Professional Studies Programme
2014/15
The professional studies programme has been constructed as a result of a collaboration involving the
Sheffield Hallam University Initial Teacher Education team and colleagues from Partner Schools.
The Themes covered by the programme were identified during Senior Mentor Co-ordinator
meetings and School Direct Community meetings during 2013/4. A working party of colleagues from
schools and the university was established to develop the detailed content and expertise was called
upon from schools and the university to support different aspects of the programme.
The full list of contributors is listed below:
School Partners
Jenny Astle
Ian Brook
Andrew Farrell
Alison Grasmeder
Katy Hodges
Gaynor Jones
Deborah Niven
Paul Plunkett
Lindsay Ward
Queen Elizabeth's Academy
Penistone Grammar School
Tapton School
Dinnington School
Westfield School
Silverdale School
All Saints Catholic High School
The Hayfield School
Shirebrook Academy
Schools Partnership Trust Academies (SPTA)
Escafeld Teaching School Alliance
Learners First
Sheffield Teaching School Alliance (STSA)
Sheffield Teaching School Alliance (STSA)
Sheffield Hallam University
Mark Boylan
Reader in Teacher Education
Nickey Brown
Course Leader PGCE modern Foreign Languages MFL, National Lead for
MFL Teach First
Andrew Bull
Course Leader for History PGCE and consultant for Rotherham School
Effectiveness Service
Naomi Cooper
Senior Lecturer in Primary and Early Years (specific expertise in EAL)
Tony Cowell
Course Leader for PGCE Design and Technology
Niki Elliot
Lead for Special Educational Needs and Disability for the Sheffield Institute
of Education
Mark Heaton
Senior Lecturer in Primary and Early Years Education (specific expertise in
Behaviour management)
Martin Illingworth
Course Leader for PGCE English and Drama
Fiona Leonard
Programme Director Secondary Initial Teacher Education (Principal Lecturer
in Science Education)
Helen Sheehan
Course Leader for PGCE Humanities
Sue Slater
School Direct Lead and Senior Lecturer in Mathematics Education
Phil Spencer
Course Leader for PGCE Computing
Professional Studies Curriculum
Developing and Reflecting on Professional Practice
Theme 1a: The History of Education, the National Curriculum and planning (including lesson planning
and lesson design, the purpose of education, An International Perspective, different types of schools,
current issues in education). (SHU led)
Theme 2a: Evidence based practice including developing academic reading and writing. Critical
reflection on practice
Theme 3a: Pupil progress, intervention strategies, use of pupil data and accountability, 'Closing the
Gap'. (SHU or Schools)
Theme 4a: Assessment; to include Assessment for learning, use of questioning, peer and selfassessment (SHU or Schools)Theme 5a: The Professional Teacher: to include; safeguarding, working with the wider workforce,
pastoral roles including the role of the form tutor, developing pupils' social skills and emotional
intelligence, role of social media and its implications with regards to safeguarding, professional
behaviour outside of school (SHU or Schools)
Theme 6a: The Professional Career: the NQT year, developing resilience, work life balance, applying
for jobs and preparing for interview, CPD and career pathways (SHU or Schools)
Developing Inclusive Practice
Theme 1b: Theories of teaching and learning, how theory informs practice. (SHU led)
Theme 2b: Developing literacy and numeracy skills (SHU led)
Theme 3b: Creating a positive learning environment to include; developing behaviours which
support learning, use of voice, sanctions and rewards, leadership in the classroom, resilience (SHU or
Schools)
Theme 4b: Meeting individual needs to include; EAL, SEND, differentiation, Gender/Class/Race, Pupil
Premium, higher abilities, personalisation, working with children, young people and families (SHU or
Schools)
Theme 5b: Understanding transitions KS2/3 and KS4/5 (SHU or Schools)
Theme 6b: Creativity, innovation and the wider curriculum, use of ICT including Interactive
Whiteboards, ipads etc. (SHU or Schools)
The outcomes for each of the themes covered in The Professional Studies Curriculum are linked to
the outcomes for the Post Graduate Certificate in Education (Appendix A) and the Teachers'
Standards (Appendix B)
The coverage of the Teachers' Standards is mapped out in Appendix C and a summary of the tasks
and how they link to the Standards is included in Appendix D. Full completion of the tasks will
ensure that the trainees are collecting appropriate evidence to ensure that they are making
progress towards meeting the Teachers' Standards
The Professional Studies Programme is underpinned by two academic modules on the PGCE. The
titles of the modules are:
Developing and Reflecting on Professional Practice
Developing Inclusive Practice
The details of these modules can be found in Appendix E and the assignments associated with the
modules can be found in Appendix F.
Developing and Reflecting on Professional Practice
Theme 1a – History of Education and Curriculum Development
Reading
University based training
Course outcomes and teaching standards
P 2.12, P2.21
TS3.1
Required Reading
Lead lecture followed by seminar
HAYDON, G. The School, Curriculum and
Society 457-505. In: CAPEL, Susan Anne,
LEASK, Marilyn and TURNER, Tony (2013).
Learning to teach in the secondary school:
A companion to school experience. Milton
Park, Abingdon, Oxon, Routledge.
An understanding of the history
of education and the
development of the national
curriculum.
Suggested Reading
MERCIER, Carrie. What do I need to know
about the curriculum 93-107. In: MERCIER,
Carrie, PHILPOTT, Carey and SCOTT, Helen
(2013). Professional issues in secondary
teaching. Los Angeles, SAGE.
SPENCER, I and DYMOKE, S. Learning and
Teaching Contexts 73-112. In: DYMOKE,
Sue (2013). Reflective teaching and
learning: A guide to professional issues for
beginning secondary teachers. London,
SAGE.
WHITE, John (2003). Rethinking the school
curriculum: Values, aims, and purposes.
New York, RoutledgeFalmer.
Curriculum design and lesson
planning
What is the purpose of education
and what are the current issues
in the British context?
The changing educational
environment (e.g. the
development of academies and
free schools)
International comparisons
School based training
P2.13, P2.21, P2.23
TS2.4, TS5.2, TS5.3
Trainee Tasks
P2.13, P2.24, P2.25
TS2.2, TS2.3, TS4.4, TS5.2, TS5.3
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
Emerging knowledge, skills and understanding
(mentor as model)
The placement school context
(e.g. type of school, school
ethos, contextual issues).
Curriculum – the
development of the school
curriculum. Inclusion
discussion of academic and
vocational qualifications.
Research each of your placement schools as you
start the placement. Look at their website, most
recent Ofsted report, and prospectus and mission
statement.
Read the national curriculum (or other relevant
curriculum frameworks) for your subject area and
familiarise with your placement school’s schemes of
work in the context of this.
Developing knowledge, skills and understanding
(mentor as guide)
Identify an appropriate class for which you can
develop a short sequence of lessons. The planning
should indicate how the scheme links to subject
curriculum and frameworks. The plans should be
annotated to indicate how your planning supports
the aims and purpose of your subject.
Extending knowledge, skills and understanding
(mentor as critical friend).
Write a brief reflection on these lessons, with
reference to academic literature, explaining how you
wish to develop your planning and teaching skills in
the context of your subject.
Theme 2a Evidence based practice.
Reading
Course outcomes and teaching standards
University based training
P 2.1.2, P2.2.1, P2.2.2, P2.2.8
TS4.4
School based training
P2.1.2, P2.1.3, P2.2.1 ,P2.2.5
TS4.4, TS8.4
Trainee Tasks
P2.1.2 P2.1.3, P2.2.4, P2.2.8
TS4.4, TS8.4
Lead lectures and seminars
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
These tasks should be completed in SBT2
Required Reading
PHILLPOTT, Carey 'Who has all the answers'. In:
MERCIER et al. (eds) Professional issues in
secondary teaching, London: Sage7-22
TIBKE, J. & POYNER, L. (2013) Why is critical
reflection important in MERCIER et al. (eds)
Professional issues in secondary teaching,
London: Sage, 39-56
Suggested Reading
BIESTA, Gert (2007). Why "what works" won't
work: Evidence-based practice and the
democratic deficit in educational research.
Educational theory [H.W.wilson - EDUC], 57 (1),
1.
HATTIE, John (2012). Visible learning for
teachers: Maximizing impact on learning.
London, Routledge.
MERCIER, Carrie, PHILPOTT, Carey and SCOTT,
Helen (2013). Professional issues in secondary
teaching. Los Angeles, SAGE.
POLLARD, Andrew and BLACK-HAWKINS,
Kristine (2014). Reflective teaching in schools.
London, Bloomsbury Academic.
Using literature on professional
practice and research to inform
practice
Critical reflection
What is evidence based practice?
What are the arguments for and
against
Critical appraisal of evidence and
research
Meetings should give trainees
the opportunity to explore and
critique the following areas:
Emerging knowledge, skills and understanding (
mentor as model)
Critical reflection on practice
With your mentor discuss a target identified in your
summative review from SBT1. Complete the
assignment 3 formative submission pro forma
explaining the area you are going to focus on.
Applying research evidence to
planning and practice (e.g.
Hattie's visible learning)
Developing knowledge, skills and understanding
(mentor as guide)
Academic reading and writing
including at level 7
In your identified area set appropriate targets for
development and undertake an enquiry project
(researching the area in relevant literature and
trialling new classroom strategies) as you seek to
improve your practice.
Effective interventions/
improvements
Extending knowledge, skills and understanding
(mentor as critical friend).
Teacher research
How schools improve
including use of pupil
premium.
Prepare a presentation on the outcomes of your
project (to be given to colleagues and /or peers),
outlining your findings in the context of the school
policies and practice with reference to relevant
academic literature.
WILSON, Elaine (Elaine Geraldine) (2013).
School-based research: A guide for education
students. London, SAGE.
WYSE, Dominic (2012). The good writing guide
for education students. Los Angeles, [Calif.];
London, SAGE.
Theme 3a Pupil progress, intervention strategies, use of pupil data and accountability
Reading
University/ Cluster- based
School based training
training
Course outcomes and teaching standards
P2.1.1, P2.1.2, P2.2.6
P2.1.1, P2.2.6
TS2.2, TS3.1, T6.3
Required Reading
Lead lectures and seminars
SMC/ITEC training sessions or
CAPEL, Susan Anne, LEASK, Marilyn and
one to one sessions with
TURNER, Tony (2005). Learning to teach in the
subject specific mentors
secondary school: A companion to school
How do children learn and how
experience. London, Routledge.
do we meet the different ways in Meetings should give trainees
which they learn?
the opportunity to explore and
 Chapter 4 Meeting Individual
critique the following areas:
Differences;
What is progress and how do we
 Chapter 5 Helping Pupils Learn;
plan for progression? How do we School arrangements for the
 Chapter 6 Assessment
assess and record progress?
management of progression
between the key stages.
HUSBANDS, Chris (2007). 'Using assessment
How do we provide opportunities
data to support pupil achievement'. In:
for pupils to assess their own
School systems for
BROOKS, Val, ABBOT, Ian & BILLS, Liz (eds),
progress?
assessment, recording and
Preparing to Teach in Secondary Schools: a
reporting.
student teacher's guide to professional issues in
How
do
we
use
what
we
learn
secondary education (revised second edition).
from assessment to adapt our
Review departmental
Milton Keynes, Open University Press.
teaching in this and in future
schemes of work to explore
lessons?
progression within subject
Suggested Reading
areas.
BLACK, Paul, WILLIAM, Dylan and King's College
(London, England).Department of Education
and Professional Studies (2004). Inside the
black box: Raising standards
through classroom assessment. London,
NFERNelson.
BROOKS, Val, ABBOTT, Ian and HUDDLESTON,
Prue (2012). Preparing to teach in secondary
Trainee Tasks
P2.2.6
TS2.2, TS6.3
Emerging knowledge, skills and understanding (
mentor as model)
Gather the available and relevant data for your
classes. Review this and discuss with your mentor
the implications for your teaching.
Developing knowledge, skills and understanding
(mentor as guide)
Produce a series (2-3) of consecutive lesson plans.
Highlight and annotate the plans to indicate how
data has been used to inform planning and how
you have ensured progression for all pupils.
Extending knowledge, skills and understanding
(mentor as critical friend).
Using your lesson plans and any observation notes
or informal feedback from your lessons write a
reflection on the effectiveness and limitations of
using data to inform planning and pupil progress.
schools: A student teacher's guide to
professional issues in secondary education.
Maidenhead, McGraw-Hill/Open University
Press.
GIBSON, Suanne and BLANDFORD, Sonia
(2005). Managing special educational needs: A
practical guide for primary and secondary
schools. London, Paul Chapman
http://www.greateducationdebate.org.uk/artic
les.assessing-without-levels.html
Also refer to subject specific reading
Theme 4a Assessment
Reading
University/ Cluster- based
training
P2.12; P2.13, P2.21, P2.22,
P2.23,
School based training
Trainee Tasks
P2.24
TS6.1, TS6.2, TS6.3
TS2.3, TS6.2, TS6.3, TS6.4, T4.4
Required Reading
Lead lecture followed by seminar
BLACK, Paul & WILIAM, D (1989). Inside the
Black Box: Raising standards through
classroom assessment. London: nferNelson
SMC/ITEC training sessions
or one to one sessions with
subject specific mentors
The purpose of assessment
Suggested Reading
The difference between
summative and formative
assessment
Course outcomes and teaching standards
BLACK, Paul, HARRISON, Christine, LEE, Clare,
MARSHALL, Bethan and WILIAM, Dylan (2003).
Assessment for Learning: Putting it into
Practice. OUP. McGraw-Hill (4thEd).
COWIE, Bronwen (2005). How do pupils
respond to assessment for learning? The
Curriculum Journal 16(2) 137-151.
GARDNER, John (ed). (2006) Assessment and
Learning. Sage
WRAGG, E.C. (2001). Assessment and Learning
in the Secondary School, Routledge Falmer.
MANSELL, Warwick (2007). Education by
Numbers: the tyranny of testing. Politicos
Also refer to subject specific reading
Criterion referenced and Normreferenced assessment
Assessment for learning
including:
 Effective questioning
 Comment only marking
 Objective led lessons
 Self- assessment
 Peer- assessment
Meetings should give trainees
the opportunity to explore and
critique the following areas:
School assessment and
marking policies
How assessment for learning
is incorporated into lesson
planning and design
Techniques to support
effective AfL
Type and nature of
assessment at KS3 including
subject specific statutory
assessment requirements
Type and nature of
assessment at KS4 and 5
including subject specific
statutory assessment
requirements
Emerging knowledge, skills and understanding (
mentor as model)
Having read Inside the Black Box, observe at least 3
lessons. Focus on the type nature and frequency of
questions asked by the teacher. You might consider
when open and closed questions are used,
differentiation of questions, how the teacher builds
on the responses by pupils, how the whole class is
included and other issues raised in Inside the Black
Box. Discuss the outcomes with your mentor and
identify actions for your own practice. Implement
actions and write a brief written reflection on the
outcomes, referring to the literature you have
explored.
Developing knowledge, skills and understanding
(mentor as facilitator)
Choosing a class to focus on, mark the group's work
in detail providing information on strengths and
areas for improvement. Build opportunities for
pupils to act on the targets that you have set, into
lessons.
Provide a structured assessment opportunity (test,
coursework etc.) and mark in detail. Analyse the
outcomes and reflect on the effectiveness and
impact of your teaching.
Consider what the pupils have learnt, what skills
have they developed and what progress have they
made? Write a brief reflection on the implications
of this for your future practice.
Extending knowledge, skills and understanding
(mentor as critical friend).
Work with your mentor to identify opportunities
for integrating self and peer assessment into a
series of lessons. Write, clear, pupil friendly success
criteria. Get the pupils to assess their work and
each other's work and to set targets for
improvement which are linked to the success
criteria.
Discuss the outcomes of this activity with the
mentor and identify actions for further
development. Write a brief reflection on the
process and outcomes and how completing this
activity will inform your future practice.
Theme: The Professional Teacher (5a) and The Professional Career and NQT year (6a)
Reading
University/ Cluster- based
School based training
training
Course outcomes and teaching standards
P2.14; P2.14; P2.15; P2.21;
P2.12
P2:22; P2.23; P2.25; P2.27
TS Part 2,TS3.1, TS3.2,
TS 7.1, 7.2
TS8.1, TS8.2, TS8.3, TS8.4,
TS8.5
Required Reading
Lead lectures and seminars
SMC/ITEC training sessions or
DfE (2012) ‘The Teachers Standards’
one to one sessions with
The nature of professionalism.
subject specific mentors
CAPEL, Susan Anne, LEASK, Marilyn and
TURNER, Tony (2013). Learning to teach in the
The legal and ethical
Meetings should give trainees
secondary school: A companion to school
responsibilities of teachers to
the opportunity to explore and
th
experience. London, Routledge. (6 edition)
pupils, parents and the
critique the following areas:
community. Professional and
 Chapter 1.1. ‘What do teachers do?
ethical boundaries and the
School Code of Conduct.
 Chapter 1.2 ‘Student teachers’ roles and
consequences of breaching these. Arrangements for reporting
responsibilities’
absence.
 Chapter 8.2 ‘Developing further as a
Professional issues in the use of
teacher’
social media.
School ICT and Social Media
 Chapter 8.3 ‘Accountability, contractual
Policy.
and statutory duties’ (includes
Safeguarding / Child Protection.
safeguarding)
Safeguarding / Child
The
pastoral
system
in
schools
Protection policy and
Suggested reading
the pastoral role of the teacher
procedures in school.
and
other
staff
in
school.
Designated lead staff.
BRITZMAN, Deborah P. (2003). Practice makes
practice: A critical study of learning to
Effective working practices with
Teacher wellbeing –
teach. Albany, State University of New York
other
professionals
including
developing resilience.
Press.
teachers, support staff and
Managing time and self.
others.
Sources of support in school.
CARR, Wilfred and KEMMIS, S.
(1986). Becoming critical: Education,
Teacher wellbeing – developing
The school community:
knowledge and action research. Falmer Press.
resilience as a teacher. Managing knowing the social, economic,
Trainee Tasks
P2.12
TS Part 2
TS3.1, TS3.2(b)
TS7.1, TS7.2
TS8.1, TS8.2, TS8.3, TS8.4, TS8.5
Emerging knowledge, skills and understanding (
mentor as model)
Discuss with other trainees, supported by your
mentor and SMC, the nature of your professional
responsibilities as a teacher and specific challenges
