledge setting targets for further development. These will be recorded in a termly action plan and shared with your subject mentor and UWE group tutor.

Completed 3 Action Plans and NQT planning

04.09.17 to 22.12.17

02.01.18 to 30.03.18

09.04.18 to 25.05.18

Planning for NQT post.

Action Plan signed by Trainee

Signed by Tutor/Subject Mentor

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SELF ASSESSMENT You should complete this self-assessment on six occasions during the PGCE Programme. You should complete both the subject knowledge and subject pedagogy sections. Using the tick approach, you should indicate where you think your current performance lies against each area of competence on a scale from limited to excellent. Use a different colour pen each time you do this. Having completed your assessment, you should then use the information to help you to set targets and to plan appropriate action. Subject Knowledge: These are based upon current A Level specifications and provide an idea of the topics covered which you could be expected to teach

Date June‘17 Sept ‘17 Dec ‘17 Feb ‘18 April ‘18 June ‘18

Pen Colour

Limited

Satisfactory

Good

Excellent

Understanding the nature and purpose of business

Different forms of business

The external environment

Management, leadership and decision making

Management decision making

Stakeholders

Setting marketing objectives

Markets and customers

Segmentation, targeting, positioning

Marketing mix

Operational objectives

Operational performance

Efficiency and productivity

Quality assurance

Inventory and supply chains

Setting financial

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objectives

Analysing financial performance

Sources of finance

Cash flow

Limited

Satisfactory

Good

Excellent

Setting human resource objectives

Analysing human resource performance

Design and manage human resource flow

Motivation and engagement

Employer/employee relations

Mission, corporate objectives and strategy

Ratio analysis

Internal strengths and weaknesses

External opportunities and threats

Investment appraisal

Ansoff’s matrix

How to compete

Growth and retrenchment

Innovation (Kaizan)

Internationalisation

Use of digital technology

Managing change

Managing organisational culture

Managing strategic implementation

Why strategies fail

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Curriculum subject knowledge

Please note below year groups taught and topics / themes covered. This will help you to track your curriculum subject knowledge.

Placement A

Year group

Topics / Themes taught

Placement B

Year group

Topics / Themes taught

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Subject pedagogy Using the tick approach, you should on each occasion indicate where you think

your performance lies against each area of competence on a scale from limited to excellent. You are advised to use a different colour pen each time you do this. Having completed your assessment, you should then use the information to help you to set targets and to plan appropriate action.

Date Sept ‘17 Oct ‘17 Dec ‘17 Feb ‘18 April ‘18 June ‘18

Pen Colour

No Understanding

I do not know about this

Limited understanding

I understand but have not used in lessons or only in one or two

Good understanding

I use effectively in a number of lessons

Excellent understanding

I make effective use in most lessons if appropriate

Lesson planning

Sharing lesson / learning objectives / outcomes

Creative and effective starters

Linking individual learning episodes to objectives / outcomes

Using data to inform planning and teaching

Resources (am I clear about why I have selected particular resources?)

Use of mini plenaries (to link between episodes of learning)

Effective transitions (moving from one episode of learning to another)

Use of plenary (what have students learnt?)

Use of plenary (how have students learnt?)

Use this space to note any core texts / websites that have been useful in impacting your development in these

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areas

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No Understanding

I do not know about this

Limited understanding

I understand but have not used in lessons or only in one or two

Good understanding

I use effectively in a number of lessons

Excellent understanding

I make effective use in most lessons if appropriate

Questioning & Differentiation Differentiated questioning (closed/choice/ open)

Higher order questioning (notion of ‘skinny and fat questions’)

Using ‘wait time’/ no hands up approach

Differentiation by outcome

Differentiation by resource

Differentiation by task

Differentiation by grouping

Differentiation by teacher/ TA support

Use this space to note any core texts / websites that have been useful in impacting your development in these areas

No Understanding

I do not know about this

Limited understanding

I understand but have not used in lessons or only in one or two

Good understanding

I use effectively in a number of lessons

Excellent understanding

I make effective use in most lessons if appropriate

Effective modelling and demonstrating

Clear instructions and explanations

Use of pair work

Use of group work

Use of carousel activities

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Student-led teaching and learning

Use ICT (Powerpoint, IWB, SMART Board to create and deliver resources)

Use other forms of ICT to engage and motivate students (give details)

Assessment AfL: Self assessment

AfL: Peer assessment

AfL: Sharing success criteria with students

AfL: Use of school marking system with students

Setting varied assessment tasks

Use this space to note any core texts / websites that have been useful in impacting your development in these areas

