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Initial Teacher Education

PGCE Primary School Direct

Assessment Handbook

School of Education

Contents

PagesPart One Assessment of practical teaching for Qualified Teacher

Status2 - 33

Part Two Assessment of Academic work 34 - 44

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ASSESSMENT OF THE PGCE

The Postgraduate Certificate in Education (PGCE) is a professional and academic qualification. It is therefore subject to formal assessment procedures. You will be assessed in relation to the teachers’ standards for Qualified Teacher Status (QTS) and on academic work for the PGCE award. Both elements are concerned with the effective integration of theory and practice.

This handbook will be in two parts to focus on the 2 elements of assessment as follows:

Part One: Assessment of school experiences/teaching for Qualified Teacher Status.Part Two: Assessment of academic work for the PGCE academic award.

Part One: Assessment of Practical Teaching for Qualified Teacher Status

This section relates to the assessment of the three school experience modules:

School Experience 1 (SE1) School Experience 2 (SE2) School Experience 3 (SE3)

In assessing your suitability for the award of QTS, the University and Teaching School Alliances are working to the DfE Teachers’ Standards 2012.

You will be expected to demonstrate your readiness for qualified teacher status in two respects:

your ability to work productively, professionally and competently as a teacher in school in general and in the classroom specifically; and

your ability to reflect on the insights and knowledge on which your teaching is based.

Assessment of your classroom practice and professional competence during your school experience placements will made by school based subject mentors in liaison with university tutors (link tutors) who work with school staff to support the quality assurance of judgements made on professional practice. In some schools the alliance lead mentor may also be involved in this process.

During the autumn term school experience you will gradually take whole lessons and series of lessons and your amount of teaching will gradually increase as the programme progresses. Mentors/teaching staff have responsibility for reviewing your preparation and planning for lessons. You will be given both oral and written feedback on your teaching (and the impact of this on pupil learning/progress) and your development and progress will be tracked via Abyasa (an electronic tracking system). During the formative stage in your development it is important not only that you observe good lessons taught by experienced teachers but that you have opportunities to discuss precisely how high standards of teaching and learning are achieved.

You will have weekly meetings with your mentor during the programme with a record of this on Abyasa. The weekly meeting is essential in reviewing your progress and guidance is given for the weekly meetings in appendix one to this section (in the extract from the NASBTT Training and Assessment Toolkit).

There will be interim assessment points to support the tracking of your progress and then a formal assessment at the end of each school experience. At the end of each school experience (SE1, SE2 and final placement/SE3) you will be given a grade for each of the 8 standards in Part 1 of the Teachers Standards and will have to meet Part 2 of the standards on Personal and Professional Conduct. You will be given an overall grade for the school experience in addition to the grade for each specific standard.

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There are 4 grades possible as follows and a pass is considered to be grade 3 or above:

Grade 1 = OutstandingGrade 2 = GoodGrade 3 = Requires Improvement to be goodGrade 4 = Below Standard/Inadequate

Guidance on grading is given in appendix one to this section (in the extract from the NASBTT Training and Assessment Toolkit).

Student teachers must pass each placement in order to progress to the next one.

During the spring/summer terms the mentor (and the alliance lead mentor in some schools) will be responsible for continuing to assess your progress and towards the end of the summer term, will make the decision if you have achieved the teaching standards required by the DfE for the recommendation of the award of Qualified Teacher Status (QTS) as outlined in the DfE Teachers’ Standards 2012. Mentors are responsible for completing all final documentation and assessing progress made during school experience and they will be asked to recommend a grade for you. The recommendation will be based on a range of information and judgements made over the period of your placement.

Where there are unsatisfactory issues at any point in the school experience, for example, low attendance, poor planning and preparation, lack of sustained competence and professional concerns, the mentor will liaise with the university link tutor to implement cause for concern procedures to support you (please refer to the Additional Support Procedures Handbook).

Towards the end of the programme assessment of students is further supported by external examiners, who provide a further layer of quality assurance.

Final assessment information for all students is moderated within a PGCE Assessment Moderation Panel. At this meeting the grades for school experience are agreed – it is decided whether the pass is at a requires improvement to be good, good or outstanding level.

Tracking progress of school experience via Abyasa

The Standards for Qualified Teacher Status are:

1. Teaching (Standards)2. Personal and Professional Conduct

The preamble also forms part of the Teachers’ Standards which relates to the values and behaviour that all teachers must demonstrate throughout their careers. Further Information can be found at:

https://www.gov.uk/government/publications/teachers-standards

You are expected to meet all the teachers’ standards by the end of the programme. You are assessed against these at the end of each school experience and must pass these at an appropriate level for that point in your training. To support this assessment, you will have a weekly meeting with your mentor to discuss your progress in all areas, including the impact of your teaching on pupil progress.

Abyasa is a tool that is used to support this tracking and during early workshops at the university you will be guided through how to use this.

In addition to you having access to your Abyasa profile the following people will also have access to support tracking:

Link tutors University tutors External examiners and possibly Ofsted inspectors

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How is Abyasa used?

As an aid to professional discussion between you and your mentors in weekly mentor meetings As an aid to on-going target setting throughout your school experience As an aid to discussion between yourself and university tutors

Who completes the documents on Abyasa?