that may present themselves in this teaching
context. Consider any immediate responses or
changes you need to make e.g. reviewing your
social media settings.
Start working with the form group you have been
attached to. Shadow the work of the form tutor or
member of the pastoral team carrying out this role.
Undertake an audit of your subject knowledge for
teaching, looking at the specific curriculum you will
be teaching. Locate your subject association (if
applicable) and identify useful resources for SKfT
development. Discuss with your mentor possible
tensions and synergies that arise from the different
aspects of a teacher's role.
Developing knowledge, skills and understanding
(mentor as guide)
Focus on how you are deploying any support staff
DCSF (2009) ‘Becoming a teacher: Teachers’
Experiences of Initial Teacher Training,
Induction and Early Professional Development:
Final Report’
DILLON, Justin and MAGUIRE, Meg
(2011). Becoming a teacher: Issues in
secondary education. Maidenhead, McGraw
Hill Open University Press.
FURLONG, John and MAYNARD, T.
(1995). Mentoring student teachers: The
growth of professional knowledge. Routledge
Suggested online resources
The Council for Subject Associations
http://www.subjectassociation.org.uk/
provides details of subject associations for
teachers
National College for Teaching and Leadership
www.gov.uk/government/organisations/nation
al-college-for-teaching-and-leadership
provides a wide range of information on topics
including ITT, teacher CPD (including funding)
and NQT induction
The Teacher Support Network
www.teachersupport.info/
is an independent support network for
teachers which also carries out research into
issues like teacher workload and wellbeing
All teacher professional associations have
websites with information on aspects of
time and self.
Expectations of teachers as
autonomously self-improving
practitioners.
The nature of reflective,
professional learning.
Key opportunities and sources of
support for professional learning
including subject specific
networks.
religious and cultural
characteristics of the school
community including any
sensitive issues.
Community cohesion: the
school’s commitment to its
community and how it
interacts with parents and
other members of the
community.
Communicating with parents.
Accessing and using the academic
learning resources at SHU.
Critical method and academic
writing at Masters level.
Techniques for undertaking
action-based research in the
classroom.
Preparing for employment –
applications, interviews and
expectations. Using the
university to support you.
Transition to NQT – the induction
process in schools.
Opportunities for continued
academic accreditation of
learning with HEI providers.
Working with other teachers.
Working with support staff in
the classroom – effective
deployment and working
relationships.
in your classroom. Make arrangements to spend
additional time with these staff looking at the
specific needs of the class and how they might best
be deployed over a series of lessons. Ask your
mentor to scrutinise your planning in this area, and
undertake some targeted observation. Ask for
feedback from support staff.
Make a list of all the support staff in the school and
identify those you will work with. Identify how and
when you might work with them, and how you
would maximise the effectiveness of this
relationship. It would be helpful if you can arrange
time to speak to, or shadow them. Provide
evidence (e.g. email correspondence, annotated
lesson plans, TA planning sheets) of your
collaborative work with these colleagues in both
subject and non-subject settings.
Working with support staff
outside the classroom – the
role of the inclusion team,
attendance team, and others.
Take on some aspects of the role of the form tutor.
Undertake some mentoring of individual pupils or a
group of pupils outside of your own teaching
timetable.
Communicating with teachers
and support staff.
Extending knowledge, skills and understanding
(mentor as critical friend).
Supporting the professional
learning of teachers during
the ITT year and beyond – ‘inhouse’ CPD for trainees and
whole staff CPD. Lead school
or partnership CPD offer.
Prepare an application letter for a sample teaching
job and share it with your mentor and then
undertake a practice interview with an experienced
member of staff and get feedback.
Developing an action based
Meet with current NQTs in school, or with RQTs, to
discuss their experience of the NQT year.
teacher professionalism and the duties of
teachers. They also offer some CPD. Examples
include
research project in school –
approaches and sources of
support.
NAS/UWT www.nasuwt.org.uk/
Preparing for employment –
applications, interviews,
expectations. Using the school
to support you.
NUT www.teachers.org.uk/
ATL http://www.atl.org.uk/
Also refer to subject specific reading
The NQT year in school –
support and training,
monitoring, and reporting.
Undertake a self-evaluation of your progress
against the Teachers’ Standards in preparation for
transition to the NQT year and identify strengths
and priority areas for development.
Evidence your engagement with your relevant
subject association or colleagues working in a
different context.
Developing Inclusive Practice
Theme 1b - Theories of teaching and learning
Reading
Course outcomes and teaching standards
Required Reading
Chapter 8 from
MERCIER, Carrie, PHILPOTT, Carey and SCOTT,
Helen (2013) Professional Issues in Secondary
Teaching. London, Sage
Suggested Reading
CAPEL, Susan Anne, LEASK, Marilyn and TURNER,
Tony (2013). Learning to teach in the secondary
school: A companion to school experience.
London, Routledge. (especially Chapter 5.1)
DYMOKE, Sue (2013). Reflective teaching and
learning in the secondary school. London, Sage
HATTIE, John (2012). Visible learning for teachers:
Maximizing impact on learning. London,
Routledge.
JOYCE, Bruce R., CALHOUN, Emily and HOPKINS,
David (2009). Models of learning: Tools for
teaching. Maidenhead, McGraw-Hill Open
University Press.
MUIJS, Daniel and REYNOLDS, David (2005).
Effective teaching: Evidence and practice.
London, SAGE.
PETTY, Geoffrey (2009). Teaching today: A
practical guide. Cheltenham, Nelson Thornes.
Also refer to subject specific reading
University based training
P 2.12, P2.21, TS3.1
Lead lecture followed by seminar
Constructivism
School based training
P2.13, P2.21, P2.23, TS2.4,
TS5.2, TS5.3
SMC/ITEC training sessions
or one to one sessions with
subject specific mentors
Trainee Tasks
P2.13, P2.24, P2.25, TS2.2, TS2.3, TS4.4, TS5.2, TS5.3
Emerging knowledge, skills and understanding
(mentor as model)
Theories of learning – key
introductory concepts:
 Scaffolding
 ZPD
 Cognitive taxonomies (e.g.
Bloom and SOLO)
Meetings should give trainees
the opportunity to explore and
critique the following areas:
Observe teachers in your both your subject and other
subject areas. Include in your notes examples of
where teachers have successfully used scaffolding and
modelling to take learning forward.
School and departmental
teaching and learning policies.
Describe teachers’ different approaches to teaching
and try to characterise their different approaches.
Thinking critically about learning
Models for developing
classroom practice (e.g. try,
apply, secure)
Developing knowledge, skills and understanding
(mentor as guide)
Metaphors for teaching (e.g.
teacher as gardener, doctor, etc.)
Pedagogical approaches – models
of learning
Review of subject schemes of
work and resources to see the
use of (or opportunities for)
theories of learning in
practice.
Work with you mentor to identify how to model and
scaffold learning in your lessons. Discuss this with
your mentor following the lessons and reflect on it in
your written evaluations.
Extending knowledge, skills and understanding
(mentor as critical friend).
Annotate a sequence of lessons to identify where you
have incorporated different pedagogical approaches.
Indicate where you missed opportunities to develop
this further. Set yourself targets for future planning
and develop pedagogy in your subject. Try to link this
to examples of good practice found in professional
literature (e.g. subject association publications).
Theme 2b (i) Literacy
Reading
Course outcomes and teaching standards
Required Reading
LEWIS, Maureen and WRAY, David. (eds) (2000)
.Literacy in the Secondary School. David Fulton.
Chapters 2 and 3
Suggested Reading
University/ Cluster- based
training
P2.1.1, P2.2.1,
TS2.4, TS3.3
Lead lectures and seminars
The EXIT model for interacting
with texts
The four types of reading and
their application in the classroom
STEVENS, David (2011). Cross-Curricular teaching
and Learning in the Secondary School: The
Centrality of Language in Learning. David Fulton.
This book contains chapters relevant to each
subject area. Students should read the relevant
chapter for their discipline.
Approaches to the teaching of
writing (the process model, the
genre theory, sociocognitive
model)
MERCHANT, Guy (2007). Mind the Gap(s):
discourses and discontinuity in digital literacies. ELearning 4 (3). p241-255
Teaching subject specific
vocabulary
Literacy marking
Cross-curricular subject links
BAILEY, M. What does research tell us about how
we should be developing written composition? In
FISHER, Ros. BROOKS, Greg and LEWIS, Maureen
(eds). (2002). Raising Standards in Literacy.
RoutledgeFalmer.
The National Literacy trust
www.literacytrust.org.uk
School based training
Trainee Tasks
P2.1.1
TS4.5, TS6.4
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
P2.2.1
TS3.3
Emerging knowledge, skills and understanding
(mentor as model)
An introduction to the
placement school wholeschool literacy policy and
discussion of how this is
implemented in lesson
planning?
Mentor meetings might
reflect on observations of
subject specific literacy
practices and planning to
incorporate literacy teaching
Literacy co-ordinators to
share key approaches.
Discussion about the
implementation of the
literacy policy in subject
specific contexts.
.
Observe at least three lessons within your subject area
and compile a comprehensive list of the literacy
(reading, writing and speaking and listening) activities
that take place within the lessons.
Either:
Collect one text used within the observed lessons and
reflect on the following questions: What sort of reading
demands are placed on students? What genres of text
are students required to read in your subject area? E.g.
reports, articles, diary extracts, letters. For what
purposes are students required to read in your subject
area? E.g. locating and retrieving (information or key
facts), interpreting or following an argument or line of
thought, analysing (sources or questions, for example).
Or:
Collect a sample of written work produced by the
students in one of the observed lessons (this could be a
labelled diagram or worksheet) and reflect on the
following questions: What sort of writing demands are
placed on students? What sort of common errors
(spelling, punctuation, grammar) do students make
when producing writing in your subject? For what
purposes are students required to produce writing in
your subject area? E.g. summarising, explaining,
analysing, recording, describing, recounting. What
types of text are students required to produce in
lessons in your subject area? E.g. articles, reports,
letters, essays, fact files, labelled diagrams.
Developing knowledge, skills and understanding
(mentor as guide)
Either:
Read Ch2 and 3 of Lewis and Wray (2000). Following
this, observe one lesson in your subject area, where
you know in advance that students will be required to
interact with a text. Reflect on the ways in which stages
of the EXIT model are used to explore the text.
Or:
Read Chapter 2 and 3 of Lewis and Wray. Following
this, observe one lesson in your subject area, where
you know in advance that students will be required to
either produce writing of some sort or use or learn key
vocabulary. Look for instances where students are
required to gather and record information and/or
subject specific vocabulary. Reflect on the strategies
used to model the writing process or use of key
vocabulary.
Extending knowledge, skills and understanding
(mentor as critical friend).
For Literacy:
Select an area of literacy as a focus –
reading/writing/speaking and listening
and plan a lesson with a literacy focus including specific
teaching of skills relating to the EXIT model (if teaching
reading) or the modelling of the writing process or use
of key vocabulary.
Highlight and annotate your lesson plan to reflect on
the outcome of this lesson.
Summarise in writing the pertinent issues for literacy in
a broad sense within your subject area in the 21st
Century.
Theme 2b (ii) Numeracy
Reading
Course outcomes and teaching standards
Required Reading
GREAT BRITAIN. Department for Education
(2013). [on-line] The National Curriculum in
England: mathematics programme of studykey stages 1 and 2, appendix 1. LONDON, The
Stationery office. Last accessed on 18th July
2015 at
University/ Cluster- based
training
P2.1.1, P2.2.1
TS2.4, TS3.3
Lead lectures and seminars
Rationale for numeracy across
the curriculum.
Definition of numeracy.
Looking at the historical
development: National Strategy
material.
https://www.gov.uk/government/publications
/national-curriculum-in-england-mathematicsprogrammes-of-study
Priorities for cross-curricular
numeracy.
Suggested Reading
Key approaches to support
numeracy.
ASKEW, Mike (1997). Effective Teachers of
Numeracy; Report of a study carried out for the
Teacher Training Agency. London: King's
College, University of London
HUDSON, Brian. Environmental issues in the
mathematics classroom in
SELINGER, Michelle (ed.) (1994). Teaching
Mathematics London: Routledge
School based training
Trainee Tasks
TS4.5, TS6.4
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
TS2.2
Emerging knowledge, skills and understanding (
mentor as model)
An introduction to the
placement school numeracy
policy and discussion of how
this is implemented in lesson
planning?
Mentor meetings might
reflect on observations of
subject specific numeracy
practices and planning to
incorporate numeracy
teaching.
Numeracy co-ordinators to
share key approaches.
Discussion about the
implementation of the policy
in subject specific contexts.
.
Ensure that you are clear about the placement school's
policy on cross- curricular numeracy.
How is this implemented in your department's schemes
of work?
Is there a consistent approach across subjects and with
the mathematics department?
Where can you go / who can you approach for support
with strategies to support numeracy in your subject?
Developing knowledge, skills and understanding
(mentor as guide)
Identify lessons being taught by experienced colleagues
that have a numeracy element.
Observe these lessons.
What aspect of numeracy is being incorporated in the
lesson?
Where there any issues with the numeracy content?
How did the teacher support this specific aspect?
Look at your mid- term plans for the classes that you will
be teaching: are there any specific opportunities to
develop students' numeracy? Plan how you will support
this aspect of the lessons.
MORRISON, Keith. (1994) Implementing CrossCurricular Themes; London: Fulton
SHAN, Sharan-Jeet, BAILEY, Peter (1991).
Multiple Factors: Classroom Mathematics for
Equality and Justice Stoke: Trentham Books
WESTWELL, John. Getting the Whole Picture
from JOHNSTON-WILDER, Sue et. al. (ed.)
(1999) Learning to Teach Mathematics in the
Secondary School London: Routledge
www.nationalnumeracy.org.uk - website with
full collection of materials and resources
Extending knowledge, skills and understanding
(mentor as critical friend).
Annotate lesson plans to show how you have included
aspects of numeracy into some of your lessons. Briefly
reflect on any issues that students' had with the task /
material. How did you support the learning? How did
you assess the learning?
Theme 3b: Behaviour
Reading
Course outcomes and teaching standards
University/ Cluster- based
training
TS1, TS4, TS5, TS7, TS8 & Part 2
Required Reading
Lead lectures and seminars
RODGERS, Bill (2011) Classroom Behaviour: A
Practical Guide to Effective Teaching,
Behaviour Management and Colleague Support
Classroom Behaviour London: Sage
publications ltd
Values and Beliefs
Suggested Reading
CLAXTON, Guy (2008). What's the point of
school? Rediscovering the heart of
education. Oxford, Oneworld.
GARDNER, Howard (2011). Frames of mind:
The theory of multiple intelligences. BasicBooks
GOLEMAN, Daniel (2006). Emotional
intelligence. New York; London, Bantam.
LEVER, Colin (2011). Understanding challenging
behaviour in inclusive classrooms. Harlow,
Longman.
OLSEN, Jerry. & COOPER, Paul (2001). Dealing
with disruptive students in the
classroom. London, Kogan Page
.
ROGERS, Bill (2006). Classroom behaviour: A
practical guide to effective teaching, behaviour
management and colleague support. London,
Positive Approaches to B&A Identifying the underlying causes
of challenging behaviour &
considering strategies for
promoting positive behaviour
School based training
Trainee Tasks
TS1, TS4, TS5, TS7, TS8 & Part
2
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
TS1, TS4, TS5, TS7, TS8 & Part 2
Consider how school creates
an ethos for social inclusion
and implements their vision
for positive behaviour
Focus on how is the vision for
positive behaviour achieved
through the strategies that
are employed across school
Theories of Learning related to
behaviour improvement
The importance of the everyday
management of behaviour
Learning theories are applied
to teaching to engage all
students & promote positive
behaviour, including the focus
on social, emotional and
behavioural skills
The Wider Context of supporting
positive behaviour in school
Consider behaviour reviews
and action plans, monitoring
behaviour improvement and
how data is analysed
School policy & practice in
working with parents/carers
Emerging knowledge, skills and understanding
(mentor as model)
Read the school behaviour policy, with a particular
focus on rewards and sanctions, to ensure that you
understand the systems and your responsibilities
within it.
Developing knowledge, skills and understanding
(mentor as guide)
Pick one class that you teach and annotate your
lesson plan(s) to demonstrate how you have
included planning for behaviour management into
your preparation for the lesson(s).
Extending knowledge, skills and understanding
(mentor as critical friend).
Use your mentor's lesson feedback or observation
notes as the starting point for a discussion with
your mentor about the progress you have made in
developing your behaviour management skills.
Write a bullet point list of the key points identified.
Paul Chapman.
STEER, Alan (2005). The Report of the
Practitioners 'group on School Behaviour and
Discipline. London, HMSO.
WEARE, Katherine (2004). Developing the
emotionally literate school. London, Paul
Chapman
Also refer to subject specific reading
Group & peer support
systems
Multi agency working
Theme 4b (i): Meeting Individual needs
Reading
Course outcomes and teaching standards
Required Reading
University/ Cluster- based
training
P2.2.1
TS5.2, TS5.3
Lead lectures and seminars
DFE 2014 SEN Code of Practice chapters
relating to principles, school based provision
and school support and transitions to (not yet
published)
Introduction of the legal
obligations and theory of
inclusion and inclusive practice.
Human Rights and Equality Commission 2012
Public sector equality duty guidance for
schools in England
Working in Partnership
Individual Schools:




SEND policy
Contribution to SEND Local Offer
Equality Policy
Accessibility Plan
Theory of working in partnership
with parents and young people
and with other professionals
School based training
Trainee Tasks
P2.2.5
TS5.1, TS5.2, TS5.3,
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
TS5.1, TS5.2, TS5.3,
Emerging knowledge, skills and understanding (
mentor as model)
Read DFE 2014 Code of Practice
Meetings should give trainees
the opportunity to explore and
critique the following areas:
School SEND, Inclusion, Gifted
and Talented and Behaviour
policies
Discussion of how
differentiation is used in
lesson planning and design
Meet with the SENCO to
discuss the school provision
for SEND pupils.
Track a student with a specific SEND need
throughout their day (this should be done as if you
generally looking at Teaching and Learning
throughout the school) and observe strategies used
for that student and the learning
experience/progress they make during the day.
Review their IEP as part of this process. Reflect on
your experience and discuss observations with your
Mentor.
In your lesson plans, for one class, focus on
differentiating your resources for a specific group
of students and using the TA to aid learning (if one
in the classroom).
Suggested Reading
HODGE, Nick. &BRUNSWICK-COLE, Katherine.
(2008). Problematising parent-professional
partnerships in education.
Disability and Society, 23, 6, 637-647
WEBSTER, Rob., BLATCHFORD, Peter. &
RUSSELL, Anthony (2013). Challenging and
changing how schools use teaching assistants:
findings from the Effective deployment of
Teaching Assistants project.
The role of a TA/support staff
within the
classroom/support/behaviour
units and observations of TAs
to explore good practice.
Strategies to support students
with specific SEN needs i.e.
Autism, Dyslexia etc.
Strategies to support students
Developing knowledge, skills and understanding
(mentor as guide)
Video yourself teaching or ask another teacher to
observe you and evaluate how the students
respond to the differentiated resources and their
progress.
Identify actions for your practice and inform your
mentor of your action plan. Then ask your mentor
School Leadership and Management, 33, 1, 7696.
GOEPEL, Janet, CHILDERHOUSE, Helen. &
SHARPE, Sheila (2014.) Inclusive Primary
Teaching: A critical approach to equality and
special educational needs Northwhich: Critical
publishing
While this is focused on primary schools it
gives an excellent outline of relevant policy,
guidance and key ideas. relating to practice
that responds to diversity and inclusion
Accessible Schools guidance DFES 2002
Also refer to subject specific reading
The following voluntary sector organisations
publish good quality materials on line some of
which are subject specific:
The Communication Trust
National Autistic Society
British Dyslexia Association
RNIB
ndcs
with learning needs i.e.
Literacy
to observe you in relation to it and give feedback
on your intended goals. Write a brief written
reflection on the outcomes of this process.
Extending knowledge, skills and understanding
(mentor as critical friend).
Conduct an interview with the students and discuss
the lessons with them.
Did the students enjoy them? Did they understand
the tasks? Did the resources help them? What did
they learn? Discuss the outcomes of the lessons
and the student interviews with the mentor and
identify actions for further development.
Write a brief reflection on the advantages and
disadvantages of different approaches to inclusion.
Use now from your student interviews, your
meeting with the SENCo and from conversations
with other subject specialists to inform this
reflection.
Theme 4b (ii)): EAL
Reading
Course outcomes and teaching standards
University/ Cluster- based training
P2.1.2, P2.2.1, P2.2.6
School based training
P2.2.6
Essential Reading
Lead lectures and seminars
CUMMINS, Jim. 2000. Language, power and
pedagogy. Available as -eBook through SHU
library
Defining terms
Ethno linguistics
Bilingual/ multilingual/English as
an additional language/ mother
tongue.
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
National and local data relating to
pupils for whom EAL.
Information about local
communities
How pupils with EAL are
identified and supported
within the school.
Additional Reading
GRAVELLE, Maggie (Ed.) (2000). Planning for
Bilingual Learners: an inclusive curriculum.
Stoke-on-Trent : Trentham Books
MONAGHAN, Frank (2005). Developing
Language in the Mainstream Classroom
available at
http://www.naldic.org.uk/Resources/NALDIC/
Initial%20Teacher%20Education/Documents/
Developinglanguageinthemainstreamclassroo
m.pdf
last accessed 30th June 2014
Data on the number of ethno
linguistic pupils in schools in
England and in the immediate
locality.
Whole school policies
Academic achievements of EAL
pupils and barriers to learning
Observations of teachers with
expertise in this area
Language acquisitions for EAL
pupils.
Accessing and developing EALsensitive teaching approaches in
subject specific lessons
Meetings with the EAL coordinator
Support and ideas for
teaching pupils with EAL
If there are very few EAL at
the school a short placement
at a local school could be
organised
Trainee Tasks
P2.2.6,P2.2.5
TS1.2, TS 2.1, TS2.2, TS2.4, TS3.3 ,TS5.2, TS5.4
Emerging knowledge, skills and understanding
(mentor as model)
Shadow an EAL pupil or observe lessons involving
EAL pupils and make notes on which activities
promote pupil engagement and strategies used by
teachers to support pupils for whom English is an
additional language. Discuss your findings with
your mentor, mentor co-ordinator or host
teacher.
Developing knowledge, skills and understanding
(mentor as guide)
With the guide of a specialist EAL teacher plan or
adapt a lesson plan to support the needs of an
EAL pupil. Make sure that you consider :