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No Understanding

I do not know about this

Limited understanding

I understand but have not used in lessons or only in one or two

Good understanding

I use effectively in a number of lessons

Excellent understanding

I make effective use in most lessons if appropriate

Feedback Formative written feedback

Formative oral feedback

Student response to teachers’ written feedback

KS4: Assessment of student work (following school marking policy)

KS5: Assessment of student work (GCE grades)

Recording students’ attainment and achievement (markbook or electronically)

Using student data to inform planning (CATs, FFT, prior assessments)

Evaluations Lesson evaluation (teaching and students’ learning)

Using evaluations to inform planning

Use this space to note any core texts / websites that have been useful in impacting your development in these areas

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ACTION PLAN FOR THE PERIOD: September 2017 to December 2017 You should now use your self assessment overleaf to set clear targets which are achievable in the specified period. Please be specific about particular points of grammar or pronunciation which need work if you are identifying an element of language competency. You then need to identify actions which are focused and manageable. This action should relate to both UWE and school environments and might include, for example: independent study using relevant library or school resources; work to be done during taught sessions; lessons to be observed in school. Please present your completed action plan to your Subject Mentor and UWE Group Tutor at the end of the above period. SECTION A (for completion by the trainee)

Target Action Evidence available

EVIDENCE: T = TAUGHT LESSONS, E = EXAM QUESTIONS, M = MODEL ANSWERS, N = NOTES, TF = TEACHING FILE L = ATTENDED LECTURE, SK = ATTENDED SUBJECT KNOWLEDGE WORKSHOPS SECTION B (for completion by the Subject Mentor by the end of the placement) Comments as appropriate (e.g. commitment, progress, suggested targets) on your observations, mentor meeting discussions, scrutiny of teaching file and other evidence e.g. comments from other teaching colleagues Signed ........................................................................................................................................................................... (Subject Mentor

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ACTION PLAN FOR THE PERIOD: January 2018 to March 2018 SECTION A (for completion by the trainee)

Target Action Evidence available

EVIDENCE: T = TAUGHT LESSONS, E = EXAM QUESTIONS, M = MODEL ANSWERS, N = NOTES, TF = TEACHING FILE L = ATTENDED LECTURE, SK = ATTENDED SUBJECT KNOWLEDGE WORKSHOPS SECTION B (for completion by the Subject Mentor by the end of the placement) Comments as appropriate (e.g. commitment, progress, suggested targets) on your observations, mentor meeting discussions, scrutiny of teaching file and other evidence e.g. comments from other teaching colleagues Signed .......................................................................................................................................................................... (Subject Mentor)

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ACTION PLAN FOR THE PERIOD: April 2018 to May 2018 SECTION A (for completion by the trainee)

Target Action Completed

Insert dates work done

EVIDENCE: T = TAUGHT LESSONS, E = EXAM QUESTIONS, M = MODEL ANSWERS, N = NOTES, TF = TEACHING FILE L = ATTENDED LECTURE, SK = ATTENDED SUBJECT KNOWLEDGE WORKSHOPS SECTION B (for completion by the Subject Mentor by the end of the placement) Comments as appropriate (e.g. commitment, progress, suggested targets) on your observations, mentor meeting discussions, scrutiny of teaching file and other evidence e.g. comments from other teaching colleagues Signed .......................................................................................................................................................................... (Subject Mentor)

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ACTION PLAN 4 FOR THE PERIOD: Planning for the NQT Year

Use this final action plan once you have secured an NQT Post to consider what you will be teaching in your NQT year – you may wish to continue to keeping a record of subject knowledge development as part of your evidence towards the core standards and as a record of your continuing professional development.

Targets Detailed Action

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Observations of lessons Year ________________ Date:___________ Theme/topic/ Title:______________________________________________________ Aims/objectives/outcomes

Consider the pedagogy and subject content knowledge Start of lesson Tasks End of lesson

Reflective comments

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Observations of lessons Year ________________ Date:___________ Theme/topic/ Title:______________________________________________________ Aims/objectives/outcomes

Consider the pedagogy and subject content knowledge Start of lesson Tasks End of lesson

Reflective comments

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Observations of lessons Year ________________ Date:___________ Theme/topic/ Title:______________________________________________________ Aims/objectives/outcomes

Consider the pedagogy and subject content knowledge Start of lesson Tasks End of lesson

Reflective comments