BA (Hons) Primary Education with recommendation for QTS

School PlacementPE224Level 5

2017-2018

Module LeaderMaxine Purvis

Module Specification

Module Title School PlacementModule Code PE224Level 5 Credits 20 JACS Code X120Core/Optional CoreProgramme BA (Hons) Primary Education with recommendation for QTS

Scheduled learning hours 11Placement learning hours 175 hours (35 days)Independent study hours 14Arrangements for support of independent study

Students are encouraged to use the library especially the children’s collection and teaching resources, resources on the VLE, note from centre based sessions. Teacher mentor, school mentor, link tutor and personal tutor are available for face to face or email support. The Student Support groups enable students to contact each other face to face or through the VLE. Student from all three cohorts are available to offer support and guidance.

Cost centre Not Applicable

Rationale

This module gives the students a chance to develop their teaching skills further and firmly embed what they have been learning in all of the modules up to this point by applying them in a solo school placement. This will continue to be developed in PE324.

Learning Outcomes

By the end of the module students are expected to:

1. Be able to evaluate critically their own strengths and weaknesses in teaching and challenge received opinion about teaching and learning, in order to develop existing skills (Level 5 SEEC K/TS) (FHEQ Level 5.7 (from para 4.12 p23));

2. Undertake critical analysis of planning and propose solutions using alternative teaching approaches (Level 5 SEEC C/I) (FHEQ Level 5.5 (from para 4.12 p23));

3. Have a detailed knowledge and critical understanding of subject knowledge and how it relates to teaching and learning (Level 5 SEEC K/U) (FHEQ Level 5.1 (from para 4.12 p23));

4. Effectively communicate information, arguments and analysis in a variety of formats (Level 5 SEEC K/TS) (FHEQ Level 5.6 (from para 4.12 p23))

Summary of Learning and Teaching Strategy

This placement builds upon all knowledge and experience gained on previous placements. Trainees should plan and teach all subjects for the class, taking over full responsibility by day 1 of the second teaching week (date dependent on school half-term). Half a day a week of non-contact time should be allowed for the completion of professional development tasks which the trainee will identify with support from the mentors. These may include, eg teaching and/or observing lessons across the school, discussions with subject leaders, consideration of teaching approaches in different key stages etc. A further half a day per week of non-contact time should be allowed for planning and preparation of lessons.

Syllabus – The Teachers Standards

Set high expectationsPromote good progressSubject and curriculum knowledgePlan and teach well-structured lessonsDifferentiationInclusionAssessmentBehaviour managementLearning environmentWider professional role

Assessment

Assessment Component KIS Category Weighting (%) Module OutcomesQTS Assessed Placement

(Developing)Practical 0% None

Oral Assessment (Assessed Tutorial)

Practical 100% All

Retrieval Assessment (if different from above)Not Applicable

Indicative Reading List

Essential ReadingBriggs, M., & Hansen, A. (2012). Play-based learning in primary school. London: SAGE.

Cohen, L., & Cohen, L. (2010). A guide to teaching practice. (Rev 5th ed.). Abingdon: Routledge.

Glazzard, J., Denby, N., & Price, J. (2014). Learning to teach. Maidenhead: McGraw-Hill Education.

Glazzard, J. (2016) Learning to be a Primary Teacher: Core knowledge and understanding. Critical Publishing: Northwich.

Medwell, J. A. (2015). Training to teach in primary schools: A practical guide to school-based training and placements. (3rd ed.). London: SAGE.

Paige, R., Lambert, S., & Geeson, R. (2017) Building skills for effective primary teaching.

Robinson, C., Bingle, B., & Howard, C. (2013). Primary School Placements: A critical guide to outstanding teaching. London: Critical Publishing.

English Brien, J. (2012). Teaching primary English. London: SAGE.

Cremin, T. (2015). Teaching English creatively. (2nd ed.) Abingdon: Routledge.

Gamble, N. (2013). Exploring children's literature: Reading with pleasure and purpose. (3rd ed.). Los Angeles: SAGE.

Graham, J., & Kelly, A. (2008). Reading under control: Teaching reading in the primary school. (3rd ed.). London: Routledge.

MathsBarmby, P., Bolden, D., & Thompson, L. (2014). Understanding and enriching problem solving in primary mathematics. Northwich: Critical Publishing.