support for language acquisition
accessibility of texts and activities
opportunities for pupils to listen to and
contribute to peer talk in a structured
manner
Extending knowledge, skills and understanding
(mentor as critical friend).
Organise a meeting with a small focus group of
pupils for whom English is an Additional
Language.
Identify a few focussed questions about which
aspects of school they enjoy, what helps them to
learn, any barriers to learning. Ask your mentor to
review your questions.
Record the outcome of this discussion.
Implement changes in your own practice as light
of this discuss and evaluate the changes.
OR
Read Monaghan, Frank (2005) Developing
Language in the Mainstream Classroom
Use the matrix presented (Granville, M. 2000) to
plan a lesson for a class in which there are EAL or
bi-lingual pupils.
Theme 5b: Understanding Transition
Reading
University/ Cluster- based training
School based training
Trainee Tasks
Course outcomes and teaching standards
P2.1.1
TS3.4 TS5.3
P2.1.1 P2.2.6
TS2.2 TS5.3
P2.1.1
TS3.1, TS5.3
Required reading
Lead lectures and seminars
Emerging knowledge, skills and understanding
COFFEY, Anne (2013). Relationships: The key to
successful transition from primary to
secondary school? Improving Schools. 16 (3)
261-271. Sage
Introduction to school transitions
(key differences)
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
ASHTON, Rebecca (2008). Improving the
transfer to secondary school: How every child’s
voice can matter. Support for Learning, 23, 3.
Strategy material on transition
Students’ physical, social,
emotional and intellectual
development
Meetings should give trainees
the opportunity to explore and
critique the following areas:
Developing knowledge, skills and understanding
Interpreting and using KS2 data
School transition
arrangements (including a
meeting with the school
transition co-ordinator)
Introduction to the Primary
curriculum (subject specific)
Visit to a Primary feeder
school
Introduction to systematic
synthetic phonics (where relevant)
Introduction to data and
target setting based on KS2
data
Transition and the curriculum
Read the Coffey article. Research transition
arrangements in your school/department
(supported by your meeting with the school
transition co-ordinator)
For 11-16 subjects:
Read the Ashton article. Devise a short
questionnaire for Year 7 pupils to explore their
experiences of school transition. Compile the
questions and review this with you subject
mentor before interviewing some pupils.
Look at the subject curriculum in your feeder
school and discuss with your mentor transition
issues in your subject area.
Mentor training
For 14-19 subjects:
Introduction to subjectspecific transition
arrangements
Read the Aston article. Devise a short
questionnaire for pupils at the end of key stage 3
to explore their experiences of transition from
KS3 to KS4. Compile the questions and review
this with your subject mentor before interviewing
some students.
Look at curriculum for key stage 3 subjects
related to your subject area discuss with your
mentor transition issues in the context of your
subject.
Extending knowledge, skills and understanding.
Work with your mentor to review the data
gathered from your questionnaire. Keep the
completed questionnaires to include as evidence
against TS5c and summarise your findings in a
few brief paragraphs. In this reflection also
consider your own teaching and how you
progress students through this stage of their
education to prepare them for the next phase.
Theme 6b Creativity, innovation and the wider curriculum, use of whiteboards and digital technology
Reading
Course outcomes and teaching standards
University/ Cluster- based training
P2.1.3
TS2.5 TS4.2. TS4.4, TS4.5
School based training
P2.1.1
TS8.4
Required Reading
Lead lectures and seminars
FAUTLEY, Martin and SAVAGE, Jonathan
(2007). Creativity in secondary
education. Exeter, Learning Matters.
The role of creativity in learning
SMC/ITEC training sessions or
one to one sessions with
subject specific mentors
FISHER, Robert and WILLIAMS, Mary
(2004). Unlocking creativity: Teaching across
the curriculum. London, David Fulton.
Creativity, motivation and
achievement
Suggested Reading
CRITTENDEN, Victoria L., et al. (2011). The use
of digital technologies in the classroom: A
teaching and learning perspective. Journal of
marketing education, 33 (2), 131-139.
EVES, Robert L. and DAVIS, Larry E. (2008).
Death by PowerPoint? Journal of college
science teaching, 37 (5), 8.
SAVAGE, Jonathan and FAUTLEY, Martin
(2010). Secondary education reflective
reader. Exeter, Learning Matters.
SHAHEEN, Robina (2010). Creativity and
Trainee Tasks
S2.4 , TS4.4, TS4.5
Emerging knowledge, skills and understanding (
mentor as model)
Use of interactive
whiteboards
Discuss with your mentor the opportunity for the
use of digital technologies within your subject,
being aware of the potential problems that may
arise in their use in a classroom environment.
Introduction to school based
technology which can be used
to enhance learning
Review a scheme of work and identify alternative
ways of both delivering the content and of
assessing the results of your teaching.
Creativity in your subject area.
Opportunities for trainees to
observe excellent
practitioners in other subject
areas to integrate techniques
they have learnt into their
own lessons.
Organisation of cross subject
groups of trainees to co-plan
lessons or to deliver aspects
of lessons outside their
subject area. E.g. drama
specialists introducing a
History lesson in character or
language specialists teaching
scientific key words.
Identify and deliver a classroom activity using a
non-traditional method of delivery.
Developing knowledge, skills and understanding
(mentor as guide)
Develop an interactive resource which could be
used with an interactive whiteboard, ensuring
that you can explain to your mentor how it
functions interactively.
Create collaborative activities using digital
technologies both within the classroom and
external to it.
Design an activity for homework or extended
learning which allows pupils to demonstrate their
education. Creative education, 1 (3), 166-169.
STARBUCK, David (2006). Creative teaching:
Getting it right. London, Continuum
learning in a creative manner (role play, podcast,
making a model, writing a song or rap).
Extending knowledge, skills and understanding
(mentor as critical friend).
Identify possible features of digital technologies
which may be used within your classroom
environment,(for example mobile phones, iphones, i-pads, still and video cameras) and link
these to a teaching and learning experience.
Evaluate how well these technologies have
enhanced learning in comparison to more
traditional methods of delivery.
Organise or support the organisation of a trip
which enriches learning and extends learning.
Provide evidence of the impact of this experience
on pupils' learning.
Appendix A
PGCE Secondary Education
PROGRAMME AIMS