As a result of discussion with your mentor, the student teacher & mentor are responsible for completing documentation on Abyasa. The school mentor (in discussion with the student teacher) completes the summative tracking documentation that is processed as advised.

Evidence to support you meeting the standards

As indicated above your progress is tracked for the duration of the programme via Abyasa. During the programme you will use various sources of evidence to support discussions on your progress. There are examples in the table below of typical evidence that you might use to support these discussions.

You are not expected to put these sources of evidence into a portfolio (as has been typical of PGCE programmes in the past) as this is considered additional and unnecessary workload. However, it is important that you store your evidence securely as you will be requested to provide access to this during the programme, as part of discussions on your progress.

Guidance

These examples are only indicative of the types of evidence student teachers may wish to use to support discussions on progress

PART ONE: TEACHING

TS1 A teacher must set high expectations which inspire, motivate and challenge pupils

Lesson Plans/ Feedback

Weekly reviews

Testimonials from staff/wider work force

Student teacher reflections; daily/ weekly

Implementing and supporting school systems e.g. behaviour

TS2 Promote good progress and outcomes by pupils

Lesson evaluations commenting on learning intentions

Lesson plan shows learning informed by evaluation

Mentor feedback identifies use of student teachers’ knowledge of pupils

Lesson plan (LP) shows a variety of teaching approaches

LP shows that pupils are given opportunities to assess their own and peers learning and setting of future targetsTS3 Demonstrate good subject and curriculum knowledge

Subject specific feedback and questioning

Lesson Planning short and medium term

Lesson Feedback

Student teacher reflections & lesson evaluations

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Proactive research

Pupil engagement

Modelling accurate spoken and written English

Appropriate high-quality resources

Deployment of a range of effective T&L strategies

TS4 Plan and teach well-structured lessons

LP; creative and imaginative

Observations and feedback show appropriate pace and time management and all pupils engaged in learningResources are engaging

LP; include a range of appropriate homework/ extended learning tasks

Lesson evaluations demonstrate reflection rather than description and impact subsequent lessons

Mentor feedback

Schemes of work/ medium term plans

TS5 Adapt teaching to respond to the strengths and needs of all pupils

LP; Personalisation and differentiation

Planning and managing the role of colleagues

Use of pupil information/ data

Reflection of impact on pupil progress

Learning journals, case studies, recording mechanisms/ systems

Learning dialogue

TS6 Make accurate and productive use of assessment

Examples of marked and summatively assessed pieces of work

Extract from mark book/ monitoring sheet

LP shows a variety of AfL strategies

Examples of formative assessment including verbal

LP shows pupil level data is used to inform differentiated tasks (including SEN and G&T)

Observations that comment on individualised feedback

TS7 Manage behaviour effectively to ensure a good and safe learning environment

Lesson planning/ Feedback

Engaging resources

Risk assessment documentation

Setting and applying expectation with consistency

Modelling expectations

Use of a range of behaviour management strategies

Student teacher explanations and evaluations

Examples of effective reward and sanctions processes

Observations of more experienced colleagues and good practice

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TS8 Fulfil wider professional responsibilities

Work with staff and colleagues outside the department

Contributions in other areas of school e.g. pastoral/ extra-curricular

Weekly reviews and reflections

Work in the community

Parents evening

Attendance at professional meetings

Use of support and collaboration for planning

Use of CPD time and target setting

Formal and informal meetings with staff, pupils, parents etc.

School visits and planning for them

PART TWO: PERSONAL ANDPROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school.

B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Child protection certificate

Mentor summative and formative feedback

Personal testimonials

Record of attendance

Engagement in wider school issues

Please note that there are many sources of evidence you will have that support several of the standards, for example, lesson plans and evaluations, lesson appraisals, self-designed resources (including differentiated materials), assessment related resources etc.

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Appendix 1

Extracts from the NASBTT Training and Assessment Toolkit (Dec 2017)

(Adapted with permission)Accuracy in grading: the correlation of grades, progress, comments and targets

In assessing trainees, it is essential that the developing quality of both the trainees’ teaching and their impact on pupil progress and learning over time is fully captured in both grades and comments. It is essential that there is a clear correlation across:

the overall grade awarded; the grades awarded for individual Standards; related commentaries; appropriate targets – these should be precise and subject-specific; the tracking of progress.

At the formal weekly meeting, mentors and trainees need to take this correlation into consideration when completing the review of progress and assessment. When preparing reports at review points, it is important that mentors, in discussion with trainees and link tutors, write and then scrutinise the reports to ensure that there is clear evidence of:

pupil progress and learning over time informing the overall grade; the actual quality of the trainees’ teaching over time informing the overall grade; the grading of individual Standards informing the overall grade; the comments and related targets* corresponding to the evidence and the overall grading; the accurate use of the grade descriptors and the language used therein; the interim and summative reports clearly building on the trainees’ developing profile as evidenced in the above and through tracking.

Guidance for the weekly mentor meetings within the YSJU PGCE Partnership: reviewing progress and assessment

On a weekly basis whilst in school, student teachers must be observed teaching and have a formal weekly review meeting with their mentor and, as appropriate, their link tutor at review points. This will feature discussion about the student teachers and pupils’ well-being and be a celebration of successes and classroom highlights based on fostering pupil curiosity and the love of learning. Student teachers must bring evidence of their progress and the progress and learning of the pupils they teach to the weekly meeting for discussion and appraisal.