Cotton, T. (2016). Understanding and teaching primary mathematics. (3rd ed.). Harlow: Pearson Education.

Hansen, A. (2014). Children's errors in mathematics. (3rd ed.). Exeter: Learning Matters.

Turner, S. (2012). Teaching primary mathematics. London: SAGE.

ScienceAllen, M. (2014). Misconceptions in primary science. (2nd ed.) Maidenhead: Open University PressLoxley, P., Dawes, L., Nicholls, L., & Dore, B. (2013). Teaching primary science: Promoting enjoyment and developing understanding. (2nd ed.). Harlow: Pearson Education.

WorldCat (http://bishopg.worldcat.org) is the Library’s online catalogue and research tool. It is a gateway to all of the Library’s print collections and many online collections too, and is by far the best place to start if you are researching a topic or looking for specific books or materials. The remainder of the Library’s online resources, and more information about online resources in general, can be found at http://libguides.bishopg.ac.uk/onlineresources .

Your reading lists will guide you to recommended texts and other resources. For more about reading lists consult your subject LibGuide at http://libguides.bishopg.ac.uk . In many instances multiple printed copies of key texts will be available in the Library, plus, where available, an additional electronic (e-book) copy. However, it is not possible for Library Services to make available enough copies of every printed text for every student and for this reason there are likely to be instances when you may need to reserve copies that are on loan to other students or purchase essential texts yourself.

Changes to Module

There have been no changes to the module as the student feedback was positive.

Session Plan

Session number

Time Event Link to Teachers’ Standards

1 2hrs Pre placement seminar All2 2hrs Overview of assessment and eRPD update and

trainingAll

5 days Preliminary school visits All6 weeks

6 week school placement All

30 minute

Assessed Tutorial All

Sessions

Pre-placement seminar To provide an overview of the PE224 Module. To develop understanding of key roles and responsibilities. To reintroduce key documentation and when it is used. To discuss professional conduct. To discuss the role of the Personal Support Plan and Cause for Concern. To understand how your progress will be tracked and supported. To understand the link with the PE324 and transitional placements. To answer any related questions.

Module assessment and eRPD Training To ensure understanding about how the Module is assessed. To understand how the eRPD will be used in the Assessed Tutorial. To develop expertise with the eRPD and its functions. To know how to navigate to the key placement documents. To understand how to carry out reflections, prepare for a Weekly Mentor Meeting and a

Standards Review. To know how to add Lesson observations to the eRPD. To develop target setting skills and know how to use them to support professional

development.

PLACEMENT TASKS:

5 Preliminary Days Establish roles and relationships with the class. Collect key class and planning information and begin to plan for the experience. Identify profile pupils with SBM.Share Review Point and current targets from previous placement with SBMShare any current PSP with SBMREAD the school’s CP/safeguarding policy (do NOT upload it) and answer the 4 questions, recording your answers on your eRPD.

The name and job title of the safeguarding/CP lead in this school. What the process is if a child discloses a CP/ safeguarding worry. What the process is if the trainee is concerned about the way a member

of staff interacts with the pupils. Who the trainee should contact if his or her concerns are about the Head

Teacher.Work with groups of children to gain a good understanding of their attainment levels and teacher expectations.Work with your SBM to begin to plan the teaching for week 1

Week 1 At least:2 maths (ma)2 English (En)2 other(or corresponding sessions in EYFS)

Develop own lesson plans from teacher’s Medium Term plans.Develop sequences of lessons for following week.

Week 2 At least: Sequence of 5 maths or English + 3 other lessons. (or equivalent sessions in EYFS)Begin preparation for mid placement standards review.

Develop own sequence of lessons and individual lesson plans for English or maths.Develop own lesson plans from teacher’s Medium Term plans for 3 other.

Week 3 At Least:Sequence of 5 maths or English – opposite subject to Week 2+ 4 other.(or equivalent sessions in EYFS)Carry out Mid-Placement Standards Review with SBM.

Develop own sequence of lessons and individual lesson plans for English or maths.Develop own lesson plans from teacher’s sequences of lessons for 4 other.

Week 4 Teach up to 80% of the class’s timetableTeach all maths and EnglishIn KS1/2 must teach some science, and PE(or equivalent sessions in EYFS)

ALL trainees must teach phonics – to another class if necessary.