To enable you to become a successful NQT of Secondary Education with the ability to reflect
critically on your practice and take responsibility for your own continuing professional
development.

To build upon your existing skills and competencies to produce confident, effective and
enthusiastic NQTs of Secondary Education

To enable you to meet and exceed the mandatory professional standards for beginning
teachers and who are ready to undertake employment as an NQT

To build your knowledge and understanding of Education and your appreciation of the role
and importance that this subject plays in the effective education of young people

To help you to support the learning and development of young people by providing a supply
of well-qualified NQTs to meet both regional and national supply.

To enable you to contribute towards curriculum development and innovation in partner
schools whilst on school based training.
2
PROGRAMME LEARNING OUTCOMES
2.1
Knowledge and understanding covered within the Programme. By the end of the
programme you will be able to:
2.1.1. demonstrate detailed knowledge of the content, organisation and
management of the whole school curriculum and progression in the content
and delivery of the Secondary Education curriculum in the secondary school;
2.1.2 access and apply relevant academic and professional publications and
research findings in relation to your subject-specialism and the wider
curriculum in order to inform your effective classroom practice;
2.1.3 select and reflect upon a variety of effective strategies for teaching,
monitoring pupil progress, promoting equality of opportunity and catering for
pupils with special educational needs;
2.1.4 recognise, acknowledge and fulfil a teacher's legal, ethical and whole-school
responsibilities to children in their care and to fellow professionals, parents and carers.
2.2
Intellectual/Subject/Professional/Key skills covered within the Programme. By the end of
the programme you will be able to:
2.2.1 critically reflect on current literature, practice, legislation and emerging issues
in order to inform your own professional practice;
2.2.2 devise sustained and informed arguments relating to a variety of educational
issues, supported by relevant evidence;
2.2.3
select, apply and critically evaluate available methods and techniques to
enhance and improve your subject knowledge and understanding in learning,
teaching and assessment in Secondary Education;
2.2.4 plan, implement and evaluate sequences of lessons in Secondary Education
selecting and utilising an appropriate range of teaching and assessment
techniques to support effective teaching and learning;
2.2.5
take responsibility for your own conduct and professional development,
making use of self-evaluation and reflecting upon feedback to inform and
develop your professional practice;
2.2.6 take increasing responsibility for the learning and development of individual
pupils in your care;
2.2.7 achieve all the statutory professional requirements for the award of QTS;
2.2.8
communicate information and ideas clearly in a written and verbal format
appropriate for different audiences and make appropriate use of ICT.
Appendix B
Teachers’ Standards
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
1.1. establish a safe and stimulating environment for pupils, rooted in mutual respect
1.2 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
1.3 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2 Promote good progress and outcomes by pupils
2.1 be accountable for pupils’ attainment, progress and outcomes
2.2 be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
2.3 guide pupils to reflect on the progress they have made and their emerging needs
2.4 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
2.5 encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
3.1 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’
interest in the subject, and address misunderstandings
3.2 demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
3.3 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
3.4 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
3.5 if teaching early mathematics demonstrate a clear understanding of appropriate teaching strategies.
4 Plan and teach well-structured lessons
4.1 impart knowledge and develop understanding through effective use of lesson time
4.2 promote a love of learning and children’s intellectual curiosity
4.3 set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
4.4 reflect systematically on the effectiveness of lessons and approaches to teaching
4.5 contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
5.1 know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
5.2 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how
best to overcome these
5.3 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
5.4 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.
6 Make accurate and productive use of assessment
6.1 know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
6.2 make use of formative and summative assessment to secure pupils’ progress
6.3 use relevant data to monitor progress, set targets, and plan subsequent lessons
6.4 give pupils regular feedback, both orally and through accurate marking, and encourage pupils to
respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment
7.1 have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good
and courteous behaviour both in classrooms and around the school, in accordance with the school’s
behaviour policy
7.2 have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
7.3 manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
7.4 maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
8 Fulfil wider professional responsibilities
8.1 make a positive contribution to the wider life and ethos of the school
8.2 develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support
8.3 deploy support staff effectively
8.4 take responsibility for improving teaching through appropriate professional development, responding
to advice and feedback from colleagues
8.5 communicate effectively with parents with regard to pupils’ achievements and well-being.
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:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
o showing tolerance of and respect for the rights of others
o 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
o 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 for 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
Appendix C
An Overview of how the Professional Studies Tasks link to the Teachers' Standards
1
2
3
4
1.1
1.2
1.3
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
4.1
4.2
4.3
4.4
4.5
5
5.1
5.2
5.3
5.4
6
6.1
6.2
6.3
6.4
7.1
7.2
7.3
7.4
8.1
8.2
8.3
8.4
8.5
all
7
8
Part
2
5a emerging
1b developing, 4b (ii) emerging
5a emerging
1a developing, 2b (ii) emerging, 2b (ii) developing, 2b (ii) extending, 4b (i)
developing
2b (ii) emerging, 2b (ii) developing, 2b (ii) extending, 4b (i) developing
4a (i) extending
4b (i) extending, 4b (ii) emerging
4b (i) extending, 6b extending
1a emerging, 5a extending, 6a emerging, 1b extending, 5b developing
1a extending, 2a developing, 3a extending, 5a extending, 6a emerging, 1b
extending
2b (i) emerging, 2b (i) developing, 2b (i) extending, 4b (ii) developing
1a developing, 3a developing
1a developing
6b developing a 6b extending
2a emerging, 2a developing, 4a developing, 4a extending, 1b developing,
4b (i) developing
2a developing, 4a emerging, 1b emerging, 1b developing, 6b emerging, 6b
developing, 6b extending, 4b (ii) extending
4a emerging, 4b (i) developing, 4b (ii) extending
5a developing, 4b (i) emerging, 4b (ii) extending
3a emerging, 4b (i) emerging. 5b developing, 5b extending
3a emerging, 5a developing, 4b (i) emerging, 4b (ii) emerging, 4b (ii)
developing, 4b (ii) extending
3a extending, 4a extending
3a developing, 4a emerging, 4a developing
3a emerging, 3a developing, 3a extending, 4a developing
3a extending, 4a developing
3b emerging
3b developing
3b extending
3b extending
2a extending,
2a extending, 4b (ii) developing
5a developing, 6a developing
2a emerging, 4a extending, 6a extending
5a emerging, developing and extending
5a emerging, 6a extending
Appendix D
Developing and Reflecting on Professional Practice
Theme
1a
The History
of
Education
(These
tasks are
linked to
Assignment
1 for PGCE
student)
2a
Evidence
Based
Task
Emerging
 Research each of your placement schools as you start the
placement. Look at their website, most recent Ofsted report,
prospectus and mission statement.
 Read the national curriculum (or other relevant curriculum
frameworks) for your subject area and familiarise with your
placement school’s schemes of work in the context of this
Where the evidence of
completion of the task
can be found (cross
reference or hyperlink
to teaching file,
assignments reflective
journal etc.).
Date of completion
Standards
addressed
3.1
Developing - Identify an appropriate class for which you can develop
a short sequence of lessons. The planning should indicate how the
scheme links to subject curriculum and frameworks. The plans
should be annotated to indicate how your planning supports the
aims and purpose of your subject.
2.1, 4.1, 4.2
Extending - Write a brief reflection on these lessons, with reference
to academic literature, explaining how you wish to develop your
planning and teaching skills in the context of your subject.
3.2
Emerging - With your mentor discuss a target identified in your
summative review from SBT1. Complete the assignment 3 formative
submission pro forma explaining the area you are going to focus on.
4.4, 8.4
Practice
(These
tasks are
linked to
PGCE
Assignment
3 and BSc
Assignment
3)
3a
Planning for
Progression
(These
tasks could
also be
linked to
PGCE
Assignment
3 and BSc
Assignment
3)
Developing - In your identified area set appropriate targets for
development and undertake an enquiry project (researching the area
in relevant literature and trialling new classroom strategies) as you
seek to improve your practice.
Extending - Prepare a presentation on the outcomes of your project
(to be given to colleagues and /or peers), outlining your findings in
the context of the school policies and practice with reference to
relevant academic literature.
3.2, 4.4, 4.5
(other standards
will be addressed
in the context of
the project
undertaken)
8.1, 8.2
Emerging - Gather the available and relevant data for your classes.
Review this and discuss with your mentor the implications for your
teaching
5.3, 5.4, 6.3
Developing - Produce a series (2-3) of consecutive lesson plans.
Highlight and annotate the plans to indicate how data has been used
to inform planning and how you have ensured progression for all
pupils.
4.1, 6.2, 6.3
Extending


Using your lesson plans and any observation notes or
informal feedback from your lessons write a reflection on the
effectiveness and limitations of using data to inform planning
and pupil progress.
With the support of your mentor or host teacher, identify
pupils who are failing to make adequate progress and plan
intervention strategies.
Implement these strategies and evaluate their
effectiveness.
3.2, 6.1, 6.3, 6.4
4a
Assessment
Emerging - Having read Inside the Black Box observe at least 3
lessons. Focus on the type nature and frequency of questions asked
by the teacher. You might consider when open and closed questions
are used, differentiation of questions, how the teacher builds on the
responses by pupils, how the whole class is included and other issues
raised in Inside the Black Box. Discuss the outcomes with your
mentor and identify actions for your own practice. Implement
actions and write a brief written reflection on the outcomes,
referring to the literature you have explored.
4.5, 5.1, 6.2,
Developing  Choosing a class to focus on, mark the group's work in detail
providing information on strengths and areas for improvement.
Build opportunities for pupils to act on the targets that you have
set, into lessons.
 Provide a structured assessment opportunity (test, coursework
etc.) and mark in detail. Analyse the outcomes and reflect on the
effectiveness and impact of your teaching.
 Consider what the pupils have learnt, what skills have they
developed and what progress have they made? Write a brief
reflection on the implications of this for your future practice.
4.4, 6.2, 6.3, 6.4
Extending  Work with your mentor to identify opportunities for integrating
self and peer assessment into a series of lessons. Write, clear,
pupil friendly success criteria. Get the pupils to assess their
work and each other's work and to set targets for improvement
which are linked to the success criteria.
 Discuss the outcomes of this activity with the mentor and
identify actions for further development. Write a brief reflection
on the process and outcomes and how completing this activity
will inform your future practice.
2.3, 4.4, 6.1, 8.4
Emerging Discuss with other trainees, supported by your mentor and SMC,
the nature of your professional responsibilities as a teacher and
specific challenges that may present themselves in this teaching
context. Consider any immediate responses or changes you
need to make e.g. reviewing your social media settings.
 Start working with the form group you have been attached to.
Shadow the work of the form tutor or member of the pastoral
team carrying out this role.
 Discuss the systems that are set up in the school to promote
communication with parents and carers. Record any established
protocols in your teaching file.
Developing  Focus on how you are deploying any support staff in your
5a
classroom. Make arrangements to spend additional time with
The
these staff looking at the specific needs of the class and how they
Professional
might best be deployed over a series of lessons. Ask your
Teacher
mentor to scrutinise your planning in this area, and undertake
some targeted observation. Ask for feedback from support staff.
 Take on some aspects of the role of the form tutor.
 Attend a parents evening or monitoring and review day, write a
reflection on any aspects of the experience you found difficult
and any that were helpful to you as a teacher.
Extending 
Evidence your engagement with your relevant subject
association or colleagues working in a different context.