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The following need to be considered when evaluating the quality of student teachers’ teaching over time and its impact:

the context and content of the sessions/lessons; where they fit within a sequence of lessons;

the contribution of student teachers’ teaching to the learning of the pupils and the progress they make over time: good or better than expected pupil progress = grade 1, at least expected pupil progress = grade 2;

observations of pupils, pupils’ responses in lessons and pupils’ work, with particular reference to the quality and impact of the student teachers’ marking, the student teachers’ assessment records and annotated planning; student teachers’ strengths against the Teachers’ Standards and sub-headings of the Teachers’ Standards and how they can improve. It is critical to avoid an atomistic approach; initial discussions should focus on the quality of the student teachers’ teaching and its impact on pupils’ progress and learning over time and the aspects of the student teachers’ teaching which support this or need to be developed further. This can then be mapped to the Teachers’ Standards.

Each weekly meeting should also include:

monitoring of impact and progress; reviewing and agreeing appropriately challenging short and longer term developmental targets, along with agreeing and recording what needs to be

done by the student teacher and others to enable him/her to achieve his/her targets. Targets need to be fit for purpose, have a Standards focus and, as appropriate, be subject-specific. Targets should be written using the language of the Standards and grade descriptors (see NASBTT grading guidance in the section below)

identifying evidence of progress; agreeing and recording related training and actions; agreeing and recording the impact of the training on the trainees’ teaching and, consequently, on pupil progress and learning over time.

The student teacher should always bring their teaching file to the weekly mentor meeting as this will contain much of the evidence needed to support the meeting. The student teacher is responsible for completing the weekly progression meeting notes on Abyasa (part 1) and the mentor has access to these to check they are a true reflection of the meeting and targets set etc. Part 2 of the weekly progression meeting record should be completed by the student teacher and mentor during the meeting. It is strongly recommended that this should be done quickly and briefly during, or at the end of, the mentor meeting. It is not intended to be an onerous additional task.

From observing to reporting

The diagram below sets out the process of assessing and supporting trainees’ progress from observation through intervention to reporting. The main features are the observations of lessons, considering the full range of evidence, and the impact of trainees’ teaching on pupil progress and learning over time, weekly meetings and the training plan leading to interim and summative reports. Trainees, mentors and link tutors all have significant roles.

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Observation(s) of lessons with the full range of evidence.

Identify and celebrate the trainee’s successes and any issues related to well-being.

Identify evidence of pupil progress and learning over time. (Discussion/ feedback meeting)

What difference has the teaching made? Why? (Discussion/feedback meeting)

Identify areas of strength and areas for development for the trainee. (Discussion/feedback meeting)

Map overall strengths and areas for development to the Teachers’ Standards and the grade descriptors. (Discussion/weekly mentor/review meeting)

Review and identify overall short and longer term targets. (Discussion/weekly mentor/review meeting)

Identify related weekly training and actions. (Discussion/weekly mentor meeting)

Log the training and its impact each week. (Trainee, checked by the mentor and link tutor)

Over each term, trainee provides evidence of his/her progress against the Teachers’ Standards, supported by the mentor and link tutor

Directly informs grades against the Teachers’ Standards and interim/summative reports. (Trainee, mentor and link tutor)

Target setting and achieving targets

Central to the trainees’ progress is the achievement of the set targets which are focussed on improving the quality of the trainees’ teaching and its contribution to pupil progress and learning over time.

To support trainees in achieving their targets, the actions to be taken by the trainee and others must be identified and agreed. This could include co-planning and/or team teaching.

How and when progress against the set targets will be identified and reviewed also needs to be agreed.

Targets for trainees can arise from:

lesson observations/appraisals (see additional guidance below) and weekly mentor/review meetings: short term and more immediate targets; interim and formal/summative review points: longer term targets; end of programme assessment: NQT targets to be forwarded to and shared by YSJU with the employing school/setting.

Targets should be recorded with reference to the well-established SMART guidance below.

Targets Specific (precise), Measurable, Achievable, Realistic and Time-constrained targets will enable the trainee to:

build on his/her identified strengths;

support his/her impact on pupil progress and learning over time;

achieve the Teachers’ Standards.

Targets should be subject-specific where appropriate.

Targets should be written using the language of the Teachers’ Standards and the grade descriptors.

Success criteria What will be demonstrated and how when the target is achieved.

Target specific training and actions

Actions that the trainee and others need to take in order for the trainee to achieve the target.

Actions must be realistic and achievable within the resources available. Consideration must be given to the level of available support.

Resources Resources required to support the trainee, including the time that will be allocated for development opportunities. For example, teacher modelling, focussed observations, visits/targeted support from lead practitioners, etc.

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Target dates Target dates for achieving the target which are realistic and manageable.

Target dates can relate to the trainee’s current school, an alternative school placement or, possibly, the employing school for NQT induction depending on the timing of the target.

Review of dates When progress will next be evaluated; this is usually the date of the next weekly mentor/review meeting.

Things to consider when setting targets

Specific (precise) Be clear about what you want the trainee to achieve and why; for example, impact on pupil progress and learning over time, subject knowledge development, etc. (linked to the relevant Teachers’ Standards and grade descriptors).