Use rest of the time to teach other Foundation subjects.Ensure preparation for final Standards Reviews is completed.

Develop own sequence of lessons and individual lesson plans for English or maths.Develop and teach sequence of lessons and then lesson plans for the appropriate phase.

Develop own lesson plans from teacher’s planning for other subjects

Week 5

Week 6 Continue to teach 80% of timetable.Carry out End of Placement Standards Review with SBM/UBM.Finalise tasks.

Planning and Preparation File

Throughout the file please indicate which planning is the school’s planning so that mentors can evaluate the trainee’s planning. The school experience file is an open document, available on request to the head teacher, school based and university based mentors. The file should always available in school and up-to-date. It should be a professional working document which reflects the student’s level of commitment. As the folder is likely to contain information regarding children it should be regarded as CONFIDENTIAL.

Structure of the FileAn A4 ring-binder with section headings as follows:

a. Contact information e.g. for mentors, how to contact the school if ill etc. b. School Information e.g. latest Ofsted/map etc. Items useful to student for placement including the

Course Specific Guidance and the Assessment Toolkit. c. Class Information e.g. Timetable/ Pupils lists(anonymised) and relevant information (group

lists/assessments/ SEN, More Able, Social, medical – following school policy ) / Seating plans / Protocols, H+S

d. Medium Term Planning (termly, half-termly) e.g. Copies of school’s/class teacher’s planning (long term or medium term, as available), Use this planning to familiarise yourself with medium-term planning and to inform your planning.

e. Sequence of work showing curriculum content to be taught during this experience. For English and Maths these will be weekly sequences (placed in the weekly planning section).

f. Short-Term Planning (weekly/daily) Short term planning should be organised in weekly blocks, with dividers indicating Week 1, Week 2,

and Week 3 etc. Weekly Plans – A weekly sequence of work for English/ C & L and maths. You may use the school’s

weekly planning formats for these but make sure you add any elements that are on BGU format that the school’s version does not contain.

EYFS should plan for continuous provision and adult led in the planning formats that the school uses. The weekly sequence is an initial outline and changes to objectives and activities may need to be

made but as these will be on the daily lesson plans, there is no need to rewrite the weekly sequence. It may be appropriate to annotate the weekly sequence by hand to indicate any major changes made as the week progresses.

Weekly plans for guided reading, phonics and spelling groups.g. Session/Activity or Lesson Plans There must be a lesson/session plan for each of the lessons/sessions you will teach over the week If you are not leading a session but you are leading a focused guided group you are required to

complete an activity plan on a lesson plan format. h. Assessment for Learning (AfL) and Lesson Evaluations Students are expected to record significant information about children’s achievements for each lesson

taught. This will be in the form of handwritten AfL notes on each lesson plan. These notes are normally brief bullet points that are related to groups or individual pupils (particularly the Profile Pupils). They should inform subsequent lesson planning and indicate action to be taken. Trainees are not expected to write about all pupils, only those who exceed or fail to reach the learning objective for the lesson and what the next steps are to address this to enable the children to make progress.

AfL notes should be completed as soon as possible after the end of the lesson. However, when pupils’ work is marked additional notes may be added about individual pupils, and the Profile Pupils in particular.

Trainees are not expected to write a lengthy evaluation of all lessons taught. Bullet points and notes are appropriate on lesson plans. Remember lesson evaluations should focus on the progress pupils have made. In preliminary days and week 1 it will be helpful to do some longer evaluations of teaching and also of the sessions/lessons observed. Your Weekly Reflection on the eRPD is an ideal area for you to record these.

i. Pupil Assessment Records

The trainee must keep notes about the three profile pupils for reading and for social, emotional and behavioural issues. These will be a useful source of evidence for the Assessed Tutorial.

The trainee must set up and maintain whole class records of pupils’ progress in relation to key objectives in maths, English and science/ EYFS curriculum areas using the school’s record keeping system where possible.

At the end of the school experience and during the Assessed Tutorial, each trainee should be able to explain how they feel they have supported pupils to make progress and be able to evidence this.