Undertake some mentoring of individual pupils or a group of
pupils outside of your own teaching timetable
1.1, 1.3, Part 2, 8.5
5.2, 5.4, 8.3, 8.5
3.1, 3.2, 8.5

Present a brief case study outlining how your communication
with a parent or carer has had a positive impact on a pupil's
welfare or achievement (make sure that the pupil and
parent/carer's names are not included in this account.
Emerging
 Undertake an audit of your subject knowledge for teaching,
looking at the specific curriculum you will be teaching. Locate
your subject association (if applicable) and identify useful
resources for SKfT development. Discuss with your mentor
possible tensions and synergies that arise from the different
aspects of a teacher's role.
Developing  Make a list of all the support staff in the school and identify
those you will work with. Identify how and when you might work
with them, and how you would maximise the effectiveness of
this relationship. It would be helpful if you can arrange time to
6a
speak to, or shadow them. Provide evidence (e.g. email
The
correspondence, annotated lesson plans, TA planning sheets) of
Professional
your collaborative work with these colleagues in both subject
Career
and non-subject settings.
Extending Prepare an application letter for a sample teaching job and share
it with your mentor and then undertake a practice interview with
an experienced member of staff and get feedback.
 Meet with current NQTs in school, or with RQTs, to discuss their
experience of the NQT year.
 Undertake a self-evaluation of your progress against the
Teachers’ Standards in preparation for transition to the NQT year
and identify strengths and priority areas for development.
3.1, 3.2
8.3
8.4, Part 2
Developing Inclusive Practice
Theme
1b
Theories of
Teaching and
Learning
(These tasks
are linked to
PGCE
Assignment 1
BSc
Assignment 2)
2b (i)
Developing
Task
Where the evidence
of completion of the
task can be found
(cross reference or
hyperlink to teaching
file, assignments
reflective journal
etc.).
Date of completion
Standards
addressed
Emerging  Observe teachers in your both your subject and other subject
areas. Include in your notes examples of where teachers have
successfully used scaffolding and modelling to take learning
forward.
 Describe teachers’ different approaches to teaching and try to
characterise their different approaches.
4.5
Developing - Work with you mentor to identify how to model and
scaffold learning in your lessons. Discuss this with your mentor
following the lessons and reflect on it in your written evaluations.
1.2, 4.4, 4.5
Extending- Annotate a sequence of lessons to identify where you have
incorporated different pedagogical approaches. Indicate where you
missed opportunities to develop this further. Set yourself targets for
future planning and develop pedagogy in your subject. Try to link this
to examples of good practice found in professional literature (e.g.
subject association publications).
3.1, 3.2
Emerging Observe at least three lessons within your subject area and
compile a comprehensive list of the literacy (reading, writing and
speaking and listening) activities that take place within the lessons.
3.3
Literacy
Either: Collect one text used within the observed lessons and reflect
on the following questions: What sort of reading demands are placed
on students? What genres of text are students required to read in
your subject area? E.g. reports, articles, diary extracts, letters. For
what purposes are students required to read in your subject area?
E.g. locating and retrieving (information or key facts), interpreting or
following an argument or line of thought, analysing (sources or
questions, for example).
Or: Collect a sample of written work produced by the students in one
of the observed lessons (this could be a labelled diagram or
worksheet) and reflect on the following questions: What sort of
writing demands are placed on students? What sort of common
errors (spelling, punctuation, grammar) do students make when
producing writing in your subject? For what purposes are students
required to produce writing in your subject area? E.g. summarising,
explaining, analysing, recording, describing, recounting. What types of
text are students required to produce in lessons in your subject area?
E.g. articles, reports, letters, essays, fact files, labelled diagrams.
Developing
Either: Read Ch2 and 3 of Lewis and Wray (2000). Following this,
observe one lesson in your subject area, where you know in advance
that students will be required to interact with a text. Reflect on the
ways in which stages of the EXIT model are used to explore the text.
Or: Read Chapter 2 and 3 of Lewis and Wray. Following this, observe
one lesson in your subject area, where you know in advance that
students will be required to either produce writing of some sort or
use or learn key vocabulary. Look for instances where students are
required to gather and record information and/or subject specific
vocabulary. Reflect on the strategies used to model the writing
process or use of key vocabulary.
3.3
Extending :
3.3


2b (ii)
Developing
Numeracy
Select an area of literacy as a focus – reading/writing/speaking
and listening and plan a lesson with a literacy focus including
specific teaching of skills relating to the EXIT model (if teaching
reading) or the modelling of the writing process or use of key
vocabulary. Highlight and annotate your lesson plan to reflect on
the outcome of this lesson.
Summarise in writing the pertinent issues for literacy in a broad
sense within your subject area in the 21st Century.
Emerging
 Ensure that you are clear about the placement school's policy on
cross- curricular numeracy.
 How is this implemented in your department's schemes of work?
 Is there a consistent approach across subjects and with the
mathematics department?
 Where can you go / who can you approach for support with
strategies to support numeracy in your subject?
2.1, 2.2
Developing
 Identify lessons being taught by experienced colleagues that have
a numeracy element.
 Observe these lessons.
 What aspect of numeracy is being incorporated in the lesson?
 Where there any issues with the numeracy content? How did the
teacher support this specific aspect?
 Look at your mid- term plans for the classes that you will be
teaching: are there any specific opportunities to develop
students' numeracy? Plan how you will support this aspect of the
lessons.
2.1, 2.2
Extending - Annotate lesson plans to show how you have included
aspects of numeracy into some of your lessons. Briefly reflect on any
2.1, 2.2
issues that students' had with the task / material. How did you
support the learning? How did you assess the learning?
3b
Creating a
Positive
Learning
Environment
(These tasks
are linked to
the 3BSc
General
Professional
Studies
Assignment)
4b (i)
Meeting
Individual
Needs
(These tasks
are linked to
PGCE
assignment 2 )
Emerging - Read the school behaviour policy, with a particular focus
on rewards and sanctions, to ensure that you understand the systems
and your responsibilities within it.
7.1
Developing - Pick one class that you teach and annotate your lesson
plan(s) to demonstrate how you have included planning for behaviour
management into your preparation for the lesson(s).
7.2
Extending - Use your mentor's lesson feedback or observation notes
as the starting point for a discussion with your mentor about the
progress you have made in developing your behaviour management
skills. Write a bullet point list of the key points identified.
7.3, 7.4
Emerging  Track a student with a specific SEND need throughout their day
(this should be done as if you generally looking at Teaching and
Learning throughout the school) and observe strategies used for
that student and the learning experience/progress they make
during the day. Review their IEP as part of this process. Reflect
on your experience and discuss observations with your Mentor.
 In your lesson plans, for one class, focus on differentiating your
resources for a specific group of students and using the TA to aid
learning (if one in the classroom).
5.2, 5.3, 5.4
Developing - Video yourself teaching or ask another teacher to
observe you and evaluate how the students respond to the
differentiated resources and their progress.
Identify actions for your practice and inform your mentor of your
action plan. Then ask your mentor to observe you in relation to it and
give feedback on your intended goals. Write a brief written reflection
2.1, 2.2, 4.4, 5.1
on the outcomes of this process.
Extending  Conduct an interview with the students and discuss the lessons
with them.
 Did the students enjoy them? Did they understand the tasks? Did
the resources help them? What did they learn? Discuss the
outcomes of the lessons and the student interviews with the
mentor and identify actions for further development.
 Write a brief reflection on the advantages and disadvantages of
different approaches to inclusion. Use now from your student
interviews, your meeting with the SENCo and from conversations
with other subject specialists to inform this reflection.
4b (ii)
Teaching
Pupils with
English as an
Additional
Language
2.4, 2.5
Emerging - Shadow an EAL pupil or observe lessons involving EAL
pupils and make notes on which activities promote pupil engagement
and strategies used by teachers to support pupils for whom English is
an additional language. Discuss your findings with your mentor,
mentor co-ordinator or host teacher.
1.2, 2.4, 5.4
Developing
With the guide of a specialist EAL teacher plan or adapt a lesson plan
to support the needs of an EAL pupil. Make sure that you consider :
 support for language acquisition
 accessibility of texts and activities
 opportunities for pupils to listen to and contribute to peer talk in
a structured manner
3.3, 5.4, 8.2
Extending - Organise a meeting with a small focus group of pupils for
whom English is an Additional Language.
 Identify a few focussed questions about which aspects of school
they enjoy, what helps them to learn, any barriers to learning. Ask
your mentor to review your questions.
 Record the outcome of this discussion.
4.5, 5.1, 5.2, 5.4

Implement changes in your own practice as light of this discuss
and evaluate the changes.
OR
 Read Monaghan (2005) Developing Language in the Mainstream
Classroom
 Use the matrix presented (Granville, M. 2000) to plan a lesson for
a class in which there are EAL or bi-lingual pupils.
Emerging - Read the Coffey article. Research transition arrangements
in your school/department (supported by your meeting with the
school transition co-ordinator)
Developing For 11-16 subjects:
 Read the Ashton article. Devise a short questionnaire for Year 7
pupils to explore their experiences of school transition. Compile
the questions and review this with you subject mentor before
interviewing some pupils.
 Look at the subject curriculum in your feeder school and discuss
5b
with your mentor transition issues in your subject area.
For 14-19 subjects:
Understanding
 Read the Aston article. Devise a short questionnaire for pupils at
Transitions
the end of key stage 3 to explore their experiences of transition
from KS3 to KS4. Compile the questions and review this with your
subject mentor before interviewing some students.
 Look at curriculum for key stage 3 subjects related to your subject
area discuss with your mentor transition issues in the context of
your subject.
Extending - Work with your mentor to review the data gathered from
your questionnaire. Keep the completed questionnaires to include as
evidence against TS5c and summarise your findings in a few brief
paragraphs. In this reflection also consider your own teaching and
5.3, 3.1
5.3
how you progress students through this stage of their education to
prepare them for the next phase.
6b
Creativity,
Innovation
and the Wider
Curriculum
Emerging  Discuss with your mentor the opportunity for the use of digital
technologies within your subject, being aware of the potential
problems that may arise in their use in a classroom environment.
 Review a scheme of work and identify alternative ways of both
delivering the content and of assessing the results of your
teaching.
 Identify and deliver a classroom activity using a non-traditional
method of delivery.
4.5
Developing  Develop an interactive resource which could be used with an
interactive whiteboard, ensuring that you can explain to your
mentor how it functions interactively.
 Create collaborative activities using digital technologies both
within the classroom and external to it.
 Design an activity for homework or extended learning which
allows pupils to demonstrate their learning in a creative manner
(role play, podcast, making a model, writing a song or poem).
4.5,4.3
Extending
 Identify possible features of digital technologies which may be
used within your classroom environment, (for example mobile
phones, i-phones, i-pads, still and video cameras) and link these
to a teaching and learning experience.
2.5, 4.5,4.3