Measurable/Achievable Pitched at an achievable (realistic) level and modelled so that the trainee can understand how to achieve the target. Appropriate levels of challenge and support should be provided which link to clearly identified success criteria.

Realistic In terms of the context, is there the time, the opportunity and the resources available to achieve the target? Can this target be met alongside other targets that the trainee may already be working towards?

Time-constrained Targets should be achievable within a stated time period, with explicit steps for successful achievement.

Additional guidance on lesson appraisals and SMART target setting

Lesson appraisals form part of a record of the student teachers’ professional development These will be completed on Abyasa Student teachers should have one formal lesson appraisal per week followed by professional dialogue on strengths/areas for development. The write-up may focus on one particular area, for example behaviour management, a specific standard OR they may reflect a more general appraisal The appraisal can take the form of narrative or bullet points linked to the standards If the appraisal is to focus on a specific area or standard this should be negotiated prior to the lesson (for example it may have come out of discussion

at a prior mentor meeting) Targets set must be related to standards and strategies for achieving the targets should be discussed. The appraisal must cover an evaluation of pupil learning and progress made within the lesson (and over a sequence of lessons if appropriate).

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Teachers’ Standards, Part One: Teaching grade descriptors

Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015); column headings reproduce the overall outcome criterion.

1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Standard sub-headings Outstanding (1):

Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good.

Good (2):

Much of the quality of trainees’ teaching over time is good; some is outstanding.

Requires improvement (3) -meeting the Standard:

The quality of trainees’ teaching over time requires improvement as it is not yet good.

Trainees need targeted advice to be good.

Inadequate (4):

Trainees fail to meet the minimum level of practice.

a establish a safe and stimulating environment for pupils, rooted in mutual respect

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.

Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect.

Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect.

Is unable to establish a safe and stimulating environment for pupils.

b set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

Consistently sets goals that stretch, challenge and motivate pupils.

use effective strategies to support the learning and progress of underperforming groups.

Sets goals that stretch, challenge and motivate pupils.

use strategies to support the learning and progress of underperforming groups.

Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Is unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

c demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Is unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

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2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study.



Good (2):





Inadequate (4):


a be accountable for pupils’ attainment, progress and outcomes

Is consistently accountable for pupils’ attainment, progress and outcomes.

Is accountable for pupils’ attainment, progress and outcomes

Is able to take accountability for pupils’ attainment, progress and outcomes.

Is unable to take accountability for pupils’ attainment, progress and outcomes.

b be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

Has a detailed understanding of the pupils’ capabilities and their prior knowledge.

demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.

Has a good understanding of the pupils’ capabilities and their prior knowledge.

assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these.

Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is unable to plan teaching to build on these.

c guide pupils to reflect on the progress they have made and their emerging

Pupils are consistently offered high quality intervention and feedback which enables them

Pupils are offered intervention and feedback which, much of the time,

Is able to guide pupils to reflect on the progress they have made and their emerging

Is unable to guide pupils to reflect on the progress they have made and their

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Good (2):





Inadequate (4):


needs to identify the progress they have made and understand what they need to do to improve.

enables them to identify the progress they have made and understand what they need to do to improve.

needs. emerging needs.

d demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching.

Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching.

Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Is unable to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

e encourage pupils to take a responsible and conscientious attitude to their own work and study.

Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is unable to encourage pupils to take a responsible and conscientious attitude to their own work and study.

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3. Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,

whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary)



Good (2):





Inadequate (4):


a have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Consistently teach exceptionally well, demonstrating: - strong subject and curriculum knowledge; - phase expertise.

Is confident to work within the current and new curriculum.

Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

teach well, demonstrating: - good subject and curriculum knowledge;- phase expertise.

Works within the current and new curriculum arrangements.

Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings.

Does not have a secure knowledge of the relevant subject(s) and curriculum areas, does not foster and maintain pupils’ interest in the subject, and does not address misunderstandings.

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Good (2):





Inadequate (4):


b demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas.

Consistently and effectively promotes the value of scholarship.

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas.

Much of the time promotes the value of scholarship.

Is able to demonstrate a critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship.

Is unable to demonstrate a critical understanding of developments in the subject and curriculum areas, and does not promote the value of scholarship.

c demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach.

Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach.

Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

Is unable to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

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Good (2):





Inadequate (4):


d if teaching early

reading, demonstrate a clear understanding of systematic synthetic phonics

(primary)

Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.

Trainee can teach early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading.

Is able to, if teaching early

reading, demonstrate a clear understanding of systematic synthetic phonics.

Is unable to, if teaching early

reading, demonstrate a clear understanding of systematic synthetic phonics.

e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.

(primary)

* The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’.

Trainee can teach primary mathematics … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a

thorough understanding of appropriate teaching strategies for the teaching of early mathematics.

Trainee can teach primary mathematics … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of strategies for the teaching of early mathematics.

Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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4. Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s).



Good (2):





Inadequate (4):


a impart knowledge and develop understanding through effective use of lesson time

Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect.

Much of the time imparts knowledge and develops understanding through using lesson time to good effect.

Is able to impart knowledge and develop understanding through effective use of lesson time.

Is unable to impart knowledge and develop understanding through effective use of lesson time.

b promote a love of learning and children’s intellectual curiosity

Consistently and effectively promotes a love of learning and children’s intellectual curiosity.