Checklist

Tasks before commencing the preliminary days Ensure you have details of your placement (sent to you via email) and have contacted the school and introduced yourself to find out what time to arrive, which entrance to use and, if relevant, where to park. Ensure you take photo ID on your first visit.Ensure you know the details of your transport arrangements to your placement.Ensure you are clear about your responsibilities and tasks for your placement.Tasks during the preliminary daysEnsure you provide the school with your contact telephone number and email – and that you know who, and how to contact the school in case of any non-attendance. Become familiar with the school policies, handbooks and codes of conduct, including safeguarding/child protection procedures, e-safety and Health & Safety procedures . Complete the safeguarding information in the specific tab on your eRPD.Spend time observing and getting acquainted with the school, class and available resources.Prepare planning required including gathering resources. Discuss lesson plans with your SBM.Share your eRPD with SBM and Targets from previous placement. Share PSP/CfC + any special needs you wish to disclose.Email and /or print your SBM a copy of this handout. Hold a ‘diary meeting’ with SBM to plan when your PPA/CPD and weekly Mentor Meetings will be timetabled With SBM help, identify 3 Profile Pupils.Discuss Medium Term plans for English and maths (KS1/2) or provision and coverage of EYFS curriculum with SBM.Tasks (Weeks 1-6)

Ensure you read the BGU Undergraduate Placement Leader’s weekly update emails.

Plan time to be observed teaching a sequence of phonics.

Use SBM’s / School’s assessment data to become familiar with pupils’ current levels of attainmentBecome familiar with assessment approach and reflect on how this will inform your judgements of pupil progress through the placement.Ensure eRPD is kept up to date with Weekly Reflections, Weekly Mentor Meetings and Lesson Observations recorded appropriately. Plan and deliver sequences of lessons as described above. Subjects to be taught in line with school’s policy and submitted to SBM within agreed timeframe.Follow school’s format to develop plans for continuous provision in EYFS.Evaluate lessons you teach so you can identify their strengths and weaknesses. Discuss these with SBM and respond to advice.

Maintain focus on 3 profile pupils – begin to gather evidence to allow you to discuss their progress and their social, emotional, physical and intellectual characteristics. This will provide useful evidence for the Assessed Tutorial.SBM and trainee hold a weekly Mentor Meeting. At this meeting discuss pupil progress and lesson evaluations, lesson observations and set targets for forthcoming week. Record this in the eRPD.Week 2: begin to add information to each Teacher Standard in the mid-placement standards Review ready for the review at the end of week 3.A formal lesson observation by SBM each week. Written and verbal feedback is provided. Ensure the written feedback is added to the eRPD in the appropriate tab. In KS1/2 placements trainee to have at least 2 English and 2 maths formal observations. NB: Phonics and/or guided reading can be classed as “English” observations.ALL trainees must be observed teaching phonics. In KS2 this may be phonics into spelling or the trainee may work with a group from KS1/EYFS where appropriate. Group work is acceptable in all year groups.

Record pupils’ achievement and progress as the class teacher would include keeping up to date with all marking and following school marking policies.EYFS/KS1 students to observe MFL lesson in KS2 where possible.Week 5: ensure information has continued to be added to each Teacher Standard in the end of placement Standards Review, ready for the Final Review during week 6.

Other tasks to complete during the placement Trainee and SBM to undertake 2 Standards Reviews 1 at mid-placement, I at end of placement, the latter with UBM. Grades at both reviews to be recorded on the eRPDWherever possible undertake other tasks required of a class teacher e.g. wall displays, develop activity areas , playground duty, attend staff meetings, assist in lunchtime/after-school clubs, attend parent meetings etc. Observe the teacher and/or support staff working with your profile pupils. Keep notes on key points on pupils’ learning and your own learning.Tasks at the end of your placementTrainee, SBM and UBM meet to ensure that the eRPD has been completed including final standards review and targets, for next placement, have been set.Ensure you have returned all resources to the school/staff.

Assignment Brief

PROGRAMMEBA (Hons) Primary Education with recommendation for QTS

LEVEL MODULE CODE MODULE TITLE5 PE224 School Placement

TITLE OF ASSIGNMENT WEIGHTINGAssessed Tutorial 100%

Task Description

In a 30 minute assessed tutorial, tutors will ask specific questions in order to consider the students’ progress against each of the module outcomes.