Organise or support the organisation of a trip which enriches
learning and extends learning. Provide evidence of the impact of
this experience on pupils' learning.
Appendix E
THIS MODULE DESCRIPTOR IS COMMON TO ALL PGCE PROGRAMMES.
MODULE DESCRIPTOR
TITLE
Developing Inclusive Practice (module 2)
SI MODULE CODE
CREDITS
LEVEL
JACS CODE
SUBJECT GROUP
DEPARTMENT
MODULE LEADER
15
7/6
X130
Secondary
Teacher Education (D&S)
Fiona Leonard
MODULE STUDY HOURS (based on 10 hours per credit)
Scheduled
Placement (if
Independent
Learning and
applicable)
Guided Study
Teaching Activities
24
126
Total Number of
Study Hours
150
MODULE AIM
This module aim is to develop your understanding of the factors which affect pupils' ability
to learn and equip you with the analytical and practical tools to respond to and provide for
their diverse learning needs in the context of current legislation and guidance applying to
the secondary age phase and your own subject specialism
MODULE LEARNING OUTCOMES
By engaging successfully with this module you will be able to:
Level 6
Identify the challenges relating to inclusive
practice in secondary schools and select and
evaluate approaches and strategies that are
applicable within the an inclusive subjectbased lesson
Make judgements by critically analysing and
evaluating the appropriateness and
effectiveness of learning and teaching
approaches in the light of an understanding
of how pupils learn
Level 7
Identify the complex challenges relating to
inclusive practice in secondary schools and
select, adapt and critically evaluate
approaches and strategies that may be
applicable within an inclusive subject-based
lesson
Make informed judgements by critically
evaluating the
appropriateness and effectiveness of learning
and teaching approaches in the light of an
understanding of the complexity of factors
affecting how pupils learn
Make and justify decisions when planning
learning and teaching activities which take
into account specific and individual learning
needs and potential barriers to learning
Make and justify decisions when planning
learning and teaching activities which take
into account a critical awareness of the
complexity of specific
and individual learning needs and potential
barriers to learning
INDICATIVE CONTENT

Inclusion and inclusive practice: What is inclusive practice? Exploring the dilemmas
and challenges of inclusive practice. What does an inclusive subject-based
classroom/learning environment look like?

Learning theories and practices - general and subject-related

Exploring the relationship between teaching and learning within the context of your
specialist subject curriculum, learning environments and learning needs

Teachers’ beliefs and values and their impact on practice

Learner/teacher interactions: Building relationships to foster pupil engagement &
motivation

Creating a positive climate for learning
- Identifying and addressing barriers to learning
- Teacher & pupil behaviours - Creating, managing and maintaining a safe
and productive classroom/learning environment

The statutory and legal framework concerning discrimination and special
educational needs and disability.

The impact of SEN, EAL, social & cultural background, ethnicity, gender and other
factors on learning & teaching in the secondary phase and in your area of
curriculum expertise

Special educational needs and disabilities. (E.g. Autism, sensory impairment, ADHD,
dyslexia, dyspraxia, etc.) and issues they may raise for teaching your own subject

working in partnership with pupils, their families and other professionals and
agencies
LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS
You will be supported in your learning, to achieve the above outcomes, in the following
ways:
During University sessions, school experience, use of library resources, electronic
communication and academic tutorials you will engage in critical debate focusing upon the
interaction between the theoretical and practical factors and issues which underpin
successful teaching and learning.
The taught programme will comprise a range of learning opportunities which may include:


lead lectures that provide specialist inputs from visiting and university-based
speakers
a programme of mixed subject and subject-specific seminars which will provide a
range of learning opportunities that might include individual, small group and whole
group tasks
You will also be able to collect evidence towards this assignment during your school-based
training.
The assignment will be 100% coursework and assessed by academic members of staff.
You will be expected to complete a summative assignment in which you will first analyse
and reflect upon whole school issues and developments and then a reflection on the
implications for your own classroom practice.
The detailed assessment briefing and criteria will be published locally and feature in
programme level course documentation and on-line within the appropriate blackboard
sites/partnership portal.
You will have a final assessment on a pass/fail basis, initially at level 7 and only then,
should their work not meet the required level to secure a pass, will be assessed instead
against the level 6 criteria. During the module there will be opportunities for supportive,
formative assessment and in-module retrieval will be available.
ASSESSMENT TASK INFORMATION
Task
No.
1
Short Description
of Task
SI Code
EX/CW/PR
Task
Weighting
%
Word Count
Coursework task
relating to an aspect
of "the inclusive
classroom/learning
environment"
CW
P/F
3000 words
Equivalent
Inmodule
retrieval
available
Y
FEEDBACK
You will receive feedback on your performance in the following ways:





Peer review
Self-review
Tutor dialogue
Written and/or verbal feedback following staged hand-ins of formative aspects of the
assignment task
Written feedback and grading on their final submitted work
LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS)





Module Handbook
Blackboard-based resources
Reading lists – both online and within the module handbook
Academic guidance from subject tutors and university staff
Online resources
 Professional practice from school based training
 Appropriate engagement with subject specific professional bodies
Recommended Resources
Brooks, V. Abbott, I. & Bills, L. (2007) Preparing to Teach in Secondary Schools: A Student
Teacher's Guide to Professional - Issues in Secondary Education. OUP
Capel, S. Leask, M. & Turner, T. (2013) Learning to Teach in Secondary School 6th Edition
Routledge
Capel, S. Leask, M. and Turner, T. (2013) Readings for Learning to Teach in the Secondary
School: A Companion to M Level Study Routledge
Frederickson, N and Cline,T (2009) Special Educational Needs;: Inclusion and Diversity (2nd
Ed, Maidenhead, OUP.
Hramiak, A. and Hudson, T. (2010) Understanding Learning and Teaching in Secondary
Schools. Pearson Education
Lever, C. (2011) Understanding Challenging Behaviour in Inclusive Classrooms, Pearson
Education
Rogers, B. (2011) Classroom behaviour: A practical guide to effective teaching, behaviour
management and colleague support, 3rd edition Sage Publications
N.B Suggested subject-specific readings will be recommended to you by your subjectbased tutor.
SECTION 2
MODULE INFORMATION FOR STAFF ONLY
MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION
MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE
NEW MODULE
Y
EXISTING MODULE - NO CHANGE
NA
Title Change
NA
Level Change
NA
Credit Change
NA
Assessment Pattern Change
NA
Change to Delivery Pattern
NA
09/2014
Date the changes (or new module) will be implemented
MODULE DELIVERY PATTERN
Module Begins
Course Intake 1
08/09/2014
Module Ends
16/06/2015
Is timetabled contact time required for this module?
Y
Are any staff teaching on this module non-SHU employees?
If yes, please give details of the employer institution(s) below
N
What proportion of the module is taught by these non-SHU staff,
expressed as a percentage?
MODULE ASSESSMENT INFORMATION
Indicate how the module will be marked
*Overall PERCENTAGE Mark of 40%
*Overall PASS / FAIL Grade
SUB-TASKS
Will any sub-tasks (activities) be used as part of the assessment
strategy for this module?
FINAL TASK
According to the Assessment Information shown in the Module
Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid
in Section 1 of the Descriptor)
NON-STANDARD ASSESSMENT PATTERNS
MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON
STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%.
NB: Non-standard assessment patterns are subject to faculty
agreement and approval by Registry Services - see guidance notes.
N
Y
N
Task No.
1
X
MODULE DESCRIPTOR
TITLE
SI MODULE CODE
CREDITS
LEVEL
JACS CODE
SUBJECT GROUP
DEPARTMENT
MODULE LEADER
Developing and Reflecting on Professional Practice
(module 3)
15
7/6
X130
Secondary Education
Teacher Education (D&S)
Fiona Leonard
MODULE STUDY HOURS (based on 10 hours per credit)
Scheduled
Placement (if
Independent
Learning and
applicable)
Guided Study
Teaching Activities
24
126
Total Number of
Study Hours
150
MODULE AIM
To develop your ability to reflect critically on your professional practice and take responsibility for
your continuing professional development by identifying areas for improvement, applying strategies
and approaches informed by academic literature, observation and practice and evaluating the
impact of these approaches.
.
MODULE LEARNING OUTCOMES
By engaging in this module you will
Level 6
Reflect and evaluate own, strengths,
limitations and performance
Take responsibility for identifying goals,
setting targets and initiating plans to
improve your practice
Identify an area for professional
enhancement and select, justify and use
approaches to develop this aspect of
your practice by referring to academic
research, scholarship and observed
professional practice.
Implement a change to your practice
and evaluate the impact of this change
Level 7
Reflect on and evaluate aspects of your
teaching which have a positive and
negative impact on pupils’ learning
Take full responsibility for initiating,
identifying, amending and achieving
aims and desired outcomes with regard
to improving your practice.
Identify an area for professional
enhancement, select, use and adapt
approaches including those at the
forefront of your subject specific
pedagogy or professional practice
Refer to carefully selected academic
and professional sources
Implement changes to your practice and
evaluate the impact of this change on
pupils’ learning
INDICATIVE CONTENT

The History of Education, the National Curriculum and planning to include: the
purpose of education, philosophy of education and personal philosophy, an
international perspective, different types of schools, current issues in education

Evidence based practice to include: Understanding, applying literature on
professional practice and research, reporting on practice and enquiry, writing for
different audiences, school based research and development, critical thinking and
enquiry, school improvement , pupil progress, intervention strategies, use of pupil
data and accountability and 'Closing the Gap'

Assessment to include: Assessment for learning, use of questioning, peer and selfassessment

The Professional Teacher to include: identifying personal values, safeguarding,
working with the wider workforce, pastoral roles including the role of the form tutor,
developing pupils' emotional skills and strengths, a consideration of the role of social
media and its implications including safeguarding, professional behaviour outside of
school, managing professional relationships
LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS
You will be supported in your learning, to achieve the above outcomes, in the following
ways:
During University sessions, school experience, use of library resources, electronic
communication and academic tutorials you will engage in critical debate focusing upon the
interaction between the theoretical and practical factors and issues which underpin
successful teaching and learning.
The taught programme will comprise a range of learning opportunities which may include:


lead lectures that provide specialist inputs from visiting and university-based
speakers.
a programme of mixed subject and subject-specific seminars which will provide a
range of learning opportunities that might include individual, small group and whole
group tasks.
You will also be able to collect evidence towards this assignment during your school-based
training.
The assignment will be 100% coursework and assessed by academic members of staff.
You will be expected to identify an area of professional or pedagogical practice which you
wish to enhance; this should be related to your own professional development needs but
can also link to the school or department improvement plan. You will then gather
information and evidence about good practice in this area and will implement and evaluate
changes to your practice. The evidence gathering can be done individually or
collaboratively. You may be required to present the outcomes of your enquiry to an
audience of your peers, academic tutors or school mentors. You will then write a report in
which you evaluate the effectiveness of the changes in your practice and reflect on your
professional learning as a result of engaging in this process.
The detailed assessment briefing and criteria will be published locally and feature in
programme level course documentation and on-line within the appropriate blackboard
sites/partnership portal.
You will have a final assessment on a pass/fail basis, initially at level 7 and only then,
should your work not meet the required level to secure a pass, will be assessed instead
against the level 6 criteria. During the module there will be opportunities for supportive,
formative assessment and in-module retrieval will be available.
ASSESSMENT TASK INFORMATION
Task
No.
Short Description of Task
SI Code
EX/CW/PR
Task
Weighting
%
Word Count
In-module
retrieval
available
1
Written evaluation of
change to practice and
summary of professional
learning
CW
P/F
3000 words
Y
FEEDBACK
You will receive feedback on your performance in the following ways:





Peer review
Self-review
Tutor dialogue
Written and/or verbal feedback following staged hand-ins of formative aspects of the
assignment task
Written feedback and grading on their final submitted work
LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS)







Module Handbook
Blackboard-based resources
Reading lists – both online and within the module handbook
Academic guidance from subject tutors and university staff
Online resources
Professional practice from school based training
Appropriate engagement with subject specific professional bodies
Recommended Resources
Black, P, Harrison, C. Lee, C and Marshall, B (2003) Assessment for learning: Putting it into
Practice, OUP
Brooks, V. Abbott, I. & Bills, L. (2007) Preparing to Teach in Secondary Schools: A Student
Teacher's Guide to Professional - Issues in Secondary Education. OUP
Capel, S. Leask, M. & Turner, T. (2013) Learning to Teach in the Secondary School
edition Routledge
6th
Capel, S. Leask, M. and Turner, T (2013) Readings for Learning to Teach in the Secondary
School: A Companion to M Level Study Routledge
Hopkins, D (2008) A teachers's Guide to Classroom Resarch, Maidenhead, OUP
Overall LS and Sangster M (2007) Secondary Teacher’s Handbook, (2nd Ed) London
Continuum
N.B Suggested subject-specific readings will be recommended to you by your subjectbased tutor.
Appendix F
PGCE Assignment 1:
Module: Developing and Reflecting on Subject Knowledge and Subject
Pedagogy (30 credits at Level 6/7)
What makes an effective (subject) lesson?
In this assignment you will critically reflect on the factors that contribute to effective lessons
in your subject. This should include reference to relevant literature concerning subject
pedagogy and general theories of teaching and learning.
You will analyse a sequence of lessons that you have planned and delivered, focussing in
on one lesson in particular to illuminate your understanding of effective learning in your
subject. You will then go on to discuss the ways in which critical reflection has developed
and improved your practice.
Formative Submission
The formative submission should take the form of a review of literature relating to effective
subject pedagogy (where appropriate) and or general theories of teaching and learning
which support effective teaching and learning in your subject area.
Final Submission
In the final submissions you should discuss your sequence of lessons with reference to
appropriate literature drawing on your conclusions about what makes an effective lesson in
your subject area and how your practice has developed as a consequence of your reading
and research into effective teaching and learning
Word limit: 6000 words
Hand in: This assignment will have a staged hand in:
Part 1 formative submission (compulsory): 14th November 2014 9:00am
Final electronic summative submission: 12th Jan 2015 9:00am
In-module improvement (IMI) will be available in this module. Deadline March 9th 2015
9:00am
The deadlines for the submission of course work are subject to change and it is the students'
responsibility to check the definitive deadlines on ASSESSMENT MANAGER
Support: Support for this work will take the form of a cross subject session on writing at
Masters Level followed by subject focused support.
Assessment criteria: Your work will be graded on a “best-fit” model against these criteria
and you will have to attain at least 3 of the 5 level 7 pass descriptors in order to be awarded
a pass at level 7 overall, including the final one on writing to an appropriate academic
standard. You will have to attain all pass descriptors at level 6 (or higher) in order to be
awarded a pass at level 6 overall.
Ethical considerations: You should not identify pupils, classes, staff or schools by name
within this assignment, either directly or indirectly.
Assessment
Criterion
Review of
academic and
professional
literature
Level 6 descriptor
Level 7 descriptor
Identifies and summarises a
range of key ideas and themes
from relevant academic and
professional literature
indicating how these can
inform classroom practice.
Reflection on
factors that
contribute to
effective lessons
Analysis of
lesson sequence
and identified
focus lesson
Uses the literature to select,
justify and evaluate the key
features of an effective lesson.
Discussion of
how critical
reflection has
developed
practice
Evidence drawn from personal
and critical reflection is used to
summarise your development
in relation to your professional
practice.
Produce a piece
of writing to an
appropriate
academic
standard
Clear written style appropriate
for an adult audience. Accurate
referencing using SHU Harvard
conventions and including an
appropriate bibliography.
Sources can be drawn from
named books, journals or other
appropriate media.
Selects and synthesises key
and related ideas and themes
from a carefully chosen range
of literature demonstrating
breadth & depth of reading and
indicating a well-developed
awareness of how these ideas
can be applied to classroom
practice.
Uses the literature to select,
adapt according to context and
critically evaluate the key
features of an effective lesson.
Critically analyses the selected
sequence of lessons with
reference to the underpinning
research and scholarship.
Demonstrates the ability to
reflect on and critically evaluate
strengths and improvement
targets to develop
effectiveness of classroom
practice in relation to pupil
progress.
Well-chosen evidence drawn
from personal and critical
reflection on pupil learning,
progress and attainment is
synthesised to provide a sound
rationale for your development
in relation to your professional
practice.
Clear and coherent written
style appropriate for a
professional audience.
Accurate referencing using
SHU Harvard conventions and
including an appropriately
broad and relevant
bibliography. The majority of
referenced sources are from
named books or journals.
Analyses the selected
sequence of lessons with
reference to the underpinning
research and scholarship.
Demonstrates the ability to
reflect on and evaluate
strengths and improvement
targets in order to develop
classroom practice.
PGCE Assignment 2:
Module: Developing Inclusive Practice
15 credits at Level 6/7
Creating an Inclusive Classroom
In this assignment you will consider what inclusion means and reflect on key literature
relating to this area to inform your own practice as a developing teacher.
Part 1: What does the academic and professional literature suggest about creating an
inclusive classroom?
You will be provided with 6 articles concerning inclusion within the classroom. Select four of
the articles and for each, produce a 500 word review of the document, summarising the key
content issues.
Part 2: (1000 words)
Compare and contrast your selected articles and reflect upon what impact you feel that this
will have on your own classroom practice and professional development
Ethical considerations: You should not identify pupils, classes, staff or schools by name
within this assignment, either directly or indirectly.
Word limit: 3000 words
Summative electronic submission: October 24th 2014. 9:00am
In-module improvement (IMI) will be available in this module. Deadline 12th December, 2014.
9:00am
The deadlines for the submission of course work are subject to change and it is the students'
responsibility to check the definitive deadlines on ASSESSMENT MANAGER
Support: Support for this work will take the form of a cross subject session on writing at M
level followed by subject focused support.
Assessment criteria: Your work will be graded on a “best-fit” model against these criteria
and you will have to attain at least 3 of the 5 level 7 pass descriptors in order to be awarded
a pass at level 7 overall, including the final one on writing to an appropriate academic
standard.
You will have to attain all pass descriptors at level 6 (or higher) in order to be awarded a
pass at level 6.
Assessment
Criterion
Review of academic
and professional
literature
Level 6 descriptor
Level 7 descriptor
Identifies and summarises a
range of key ideas and themes
from literature indicating an
awareness of essential
challenges relating to inclusive
practice
Identify and discuss
a range of issues,
exploring
connections
between them.
Sound choice of issues which
are relevant and clearly
identified with some
justification. Presents clear
evidence of understanding
beyond the simple description
of issues, factors and
connections between them.
Provides a clear and rational
justification of the adopted
approaches to learning,
teaching & assessment
(appropriate to this early stage
of training )
Selects and synthesises key and
related ideas and themes from a
chosen range of literature indicating
a well-developed awareness of
essential challenges relating to
inclusive practice and their
relationship to one another
Highly appropriate and perceptive
choice of issues with welldeveloped and fully-justified
rationale. Demonstrates a deep and
informed understanding of the
issues, factors and connections
between them.
Use knowledge of
the identified issues
to justify your own
approaches to
learning, teaching
and assessment in
your subject
Produce a piece of
writing to an
appropriate
academic standard
Clear written style appropriate
for an adult audience. Accurate
referencing using SHU Harvard
conventions and including an
appropriate bibliography.
Provides a detailed and fully
justified rationale for the selection
and adoption of specific
approaches to learning, teaching &
assessment with particular learners
(appropriate to this early stage of
training )
Clear and coherent written style
appropriate for a professional
audience. Accurate referencing
using SHU Harvard conventions
and including an appropriately
bibliography.
PGCE Assignment 3:
Module: Developing and Reflecting on Professional Practice
15 credits at Level 6/7
Improving Learning and Teaching through Reflective Practice
In this assignment, you are required to reflect on an area for professional development as
identified in your first summative review. This area will be linked to a specific teaching
standard.
The focus for this study should be discussed and agreed with your mentor and a proposal
proforma submitted to your tutor by February 23rd (9:00am deadline).
You will undertake an enquiry project where you review literature and combine this with
advice from colleagues to inform, develop and trial new classroom strategies. You will then
demonstrate how this has not only improved your classroom practice, but how it has also
impacted on pupil progress in a positive way.
You will include a reflective weekly journal linked to your weekly mentor meetings and
personal action plans included as an appendix which will log the progress you have made in
this area.
Ethical considerations: You should not identify pupils, classes, staff or schools by name
within this assignment, either directly or indirectly.
Word limit: 3000 words
Submission of proposal February 23rd 2015 9.00 am
Summative electronic submission: May 8 2015h. 9:00am
In-module improvement (IMI) will be available in this module. June 19th 2015 9.00am
Support: Support for this work will take the form of a cross subject session on writing at M
level followed by subject focused support and a supported writing session.
Assessment criteria: Your work will be graded on a “best-fit” model against these criteria
and you will have to attain at least 3 of the 5 level 7 pass descriptors in order to be awarded
a pass at level 7 overall, including the final one on writing to an appropriate academic
standard.
You will have to attain all descriptors at level 6 (or higher) in order to be awarded a pass at
level 6 overall.
Assessment
Criterion
Review of
academic and
professional
literature
Level 6 descriptor
Level 7 descriptor
Identifies and summarises a
range of key ideas and
themes from literature
indicating an awareness of
essential challenges relating
to the focus of your study.
Identify and
discuss a range of
issues, exploring
connections
between them.
Sound choice of issues
which are relevant and
clearly identified with some
justification. Presents clear
evidence of understanding
beyond the simple
description of issues, factors
and connections between
them.
Provides a clear and rational
justification of the adopted
approaches to learning,
teaching & assessment
Selects and synthesises key and
related ideas and themes from a
carefully chosen range of
literature demonstrating breadth
& depth of reading and
indicating a well-developed
awareness of essential
challenges relating to the focus
of study
Highly appropriate and
perceptive choice of issues with
well-developed and fully-justified
rationale. Demonstrates a deep
and informed understanding of
the issues, factors and
connections between them.
Use knowledge of
the identified
issues to justify
your own
approaches to
learning, teaching
and assessment
in your subject
Reflect on the
extent to which
this work has
allowed you to
evaluate your own
understanding of
pupil progress and
attainment.
Produce a piece
of writing to an
appropriate
academic
standard
Evidence drawn from
personal and critical
reflection on pupil learning,
progress and attainment is
used to identify appropriate
conclusions in relation to
your on-going professional
practice.
Clear written style
appropriate for an adult
audience. Accurate
referencing using SHU
Harvard conventions and
including an appropriate
bibliography. Sources can be
drawn from named books,
journals or other appropriate
media.
Provides a detailed and fully
justified rationale for the
selection and adoption of
specific approaches to learning,
teaching & assessment with
particular learners
Well-chosen evidence drawn
from personal and critical
reflection on pupil learning,
progress and attainment is
synthesised to underpin the
development of a sound
rationale for your plans for your
on-going professional practice.
Clear and coherent written style
appropriate for a professional
audience. Accurate referencing
using SHU Harvard conventions
and including an appropriately
broad and relevant bibliography.
The majority of referenced
sources are from named books
or journals.