Much of the time promotes a love of learning and children’s intellectual curiosity.

Is able to promote a love of learning and children’s intellectual curiosity.

Is unable to promote a love of learning and children’s intellectual curiosity.

c set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Is unable to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

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Good (2):





Inadequate (4):


d reflect systematically on the effectiveness of lessons and approaches to teaching

Is systematically and critically reflective in analysing, evaluating and improving their practice (paraphrased).

Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.

Is systematically able to reflect in order to improve their practice.

Is able to judge the effectiveness of their lessons and impact on all groups of pupils.

Is able to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is unable to reflect systematically on the effectiveness of lessons and approaches to teaching.

e contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Makes good contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Is unable to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

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5. Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at

different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional

language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.



Good (2):





Inadequate (4):


a know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Consistently and effectively differentiates appropriately using timely approaches which enable pupils to be taught effectively.

Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Does not know when and how to differentiate appropriately.

b have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

understand the causes of low achievement; challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Does not have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

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Good (2):





Inadequate (4):


c demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development.

Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.

Is unable to demonstrate an awareness of the physical, social and intellectual development of children, and does not know how to adapt teaching to support pupils’ education at different stages of development.

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Good (2):





Inadequate (4):


d have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is able to use and evaluate distinctive teaching approaches to engage and support them.

Does not have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is not able to use and evaluate distinctive teaching approaches to engage and support them.

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6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.



Good (2):





Inadequate (4):


a know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

accurately assess achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements.

assess pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

b make use of formative and summative assessment to secure pupils’ progress

Consistently and effectively uses formative, continuous assessment and summative tests to great effect to secure progress for all pupils, through a sequence of lessons over time.

Much of the time uses formative, continuous assessment and summative tests to secure progress through a sequence of lessons over time.

Is able to make use of formative and summative assessment to secure pupils’ progress.

Is unable to make use of formative and summative assessment to secure pupils’ progress.

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Good (2):





Inadequate (4):


c use relevant data to monitor progress, set targets, and plan subsequent lessons

Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.

Uses a range of relevant data including school progress data to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.

Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons.

Is unable to use relevant data to monitor progress, set targets, and plan subsequent lessons.

d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it.

Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

Uses a range of methods to give pupils regular feedback and the opportunity to respond to it.

Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.

Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.

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7. Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.



Good (2):





Inadequate (4):


a have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy

In accordance with the school’s behaviour policy:

takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning;

actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation;

can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

In accordance with the school’s behaviour policy:

takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment;

encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation;

is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

Does not have clear rules and routines for behaviour in classrooms, and does not take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

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Good (2):





Inadequate (4):


b have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Consistently sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.

Sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.

Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Does not have high expectations of behaviour, and does not establish a framework for discipline with a range of strategies.

c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs.

Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs.

Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Is unable to manage classes effectively.

d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.

Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary.

Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary.

Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.

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8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.



Good (2):





Inadequate (4):


a make a positive contribution to the wider life and ethos of the school

Is consistently proactive and makes a positive contribution to the wider life and ethos of the school.

Is proactive and makes a positive contribution to the wider life and ethos of the school.

Is able to make a positive contribution to the wider life and ethos of the school.

Is unable to make a positive contribution to the wider life and ethos of the school.

b develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Professional relationships with colleagues are consistently effective.

Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Professional relationships with colleagues are good.

Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Is able to develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

Is unable to develop effective professional relationships with colleagues, and does not know how and when to draw on advice and specialist support.

c deploy support staff effectively

Consistently and effectively deploys support staff to maximise the learning of pupils.

Deploys support staff effectively to support the learning of pupils.

Is able to deploy support staff effectively.

Is unable to deploy support staff.

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Good (2):





Inadequate (4):


d take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Is consistently proactive in taking full responsibility for improving their own teaching through professional development.

Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.

Takes responsibility for improving their own teaching through professional development.

Respects and responds to the advice and guidance offered by colleagues.

Is able to take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Is unable to take responsibility for improving teaching through appropriate professional development, and is unable to respond to advice and feedback from colleagues.

e communicate effectively with parents with regard to pupils’ achievements and well-being.

Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.

Communicates effectively with parents and carers about pupils’ achievements and well-being.

Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

Is unable to communicate effectively with parents with regard to pupils’ achievements and well-being.

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Teachers’ Standards, Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. (Teachers’ Standards, Part Two: Personal and professional conduct)

Part Two of the Standards is about personal and professional conduct. All trainees are required to maintain consistently high standards of personal and professional conduct at all times. Where this is not the case, a cause for concern procedure will be instigated and will potentially result in disciplinary procedures. Our PGCE Secondary Partnership approach is outlined below:

Interview: Personal and professional conduct will be included as a focus for discussion as part of the interview process. In accepting the offer of a place on the programme, prospective trainees are required to sign an agreement/contract agreeing to adhere to high standards of personal and professional conduct;

Induction: The requirements for Part Two of the Teachers’ Standards will be introduced and discussed in detail to include consideration of each aspect and its implications for trainees and teachers;

At the start of a new placement:

Trainees must familiarise themselves with the individual school’s codes of conduct and safety policies, including safeguarding, and ensure they understand and adhere to them;

At each review point:

The trainees’ ability to consistently maintain high standards of personal and professional conduct are discussed. Any areas for development are addressed and appropriate targets set;

At any time: Should issues arise in relation to the appropriateness of the trainees’ conduct, action will be taken which may lead to a cause for concern procedure being instigated.