Prior to the assessment, students will have undertaken a 6 week teaching placement. They will be expected to meet all of the 8 Teachers’ Standards during the course of the placement through their planning and preparation, and teaching and assessing of that class of children, but this is assessed separately from this assignment.

Students will use evidence gathered from placement to support their answers to questions.

Evidence will usually come from the electronic Record of Professional Development (eRPD) which should include records such as:• Weekly Mentor Meeting records• Weekly evaluations • Standards Reviews• Identification of priority targets

Tutors will carry out a scrutiny of the eRPD after the placement ends and prior to the Assessed Tutorial.

Students will be able to also bring along any other files/documentation (usually containing planning, assessments and examples of students work) compiled during the placement as a prompt to their answers. Tutors WILL NOT look at the documents during the tutorial.

Example questions could be:Provide an example of how you linked what you have learnt about the theory of teaching with your classroom practice. (Module outcomes 1 and 3)

Focusing on a sequence of lessons that you planned and taught, how did you adapt teaching approaches to meet the needs of the children in your class? (Module outcome 2)

Module Outcomes to be tested

By the end of the module students are expected to:

1. Be able to evaluate critically their own strengths and weaknesses in teaching and challenge received opinion about teaching and learning, in order to develop existing skills (Level 5 SEEC K/TS) (FHEQ Level 5.7 (from para 4.12 p23));

2. Undertake critical analysis of planning and propose solutions using alternative teaching approaches (Level 5 SEEC C/I) (FHEQ Level 5.5 (from para 4.12 p23));

3. Have a detailed knowledge and critical understanding of subject knowledge and how it relates to teaching and learning (Level 5 SEEC K/U) (FHEQ Level 5.1 (from para 4.12 p23));

4. Effectively communicate information, arguments and analysis in a variety of formats (Level 5 SEEC K/TS) (FHEQ Level 5.6 (from para 4.12 p23))

Assessment Criteria

Critical analysis of own professional development (25%)Be able to evaluate critically their own strengths and weaknesses in teaching and challenge received opinion about teaching and learning, in order to develop existing skills (Level 5 SEEC K/TS) (FHEQ Level 5.7 (from para 4.12 p23));

Critical analysis of teaching approaches (25%)Undertake critical analysis of planning and propose solutions using alternative teaching approaches (Level 5 SEEC C/I) (FHEQ Level 5.5 (from para 4.12 p23));

Knowledge and understanding (25%)Have a detailed knowledge and critical understanding of subject knowledge and how it relates to teaching and learning (Level 5 SEEC K/U) (FHEQ Level 5.1 (from para 4.12 p23));

Communication (25%)Effectively communicate information, arguments and analysis in a variety of formats (Level 5 SEEC K/TS) (FHEQ Level 5.6 (from para 4.12 p23))

Mark Scheme

The mark scheme (below) is used in conjunction with the assessment criteria (above) to award appropriate marks for the assignment. For example, in relation to the criteria ‘knowledge and understanding’, a student will be expected to demonstrate ‘some understanding of relevant issues and questions’. A student who failed in this respect would have demonstrated a ‘limited understanding’, whereas a 2.1 student would have demonstrated a ‘clear and confident’ understanding of ‘relevant issues and questions’.

All the main criteria headings are equally weighted, but only one holistic mark will be awarded. You will receive comments under the four main criteria headings which will help you to identify your strengths and weaknesses in the different areas.

Time Limit

The Assessed Tutorial is 30 minutes. If you submit an assignment which exceeds the prescribed word or time limit, marking will cease at the point at which the limit has been exceeded by a margin of 10% and the mark will be awarded on the basis of the extent to which the criteria for assessment have been met up to that point.

Plagiarism

Your attention is drawn to the University’s Code of Practice covering plagiarism. Penalties for work found to be plagiarised are severe and can include the withdrawal of the right to resubmit work and termination of studies. On the submission of the assignment you will be required to sign a declaration that the work is your own and that all sources have been properly acknowledged.

DATE AND TIME OF SUBMISSION

Date and Time of Submission: The Assessed Tutorials will take place on Wednesday 21st March 2018 and Thursday 22nd March 2018.

Details of timings and the venue for the assessed discussion, will be published on Blackboard before the assessment. This assignment will not be marked anonymously.

Unless your assignment is submitted by the deadline it will receive a mark of zero. All requests for extensions must be submitted to the Cohort Leader for Primary Education Year 2 for approval BEFORE the published deadline. Such claims must be on the standard pro forma and must be accompanied by corroborating evidence. Following the date of submission requests may be made for the Board of Examiners to take extenuating circumstances for non-submission into account. All such requests must be made on the standard pro forma and must be accompanied by corroborating evidence.

DATE ON WHICH MARKED WORK WILL BE AVAILABLE FOR COLLECTION

Work will be available for collection from 9am on Monday 23rd April 2018

From: ☒ Assignment Office

If you have any specific questions relating to the comments on the feedback sheet, please email your module tutor and arrange a tutorial with her/him.

Criteria for awarding module mark PE224 Student name………………………………………………………………………………………………. Mark…………………….

Critical analysis of own professional development (25%)

Critical analysis of teaching approaches (25%)

Knowledge and understanding (25%)

Communication (25%)

90-100

Sustained, highly relevant insight demonstrated in the analysis and evaluation of own strengths and weaknesses in understanding and skills across the curriculum. Uses self evaluation to develop skills and understanding further using a range of highly appropriate strategies

Draws intelligently on highly relevant and current debates about the curriculum and learning theory to interrogate own practice; sustained and highly appropriate insight shown in the analysis and evaluation of own practice, recognising a range of issues, using a range of evidence of pupil progress and challenging received opinion about teaching and learning; theory and practice used consistently to enrich each other and frequently leading to new ideas; clear evidence of sustained and original thinking in the improved lessons

Broad and deep understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; evidenc e that this understanding has led to professional development; sustained insight into different teaching approaches and their impact; a scholarly approach, drawing on a range of sources, which raises questions through fully recognising complexity

Excellent, highly professional oral communication; highly articulate, consistently confident and accurate use of technical vocabulary; evidence is consistently organised in a highly effective way, fully demonstrating each point succinctly and clearly to the audience.Written evidence shows complete accuracy of communication.It is clear that there has been exemplary engagement with the eRPD throughout the placement so that its impact on professional development is evident. The eRPD is complete, has been updated throughout the placement and presented professionally.

80-89 Sustained insight demonstrated in the evaluation of own strengths and weaknesses in understanding and skills across

Draws intelligently on debates about the curriculum and learning theory to interrogate own practice; sustained insight shown in the evaluation of own practice, recognising various issues, using a range of evidence of pupil

Excellent understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; sustained insight into different teaching approaches and their impact;

Excellent oral communication; highly articulate, using technical vocabulary confidently; evidence is organised in a highly effective way, fully demonstrating each point succinctly and clearly to the audience.Written evidence shows complete accuracy of communication.

the curriculum and how to develop these further using a range of highly appropriate strategies

progress and challenging received opinion about teaching and learning; theory and practice used to enrich each other leading to new ideas; clear evidence of sustained and original thinking in the improved lessons

a scholarly approach, drawing on a range of sources, which raises questions through fully recognising complexity

It is clear that there has been very good engagement with the eRPD throughout the placement. The eRPD is complete and up to date and presented professionally.

70-79 Perceptive evaluation of own strengths and weaknesses in understanding and skills across the curriculum and how to develop these further using a range of appropriate strategies

Draws on debates about the curriculum and learning theory to interrogate own practice; perceptive evaluation of own practice, recognising various issues, using evidence of pupil progress and challenging received opinion about teaching and learning; theory and practice used to enrich each other; evidence of original thinking in the improved lessons

Very good understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; perceptive discussion into different teaching approaches and their impact; evidence of broad and balanced reading with recognition of the complexity of the underlying educational ideas, concepts and issues

Very good oral communication; articulate, using technical vocabulary; evidence is organised effectively, clearly demonstrating each point.Written evidence shows very good written communication.It is clear that there has been good engagement with the eRPD throughout the placement. The eRPD is complete and up to date and presented professionally.