The table on the following pages sets out each descriptor, the scope and key questions to support the assessment of the trainees’ conduct. Partnerships will address these as part of their regular reviews of trainee progress and conduct. If any cause for concern should arise, then the cause for concern procedure should be instigated (refer to Additional Support Procedures Handbook).

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Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

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Teachers’ Standard:

Part Two descriptor

Scope Key questions Consistently high standards

i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with colleagues and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?

Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?*

Does the trainee understand the challenges of teaching in modern British schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy,

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Part Two descriptor


ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc.

The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy.

The trainee’s language and dress are highly professional and in line with school policy.

Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?

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Part Two descriptor


iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.

Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?

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Part Two: Assessment of Academic workThere are two academic modules to complete for the PGCE as follows:

Module: School Direct route module code:

Assignment

Learning and Teaching in the Primary Curriculum

MPG096 Essay

The Developing Professional MPG097 Research project

The modules are inter-related, and the timetable of programmed sessions reflects this.

Module: Learning and teaching in the primary curriculum (MPG096)

This module aims to provide opportunities for student teachers to:

explore and critically appraise literature relating to pedagogical theories, subject pedagogy and learning and teaching approaches;

apply theories, methods and strategies to their own practice during school experience and demonstrate the ability to critically evaluate outcomes;

develop knowledge and skills in learning, teaching and assessment within subject area;

apply subject specific pedagogies within school-based training; audit, reflect upon and develop secure subject knowledge; broaden experience through enrichment placements, for example in those schools

with a high proportion of pupils with diverse needs.

Reading lists for this module:

MPG096 - Learning and teaching in the primary curriculumhttps://rl.talis.com/3/yorksj/lists/E00DA909-6513-A67D-B970-E8B7977A7DC3.html?lang=en-US

35

Critically evaluate your assessment, planning and teaching in School Experience (autumn term)5000 words

This essay links to programme learning outcomes as follows:

Level 7

7.1 Investigate and demonstrate critical awareness of their own values and educational philosophy and identify influences which may impact on effective learning and teaching

7.2 Reflect on the synthesis of theory and practice to create learning opportunities which enhance children and young people’s learning

7.5 Interpret, compare and apply knowledge and understanding of pedagogy to plan, assess and critically evaluate learning and teaching in order to meet the needs of children/young people

Level 6

6.1 Demonstrate critical awareness of their own values and educational philosophy and identify influences which may impact on effective learning and teaching

6.2 Analyse theory and practice in relation to children’s and young people’s development and learning

6.5 Compare and apply knowledge and understanding of pedagogy to plan, assess and evaluate learning and teaching in order to meet the needs of children/young people

Word Count: 5000

Electronic Submission: 12.00 noon on 10 January 2020

Feedback Date: 7 February 2020

36

The essay should be based on the assessment, planning and teaching cycle as outlined in the below diagram. You should reflect on the cycle during your SE1 placement and relate this to your own practice using examples of your planning, teaching and assessment to support an in-depth critical discussion of your practice.

Throughout your essay you need to consider:

1. Links to theories of learning (you need to demonstrate your knowledge and understanding of how pupils learn and might refer to key learning theories that are appropriate for the context you are teaching in)

2. Subject pedagogy Introduction to the essay

This should include the following:

Reflection on what has influenced your ideas on assessment, teaching and learning so far

Strategies you have observed in school related to assessment, teaching and learning. For example, how pupils are grouped, subject specific pedagogy, behaviour for learning strategies, assessment for learning strategies, use of teaching assistants etc.

37

1. ASSESSMENT (STARTING POINT)

5. CRITICAL REFLECTION AND

EVALUATION2. PLANNING

3. TEACHING

PART 1: IMPLEMENTATION

4. TEACHING

PART 2: ASSESSMENT OF

LEARNING

Your developing personal philosophy on teaching, learning and assessment (consider how the above has supported the development of this)

Please find examples below of what you might consider. You must avoid being descriptive; your writing should be a critical discussion on your practice with synthesis of a range of appropriate literature on learning theory and teaching, learning and assessment.

38

Section 1: Assessment (starting points)

This should be based on your own assessment of what pupils know or can do rather than teacher/mentor perception. Your assessment of pupils could be supported by the following:

talking with pupils reviewing pupil work observing lessons reviewing SEND data on pupils an assessment task activity

Think about the following:

What should pupils know by this point? What are the expectations?

How do you know what pupils already know? (prior learning)

How do you know they don’t know some of the things you want them to learn?

Section 2: Planning How is your planning informed by assessment evidence? What are the key learning objectives (for this lesson) and

key learning outcomes? What learning strategies have you developed to support

the full range of pupil needs? How have you planned for subject knowledge to be

developed in the lesson? How have you planned for learning to be assessed in the

lesson (e.g. questioning) What theories of learning have influenced your planning? Links to subject specific pedagogy? Links to the teaching standards?

39

Section 3: Teaching: Part 1 – Implementation of the lesson

Did you need to make any adjustments to your plan as the lesson progressed? If so, why? If not, why not?

What wider influences impacted on teaching, learning and assessment in the lesson?