60-69 Thoughtful evaluation of own strengths and weaknesses in understanding and skills across the curriculum and how to develop these further using a range of strategies

Is aware of debates about the curriculum and learning theory with some consideration of these when interrogating own practice; thoughtful evaluation of own practice, drawing on evidence of pupil progress, relating this to received opinion about teaching and learning; theory and practice well integrated; evidence of reflection resulting in highly appropriate improvements to lessons

Good understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; discussion of different teaching approaches and their impact is sometimes perceptive; evidence of judgement ensuring a range of appropriate reading related to pedagogy, subject knowledge and educational

Good oral communication, with technical vocabulary used appropriately; evidence is organised clearly.Written evidence shows good written communication.It is clear that there has been good engagement with the eRPD throughout the majority of the placement. The eRPD is complete and up to date and in the main professionally presented.

issues

Critical analysis of own professional development (25%)

Critical analysis of teaching approaches (25%)

Knowledge and understanding (25%)

Communication (25%)

50-59 Able to evaluate some strengths and weaknesses in understanding and / or skills related to the curriculum; able to develop some aspects further with appropriate strategies.

Some awareness is demonstrated of the relationship between curriculum debates, learning theory and evaluation of practice; able to use some reflection on pupil progress to evaluate own practice; links made between theory and practice in discussion of existing ideas about teaching and learning; able to suggest appropriate improvements to lessons.

Sound understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; discussion of different teaching approaches with some awareness of their impact; appropriate reading related to pedagogy, subject knowledge and educational issues used to support discussion.

Able to communicate meaning clearly with some use of technical vocabulary; consideration of appropriate organisation of evidence.Written evidence shows sound written communication.It is clear that there has been engagement with the eRPD throughout the much of the placement, but there may be some evidence that this was not consistent. The eRPD is mostly complete and up to date and in the main professionally presented, but there may be some elements which need further consideration in terms of professionalism.

40-49 Some identification of strengths and weaknesses related to the curriculum in the evaluation; able to suggest some strategies for further development.

There is some awareness of curriculum debates but limited use of these in evaluating practice; evaluation of own practice is descriptive with some links to aspects of pupil progress; some links made between theory and practice; able to suggest some appropriate improvements to lessons.

Some understanding of subject and pedagogical knowledge in the core subjects and the wider curriculum; some description of teaching approaches and their use in the classroom; some appropriate reading related to pedagogy, subject knowledge and/or educational issues presented.

Able to communicate key messages clearly at points; some awareness of technical vocabulary; some awareness that different tasks may require different forms of evidence.Written evidence shows weak written communication.It is clear that there has been some engagement with the eRPD during the placement, but there may be evidence that this has needed support. The eRPD is not complete and there are aspects which are presented unprofessionally.

30-39 A limited awareness of strengths and

There are attempts to describe curriculum debates and/or learning theories but these are not

Limited understanding of subject and pedagogical knowledge in the core

Communication is hindered by many inaccuracies; little or no use of technical vocabulary; limited awareness of appropriate organisation of evidence.

areas for development in the evaluation.

used to evaluate practice and there may be some misconceptions or a simplistic approach; personal experience may be described (sometimes in too much detail) and whilst the approach may sometimes be reflective, it is not sufficiently evaluative and may sometimes be anecdotal; limited ability to suggest appropriate improvements to lessons.

subjects and the wider curriculum; limited awareness of teaching approaches and their use in the classroom; limited use of appropriate reading related to pedagogy, subject knowledge and/or educational issues.

Written evidence shows very weak written communication.It is clear that there has been little engagement with the eRPD during the placement, and there may be evidence that this has needed significant support. The eRPD is not complete and there are a number of aspects which are presented unprofessionally.

20-29 An evaluation which does not reflect the strengths and weaknesses.

Little or no awareness of curriculum debates and learning theories; personal experience may be described rather than evaluated; very limited connections to teaching and learning; unable to suggest appropriate improvements to lessons.

Lack of understanding of subject and pedagogical knowledge with errors and misconceptions; little or no awareness of different teaching approaches and the impact these can have; little or no use of appropriate reading.

Is unable to communicate meaning; lacks understanding of technical vocabulary; inappropriate organisation of evidence.Written evidence is very weak in terms of written communication. It is clear that there has been little or no engagement with the eRPD during the placement, and there is evidence that this has needed significant support. The eRPD is not complete and there are a number of aspects which are presented unprofessionally.

10-19 Inadequate response to the brief

Inadequate response to the brief Inadequate response to the brief

Inadequate response to the brief

0-9 Inadequate response to the brief

Inadequate response to the brief Inadequate response to the brief

Inadequate response to the brief