Section 4: Teaching: Part 2 – Assessment of Learning in the lesson

Did pupils learn what you expected them to? To what extent did they meet the learning outcomes? How do you know?

Were there any factors that inhibited pupil learning?

Section 5: Critical reflection and evaluationThis should be an overview of the whole cycle of assessment, planning and teaching. You need to justify and critically evaluate your pedagogical decisions.

Did the plan go as expected? What was the impact (of the strategies you planned) on

their learning? What evidence do you have for the extent of their

learning? (e.g. effectiveness of your assessment strategies, pupil work)

How did pupil’s subject knowledge develop? What have you learnt? What are the implications for the

next lesson or for your future teaching/practice? What targets for development might you set from this

lesson? Any class teacher/mentor feedback to support evaluation? What wider influences have impacted on teaching,

learning and assessment? (E.g. relationships in the classroom, environmental factors)

Reflection on theory in practice?

Conclusion:

This should involve a critical evaluation leading into an action plan to outline key learning points from the assignment that you will use to further improve your practice. Consider what you have learnt during this process and what you need to continue to develop. This should be added as an appendix. An outline of the action plan to use is below:

Key learning points from assignment

Targets (SMART) Strategies to support this target

Success criteria (how I will know this target has been achieved)

1.2.3.4.

Please ensure you add the word count to your work before the reference list.

Reference List:

For Masters level work extensive reading is expected to ensure you have a wide range of sources to support critical discussion within your work. Refer to the module reading list on TALIS.

Please ensure you use Harvard Referencing for this assignment. Guidance on Harvard Referencing can be found on the following link https://www.yorksj.ac.uk/library/referencing/guides/

Appendices:

Examples of appendices include the following:

Notes from observation of lessons/pupils Planning Lesson evaluations/reflections Lesson appraisals Examples of pupil work including assessment tasks

Please note that any material in the appendices must be referred to in the main body of your essay. Hence appendices should be carefully considered to ensure they support critical discussion in your work. Appendices should be labelled numerically and ordered as they are referenced in your assignment.

Before submitting your work please ensure you have thoroughly proofread your work. Your work should be anonymised with no reference to school or pupil names.

Ensure you attach the assignment front cover to your work before submitting.

Module: The Developing Professional (MPG097)

40

https://www.yorksj.ac.uk/library/referencing/guides/

The module aims to provide opportunities for student teachers to:

explore and critically appraise literature relating to key learning theories, child development, learning and teaching approaches;

build upon existing pedagogical skills, knowledge and understanding in order to provide consistent and effective learning and teaching opportunities within secondary settings;

reflect on and critically evaluate their learning, in the context of their developing professional practice;

work with increasing professional autonomy during school experience; develop a critical understanding of schools as organisations within the context of

local and national policy; explore, implement and evaluate different approaches to, and a range of methods

for, gathering data and information as part of the research process; develop their professional ability to reflect on a specific research issue related to an

educational setting.

Reading lists for this module:

MPG097 - The developing professional https://rl.talis.com/3/yorksj/lists/1F89CE62-FFE0-CDE8-C3E2-34437BB53D21.html?lang=en-US

Assessment for this module is a research project that is split into 2 parts as follows:

Part 1 - 3000 word research paper – literature review and methodology (40%) Part 2 - Oral presentation (60%)

This research project links to programme learning outcomes as follows:

Level 7

7.3 Evaluate and select appropriate research processes and methodologies of educational enquiry to investigate an issue drawn from professional practice

7.4 Design a piece of independent research that explores an educational issue, generating and critically analysing data to create new understanding that informs professional learning and future practice

Level 6

6.3 Select with justification appropriate research processes and methodologies of educational enquiry to investigate an issue drawn from professional practice

6.4 Design a piece of independent research that informs professional learning and future practice

Electronic Submission via Moodle/Turnitin:

Part 1: 12.00 noon on 24 February 2020

41

https://rl.talis.com/3/yorksj/lists/1F89CE62-FFE0-CDE8-C3E2-34437BB53D21.html?lang=en-US

https://rl.talis.com/3/yorksj/lists/1F89CE62-FFE0-CDE8-C3E2-34437BB53D21.html?lang=en-US

Feedback Date: 23 March via Moodle

Part 2: Presentations will be undertaken on 1st , 2nd or 3rd April at YSJ and students will be expected to attend one of these days (timetable to be confirmed by the programme team)

Feedback Date: 29 April

Guidance for the research project assignment

This will be an assignment based in the setting of your first school placement in the autumn term and students will collect all data during this time. Also, in the autumn term much of the background work, for example, reading for the literature review and methodology will be completed. You will liaise with your mentor in your school placement as soon as possible to ask them to identify aspects that they would be happy for you to consider when deciding on the focus of your project. Suitable aspects will be discussed during teaching sessions. Once you have decided upon one focus for your project, you will then spend time reviewing appropriate literature around this and planning for data collection.

Guidance on research skills and processes will be integrated into programme sessions to support your thinking and development.

You will need to consider how you will gather the data needed for your project in the space of time available to you. You will have to organise a timetable for your time during these days, and you will need to share this with your school mentor.

During the autumn placement you will be expected to start writing up your findings. The literature review and methodology sections are handed in prior to the presentation, to support completion of the research project in stages and to support management of workload. You can expect further support from a research tutor.

Structure of the project

The research project is divided into 2 parts. The written submission is 3000 words excluding references and is based on the literature review and methodology for your research. References are included (but do not contribute to the word count) and these should include a range of books, journals, articles, websites, materials or sources which you refer to directly in the text. The results, findings, analysis and conclusions will be communicated in a conference-style presentation where you will have fifteen minutes to articulate your findings to peers and tutors. As part of the presentation, you will also provide a written hand-out (no more than one page) which will demonstrate the conceptual frameworks that have influenced your work.

Further guidance will be available to you at key points during the year and tutors will provide you with this during sessions. There is also information on ethical consent that you will be expected to adhere to, and this will be given to you within a teaching session or in liaison with your research tutor.

Marking criteria for this assignment will be made available to you in September.

General guidance that relates to all assignments

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Presentation of written work

All work should be word-processed using point 12 type size in a standard font, such as Arial, and with spacing set at double. Pages should be numbered sequentially, including appendices.

Proofreading

Before submitting your work please ensure you have thoroughly proofread it all. Your work should be anonymised with no reference to school or pupil names.

PlagiarismYou will be required to use Turnitin when you submit your work – this is intended to prevent plagiarism and support academic integrity.

Plagiarism is the act of deliberately presenting someone else’s work as your own. It is absolutely unacceptable in academic work, and the penalties are very severe; the University cannot award any marks for work that is not your own. It is not enough to include the source used in your reference list; all reference to other people’s work must be carefully acknowledged by use of quotation marks, notes or references.Also refer to the university policy on academic misconduct on the link below:https://www.yorksj.ac.uk/ssr/policies-and-regulations-/academic-misconduct/

Referencing

For masters level work extensive reading is expected to ensure you have a wide range of sources to support critical discussion within your work. Refer to the module reading list on TALIS (links above) and also access further support from Library & Learning Services.

Please ensure you use Harvard Referencing for your assignments. Guidance on Harvard Referencing can be found on the following link: https://www.yorksj.ac.uk/library/ctro/

Quick guides on referencing can be found on the following link: https://www.yorksj.ac.uk/library/referencing/guides/

Using the assessment criteria

You must look at the marking criteria for each assignment and it is useful to check your work against this as you are progressing to ensure you have the best chance of meeting the learning outcomes.

Marking criteria for each assignment is attached in the appendices.

Submitting workAssignments should be submitted as one document electronically via Moodle. Where you are including for example, pupils work or non-word-processed material this should be scanned and included in the document for submission.

All work must be submitted by the deadlines indicated or penalties may be applied.

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Ensure you attach the assignment front cover to your work before submitting – front covers for each assignment can be found in the appendices.

Policy on Over-Length Work

Word limits are specified for assessed work in order to encourage clear and succinct writing by students and to maintain equity between all the students doing the same assessment. Students are required to keep to the work limit set for an assessment and to note that they may be subject to penalty if they exceed the limit according to the table of penalties as set out below. The penalties are specified so that a piece of work of pass standard will be eligible for at least the capped mark notwithstanding the extent of any over-run.

Up to 10% over the word limit Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.

Between 10% and 25% over the word limit Deduction of 5 marks off the final mark or the work will be awarded the capped re-sit mark whichever is the greater.

Between 25% and 50% over the word limit Deduction of 15 marks off the final mark or the work will be awarded the capped re-sit mark whichever is the greater.

In excess of 50% over the word limit Eligible only for the capped re-sit mark (40 undergraduate 50 postgraduate)

There are a range of policies related to assessment that students should be aware of, for example, information on late submissions and extensions. This information can be accessed via the link below:

https://www.yorksj.ac.uk/ssr/policies-and-regulations-/

Resubmission and fees

If a piece of work is not submitted by the published deadline or an approved extended deadline, a mark of 0 NS will be recorded. If you fail any academic work, you normally have one attempt to resubmit it. Your feedback sheet will show whether you have passed or not. If you do not pass, you are encouraged to seek a tutorial with the tutor who first marked your work. Marks will be capped at 50 (M Level) or 40 (Level 6) for resubmissions but feedback will indicate the grade you would have achieved if it had been a first submission.Resubmissions must be submitted electronically via Moodle.

In most cases, resubmitted work will not need to be a completely new piece of work. It is likely that you will re-work your first attempt and address the questions and comments from tutors.

All resubmissions will incur a fee. Academic work will be £50 for resubmission. School placements will be £500.

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Final assessment

Following the completion of all assessments a Subject Assessment Panel then meets with the external examiner to agree a pass list to make recommendations to the University Examination Board about overall PASS/FAIL on the basis of mark lists for each of the three elements of the PGCE, i.e. subject studies, professional studies and practical teaching.

Professional Development Profile and the Career Entry Development Profile (CEDP)

At the end of your PGCE the progress you have made and final targets for development will inform your Career Entry Development Profile which will be used to devise a programme of professional development as a Newly Qualified Teacher. The Teachers’ Standards 2012 are the same standards that NQT’s will be assessed against during induction and beyond.

Appendices:

Criteria for each assignment and feedback sheets to be added September 2019.

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Documents

€¦ · Web viewDuring the spring/summer terms the mentor (and the alliance lead mentor in some schools) will be responsible for continuing to assess your progress and towards